765 24 26018 https://digitalcollections.library.gvsu.edu/files/original/3fee46fa0343813a19d0cad4c72c4163.jpg 86701e9034ac02e26e6dfc8f0d8a658a 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_001295 Title A name given to the resource Original barn on Grand Valley's Allendale campus Description An account of the resource Undated photograph of the original barn on Grand Valley's Allendale campus before it was moved to Blanford Nature Center, ca. 1968. Subject The topic of the resource Grand Valley State University Grand Valley State College Michigan Allendale (Mich.) Universities and colleges Facilities Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/2236d7b8ce7a4e5eeddeee8d86cd9335.jpg 0cbede2227be0876f6dab735d0e24483 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 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/. Date A point or period of time associated with an event in the lifecycle of the resource 1962 Title A name given to the resource Original plan for the first Allendale dorms Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001594 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> Description An account of the resource Original rejected plan for the first dorms on the Allendale campus. Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Architectural rendering Facilities 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> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/d207c4889f134b83359418cb6032f379.pdf 89749151f2be502926b08217df004e17 PDF Text Text RO KO TOWNSHIP comprehensive plan . �ORONOKO TOWNSHIP Berrien County, Michigan BOARD OF TRUSTEES Robert C. Feather, Supervisor Alex Miskiewicz, Clerk Robert H. King, Treasurer David Schug Robert C. Pagel Richard Schinkel David Ladd PLANNING COMMISSION Ernest Hildebrandt, Chairman Myrtle Mc Nally, Secretary James Calderwood Scotty Hanson Robert c. Pagel V. E. Garber Charles Paarlberg This Comprehensive Plan has been compiled from material developed for the Lake Chapin regional planning area by: WILLIAMS. LAWRENCE & ASSOCIATES, INC. Planning Consultants Don C. Shafer, Project Planner Technical Assistance Provided by: BERRIEN COUNTY PLANNING COMMISSION Charles Eckenstahler, Planning Director Michigan Professional Community Planner (Reg. No. 550) Brian W. Sodt, Assistant Planning Director Aaron L. Anthony, Assistant Planner �TABLE OF CONTENTS Page Adoption Resolution Endorsement by Township Board Preface Introduction i iii iv vii SECTION 1. Natural Features 2. Existing Land Use 3. Housing 4. Thoroughfares and Transportation 5. Community Facilities 6. Economic Factors 7. Goal Formulation 8. General Development Policies 9. General Development Plan 10. Capital Improvement Program 1 12 20 27 43 59 78 84 91 107 Bibliography 123 Appendix CHARTS AND MAPS l. Oronoko Township Soil Survey Map 2. Soil Factor Map for Septic Tank Absorption 3. Soil Factor Map for Natural Drainage 4. Soil Factor Map for Dwellings with Basements 7 8 9 10 �CHARTS AND MAPS (continued) Page 5. Flood Hazard Area - Map 11 6. Existing Land Use - Map 15 7. Existing Land Use, 1969 - Chart 16 8. Existing Land Use, 1974 - Chart 17 9. Existing Land Use Comparison of Acres Developed - Chart 18 10. On-site Sewerage Disposal Applications - Chart 19 11. Building Activity - Chart 19 12. Condition of Structures - Map 25 13. Condition of Structures - Chart 26 14. Lake Chapin Regional Traffic Volumes-Map 37 15. Thoroughfare Classification System - 16. Existing Transportation Map 39 - - Chart - 40 Map 42 19. Educational Facilities and School Districts 20. Educational Facilities 38 Map 17. Existing Transportation Conditions 18. Traffic Conflict Points - - r1ap Chart 54 55 21. Township Water Distribution System - Map 56 22. Wastewater Collection System - Map 57 23. Park & Recreation - 58 Inventory and Analysis - Chart 24. Land Cover Map 72 25. Land Use Cover Classification - Chart 73 26. Agricultural Land Cover - Map 74 27. Agricultural Land Cover Tabulation 2 8. Agricultural Land Use Comparison - 29. General Population Characteristics 30. General Development Plan - Chart - Chart 75 Chart 76 - 77 Chart 105 �CHARTS AND MAPS (continued) 31. Comparison of Percent of Total Area - Chart 106 32. General Fund Revenues, Expenditures and Equity - Chart 116 33. Projected Assessed Valuation and Bonding Capacity - Chart 117 34. Schedule of Funds Estimated to be Available from the General Fund and Comparison with Past Trends - Chart 118 35. Capital Improvement Program - Chart 119 �PREFACE �ORONOKO TOWNSHIP PLANNING COMMISSION ADOPTION RESOLUTION for the ORONOKO TOWNSHIP COMPREHENSIVE PLAN WHEREAS, the Township Rural Zoning Act, Act 184 P.A. 1943, as amended, stipulates the provisions of a township zoning ordinance should be based upon a plan designed to promote the public health, safety, morals, and general welfare, to encourage the use of lands in accordance with their character and adaptability and to limit the improper use of land, among other things; and WHEREAS, the Township Planning Conmission Act, Act 168 P.A. 1959, as amended, requires the planning conmission shall make and adopt a basic plan as a guide for the development of unincorporated portions of the township, and such plan shall include the planning commission's recommendations for the physical development of the unincorporated area of the township; and WHEREAS, Oronoko Township has participated jointly with the Townships of Royalton and Berrien, and the Village of Berrien Springs in the Lake Chapin Regional Planning Commission, and undertook extensive planning research from 1969 to 1976, and WHEREAS, the Oronoko Township Planning Commission has prepared such a basic plan for the purpose of encouraging and guiding orderly and efficient future growth and development of Oronoko Township from the materials prepared by the Lake Chapin Regional Planning Commission; and WHEREAS, in accordance with Act 168 P.A. 1959, as amended, notices of public hearing have been duly published and on January 22, 1979 a public hearing was held at the Oronoko Township Hall for the purpose of making public explanation of the proposed comprehensive plan and receiving public conments and recommendations regarding the plan; and WHEREAS, the Oronoko Township Planning Commission has given due consideration to public comments presented at the hearing, a public record of which is on file with the township clerk: BE IT THEREFORE RESOLVED, the Oronoko Township Planning Conmission hereby approves and adopts the Oronoko Township Comprehensive Plan, dated January 22, 1979 as the plan required by the aforementioned state legislative acts to encourage and guide future growth and development of Oronoko Township in an orderly manner. BE IT FURTHER RESOLVED, the information pertaining to Oronoko Township contained in the following Lake Chapin Regional Planning Commission reports: -Soils and Their Limitation for the Lake Cahpin Region, February, 1970 -Physical Factors for Planning the Lake Chapin regional planning area, June, 1971 and revised June, 1974 -Economic Factors for Planning the Lake Chapin regional planning area, April, 1972 -Preliminary Land Use Plan for the Lake Chapin regional planning area, February, 1974 -Interim Comprehensive Plan for the Lake Chapin regional planning area, December, 1974 -Comprehensive Plan for the Lake Chapin regional planning area; Volume I, Volume II, June 1975, Volume III, are incorporated herein by reference and made part of the Oronoko Township Comprehensive Plan. i �ORONOKO TOWNSHIP PLANNING COMMISSION Page 2 RESOLVED ON THIS 22 DAY OF JANUARY, 1979, AT A REGULAR MEETING OF THE ORONOKO TOWNSHIP PLANNING COMMISSION ACCORDING TO THE FOLLOWING VOTES OF THE PLANNI G COMMISSION MEMBERS: Yes James Calderwood X V. X E. Garber Shirley Hanson X Ernest Hilderbrand X No Absent Myrtle Mc Nally X Charles Paalberg X Robert C. Pagel X rriest Hilderbrand, Chairman Oronoko Township Planning Commission nship Planning ;; �ORONOKO TOWNSHIP BOARD ENDORSEMENT RESOLUTION FOR THE ORONOKO TOWNSHIP COMPREHENSIVE PLAN WHEREAS, the Oronoko Township Planning Commission has been established pursuant to the Township Planning Commission Act, Act 168, P.A. 1959, as amended; and WHEREAS, in accordance with provisions of the aforementioned act, the planning commission has prepared a basic plan, known as the Oronoko Township Comprehensive Plan, dated March 13, 1979, to encourage and guide orderly future growth and development in the township; and WHEREAS, hearing, township township the planning commission has given proper notice of public and held a public hearing on January 22, 1979, at the hall, a record of which is on file in the office of the clerk; and WHEREAS, the Oronoko Township Board has been kept informed of the preparation of the basic plan, has been represented on the planning commission responsible for preparation of the plan, and had representatives in attendance at the public hearing. BE IT THEREFORE RESOLVED, that the Oronoko Township Board hereby endorses the preparation and adoption of the Oronoko Township Comprehensive Plan by the planning commission and, further, endorses the content of the plan and its policies and recommendations regarding orderly and efficient future growth and development in Oronoko Township. RESOLVED ON THIS 13 DAY OF MARCH 1979. ea er, Supervisor Oronoko Townsh.i p Oron ;;; �PREFACE In 1968, Oronoko Township became aware of developmental pressures for scattered and uncontrolled commercial, residential and other types of development. At that time, the Township deter- mined it in their best interest to develop a land use program to manage and promote sound future growth and to enhance the general prosperity of the Township. Several adjacent munici- palities, namely Berrien and Royalton Townships and the Village of Berrien Springs, indicated they were experiencing the same situation. In order to secure professional olanning assistance, Oronoko Township united with their neighbors to form the Lake Chapin regional planning area. Lake Chapin Regional Planning Commission was formed in 1969 by joint agreement between the Townships of Berrien, Oronoko and Royalton and the Village of Berrien Springs. Over the ensuing years, a series of planning studies and land regulations have been prepared by the Commission for adoption by each participating municipality. A Regional Comprehensive Plan was prepared as the culmination of over five years of planning effort and was recommended by the Regional Commission for adoption by each participating municipalitv. Mr. Don c. Shafer, a Michigan Professional Community Planner, with William S. Lawrence & Associates, Chicago, Illinois acted as the Regional Planning CornMission's planning consultant during this period. iv �In 1977, the Oronoko Township Planning Commission began to com- I pile these planning studies into a brief and concise freestanding II publication for adoption purposes to meet the legislative intent of the Township Planning Commission and Township Zoning Acts. To accomplish this task, the Oronoko Township Planning Commission secured the staff services of the Berrien County Planning Commission through its local planning assistance program to consolidate and condense the variety of information developed over the five-year period into this document, The The intent of this document is to summarize and incorporate the pertinent regional planning data addressing Oronoko Township by reference, into the Comprehensive Plan. Credit should be given to Mr. Don Shafer, as many of the materials contained within this plan are the results of planning studies completed under his supervision. As with any planning process, analysis of new information affecting the basic assumptions of the plan should be considered and revisions of the plan made ~ccordingly. During the compila- tion of material into the Oronoko Plan, the following items have been analyzed: 1. Revised population projections issued by the Michigan Department of Management and Budget for Berrien County and minor civil division projections prepared by the Berrien County Planning Commission, August 1977; V �2. Environmental Protection Agency, Section 201, Waste Water Treatment System Facilities Plan for Oronoko, Berrien and Pipestone Townships and the Villages of Berrien Springs and Eau Claire; 3. The Federal Flood Insurance Program; 4. The projected growth of Andrews University developed from discussions with University representatives. In light of these items, the Comprehensive Plan map dated February, 1974 has been reviewed and selected changes incorporated. vi �INTRODUCTION �INTRODUCTION The Oronoko Township Planning Commission functions in accordance with the provisions of the Township Rural Planning Commission Act, Act 168, Michigan Public Acts of 1959, as amended. Pursuant to the duties and responsibilities set forth in that enabling legislation, the Township Planning Commission has prepared this comprehensive plan: :to plLomo:te. :the public. he.a.Uh, J.iafie.:ty, and ge.ne/l.a.l we.lfiaJt.e. ofi :the. ,lnha.bU:a.n:t-6 ofi OILonok.o Town-0/up; :to e.nc.oWta.ge. :the. Me ofi ILUou.Jtc.u ofi :the. Town-0/up in ac.c.olLda.nc.e. will :the.AA c.haJt.ac.:te.Jt and ada.p:tabili:ty; :to avoid :the. ove.Jtc.Jtowding 06 land, bl.L,{,,tding-6 olL people.; :to luJ.ie.n c.onguuon ofi public. ILoad-6 and J.i:tll.e.e.:t-6; :to fiauli:ta:te. p1Lov,i_,6ion fio//. a J.itj-6:Ce.m ofi :tJtanJ.ipoJt:ta.;tLon, J.iewage. fupo.6al, J.iafie. and ade,qu..a,te, wa:tef/. J.iupply, f1.e.c.f1.eauon and othe.Jt public. implLoveme.n:t-6; and :to c.onJ.iide.Jt :the. c.ha.Jtac.:te.Jt 06 :the. TownJ.irup and m .6 u.U:a.bili:ttj on J.iuc.h fiac.:to//..6 a.6 6OIL paJt.tic.u.la.//. Mu Judg e.d in :te.Jtm-6 :the. :tJtend in land and popu.la.uon de.ve.lopme.n:t. With the adoption of the Oronoko Township Comprehensive Plan, the Township will be provided with a Basic Land Use Plan and Policy; the written documentation necessary for justification of any land regulatory devices administered by Oronoko Township. This plan will also consolidate and set forth those future development policies which the Oronoko Township Planning Commission feels should be achieved by the year 2000. vii �1 NATURAL FEATURES �NATURAL FEATURES INTRODUCTION Gathering information on the physical nature of the township is one of the first steps in any planning effort. , The physical characteristics to be considered in the study include the nature of streams and rivers that drain the surface; the characteristics of slope and relief that determine a landscape; the deposits of clay, sand, and rock that underlie the surface of the land; the soil that supports the economy; the sources of ground water that supply the water needs of the community; and potential impoundment sites for future reservoirs. The role of the physical environment in the development of an expanding area is becoming increasingly important as the population grows and land becomes commited to urban uses. The United States has only recently begun to realize there is no such thing as an inexhaustible supply of environmental resources. Furthermore, we have discovered that there is even a limit to our supply of land suitable for urban development in proper locations. It is difficult to convince people that all land is not the same, that land has physical characteristics which are often more important than geographical locations in planning future development. However, the close relationship that becomes evident between geographic factors and the physical aspect of an area's development strongly influence the conclusions and recommendations within this plan. 1 �GEOGRAPHIC LOCATION The Township of Oronoko is located in the central part of Berrien County. This area is almost directly across Lake Michigan from the City of Chicago and lies approximately twenty miles north of the Indiana State line. The St. Joseph River flows in a south-north direction and forms the eastern boundary of the Township. This general geographic location can be viewed as particularly strategic, as evidenced by the growth of the Chicago Metropolitan Araa into the third largest in the United States. The tremendous industrial complex, business development, and transportation network of the Chicago area have effects that influence development in communities many miles away including Oronoko Township. GEOLOGY The general features of the land surface were formed by glaciers that occupied the area some 12,000 to 15,000 years ago. Thus, the area owes its existance, evolution and present \ physical structure to geological forces which shaped Michigan during the ice age. As glaciers advanced and retreated, the particular rolling topography of the Township was left behind. CLIMATE The Township climate is influenced to some extent by the prevailing winds from the west which are cooled in the summer 2 �and warmed in the winter as they pass over Lake Michigan. Average temperatures in the Township range from 29.4° in January to 74.4° in July. Temperatures seldom as 16° in winter or as high as 90° in summer. go as low The growing season is approximately 184 days with mean annual rainfall of 33 inches. This moderate climate is ideal for the im- portant fruit-growing industry in the area. SOILS Many engineering problems associated with land use for urban development originate with soils in their natural state. Properly interpretated soil survey data has proven an effective tool in the solution to many of these problems. In 1976, Oronoko Township was soil mapped as part of a joint Berrien County Planning Commission and U.S. Department of Agriculture, Soil Conservation Service, Soil Survey program. *(l) Map 1 is a reproduction of the soil map for the Township. Maps 2, 3 and 4 are adaptability factor maps for various proposed land uses. These maps clearly illustrate areas both adapted and not adapted for urban-type uses. What is the value of a general survey to cities, villages and townships within Berrien County? *(l) A soil survey, although Oronoko Township Soil Survey, special advanced report July 1976--available for review at the Township Hall 3 �general, should help the Township in planning the overall general development. For example, on the basis of a survey if an extensive area of the Township is shown as poorly adapted for a residential subdivision development, the Township under these conditions would be well advised to zone that land for uses and densities compatible with the soil limitations. Likewise, those land areas which are not suited for on-site sewage disposal systems if planned for residential development should be supplied with municipal sewage systems. A soil factor map is a general picture of the soil conditions and general adaptability of a particular parcel of land. More specific detail would require an investigation of each specific site, possibly requiring on-site test borings and soil analysis. GROUND WATER The overall economic welfare of the Township depends to a great extent on the availability of water for its farms, industries and municipalities. Although large quantities of water are available from La\e Michigan and various streams, most water supplies are obtained by wells that tap underground resources. The availability of ground water depends on the nature of the earth materials beneath the surface. Any ground supply, whether for small domestic needs or for large requirements of a municipality or industry, can be obtained only where suitable 4 �geological conditions exist. Fortunately, Oronoko Township lies in one of the important aquifers within Berrien County which is capable of producing an adequate water supply for most uses. FEDERAL FLOOD INSURANCE In 1968, Congress passed Federal Flood Insurance legislation to allow the sale of federal subsidized insurance to property owners within flood prone areas in authorized municipalities. To secure this authorization, the Township adopted certain zoning and building restrictions to discourage future development within locally identified flood prone areas. Expected in 1979, is the detailed flood insurance administration engineering study defining the exact limits of flood hazard areas within the Township. In the meantime, flood prone areas have been defined from the best available information and future development limited to compatible uses. (Map 5) Upon completion of the Flood Insurance Administration Flood Insurance Study, Oronoko Township will be required to regulate development below the 100-Year Flood Elevation (1% annual probability of flooding) by zoning and building regulation. Also, an annual report of building activity in the flood prone area will be filed with the Federal Flood Insurance Administration to continue the Township's designation and ability of residents to purchase federal subsidized flood insurance. 5 �WATER IMPOUNDMENT SITES In the Lake Chapin physical factors publication, the water impoundment-sites for Oronoko Township were identified. These are Lemon Creek, consisting of fifteen acres; Hollenbeck and Ryan Drain of twenty acres and Grey's River of 20 acres. These sites offer the potential for future open space or recreational uses. \ 6 �MAP ·7/ 1 , 1 -- ~-~s::~~~'1;~fif=r--ff.ff&q~~F5~5ftr~~R~~if:~fi-7-~J..1,;j~---+-~q_--,,L,~:.2::~~~~-· !'. ~~ ,.1'1 SOIL SURVEY MAP 1976 SOIL SURVEY BERRIEN COUNTY PLANNING COMMISSION U.S. SOIL CONSERVATION SERVICE 7 �MAP 2 SEPTIC TANK ABSORPTION c:=i SLIGHT LIMITATIONS MODERATE c=J LIMITATIONS 8 - SEVERE LIMITATIONS 1976 SOIL SURVEY BERRIEN COUNTY PLANNING COMMISSION U S. SOIL CONSERVATION SERVICE '.ti �MAP 3 I J NATURAL DRAINAGE WELL MODERATELY WELL SOMEWHAT POOR 9 - POORLY 1976 SOIL SURVEY BERRIEN COUNTY PLANNING COMMISSION U.S. SOIL CONSERVATION SERVICE �DWELLINGS SLIGHT LIMITATIONS WITH BASEMENTS C=:J MODERATE LIMITATIONS - SEVERE LIMITATIONS 1976 SOIL SURVEY BERRIEN COUNTY PLANNING COMMISSIO~ U.S. SOIL CONSERVATION SERVICE 10 �MAP 5 -i <t w a::: <t 0 a::: <t N a::: <t ~ ...~· 0 ,0 .~·•'~· i 0 9 LL j f ., N ! L ~- I ~~~1l "'•.- L_~~~ ... ~ -!J- .• L ! I 1 r 0 l. '' ., ., I_ IO !1 ... I ;;; J • 11 :::,...-----7 YOOIIYI �a 2 EXISTING LAND USE - I- �EXISTING LAND USE INTRODUCTION The land use survey is an inventory of land, classifying like uses into groups, such as residential, commercial, industrial, vacant and community services. The purpose of the land use survey is to establish current and accurate data on the use, location and amount of land in the township. This data can then be utilized in analytical studies, assist in the formulating of the community goals, establishing planning alternatives and be used in the comprehensive planning process for the township. LAND USE In 1969, all of the existing land uses were recorded in map form and also calculated as to the number of uses, square feet, acres, percent of total corporate area and percent of developed area within the township ( see Map 6). portrays the inventory data. Chart 7 At the time of the existing land use survey, the most predominant uses were agriculture and vacant land which amounted to 51.4% of the total township area. The second most extensive use recorded was occupied by orchards, amounting to 18.7% of the total township area. Wooded areas covered 9.1% of the township. Residential land uses including farmsteads, single-family, two-family, multi-family, seasonal dwellings, migrant workers 12 CI �dwellings and mobile homes amounted to 4.9% of the total township area. Of the total, 2.6% is for single-family uses. The total developed area of Oronoko Township amounts to 14% of the total area. In September of 1974, the Oronoko Township Planning Commission updated the existing land use map which was prepared in 1969. Chart 8 portrays and compares the land use changes for this period. A portion of Chart 8, "Change 1969 to 1974 of the Total Area," indicates where changes occurred during this period. LAND USE COMPARISON One of the major values of the existing land use survey is that it provides data for the township which can be compared to other similar areas. Through this means, one can draw comparisons to determine how rapidly the area is developing and how well services are provided to the residents. Since the municipalities of the Lake Chapin regional planning area have undergone the same existing \and use inventory, the Physical Features for the Lake Chapin planning area report supplies the data needed for this comparison. Charts 7, 8 and 9 have been developed from this report. It is easily infered from this data that Oronoko Township has developed urban characteristics to a greater extent than its neighbors, although total developed land is less than one other township. 13 �It is evident by the general recognition of the population that the Village of Berrien Springs and the surrounding urban area is the central urban community within Berrien County. UPDATE AND ANALYSIS The Berrien County Planning Commission has gathered information to further substantiate the growth potential of the township as part of the planning commission's continuing population studies. Oronoko Township ranks second consist- ently for on-site sewerage disposal applications for the past several years. Chart 10 shows the statistics for the six top ranked townships within the County. Information supplied by the township building inspector concerning the number of building permits issued and the number of dwelling units constructed also reinforces the trend of urban-type development over the last several years. 14 (Chart 11) �~ ; r ;ir-r~~$)jj;.~ 'kf,, ·.: ~~ ORO' T QL-,..jQ TQ:\\ "'\.~CH IP ,,.I, ........... ·.."''~:. .~'1:·.···:."·... ;: : ·-: : : : : -s:.l. '-L - ·~···· •.. ;; 1~ , ' . . 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'. ·;•:•:•:~~({rJ!!ljJ'J ,,.,.,..,..,.J!filli] I ~ ...:....;.-,: ~' ~ ~~ - ·---w ~ -~ ' ll..- .. ,. ~~•/ .J . -~·c·- ;:-►,✓ t''" - v:L~i~,, ~/1 1 I- ~ 0 I 1.'. __,_,_____,,---"l 5'::_,, ~ ·~ • ~ .. . ; ,::-!:>\-. • '• ~ 1..:J ro ' !\ II .-.-., ,:.:,:, 11 •I "!P?: • ...... ,A'[ I ~ 4e ..- ♦ - ►:f.:·. t.,\ ( ' ,,.IL,. 'J} fj e " ~ ;;:;" [ ,:.;::.;j . Llf;.;.}:::·"" Qr• :•:•:•'..' ~ ; ~ - . .... - ___, V vc-: 0 LE =AMILY T - I. C ~AM IL Y • s ~ .-. ·.'.\ ~ • • ·: ·.• , '•-: ;-:•:•:,. diilliilif. .:.•1;~❖;-:: . ,;,.,..... •· . :-_ _.J I.. ~ ~ . ~:s '. dJ :J.- <l OWE U INGS TRA IL ER PARKS 0 " 1CE - oM"•v:: SERVICE o q 1ENTEO ~.,Ar-.. .; F"ACT U RING ~ l-fT GE', EqAL ~ANUFACTURING C.; ARRY Pc 9 LiC SCeOOL S 8 PUBLIC BUILDINGS =-uBLtC ~U ASi • ~ ~~ ~ --G YOR<ERS o LER .. ~:L ESALE 8J llllll. "'-i~ s - PAF-K S 8 REC REATIONAL ~ AREAS ~U ELI C ::!:I -c:i,' -.¥(;0 0£ 0 A R[A ~ MARS>i CE ,..ET ERY C AGR ICULTURAL 8 ~ ~ ORCHARDS VACANT VI NEYARDS ; " . ; .i~ ~ ~ ~ 1111 ffl Bw1L01 ~ GS • o- AOc .. _ ~""i ~~:·=~ .. Q . -......7a ~ -- ------ S, ,.__ GL E F"A1AILY ~ a~.~.~~"-' -:",.~·· ,:i. '•:;:; 0 . .• '1 (~ ¼::::: ~. --=t LJ-~ ~ ~AG \' C:=J -qo i ~~ ~ ~ ·~);. •,:-L... ,.-~~.:.f ',.,;:.". -..·~. (P1i T~ ~4iiiiii:Jj .... ,. . ~Li.~ -~, 0·: ~~ .· ~ ~~t•:•:: sil ,~ -:S,:.,,_ <c ~MSTEACS ~ 5: A S: '.AL DWE LLI NGS 1 • LE ~E~D ~ \' ~ • A~ - ·( "l~!iili ~--.f- l ,f I'[ " s II ...,.';\,f~; ,,....:-..!J I - ,, I I j1 _) ;,' -........._.....//, , ~1" 7' ' · -... ', . ~~,ollf ~ i!l#ri~-rut -= / p\ ', ,--~ ' ji JI ;p' I ~1,1. : ' :X.:.; fr:;~g =, ' .'.; '.· ' .. _y,,;;; ••. ., ' ✓--j/' ~~•::;).::;il_~ . ""' :_. ::':'.·.) •:' "•:•:•:• ...;.;.}<}1F-- t -~Mf . . f~ u .V .· . :. ~ - - - -- ~ - - ~~~.,,..:u,;.:.:..:.x.w.- ·, ;:,·:,:•• :.·:,"-'\'•l•··· .............5;..~,::1:,~::1;c"1; ~ ' • ,\....--,J ~ 7 I\. • d I r"! _ ., 50.,lltC[ ... l> s L.IIWfllCHCC a ASSOC rl(LD SUltVE'r . -0 (J) NOVEMBER 20 , IHI • PLANNING ~ CONSULTANTe WM. S. LAWRENCE & ASSOCIATES, INC. �CHART 7 EXISTING LAND USE (In Acres) 1969 Uses Farmsteads Farm Buildings Single Family Two Family Multiple Family Seasonal Dwellings Migrant Worker Dwellings Tra i 1ers Tra i 1er Parks Number of Uses Acres Square Feet Percent of Total Percent of Developed 211 13 898 38 16 295.4 24.8 561 .6 24.3 26.8 18,520,000 1,080,000 24,470,000 1,060,000 1,170,000 1.4 .1 2.6 .1 .1 10. 1 .8 19.3 .8 .9 19 27 17.9 14.7 780,000 640,000 .1 .1 .6 .5 Retail-Office-Service Whol esa 1e Auto Orientated 29 6 7 22.9 9.2 8.7 1,000,000 400,000 380,000 .1 .8 .3 .3 Light Manufacturing General Manufacturing Quarries 3 5 13 4.8 28.7 99.6 210,000 1,250,000 4,340,000 .1 .5 .2 1.0 3.4 3 7 9 72.0 887.0 39.2 3,140,000 38,640,000 1,710,000 .3 4 .1 .2 2.5 30.3 1.3 1,982.3 127.2 11,225.0 4,082.6 397.4 629.5 86,350,000 5,540,000 483,288,450 177,840, 000 17,310,000 27,420,000 9. 1 .6 51.4 18.7 1.8 2.8 Pipeline R.O.W. Power Company Railroad R.O.W. Street R.O.W. 788.6 34,349,750 3.6 Incorporated Area 459.8 20,030,000 2.3 2,926.2 133,139,750 (13.4) 21,830.0 950,918,200 100.0 Public Schools &Buildings Quasi-Public Cemeteries Parks Wooded Areas Marsh Areas Agriculture &Vacant Orchards Vineyards Water Total Developed Area Total Area 1,392 16 26.9 100.0 �CHART 8 EXISTING LAND USE (In Acres) Updated September, 1974 Change 1969--1974 Total Area -0 S,... Ill Q) Q) .0 Ill ::, :::, Farmstead Farm Buildings Single Family Two Family Multi pl e Fam i l y Seasonal Dwellings Migrant Worker Dwellings Trailers Trail er Parks Retail Office Service Wholesale Auto Orientated Light Manufacturing General Manufacturing Quarries E 4O Q) Ill :::, z Ill Q) .µ ro a, S,... ::, u Q) CTl.l.. cc V) Q) .µ C: r-- a, 4- ro U S,... O .µ 0 Q) I- c... .µ Cl.. C: 0 Q) r-- u Q) + 2.0 +72.6 +18.9 + 3.2 +11.4 +43.8 +10. 7 + 2.9 +11.2 + 2.7 +23.7 19 27 17.9 14.7 779,700 640,300 .l .l .6 .5 32 6 9 25.8 9.2 11. 4 1,123,800 400,700 496,600 .l .l .8 .3 .4 3 5 13 4.8 28.7 99.6 209,100 1,250,200 4,338,600 .1 .5 .2 .9 3.3 3 7 9 72.0 887.0 39.2 3,136,300 38,637,700 1,707,600 .3 4. l .2 2.4 29.2 1.3 1,982.3 127.2 11,068.6 4,066.0 397.4 629.5 82,349,000 550,800 482,148,200 l 77 , 11 5, 000 17,310,700 27,421,000 9. l .6 50.7 18.6 1.6 2.8 796.9 518.6 34,713,000 2,030,000 3.7 2.4 26.0 3,040.4 13.9 100.0 21,830.0 100.0 Total Developed 1,485 17 C: + 5.6 2.9 .2 .l Rail road R. a. W. Street R.O.W. Incorporated Area O') S,... 9.9 .8 20.9 1.4 1.0 Wooded Areas Marsh Areas Agricultural &Vacant Orchards Vineyards Water Power Company Pipeline R.O.lJ. Q) Q) u 4- cc Q) 13,111,600 1,080,300 27,625,800 1,881,800 l ,306,800 .l Q) .µ C: > S,... Q) 301.0 24.8 634.2 43.2 30.0 l.4 Ill a.. Cl 215 13 1,035 92 27 Pub l i c School & Buildings Quasi-Public Cemeteries Parks Total Ill Q) S,... (J s.... o ro Q) .c: a.. u -156.4 - 16.6 -1.4 - .4 + 8.3 +58.8 +l.O +ll .3 �Chart S EXISTING LAND USE COMPARISON OF ACRES DEVELOPED (As Percent of Total) Lake Cha~in Region Uses Farmstead Farm Buildings Single Family Two Family Multiple Family Seasonal Owe 11 i ngs Migrant Worker Dwellings Trailers Trailer Parks Oronoko Berrien Royalton 2. 1 .1 2.5 .1 .1 1.4 .1 2.9 .2 .1 1.8 .1 1. 7 2.8 .1 3.8 .2 .1 .1 .1 .2 .1 .1 .5 Retail Office Service Wholesale Auto-Oriented .2 .1 .1 Light Manufacturing General Manufacturing Quarries .1 .1 .2 .1 .5 .4 2.3 .1 .3 4. 1 .2 .8 .1 .3 3.4 .1 6.6 .4 58.6 14.5 2.0 4. 1 .9 .6 50.7 18.6 1.6 2.8 4 • fi 63.5 12.9 2.3 6.3 6.7 1. 0 61. 9 10. 0 2.5 1.8 .2 .1 .1 .1 3.7 .4 3.8 4.5 4. 1 2.4 1. 2 12.7 13.9 9.2 Public School Quasi-Public Cemeteries Parks & Buildings Wooded Areas Marsh Areas Agricultural & Vacant Orchards Vineyards Water Power Company Pipeline R.O.W. Railroad R.O.W. Street R.O.W. Incorporated Area Total Developed .1 .1 .1 .1 16. 1 �Chart 10 ON-SITE SEWERAGE DISPOSAL APPLICATION RECEIVED BY BERRIEN COUNTY HEALTH DEPARTMENT MUNICIPALITY 1975 1977 (6 months) 1976 LINCOLN 82 58 ORONOKO 79 24 HAGAR 61 21 NILES 52 19 ROYALTON 38 30 COLOMA 38 23 Chart 11 BUILDING ACTIVITY 1973 1974 1975 PERMITS ISSUED DWELLINGS UNITS CONSTRUCTED 42 62 37 1976 1977 (9 months) 136 124 47 40 �3 HOUSING �HOUSING INTRODUCTION Every community has a unique image which is reflected by its physical facilities, its people, its institutions and its public and private leadership. Oronoko Township is concerned with improving the township's physical, social and economic environment. These character- istics are important for a community as it competes with other areas throughout the State for new industries, businesses and residences. The type, quantity and quality of housing within any area plays an important role in demonstrating the community's image and living desirability. A housing unit as defined by the Bureau of the Census, refers to any house, apartment, flat, trailer or room in a hotel which constitutes a single or separate living accomodation for any person or household. A 1970 field survey found that Oronoko Township had 85.0% of its housing in a standard condition. HOUSING SURVEY The field survey was conducted with each structure being evaluated from the exterior and placed in one of the following categories according to apparent condition: (Map 12). �Standard--Structures which have no defects or only slight defects which are normally corrected during regular maintenance. Conservation--Homes classified in this category contain slight defects such as slight damage to porches or steps; small cracks in walls, plaster or chimneys; wear on floors or door sills; broken gutters or downspouts; and/or lack of paint. For practical purposes, these homes are considered to be in standard condition. Deterioriated--Structures which need more repair than would normally be provided during regular maintenance. These structures contain defects which must be corrected if the unit is to provide safe and adequate shelter. defects are: Examples of these holes, open cracks, rotted, loose or missing materials over a small area of the foundation, walls or roof; unsafe porch, stairs or railings; several broken or missing window panes; some rotted or loose window frames or sashes that are no longer rainproof; broken or missing risers, balusters, or railings of outside staircases. Such defects \ are signs of continued neglect which may lead to serious structural deterioration or damage if not corrected. Re- habilitation is necessary to restore such structures to good condition. This may involve repair, renovation, conversion, expansion or remodeling for reconstruction. 21 �Dilapidated--Structures which do not provide safe or adequate shelter and in their present condition endanger the health, safety, or well-being of occupants and surrounding areas. Such housing has one or more critical defects; or has a combination of intermediate defects in a sufficient number to require considerable repair or rebuilding, or is of inadequate original construction. open Examples of critical defects are: holes, ~racks or rotted, loose, or missing materials (clapboard, siding etc.), shingles, bricks, concrete, tile or walls, roof or chimney; substantial sagging of porch, walls, or roof; extensive damage by storm, flood or fire. inadequate original construction are: Examples of shacks and huts, structures with make-shift walls or roofs or built of packing boxes, scrap lumber or tin; structures lacking foundations; cellars, barns, sheds, garages, or other places not originally built for living quarters and inadequately converted to such use. Redevelopment is necessary for structures of this type. The defects are so critical and/or widespread that the structure should be extensively repaired, rebuilt, or removed. NEIGHBORHOOD BOUNDARIES There are several acceptable methods available for delineating neighborhoods in the township. A neighborhood may evolve because of its people that are similar inhabitants with like ethnic, social and economic traits. 22 �It may come into existance because of geographic areas such as rivers or railroad gradings or expressways which set an area out from other parts of the township. A neighborhood might be bound together by the contiguity of physical patterns, that is, age, condition and utilization of structures. NEIGHBORHOOD ANALYSIS A neighborhood analysis is the first step in establishing a program for providing decent living conditions in a suitable environment. Such an analysis consists of examination and assessment of the housing and environmental conditions of each neighborhood within the township. The Physical Features for the Lake Chapin planning area recorded the type and extent of housing deterioration on a neighborhood basis and attempted to reveal the underlying cause of such deterioration. Oronoko Township had the greatest number of standard housing units in the Lake Chapin regional planning area, 1,142 or 85.0% of the total township units. There are 143 conservation structures (10.7%); 51 deteriorating structures (5.8%); 7 \ dilapidated structures (0.5%). Chart 13 shows the data for all the Lake Chapin regional planning area for comparison purposes. Although the percentage of the housing is considered sound, the number of units in the deteriorating stage within the total Lake Chapin regional planning area is large enough to merit 23 �close observation and to seek methods to improve the structural deficiencies. RECOMMENDED PROGRAMS There is an obvious need for the continued assumption of responsibility for work on housing by some organization. Local planning commissions, housing authorities, and other governmental bodies are important in working on many aspects of the area's development, including housing. Practically every aspect of housing touched upon in any report deserves further thought, research, and consideration. Since the outlook is for an increase in housing assistance from state and federal government, the outlook is for an increased public awareness and need for action in housing. It is believed that the absence of an overall organization, such as a county housing council will lead to increased balkanization in housing efforts in the area with a corresponding waste of effort and resources at best and competing and conflicting actions by individual groups at worst. Oronoko Township should consider availing itself of the various state and federal resource programs currently available for use when, in the determination of the township, a particular neighborhood warrants housing rehabilitation activity. 24 �r-:----=------ ,114C - j, r - l:!"""t, ORONOKO TO\i\1NSHIP I I BERRIEN COUNTY , I l\IICHIGAN •a i _. .. - .., • • r . -- I " ~l".\ LEGEND ~---- -fl \c'-""°'" j • U1 . ~ 1p \ j ,~. JI tI -,, t I I I I I I I I I ' \... JUlY 1910 CONSERVATION CJ C=:::J DETERIORATING ~ DILAPIDATED - STANOARO ..,I ~ I I I I CONDITION OF STRUCTURES 50.JlitC[" Ntrif S _AWR["IC( & ASSOC "lEl..tSI..RVE Y .a i C -~ ,d) !I (:) 0 ~ II' • ~ -I r r , , 0 ■ I 1, • II • ~'7;---~ ·-•~---·--A....-..._4-----------Jt--- • 1 · , ~" {1_____:__ 1: )> " "·"-c~---~~\ \ ~ PLANNINC CON.ULTANTS WM . S. LAWRENCE & ASSOCIATES, INC. r\i �CONDITION OF STRUCTURES Ro.talton Twp. No. %Twp. f.c . Berrien Twp. %Twp. Oronoko Twp. No. %Twp. Berrien Springs No. %Vi 11 age Region No. 586 80.8 680 79. l 1142 85.0 602 84.0 3010 82 . 6 Conservation Structures 94 12.9 97 11. 3 143 10.7 95 13.2 429 11.8 Deteriorating Structures 38 5.2 46 5.3 51 5.8 17 2.4 152 4. 2 8 1. 1 37 4.3 7 .5 3 .4 55 1. 5 726 100.0 860 100. 0 1343 100. 0 717 100,0 36~6 l 00. 0 Standard Structures Dilopidated Structures Total Structures %Region N 0-, () :::r p, Ii rt I-' w �4 STREETS, THOROUGHFARES AND TRANSPORTATION �STREETS, THOROUGHFARES AND TRANSPORTATION INTRODUCTION A major determinant of the Township's land use pattern is the circulation system along which people and goods are moved. The various residences, businesses, industrial establishments, and places of assembly serve as a basis to and from which people and goods are moved about. This movement must be planned for, since robtes of movement become fixed land use patterns as well as determinants of other land uses. The land use plan and circulation plan are inter-related and are needed in projecting the area of development both present and future. A township in Michigan may not have control over streets and/or highways but with the development of private property, which is guided through implementing tools such as local zoning ordinances, subdivision regulations, capital works programs and thoroughfare planning, future local streets can be developed under supervision of the township. Such thoroughfare plans are important, and local recommendations are considered by highway agencies. STREET FUNCTIONS In order to appreciate the findings and understand the controversial recommendations, the citizens of Oronoko Township should be aware of certain basic facts about streets. These are sometimes obvious, but often they are not consciously recognized: 27 �1. The function of a street is to allow movement of vehicles from one place to another. All streets and highways should be designed and built with this objective in mind. 2. Another function of a street is the provision of access or the ability to get off of the street to reach a certain destination. STREET CLASSIFICATION The definition of street functions naturally leads to the subject of street types. than others. Some streets carry larger volumes of traffic In just a few cases, a street carries only the traffic directly generated by its abutting land uses. A street which connects large areas of population must serve the functions of traffic movement as well as traffic access. Within a given block, the vast bulk of this traffic is going or coming from other blocks, areas of town, or even other cities. This type of traffic street is called by various names such as arterial major route, main highway or thoroughfare. \ Major routes vary somewhat in their characteristics; design, capacity, surface construction and volumes of traffic carried. 28 �There is a second type of street that must also be considered; this is a minor street. abutting properties. It has a primary function of serving Except for dead end streets, such routes always carry some non-local traffic. Nevertheless, proper planning of location, alignment and even traffic controls can be used to minimize undesirable through traffic. TOWNSHIP STREET RESPONSIBILITIES Townships in Michigan normally have no jurisdiction over improvement of the streets. If the township accepts this concept, then only annual maintenance programs can be initiated. If a study of the local streets and thoroughfares clearly indicate a need for not only annual maintenance but for wider streets and rights-ofway, then such recommended programs certainly will assist in supporting either short or long-range circulation needs and should be presented to the proper State and/or County highway agency. Traffic can best be accomodated by developing a few streets with wide pavement and direct alignment and with traffic control devices arranged to filter traffic flow on principle arteries. These streets are the ''major streets" and a great majority of the communities traffic can be accomodated on a major street system consisting of 20% or less of the total street mileage. With the great majority of the traffic on a few streets, the remaining streets (mostly residential in nature) can be improved with a narrow and less expensive pavement. 29 �TRAFFIC FLOW On the traffic volume map (Map 14) the flow of traffic is shown on every dedicated and improved street within the township for a 24-hour period. Counts are shown on the map as well as a scale width line that pictorially illustrates the most traveled streets within the township. Traffic volumes are important in providing needed data to be used in designing and updating existing roads in order to develop an efficient highway network to move people and goods. Traffic volumes assist in establishing classification of streets and each classification warrants various pavement widths, pavement types, etc. If traffic volume is heavy on local streets, and the pavement type is not of a quality that will handle such use, maintenance programs may have to be scheduled more frequently. The traffic counts taken in 1969 by the Berrien County Road Commission and the Michigan Department of Highways vary from 30 to 4,400 vehicles. It is evident & Transportation that the most traveled route in the Lake Chapin fegional planning area is U.S. 31-33 with traffic volumes of 7,300 to 7,400 occurring in a 24 hour period. Other heavily traveled roads are: Shawnee Road from west of Berrien Springs to Baroda Township varying from 1,570 to 1,760 vehicles; Red Bud Trail Road from Buchanan Township to Shawnee Road varying from 2,020 to 2,120 vehicles; Shawnee Road to 30 �Lemon Creek Road with 1,900 vehicles and US-31 and US-33 carrying 1,600 vehicles. Snow Road between Red Bud Trail and Berrien Springs corporate limits has a traffic volume of 1,430 vehicles which decreases to 500 between Red Bud Trail and Terre Coupe Road. Other roads in the township vary in volume from 80 to 700 vehicles. FUNCTIONAL HIGHWAY CLASSIFICATION Highways and roads in Michigan are classified as to thei~ predominant function and service characteristics. This classification represents an essential element in highway administration by providing a framework for projections of needs, construction and financing at each level of government. In classifying highways functionally, it is necessary to establish criteria to identify the primary function they serve and the degree to which they serve more than one function. The application of this criteria will result in the grouping of highways and streets into three broad classifications - arterial, collector and access. Since the enactment of Act 51 of the Public Acts of 1951, Michigan has had a classified road network based on three broad categories, which are as follows: 1. State trunkline highways generally represent the majority of the arterial network; 2. County primary roads and city major streets generally comprise the majority of the collector systems; 31 �3. County local roads and city local streets in general account for the local category. Classification of the State trunkline highway system is a continuing process that is updated annually. Revisions to the County and municipal classified systems are made on a periodic basis. However, it will be necessary for the local unit of government to further subclassify these systems on a more specific basis grouping together those streets and highways of similar design, construction and operation. In accordance with this legislative act, Michigan roads and streets are separated into three jurisdictional systems - State, county and municipal. The assignment of highway facilities performing a similar service or function to a single and proper jurisdictional level is based on responsiveness to public interest. When a highway problem is statewide in impact, the proper response to the public interest should come at the State level. However, in instances where highway problems are predominately local in impact, the county road commission or townfhip will be more thoroughly familiar with such problems and more directly and conveniently responsive to the public interest. The Thoroughfare Classification Map (Map 15) shows roads in the township that are identified as regional arterial, local arterial, primary collector, secondary collector and local access. The following are brief explanations of the functional classifications: 32 �REGIONAL ARTERIALS Regional arterial highways interconnect and augment the statewide arterial highways, forming a continuous highmobility network of highways which will efficiently serve major travel in all areas of the state. A primary function is to interconnect major population and economic activity centers not served by statewide arterial highways. These highways also provide service to other large areas of special interest and recreation areas which generate or attract a substantial amount of traffic, occasionally subordinating directness of routing in order to perform this secondary function. However, they offer a high degree of trip continuity either along or as an extension of the Statewide Arterial System. LOCAL ARTERIALS Streets in this classification provide service to trips of moderate length at a somewhat lower level of travel mobility than the major arterials. They distribute travel within geographic areas which are smaller than those identified with the higher systems. Local arterials include those facilities which serve a secondary arterial function at the local level, placing more emphasis on land access than the higher systems and offering a lower level of traffic mobility. They also provide service between smaller cities and connect these cities with the higher arterial systems. 33 �They should not, however, penetrate identifiable neighborhoods. PRIMARY COLLECTORS (COUNTY ROADS) These roads function primarily as collector-distributor roads for relatively large areas. These also provide service between minor population and economic centers within the county. Traffic mobility and trip continuity are not as essential as on local arterials and serving through traffic may not be a major consideration. Access controls are not provided on these routes thereby permitting a high level of service to adjacent properties. These streets may also serve secondary traffic generators such as schools, parks and areas with high population densities. SECONDARY COLLECTORS The prime function of secondary collector roads and streets is to provide traffic service between local roads, streets and higher classified routes. Traffic served will essentially be generated from a relatively small _area or a specific traffic ~ttraction. In residential arras, these facilities should be designed to discourage commercial and industrial, as well as through traffic. Ease of access is a major consideration in the design of these streets. Route continuity is of limited importance since traffic will utilize these routes for only a small portion of their total trip. 34 �LOCAL ACCESS STREETS AND ROADS Local access streets (urban areas) primarily differ from residential streets in that they may possess a somewhat higher degree of trip continuity and provide service within specific land uses, such as parks and various institutions. Local access roads (rural areas) provide access to homes, farms and other low intensity land uses. These routes are usually the remaining section or quarterline roads and not rural subdivision streets. Traffic desires are local in nature and thus these roads do not require trip continuity for an extended length. STREET CONDITIONS In the Michigan Highway Needs Study dated 1969, the streets within the township were evaluated and the information for principle streets is shown on the Existing Transportation Map (Map 16). The streets on the map are identified as to right-of-way width, pavement width, pavement surface type and pavement conditions Noted on Map 18, Traffic Conflict Map, are individual intersections within the Lake Chapin regional planning area where accidents have occurred in the past resulting in property damage and fatalities. RECOMMENDATIONS It is recommended that the State and/or County Highway Agency be made aware of the traffic conflict points, the conditions of the existing transportation system within the township and also any 35 �and all improvement projects deemed advisable by the township if they are not already familiar with them. Through this means, Oronoko Township will have insured proper input for road improvements and continued maintenance by the proper road agency. 36 �MAP 14 L. \l(E CHAPIN REGIONAL MAlJ VOLUMES TRAFFIC OCTOa[R l.Cl[NO I I I I I I i •• I I ttTO - .. ...... .... .... ,.. ...... 0 fOOO TO ,...._ .... Q \ r1;1otlOiH.1 'Hi\JJte}JJP V!;J;IJHJ IOWtl;HJp ~ I ., I I I I I I ~"'------1 __ j PLANNING CONSULT ANT ■ WM . S. LAWRENCE & ASSOCIATES, INC. 11 37 W MA.D190N CHICAGO. ILLINOIII •o•o• �ORONOKO TOWNSHIP MICHIGAN a i ·11 '. : ~ I / !I I i: t! 11 ,~ j I I ' I -~ I I I II \\\\ ~-\ \ \•·. ~ \ u \\.. \\ \ \ ·1 10 ~ \ \i ,3 ., I I I . ·I ~- \ . , ..,... ii. I t'\ ..... I' .:, d) \ 'i ~ " o CLASSIFICATION SYSTEM / ❖/~1 •. ~ fURUMY ~ LEGEN) RECUONAL AATEAW.. llOtOUGHfARES ~ l..OCAL ARTEJIIAL THOROUGHFI.R£S _// ~ E=J E3 PR°'AltY C0U.£CTOIIS SECONDARY COLLECTOflS AU 011iERS - LOCAL ACCESS I I I •I ~ O~· ··I .,1. !' --·•-C..,~ . . ~ 3: )> .-,c...,. .,.... - ., - " "ti (JI a ~ " ' -PL.1,.NNINO --~ CON ■ ULT.A.N'T ■ t WM . S. LAWRENCE a. ASSOCIATES, INC. _c-_1,1...1.r:_.a...no.._LL.L tl'Ul...LII a...neoa �ORONOKO TOWNSHIP i_ -- j i I BERRIEN COUNTY , i1 : - MICHIGAN 'J I j ~-~. - 'PJ w= ~ ,. I I ii i ~~---I I I I I I I I I • " = .......... ~ ~ EXISTING TRANSPORTATION I I L£GE~ ~ HlZllU. -OW WDTN --.. ~ I I ,-~ CIIIIOITQ ~--lfT '"ln'N I ,tj ! I I I ~ ________ , .... ,- ~L" ._ , w= ·1 -----. - ... I ; u M~ ~ ..,.at fllUTfD Mal:L ..mtrT......,,a,w-ccc.~ti·a--=-n - laCD ~ ..,..,.illClOltCICWCMlC • ..:aOtt --· I 11.ACltMK tt"Ofl llCJIIIII ~ C-T OUIIHID tm..-lNCLII Cf»CtUfl OIi - I !MMCP" CP!AIIKW C:Srr~ •~lff- .C,IMaffC~~ ~1 . c. ,~-.-0-- - ' " l t M M C I : ~ ~ » -- a • ~ . c n •, fCN« ,wu1.-: -- ~ <MIOCIII..... TMMI U"-ont...urGl,lllllURICM <:!:, I JI - fl i V r-· I ► VOITl11O011H,,...__,......__....,... I I 5 I ~ )> "'0 ~ \- wzm .. r m a ~ " PL.ANNINO -~ CON8ULT ANT8 1 WM . S . LAWRENCE a. ASSOCIATES, INC. �EXISTING TRANSPORTATION CONDITIONS ORONOKO TOWNSHIP .,::.. Pavement Width In Feet Pavement Conditions R.O.W. In Feet Street Surface Pavement Type Grange Road Bituminous Surface, Treated Gravel 12-20 Good-Poor Some Resurfacing Needed 66 Snow Road Mixed Bituminous Surface On Gravel 16-22-24 Good-Fair 25% or More Deterioration 66 Mt. Tabor Road Bituminous Surface, Treated Gravel 20 Fair-25% Deterioration 66 Shawnee Road Mixed Bituminous Surface On Gravel 20 Good-Fair 25% or More Deterioration 66 Lemon Creek Road Mixed Bituminous Surface On Gravel 20-22 Good-Aug. Maint. 66 Hinchman Road Mixed Bituminous Surface On Gravel 20 Poor-More than 25% Deterioration 66 U.S. 31 Mixed Bituminous on Concrete,Brick or Black Base 22-24-48 Fair-25% Deterioration 66 Tudor Road Bituminous Surface, Treated Gravel 20 Poor-More than 25% Deterioration 66 Chapin Lane Bituminous Surface, Treated Gravel 20 Poor-More than 25% Deterioration 66 Ferry Street Mixed Bituminous on Brick, Concrete or Black Base 24 Good-Aug. Maint. 82 Bituminous Surface, Treated Gravel Poor-More than 25% Deterioration 66 0 & 33 (') ::r Pl Ii Kephart Lane 20 rt I-' -..J �(Continued) .i::,. I-' EXISTING TRANSPORTATION CONDITIONS ORONOKO TOWNSHIP Street Surface Pavement Type College Avenue Bituminous Surface, Treated Gravel Maple Street Bituminous Surface, Treated Gravel Grove Avenue Mixed Bituminous On Gravel Walnut Street Mixed Bituminous On Gravel Pavement Width In Feet Pavement Conditions R.O.W. In Feet 22 Good-Aug. Maint. 66 18 Poor-More than 25% Deterioration 40 18 Very Poor-Resurfacing Needed 20 16 Poor-More than 25% Deterioration 20 (") ::r Pl Ii rt I-' -..J �MAP 18 L~,\l(E C~HAPIN REGIONAL MAP TRAFFIC CONFLICT POINTS .j t I I.. I Q \ ,IJJIAJJII '/OllfflSl.lJI PLANNING CONSULTANTS WM. S. LAWRENCE & ASSOCIATES, INC. 12 42 W MADISON CHICA.CO . ILLIN018 •o•o• �5 COMMUNITY FACILITIES �--COMMUNITY F.i1.\..'ILITIES PUBLIC SCHOOLS Almost all of Oronoko Townshi~ is served by the Berrien Springs School District with Mars Strcl·t Elcment<lry, Sylvester Elementary, Berrien Springs Middle School and Berrien Springs Senicr High schools. These schools are administered by a school district governed by an elected board. Map 19 shows the school district boundaries and the location of all educational facilities, both private and public. Chart 20 provides descriptive details for each. In April 1971, a questionnaire was sent to each superintendent to gather school plant and site information. on the 1970-1971 school year. All data is based From this material, the following paragraphs are presented: MARS STREET ELEMENTARY SCHOOL The Mars Street Elementary School is located within the community of Berrien Springs. The structure was originally built in 1952 with additions constructed in 1956 and 1968. The existing physical plant consists of twenty-four classrooms, an auditorium/gymnasium, and various supplemental spaces. The school site is approxi- mately 12 acres and provides 8.5 acres of general play area as well as parking for fifty automobiles. The design capacity is 660 students and the present enrolment is 560 with a student/teacher ratio cf about 28:1. 43 �BERRIEN SPRINGS MIDDLE SCHOOL Berrien Springs Middle School was constructed in 1975 to replace the outdated Junior lligh school built in 1928. In school year 1976-1977, il s e1ved 534 8th grade children. 6th - It has a student/teacher ratio of 22:l. BERRIEN SPRINGS HIGH SCHOOL The Berrien Springs High School is dlso located in the community of Berrien Springs, and is the only public high school located within the region. The physical plant was built in 1960 and an addition was constructed in 1968. The existing structure contains twenty-six classrooms, an auditorium/gymnasium complex, a library and art, music, science and vocational classrooms as well as various supplemental spaces. The school site is approximately 30 acres and provides a baseball diamond, football and soccer fields, tennis courts, 15 acres of general recreation space and parking for 400 automobil~s. The design capacity is 650 students and the present enrollment is 540, with a student/teacher ratio of 18:1. Enrollment has been increasing steadily since 1965-1966 with 457 students at the present peak. Three hundred and twenty students are transported to and from school at public expense. The school plant is in excellent condition and the core facilities are such that they would permit future expansion. 44 �S YJ.VES'l'E R ELr:m:NTJ\RY SCHOOL Sylvester Elementary Schoo l has shown a steady increase in enrollment, opening in 1965 with 490 students. Four hundred students are transported to and from school at publi c expense. The school plant is in excellent condition, however, the core facilities are such that they would not permit future expansion. During April 1974, just three (3) years after the original questionnaire, data was received from the Mars Street Elementary School which depicts possible changes. There appears to be a difference of the designed capacity of the school which varies from 660 in 1971 to 650 in 1974. As indicated in the recent questionnaire, the capacity of the facility is 650, therefore, the designed capacity has been reached with the April, 1974 enrollment of 650. The enroll- ment in 1971 was 560 and in April of 1974, it was 650 or an increase of 90 students in the three (3) year period. In 1971, there were 400 students transported to and from school at public expense and this demand has now increased to 575, or an increase of 175 students which exceeds the number of new students. As noted above, the core facility would not permit future expansion, therefore one portable classroom was obtained for an additional teaching unit. 45 �In April 1974, updated statistics were requested using the same qu e stionnair e as originally submitted in April 1971. The only comparable data is that in April 1971 there were 540 students, as of April 1974 there were 550 students, or an increased enrollment of ten students. The designed capacity for the facility in 1971 was indicated as 650 students, as compared to 600 in April 1974. The number of students transported to and from school at public expense has increased by five (5) students. SCHOOL PLANNING STANDARDS General school planning practice calls for school sites as follows: Elementary school - 5 acres plus 1 acre for each 100 pupils Junior High School- 15 acres plus 1 acre for each 100 pupils High School 25 acres plus 1 acre for each 100 pupils - The Michigan Department of Education recommends that an additional five acres be added to the approved basic size. Even if these standards are followed, many of the school sites do ~ not meet the minimum standards. PAROCHIAL SCHOOLS To fully comprehend educational facilities of the area, one must look at private and parochial schools which serve the students of the Township. It is difficult to determine to what degree each serves the students of the township, but it is important to understand that parochial and private schools do decrease the burden on the public school system. 46 Parochial �schools serving the township include: E.B. Garrett S.D.A. Elementary School, City of Benton Harbor A.V. Elementary School, Berrien Springs S.D.A. Elementary School, Berrien Springs ANDREWS UNIVERSITY Andrews University moved to Oronoko Township in 1901. The University gained North Central Association of Colleges and Schools accreditation in 1922 and the Graduate Studies and Theological Seminary transferred onto the campus in 1960. Andrews has 192 teaching facility which, with a current enrollment of 2784, is a 14.5:1 student/teacher ratio. The physical plant consists of 36 buildings on 1587 acres along the St. Joseph River. The buildings include residence halls, apartments, two gymnasiums and an olyrnpic-size pool. Other facilities are a lighted football field, softball diamonds, tennis courts, and track areas. The campus also contains a two-division day school encompassing preschool through 12th grade, the Ruth Murdoch Elementary (preschool through 8th and Andrews Academy (grades 9 through 12). SPECIALIZED EDUCATIONAL FACILITIES Located in the township are two specialized learning facilities which service the County. Gateway Sheltered Learning Center serves 65 people through rehabilitation programs. It has a design capacity of 100 persons and is located on a 4 acre site. The Blossomland Learning Center is a special education facility, scheduled for opening in July 1978 with an initial enrollment of 250 students. 47 �The center is designed to serve 300 students and is located on a site of 18 acres. FUTURE SCHOOL REQUIREMENTS It was concluded, after analysis of population projections and future residential growth trends, that one additional school would be needed in the Berrien Springs School District as well as continued maintenance and expansion of existing physical plants. PUBLIC UTILITIES Public utilities are those facilities, whether owned by a municipality or private corporation, that provide water, sewer, gas, electricity or communication services to the Township. Oronoko Township is provided with such services by the IndianaMichigan Electric Company, Michigan Power Company, Bell Telephone Company, private suppliers, and the Village of Berrien Springs for water in certain portions of the towns,hip. \ 48 �l WATER SYSTEM The Village of Berrien Springs supplies municipal water to the areas shown on Map 21. Several problems have been noted with the Village supply system and improvements will have to be completed prior to extending the system to serve a large number of subdivisions or other uses. Andrews University maintains its own water system which is capable of meeting anticipated future needs. SEWER SYSTEM Only a small portion of the Township is presently served by a municipal sewer system as shown on Map 22. Treatment is provided by the Village of Berrien Springs Waste Water Treatment Plant. In November 1977, the Berrien Township EPA 201 Plan of Study Area Report was presented to the Township. This report analyzed the sewer system needs for the Township for the ensuing 20-year period. Map 22 shows the service areas for 1978 and the future 1998 service area. This report further states that the 49 �collection system would connect with the Village of Berrien Springs treatment plant. SOLID WASTE DISPOSAL Oronoko Township is one member of the Tri-Township Landfill Authority which operates a state licensed sanitary landfill located on Dean's Hill Road in Berrien Township. The site has a projected life span of twenty or more years. Individual residents collect and transport trash to the location. PARKS AND RECREATION There are only a few existing parks and recreation facilities in Oronoko Township, most of which serve Township residents. Using a general "rule of thumb" standard of 1 acre for each 1000 population, in 1970 Oronoko Township should have had 85 acres of land for this purpose. Educational sites can be utili~ed for certain recreational purposes and can be used to meet these standards. Generally, such sites are in a central location to serve school age children and have excellent potential to provide this dual capacity. Six parks and recreation types are defined in the Lake Chapin regional planning area report accompanied with development standards. These are: play lot, neighborhood park and play- ground, playfield, community park, recreation center and regional parks. )$ 50 �Play lot (0.25-2A Minimum}--The play lot, sometimes referred to as a tot lot, is one of the facilities most needed in built-up areas; yet it is the facility which is least often provided. This play area is designed for r e sidential sections where there are a number of pre-school children. in the interior of residential blocks, They are generally located multiple-family develop- ments, or in a corner of a playground, and contain simple play apparatus, as well as benches for adult relaxation and supervision. Neighborhood Park and Playgrounds (SA Minimum)--The neighborhood park or playground serves a broader range of age and activity levels than the play lot. The playground is developed for inten- sive play primarily by children of elementary school age. The park is designed for passive recreation by all ages within the neighborhood. They should be orientated to serving only the immediate neighborhood needs. Playfields (10A Minimum)--A playfield is a recreational area which provides facilities for teenagers and adults which are not ordinarily available at the neighborhood park and playground. The playfield usually contains a neighborhood park and playground, and space for field sports and possibly allpurpose buildings. A large off-street parking lot is essential. Community (Township) Park (40A Minimum)--The community park and the playfield are sometimes combined and sometimes developed separately. A typical size community park would be around fifty 51 �acres. Typically, it should include special facilities for unique community-wide uses such as a swimming pool, major athletic fields, picnic areas, and a bandshell. Recreation Centers--Recreation centers provide indoor areas to serve all age groups with leisure time activities of a social, educational, or recreational nature. They are generally de- veloped in connection with other civic buildings or within the larger Township-type park. For neighborhood recreation centers, schools can and should be utilized whenever possible so as to avoid duplication of facilities. Regional Parks--A regional park, which should not be less than 100 acres, should be located within 45 minutes or an hour's driving time from the segment of the population which it serves, The number and distribution in the Region should be based on this requirement. These large regional parks should be located with as much scenic value and natural beauty as possible. The prime purpose of these areas should be to separate urban develo~ ments and to enhance the livi~g environment and to preserve space in its natural form for the inhabitants of the urban areas to enjoy. The regional parks should include facilities for picnics, hiking and nature study, fishing, boating and in some locations swimming and other recreational facilities usually participated in on a day's outing. The regional park should also be the location for public golf courses. Shelters and restroom facilities and parking should be conveniently located throughout the area. 52 �PARK AND RECREATION RECOMMENDATIONS Based upon the above analysis of the public open space and recreation areas available and the listed standards for park and recreation development, the following recommendations are made: A park, forest preserve, or conservation district should be established that would serve the Lake Chapin region as a whole. The function of this body would be to receive donated land or to acquire fee or less-than-fee interest in land suitable for active recreation use or to be held and managed for future recreation use. Prime resources for this would be wooded areas and the areas adjacent to water courses such as the St. Joseph River. The responsibility of this body would be to provide regional rather than Township facilities. Working within the administrative framework of the Township, the township should consider the establishment of or at minimum the reservation of land for, Township parks and playgrounds in urbanizing portions of the Township. The combined development of school/ park sites for this purpose should be encouraged. Individual neighborhoods, should be encouraged to develop local tot-lot facilities on vacant land. Such small parcels are scattered thr9ughout the built-up areas of the Township and could be secured by either purchase or lease. The concept of small play lots on leased land with well-designed, portable equipment would permit a variety of spaces for use within a neighborhood at minimum expense. Major natural assets such as the St. Joseph River and Lake Chapin should be utilized as the nucleus of a major recreational area administered at the county or state level. Such a facility would serve as a major asset for additional quality development within the Township if proper planning and adequate zoning and development standards are adopted and rigorously followed. 53 �LAKE SHORE SCHOOL DIS T_R_ l £ T 1 - _...J .r , r 7, •oo/J• ro..,..,•..,_ 6 .. ., 2 3 4 5 'e+ -~ - ~ - 7!? I' 7 8 '- 10 9 I r 7 L ,, .-!~ r 11 . ® l, . . '- ~ ' ~, - ---. l r- -- - - • .. , .... ... 1r - ~- 1 -- " . - I -· '• .,; ~',, 16 •• . ' ,. 'L ;j 1:1 .. . 30 ....... ~-- .:' 1,J )· ./I " . ••• • ® """' ,~,~ 13 -=~- -,.., .- l 29 2e '- -..., r - -.!!!. ~.. l ~ : ~ _;1- : • fl.~~-~· - ' 32 JL . _J L -~ -~ r 33 .,. . .ot 1 :L .J '\' 34 11110 &0 I , • ,· L ~i•l I ' I ,.. ~ . ., . :i~ ; !C ~··· -- t: t;'· :f'· / __ ,.,.,-'-_____ / I --~ - ,I I _, I 1,.: - I ~"r◄ 1 /, 27 - ~0•9 · • -- 24 1 ,& . © ~(i) ., """~ '""" ,... - / (!) )) 1' / . 23 22 , 1 -,--~ I · ' ♦(/'a, - ~ -, ; ' (..,_..,__ 21 ' . , :,:., ERR I-·EN' s PRINGS ::· . B SCH OOL i DISTRICT ,_ 20 ~ I ~ I! - ! 17 . • • ·~" 18 '•...__i-;_. //.~ JI r j= EDUCATIONAL FACILITIES AND SCHOOL DISTRICTS 3: .,,J> • J I <D ' •tr...... RIVER VALLEY SCHOOL DISTRICT •uc11,uu... BUCHANAN SCHOOL DISTRICT fO•" '"'" �EDUCATION FACILITIES SYMBOL 1 2 SCHOOL GRADES CAPACITY ENROLLMENT 1970 1971 1976 SITE AREA GYM -- POOL - Marrs Street Elementary K-3 700 646 496 700 llA 1 0 Sylvester Elementary 4-6 550 560 438 660 12A 1 0 650 30A 1 0 100 4A 300 18A 3 Berrien Springs Middle School (Replaced Junior ijigh in 1975) ---- --- --- 534 4 Berrien Springs High 9-12 550 540 625 5 Andrews University --- --- 2,788 6 Gateway Rehabilitation Center --- --- 65 7 Blossomland Learing Center ---------- --- --- 250( 1 ) (1) Anticipated 7/78 Enrollment U'I U'I () ::,Ill 11 rT tv 0 �MAP 21 I \ . '. ' ' ;r:f --- 1._, .,, ,, . ./I -., ' l.. r ,. I JL I; I I I -- I ~~. ll.-,"'> ;II ,' \ . .t,,.; 1 I ,_ I I I - t. •.::-..~ I I ... j ~-- 56 -st ! . . t~ < • - I I Ii I I l -; r· - - .J �MAP 22 ~ w I(/) >(/) z 0 I- u ,, w _J _J \ /'/ , , 1- .......... u V, (0 z .; (0 I ' \ \:·' ,.., '6 / j ~ ...... , '¾ > , -- ., - ~-~'>--.'" ' , ·~ . ~ .... lt; n:: '•• z <£ I n:: <l: w u <l: w n:: <( w u > n:: > n:: w (/) w (/) 0 ' ... . "'. <( w w Ll>.JL~•• ~ ' CD I'- en co en en I- J ~ w I(/) ; D~ r----r r '/ ., N n "2 ..:. "' 0 N i O> Cl) "' "' I . a, 0 "' N ; . : . .,0 O> f 57 �PARK AND RECREATION - STANDARD MINIMUM SIZE (ACRES) TYPE -- Play Lot INVENTORY AND ANALYSIS LAND AREA TO MEET STANDARDS (ACRES) EXISTING CONDI'i'IONS (ACRES) 0.25-2 10 ( 1) 5 15 ( 1) Playfields 10 20 (1) Community (Township) Park 40 40 11(2) -- 140( 3 ) 85 151 Neighborhood Park and Playground Recreation Center Regional Parks DEFICIENCIES 29 -----100 TOTAL 29 (1) Provided by School Sites () (2) Township Park ::,- (3) Oronoko Lakes Camp Ground rt Ill 11 (\J w 58 �1 6 ECONOMIC FACTORS �ECONOM I C FACTORS INTRODUCTION An adequate understanding of the primary factors of both the demographic and economic characteristics within the Township is essential to any planning effort. It is pointless to propose an elab- orate physical plan and detailed land allocation without first determining whether the proposals wi ll increase the well being of the residents in the area. Likewise, it is unwise to plan for the township without relating the township to the surrounding region and the County, In order to make a reasonable forecast and gain a better overall view of economic and population trends in the township, it will be necessary to analyze the development of Berrien County and the role of the township in that development. In a technical sense, economic studies have two purposes, A principal concern is to provide materials about the local economy that will assist the community in arriving at a series of appropriate goals and objectives. The second purpose is to provide quantitative estimates of future employment and population. In order to achieve these objectives, this chapter is divided into two sections 7 the Population Base Analysis which describes past population growth in the area and outlines its potential for the future, Also discussed are such important demographic character- istics as age/sex distribution of the population, number of households, occupational backgrounds, family income, and geoqraphic 59 �distribution of the population. The Economic Base Analysis describes overall trends within the township's economy and outlines the labor force and its concentration in various enterprizes. No one person or any group of persons can forecast the future exactly, or project specific economic and demographic characteristics over long periods of time~ It is possible though, to identify broad future trends by analyzing the past and present forces which have already affected, or could reasonably affect, the development of the township. Estimates of future developments lose certainty in projection due to the length of the projection time span simply because conditions change. Long term forecasts should, therefore, be reviewed period- ically in light of new development. In the Lake Chapin Area Physical Factors for Planning report, an indepth analysis of both the economic and population base was made. Projections were based on data prepared by the Berrien County Planning Commission in 1968 and 1969 for Berrien County. \ Recently, the Berrien County Planning Commission in cooperation with the Southwestern Michigan Regional Planning Commission and the State of Michigan, Department of Management & Budget completed revised population projections for the County and local municipalities. To best serve the intent of the comprehensive planning process, these population projections have been incorporated in 60 �this final comprehensive plan document and substantially update the economic and population base studies contained in the Lake Chapin regional planning area reports. ECONOMIC BASE The Physical Factors for Planning report extensively analyzed the economic trends of Berrien County in relationship to the regional area and the township, This analysis primarily relied upon the Regional Economic Trends study completed by the Berrien County Planning Commission in 1969 1 Because this analysis is outdated, reliance upon this information would not correctly portray the present economic conditions of the State of Michigan, Berrien County, Lake Chapin regional planning area or Oronoko Township. In 1976 and 1977, the Berrien County Planning Commission, as part of the Berrien County Overall Economic Development planning effort, completed detailed analysis of the economic conditions within the County. Rather than repeating this material, the reader is referred to this report to answer any questions related to the economy of the area. It is assumed that Oronoko Township will parallel the economic growth or decline within the local market in a similar fashion as the other municipalities which comprise Berrien County. AGRICULTURE Agriculture in Berrien County and Oronoko Township is an important 61 �economic element. The agricultural sector can basically be summed up by stating that farms have become larger, fewer and more mechanized. It is anticipated that this trend will continue. The number of farms in the United States has been declininq although Michigan has declined at a somewhat lesser rate; from 1950 to 1970. .86% each year During this period, the number of farms in the United States decreased approximately 47% as compared to a State average of 46%. On the basis of an overview analysis of the agricultural trends in Berrien County, it can be immediately seen that farms are becoming fewer, larger in productive acreage and more capital intensive. Fruit production within the County is a major economic activity. In 1974, Berrien County farms sold over $7,000,000 in market vegetables, and $18,451,000 in fruits, nuts and berries. At present, more than one-third of the fruit sold in Michigan is produced in Berrien County. \ For the past twenty years, Berrien County has ranked in the top one hundred counties in the United States in a considerable number of agricultural products. The production and sale of fruit and vegetables are more important to the economy of Berrien County than wheat, oats, corn, or hay. From the trends indicated, it appears that the amount of land tilled for production of fruits and vegetables will continue to 62 �increase along with the dollar volume of income brought into the County. Farmers grow these "specialized crops" because of the prospect of high income per acre, the seasonability of income, the possibility of reducing risk, and the increasing net returns from the cropping system as a whole. New plan- ning in an effort to update the agriculture inventory, a review of land use mapping developed from 1977 aerial photography was undertaken. This photography was flown in June and land cover was interpreted from infra-red transparancies by ten-acre units. Map 24 shows the land use cover prepared from this photography. Explanation of each classification is contained on Chart 25. Map 26, by the use of shade patterns, shows various agricultural land classifications. Charts 27 and 28 contain the tabulation in acreage figures of each of the land cover classification. Further, statistics developed from the 1969 and 1974 land use inventory are presented to allow comparison. Inferred from the maps and charts is the fact that Oronoko Township has consistantly maintained 14,700 acres in agricultural production. It is safe to state that one of the main economic elements of Oronoko Township and subsequently Berrien County is the Townships intensive agriculture operations. No discussion of agriculture in Oronoko Township would be complete without some mention of wine and wine vineyards. Recently, several news articles have reported on awards granted to local wine operations. This single economic attribute, 6J b J �the geographic location to Lake Michigan, complex soil types, length of growing season and moderate temperatures make Oronoko Township one of the most beneficial areas for wine production in the State of Michigan. It is anticipated that in the future that Berrien County, especilly Oronoko Township, will become the wine capital of Southwestern Michigan with the potential of supporting fifteen new wineries in the County and $40-50 million dollars of business. This potential raises the possibility of tourism and mixed use land developments to reserve prime vineyard land while encouraging tourism and other types of developments. Such developments can be adequately controlled by the Township by use of their planned unit development provisions of the Township Zoning Ordinance. Adequate information is available to the Township to help justify and encourage such developemnts. In such cases the Township should analyze soils information, land use trends, \ public utility capacity, transportation access as primary determinates on a large scale rather than on a site-by-site basis to insure the coordination development of the total area. ANDREWS UNIVERSITY ECONOMIC IMPACT 64 �ANDREWS UNIVERSITY Andrews has a current budget of $24,000,000 and has operated with gains since 1953. At present, approximately 1500 students are employed with annual earnings of more than $2 million. Student employment opportunities are in campus industrial, business, service and academic departments. The University also employs 449 non-teaching administrators and staff. Already ranking as one of Oronoko's larger employers, the University is currently studying the feasability of expanding some of its facilities. It is anticipated that future expansion of the University will result in the creation of some job opportunities and expand Lhe University's already major economic role in Oronoko Township. It is not clear at this time what the full impact of Andrew's expansion will be as the University has not finalized its plans. However, there are some eight areas under consideration for expansion by 1985 with expected results being increased enrollments, more housing and facilities being stressed. 65 z C �POPULATION BASE Consideration of population trends are of demanding importance in the plan for development of an area. To arrange for the efficient and socially desirable accommodation of people requires a knowledge of past trends and present population distribution of the size and general geographical location of the people in the future. The potential future population size can be useful in determining space requirements for land use categories and for community facilities. The population composition will identify the future population as to age and sex, as well as project the space requirements for residential uses, industrial areas, and other facilities within the community. These various land uses and facilities will be located according to the population distribution. During the period 1940-1970, Oronoko Township experienced its greatest population growth. This growth can be attributed to development in and arounq the Village of Berrien Springs. Oronoko Township experienced a 32.6 percent increase in population between 1960 and 1970 with the population growing from 6,397 to 8,482. However, Berrien Springs lost two persons during the ten-year period for a decline of 0.1 percent. Statistics indicate Oronoko Township is growing more· rapidly than Berrien County as a whole. The future growth of Oronoko Township will certainly be a component of population change for Berrien County. 66 �Recent Michigan Department of Management and Budget projections forecast a year 2000 estimate of 189,400 persons in Berrien County. This figure is considerably lower than the 250,000 projection prepared by the Berrien County Planning Commission in 1972. In the fall of 1977, the Berrien County Planning staff reevaluated the earlier figure in ligh~ of the more recent State projection. The staff then disaggregated the County total to individual municipal units. On this basis, the County projects the following figures for Oronoko Township, including the Village of Berrien Springs PROJECTED POPULATION Oronoko Township 1980 1990 2000 9,500 10,500 11,625 These figures should be revised and, if appropriate, the plan updated as the State projection for Berrien County changes. URBAN-RURAL POPULATION In terms of where the population resides, Berrien County remains essentially rural in character, with the vast percentage of the land being used for agricultural purposes. However, a look at the 1970 urban-rural distribution figures for the county reveals significant increases in the urban population. Berrien County had a population of 163,875 in 1970 and a density of 282.5 persons per square mile. 67 �Approximately 76,000 persons, or 46.4 percent of the total population, were classified as urban in 1970. Of this figure, 21,091 persons resided in urbanized areas (i.e., Benton HarborSt. Joseph) and 54,921 resided in "OTHER" urban areas. There were 87,863 persons living in rural areas, or 53.6 percent of the county's total population. Also, 13,132 persons were living in places of 1,000 to 2,500, and 74,731 resided in "OTHER" rural areas. RESIDENT POPULATION DISTRIBUTION: 1970 Berrien County, Michigan 1970 Total Population Urban Percentage 163,875 76,012 46.4 Urban Areas More than 2,500 Percentage 27.7 "Other" Urban Percentage }4,921 2.3 Source: 21,091 Rural 87,863 Percentage 53.6 Rural non-farm 13,132 Percentage 14.9 "Other" Rural 74,731 Percentage 85.1 Number of Inhabitants, 1970 Census of Population, U.S. Department of Commerce AGE COMPOSITION OF THE POPULATION The Bureau of the Census of the United States Department of Commerce estimated the median age of the residents in all the counties in Michigan as of 1970. 68 Figures for Berrien County, �the three townships in the Lake Chapin Regional Planning Area, and the Village of Berrien Springs are given in the following table. MEDIAN AGE OF POPULATION: 1970 Berrien County and Lake Chapin Regional Planning Area Berrien County 27.9 Berrien Township 27.8 Oronoko Township 24.1 Village of Berrien Springs 29.8 Royalton Township 27.3 Source: U.S. Department of Commerce, Bureau of the Census, 1970 The age characteristics of the population are important for various planning purposes, such as forecasting the need for school facilities, for estimating the size of the work force and for predicting the demand for facilities for the aged. The breakdown of the population of the county is given as follows: 1. Under 5 years: The pre-school age children who will most immediately be entering school, 2. 5 to 11 years: The elementary school age · children who have critical educational needs, 3. 12 to 17 years: The junior high and high school groups, also with important educational needs, 4. 18 to 24 years: The young adults who are exceptionally mobile, influenced by college, marriage, initial vocational jobs, etc., S. 25 to 49 years: The prime adult population who constitute the main portion of the work force, 69 �6. 50 to 64 years: The leadership group of the community who generally hold major decisionmaking positions within the community, 7. 65 and over: The retired group who have important health care needs. AGE TREND OF POPULATION Berrien County, Michigan Age Group Under 5 5 to 11 12 to 17 18 to 24 25 to 49 50 to 64 65 and over TOTAL 1960 1970 1980* 17,552 23,040 16,014 13,707 48,371 19,261 13,533 15,004 24,250 20,557 17,006 48,714 23,718 15,134 14,062 27,834 25,355 19,911 51,799 26,920 16,866 149,865 163,875 182,747 Source: U.S. Department of Commerce Michigan Population, 1960-1970, No. 1 State Resource *Wm. S. Lawrence & Associates, Inc. The figures in the above table show moderate increases in all age groups except for one; the five and under age group. The number of residents in the county age 65 and over is increasing (1960 \ to 1970). The county will continue to be called upon to fulfill the special educational needs of the young, but must also be prepared to meet the housing and medical needs of the elderly in the county. Special emphasis should be placed on the needs of those persons who lack the financial capabilities to provide these goods for themselves. 70 �The figures in Chart 29 represent population components and characteristics of the Oronoko Township considered in this report. An analysis of the information presented in the tables reveals almost equal distribution of males and females in the area. A large percentage of the population is under 18 years old. In 1970, there were 515 non-white persons residing in Oronoko Township. This constituted six percent of the population total for the year. 71 �MAP 24 .0::: L&J ~ 0 0 z <( _J --"' ... -~ ../ ~· . ,,..... 0 ,. ) :. \J , "' ~ / / ':. ,-;_. ) . .,.. �Chart 25 LAND USE COVER CLASSIFICATION* LEVEL 1 CODE 11 12 13 14 17 18 19 2 4 5 6 7 CLASSIFICATION Residential Commercial, Service and Institutional Industry Transportation, Communications and Utilities Extractive Active Construction Open Space Agriculture Forest Land Water Wet Land Barren For Agriculture (only) LEVEL 2 c:::J - 211 212 220 230 280 290 Cultivated Crop Land Hay, Rotation, and Permanent Pasture Orchards, Bush-Fruits, Vineyards, and Ornamental Horticulture Confined Feeding Operations Inactive Land Other Agriculture *Based on Michigan Land Use Cover Classification System See Appendix A for listing of classifications 73 �MAP 26 w er ::> 1Vl z <t ~- a:: ~ > 0 1- w u z w z <t ~ 0 er w er v,·=> L&J 0 z z _,< rr- _, en < a:: ::J ~ ::J 2 a:: <t _J a.. 0 er u 0 z <t _J 1Vl w er fr 0 0 z w _J ~ <t 1- w ~ < a.. 0 z <t z· er ~ z >W I-~ 0:U 5=> u. i= , er w er IO ~ ~I 0 (II _J l- Vlz ~ -~ I- o ~w 5::> ~- I<t uz a: er u er I <t~ 00 I (.!) - 0 ID N N N 0 C\I N ::> ::> u er ~ er w I l- o I 0 ~ d �1977 AGRICULTURE LAND COVER TABULATION CODE -...J U1 - CLASSIFICATION 2 Agriculture ACRES 14701.4 211 Cultivated Crop Land 7276.6 212 Hay, Rotation and Permanent Pasture 2106.9 220 Orchards, Bush-Fruits, Vineyards and Ornamental Horticulture 5246.3 230 Confined Feeding Operations 280 Inactive Land 290 Other Agriculture 4 Forest 6 Wet Land 71. 6 4095.3 224.7 () ::r n, 11 rt tv ~ �AGRICULTURE LAND USE COMPARISON (in acres) Agriculture Orchards and Vineyards Sub Total Wooded Marsh --.J °' Sub Total Grand Total 1969 1974 11,225.0 11,068.6 (156.4) 9455.1 (1613.5) 4,480.0 4,463.4 {16.6) 5246.3 782.9 15,705.0 15,532.0 (173.0) 14701.4 1,982.3 1,982.3 0 4095.3 2113.0 127.2 127.2 0 224.7 97.5 2,109.5 2,109.5 0 4320.0 · 17,814.5 17,641.5 CHANGE (173.0) 1977 19021. 4 CHANGE (830. 6) 2210.5 1379.9 () ::r Ill 11 rt N CD �Chart 29 GENERAL POPULATION CHARACTERISTICS Oronoko Township 8,482 Population Total Sex Male Female 4,170 4,312 White Negro Other 7,967 Median Under 18 Over 65 24.1 30.9% 7.3% Race 344 171 Age 2,390 Households 3.18 871 Number per household In group quarters Source: General Population Characteristics (Michigan) 1970 U.S. Department of Commerce 77 ■ �7 GOAL FORMULATION �GOAL FORMULATION INTRODUCTION The most important portion of the Comprehensive Planning process is the preparation of goals. p1toc.e..6.6 a.nd 601tm :the. 6na.mewo1tk. Gow M.e. :the. c.01tne/L6:tone. 06 :the. p.lanru.ng 60Jt pub.Uc. a.nd ptlva.:te. de.c,L6ion ma.fu.ng. Ea.c.h goa..l .6W 60/t:th c.eJt:ta..,<,n a.c.hie.vable. end Jte..6uLt6 whic.h w-i.,U ac.:t a.6 a. gui.de. 601t all 6u.:tuJte. p1toje.c.:t de.c,L6ion.6. Once goals are established for specific objectives, the individual projects, can be prepared for subsequent implementation. Goals are prepared at several levels of government; state, multi-county regions, county multi-township regions and the local municipality. Each level prepares goals which ultimately affect each resident of the Township. Goals become more abstract at each higher level of government, but still affect the decision making ability of the local municipality. Affecting Oronoko Township are goals of the State of Michigan, Southwestern Michigan Regional Planning Commission, Berrien County and the Lake Chapin regional planning area. The goals of the Lake Chapin regional planning area, have been I prepared and recommended for adoption to the Township. Because these have a significant effect on the Township they have been incorporated herein for adoption. 78 �Individual goals for Oronoko Township follow listed by several subject headings. LAKE CHAPIN GOALS In the report, Physical Features for the Lake Chapin r .egional Planning area, a series of general development goals were presented and ultimately accepted for the Lake Chapin regional planning area General Development Plan. A series of specific goals were also prepared according to specific subjects and accepted for use in the Lake Chapin regional planning area. The goals of the Lake Chapin Comprehensive Planning Program are: Be.n e. 6ic.1.a..t Envhto vune.n.t To c.l!.e.a..te. a.n e.njoya.ble., he.a.1,th6u1, c.ohe.11.e.n.t, a.nd wol!.ka.b.te. e.nvhto nme.n.t 6ol!. .the. 1!.Ulde.n.:t6 o6 :the. La.k.e. Cha.pin Regional Me.a.. Expand Oppotc.tu.n.l:Ue1> To e.xpa.nd oppol!..tun.l:Uu 601!. wol!.k.,i,ng, !>hopping, a.nd 11.e.c.1!.e.a..t.lng wUh,ln. .the. 11.e.gion. Ec.onom.lc. PMilion To 011.deJte.d Gil.ow.th To e.n.l>Ul!.e. .:t.~ de.ve.lopme.n.t de.w.lon.l> Me. ma.de. In :the. pl!.opeJt l> e.que.nc.e., ho :tha..t mol!.e. !>:tl!..lnge.n.t de.ve.lopme.n.t c.on.tl!.oll> Me. no:t ne.e.de.d. Va.11..le..ty o 6 To al.tow :the. de.ve.lopme.n.t 06 a. w.lde. 11.a.nge. o,6 l!.Mide.n.t.la..t :ttjpe6, .to me.e..t :the. ne.e.dl> o-6 a. Va.l!.,{,e..tlj o 6 po.te.n.t.la..t c.ilize.n.l>. Living Alr.e.a.1.:, ma..ln.ta..ln ol!. .lmpl!.ove. :the. l!.e.gion 'l> c.ompe..tilive. e.c.onomc. pol>ilion. Tl!.a.n6 pol!..ta..t.lo n. Stjl>.te.m To Ae1>.the..t.lc. Valuu To a..ld in. :the. be.a.ut,[6,lc.a.tion a.nd 11.e..te.ntion 06 a.e1>:the..t.lc. valueJ., 601!. :the. .lmpl!.ove.me.n.t 06 Uving c.ondilion.l> :thl!.ough hound de1>lgn a.nd c.on.l>eJtva.tion. de.ve.lop a. br..a.Mpol!..ta..t.lon l>ljl>.te.m wlih,ln :the. l!.e.gion wh,lc.h w.lU. l>eJtve. a. c.omple..te. 11.a.nge. 06 po:te.n.t.lal a.nd e.w:t.lng land Uh e6 • 79 �-------------------=-~- -El-i..mina.:te. Blight To w.mina.te. a.U. a.ht. poliu..tlon, wa..:t.eJt poliu..tlon a.nd otheJt .l>ouJtc.e,t, 06 e.nv,<1tonme.n.t.a.l bUgh:t. ' Ta.x. Equd:y To pltomo.te. g.1tea..teJt e.qud:y 06 tax. buJtde.n a.mong p!topeJt.tlf tax. pa.lfeM c.on.:oubu..tlng .to the. 1:,a.me. goveJtruneinW c.o.6.t6. GoveJtn.me.n.t Co 01tcUn.a.tio n To e.nc.ouJta.ge. .the. c.oo.JtcUn.a.tion 06 a.c.tiviliv., a.mong a.U. le.vw 06 goveJtnme.n.t, .to Jte.du.c.e. poUc.y c.on6Uc..t6 a.nd e.nc.ouJta.ge. the. be.t.teJt a.ppUc.a.-t<.on 06 pu.bUc. 6u.nd6. Ade.qu.a.c.y 06 Fa,c.JJ.),,;tj_v., .6 eJtvic.v.,, pa .Uuv., To c.aNuJ ou..t in a. c.001t.cUna.:te.d 6Mhion the. poUue.6 1:,e..t 60Jtth ott developed M a tr.e.-6u.U 06 .the. Comptr.e.he.ntiive. Pla.n. Gu)_de. Ve.velopme.n.t Ta ptr.ovide. a. 1:,LUtable. Comp.1te.he.ntiive. Plan 6oil. .the. U-6 e. a6 .the. Planning Comml.61:,ion a.nd .tawntihip boa.Jtd6 in a..t.te.mp.tlng .to gu)_de. de.ve.lopme.n.t e.66olt.t6 w-<-thin the. Jte.gion. To p.1tovide. the. highe.-6.t level 06 pu.bUc. 6a.~v., a.nd a.t the. lowv.,.t poMible. peJt c.a.pita c.0.6:U,. Since each of the goals has a direct impact on Oronoko Township they are also accepted as part of the goals of the Township Comprehensive Planning Process. ORONOKO TOWNSHIP GOALS LAND USE GOALS 1. 1 Ta p.1tovide. 6otr. a. c.omple.te. Jtang e. a6 pote.n.ti..a.l land Tawntihip. 1. 2 Ta inti uJte. .t.ha.t the. U-6 e. a6 the. land w.U:hin the. Townti hip la.nd U-6 v., ou..ttiide. W botr.deM . 1. 3 To a,t,l:iuJte. .t.ha.t 6u..tuJte. de.ve.lopme.n.t 06 the. la.nd wlli not a.dveMellf a.66e.c..t a.dja.c.e.n.t tt6e.6 • 1. 4 To a..t.te.mpt to de.ve.lop a. logic.a.£. ha.Jtmonlf be.:tule.e.n va.Jt-<-ou..6 land w.l:thin the. TOWM hip. 1. 5 To p1ta.te.c..t the. p1topeJt.tlf Mgh.t6 06 the. i~cUv-<-du.a.l to the. e.x:te.n.t :tha.t the.y do not hnpinge. upon the. ptr.opeJtttj JUgh.t6 06 otheM. 1. 6 Ta plte.-6 eJtve. a.g.1t,tc.u.liuJr,a1. land6 in k.e.e.ping w.U:h l:i oil c.ha.Jto.c..teJL,t.6.tlc.!:, mo.6.t 1:,u)_;table. 0atr. 6(1/Utl,l.ng 1:,0 the. land may ~Jtovide. ~eJtma.ne.n.t ~pe.n 1:,pa.c.e. a.nd c.on.tlnu.e. in W impa.Jttan.t e.c.anorru.c. tr.ale. ~n the. 1te.g~on. 80 L U-6 e.-6 w-<-thin the. tr.e.la..te.6 .to tt6e.6 �POPULATION GOALS 2 .,l 2. 2 To deteJr.min.e an. optimum population. -6ize 6otr. the Town.-6hip, and to gi.u.de devei.opmen.t .towevtd .that end. To in.-6Wte .that all c);uzen.-6 o 6 .the Town.-6hip have .the oppotr.tu.n.liy to make 6u..U. u.-6 e o6 pu.bUc. 6auUtie-6 an.d -6 etr.vic.e-6 • To in.-6Wte that no c);uzen. 06 the Town.-6hip human a.n.d uvil tr.,i_g ht-6 • 2. 4 To ma.in.tun. a. well. bala.n.c.ed Town.-6 hip whic.h c.a.n. -6 etr.v e .the ne.e.d-6 06 people. 06 all a.ge-6. 2. 5 To en.c.ou.tr.a.ge .the. a.c.tive., c.on.-6:ttr.u.c.tive pa.tr.ilupa.tion 06 a.ll tr.e-6iden.t-6 in. the. p.la.nn,,i_n.g ptr.oc.e-6-6. ,[,6 de,ptr.,i_ved 06 w 2. 3 HOUSING GOALS 3. 1 To M-6Wte .that all peMon.-6 tr.ega.tr.d..te-6-6 06 tr.a.c.e, c.olotr., otr. c.tr.ee.d ha.ve. equ.a.l oppotr.tu.n.liy to -6ec.Wte hou.-6ing 06 thw c.hoic.e. 3. 2 To en.c.ouJta.ge the devei.opmen.t ofi a. va.tr.,i_e,;ty ofi hou.-6.lng type-6, at va.tr..lou.-6 ec.onom.lc. levei.-6 a.nd at va.tr.,i_ou.-6 .ln.ten.-6ilie-6, wh.J..eh c.an ,6a;tu,~y the need-6 6otr. a. va.tr.,i_e,;ty 06 Ufie -6tyle-6 and Uv.lng e.xpe,tr.,i_e.n.c.e-6 wLthJ.,n the. c.ommu.n,,[,ty. 3.3 To devei.op hou.-6.lng c.ode-6 whic.h ptr.ovide .the. a.c.c.ep.table m.ln.imu.m -6.tand.aJr.d-6 6otr. hou.-6.lng, and to ma.k.e ava.,[la.ble infiotr.ma.tion and edu.c.a.tion to .tho-6e de-6hlng to bu.y, tr.en.t, otr. tr.eha.bil.l.tate. hou.-6.lng u.n.U:.6 within .the .town.-6/up. 3. 4 To tr.evie.w, and tr.evi-6 e. ifi nec.e-6-6a.lr.lJ, aLt c.ode-6 a.nd otr.dina.nc.e-6 whlc.h a66ec..t the building a.nd ma.in.tena.nc.e 06 -6:tlr.u.c..tU/te-6, to .ln.-6Wte .tha..t .they .ln.c.otr.potr.a.te .the mo-6.t modetr.n, e66iuen.t, and ec.on.omic.a..t methoclo ava.,[la.ble. TRANSPORTATION GOALS \ 4. 1 To de.vei.op a tlr.a.n.-6potr.ta.tion netwotr.k. within .the Town.-6hip .to -6etr.ve a c.omplete tr.a.nge 06 po.te.n.,U,ai_ land u.-6e-6, .to -6etr.ve foe.al an.d .ln.tetr.na.l tlr.a.n-6potr.ta.tion n.eed-6, and .to devei.op an ex..tetr.na.l -6 y-6.tem Unk.,i_ng .the. Town-6hip with c.e.n.teM 06 ac.tivliy, c.ommetr.c.e, and employment in .the. tr.egion. 4. 2 To c.ha.nnei. maj otr. ttr.a.6 Mc. volu.me-6 on.to a umlie.d nu.mbetr. o fi ptr.,i_n.upa.l -6:tlr.ee.t-6, and .to fuc.ou.tr.a.ge. la.tr.ge. tlr.a.66ic. volu.me-6 6tr.om pa..-6-6.lng .thtr.o u.g h tr.e-6.lde,n.,U,ai_ a.tr.e.M • 4. 3 To a.void ne.edle-6-6 du.pUc.a.tion. 06 tlr.a.n-6potr.ta.tion. 6ac.,[U.t,[e,,6, and whetr.e. po-6-6-lble tr.edu.c.e .the. a.mount 06 land de.voted .to tlr.a.n-6potr.a.t.lon -6 IJ-6 t e,m,6 • 81 �4.4 To ~educ.~ no..u.e a.nd tUJt po.le.u.:ti..on_by ln,lt.la,t.i,ng a.nd/oJt ,t,u.ppoJttlng leg.u,la.,ti_on. a.t :the -0:ta.te a.n.d YILLUon.a.l levw p1tomoting :the development a.nd U6e on poilu;U.on c.ontJt..ol de1Jic.u, a.nd a.t :the loea.l level, by p1tomoting :the development 06 pubUc. bu.nne1t zonu between. -0:tlt..ew a.nd a.dja.c.ent la.n.d U6U. 4. 5 To _in:te.g~e. tlt..a.Mp~~on. n~netio~ :th/tough innovative duign, wh1eh pll.ov-i..du 601!. ,e;mpll.oved CAJtc.ula.tion. a.nd a.ttention .to a.u.thetie-0. COMMERCIAL GOALS 5. 1 To d..u.c.oWta..ge .the development 06 c.ommeJte-i..al. U-Oe..6 1n -0c.a.tte1ted loc.ati.on6 Mound .the Jteg1on a.nd ,i.n Me.M whe1te .they would c.a.U-Oe d..u.ll.uption to ex.16.ting chtc.u.la.tion pa.tteJtn6. 5. 2 To pJtov-i..de. 6oJt the. 01tde/t.f..y a.nd -0y-0tema.tic. de.velopme.nt 06 c.omme1tc1.a.i. a.c.tiviliu wh1c.h pll.ov-i..de. .6pe.c.,Lai, .6 e11.v.lc.u to h-lgh-in:te.Mliy ll.U-i..den.tia.l development Me.a.-6 developed un.deJt a. pla.n.ne.d u.n.1:t de.velopment Oll.cli.na.nc.e., a.t a.n a.ppJtoplt-i..a.,te. .6c.a.le. a.nd loc.a.tion wit.fun .6u..c.h Me.M. 5.3 To .lMuJte. that e.xi.6t1ng nu.ghboJthood.6 a.nd c.ommun.1:ty .6hopp1ng Me.a.-6 ll.ema.1n Jte.a.-6 ona.bly c.ompa.c.t, a.nd p1tov-i..d.e .6 eJtv-lc.e. wit.fun .the. .6 c.o pe o6 a. nelghboJthood tlt..a.de Meet. INDUSTRIAL GOALS 6.1 To p1tomote. :the development 06 a. we.U-de6,lned 1ndU-Otlt..1a.l Meet within the Towtt-0h1p, whl.c.h would peJtmit a. Jte.a.-6ona.ble. c.onc.e.ntlt..a..thm ofi .lndU-Otlt..la.t development .to Jte.Ueve. :ta.x. buJtdett-0 on .lncli.vidu.a.l home.ownelt.6 by .6 p1teetcli.ng the :ta.x ba..6 e.. 6. 2 To en.c.oWta..ge. the. de.velopme.n.t 06 .6pe.c.1a.l JtUeMc.h-oJt.len.ted oJt otheJt Ug ht 1ndu.6:tlt..1a.l U-O u wh1c.h c.ou.ld c.ompleme.nt Jta.the11. .tha.n c.omp.vte with neMby in.du.6:t:Jua.1.. de.ve.lopment. COMMUNITY FACILITIES GOALS 7. 1 To p1tovide the. highu:t ..e.~v~ 06 c.omT7!un1:ty na.~u ~h _a.n e.mpha..6..u. on .the. loc.a.tion 06 6a.c.1Utiu, qu.a.lliy 06 -0e1tv-<.c.e a.nd tim,uig 06 impll.OV e.ment. 7.2 To p1tov1de. adequate. c.ommu.n.1:ty 6a.c.1Utiu without du.pUc.a.:Ung eUow by o:theJt gove11.nment bocli.u. 7.3 To a.Uow no ma.jolt de.velopme.n.t 06 .6c.hoo~ olt c.omm~n.1:t!f 6a.c.1Utiu 1n the. Towtt-0h1p without pJtope!t a.nd e.66ective. c.001tcli.n.a.,ti_on. on pla.tt-0 between. the. a.ppJtopltiate. le.ve.l-6 06 gove/1.n.me.n.t. 82 �7. 4 To de.vei.op all public.. 6acilJ.tiu and ,HJtvic..u a.:t. .:the .lowu.:t po.t..6ib.le pelt c..aplia expencU:twte wfui.e. pJz.ovhu.ng J.i e.1tvic..u and 6acilJ.tiu whic..h wlU. ade.qua.:t.ei.y J.i eJtve. .:the. in.:te.nde.d pWtpo.6 e. and be. 6Jz.ee o6 exc..U.6ive main.:tena.nc..e c..0-0.:t. 7.5 To make majolt public.. expe.ndi.:tWtu ac..c..01tcli.ng .:to a c.a.plial imp1tove.me.n.t.f, pi'.a.n and budge..:t whic..h u.:ta.bwhu pJz.iotr.,Uy and .6c..hedulu 601t 6ive !feaJz.J., in advanc..e, bMe.d upon pJz.oje.ilioM 06 need and u.:tima.:t.ed 1teve.nuu. 7. 6 To pltovide. 60ll. c..onJ.ieJtva.:ti.on and e.66eilive. Me 06 na.:t.wc..a1. i'.a.ndf.ic..ape. qu.a..U;Uu • 7. 7 To pJz.ovide a haJz.mon.ioM 1tei.a.:ti.0Mhip be;twee.n na.:t.wc..a1. i'.a.ndf.ic..ape and man ' -6 M e6 o6 .:the. i'.a.nd. 7. 8 To p,r..ovide 7. 9 To u.:ta.bwh a .61ft:..:te.m 06 1tec..Jz.e.ationa.l 6acilJ.tiu and p1tog1tam.6 J.iu66iue.n.:t .:to mee..:t .:the. ne.e.df.i 06 .:the Jz.Uide.n.:t-6 06 .:the. TownJ.ihip. 7.10 To pJz.omo.:te. .:the. high quaU.:ty 06 e.duc..a.:ti.on .6e.1tvic..u 066e.1te.d wlt.hin .:the TownJ.i hip. 7. 11 To de.vei.op pall.k and o.:theJt 1te.c..1te.a.:ti.ona.l 6acJ..,V.;tlu, bMe.d upon a. hieJta.Jtc..hy 06 MU ne.e.de.d by vall.ioM ei.e.me.n.:t-6 06 .:the TownJ.ihip. ,6a.:t.J.,f., 6ailion 06 .:the. people' t:. ou.:tdoolt 1tec..1te.a.:ti.on nee.df.i. \ 83 �7 8 GENERAL DEVELOPMENT POLICIES �' I �GENERAL DEVELOPMENT POLICIES INTRODUCTION Policies are adopted courses of action used in pursuing goals. Again policies are adopted at all levels of government and ultimately effect residents of the Township. The policies developed for the Lake Chapin regional planning area, are incorporated herein with the Oronoko Township Policies, because on thw. L>.,[gru.nic.a.n,t .bnpa.ct on the. townMup. It is the intent of these policies to set forth the principles and precepts to guide those who are responsible for implementation of the goals. Each policy serves as an independent statement of the general intentions of Oronoko Township and thereby serves as a guide to the decision making on the part of township officials and the public. LAKE CHAPIN POLICIES AU. de.vei.opme.nt L>ha..U. c.omply wLth the. -ln-te.n:t, -ln not the. le.tteJt, on 1te.gula.tlonL> u:ta.bwhe.d by the. TownL>h-lp Boa.ltdl> to guhle. a.nd dhr..e.ct the. de.vei.opme.n,t wUh-ln the TOWnl> h-lp. Re.zon-lngL> L>ha.U not be. glta.nte.d u.t'li.e.L>L> the. pote.n:Uai. -ll> L>hown to be. -ln a.c.c.01tda.nc.e. on the. Comp1te.he.nL>-lve. Pla.n a.nd the. Zon-lng 01td-ln.a.nc.e.. w.lth the. ,ln,te.n,t Ve.vei.opme.n,t p1r.opol>W wh-lc.h tend to p1toduc.e. undu-l!te.d e.nne.c..t.L> to the. pubUc. he.a.Uh, L>a.ne.tY, <!onve.ru.e.nc.e. a.nd ge.ne/l.a.l wei.na.1te. will not be. pe.tun,l.tte.d. Authe.t-lc. c.onL>-ldeJta-ti.onL> .6uc.h M a.1tc.hlie.ctu.Jta1. L>tyle. a.nd a.ppe.a.1tn.a.c.e., -0-lte. duign de.vei.opme.n-t on open L>pa.c.e. a.nd the. Uke., will be. ma.jolt 6a.ctoM -ln the. a.c.c.e.p~nc.e. on a.U de.vei.opme.nt a.nd 1te.de.vei.opme.n,t p1top0-0a.ll> both pubUc. a.nd plt-lva.te.. 84 �Regula.tony me.MUil.ei.> and p1toc.eduJte1.> will be neviewed and moclloied in nec.ogn,,i;tlon oo .the nee.d6 oo c.on.tempotuVr.y -0-ltu..a..:ti.on6 and .the need .to pltopvity c.o~ol hu.c.h -0Ltu.a..:uon6; .the developmeM poUc.y will no.t. be ~id a.nd inolexible, but nwhen -0ha.U li be hifuMimina..tely pMmiMive. I.t. -0ha.U be a. genMa.l poUc.y oo .the Town6hip BoMd .to e.nc.ouJta.ge a.nd extend c.oopMa..tion .to new developmeM pltopohW. Howeven, .the weloMe Oo the. ge.nMa.l pu.bUc. a.nd the iMeM oo .the Comp1tehen6ive P.la.n will be oo p~My impoua.nc.e. null Spec.ia.l attention will be given to pltovicllng the c.liizen6 oo the negion wlih c.omp1tehe.n6ive a.nd timely inoonma..tion on a.U Mpe.c.u oo .the Comp1tehen6ive Plan, new developmeM p1topo-0a.lh, zoning a.nd at.hen 1tegu.la..to1ty me.MWte.6 a.dop.t.ed by the. Town6hip BoMd. The Tciwn-0hip -0ha.U pltovide a.nd ma.iMa.in a c.omple.te -0et oo poUc.y -0.ta.tementl.i, phy-0ic.a.l p.la.n-0 and developmeM p1tog1ta.m -0.t/ta..tegie.6 .to -0Mve M a nelevaM and pU!tpMeou.l 1te0Menc.e .to guide pltiva..te and pu.bUc. development W-Lth1n. :the Town.6hlp. ORONOKO TOWNSHIP POLICIES HOUSING POLICIES 10. 1 High -0.ta.ndMd-O oo Jte6iden.tia.l developmeM will be Jtequ.ilted and pnomo:ted :th/tough .the Comp1tehe.n6ive P.la.n a.nd :the planning pnoc.u-0. 10.2 In the iMMe.6:t oo developing a cllve.Mioie.d hoMlng -0u.pply, a ba.la.nc.e. be,twe.en high a.nd low va.lu.e. home.6 will be -0ought wlih the. Jte6Mva.:tion .t.ha..t lowen va.lu.e hoMing .t,ha.l,l no.t. bec.ome -00 e.x.:te.n.6ive. M :to pla.c.e. an undue. Mna.nc.ia.l buJtde.n on the lac.al .ta.x.. bMe.. 10.3 Ab-0en:te.e. own~hip oo ne.n.ta.l hoMing, c.ommenc.ia.l and indMWo.1 e.n.tenpw e6 -0ha.U be. fuc.ouJta.ge.d. 10. 4 Citize.n-0 -0ha.U be. e.x..pe.c.te.d .to ma.in.ta.in .thw home.6 .to meet .the. minimum -0.ta.ndMd-O .6e.t by appltopltia..te 1te.gula..to1ty age.nc.iu. 1o. 5 AU :type!.> Oo hoMing will be pe.nmli.te.d, pltovided ea.c.h i-0 pltOpWY loc.a.:ted ac.c.olting .to .the C(imp1tehe.n-0ive. Plan, and the. -0lie. pla.n.6 a.rid -0:tltuc:twr.al. qua.lay Me in a.c.c.oJtd wlih :the. hig hu.t. 0e.Mible. -0:ta.ndaltd6 · 10.6 App1topltia..te 1te.ha.billia..tion me.MUil.ei.> will be -0.tuclle.d, and io 6eMib£~ undM:ta.ken, will MhuJte. ma.iMe.na.nc.e 06 :the e.~ilng hoMing .t,u.pply .ut good c.oncllilon. Su.l:ta.ble -0.ta.ndMd-O 601t .t,.t/tu.c.tuJte a.nd IJMd ma.bite.na.nc.e will be. developed and e.n601tc.ed. 10. 7 The Town.6hip -0ha.U Jte.qu.ilte :the Jtemova.l 06 va.c.a.n.t on aba.ndoned -0:tltuc.tU/l.e1.> whic.h Me deemed a. ha.zMd :to c.liize.n hea.Uh on -0a.6et.Y, a1 C.Oh:t .to .the. ownen Oo Jte.c.oJtd, io hu.c.h -0.tltuc.tuJte1.> c.anno:t be b1tough1 up .to ac.c.e.p.ta.ble. .6.ta.ndMd-0 wlihin a. Jte.Mona.ble peltiod oo lime. 85 �COMMERCIAL POLICIES 11. 1 Bou.nd.aJr..lu 06 c.ommeJtchtl Me.al.> .6hill be. we..U. de.-6,-lne.d .60 M to plte.ve.n,t ,iJ1Xlr.utiion. in-to adja.c.e.rit land U6U, and the. own.e1t mutit p!r.ov,i,.de. p1r.o pelt .6 c.1r.e.e.nln.g to pJr.u e1r.v e. the. e.w.:Un.g a.uthe..:Uc. va.lu.u o6 adjac.e,n,t p1r.ope!t.:Uu. 11. 2 While. .the. Town..6hip 1r.e.c.ogn.,i,.zu the. n.e.e.d 6oJr. a .6.t.Jr.on.g c.omme1r.chtl bMe. in. oJr.deJr. to ma,i,.n,ta.,i,.n. ..i.:t6 e.c.on.omic. we..U. bung a.n.d to .6uppon;t th/tough .ta.xu .the. n.e.c.U.6MlJ pubUc. .6eJtvic.u and J.mp1r.ove.me.n..t..6, li be.Ue.vu .that 1.iuc.h de.vel.opme.n,t muti.t be. p!r.opeJt.1.y Jr.e.gu..e.a.te.d .to in.6wr.e. c.on.6oJr.man.c.e. wlih .the. in,te,n,t 06 .the. Comp!r.e.he.n.6ive. Plan.. 11. 3 fo;tU/l.e. c.omme1tchtl de.vel.opme.n,t 1.ihill be. ba1.>e.d upon. .the. c.on.c.e.pt 06 an. irite.gJr.a.te.d butiin.UJ.i c.e.rite1r., de.vel.ope.d ac.c.01r.din.g to a 1.ipe.c.i6ic. .6lie. plan., and juti.:U6ie.d by an. e.c.on.omic. ana.ly1.ii.6 06 .the. Me.a to be. J.i.e/1.ve.d. 11. 4 No Me.a wlihin the. Town.6hip .6hill be. 1te.zon.e.d to c.ommeJtchtl utie., unlU.6 the. p!topM e.d .6lie. loc.a.:Uon. ha.1.i be.en. j U-6.:U,6,[e.d by an. adequate. mMke.t 6e.a1.>ibiUty 1.i.tu.dy, whic.h in.c.1.u.du tho.6 e. 6ac.toM whic.h wug h a.ga,i,.n.,6.t a loc.a.:Uon. whlihin one. 06 the. pJr.ue.nil.y zoned c.ommeJtcua.l Me.a.6, a.n.d i.6 in. c.on.6oJr.ma.nc.e wlih the ,ln,ten,t 06 .the. Comp1r.e.he.n.6ive Plan.. 11. 5 CommeJtcua.l u.ta.bwh.me.n..t..6 will be expec.ted to ac.hleve. a. high .6.ta.n.dMd 06 ma,i,.ritenan.c.e. a.nd 1tepw. The. qua.Uty 06 building and lan.d.6c.a.pe du,i_gn., .the. p1tope1t 1.ito1ta.ge 06 .t.Jr.Mh, :the ma,i,.riten.an.c.e. 06 :the yMd, :the c.on..t.Jr.ol 06 n.oi.6 e, Ught, a.n.d odoM, an.d ma.n.y o.t.heJt 0a.c.toM will be c.on.6,i,.de1ted J.mpoJr..ta.n,t .to .the a.c.c.ep.ta.n.c.e 06 pJr..opo.6e.d c.omme1tcua.l devel.opme.n..t..6. 11. 6 The. e66ec.t 06 pJr..opo.6ed c.ommeJtchtl devel.opmen..t..6 06 .the exi-6.:Ung a.nd pJr.opo.6ed :tJr.a66ic. c,,l.,r,c.u.la..:Uon. pa.tteltn.6 will be c.on.6ide1ted. PJr..opo.6ed c.ommeJtcua.l devel.opmen..t..6 will n.o.t be a.c.c.ep.ta.ble., whic.h in. the opin.,i,.on. 06 the Plann,ln.g Commi.6J.iion will ha.ve a.n a.dveMe e66ec.t upon the. .6!fJ.ite.m. INDUSTRIAL POLICIES 12. 1 Exc.el.lenc.e 06 .6lie and buil.din.g duign. will be a. 6a.c.to1t in. judging induti.tJuo.i. devel.opme.rit pJr..opoJ.ia.l-6. 12 . 2 Pe1t60Jr.man.c.e J.i.ta.n.dMd.6 will be. U6e.d to judge ill in.dU-6.tJuo.i. pJr..opo.6a.l.6, a.n.d no in.duti.tJuo.i. de.vel.opme.rit pJr..opo.6a.l will be a.c.c.e.pted whic.h would Jr..Uu.lt in. w olL wa.teJt pollu.;t,lon., e.xc.uJ.iive. n.o,lJ.,e, odoM, OIL in. any wa.tJ a.dveMel.y a.66e.c.t .the. Town.6hip. 12. 3 Spe.cua.l e.mpha.1.ii.6 will be. given. .to developing ILU eM~h-o)r.,le~e.d ,6a.c.J.LU),,u whic.h Me. dui.gn.e.d a.n.d 6u.nc..:Uon. .to pJr..ov,i,.de. .6 eJtv,<..c.U, p1toduw, ~Jr.. .tec.hn.ology a.,lme.d at p1Lovidin.g an.6Welt.6 to .6pec.ia.l .6ocua.l a.n.d en.vilton.me.rita.l pJr..oblem.6. 86 �TRANSPORTATION POLICIES 13. 1 The. Townf.ifup 1te.c.ogn,i,ze1, tW w .toe.al. tlta.nf.ipoJt:ta.;U,on 1.>y1.>tem1> mU6t be. c.o nf.i..Utmt wUh the. ov e.Jt-a.i..t ne.e.d-6 o6 .the. c.ounty, and W-i.11. c..ontlu..bute. what U c.an 06 U-6 JteooUJtc.eo a.nd plann,i,ng a.e:toU;ty towa.1td6 the. Jteoolu:ti.on 06 tlta.nf.ipoJt:ta.;U,on p1toblem6. 13.2 Non-.toc.a.1. automobile. tJr..a.66ic. will be. e.nc.oUJta.ge.d .to ~ z e a. 1te.la.uve..ty .6ma.1.l numbe.Jt o~ .tho1tough6a.1teo Jtathe.Jt .tha.n be a.1..towe.d to Ulie. woJt -0bte.e.t-6 :thJtough 1teoide.~ a.Jte.a.-6, whlc.h a.Jte. deoigne.d p~a.Jtily .to '->e.Jtve. a.dja.c.e.nt 1teoide.~ p1topeJtty. 13. 3 Ea.c.h 1.>bte.e.t w,i,ll be. c.laMi6ie.d a.nd de.ve.lope.d a.c.c.01tding to pltinupa.1. 6unc.tion M a.1>1.>igne.d in the. Comp1te.he.nf.iive. Plan. 13. 4 P~a.Jty 1toa.d e.ntlta.nc..eo a.nd, to .the. extent 6e.a.-6ib.te., a.1..t majOlt 1toa.d6 will be. given bte.a.trnmt -00 M to pltovide. ide.ntUy, and p1toduc.e. a. good v..uua.1. imp1teo.6ion to 1teoide.n:t6 a.nd v..uUoM. 13. 5 PubUc. 1.>.tlte.e.t-6 a.Jte. intended to .6e.Jtve. .the. 6unc.tion 06 moving bta.66ic. a.nd not M pa.Jt/ung -6pa.c.e.; M .6uc.h, e.a.c.h individual 6utUJte. la.nd Ulie. '->ha.i..t be 1te.quilte.d .to pltovide. 066--6.tlr.e.e.t pa.Jtlung .6u66iue.nt 601t Lo., ne.e.d-6. 13. 6 Lia...uon w,i,ll be. developed a.nd ma.in:ta.ine.d wUfun the. Town1>hlp a.nd othe.Jt gove.Jtnme.nta.1. unw, 1.>uc.h M S.ta,te, a.nd County Highway Ve.pa.Jttme.n:tl.i, a.nd o:the.Jt bta.nf.ipoJt:ta.;U,on pla.n.nin.g a.genueh, w COMMUNITY FACILITY POLICIES 14.1 The. .toe.won 06 ill pubUc.. 6a.uU:t.ieo W-i.11. be, ba.1>e.d on the Comp1te.he.nf.iive. Plan. 14. 2 The. qua.1.ity 06 -6e.Jtvic.eo a.nd f,a.uU:t.ieo will be. bMe.d upon :the. n.e.e.d-6 06 the. a.Jte.M -6e.Jtve.d, the. -6ize. a.nd .type. of, population. 1.>e.1tve.d, a.nd will be. .6c.a.1.e.d wUhin .the. Townf.ifup c.a.pa.c.Uy .to pa.y 601t :the. f,a.uU:t.ieo. 14. 3 The. Townf.ifup will e.n,oUJta.ge. .the. ~za.tion of, -0btuc..tUJteo and 6a.uU:t.ieo a.1.Jte.a.dy p1tovide.d by the. Sc.hool V..ubtic..t-6 c.hUJtc.heli, a.n.d -60 6oJtth to imple.mmt the.ill. 1te.c.1te.a.tion a.nd c.ommunUy 6a.uU:t.ieo planf.i • 14.4 The. Townf.ifup will c.001tdinate. a.1..t pla.nning e.660'1.t-6 wUh tho-6e. of, :the. Sc.hoo.t V..u:t.Jtic..t in a.n e.6f,oJtt to a.c..fue.ve f,uU c..oopeJtation, mutua.1..ty be.ne.f,iua.1. goa.1.-6, a.nd e.c..onomic.-6 to the. :ta.xpa.ye.Jt-6, 14. 5 PubUc.. ,6a.uU:t.ieo a.nd .6eJtvic..eo .6uc..h M poUc..e. a.nd fiilte. p1totectlon, ]:a.ltk.6, playg1tou.nd6, a.nd the, Uk.e. will be. pltovide.d whe.Jte. theJte ~ a.n a.c..tu.a.1. ne.e.d 601t .6u.c..h .6e.Jtvic..eo, in a.c.c.01tda.nc.e. wUh .the u.ni,601tm .6e.t 06 .6:t.a.nda.Jtd-6, a.nd .te.mpe.Jte.d by .the. -6ound judgement 06 the. gove.Jtnin.g body. Vu.plic..a.tion 06 6a.uU:t.ieo p1tovide.d bq ~theJt .te.v~ 06 goveJtnmen.t oil. by pltivate. oJt .6e.mi-pltivate. -<..n.te.Jteot-6 w,i,ll be. a.voided. 87 �14.6 Alt public. 6a.cJ.Li.:tlu w-lll be. de.vel.ope.d .6tandMd6 11..uuW.ng 611..om :thaltough .6tudy Re.quut-6 6011.. in.tita..llalion 06 6a.cJ.Li.:tle1> g1r..oup.6 will not be. a. c.o~olling 6a.c.:t.01r.. c.on6lic.:t with :the. pUlr..p0.6e. and intent 06 14.7 Plr...iowy will be. given :to :tho.6e 6a.cJ.Li.:tlu in demand by :the la.Jr..gu:t numb~ 06 people.. 14. 8 Whene.v~ p0.6.6ible utility line-6 w-lU a.void d.i-611..Upting air.. in6'1...inging upon ewting alt de1>.ignate.d open .6pa.c.e. pM/u,. a.c.c.011..cUng :to a.c.c.e.p:te.d by quaU6,le.d p1r..06e1>.6io~. by .6pe.cial. int~e1>:t i6 .6uc.h a. 1r..e.que1>:t .i-6 in :the. Comp1r..e.he.n.tiive. Plan. PARKS ANV OPEN SPACE POLICIES 15. 1 Plan, c.001r..dinate., devel.op, and op~e. an open .6pa.c.e .6y.6:tem :tha.t mew lac.al open .6pa.c.e. nee.d6. The. .6y.6:tem .6hould be. bMed on :the. natuJr..a.l c.hMa.c.:t~tic.-6 and 6unc.tion.ti :tha.t :the. land P~oOJtm.6 15. 2 Enc.ouJta.ge. a.U level-6 06 gov~nment :to pMtic.ipa.te. a.c.tivel.y in the. planning, de.vel.opme.nt, a.nd op~on 06 a. c.001tcUnate.d open -6 pa.c..e. .6 tJ-6:tem. 15. 3 Look 601t. :the. 6oUow..lng qualitie1> in .6e1.e.c.ting land 601t pMk -and open .6pa.c..e. a.c.qu.i.6ilion a.nd p1te1>~va.tion: 15.4 15. 5 15.3.1 Po.6.6e1>.6e1> .tic.enic. a.nd/01r.. unique. natuJr..a.l 6e.a.tuJr..u. 15.3.2 P~601tm.6 impol[;ta.nt natuJr..a.l 6unc.tion.ti . 15.3.3 Ful6.ill.6 .6eve.Jta.l open ~pa.c.e.. 6unc.Uon.ti. Give .6pecial. a.tte.nu.on :to :the. ac.qu.i.6ilion and/011.. p1r..e1>~va.tion 06 du.ilr..e.d open .6pa.c.e. :tha.t .i-6 likel.y :to go into inc.ompa.tible. U.6 e-6 in :the. ne.a.Jt 6u:t.Ulr..e. Ac.qu.ilr..e. oil p1te1>~ve. pMk a.nd open .6pa.c.e land6 :thlr..ough me.an.ti :tha.t Me c.on.ti.i-6:tent W..Uh :the a.nu.upa.te.d Me-6 06 :the. land. 15. 6 Ac.qu.ilr..e. alt p!te.6~ve .6u66ic..ient pMk and open .tipa.c.e. land :to 6ul6ill :the. ne.e.d6 06 :the. p1r..e1>e.n.,t population and 06 p1r..oje.c.:te.d 6u:t.Ulr..e population. 15. 7 Ve.vel.op pMk a.nd ope.n .6pac.e. 6a.cJ.Li.:tle1> a.t a lta.te and level. c.omme.n.tiWta.te. with :the. ne.ed6 06 :the population. 15.8 Enc.ouJr..a.ge. ta~ 1te.Ue6 601r.. land pe.Jr..ma.ne.n:tly c.ommille.d :to open .6pa.c.e. :tha.t .i-6 c.on.ti.i-6:tent W..Uh the. Comp1r..e.he.n.tiive. Plan. 15. 9 Ate.ow the. c.onve.Jr..-6.ion 06 pMk a.nd public. open .6pa.c..e. land6 :to oth~ U.6e.6 only when no oe.Mible. a.l:t~na.Uve. e.wt-6. Whe.n .6uc.h c.onve.Jr...6ion .i-6 unavoidable., :the taking a.ge.nc.y .6hould pa.lJ 601r.. :the. 11..e.plac.ement 06 equivalent land a.nd 6a.cJ.Li.:tlu. 88 �15. 10 Manage. Oil. p1r.olub..U de.velopme.nt .ln .tho.be. aJte.M .tha..t pvr.-60'1.m 1..mpoJt:t.a.nt p1to.te.ct.fon -6u.nc..t.lon.6 .ln .thw. n.a.twr.a..e. 1.>.ta..te.. 15. 11 Adopt a.nd apply loea..t.lon, du.lgn., a.nd opvr.a..t.lng ne.gu..la..t.lon.6 to manage development .ln du.lgna..te.d pno.tec..t.lon ope.n 1.>pa.ee. Me.al.>. 15. 12 Zone u.npno.te.e.te.d pa.nu o-6 -6lood pla..ln.6 -6on u.-0 u .tha..t W-i.ll. not nu.tit.let .thw. wa..tvr. ~y.lng Mpa.wy a.n.d W-i.ll. n.o.t ea.U-O e a. pu.bUe ha.zMd .l-6 .lnu.nda..te.d. 15. 13 Pnue.nve. na..tMa.l dM.lnagewa.y1.> a.n.d, wheJte. -oe.M.lble., ne.eon.6.tlr.uc.1 -60'1.meJt na..tMa.l dM.lnagewa.y1.> .to handle. 1.>.tonm wa..tvr. nu.no-6-6- 15. 14 Adop.t a.nd e.n-6onee. ne.gu..la..t.lon.6 .to manage. de.velopme.nt o-6 dna..lna.gewa.y-0, n.lve.M a.n.d 1.>.tne.am6 .tha..t meet on e.xee.e.d 1.>.ta..te. 1.>.t.a.ndaJi.d-0 on modelo. 15. 15 Re.qu..lne. de.velopme.nt on. 1.>lopu o-6 1O pvr.ee.nt a.n.d oveJt .to be. du.lgn.e.d, eon.6.tnu.e.te.d, a.nd managed .ln a. ma.nn.eJt .tha..t W-i.ll. mhwn.lze eJto.6.lon. po.tent.lat a.nd a.vo.ld 1.>lope. 1.>Uppa.ge.. 15. 16 En.eou.na.g e. nu.lde.nt.la.l a.n.d a.gn.leui..tu.tta.1 1.> oil ma.nag e.me.nt pna.e.t.lc.eA .tha..t m.ln.lm.lz e 1.>ilta..t.lo n a.nd poUu..t.lo n o-6 n.lv e.M , laku , a.nd .6tll.e,o.m.6, 15. 17 Plan 6on .the neela.ma..t.lon a.nd ne.-u.-0e. 06 m,i.n.vr.a.l e.xea.va..t.lon f.>liV., be.6one. m.ln.lng opvr.a..t.lon.6 be.g.ln. 15. 18 Pnue.nve. 1.>ee.n.le open. f.>pa.ee.. 15. 19 Aequ..lne 1.>ee.n.le land on e.Me.me.nu a.long noa.dwa.y1.> whe.n n.lghu-06wa.y Me. a.equ..lne.d. 15.20 Eneou.na.ge. h.lgh qua.lily loMtion.a.l a.n.d du.lgn. 1.>.ta.n.da.Jtd-0 0on bo:th pu.bUe .lmpnove.me.n.u a.n.d pn.lva..te. de.velopme.nt .to .ln.6u.ne. eompa.:ti.b.lUty w..Uh .the. na..tMa.l 1.>u.Mou.nd.lng1.>. 15.21 E.6.ta.bw h a.nd ma..lnta..ln eon.6 e.nva..t.lon. aJte.M 6on a.n.d e.du.ea..t.lo n.a.l a.nd f.> uen..t.l 6.le pun po 1.> u • 15.22 En.eou.na.ge e.du.ea..t.lon.a.l .ln.6.t..uu..t.lon.6 a.nd o.thvr. onga.n.lza..t.lon.6 to, a.equ..lne., ma.na.ge., a.n.d ~Vta..te. eon.6vr.va..t.lon f.i.l.te.-6 M paJt.t 06 :thwre.du.ea..t.lon.a.l pnog.lta.m.6. 15.23 En.eou.na.ge. f.>.ta..te. a.nd -6e.dvr.a.l a.equ..l-6.l.t.lon. 06 eon.6eJtva..t.lon 15. 24 Pnov.lde. pno6e.1.>1.>.lon.a.l f.ieJtv.leu .ln eon.6eJtva..t.lon. aJte.M .to -6u.Jdhe/1. pu.bUe u.n.d~.ta.nd.ln.g 06 e.eology a.nd e.nv.lnon.me.nta.l ma.n.a.ge.me.n.:t. 15. 25 Pnu0ve. h.l-6.ton.le a.nd Mehe.olog.lea.l f.iile.-6 a.nd .the..ln e.nv.lnonme.~, 1.>e..tt.ln.g, a.nd nu.tone. -6a.uU.t.lu whe.ne. f.iu.eh a.c..t.lon Mn 1.>u.bf.>:ta.YIM,LM-"-Y en.ha.nee. a.ppne.ua..t.lon and u.nd~.t.a.n.d.lng. 89 w.lW.J..6 e. ma.na.geme.n1 Me..ali, h �► 15. 26 Give. p11.A.,0Jr.,,ij,y to .tho-0e. fia~M ,Ut demand by .the. laltgMt nu.mbell. o,6 people. and c.apable. o,6 bung UJ.ie.d wlih low peJL-Oonal 6,lnanual ou:teay. 15.27 P~ovide. at le.a.t,t m,i,rumu.m oa~M ,60~ ill ~e.c.ogn,lze.d out.doo~ ~e.Me.at,lonal ac.:ti.,v-ttiM. 15.28 Loe.ate. ~e.Meatlonal fia~M not having un,lque. fund ~e.q~e.me.nu (.t,uc.h M ic.e. Me.nM, golo C.OuMM) in Me.a.t, hlghly ac.c.u-0ible. to the. Mban popula.,ti,on. 15. 29 Give. p11.A.,0Jr.,,ij,y to the. p~ov,{,.l,ion o,6 public. ac.c.M-0 to the. watell. and public. UJ.ie. o,6 the. -0ho~e.linM o,6 the. St. J0-0e.ph TU.veil.. AGRICULTURAL POLICIES 15.30 Gu,lde. Mban g~owth towaJtd non-pJU.me. ag11.A.,c.utiMal fund-0, and the. le.a.t,t p~oduc.:ti.,ve. ag11.A.,c.uUMal fund. 15. 31 Enc.oUMge. p~Uell.va.tion o 0 the. .towMrup-0 ag11.A.,c.uUUM,t land-0 by ~e.q~ng lMg e. mirumum lo.t J.iize. ,fo .the. ag11.A.,c.uUUM,t futJuc..t when zo~g. 15.32 P~omo.te. p~uell.va.tion o,6 n~land and ope.n -0pac.e. fund. 15.33 P~uell.ve. .the. 11.A.,gh.t.t, o,6 .the. n~Vl. .to pell.,60~ ge.nell.ally ~e.c.ogn,lze.d ag11.A.,c.uUMal and ho/f...t.lc.uUUMl ac.:ti._v-t:Uu -0uc.h M nell.Ulimg, -0 p~ylng, c.u.Ltlvctting, etc.. 90 �9 GENERAL DEVELOPMENT PLAN �GENERAL DEVELOPMENT PLAN PURPOSE The purpose of the General Development Plan is to act as a guide to control the growth and development of Oronoko Township. The General Development Plan was studied for almost two (2) years by the Planning Commission and presented at a public hearing before publishing in this report. DESCRIPTION As identified on the existing land use map of the Township, there are twenty-three (23) land use categories. On the General devel- opment Plan the land use categories are reduced to sixteen (16). However, these categories absorb the existing land uses within the Township. Oronoko Township has been experiencing growth, particularly as it relates to the area around the Village of Berrien Springs, in a northwesterly direction from the community. This growth is ex- pected to increase during the planning period, and it would increase even more if utilities such as sewers were provided. The Township now has a Planned Unit Development Ordinance, and through this process, larger developments could come to this area and sewer and water could be made available. Oronoko Township will develop sooner than Berrien Township because it is located in the thrust of development between Berrien Springs and Benton Harbor--St. Joseph. 91 �Not all of the land shown on the General Development Plan can be developed because of unbuildable soils. As shown on the General Development Plan, the growth patterns are shown to extend just westerly from Red Bud Trail Road and U.S. 31-33. Growth is anticipated in this area during and beyond the planning period. Of significant influence will be the relocation of U.S. 31 as proposed by the Michigan Department of State Highway and Transportation. The Township will have to be on guard to protect against any large scale developments that may not be compatible with the geography of the Township and other land uses, etc. The Township will have to protect against the removal of tree growth and mismanagement of existing tributary areas. The land use areas as shown on the General Development Plan have been measured, calculated and are shown on Chart 30. It is impossibla to show a comparison of existing land uses as recorded in a survey taken in 1969 and the land use areas as depicted on Chart 30 for the General Development Plan. This is not possible because of the detailed break-down in the types of land uses existing at the time of the previously mentioned survey. The only comparison can be in general land use categories as residential, commercial, schools and parks, flood plain, public use �facilities, industry, street rights-of-way, water, etc. such comparison of land uses are shown on Chart 31. In this manner, it is then possible to compare categories in which there would be growth. PROPOSED LAND USES RESIDENTIAL Shown on the General Development Plan are four (4) residential land use categories which include: Agricultural-Residential, Urban Residential, Medium Density Residential and High Density Residential. These categories are interpreted in the zoning ordinance as to size of building site, etc. It was the consensus of opinion that agricultural areas were not to be so restrictive as to prevent some residential structures from being located in the agricultural area. It is the recom- mendation, based on planning standards, that agricultural land should be for associated agricultural uses and not mixed uses. At such time as agricultural uses change, the zoning process should be followed. The agricultural-residential area in Oronoko Township is proposed to be westerly from Red Bud Trail Road and US 31-33. Between Red Bud Trail Road and the proposed relocation of US 31 urban residential large lot developments are proposed as indicated on the General Development Plan. Increased residential density would mean that public or private sewers and treatment facilities meeting Enviromental Protection 93 �Agency standards would have to be installed. Sewers are like transmission lines such as railroads and highways along which people locate. There are soil problems in some of the general land use areas and such problems should be detected prior to development to avoid present and future problems. The Berrien County Soil Survey, recently completed in Oronoko Township, should be utilized to help identify such problem areas. COMMERCIAL The existing commercial land uses are primarily stripped along US 31-33. There are existing commercial uses elsewhere but not as great as along the US routes. On the General Development Plan, proposed commercial areas are located in areas along us 31-33 to include existing uses. There are two other commercial areas located on the Plan: the location of the commercial area around the interchange of the proposed relocation of US 31 and existing US 31-33. The exact location of this commercial area will depend on the approved location of this proposed relocated highway. The second commercial area is large and is proposed for the general area of the proposed relocated highway on the west with Shawnee Road dividing it in an east-west direction. This proposed commercial area could have an effect on the 94 �principal business district of Berrien Springs. This, of course, would depend on the uses to be included in such a development. Such commercial areas are located within the proposed land use areas anticipated during and beyond the planning period. They are also accessible from the areas in the Township via the present transportation system. In the future, and this would be beyond the present planning period, if growth took on a westerly direction, then additional commercial areas would have to be planned along with the development. Good planning standards prohibit the location of strip commercial areas along highways or principal thoroughfares, and this standard should be adhered to by the Planning Commission and the Township Board. COMMUNITY FACILITIES Adequate public facilities are becoming increasingly important to the people of Oronoko Township. They are requisite components to the development of an attractive and wholesome environmental character. The condition and adequacy of such public facilities as schools, playgrounds and parks are tangible indications of the quality and viability of the Township. While these facilities require large expenditures of tax monies, they are essential if the Township is to grow, prosper and sustain a competitive position with other areas for desirable commerce and industry. 95 �PARKS At the time the existing land uses were recorded, there were no parks in Oronoko Township. Proposed parks are shown on the General Development Plan and a suggested park is indicated in the future growth area which is shown as agricultural-residential. These parks are shown where there are problem soils but the areas are large enough so that situations associated with parks and recreation can be built on stable soils. The proposed parks are located in such a manner that access can easily be provided. They also act as buffers between commercial and residential land uses. Parks and recreation areas can be developed in the designated flood plain along the St. Joseph River. Some of these areas are large enough to develop wellplanned recreational areas which could also include marinai. FLOOD PLAIN The flood plain is shown along the east side of the St. Joseph River in Oronoko Township. The width of the flood plain depends on the topography as shown on the Topographic Map included in Volume. 1, Phy.t,,lc.ai. FadoM 601t Planning .the. Lak.e. Chapin Re.gionai. Planning Alr..e.a report, and as shown by pattern on the General Development Plan. 96 �Ultimately the Federal Flood Insurance Administration will define the exact elevation for the 100 year flood (1% annual probability of flooding) elevation. At such time, the township will be required to administer an ordinance to preclude development from the floodway and monitor construction in the floodway fringe areas to insure compliance with flood prevention standards. The flood plain area, therefore, should be used for park and recreation uses with no structures permitted. NEW RECREATION SOURCES A new concept of recreation and open space, and one which is finding more and more acceptance, is that open space and recreational facilities be provided, developed and maintained as part of a new housing development. These facilities are usually included in new projects for the benefit of the occupants only. Although not counted in the public sector of open space or recreational facilities, they do augment the public facilities. Neither the Township nor the local government has a direct responsibility in providing such facilities. However, the government's encouragement, through properly designed zoning and subdivision regulations, can be a major tool toward their development. 97 �SCHOOLS School facilities were discussed in the report titled Volume 1, Phy~ieai. Fac.toM 60~ Plann,lng ~he LaQe Chapin Regional. Plann,lng Altea. On the General Development Plan a single school is located in the new growth area. This location is generally in the area where a school should be located. Also, the walking distance for children is located on the General Development Plan. Standards indicate that children can walk the following distances: One half mile One mile Two miles Elementary School Junior High School High School The general location of the school site can include a school/park site which provides for greater use by residents in the general area. Gener~l school planning practice calls for school sites of the following sizes: Elementary School 5 acres plus 1 acre for each 100 pupils 15 acres plus 1 acre for each 100 pupils 25 acres plus 1 acre for each 100 pupils Junior High School High School The Michigan Department of Education recommends site standards in excess of these minimums that would, in effect, add five (5) acres to the above standards. Because of the relatively low density of development 98 �within the planning area, as well as the presence of significant amounts of public open space, it is recommended that the general standards as noted by the Michigan Department of Education be followed. PUBLIC UTILITIES Public utilities have been addressed, in detail, in the Community Facilities chapter. It is anticipated that the Township will be supplying municipal sewerage collection for a substantial area surrounding the Village. The major portion of the area designated for urban development shall have access to this collection system. In the future planning period extensions are proposed along Snow Road, Red Bud Trail and Shawnee Road. STREETS, THOROUGHFARES AND TRANSPORTATION Transportation in the Oronoko Township by the automobile. is primarily Public transportation is not part of the area, but are provided in the St. Joseph -- Benton Harbor Area. Streets and thoroughfares are the circulation systems along which people and goods are moved from place to place. The movement of traffic must be planned for, since routes of movements become fixed land use patterns as well as determinants of other land uses. The General Development Plan 99 �includes the land use plan, thoroughfare plan and the community facilities plan. A township in Michigan may not have control over streets and/or highways, but with the development of private property, which is guided through implementing tools such as local zoning ordinances, subdivision regulations, capital works programs and thoroughfare planning, future local streets can be developed under supervision of the township. Such thoroughfare plans are important and local recommendations are considered by highway agencies. Reference is made to Chapter 4, for information on traffic volumes both 1969 and 1970, condition of streets such as surface type, pavement conditions, thoroughfare classification, traffic conflict points and other information pertaining to Oronoko Township. Traffic volumes on streets in Oronoko Township do not show a pattern o~ direction of development as they do in other Townships. The heaviest traveled road is US 31-33. Other heavily traveled roads are Red Bud Trail and Shawnee Roads. Shawnee shows a heavier volume of traffic because of the trips between the City of Bridgman and Berrien Springs. Other roads with measured traffic volumes are Snow and Tudor Roads. 100 �The road showing the greatest increase between 1969 and 1973 is a section of US 31-33, between Linco and Lemon Creek Roads with an increase from 7,300 to 10,619 cars during a twenty-four (24) hour period. Another noticeable volume increase is on Shawnee Road between Red Bud Trail and ~auer Roads. Other increases in traffic volumes are on rural roads and this data is shown in Chapter 4. For several years there have been plans for the relocation of US 31 - which will be a substantial improvement over the present US 31. This relocated route will serve as a by-pass around Berrien Springs. US 33. An interchange is proposed with Proposed land uses are shown around the proposed intersection and the new zoning ordinance and district map that will control the future land uses in order to prevent undesirable uses from being established. Traffic conflict points are identified on such a map included in Chapter 4. Some of these conflict points have been created by too may intersections such as the Mt. Tabor Road, Snow Road and Coveney Road intersection. It is recommended that traffic conflict points as noted on the above map be improved to prevent accidents that have occurred in the past which have resulted in property damage and fatalities. 101 �INDUSTRY Proposed industrial areas are shown in three (3) locations on the General Development Plan. These areas have the benefit of Regional Arterial, Local Arterial and Primary Collector Thoroughfares. All of these highways provide good highway connection to Interstate I-94. The thoroughfares on the General Development Plan have been classified according to the Fu.netlona.l Highway ClM.6ioic.a.,t,,i,on Sy.6tem. The following thoroughfares classified during the planning period may have to be improved to meet the standards of such in~ividually classified thoroughfares. Re.g,i,ona.l Loe.al Ptu.ma1ty Co Ue.c.:toll. Mte/Lla1_ Se.c.onda1ty CoUe.c.:toll. Mte/Lla1_ Loe.al Stll.e.e:a Using this classification the following roads have been classified: R~g,i,ona.l Loe.al Mte/Lla1_ us 31-33 Mte/Lla1_ Snow Road between Red Bud Trail Road and us 31-33 Shawnee Road Pll.op0.6 e.d Ptu.ma1ty CoUe.c.:toll. Linco Road Burgoyne Road Ptu.ma1ty CoUe.c.:toll. Hinchman Road Lemon Creek Road Snow Road (between .R ed Bud Trail Road and west corporate limits} Scottsdale Road Terre Coupe Road 102 �As noted above both Linco and Burgoyne Roads are proposed as Primary Collector thoroughfares to provide improved eastwest and north-south traffic flow. The designated areas should prove adequate to accommodate development during the planning period. These industrial areas as recommended would not include any heavy industry, except around Tudor Road and the corporate limits of Berrien Springs. SUMMARY The General Development Plan is designed to guide the growth and development in Oronoko Township and its relationship to its surrounding neighbors during the planning period. The Township will have to be on guard to protect against any large scale developments that may not be compatible with the geography of the Township and the land uses, etc. The Township will also have to protect against the removal of tree growth and mismanagement of tributary areas that presently exist. It is necessary for the Oronoko Township Board to be familiar with the General Development long-range Plan in establishing policy or considering period. the rezoning of land during the planning If this is not done, controlled growth and development will never take place. 103 �As the Comprehensive Plan for Oronoko Township is being implemented the adoption of a Housing Code should be considered in order to maintain a quality housing stock. Standard housing stock relates to the amount of real estate tax received by the Township. Tax revenue means improved services to the citizens of the corporate area. The zoning ordinance and map implement the Comprehensive Plan. The zoning district map may not include all the land use areas as shown on the General Development Plan. At the time of a petitioned amendment to the zoning ordinance the General Development Plan along with the existing land use map should be used as guides in formulating any decisions. It is the General Development Plan which is the ultimate way the Township is to develop through the planning period. 104 �Chart 30 GENERAL DEVELOPMENT PLAN LAND USE AREAS Proposed Land Area in Acres Percent of Total 10,980.6 50.3 Urban Residential l ,831. 0 8.4 19. l Medium Density 3,938.0 18.0 41. 1 High Density 306.3 1.4 3.2 Commercial Business 360.9 1. 7 3.8 39.7 •2 .4 Proposed Parks 256.9 1.2 2.7 Suggested Park Sites 144.2 .7 1. 5 72.0 .3 .8 Semi-Public Facilities 650.6 2.9 6.8 Public Recreation &Open Space (flood plain) 599.5 2.8 6.3 Industry 347.2 1. 6 3.6 Proposed Route 31 R.O.W. 131. 3 .6 1.4 Regional Arterial R.O.W. 28.2 .1 .3 Local Arterial R.O.W. 97.7 .5 1.0 Existing Primary Collector R.0.W. 137. 1 .6 1.4 Proposed Primary Collector R.O.W. 81.8 .4 .9 452. l 2.0 4.7 99.6 .5 1.0 Marsh Area 127.2 .6 Water 629.5 2.8 Incorporated Area 518.6 2.4 9,574.1 43.9 21,830.0 100. 0 Land Uses Agricultural-Residential Suggested Elementary School Site Public Facilities Local Street R.O.W. Quarries Total Developed Area Total Area 105 Percent of Developed l 00.0 �Chart 31 CO~PARISON OF PERCENT OF TOTAL AREA Land Uses Existing Land Use (Updated 1974) Agricultural-Residential General Development Plan Comparison Increase Decrease ( ) 50.3 50.3 Residential 4.9 27.8 22.9 Commercial .2 ). 7 1.5 Industrial &Quarries .6 2. l 1.5 Schools, Quasi-Public Parks and Cemeteries 4.6 5.3 •7 Agricultural, special crops and Vacant 80.3 Flood Plain 2.8 Water and Marsh 3.4 3.4 Street R.O.W. 3.6 3.6 Proposed Route 31 R.O.W. Incorporated Areas Total Developed Total Area .6 2.4 2.4 13.9 43.9 100.0 100.0 106 .6 30.0 �10 CAPITAL IMPROVEMEMT PROGRAM �CAPITAL IMPROVEMENT PROGRAM INTRODUCTION A capital improvement program and budget is a primary means for the township to implement their Comprehensive Plan. Essentially, it involves scheduling physical improvements for the township over a certain period of time, with consideration for priorities and financial capabilities of the township. A "capital improvement" for the purposes of a township capital improvement program is generally defined as "any major nonrecurring expenditure or any expenditure for physical facilities, such as costs for acquisition of land or interest in land; construction of buildings or other structures, including additions or major alterations; construction of hi.gh.ways o;r utility lines; fixed equipment; landscaping and similar expenditures". The capital improvement "program", itself, is a long-range schedule of projects, along with their estimated costs over a period of usually five to ten years. The most common period is six years. The capital improvement "budget" is the detailed list of projects, together with the amounts and sources of funds, for the coming fiscal year. The detailed capital improvement budget is often considered as the first year of the capital improvement program. The budget's schedule of projects can also be treated as the capital improvement section of the annual township operation budget. 107 h �I■ The capital improvement program and budget should provide a comprehensive schedule for executing both public and private physical improvements. The capital improvement budget should be a separate document from the Township Comprehensive Plan which ranks and phases specific projects and is based upon a sound determination of public and private funding sources. The report should be regularly updated by the Township Planning Commission and approved by the Township Board. PLANNING COMMISSION ROLE The Township Planning Commission, as part of the comprehensive planning process is limited to development of the "Capital needs list," listing by priority all capital improvement recommendations and a projected means of financing. Because the Planning Commissions role does not include the township budget process the actual "budget" should be excluded from the Comprehensive Plan Document and prepared for adoption by the Township Board of Trustees. TOWNSHIP BOARD ROLE In Capital Improv~ent Programming the Township Board has the responsibility to arrange project financing mechanisms for the implementation of the capital needs as identified by in the Capital Improvement Program. Usually this is accomplished in the annual operations budget as adopted by the Board of Trustees. 108 �It is important to identify these two distinct roles in the Capital Improvement Program in order to fully comprehend the intent and implementation process of the Township. Simply stated, it is the responsibility of the Township Planning Commission to develop the Capital Improvement Program by identifying and prioritizing specific capital needs while the Township Board of Trustees prepare the budget to implement the Capital Improvement Program. DEFINITIONS During the Lake Chapin regional planning process a Capital Improvement Program for Oronoko Township was prepared. To facilitate an understanding of the process used, the following definitions are warranted. CAPITAL IMPROVEMENTS PROGRAM -- A .oc..he.du.le. 06 pu.b.Uc.. phtj.oic..ai. impttove.me.n.t:6 nOIL a gove.ttnmen.tal, un.-U OVeA a. c..eArun. peM.od 06 time. Ex.pe.n.cU.twte..o 6ott opetta.tlng, Jte.c..u!Uvi,ng .oeAvic..e..o 6ott a peM.od 06 one. (1) qe.att. ANNUAL OPERATING BUDGET -- ADVANTAGES OF CAPITABLE IMPROVEMENT PROGRAMMING FOCUSING ATTENTION ON COMMUNITY GOALS, NEEDS AND CAPABILITIES Cap,Ltal pttoje.w c..an be. bttough.t in.to .Une. wah c..ommun.-<.tlj obje.c..Uve..o, a.n..tlupa.te.d gttowth and 6.i-n.anuai. c..apa.b~e..o. Bq pla.Y!,ning a.he.a.d 601t ptto j e.c..:a, tho.& e. whic..h atte. n.e.e.~e.d o~ de..o-<Jte.d the. mo.6~ will be. c..on..otltuc...t.e.d 6fu.t. Ma.xhnu.m .oa.fu 6ac..:ti..on will .the.tte.bq be. ga.,c,ne.d 6Jt.om .the. mone.lj .ope.n.t. ACHIEVING OPTIMUM USE OF TAXPAYERS' DOLLARS Adva.nc..e. pJt.ogttamming 06 pu.b.U~ WOJz.k!.i on an 01tde.ltly b~-<-.6 w..f!-1 he.lp a.void the. a.dve.n.t o6 c..o.oiltj mW take.,~. The. p~o~ttam will gt.u~e.. lac.al. o66iuai..6 in ma.king .oound an.nu.al. budge..t_de.c..,U~~n..6. In a.dd-<.Uon, a. wUng 06 an..tlupa.te.d nu..tu.Jte. c..on..o:tltuc..:ti..on pJt.OJe.W ma.tj e.nc..ou.1tage. the. .oe.le.c...tlon 06 ne.e.de.d la.nd we..U in a.dva.nc..e. 06 ac...tu.ai. c.on..o:tltu.c...tlon a.n.d thllli, pe.tuni.t a.c.qU-<-.6UiOn at .loWeA C..0.6:U • 109 a �SERVING WIDER COMMUNITY INTERESTS The. c.a.p..-i;tal. ,impnoveme.n;t pnog4a.m onc.e. a.c.c.e.p:te.d, ke.e.p.6 :the. pubUc. in60Jr.me.d a.bout 6utMe. c.on.6btuc.tion pla.n.6 06 the c.ommunilq and hei.:p.6 ne.duc.e :the pncMMe6 on lac.a.£ 066-l~ 6on p4oje.w 6M down on the. p~o~y U6:t. In a.dd-lt-lon, knowledge. a.bout the. 6u.:tu.Jte. phy.6ic.a.£ ne.e.d.6 06 :the. c.omm..t.nillj and :the. 6inane.-la..1 a.b-lU.ty 06 lac.a.£ govMnme.n;t :to 6ul6ill :thue. ne.e.d.6 if., a. va.luable. aid :to p~vate. invu:toM. ENCOURAGING A MORE EFFICIENT GOVERNMENTAL ADMINISTRATION Co-ond-lnat-lon 06 c.a.p..-i;tal. ,impnoveme.n;t pnognrunming by :the. a.ge.nc.-lu 06 a c.ommunily c.an ne.duc.e .6c.he.duUng pnoblem.6; c.on6Uc.ting and ovMla.pping pnoje.w and ovM-emphM,lf., 06 antJ govMnme.n;ta.£ 6unc.tion. In add-lt-lon, Wo4k c.an be. e.66e.c.tiveltj .6c.he.dule.d and ava-lla.ble. p~onnel and equipment be;t;tM uJ.ie.d when li if., known in advanc.e. what, whMe. and when pnoje.w Me :to be. und~ke.n. IMPROVING THE BASIS FOR INTERGOVERNMENTAL COOPERATION Cap..-i;tal. ,imp4oveme.n;t ~og4a.mrru.ng 066~ pubUc. o66i~ 06 all govMnme.n;ta.£ un-lu -- v-llla.ge., WtJ, :towMhlp, c.oun;ty and .6pe.e.-la..1 fubt-lw-a.n oppontunily to pla.n the loc.at-lon, iliing and 6inanc.-lng 06 needed ,impnoveme.nu in the. in;tMu:t 06 the. c.ommunily a6 a. whole.. Funthenmone, bec.a.uJ.ie. ma.ny pubUc. wonM .6Mvic.e6 and 6a.c.-lU.tiu do not .6:top at the. c.o4po~e. bound~u, a.de.quate. pla.nn-lng a.nd c.oopMat-lon by the. vwouJ.i a.genc.-lu a.nd govMnment6 tMough a. c.a.p..-i;tal. ,impnoveme.n;t pnognrun c.ould help ne.duc.e. dupUc.at-lon 06 e.66ou a.nd the. c.o.6t 06 .6uc.h pnojew, a.nd a.void pubUc. inc.onven-lenc.u. MAINTAINING A SOUND AND STABLE FINANCIAL PROGRAM ShMp c.ha.nge6 in .the. tax .6btuc.tMe. a.nd bonded inde.bte.dne6.6 ma.y be. a.voided when the. pnoje.w .to be. c.oMbtuc.te.d Me .6pa.c.e.d ovM a. numbM 06 tJe.afl.6. WhMe. th~e, if., ample. rue. 60Jr. planning, :the. m0.6t e.c.onorru.c.a.£ me.a.n.6 06 6inanc.-lng e.a.c.h pno j e.c.t c.a.n be. .6 ele.c.te.d in a.dva.nc.e.. Kee.ping planned p4o j e.w w.lt..hln :the. 6-lna.ne.-la..1 c.a.pa.c.liy o6 :the. c.ommunily help.6 :to p4e6 ~v e. w c.ne.d.lt.. nat-lng a.nd ma.ku :the. Me.a. mane a.tbta.c.tive. :to buJ.iine6.6 a.nd induJ.i tlttJ. \ ENHANCING OPPORTUNITIES FOR PARTICIPATION IN FEDERAL OR STATE GRANT-IN-AID PROGRAMS Th~e. Me num~ouJ.i S:tate. a.nd Fe.d~ p4ognam.6 .that a. lac.a.£ gov~nme.n;t ma.y dJta.w upon 604 pla.nn-lng c.oM:tnuc.tion and 6ina.nc.-lng c.a.p..-i;tal. hnpnoveme.n;t. The. p4e.pMat-lon 06 a. c.a.p..-i;tal. ,impnoveme.n;t p4ogna.m inc.ne.Me6 :the. lac.a.£ gov~nme.nu' c.ha.nc.e. 06 ob:ta-ln-lng J.iuc.h aid. 110 �FINANCING THE CAPITAL IMPROVEMENTS PROGRAM There are a variety of methods which can be employed in the financing of public improvements. These include the following: REVENUE BONDS In pnag/z.a.mm<.ng public. won~ pnajew, .the c.ommun,i...ty .6houi.d c.on.tinue :to ~uMue a palic.y w~c.h nelatu :f;he .type 06 6,i..na11ung U6ed .ta .the pa/t.ti.c.u1.M. .,unpnovemen.t .that « :to be pnov-<-ded. Many -<JY1p/tovement-6 .6uc.h M .6eweJt and WateJr. 6ac)LU,lu c.an be. 6,i..nanc.e.d by Jte.ve.nue. c.aUe.c.tiaM 6Jtam .the U6eM .th.e.m6e..lvu. In :tlu1i c.an.n.e.c.tion., a ,v., :to be. no:te.d .that .6uc.h bond..6 nequ,iJr_e. .the. ple.dging 06 all :the nevenuu ob.:ta,i,ne.d 6Jtom .the ope..tr.a.tioM o6 :the .6 y.6 :te.m. GENERAL OBLIGATION BONDS The c.ommun,i...ty impnave.men.,t,6 whlc.h c.anno:t be 6inanc.e.d th/tough c.oMumeJr. nevenuu OJt a .6pe.ual M.6U.6ment c.an be 6,i..nanc.ed th/tough geneJr.a..l obUga.ti..on. bond..6, paid 60Jt by geneJr.a..l pnopenty ta.xa.ti..on. In Mic.hlgan'.6 muniupa.Uu.u, gene/1.a..l obliga.ti..on bond..6 ma.y be. ,v.,;.,ue.d up :ta :ten (To) peJr.c.e.n.t 06 .the. ;.,ta..te e.qualize.d valua.ti..on. SPECIAL ASSESSMENT BONDS Th,v., .type 06 6,i..nanung M.6Ufi..U only pnopelt-ti.u be.ne6Lti.ng 6nom .the .6pe.u6,i,c. -<JY1p/tovemen.,t,6 made. :to .them. Pnopenty own.eM mU6:t a.gne.e. :ta M.6ume. .thehc.. p!topotttiona.te .6ha!te 06 .the pnoje.c.t c.o.6:t and liabili.ty 601t payment 06 .the bon.d..6. Speual Mfi..U.6me.n.t bon.d.6 Me. ge.ne./z.a.Uy employed whe.n p!tovidin.g a pa/t.ti.c.ula.Jt .6egme.nt 06 .the c.ommun-U:.y w.lth a. ;.,pe.u6,i..c. fi..eJr.vic.e.. APPROPRIATIONS FROM THE CORPORATE FUND Ce.tt,t.a,i.n. pnoje.w, whlc.h do not ne.qu,Ute. .6ub.6ta.n.,ti.a1. outlay;., 06 c.Mh and 6on whlc.h o.theJr. me.aM 06 6,lnanun.g Me not p1tac.tic.al, c.an. be. 6,i..n.an.c.ed :th/tough :the gen.e/1.a..l alt c.01tpolta.te 6und. RUeJr.ve. 6un.d 6,i..n.an.un.g ,v., a vo.JU.a;()_on. 06 ;th,v., me.th.ad. Un.deJr. .thi-6 p!toc.e.duJte, 6un.d..6 Me. ac.c.umula.ted in. adva.n.c.e. 601t .the c.oMtlr.uc.tion. 06 c.api:tal p1toje.w. RECEIPTS FROM MOTOR VEHICLE HIGHWAY FUND The. U6e. 06 6un.d..6 61tom .the. Moton Ve.hie.le. Highway Fund 06 .the muniupal-U:.y ,v., 1te.la.te.d pltima.Jtillj :to .the c.oMtlr.uc.tion and mainte.nan.c.e 06 aJt:teJ!.ia.l .6tlr.e.w in. .the mun.iupali:ty. 111 D I i �JOINT FINANCING The. pl'C.opMe.d pl'C.oje.ct might be. .6Wr..ve.ye.d to deteJunine. whet.he.Jc. c.eJr.;ta,ln pl'C.oje.ct.6 aJte. e.qua.U.y be.ne.f/,c.,,la,l to at.he.Jc. gove.Jc.nme.nt a.genue.6, a.uthoJc.aieLi, oJc. Lipec.,,la,l furuct.6 a.nd i6 joint 6ina.nung c.a.n be. aJtJc.ange.d. Suc.h c.oope.Jc.a.,t,Jon ma.11 bung a.bout p!r.oje.ct.6 thett would otheJlwiLie. have. to be. de.6MJc.e.d 601t. many lfe,o.Jt,6 a.nd, thU.6, c.a.n Jc.eLiult in be.t:te.Jc. .6 e.Jc.vic.e. a.nd £oweJt c.OLit,1, f,,oJc. the. aJc.e.a.. OUTSIDE SOURCES Stette. and 6e.de.Jc.a.£ gJc.a.nt.6-in-a.id pJc.og/ta.m.6 aJte. o6te.n a.vcu.1.a.ble. to plan, c.onLitl'C.uc.t a.nd 6ina.nc.e. c.a.plia.l impJc.oveme.nt.6. The. poMibili,t,y ofi obta.in.£ng. puvette. gi6t.6 fioJr.. c.Mta.in fia.c.LU;tleLi -- paJtk.6; c.ommunity c.e.nteM, oJc. Ub/f.Mie.6 -- fiJc.om indivi,dua.l.6, c.01r..po1r..a.tion.6 a.nd fiounda.tion.6, Lihould a.l.60 be. e.xploJc.e.d. FEDERAL AND STATE GRANT-IN-AID PROGRAMS The.Jc.e. aJte. a. wide. numbe.Jc. ofi p!r..ogJc.a.m.6 a.vcu.1.a.ble. to va.Jr..ioU.6 gove.Jc.nme.nta.l unit.Li whic.h would enable. .t.hem to ma.ke. c.eJr.;ta,ln c.a.plia.l impJc.oveme.nt.6. PROJECTIONS OF REVENUES AND EXPENDITURES The previous section outlines various methods to finance capital improvements in the township. It should be realized that the greatest financial effort to improve facilities will have to be made by the township itself. This means that those revenues currently available will provide the major source of funds to finance any adopted Capital Improvement Program. The remainder of this chapter will concentrate upon the revenues and expenditures of the township to determine how . \ . much money will be available to be spent for any capital improvement. Drawing upon the social and economic data which has been compiled, it is possible to analyze the financial aspects of the township. the information gathered (chart 32 From for the Township General Fund Revenues and Expenditure the Total revenues reflected an increase during each of the fiscal years examined. 112 �For the fiscal year ending in 1970, total revenues were $846,738.19. By 1974, the total revenues were $1,275,826.76. tended to fluctuate Expenditures at a relative percentage of total revenues. A deficit of revenues vs. expenditures occurred in 1970, while the total excess of revenues over expenditures climbed to more than $60,000 by 1974. VALUATION Charts 33 and 34 reflect assessed valuation figures (state equalized valuation) for the Township. O~onoko Town6hip The following increase can be noted: 1970 $24,679,346 1974 32,624,202 The average assessed valuation was determined after the audits were reviewed and evaluated. Thus, the projected assessed valuation is based on this average increase for the total years analyzed. The tables also show the General Obligation Bond limits for the Township based on the 10 percent of state equalized valuation figura Since there were no outstanding bonds at the time of the analysis, the available bonding capacity is 10 percent of the total assessed valuation. The capital budget cannot be formulated and enacted without considering it in conjunction with the operating budget, as part of the complete governmental financial plan. Capital investments must not only be weighed against operating costs in aliocating limited financial resources, · but the demands that new facilities will make upon future operating and maintenance cost must also be considered. 113 '~ �CAPITAL IMPROVEMENT PROGRAM Based on the previous analysis of financing methods and projected township revenues and expenditures, as well as a review of capital needs in the Township, the Capital Improvement Program has been prepared (Chart 35). This schedule reflects the programs to be completed by the Township for the ten (10) year period of 19751985. Because of the magnitude of the total program some projects will most assuredly extend beyond this period. The program is divided into two (2) categories according to the Comprehensive Plan----- The Thoroughfare Plan and the Community Facilities Plan. The Thoroughfare Plan which can be brought into reality via the capital improvements program includes an ambitious street and highway improvement program. Many of the highways throughout the Township do not meet the classification standards of which they are part. Therefore, as these highways are improved, they should be brought up to the standards of classification. In order to accomplish element~ of the Thoroughfare Plan, a variety of financial sources should be explored. Currently, the Townships contribute funds to a matching funds system whereby Berrien County maintains township highways. The coordination of planning efforts between the townships and the county is imperative if the highway improvement plan is to succeed. 114 �Estimated costs are not included in the Capital improvement Program schedule because of the inflationary economy at the present time. If estimated costs were included in the report they may be inadvertently used in construction bid comparison, thus causing funding problems. It should become a standard policy of the Township Board of Trustees to seek estimated costs and prepare an annual operating budget for implementation of the Capital Improvement Program. 115 �GEXERAL FrND REVENUES, D'.PENDITl'RES .>Sc- !:"CIT~· Fiscal Year 1%9-7C _ _ _1_2_71)_::?l__ ':"otal Revenues Total Expe~diture~ Excess (De!ici~~cy) of ?.evenues ov~r Expenditures Equity Beginn:n& ':'ear 1971-72 1972-73 1973-74 19-!.--; 1975-76 1976-77 - 1977-78 19;e-i; 19;9-8(1 198[ $846,736.19 $979,435.10 $1,082,091 . 02 $1,120,801.04 $1,275,826.76 S1,380,(,SV $1,490,000 $1,625,000 $1,850,000 $1,97',rr.() $2,205,000 $2,Bls,onn 846,941.07 949,811 . 97 1,075,511.87 1,063,113.75 1,215,691.60 1, 310,0':·'J 1,410,000 1,500,000 1,725,000 1,8!..:" ,r,or; 2 ,085, 000 2, 70(),000 (202 . 58) 29,623 . 13 6 , 580.05 57 , 787 . 28 60,135.16 iO,O'JO 80,000 125,000 - 25,000 120 ,'100 125,000 115,000 185,969.25 185,766.37 215,389.50 221,969.55 279,756 . 83 339,Bn 409,892 489,892 614,892 739,B92 864,892 %9,892 185,766.37 215,389 . 50 221 , 969 . 55 279 , 756.83 339,891.99 409 ,P.92 489,892 614,892 739,892 8~!.892 989,892 1, !04 ,892 ' Fiscal Equity Endo~ Fiscal Year I-' I-' O'I n ::r Ill 11 rt- w l',J �PROJECTED ASSESSED VALcAT10~ -~~D BONDING CAPACITY 107 General Obligation Bond Limit General Obligation Bonds Outstanding Available Bond Assessed Valuation S24,679,346 $2,467,934 0 $2,467,934 1970 26,743,277 2,674,327 0 2,674,327 1971 1972 28,899,484 2,889,948 0 2,889,948 29,817,849 2, 981,784 0 2,981,784 1973 1974 32,624,202 3,262,420 0 3,262,420 State Equalized ..... I-' -J Capacit.•J 1975 34, 500,000 3,450,000 0 3,450,000 1976 37,000,000 1,700, : , ' () 3, 700,(·CO 1977 40,000,000 4,000,000 n 4,000,000 1978 42,000,000 4,200,000 0 4,200,000 44,600,000 4,460,000 0 ~ 1979 1980 Fiscal Year 1985 NOTE: ,4CO,OOO 46,000,000 4,600,000 0 4,~00,00(1 soo,ooo 5,850,000 0 5 ,R50 ,0011 58, The figues shown for available bonding capacity reflect the 10?. C:eneral Obllgation Bond Limit with no outstanding bonds. However, it should be noted that tee Capital Improvement Program is predicated on the necessity to issue b0nds in order to achieve elements of the program. The amount of bonds issued is left to the discretion of the To,.,,ship. n ::,Al ti rt w w �SCHCDL'LE OF Fl.'NDS ESTIMATED TO BE AVAILABLE FRO~ THE GENERAL Fir.ill AND COMPARISON WITR PAST TRENDS ~ I-' 00 State Equal! zed Assessed Valuation Real Estate Property Taxes State Shared Revenue (sales tax) Jluilding Penni ts ~ighways and Streets (includes countz: matching f_ll_[ld) 1970 $24 , 679,346 $711,882, 63 $75,014.72 $542.50 $10 , 602.33 19H 26,743,277 848,882.95 94,481.63 8]1. 23 6,918.62 1972 28 , 899,484 944,836.57 100,965.46 2, 266.23 6,353.29 1973 29,817,849 9/S0,700.04 91,221.38 2,596.84 7,320.00 1974 32,624,202 1,092,910.13 104,962.88 2,190.01 7,996.86 1975 34,500,000 1,200,000.00 110,000.00 2,200.00 8,000.00 1976 37,000,000 1, 34 S,00(). 00 110,000.00 2,200.00 8,000.00 197 7 40,000,000 1,500,000.00 115,000.00 2,200.00 8,000.00 1978 42,000,000 1,765,000.00 118,000.00 2,200.00 8,000.00 1979 44,600,000 1,955,000.00 120,000.00 ~.200.00 8,00(),00 1980 46,000.000 2,200,000.00 123,000.00 2,200.00 8,f)CJll.00 58,500,000 2,950,000.00 138,000.00 3,000.00 8,()f)n.oo F:scal Year 1985 n ::r Pl 11 ri" w ii:>, �C,\1'lTAL IMPRO\'DIENT PROGRAM 1975 -- 1985 Suggested Sources X X X X General Obligation Bond County Highway Matching Fund X X X X X R~aj General Obligation Bond County Highway Hatching Fund X X X X Y. Red Bud Trail Road to U.S. 31 and 33 General Obligation Bond County Highway Matching X X X X X X X X X ;:; X X X General Obligation Bond County Highway 'latching Fund Lemon Creek from Hollywood Road to U.S. 31 and 33 Shawnee Road: Widen pavement to local Collector standards Shawnee Road from Hartline Road to Snow Red Bud Trail Road: Widen pavement to PrJmnry Collector standards 1.0 1979 Hinchamn Road from Hollywood Ro3d to U.S. 31 and 33 Lemon Creek: I-' I-' 1978 Hinchman Road: Widen Widen pavement to local arterial standards Fund pavement to Primary Lemon Creek and Collector standards Linea Road General Obligation Bond County Highway Hatching Fund Snow Road: West Township Corporate Linear Red Bud Trail Road General Obligation Bond Countv Highway Matching Fund Entire Township General Obligation Bond Countv Highway Matching Fund Township Highway Fund Scottsdale Road: Widen Widen pavement to Primary Arterial Oronoko Township: street imorovement Local Scottsdale Road from progr...-tm including pavement and widening Arterial Street Control 1985 1977 Location pavement to Primary Coll~ctor standards 1980 1976 of Revenue Project Thoroughfare Plan Intersection of Sha,'tlee Road and Lauer Road 1975 X X () General Obligation Bone ::r X X Ill Ii rt w U1 ,-.-,~-----~--~---------~ ··-- - - --- �CAPITAL IMPROVEMENT PROGRAM 1975 -- 1985 (continued) Suggested Sources of Revenue Project Location Arterial Street Control Intersection of Shawnee Road and Burgoyne Road General Obligation Bond Intersection of Lemon Creek Road and Garr Road General Obligation Bond County Highway Matching Fund Intersection of Shawnee Road and Garr Road Coveney Road at Mt. Tabor Road Arterial Street Control Arterial Street Control Re-alignment of local street I-' N 0 Arterial Street Control Arterial Street Control Arterial Street Control Arterial Street Control Arterial Street Control 1975 1976 1979 1980 1977 1978 X X X X X General Obligation Bond County Highway Matching Fund X X General Obligation Bond County Highway Matching Fund X X X Intersection of Mt. Tabor Road and Snow Road General Obligation Bond County Highway Matching Fund X X Intersection of Snow Road and Garr Road General Obligation Bond County Highway Matching Fund X X Intersection of Snow Road and Burgoyne Road General Obligation Bond County Highway Matching Fund X X X Intersection of Grange Road and Garr Road General Obligation Bond County Highway Matching Fund X X X Intersection of Red Bud Trail and Grange Road General Obligation Bond County Highway Matching Fund X X 1985 -n n::,0 PJ ::s Ii rt" rt" X X I-'· ::s w ~ (I) p, u, �CAPITAL IMPROVEMENT PROGRAM 1975 -- 1985 (continued) Project Location Arterial Street Control Intersection of Red Bud Trail Road and Snow Suggested Sources of Revenue Re-alignment of local street Intersection of Red Bud Tra 11 Road and U.S. 31 and 33 General Obligation Bond County Highway Matching Fund, Township General Fund Arterial Street Control Intersection of Red Bud Trail Road and Lemon Creek Road General Obligation Bond County Highway Matching Fund, Township General Fund Turning Lane Improvements Intersection of General Obligation Bond County Highway Matching Fund, Township General Fund University Blvd. and U.S. 31 and 33 Arterial Street Control Intersection of Timberland Drive and Hillcrest Ocive Arterial Street Control Intersection of Lemon Creek Road and U.S. 31 and 33 1975 1976 1977 General Obligation Bond County Highway Matching Fund, Township General Fund General Obligation Bond County Highway Matching Fund, Township General Fund Riverside Trail and St . Joseph River Federal Matching Grants Contributions, Joint Financing 1979 198G X X X X X X X X X X X X X X X X X X X X X X X Community Facilities Parks Acquisition of 57 acres of land for parks 1978 General Obligation Bond County Bighway Matching Fund 1985 X -nn 0 ::r ::, Al rt Ii I-'· rt ::, i:: w Ul p, (1) �CAPITAL IMPROVEMENT PROGRAM 1975 -- 1985 (continued) Project Locatton Acquisition of 40 acres of land for parks Northeast of Red Bud Trail and Snow Road AcGuisition of 55 acres of lane' for parks Acquisition of 112 acres of land for parks Suggested Sources of Revenue federal Matching Grants Contributions, Joint Financing Westerly of County Fairgrounds and Korth of Shawnee Road Federal Matching Grants Contributions, Joint South of Shawnee Road, n~rth of Snow Ro2d and east of proposed relocated Federal Matching Grants Contributions, Joint financing U.S. 31 1975 197" 1977 1978 X 1979 X 1980 1985 X Financing X X X X () () 0 ::r' ::, Pl rt 11 I-'· rt ::, Cw U1 p, (D �BIBLIOGRAPHY �BI'AT.10 RAI nv J,J\KE CHAPIN REGTONAL PLANNING 1\JEl\ REPOJ'I'Ss Soils and Their Limi February, 1970, tion for th r. ke he pin R qion, PJ,anned Unit Development Ordinance, 1971 (indiv:i.dually for the Townships of Berrien, Oronoko and Royalton). Preliminary Physical Factors for Planning the Lake Chapin Regional Planning Area, June 1971. Proposed Zoning Ordinance for the Lake Chapin Regional Planning Area, February, 1972. (Individual ordinance for the three (3) Townships and the Village of Berrien Springs). Economic Factors for Planning the Lake Chapin Regional Planning Area, April, 1972. Suggested Subdivision Ordinance for Berrien, Oronoko, Royalton Townships, and the Village of Berrien Springs, August, 1973. Preliminary Land Use Plan for the Lake Chapin Regional Planning Area, February, 1974. Physical Factors for Planning the Lake Chapin Regional Planning Area, Volume!, June, 1974 Subdivision Ordinance for Berrien Township, December~ 1974. Individual zoning Ordinances for Berrien, Oronoko, Royalton Townships and the Village of Berrien Springs, 1973 and 1974. Interim Comprehensive Plan, the Lake Chapin Regional Planning Area, December,1974, The comprehensive Plan for the Lake Chapin Regional Planning Area, Volume II, June, 1975 General Development Plan for the Lake Chapin Planning Area , Volume III, not dated. BERRIEN COUNTY PLANNING COMMISSION REPORT SERIES: Berrien county Natural Features Study, October, 1968 Regional Economic Trends Study, April, 1969 123 �Long-Range Development Guide for Berrien County, June, 1970. Berrien County Development Plan, June, 1974 Overall Economic Development Plan for Berrien County, March, 19751 Update Report, August 19761 1976-1977 Annual Report, June, 1977. OTHER SOURCES1 Oronoko Township Soil Survey Special Advanced Report, Soil Conservation Service, u.s. Department of Agriculture and Berrien County Planning Commission, July, 1976 Berrien County Population Projections, State of Michigan Department of Management and Budget and Berrien County Planning Commission, August, 1977. EPA 201 Facilities Plan for the Berrien Township Plan of Study Area, Williams and Works and Wightman and Associate Engineers, November, 1977. \ 124 �APPENDIX A �APPENDIX A LAND USE MAPPING To accomplish land use mapping, color infrared aerial photo- _ graphs of the region were obtained and interpreted to create land use maps. These maps, at a scale of 1:36,000 (1-inch equals 3,000 feet), depict in fifty-two categories, all of the use and cover-types in the region which cover three or more acres, and where possibly those uses and cover-types which cover as little as two acres. After the land use maps were completed, field checked, and reviewed, a grid, which divided the area into four hectare (about ten acres) cells in rural areas and one hectare (about two and one-half acres) cells in urban areas, was placed over these maps and the major land use for each cell was noted for entry into the computer data bank. At the same time, other data were determined for each cell such as location (county, township), watershed, soil type, slope, number of housing units, flood susceptibility, etc. All of this information was coded, key punched, stored on magnetic tape, and entered into the computer data bank where it was checked for accuracy and then corrected. The data, now on maps and in the computer, are valid for the date of the photographs. For broad decision making, they will continue to be valuable for several years. However, because people continually change their habits and manipulation of the landscape, what is forest today may be a shopping center tomorrow. For the maps and computer data to continue to be valid, they must be updated on a regular basis: With this_ updating, the data will continue to be a dynamic tool to aid in regional planning. A complete list of codes used and their definitions follows the discussions on land use. The computer has added an "O" to all three digit land use codes so that what is mapped as 211 will be printed by the computer as 2110. A-1 �LAND USE MAPPING Because photo interpretation is often an inexact science and because the classification of land usage is sometimes subject to differing thoughts on definitions, the Southwest Michigan Land Use Maps can be better analyzed if the user is aware of the assumptions and definitions used by the photo interpreters in creating the maps. Except where noted below, the categorization of land use was done in accordance with the Michigan Land Cover/Use Classification System. (Sub-Appendix A) All land uses were categorized by their apparent major activity as could best be ascertained from the aerial photographs. For example, wet areas which were seen to be cultivated were mapped as active agriculture, not wet lands; forests which might also be used for outdoor recreation were mapped as forests; and grass lands which also showed evidence of cross-country motorcycle activity (including some with closed courses), but no evidence of moderate or large spectator involvement (parking lots, grandstands, ticket booths, etc.) were mapped as grass lands. Because of the scale of the mapping, 1:36,000 (one-inch equals 3,000 feet) some small land uses will not be depicted on the maps. Many such areas have been coded as "special point'' use for later access through the computer. Other small areas will appear exaggerated on the land use maps. This happens because the mapper draws around these small areas in order to be able to put a symbol inside the mapped envelope. Residential (1121 - 1170) In the urban areas, the units 1121 - 1133 were determined by their relative densities. The number assigned to a unit repxesents the average for that unit, recognizing that small areas of other d~nsities may be present. The densities of multi-family units (1121 - 1123) are the most difficult to determine and estimates for these were based on heights of buildings, numbers of entrances, and size of parking areas. The code 1135 - Mobile Home Residential - was not used for single mobile homes or for mixtures of permanent and mobile homes, but only for areas, other than Mobile Home Parks (1150), dedicated to mobile homes. The code 1168 is used for the buildings and immediately surrounding grounds where migrant workers are housed. A-2 �While the code 1170 is defined as Rural Residential, this code is based on building density and occurs in urban as well as rural areas. Commercial, Services, and Institutional (1210 - 1260) Central Business Districts (1210) were mapped for large and small communities. The border between the central business district and strip business is often arbi~rary. Strip Business (1230) includes all areas of three or more establishments oriented to the road. All other roadside businesses, except for Neighborhood Businesses (1240) and Shopping Centers (1220), are mapped as 1258. Agricultural Businesses (1253) was used for grain elevators or farm equipment businesses, not food processing (industrial) or roadside fruit and vegetable stands (1258). Throughout the region and especially in the urban areas, there were many religious institutions which were large enough and contrasted enough with surrounding uses to be delineated on the maps as distinct uses. These were assigned the 1260 code, but they were not given any special point use codes. In some instances these institutions were adjacent to secondary schools, thus enlarging the apparent areas occupied by the schools and their associated facilities. Transportation, Communication, and Utilities (1410 - 1460) These categories were mapped according to the definitions in Subappendix A. Industry and Extractive (1370, 1380, & 1700) Light industry with few visible exterior indicators can often be misinterpreted to be in the commercial category. Most often this occurs when the industrial activity occupies a structure erected for other purposes. In addition, retail firms occuping buildings formerly used for manufacturing are not apparent on the aerial photographs. Consequently, a few of these may have been placed in the wrong category, especially in the urban areas where the plat books do not show ownership. In those areas where ownership could be determined, the data were checked with telephone yellow pages to determine usage. By definition the small industry (1370) code was usually too small to map at this scale and, therefore, was rarely used. A-3 �Active Construction (1800) This category was mapped according to the definition in SubAppendix A. Open Space and Other (1920 - 1950) For the most part, these categories were not subjective and were easily determined. As noted above, the recreational category (1930) was used only for apparent major usage. Thus, cross-country motorcycle tracks without associated commercial indicators and non-commercial horse training tracks were not included in the race track category. However, travel trailer/ tent parks were included in the outdoor recreation category. All athletic facilities physically connected to secondary schools and universities were included in the 1260 category. Those facilities separate from schools, were mapped as (1930) outdoor recreation. Cemeteries (1940) and urban vacant (1950) were mapped according to the definitions in Subappendix A. Agricultural (2110 - 2900) Because the aerial photographs were obtained in late spring all cultivating was finished and no row crops were yet mature enough to be seen on the photographs. Thus, all vegetated fields were mapped as (2120) grass-type crops (timothy, alfalfa, clover, etc.) unless they showed strong lineations and, under stereoscopic examination, appeared to be too tall for grasses. Fallow lands, while probably cultivated in other years, were mapped as 2120. While some of these grass crops may be fertilized annually, and thus be important contributors to the nonpoint source pollution, the photo indicators and the ground indicators\suggest that cultivation is not an annual activity and fertilization may not be either. Also included in the 2120 category were grass lands not used primarily for pasture or hay crops. However, cultivated and grassed areas which are adjacent to similar areas showing signs of urbanization were mapped as Inactive Land (2800). Except for areas showing conversion to residential use, all regularly spaced plantings of fruit trees were mapped as orchards, regardless of their apparent condition. Some of the areas mapped as active are probably not commercial producers and thus, are not being managed and/or sprayed. Most, if not all, of the apparently non-managed trees are in small stands and it is doubtful that many of the small stands which have better appearances are sprayed either. A-4 �Confined feeding operations covering two or more acres were mapped as 2300. Smaller feedlot operations were indicated by the special point use code 24. The number of special point 24's code represents more than 90% of the existing operations and would include all but very recent farms or those completely under cover. An informal survey of small operations showed a minimwn size of fifteen head. The remaining feedlots indicated were poultry houses and stables. The category Other Agriculture (2900) includes large farmsteads and out building complexes as well as green houses. Brushland (3200) This category tended to be very subjective with the primary determinations made on the basis of surrounding usage. Scattered brush areas near agricultural activities would be included in this unit while the same degree of cover in or near well forested areas might be in such contrast with their surroundings that they would be mapped as grasslands and more cover would be required for brushland categorization. In all cases, the use of the unit required evidence of the early stages of regrowth covering a substantial portion of the area. Forest Land (1400 - 4360) These categories were mapped according to the definitions in Subappendix A. Water (5140 - 5300) The only rivers appearing on the land use maps are those which are of a width to be a significant portion of a grid cell. Wetlands (6110 - 6200) The types of features included in these categories w7re.small lakes or ponds with large algal blooms ~nd/or other indica~ors of eutrophication swamps, bogs, etc. with mats of vegetation or reed-like gras~es (6200); areas of very wet soils (swamps, bogs, etc.) with scrub growth (6120; and wet areas or standing water in which large trees were present. (6110). Wetland ar 7as did not include areas of seasonal standing water (flood plains); soils with high water tables (year rou~d) but without vegetative indicators; or areas with seasonally high water tables. A-5 �While one may argue that these are wetlands, these definitions would cause most of the agricultural glacial till soils to be also mapped as wetlands. Barren (7210 - 7310) These categories were mapped according tn the definitions in Sub-appendix A. A-6 �SPECIAL POINTS (coded but not mapped) Most of the special point designators are straight forward and require no comment. The following comments are made to help the user understand the types or sources of data for those special points which are not complet.ely clear. 10 All roads appearing on the USGS topographic maps were drawn as heavy lines on the Land Use Maps for control, but only state and federal highways were coded as l0's. 11 This category includes all limited access highways (I-94, I-96, and portions of US-12) and interchanges. 14 Only active sanitary landfills were included in the landfill category. For example, swampy areas being filled with unconsolidated earthen materials were considered Active Contruction (1800 or 27) rather than landfill. Landfills adjacent to industry were included as part of the industrial area, not mapped separately. 18,19 Active and abandoned railroads were located from topographic maps with conditions determined from inspection of aerial photographs. Abandoned railroads include rights-of-way with and without tracks. 20 First order rivers were defined by SMRPC as the St. Joseph, Galien, and Black Rivers. 21 Second order rivers are all perennial streams flowing into first order rivers. 22 Third order rivers are all perennial streams flowing into second order rivers. 23 Other rivers are all other perennial streams. 24 This included all feedlots too small to map as 2300. (See discussion on Agriculture.) 26 This category includes only commercial salvage operations. 27 These areas were too small to be mapped as 1800. 30 Industrial parks include all lands adjacent to industries and destined to become industrial, but does not include areas currently used for industry. A-7 �32 Flood plains were determined from stereoscopic examination of the aerial photographs and include those areas showing patterns of repetitive flooding, but does not include all areas subject to flooding. Some areas delineated will not flood every year. Depressions are those areas outlined by hachured contour lines on the USGS topographic maps. 36 Coastal Boundary included all areas within the Coastal Zone Management Boundary proposed by SMRPC August 1977. \ A-8 �RECOMMENDATIONS FOR UPDATING To remain useful, the SMRPC Land Use Maps should be updated on a regular, periodic basis. The intervals between maps can vary, depending on the pressures for change on the various parts of the region. In urban concentrations and surrounding rural/suburban sections, updating should occur every five years, and ideally, every two or two and one-half years. Rural areas, with few pressures for change or development, should be updated at the least in ten-year intervals and, ideally, at five-year intervals. The assessment of need for updating can be made through the comparison of LANDSAT (ERTS) imagery covering the region each year. By preparing an urban-forest-agriculture map from LANDSAT images acquired about the time of the project photography, the gross land use of spring 1977 can be compared to current patterns in later years. As considerable or significant change in an area is noted, more detailed mapping can then be planned. Future detailed mapping does not require the acquisition of color infrared photographs as conventional panchromatic photos will be sufficient to map all of the categories included on the current maps. This black and white imagery should be flown at comparable scales or larger for the update process. Larger scale photographs will permit even more detailed interpretation and, at a scale of 1:24,000, will be compatible with other maps available for the region. �SUBAPPENDIX A LAND USE/COVER CLASSIFICATION SYSTEM DEFINITIONS Residential 1133 Single/Duplex (Low Density)* A development or grouping containing an average gross density of more than 1.5 dwelling units per acre, but less than or equal to 3 dwelling units per acre. 1132 Single/Duplex (Medium Density)* A development or grouping containing an average gross density of more than 3 dwelling units per acre but less than 5 dwelling units per acre. 1131 Single/Duplex (High Density)* A development or grouping containing an average gross density of 5 or more dwelling units per acre. 1135 Mobile Home A single or several mobile homes not located in a mobile home park. 1123 Multiple (Low Density) An apartment development containing an average gross density of 12 or less dwelling units per acre. 1122 Multiple (Medium Density) An apartment development containing an average gross density of more than 12 dwelling units per acre but less than 18 dwelling units per acre. 1121 Multiple (High Density) An apartment development containing an average gross density of 18 or more dwelling units per acre. 115 1168 117 Mobile Home Park An area of land used for a grouping of mobile homes shall be classed into this category. Usually these areas will include mobile homes in numbers over three. Related services and recreational spaces are to be included. Single mobile homes will be classed as part of 113. Migrant Quarters Season dwellings used for housing seasonal workers. Rural Residential* A development or grouping containing an average gross density of 1.5 or less dwelling units per acre. A-10 �Commercial, Service, and Institutional 121 Central Business District The main commercial service center in a city. Each city has only one CBD, and it can be identified as being the most densely constructed urban portion of a city. It can be further identified as being normally located at the confluence of the major transportation network. 122 Shopping Centers Usually a single structure, or a group of structures, containing a large amount of floor space and a variety of commercial and service establishments. They are identified by the large common parking lot, usually larger in area than the structures group itself. These are often referred to as neighborhood, community or regional shopping centers. 123 Strip Development A linearly patterned commercial service area only one building deep, occurring with a minimum of five establishments. This land use should be backed by a nonrelated land use. 124 Neighborhood Business District These areas consist of relatively compact groups of stores, institutional structures, and/or services outside of the CBD. These uses should be located on major streets and surrounded by non-commercial uses. Parking is either in several scattered small store lots or municipal lots. 1253 Atricultural Business* T ese are agricultural-related commercial and service enterprises, typically located in non-urban settings, such as grain, feed, seed, livestock sales, and farm implement sales and service. 1258 Other Commercial Other commercial. 126 Institutional These are large single institutional land uses, normally in a non-urban setting, such as a prison or military base. Industrial 137 Small Industry* This category covers single industries whose physical plant, including parking, occupies less than one acre of land A-11 �138 Medium/Large Industry* This category covers single industries or industries which are immediately adjacent whose physical plant, including parking, occupies one acre or more of land. Transportation, Communications, and Utilities 141 Air Transportation The airport category includes all facilities directly connected with air transport, whether it be commercial, municipal, or private. These high utilization areas include the runways, intervening land, terminals, service buildings, plane hangars, navigation aids, fuel storage areas, parking lots and a fuel storage area, parking lots and a limited buffer zone. Most of the airports will be surrounded by a high perimeter fence, visible on high altitude imagery, which will clearly define the areas to be included. 142 Rail Transportation This category includes all facilities which would be connected with rail transportation; overland track (which has a width which can be delineated at a scale of 1:60,000), roundhouses, repair and switching yards, and related areas. Also included in this category are the accompanying and necessary rights-of-way. 143 Water Transportation This category includes those areas related to water transportation, excluding the water. The major components of this category are the port areas, docks, shipyards, drydocks, and locks. 144 Road Transportation This category includes all roads and road rights-of-way associated with the roads (including the median), bridges, rtst areas, and weighing stations. Also included are truck and bus terminals. This does not include parking areas which are connected with a particular use (i.e., CBD, residential, factory). 146 Utilities Those areas associated with the transport of gas, oil, water, or electricity are included into this category. Pumping stations, electric substations, etc., will constitute the major components of this category. Small facilities and those associated with an industrial, commercial, or extractive land use are included into the appropriate category. Long distance pipelines, etc., rarely constitute the cominant use of land over or under which they pass. If these uses are dominant and can be recognized for the imagery alone, they may be identified as a utility use. A-12 �Extractive 170 Extractive Extractive land encompasses both surface and subsurface mining operations, such as sand and gravel pits, stone quarries, oil and gas wells, and metallic and nonmetallic mines. In size, these activities range from the unmistakable giant strip or pit mines covering vast areas to the often unidentifiable gas wells less than a foot square. Surface structures and equipment may range from a minimum of a loading device and trucks to extended areas with access roads, processing facilities, stockpiles, equipment sheds, and numerous vehicles. Spoil material and slag heaps are usually found within a short trucking distance of the major mine areas and may be the key indicator of underground mining operations. Uniform identification of all these diverse extractive uses is extremely difficult from remote sensor data alone. Industrial complexes where the extracted material is refined, packaged, or further processed are included in the industrial category even if the plant is adjacent to the mine. Areas of future reserves are included in the appropriate present-use category, agricultural or forest land, regardless of the expected future use. Unused pits or quarries that have been flooded are placed in the water category if the water body is larger than 40 acres. Areas of tailings, abondoned pits and quarries, and strip-mined areas may remain barren for decades unless steps are taken to hasten the establishment of vegetation. Until vegetative cover is established, such parcels remain in the extractive category. Active Construction 180 Active Construction* This category covers all discernible active construction which is on-going at the time data is collected within the "Urban and Built-Up" category. Open Space and Other 192 1925 Outdoor Public Assembly This category includes such facilities as movie theatres, auditoriums, exhibition halls, areanas and fieldhouses, and multiple purpose civic centers. Fairgrounds Fairgrounds. A-13 �193 Outdoor Recreation All recreation facilities and areas which are basically on open land. They may, however, include incidental buildings such as shelters, toilets, beach change areas, etc. Does not include rangeland, forest, water, wetland and barren lands within parks or recreation areas. These would be classified in categories 3, 4, 5, 6, and 9, respectively, at level I, at the third, fourth, and fifth levels. Ownership and institutional characteristics such as park boundaries would be indicated by a separate mapping legend. 194 Cemeteries Cemeteries. 195 Urban Vacant* This category covers all vacant land in the urban area that is not included under "Open and Other'' categories. Agricultural 211 Cultivated Crop Land Land which is or will be planted to crops. This land is tilled annually. Cropland planted to legumes and grasses are not included. 212 Hay, Rotation, and Permanent Pasture Land which produces grasses for animal consumption. Woodland pasture is not included in this category. 220 Orchards, Bush-Fruits, Vineyards, and Ornamental Horticulture Orchards, vineyards, and bush-fruit areas produce the various fruit and berry crops. Horticultural areas include nurseries, floricultural areas, and seed-and-sod areas used perennially for that purpose. 230 Confined FTeding Operation Feeding operations are large, specialized, livestockproduction enterprises, chiefly beef cattle feedlots and large poultry farms, but also including large hog and fur-bearing animal farms. These operations have large animal populations restricted to relatively small areas. The result is a concentration of waste material that is an environmental concern. Feeding operations in conjunction with another farm enterprise are not included. Also excluded are shipping corrals and other temporary holding facilities. Game farms and zoos do not meet the animal-population densities to be placed in this subcategory. A-14 �280 Inactive Land Herbaceous rangelands are dominated by native grasses and forbs. Such areas are often subjected to continuous disturbance such as mowing, grazing or burning to maintain the herbaceous character. Typical plant species are quackgrass, Kentucky bluegrass, upland and lowland sedges, reed canary grass, clovers, etc. These plant communities will be mapped under herbaceous rangelands ( 31) • 290 Other Agricultural Other agricultural land not included in the preceding categories or combinations of agricultural land that cannot be clearly defined. Land with farmsteads, greenhouses, and race tracks are included in this category. Forest Land 410 Deciduous In Michigan typical species are oak, maple, beech, birch, ash, hickory, aspen, cottonwood, and yellow poplar. 420 Coniferous Coniferous forests include all forested areas in which the trees are predominantly those with needle foliage. In Michigan these would include species such as pine, spruce, balsam, larch, hemlock, and cedar. 430 Mixed Coniferous and Deciduous Forest Mixed forest land includes all forested areas where both broadleaved and coniferous trees are growing. 436 Active Timber Harvesting* This category covers all discernible active timber harvesting that is on-going at the time data is collected. 320 Brush Land Shrub rangelands are dominated by native woody plants. If left undisturbed, ~uch dominated by young tree growth. Typical include blackberry and raspberry briars, willow, tag alder, etc. shrubs and low areas are soon shrub species dogwood, Water 514 Stream* streams are linear waterways less than 15 feet wide. 515 River* Rivers are linear waterways 15 feet or larger in width. A-15 �520 Lake* Lakes in this category are those bodies of water having in excess of 5 acres in area at the time data is collected. 521 Pond Ponds are lakes whose areal extent does not exceed 4.9 acres at the time the data is collected. 530 Reservoir Reservoirs are artificial impoundments of water, whether for irrigation, flood control, municipal water supply, hydroelectric power, or recreation. The reservoir category should not include lakes which have had control structures built to stabilize lake levels without significantly increasing the water area. Reservoirs can usually be identified by the presence of dams, levels, or other water control structures. Wetland 611 Wooded Swamp This class applies to wetlands dominated by trees. The soil surface is seasonally flooded with up to one foot of water. Several levels of vegetation are usually present, including trees, shrubs, and herbaceous plants. Broadleaved swamps would be placed in the forestry category 413 and 433; coniferous swamps are placed in forest category 422 and 435. Use only types 4221 and 4351 when inventorying this condition at the fourth level of detail. Wooded bogs are placed in forest category 422 and 435; omit types 4221 and 4351 when inventorying at the fourth level. 612 Shrub Swamp This class applies to wetlands dominated by shrubs where the soil surface is seasonally or permanently flooded with as much as twelve inches of water. Characteristic emergent p\ants providing cover beneath the shrubs are the sedge and sensitive fern. Meadow or marsh emergents occupy open areas. Willow-buttonbush associations under 6125 are those aquatic shrub swamps with greater than 50 percent shrub cover and average water depth of less than six inches. 620 Non-Forested (Non-Wooded) Wetlands (Marsh) Nonforested wetlands are dominated by wetland herbaceous vegetation. These wetlands include inland nontidal fresh marshes, freshwater meadows, wet prairies, and open bogs. The following are examples of vegetation associated with nonforested wetland. Narrow-leaved emergents such as cordgrass and rush are dominant in coastal marshes. Both narrow-leaved emergents such as cattail, bulrush, sedges, and other grasses, and broadleaved emergents such as water lily, pickerelweed, arrow arum, and arrowhead, are typical of fresh water locations. Mosses and sedges grow in wet meadows and bogs. A-16 �• Barren 721 Beach Aggregate smaller than 2 mm. in diameter along a shoreline area. 731 Sand Dune A hill, mound or ridge of wind-blown sand in a primarily unvegetated condition. ALL DEFINITIONS ARE CONSISTENT WITH THE MICHIGAN LAND USE/COVER CLASSIFICATION SYSTEM, JULY, 1975, WITH THE EXCEPTION OF THOSE CATEGORIES NOTED BY AN ASTERISK (*). • A-17 � 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 Oronoko-Twp_Comprehensive-Plan_1979 Creator An entity primarily responsible for making the resource William S. Lawrence & Associates, Inc. Date A point or period of time associated with an event in the lifecycle of the resource 1979-01-22 Title A name given to the resource Oronoko Township Comprehensive Plan Description An account of the resource The Oronoko Township Comprehensive Plan was prepared by William S. Lawrence & Associates, Inc. with technical assistance from the Berrien County Planning Commission. The Plan was adopted on January 22, 1979. Contributor An entity responsible for making contributions to the resource Berrien County Planning Commission (consultant) Subject The topic of the resource Comprehensive plan publications Oronoko Township (Mich.) Berrien 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/b68e93fc9c185bac7ee14b4cc42a14cb.jpg 8e4daec245c151a56647fc2cdab4ccc6 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 OroszJoel_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Orosz, Joel Description An account of the resource Joel Orosz, Philanthropy 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/e4002c0cf0e605fdaf64e2acef74714b.jpg b6d5d3b9e96c10a32d20177ea0062ff0 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. 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For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context OroszJoel_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Orosz, Joel Description An account of the resource Joel Orosz, Philanthropy 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. 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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 OroszJoel_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Orosz, Joel Description An account of the resource Joel Orosz, Philanthropy 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/9886d9011bbbf6ecd941ce51808bbeec.pdf b5576aa7003c1d1b556a0aea925fe6d2 PDF Text Text       Michigan Philanthropy Oral History Project Johnson Center for Philanthropy Grand Valley State University Oral History Interview with Joel J. Orosz, August 18, 2010 The Council of Michigan Foundations, Johnson Center for Philanthropy at Grand Valley State University (GVSU), and GVSU Libraries’ Special Collections & University Archives present: An oral history interview with Joel Orosz, August 18, 2010. Conducted by Dr. James Smither of the History Department at GVSU. Recorded at WGVU in Grand Rapids, Michigan. This interview is part of a series in the Michigan Philanthropy Oral History Project documenting the history of philanthropy in Michigan.   Preferred citation: Researchers wishing to cite this collection should use the following credit line: Oral history interview with Joel Orosz, August 18, 2010. "Michigan Philanthropy Oral History Project", Johnson Center Philanthropy Archives of the Special Collection & University Archives, Grand Valley State University Libraries. James Smither (JS): We’re talking today with Joel Orosz of Kalamazoo, Michigan. He has worked with the Johnson Center for Philanthropy at Grand Valley State University, as well as the Kellogg Foundation. We’ll fill in the rest of the career as we go here. The interviewer is James Smither of Grand Valley State University. Joel, can you start just by giving us some background on yourself? Start with where and when you were born. Joel Orosz (JO): Absolutely. I was born here in Kalamazoo on March 15th, 1957, at Borgess Hospital, and grew up here, going to the Portage Public Schools, and eventually went to and graduated from Kalamazoo College. 00:01:02 (JS) What did your family do for a living when you were growing up? 1    �(JO) My dad did a job that no longer exists. He worked at International Paper Company, which is no longer here. His job was to stack the paper milk bottles as they came off the printing press. A stacker, it was aptly called. My mom was a waitress at a couple of restaurants here in town. (JS) You’re not coming from any particularly privileged background or from families that would have a lot of resources to put into philanthropy per se. (JO) Absolutely. (JS) So this is something that you come into more as an adult later on. (JO) I was a stranger in a strange land when I started with philanthropy. (JS) Let’s go back. You went to Kalamazoo College. What did you major in at that point? 00:01:54 (JO) I was a History major. Of course, at that time, which was the late 1970s, as I was approaching graduation, History as a career was pretty much a sure ticket to unemployment. I recall one of my professors saying that in 1979 there were two openings for history professors in the country, of course all sorts of historians being graduated. So I thought, better to go into a different career. Casting about a bit, I hit upon the museum field as a place where someone with a background in history could find a job, and I decided I was going to be a museum curator. And then I went to Case Western Reserve University for graduate school. They had a History and Museum Studies joint masters program. I got a master’s degree in Museum Studies, ready for a career as a museum curator, which I eventually pursued for three and one half years [laughs], so much for training. (JS) So where did you go to do that? (JO) I was first working in Cleveland, where Case Western’s located. And at the same time as I was working, I decided to go on and get a doctorate in American History. I worked, interestingly enough, in a medical history museum, which in many ways is like a museum of torture instruments. These horrible things: the lancets that they used to bleed people, these electro-shock therapies. In fact, we used to have school kids in and have them form a big circle holding hands, then we’d rev up the electro-shock machine and send a shock through all of them. It was great fun until a cardiologist on our board pointed out that if any of the kids had heart problems, we might in fact send them into cardiac arrest. So, we stopped doing that. 00:04:21 (JS) Did you pursue the doctorate at Case Western, or did you go somewhere else? (JO) Yes indeed, got the doctorate at Case Western, graduated from Kalamazoo College in 1979, a masters from Case Western, joint masters in History and Museum Studies in 1981, and didn’t 2    �finish up the doctorate until 1986. The doctoral thesis was on the history of museums in the United States before the Civil War. So I was well prepared to be a museum curator. Thought that’s what I was going to be all my life. Curator, maybe someday become a director. Was fortunate enough to get a job right back here in Kalamazoo, at what was then known as the Kalamazoo Public Museum. Now it’s the Kalamazoo Valley Museum, started there as the curator of interpretation, doing the education program. (JS) How long did you do that work? (JO) I was there for about three years. I’d been working in Cleveland, first part time, and then full time, then, about three years in Kalamazoo, and really enjoyed the work, working mainly with children, in fact, a lot with preschool kids. That was a feedback-rich environment. Preschoolers will always let you know exactly how you’re doing. You know, “This stinks”, “I’m bored.” So you could basically calibrate what you were doing, and say, “Alright, this isn’t working, let’s try something else.” It was a great deal of fun, enjoyed the museum world. But then there was this life-changing moment in which the Kellogg Foundation was offering fellowships for museum educators around the country, the notion being that these informal education programs outside of schools played an important part in the lives of kids. So let’s make these educators as good as possible. There were three different programs: the Smithsonian ran one of them, the Field Museum ran another, and the Exploratorium in San Francisco ran the third one, all with Kellogg Foundation money. So I was in the region of the country in which the Field Museum served, so I ended up going off to the Field Museum for training, enjoyed that very thoroughly, thought I would go back to the museum field, and just be well-trained, ready to go. 00:07:31 (JS) What did the training give you or consist of that went beyond what you were doing already? (JO) Well, it was the ability to bring together these educators from around the country, to share ideas and techniques, kind of do workshops if you will that would allow us to present programs and critique each other, and sort of bring it to the next level. It was terrific to be working with peers of mine from around the nation. They were serving different communities than I was. Talking about how you could bring museum programs to underprivileged kids, to audiences of color that museums typically hadn’t reached. It was a terrific, terrific program. But what came out of that for me was a totally life-changing experience, was one day the program director from Kellogg, who was responsible for that program and whom I had met at a reception, gave me a call and said, “We’re looking for an executive assistant for our CEO and chairman of the board, Russ Mawby, and I think you should apply for the job.” Well, being a realist, I was very flattered, but being a realist I knew that I didn’t have a chance, that there would be all sorts of people applying for that job, some of them with experience in philanthropy that I didn’t have. I thought well, you know, why not apply. Maybe if I’m lucky I’ll get a courtesy interview with 3    �Russ Mawby. Gosh, it can’t hurt to meet Russ Mawby and say, “Geez, I’m just down the street in Kalamazoo, and we’re doing some interesting things.” So I figured there would be the opportunity to get some grants out if it, down the road. 00:09:43 So, I go into my interview, convinced it’s a courtesy interview, and thinking this is a twenty minute thing right here, and then he’ll shake hands with me and send me on my way. So I am as loose as I can be. I’ve got nothing to lose, everything to gain. Sitting there in his office and I’m just chatting away with him. Twenty minutes passes and he’s still asking questions, then thirty minutes passes and I’m thinking gosh, he’s very courteous, very courteous indeed. Forty minutes passes and he’s still asking questions. And it dawns on me that he’s serious. This is really an interview, and I have a chance to get the job. I think my articulate nature went downhill in a hurry after that [laughs]. I guess I did well enough during the first forty minutes or so that he did indeed offer me the job. The fascinating thing about that job is that, as executive assistant, it depends on who sees you on what day, the sense they would get of it. Because one day I might be sitting with Russ at a meeting with say, 15 university presidents from around the state. Someone seeing me at that meeting, making contributions and so forth would say, “That’s Russ Mawby’s right-hand man, that’s a really important job.” The next day, my job might be driving Russ to Detroit so that he could make a speech at the athletic club there, then driving him back and then making sure that everything’s in order because he’s going to be taking a trip the next day. People seeing that would say, “This guy’s just a chauffeur. There’s no real substance to this job.” It was a sort of an up and down kind of thing, except that I was smart enough to understand that even when I was chauffeuring, I was driving a guy whom all sorts of people would just pay anything to get an hour with. And I’ve got three hours with him when we’re driving to Chicago or Detroit. So I just treated that as the opportunity to seminar with one of the great leaders in philanthropy. It was an education that was just unbelievable in the whole history, and war, and workings of philanthropy. 00:12:46 (JS) How long did you do that particular job? (JO) I was, three years as executive assistant, from ’86 to ’89. Russ had a very clear-eyed view of that job. As he told me right at the beginning, he said, “You’re a young man.” I was 29 at that point, “You’re a young man. You don’t want to retire as somebody’s executive assistant. You want to move on and do other things. But it’s a good way to start.” That it certainly was. Russ had the notion that he should give me exposure to the programming side of the foundation, allow me to take a few grants and work my way into programming, and eventually pushed me out of the nest and totally over to the program side, which he did in 1989. Just as a side note, Russ had a real record of hiring young men, and it was always young men. He felt very, being a gentleman 4    �of the old school, he just couldn’t imagine hiring a young woman and sending her in the dark into a parking ramp to get the car. That just was not something he could imagine. My predecessor in that role was Jim Richmond, who later went on to become the CEO of the Battle Creek Community Foundation, and the Frey Foundation in Grand Rapids. My successor in that role was Dave Egner, who became head of the Michigan Nonprofit Association and now is the CEO of the Hudson Webber Foundation in Detroit. And then another successor, Jim McHale, became executive vice president of the Kellogg Foundation. So Russ was a pretty remarkable mentor in that way. 00:14:56 (JS) What specific position then did you move into after those three years? (JO) I moved into what was then called an associate program director at the Kellogg Foundation. I don’t believe that position exists anymore. But very much analogous to the assistant and associate professors at a university, signifying that you were not a full program director yet, but you had an opportunity to get there if you worked hard. So it really was a sort of a new person’s position or a young person’s position that allowed you to aim to become a program director. I learned very quickly that – you recall I said earlier that I was in a feedback-rich position at the museum with the little kids telling me exactly what they thought – I learned very quickly that I was now in a feedback-poor position as a program officer. Because whatever you did or said, no one was stupid enough to say, “Man, you really blundered here, my friend.” Program officers, program directors, have no power to approve anything. That is the province of the officers and the board, but they have absolute power to turn down anything. It didn’t matter if you were the president of the University of Michigan. If you came to me and I didn’t think the program would work, I could say, “Well, sorry Dr. Duderstadt, we’re not going to do that.” People learned very quickly that if there’s someone with the absolute power to turn down your request, better not get her or him angry, or let them hold a grudge. So I could show up to a meeting and drool all over my tie, and everyone would say, “Oh, magnificent contributions.” [laughs] (JS) What did the job actually consist of? What were you doing day to day? 00:17:21 (JO) That is a really good question. And it sort of depended on the program director exactly how the job was put together. But the basic job of the program director was to find and recommend programs that were worthy of funding by the foundation. And then, once the project was funded, to manage that program and try to get the most out of it. So, we had a number of things that we could do to find programs. And that could range from really devising them yourself, some program directors liked to do that. They thought they knew quite a bit about education, for example, and could devise education programs, and find people to run them and get them funded. Other people would sort of go out and beat the bushes. Go out and work with networks of people they knew in the field, and say, “Who’s doing the best work in this?” Amazing when 5    �you ask that question, who’s doing the best work in say early childhood education, the person you asked it to frequently said, “Well, modestly speaking, I am.” You could go out and work your networks to try to get it. Or, because the W.K. Kellogg Foundation was one of the very largest foundations in the country when I worked there, really, you could just sit in your office and the phone would ring, and people would have ideas that they would pitch to you. So, how active you were, how proactive you were, was really sort of a personal preference. So that was the first part of it; finding the projects, because Kellogg was not an operating foundation. We did not manage our own programs. We were a grantmaking foundation; we gave money to other entities that ran the programs. So that was the first part, finding it. The second part of it, of course, was convincing the officers and the board of trustees that this was a project that was worthy of funding, which required a fair amount of salesmanship, a fair amount of gathering of data and presentation. In fact, if it was a big enough project, you literally had to present it to the board of trustees at their meeting, stand up, make the presentation, take the questions that they had afterwards, which was just horribly stressful kind of thing, because it was sort of like a doctoral defense. Anything was fair game. It was considered very bad form if you did not have an answer to a legitimate question. And since just about any question was legitimate, it really was a stressful thing because you could have worked on these projects for a year. There’s a million dollars riding on it, there’s people’s jobs riding on it, and the wellbeing of a lot of kids or other beneficiaries riding on it. You really didn’t want to be the person who said something stupid or didn’t have a good answer. And then the board would say, “Well, let’s not do that. 00:21:23 (JS) So you were pretty actively involved in moving projects or programs from the initial idea or planning stage which would usually come from the outside, to actually promoting it. When I think of conventional sort of academic type grants, the expectation is basically all on the proposers. You could put together a package and send it forward and people just review it and then thumbs up, and thumbs down, but not an expectation that the program officers necessarily do that much unless if you’re doing it right, give you advice on how to make yours look better before it goes forward. (JO) Right, that’s a key distinction. A lot of government funders, for example, set out criteria, and then they have a list of objective things that they’re looking for. They read the proposals that come in, they grade them and you know, you get the money or you don’t, based on that. Kellogg was very much more involved in the process. The program director had an opportunity to really help shape what went in. And the dynamic was, because you knew it was going to go to the Board of Trustees, assuming it was of any size, and you knew what the board wanted and didn’t want, what they liked and didn’t like, you very quickly began to say, “Ok, I think I can sell this component, but I don’t think I can sell this one. So, I’m just saying, that you could leave it in there if you want to, but I think that could be a deal breaker for our board.” And the tradeoff 6    �there, the government way of doing things has the virtue of being consistent and fair to everybody. Because everybody knows what the criteria are, they send it in, every proposal gets graded in the same way, and the ones who get funded are the ones presumably who are best. The Kellogg way of doing things is much more subjective and much more of a sort of a horse-trading kind of thing. The value of the Kellogg way though, was that if you were really creative, we had general criteria, but if you were creative and came up with something that we hadn’t thought of but we said, gee, that really is a good idea. You had much more ability to shape your program in that way. So, it’s looking for good ideas, developing those good ideas and selling them to the board. And then once it’s been passed by the board, trying to manage those projects. And Jim, I use “manage” in the loosest possible sense of that term, because a program director, really, you’re really not the boss, no one’s actually reporting to you. You can make suggestions, but the Foundation has made the grant and the money is already gone, so it’s not like you can say, “Well, I’m going to completely cut off your money supply,” unless it’s a multi-year grant. But even then, it’s sort of like being the President of the United States, and having only one thing, and that’s a nuclear bomb. Everyone knows that the only way you would use it is if it was just absolutely the last thing to use, that you’d exhausted everything else. Because after all, no program director wants to say, “Alright, I’m not going to pay you your second year because you’ve completely screwed up,” because then people start saying, “Well, what happened here? Why didn’t you see this coming? Haven’t you been managing this program?” So the management side of it is mainly monitoring and making suggestions. Sometimes begging or bluffing people who are going down the wrong path. But it’s not management in the traditional sense of the word. (JS) You don’t have an accountability system set up the way they would, say within an institution, where we give you this money, you have to fill out these reports and give these things back to you. What did you expect to get back from some of these places that you gave the grants to? 00:26:26 (JO) There was an annual reporting system that came out, but of course it became... it’s like the old joke in the Soviet Union, which was, we pretend to work and they pretend to pay us. The annual report from the grantee, of course, it was always in their best interest to say everything’s going well. In a sense, it was in my best interest to believe them, because if everything was going well, then I’d done a good job, and my due diligence and my work and management and everything was going well. If they admitted something was going wrong it was usually because they couldn’t possibly hide it. It was just out there. And then I had to make a decision about, do I get involved and try to help them? Do I start threatening to take away money? How do I respond to this? If you step back from this picture, you’ve always got a bias toward working on new stuff. Because there is the 5% payout rule in private foundations that says that you pay out 5% of your 7    �net asset value every year in grants, or if you fall short, the government just simply confiscates the shortfall, 100% tax on the shortfall. So, you had to get money out the door. And if the foundation is growing, that target keeps going up. You don’t have to manage programs. So, the tug is always toward doing due diligence, getting new projects in, getting those approved. And the management side of it, of the projects you’ve already funded, that’s just sort of stuff you do when you get a minute. There was an awful lot of, geez I hope that’s working well. 00:28:45 (JS) Do you have any sense of what proportion of these programs actually did work well? Were real problems just an occasional thing or how does that go? (JO) Fortunately, we did hire a lot of evaluators to look into projects. For the most part, because we were so careful on the front end in selection and so forth, for the most part, I would say about 75% of the projects either hit the goals that they had laid out or came very close to it. Of the other 25, there were probably 20% were just, they sort of bumped along, they didn’t embarrass themselves, but they didn’t do exactly what they hoped they would do either. Probably only about 5% had real problems. Rarely was there dishonesty involved. Mainly it was just complete inability to do what they said they were going to do. There were some situations where people said, “That’s what Kellogg wants us to do, that’s how we get money, so we’ll go ahead and say we’re going to do that, even though we really don’t have that much experience or expertise in that area. They just ended up failing. They were successful in getting the money and not successful in doing much with it. (JS) Now would organizations get reputations after awhile? Like be careful about giving money to these people over here or these guys are a good investment over there. 00:30:31 (JO) No question. The really good ones rose to the top pretty quickly. You had this sort of informal network of program officers both within the foundation and with other foundations, who would say, the High Scope Foundation in Ypsilanti is terrific. They’re always on time with their reports, they know their business. They deliver on what they say they’re going to do. And then you would also get the scuttlebutt on the organizations that promise big and deliver small. (JS) Do program officers get assigned particular territories or types of project, or are you just all over the place? (JO) That depends very much on the foundation. Some do it geographically, so that a program director will have a territory just as a salesman would have a territory; other places are set up sort of by subject area and people work cooperatively on that. And Kellogg was set up mainly that way. As a program director, I had projects around the country. Ironically, the only place I didn’t have projects was Battle Creek, because we had a separate Battle Creek programming unit. I was 8    �able to work around the country. And in some cases, some foundations allow people literally work around the world. (JS) Did you have a particular subject area or content area that was yours? 00:32:14 (JO) I started off in the youth and higher education programming area; worked there for a couple of years. Then, we had just a tragedy. The fellow, who was just starting the philanthropy and volunteerism program, a really interesting and colorful guy named Pete Ellis, just literally dropped dead one night. And I inherited, literally inherited, his portfolio which was the beginning of – and this I probably need to backtrack a little bit to explain. Foundations have been around in the United States since 1867. The first one started just a couple years after the Civil War and big foundations like Kellogg since 1911. Foundations were nothing new. But, because foundations typically were focused on either managing their own programs, or more typically making grants to other entities, foundations had never really begun to think of themselves as an industry, if you will. As a result, they were just pretty hopelessly disorganized. Some foundations worked together, others didn’t. Some foundations shared what they were learning with each other, most did not. The insight that Russ Mawby had was that, gee, wouldn’t it be useful if foundations began to talk to each another, and perhaps to organize together, useful in any number of ways. Find out what your sister foundations have been learning about their programming for poverty reduction, or for youth development, or for sustainable food, or whatever they were supporting. Find out which have been the good grantees and which have been the bad grantees. Learn about new thinking coming into the field. Some foundations did reach out to universities to look at the latest scholarship, most didn’t. And then too, of course, there was the question of protecting yourself. You know, Congress was going to be passing laws that bear on foundation work. Maybe we should be organized to try to affect that the way that other entities are. So Russ, in 1972, established the Council of Michigan Foundations to bring people together. But there we were, 17, 18 years later, late ’80s, and we simply did not have much organization in the field, other than the Council of Michigan Foundations. So one of the first things Russ put me to work on, in my inherited portfolio, was to see if we could pull together the nonprofit organizations in Michigan into an association that would, like the Council of Michigan Foundations, promote professional development, research, education within the field, and also a government relations side, so that we could represent the interests and the concerns of nonprofits to state government and to national government. So, that was one of the first things I did, was to work with the big nonprofit associations, because that’s what makes it so hard to think of nonprofits as an entity. Even, if you go to business, whether you’re Microsoft or a mom and pop grocery store, you’re all united by the profit motive. You’re trying to earn a profit here. Whether you’re the city council of Byron Center or the Congress of the United States, you’re governing, 9    �you’re elected, you have to pass ordinances or laws. Everyone understands that government and business is part of a sector. But when you get to the nonprofits, it’s almost impossible to think of all these strange and wonderful things that do so many different things, as an entity. You’ve got education, you’ve got health care, you’ve got human services of any broad number of types, you’ve got arts and culture organizations, religion, environmental organizations, all part of the nonprofit sector. And you’ve got entities that just, literally these entities that I incorporate and I’m the only person who’s employed by the nonprofit and the office is my basement. I mean that’s a nonprofit organization, and Spectrum Health is a nonprofit organization, revenues of hundreds of millions of dollars, and thousands of employees, and buildings all over the place. It had been very difficult for all these organizations to think of themselves as what they had in common as nonprofits. It took a few years but we did finally get what was first called the Michigan Nonprofit Forum into operation that eventually morphed into today’s Michigan Nonprofit Association, where all the nonprofits come together and work for their common good. 00:38:46 So that was the beginning. Then we worked on a number of other things that we thought were important. Michigan Campus Compact, trying to get the students at Michigan’s colleges and universities thinking about community service, and doing community service, which was terrific. We organized the Michigan Community Service Commission. I was a charter commissioner on that for three, three year terms; nine years. Michigan Community Service Commission basically exists to seek the government support for volunteerism and community service that comes through AmeriCorps, that comes through the Peace Corps, or VISTA, and channel those funds into places of need in Michigan. Then of course, one of the things we’re very proud of, was we started the Johnson Center for Philanthropy at Grand Valley State University. I was the program director who made the grant that got that started (JS) What were you wanting to see the Johnson Center do? Why was it important to go and create that at that time? (JO) Well, that really was Russ Mawby’s vision again, and Dottie Johnson of course was part of that thinking as well, although the Center wasn’t named for her until several years later. The vision was that universities and colleges typically did a pretty darn good job of teaching students about the importance of the free enterprise system, the importance of government in a democracy. Those two pieces of the puzzle were being handled pretty well. After all, we’d had departments of business for a hundred years; we’d had departments of public administration for 60, 70 years. But, there really wasn’t much going on about the nonprofit sector in philanthropy, where so much of our lives are lived, and so much of the quality of life is created. So the notion was, that wouldn’t it be terrific if universities were to teach students about, and there’s so many ways you can do it. For example, in my field of History, you can look at the Civil Rights movement as a political movement, or the Women’s Rights movement as a political movement, and that’s certainly true as far as it goes. But 99% of the people involved in those movements are 10    �volunteers. They’re not getting their paycheck by working for a Civil Rights organization. They’re actually contributing their time, and their talent, and their treasure to make it work. So we thought, gee, wouldn’t that be neat if that perspective began to be taught, and if service learning, the notion that you give service as you learn, is an integral part of learning, if that got into the curriculum. So, this is another funny thing about philanthropy. I organized a meeting in Lansing, in late 1989, no pardon me, late 1990, one year later, in which we invited every president of every university and college, every four-year university and college in the state. And Russ basically laid it out; he said we think Michigan needs a center for the study of philanthropy in the nonprofit sector. And we are willing to put a considerable amount of money on the table to make that happen. Of course, the presidents were, “Yes, we need a center for the study of philanthropy, yes by golly we need that Kellogg money to get it going. Yes, yes, yes.” Many of them were quite eloquent about how this was just terribly important. And then Russ dropped the bomb on them, and said, “And we’ll be expecting a considerable match from your institution. We certainly want to get this started, but we don’t intend to support it forever. We think that it would be really a show of good faith if you were to start matching the money right away.” 00:43:52 Well, the air immediately went out of the room. Suddenly…many of the great institutions in this country, and I’m talking about Harvard and Yale among them, have had centers for the study of philanthropy, but they are there only so long as that center could raise the money to keep them going. The university puts nothing into it. Yale had the first one in ’76; it no longer exists because they couldn’t keep raising money for it. Harvard had one for a while; it’s gone because again, they couldn’t raise the operating funds. So we went from having 50-some college and university presidents cheering, and saying, oh this is great, we need it; to actually, we got out of that three proposals, in which the college or university said we will put a substantial chunk of money on the table in order to get this grant. Far and away, the best offer came from Don Lubbers at Grand Valley State. We then had an interesting issue with some board members, because the board was totally with us that Michigan needed a center for the study of philanthropy. They were totally with us that there needed to be a match in evidence of real support. They got very skittish about it being Grand Valley, because some of the board members bless their hearts, had a real elitist point of view. What they really wanted, they really wanted the University of Michigan to have it; if the University of Michigan didn’t take it, then, well okay, perhaps Michigan State, or maybe even Michigan Tech, because those are places that have pretty tough standards, well known nationally, etc. etc. When they were looking at what they referred to as second-tier institutions, Oakland University was another one that had made an application. They just weren’t thinking that would be accurate. So it was a tough, tough sell job to get that through. Don Lubbers was a fascinating guy, and he certainly was helpful. When you saw Don in a room full of university presidents, you probably would not 11    �be, he would probably not be in your top five, because so many of them got up and were so eloquent and so forceful, and you could almost hear the violins playing behind them as they said what they were saying. But when it came to delivering the goods, a lot of those very eloquent people just disappeared into the woodwork, and Don delivered the goods. 00:47:26 So, 1992, we made a grant, $990,000 to establish what was called the Center for Philanthropy and Nonprofit Leadership. Don matched that. Thom Jeavons was hired, quite a respected scholar of religion, especially in its philanthropic context. He launched the Center. And the Center for the first seven years of its existence was very much focused on GVSU, on getting the service learning and nonprofit sector and philanthropy into the classroom. There was a great deal of little grants that were made to professors to help them get that in there. As a result, GVSU I think is probably the best in Michigan, and maybe one of the best in the nation at helping its undergraduates to learn that the nonprofit sector in philanthropy is an important part of American life just as business and government is. Wasn’t until ’99 that the Center began to grow significantly. Dottie retired that year, the Center was named after her in that year. She retired as the CEO of the Council of Michigan Foundations. Center was named in her honor in that year. The library of the Council of Michigan Foundations came over to GVSU, and an endowment for its upkeep. So we have now one of the best libraries in the country on philanthropy, volunteerism, nonprofit management, that stem from that initial gift. So that was – and then of course Donna VanIwaarden became director in 2000 and the pace really began to pick up with the founding of the Community Research Institute and then major Kellogg support that started in 2001. So the Center went from being two or three people for the first seven years of its existence to becoming a thirty person operation within a few years. 00:50:04 (JS) Let’s backtrack a little bit to you as working in the Kellogg Foundation. You’d started out in kind of an assistant or associate type position. Now, did you move up from that into regular program director and did you stay at the level or did you go farther up the organization? (JO) Within a year, ’89 I was named associate program director. Within a year I was promoted to program director. Then, we had a relatively short lived management level that was called coordinator. The coordinator was in between a program director and a vice president, basically, making sure that an area, the philanthropy and volunteerism area that I was in charge of, worked coherently, that all the program directors were working towards the same goal, and that the programs had a coherence to them that wasn’t just a bunch of people picking out their favorite stuff. I did that that from late in 1990 until ’95 when those positions were abolished, and I think rightly so. Alternately, there was nothing a coordinator was doing that a vice president couldn’t be doing just as well. During that time I coordinated first philanthropy and volunteerism, then I 12    �also coordinated the leadership programming, from ’93 to ’95. It was a middle management position with all the joy of a middle management position; not much power, and a lot of responsibility. 00:52:00 (JS) And you weren’t working as directly with the people who were actually proposing the grants and so, less interesting, in that sense. (JO) Exactly, it became much more of a paperwork kind of thing, and much less of what you really wanted to do, which was to work with, and in fact, in foundation work that is the problem with management across the board. The managers go up the ranks to become vice president. They get up in the morning and they say, “Well, I’ve got a choice. I could work on those performance reviews and have a couple of tough conversations with people. I could sign a lot of paperwork and keep things moving. Or, I could meet with Nelson Mandela.” [laughs] The bias always is toward, oh, let me sit in on this programming meeting because it’s interesting and exciting, and you want to do that, as opposed to the drudgery of paperwork that you really don’t want to do. So things tend to pile up on foundation administrator’s desks. 00:53:15 The other thing that I was able to do; two things, and this intersects very much with the life of Kathy Agard. In 1990, Dottie Johnson came in, well pardon me, it was ’89 when I first got involved. Dottie Johnson came in and said, the community foundation system in Michigan is not a system, really. It’s just a bunch of individual community foundations, that some towns have them, some towns don’t. There are a lot of rural areas in particular that have no access to community foundation services. And Dottie’s idea which was just simple and elegant and brilliant in many ways was to say, “Look. Let’s get a big carrot and dangle it in front of every community in the state.” And that big carrot was that we would give, the Kellogg Foundation, would make a challenge grant of up to a million dollars. It would have to be matched two for one by the local community. But then they could get it and create their own community foundation. Dottie was very wise in saying, let’s not do a million dollars or nothing, let’s let them raise as little as $10,000, or pardon me, as little as $20,000 to get a $10,000 Kellogg Challenge. Then, having achieved that, let’s let them come back and do a little more and so forth. That became the basis – well, and then there was one other thing. When Dottie pitched that to Russ Mawby, Russ said, well that sounds really good, but the Kellogg Foundation is really interested in youth. Could you get young people involved in philanthropy in a substantive way? So what we ended up putting together, Russ and Dottie and Kathy Agard, who was hired to run the program, and me, was what was called MCFYP, the Michigan Community Foundations Youth Project. Not the niftiest of acronyms, but there you are. What we did was to dangle that carrot. We said we will give you up to a million dollars, if you can raise two million locally. Our million has to be endowed in a youth field of interest fund 13    �in your community foundation. And then the income from that fund will have to be granted by young people, what we called Youth Advisory Councils, or YACs. They have to be made up of kids 12 to 18 and they make the decisions. You could have an adult advisor, but the kids make the decisions about the grants. This program worked absolutely brilliantly. We established 23 new community foundations around the state and got all portions of the state served. Even if you live in the middle of the Upper Peninsula and there are far more deer in your county than there are people, you still have access to a community foundation so that you can leave money to your community, or get a grant from the community foundation, which is very exciting. What we think is most exciting, is that we’ve got 86 Youth Advisory Councils now. There are more YACs than there are community foundations because some community foundations serve several counties. And each county has its own YAC. But, the thing that’s so exciting about this, and I have witnessed several of these things, we had a lot of skepticism initially, people said, well you know these are kids. They don’t know anything about philanthropy. They’ll just give money to their friends, and it won’t be very thoughtful or useful. They won’t take it seriously. They had a million objections. But we said, look, if you want the money, if you want the challenge grant, you’ve got to form a YAC. That’s just our bottom line. 00:58:13 Well, what happened of course, is these kids not only took it seriously, they in fact took it so seriously that often they just beat up the poor people who came in looking for grants. I was in one of these meetings once as an observer. The head of the local YMCA was sitting there with me. And he looks in, and he smiles, and says, “This is a bunch of kids in there.” He says, “Watch this, watch how I take care of this.” He walks in there like he owns the place. And the first thing that happens is, one of the young people of color, after he makes his presentation, says, [points] “You don’t serve any of the kids in my neighborhood. Why?” The guy was like [speechless]. He had no answer for it. These kids are asking these really tough questions. I mean questions that adults might be afraid to ask, or maybe too polite to ask. One young woman says, “What if a girl comes to you pregnant and scared and alone? What do you do?” The Y director, he’s unbuttoned his shirt and he’s loosened his tie, and he’s perspiring freely. These kids took it extremely seriously, and made incredible grants. PART TWO (JS) We were talking about the Kellogg Foundation’s encouragement of having youth councils and so forth. Where did you get the kids to serve on these things? (JO) That is a very interesting question and a very interesting answer. Because what we did was to work through the local high schools and say that we wanted to get a wide diversity of kids. And of course everyone nodded and they went to the National Honor Society and got the kids to serve on these YACs. And we said, no, we want wide diversity and they said, “There’s a couple of black kids in the National Honor Society.” No, no. What we’re looking for is the whole 14    �gamut, because it was our firm belief that leadership ability is scattered about equally throughout the population. So yes, you have people in the National Honor Society who are real leaders. You also have people who are running gangs who are real leaders. You’ve got women who are leaders, men who are leaders; you’ve got younger kids who are leaders, older kids who are leaders; kids who are about ready to drop out who are leaders. It was a real paradigm shift for these advisors to think that way. It took a lot of work to make sure that these YACs represented different schools, represented kids on the honor roll, kids who were about ready to drop out, single moms, kids of all colors. It was an interesting battle. 00:02:02 But once we got them into it, then you would think these advisors had invented it, because they suddenly realized, my gosh, this kid who was about ready to drop out, the problem was she’s bored to death by what the offerings are. She really does have leadership ability and it’s the first time in the YAC that she’s been offered a chance to exercise it. So, some of these kids turned out to be great. We in fact had one high school counselor who took us up on it more then we realized. This was up in the Grand Traverse region, ended up with nine out of eleven kids on the YAC adjudicated. The chair had been arrested for breaking and entering, but these were kids I mean who were not buying any wooden nickels from anybody. They really pushed hard on those grants and made excellent grants. So, it was an eye-opener for them. The other thing, a big mistake we made initially was to say that the Youth Advisory Councils could have some adults on them. We found out very quickly that was a problem. One great story that illustrates that, in Jackson, one day the Youth Advisory Council kids came in, in a group. It was made up of about two-thirds kids and one-third adults on the Youth Advisory Council. And they told the director, “We quit.” He said, “Well, why?” They said the adults on the council are shooting down every idea that we put forward, every one. “We tried that back in ’57 and it didn’t work.” And it may be the case that they had tried it back in ’57 and it didn’t work but now we were up to 1997 and the world was different. So the director of the community foundation was a very quick thinker and he said, “Well, you can’t quit.” And they said, “Well, why can’t we?” and he said, “Because I just fired all the adults. [laughs] Now you go back there and you make those things work.” Which they did and you know and they had great success. And then too, these kids were willing to tackle things the adults weren’t willing to deal with. A number of them said we’ve got a race problem in this country and it’s here in our community and we got to deal with it. The adults were like, “Oh god, that’s radioactive. We don’t want to touch that.” But a number of programs that led to racial dialogues and cross-racial dialogues, and programs of education, and workshops came out of those YAC programs that the adults wouldn’t go near. 00:05:16 So it was just a huge success, and these YAC-ers, now there have been nearly ten thousand of them now since the late ’80s, many of them have come back to be leaders in the community in 15    �any number of ways. You know, running the youth soccer program, or trustee of the community foundation, or advisors to YAC programs. They really learned grantmaking. And in a number of them, they also learned fundraising. There’s another great story about one young woman who was about 15, going along on a call to the richest lady in town, and they’re trying to raise money for the YAC. They make the pitch, and the grand dame says, “No, I’m not going to do it. No!” Just cuts them off, says no. And the adults, of course, are getting up and sort of bowing as they leave, “Oh, thank you for considering this,” and so forth because they’re going to come back in a few weeks and ask for money for the hospital or for the local college or whatever. And the 15 year old girl is still sitting there. And she says, “Why did you say no? You’ve got the money; you can give it to us.” And of course all the adults [gasps], no one says that to this very wealthy and very powerful lady. And the donor is just stunned because no one has ever said this to her. And finally, she says, “Well, I don’t know exactly why I said no. Tell me a little more about what you want to do. Maybe I was too hasty.” Half an hour later, they walk out with the grant they asked for. The adults have had some heart incidents, but [laughs]. So the kids are willing to ask the tough questions and because they’re kids, often then can get away with it. It’s just been a huge success and these YACs are endowed, they continue every year. They bring in a new group of kids. A number of them have worked for us at the Johnson Center. They’ve been just terrific kids who have a lifetime of contributions ahead of them. 00:07:52 (JS) Now, in total, how long did you spend with the Kellogg Foundation? (JO) The total was about 15 years, from 1986 to 2001. By 2001 I had reached the point where I was feeling like I was beginning to repeat myself. We’d gotten a lot of great things started, they were doing well. I was seeing a lot of proposals that looked very much like the proposals that I’d been working on for the past several years. And, there was one other thing. I’d gotten a professional study leave in 1999; six months to write a book on grantmaking. And Jim, I tell you, it is the best book that’s ever been written on grantmaking. And I say that without fear of contradiction because it was and remains the only book ever written on how to be a grantmaker. And it basically, while there’s no generally accepted standard of excellence in grantmaking, basically I wrote down what I’ve learned over the years. And it was a way for people coming into the field to say, alright, here’s one way to do it. And nothing like that had existed before. And I became convinced that what the philanthropic field needed was some education in grantmaking. Because far too often, it basically consisted of getting hired, and getting an orientation of the building, and then said, that’s your desk, go make good grants. And there are techniques, there are good practices that you need to know, and not knowing them means ultimately that the people who apply for money are suffering, and the people who depend on them to get that money are suffering, so, better to do it right in the first place. And I was eager to give that a try, so came over to the Johnson Center with some money from the Kellogg Foundation to start the first school for grantmakers, aptly named, The Grantmaking 16    �School. And that was in 2001. And I’ll always remember my second day at the Johnson Center because that second day was September 11, 2001. It helps to fix things in your mind. 00:10:54 JS: Alright, so basically you came into the Johnson Center. Do you come in initially just to work on the grant or were you coming in there with the idea of ok, I’m going to be here and stay and build the School? JO: Definitely to be here and stay and work on the School and other things as well. The Johnson Center, of course, was one of the things that I’d helped get started, had a long relationship, very close working relationship with Dottie, and the idea of helping to build it was very enticing. So definitely came to stay. Also it was terrific at that point, I was traveling about half of my time at Kellogg, and at that point we had a lot of kids who were just entering adolescence. We have four children and spending more time at home and trying to keep control of that chaos was appealing. So definitely came to stay. 00:11:59 JS: Tell me a little bit about The Grantmaking School and how did you set it up? How does it work? JO: It really is a delicate thing. Because you can’t pitch it to grantmakers by saying, you really have never been trained. So you really don’t know what you’re doing, and you really should learn - which is the way I’d like to pitch it [laughs]. But, you know, you can’t get grantmakers that angry, a) because they’re by now, they’re a bit thin skinned. They’ve lost the, so many of them come from feedback-rich environments and now after working a few years in a feedbackpoor environment, their skin has gotten quite thin. And if you tell them the inconvenient truth, they don’t like it and have a tendency to just tune you out. So what we have had to do at The Grantmaking School is to say in essence that we are all about advanced grantmaking, about excellence in grantmaking. Come to us from the base where you are and we will help you to become a Jedi grantmaker. That is sort of the pitch. And what we get, unfortunately, are not the people who really, really, really need to be there. Because they are not only ignorant, they’re ignorant of their own ignorance. And all the feedback they get is that they’re doing great. So, why bother? What we get is the people really who are pretty good already, who are serious about this, and want to do a good job and have taken what opportunities they can find, maybe there’s a seminar that their regional association of grantmakers puts on or they’ve heard there’s a book that mentions a little bit of grantmaking. You know many of them have read my book before they come in. And they come hoping to get better. And I think that’s what we do. We can really take good grantmakers and make them into excellent grantmakers. That’s the value that The Grantmaking School adds. 00:14:34 17    �JS: Do you do anything to target people who are just getting into the field, the very new ones? JO: Yes, we try very hard both with the kinds of marketing that we send out and also working with individual CEOs of foundations to say, gosh, you know, this is a great time to get someone in there and give them a good basic grounding before they begin their career. Because there are things that are fairly subtle about grantmaking, for example, just the language that you use, it has to be extraordinarily conditional. Because, grantseekers, if it isn’t conditional, grantseekers think, oh, the grant’s in the bag. I learned that the hard way early on. When I talked about, they said what’s the process like, and I say well you know you send in a proposal, and I work on it, I send you some questions, and then I take it to the board, and the board passes it. Well you know I was thinking I was speaking as a hypothetical, and what they were hearing was, this is first step, second step, third step, we get the money. As it happened their proposal really didn’t match up. I had to give them a call and say, I’m sorry, we can’t fund this. And first there’s a shocked silence on the end of the line. Then they said well, we’ve already hired people. And I said why did you do that? And they said because you said the first step was this, the second step was that, and then the third step and we thought we had the money. So just something like that, to be extraordinarily careful, to say that there are no guarantees, that the first step is we consider it, I might turn it down right then. I know I sounded like I was obsessive compulsive. But it’s terribly important to not give people an implication that they’re going to be funded. So The Grantmaking School talks about that. It talks about the kinds of things that you can do. For example, most program officers have absolutely no idea about budgets: how they work, what they mean, you know, the balance sheet of the organization. Is this organization, when you get their financials, is this organization healthy? Does it have enough operating reserve to last for several months if no more money comes in the door, or are they just on the verge of shutting down. Because one of my colleagues at the Kellogg Foundation once made a grant of over a million dollars to an organization that was on the verge of bankruptcy. They used the money, not for the educational program that was funded but rather to try to keep the organization running at which they failed. And not only did the organization go bankrupt, but all of that million dollars plus had been spent on paying creditors and the electric company, and so forth, none of it had gone to the project that had been funded. So there are just basic elements of good practice every grantmaker should know. And that’s what we teach. JS: Now do you do this mostly in short seminars and workshops and that sort of stuff? 00:18:33 JO: For the most part. There of course are some publications that we give them. We have a web presence that’s helpful and they can ask questions. But for the most part, it’s face to face programs where people can be with their peers and bounce ideas off of each other, and our faculty is far more the guide on the side rather than the sage on the stage, because different sizes of foundations operate differently, different regions of the country, you know, what’s considered 18    �to be just good philanthropy in New York might be considered to be really intrusive and over the top in California. So we need to have people come together and talk about the different ways they do things. JS: Alright, now beyond The Grantmaking School work, what other kinds of things did you do while at Grand Valley? JO: Well, one of the big things we did initially was an experiment that has not been as successful, but it was something we needed to try at the time which was the Nonprofit Good Practice Guide. Essentially aggregating everything that we could find about good nonprofit management and getting it onto a website, so that the people who get promoted through the ranks especially, you know, they become executive director and the first day they wake up they say, “Wow, now I’ve got to manage a board and I’ve never managed a board. Now, I’m totally responsible for the finances of this organization and I’m really not very comfortable with finance. Now I’ve got to hire and fire people and I’ve really never done that before.” So that they would get good solid basic information and referrals to organizations that would help them with those issues. It was a good idea. I think we built it pretty well. But it turned out that a lot of other people had that idea as well. A number of them were better financed than we were and better able to market what they had. So the Nonprofit Good Practice Guide still exists but it’s not the 800 pound gorilla in the field, it’s one of many. So that was a noble experiment that didn’t work quite as well. I was able to be helpful in the development of the Community Research Institute [CRI], never ran it or anything, but helpful in getting them some of the things that they needed both through grants and from the university. I was interim director a couple of times while at the Johnson Center and one of my great achievements was the $36,000 closet. In the DeVos Center there was a little storeroom basically that was right by our area and the first thing was fighting three other departments for it and finally getting it. But then what we needed it for was the servers, the computer servers. CRI needed a place where they could be locked down and absolutely safe because there was so much confidential information on those servers we had to limit access to them. As we were working with James Moyer, running facilities, we said well, there’s going to be a lot of heat generated by those computers and we got to get that heat out of there. How do we do that? Well, it turns out the easiest thing to do would have been to run a vent up to the roof of the building, but James couldn’t do that because there were rules about what’s visible from the street and having this big cooling tower going up there would be visible. So we ended up having to run a vent through the building in this convoluted way, out through the U Club roof and out the wall there, which involved $36,000 worth of equipment and workmanship. But it had to be done. It was the right thing to do at the time. It just hurt to send $36,000 into cooling equipment. And let’s see, there were a couple of other things too we worked on as well, helping to get The Foundation Review going with Teri Behrens, who is editing that. It makes the Johnson Center and Grand Valley the home of the only refereed journal in philanthropy, which we hope will be 19    �supported adequately by the field. Cause it’s a funny thing. There are a lot of PhDs in philanthropy, but they don’t see themselves as being in philanthropy as a field. They see themselves as a nurse or a historian or a doctor or a public health specialist or a planner. They see themselves in the field they started in and philanthropy is not their professional field. But we’re trying to raise the professionalism of the field through that journal. And just the simple thing of, if a foundation pays for evaluation results, wouldn’t it be great if other foundations had access to those results, rather than having them buried in the morgue somewhere in the initial foundation? So, working on that as well. 00:25:12 JS: Alright, if you kind of look back over the career that you’ve had in different aspects of philanthropy and the study of it, are there other particular things that kind of stand out in your experience that you haven’t brought in here yet? JO: One of them is the Learning to Give program. After Kathy Agard left MCFYP she started Learning to Give program. And that was a specific effort to teach the giving of time, talent, and treasure, to kids in the K through 12 system. And that has always been a problem because if you go to K through 12 teachers and say here’s a curriculum on philanthropy, they’ll say, well thank you very much, but I’ve already got far more than I can teach that’s mandated through the Michigan standards. And you can get in line with the 86 other professions that want us to teach a curriculum on economics or a curriculum on, you know anything that will be of importance later in life. It seems like everybody has a curriculum they want to foist on the schools. Well, what Kathy did, and the genius of this was, that she went through the Michigan standards one by one, K through 12, and said alright, this lesson has to be taught on money, for example. Alright, we can write a lesson on philanthropy that fits in with that standard. And this lesson can satisfy that lesson on finances. And so that’s what Kathy and her associates did, one by one, wrote lessons that fits the standards. So they can go to teachers and say, we would love you to teach this lesson on volunteerism or on philanthropy or whatever and look, here’s the standard it fits that you’ve got to teach anyway. So it’s a readymade lesson written by teachers, so it fits in the classroom and it solves a problem the teacher has, it doesn’t add another layer on to it. And that has been just a tremendous success in reaching kindergarten through 12th grade kids, teaching them about the importance of sharing their time, their expertise as they go into professional associations, and their treasure. So we’re very proud of that one. 00:28:07 JS: How do you go about actually getting them to use it? It’s one thing even if you’re creating something that the curriculum that they’ve already got the whole thing worked out already or the principal wants them to do it this way or whatever. Are there ways or strategies of getting it into the classroom or what seems to work in terms of selling it? 20    �JO: Well, one of the things they experimented with, with pretty good success, was working with an organization called The LEAGUE. And The LEAGUE has a basic concept that what if we made community service into something that would be as competitive among schools as sports. So, you literally have a league, you have standings, and the kids can say, yes, we moved ahead of Central High now, in doing service. And teaching the Learning to Give programs is part of that. In other schools they’ve gone in to failing schools as defined by No Child Left Behind, and said, ok, these curricula that you’ve been given have not been working and the teachers say, you can say that again. And say, well, how about these lessons? Give them a try. Because the one thing about philanthropy is that we often think of it as something that the Bill Gates of the world do and not us. But the fact of the matter is that 89% of Americans give something, whether it’s their money, in relatively modest amounts, or their time as volunteers, or just sort of helping relatives and family members. So when you get down to it, those kinds of lessons are things that very much are relevant to our everyday lives. And kids understand what it means to share some of your lunch with your friend whose family doesn’t have much. Of course it’s usually sharing something you don’t like all that much anyway, but it’s sharing, none the less. So that has been a helpful way of getting that into school programs. 00:30:46 JS: If you were to go back to say when you were in college or starting graduate school and somebody were to tell you, this is where you’d wind up, what would your reaction be? JO: Oh, I would have laughed. I would have thought, oh my gosh, because growing up in a lower middle class home, if anything, I would think that we would be the objects of philanthropy, not working as part of the giving side of it. So that has been just a huge surprise and I think it underscores the critical importance of what Grand Valley does on a day by day basis, which is to offer a liberal education to its students, because we’re in a world where we not only change jobs frequently, but we change careers frequently. And in fact, the whole concept of a career is probably now a relic of an earlier time. My dad worked for 41 years for International Paper Company and when he retired he was not first on the seniority list, or even second, locally. There was one guy who had been there 45 years and a woman who had been there 43. People used to have careers working for a place, now we get jobs. And the flexibility that a liberal education gives you to move outside of what you might specifically have been trained for and to do work in some other way, in some other field, something you never dreamed of, I think is just critically important. I never, never would have imagined that I would be handling money. My math skills are fairly rudimentary, but to be directing large sums of money. I never would have imagined that I would be dealing with budgets. I never liked budgets of any kind. Never imagined that I might be sitting down with a university president or similar muckety muck and doing negotiations for things. So I just think I was very fortunate to have a liberal education at Kalamazoo College. The students at Grand Valley are extraordinarily fortunate to have that opportunity for a liberal education that we’re 21    �turning out. Because there is just no way to guess what the future’s going to throw at you, and what opportunities are there. And in fact, along those lines, I still get, from time to time, people call me up who’ve been in fairly specialized professions in the law or in medicine and they say, can you help me get a career in philanthropy because I’ve done my field, frankly I’m getting kind of tired of it and I’d like to broaden my horizons and do things that I haven’t done before. It is kind of limiting to have three years of law school which prepares you for a legal job one way or another and the field that you’re constrained within that or trapped within that. Far better to have lots of things you can do. 00:34:48 JS: It’s sort of an interesting perspective on that because if you look around at popular culture now, are ads for online universities or things like that that show up on television. A lot of it is we’re going to train you for career X and you’re going to make X amount of money and go out of there. But that’s most all they’re going to do. And much of what they don’t have that Grand Valley offers is that rest of it, which looks from that perspective just sort of like excess baggage, but in the broader prospective, not necessarily. JO: Right, I have done a little talking with some of the various folks from online universities and they are very focused. In fact they say, if we’ve got a program in say, dental hygiene, and the market for that dries up, we drop that program. We just cut it, because we’re not going to train our kids for jobs that don’t exist. At one level, I think that’s admirable and a good thing, but on the other level, I just have known far, far too many people who have started out as dental hygienists and have said after four or five years, you know, I’ve exhausted the possibilities of this job. I don’t want to do this the rest of my life. And if your only training, and I guess what you can say then is well, alright, fine, you go back to that online university, and they’ll train you for another specific job. I suppose that’s possible but it just seems to me that it’s far better to learn how to think and learn how to reason and be flexible and then when an opportunity comes along you don’t have to go to the University of Phoenix for two years to get it, you can just grab it right now. So, maybe I’m the last of the old crusty generalists, but I think that’s what we need. JS: It makes actually for a pretty good story and you’ve done a very good job telling it. I’d just like to close out here by thanking you for taking the time to do it. JO: Well, thank you. It’s been a privilege to be part of it. 00:37:21 22    � https://digitalcollections.library.gvsu.edu/files/original/a5e17921dfeddb1864b6940d136f30e1.mp4 193f4c8e48489a92e49e2165c8e95d7d 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 Michigan Philanthropy Oral History Project Interviews Subject The topic of the resource Philanthropy and society--Personal narratives Family foundations--Michigan Charities--Michigan Description An account of the resource The Michigan Philanthropy Oral History Project (MPOHP) was initiated in 2006 as an innovative partnership between the Council of Michigan Foundations, StoryCorps, Michigan Radio and the Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership at Grand Valley State University to create an oral history of Michigan philanthropy. Additional video interviews were created by the Johnson Center for Philanthropy to add to the depth and breadth of the collection. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/516">Michigan Philanthropy Oral History Project (MPOHP) (JCPA-08). Johnson Center for Philanthropy Archives</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 2017-05-02 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 Sound Text Moving Image Language A language of the resource eng Type The nature or genre of the resource audio/mp3 application/pdf video/mp4 Identifier An unambiguous reference to the resource within a given context JCPA-08 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2006-2008 Creator An entity primarily responsible for making the resource Johnson Center for Philantrhopy Contributor An entity responsible for making contributions to the resource StoryCorps (Project) Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/516">Michigan Philanthropy Oral History Project (JCPA-08)</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/. Title A name given to the resource Orosz, Joel J. video interview and transcript Creator An entity primarily responsible for making the resource Orosz, Joel J. Description An account of the resource Joel Orosz discusses his education and work at the Kalamazoo Public Museum, the W.K. Kellogg Foundation, and the Johnson Center for Philanthropy at Grand Valley State University. He authored a book on how to be a grantmaker. He shares stories about the development of the Council of Michigan Foundations, Michigan community foundations with Youth Advisory Committees, Michigan Youth Philanthropy Initiative Project, Learning to Give, and the Johnson Center. He discusses Johnson Center programs: The Grantmaking School, Community Research Institute, The Foundation Review, Nonprofit Good Practice Guide. He reflects on the importance of the nonprofit sector in philanthropy and the value of a liberal education. Contributor An entity responsible for making contributions to the resource Smither, James Dorothy A. Johnson Center for Philanthropy and Nonprofit Leadership, Michigan Philanthropy Oral History Project Subject The topic of the resource Philanthropy and society Personal narratives Charities Michigan Associations, institutions, etc. Identifier An unambiguous reference to the resource within a given context JCPA-08_OroszJ Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Moving Image Text Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Relation A related resource Johnson Center for Philanthropy Archives Date A point or period of time associated with an event in the lifecycle of the resource 2010-08-18 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/0e0f1f34924be20a580d30ddc0a24e46.jpg 4c720c31b1f29822508e3555d3536538 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 OrovaStephen Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Orova, Stephen Description An account of the resource Stephen Orova, Physical Education, Rowing 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/33de211d072b2a549acedda429700931.mp4 23a87f65be6f6703b667b30ee7490c8b https://digitalcollections.library.gvsu.edu/files/original/f86e47e55768dd9310360531bf394f62.pdf 7ed07c39983a2822424d2288a6a37d8e PDF Text Text Grand Valley State University Veterans History Project Interview Name of Interviewee: Al Orr Name of War: Vietnam War Length of Interview: (00:40:16) (00:20) Background Information • Al was born in Grand Rapids, Michigan on November 5, 1935 • Al graduated from the US Naval Academy in 1960 • He was in Vietnam from March 1966 through April 1967 (2:10) Marines • Al enlisted in November 1952 when he was 17 years old • He is now not sure why he enlisted, but has never regretted it • He had chosen to enlist in the Marines because his father and friend had encouraged him to do so • Boot camp was terribly impossible • Al went through 12 weeks of training and felt very isolated from the real world (5:50) Vietnam • Al was a captain when he arrived in Da Nang • He had first gone to Okinawa where he was assigned to a unit and then sent to Vietnam • All was an assistant operations officer in his battalion • He was often involved in combat, but the casualty rate was “normal” for the first 10 months • About 40 men were injured a month and there were a few deaths • Al worked on patrolling the area of operations in Da Nang (10:15) Southern Vietnam • Al was sent south of Da Nang to take over security from the Vietnamese �• The area had been occupied by indigenous Viet Cong • The operation lasted 63 days and there were about 1100 casualties • They were able to eliminate all the Viet Cong in the area with combined air and artillery • The men were later replaced by Vietnamese troops (15:00) After Vietnam • Al went back to school and got his masters degree in computer technology • He later found that the Marines Corps seems to be harder on families than it is on the actual men in the service (17:30) Vietnam • Al received a bronze star and a purple heart • His base camp had been a supply area for fuel at a strategic location • They had 63,000 gallons of fuel on the base • In February 1967 the Viet Cong attacked their base with rocket mortars and small arms • All of their ammunition and fuel was set on fire; the sight was spectacular • It was very hard to repel the attack and try to put the fire out • Many people companies donated products to the troops in Vietnam • Every unit received a brand new refrigerator from an appliance company, but they had no electricity • A toy company donated a bunch of rubber ducks to give to Vietnamese children, but the Viet Cong cut them up and made grenades out of them (25:30) Average Days • After the base was attacked and blown up, the men still had plenty of supplies • The c-rations meals they ate had about 2,000 calories each per meal • They had no fresh vegetables or milk • The men drank warm beer, which they stored in their refrigerators with no electricity • The men constantly listened to the radio did not get to see any USO shows �• Al received 5 days leave to rest and he went to Hong Kong (30:30) End of Service • Al was flown out of southern Vietnam and into Da Nang • The men then went back to Okinawa and were all then in their civilian clothes • He took a ship and landed back on San Francisco • Al kept in contact with a few of the men from his battalion � 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 OrrA Title A name given to the resource Orr, Al (Interview outline and video), 2004 Creator An entity primarily responsible for making the resource Orr, Al Description An account of the resource Al Orr was born in Grand Rapids, Michigan on November 5, 1935. He enlisted in the Marines Corps in November 1952 when he was only 17 years old. Al was sent to the Pacific in March 1966 and first arrived in Okinawa where he was assigned to a unit. He was then sent into Da Nang where he worked as an assistant operations officer of his battalion. Al was in Vietnam for a little over a year and was engaged in a campaign against the Viet Cong in his sector. Contributor An entity responsible for making contributions to the resource Echtinaw, Josh (Interviewer) Jonkhoff, Katie (Interviewer) Shelton, Jessica (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Marine Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2004-12-07 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3a453659d44fc2672a5ae26a5c88c85f.pdf 65fe89684562417053cb92899bdcafcb PDF Text Text Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department German Ortega interview Interviewer: Penny Bruyu Interviewee: German Ortega Penny Bruyu: Testing 1,2,3. Testing 1,2,3. [people speaking in the background] This is Saturday the 18th of June. We’re in Hart, Michigan at the Hart Library. This is Penny Bruyu (?) and I’m speaking with… German: -German Ortega. Penny: German agreed to be interviewed today, um, [switches to Spanish] German, would you like to speak in English or Spanish? German: No, Spanish. Penny: Okay. Good, tell us something about yourself. German: Like...what? For example, what about [me would you like to hear]? Penny: When you were born, where, uh... German: Well, I...my name is German Ortega, em...I was born in a village inside the state of Nayarit, Puerta de mangos on the fourteenth of May in 1971. Eh, [it’s] ‘bout twenty-eight kilometers from the, from, from the edge of the sea, the Pacific. It’s...really beautiful. And, I came here in ‘82. To... Penny: To Michigan, or? German: To, no, well, I came to California, Idaho in ‘78. That’s where I was. In ‘79 I returned, I had [previously] worked six months, and I [had] returned to my village another time. The following year, in ‘79 I only came to Idaho. There I picked apples, onions, corn, and I returned to Mexico the ninth of October. From there I didn’t return for three years and then I came to Michigan in ‘82. [Walter speaking in the background] I came [to Mexico] for six months to study, but I’m still here after thirty years and counting that I don’t… [people speaking in the background] Penny: What were you going to study? German: I wanted to study ___ engineering. (1:50) I studied an hour and a half. Penny: Where? German: In a village named Rosamorada in Nayarit. Back then it was a z. Z number seventy-two. Now it’s called, I believe it’s called Zebeiti. I think it’s Zebeiti...but I came for six months and here I am still, I don’t know how [German laughs] [people speaking in the background] But yeah, I studied a year and a half, three semesters. 1 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department Penny: And…when you uh, arrived here...how did you enter, where [did you] live, with who did [you] work, what... German: Well, I was in Idaho. Um... Penny: - Where in Idaho? German: Um...it’s called... [knocks on the table] Marsing. Marsing, Idaho. And I had an uncle here, an uncle of ours. His name is Nicolás [pause] Carrillo Duran. [He lived] here in Grand Rapids. He was working in Kalamazoo. So we spoke, and when we were talking he told us that there was work here. So we came to Grand Rapids for four months. [People speaking in the background] [German laughs] I worked getting rid of earthworms [begins laughing] for this golf course. Penny: Oh. German: I only worked at night. Yes, it was around three, four months, something like that. Then, one of my uncles who was here worked as a [inaudible, 3:13] and he told us to come because there was work picking peaches, so we came. They gave us a place to stay, they gave us everything, and...they treated us well. We liked the work here, we liked the way the people in charge treated us, and… Penny: Who were those in charge at Benona Hill Farms? German: The boss was Bill Burmeister and the la...I don’t remember what his wife’s name was. [long pause] [people speaking in the background] Penny: Vi Burmeister. (¿? No estoy segura de lo que dijo) German: Uh huh, y the one in charge was just Gerry. Gerry Burmeister. Gerry was the one who was in charge of everything. And it finished, the apple season, we picked...I started picking peaches my first year. Afterwards [we picked] apples, the following year asparagus. Cherry. We picked cherries by hand before. [inaudible, 4:06] And uh... Penny: What year was this? German: In ’82. From 1982 onwards [hits the table for emphasis] until I was working with Gerry in ‘95. I was only working in the field, and afterwards I entered into a company. Ah, Whitehall Leather, and I left the work in the fields. [people speaking in the background] Penny: And, what else uh, in your life [noise picks up as people in the background begin speaking] What occurred in your life during these years? German: Well, sad things! Because in, i think it was in eighty...no wait, I don’t remember the year. It was in ‘86, no, ‘84 or ‘85. Um, I got sick, from appendicitis. My appendix burst and I spent...many 2 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department weeks without work. Like six...six weeks. And, and those who where there [hits desk] well, they fed me, they gave me ten dollars eachPenny: - But, where were you? German: Here, in the camps! I worked there, I was there in the camps working. I, I, I got sick and I don’t know...they performed emergency surgery and I was without work for six weeks. It was little by little that I recuperated. See…[Walter speaking in the background] and, right in the middle of, for example, when the cherry harvest ends, peaches, no with the asparagus we could sometimes take three weeks, or occasionally a month. Afterwards we would go to Ohio, [we’d go] there, or we would go to Traverse City to pick strawberries. Uh, or to Ohio to pick tomatoes. That’s what we did. [Speaking in the background] HowPenny: -You say that’s what we did, who were you with? German: We were, there was Mario [inaudible] a young man named [inaudible] ¿Caliento nonato? Nicolás Carillo, Víctor Cordero, and I. That’s all, it’s just that we were always together ever sincePenny: [noisy] - Were they all from your village? German: We all were from the same village, yes. Penny: From, from Puerta de Mangos? German: From Puerto de Mangos. [inaudible] We followed him because he spoke English, well, he spoke the most English. Um, and he had a car, therefore he would give us rides. We looked for jobs and everything, but, we were always together, all of us. Penny: And when you finished with the jobs available [to you] in Michigan, what did you do? German: When worked finished up, we would wait to work in tinos? Right there with the boss, but he gave us a [plazo] to leave the camp. For example, the tenth of November, we would sometimes work [inaudible] and we would go to Florida to work in the strawberry [harvest]. We had somewhere to stay there too. Penny: What part of Florida? German: Glen City, Florida. There, if an uncle of mine got there first he would arrange for us to stay in a house and everything. It all finished out well here, and we’d go down there to work. We barely ever struggled with the work because one of us always went ahead. Eh, because of the cold or what have you. But someone went ahead, and so, the job would finish there, we’d work picking strawberries, oranges we would also harvest. The oranges we didn’t have a boss for because [people speaking in the background] we only had to look and find where there were people harvesting 3 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department oranges and ask for work. And so, the strawberries would finish in March, March or April, and we’d call our boss and ask if everything was ready. If the camp was open. To, to prepare. Penny: The same boss, Burmeister? German: Yes, the same one. Uh huh. He’d call us and let us know that we could come whatever day, the camp was already open and we could enter. Everything was ready for the asparagus, and like that we’d return. Apple season would end and then [we’d stay] for strawberry [season] and we’d return to here [Michigan]. Yes, it was for, like ten years that we went going back and forth and then after I stopped for a year. It was for two, butPenny: And you, um, you got married right? [people speaking loudly in the background] German: I got married in...oh God. [pauses] Eighty... Penny: How many kids do you have? German: I have five kidsPenny: And when was your first child born? German: [stutters] twenty...ninth of May. The May 29th 1985. Benny, Benny Brian Ortega. Penny: And so, when did you get married? [pause] Or when did you get together with-? German: I got together, I got together with the mom of my children. Penny: What’s the name of your children’s mother? German: Her name is Mariza Lozano. Um...I had five children with her and…[Walter keeps speaking in the background] at the time I got married, I don’t remember how many years afterwards, two, three, I don’t know. But we had...after Benny followed Cristina. She was born the third of...March 6th of 1987. After Cristina, Herman was born [on] the 14th of November, November 14th of ‘91. Laura was born next, August 17th of ‘94, and Luis [was born] July 8th of ‘99. We had five kids and, and we lived comfortably but...things happen. But we did continue, we both worked in the camp. Um, we would arrive to pick peaches, apples or asparagus, everything. I’d help her with the kids, to-or make food, with the food. She’d do something else, but um...we lasted a while working in the camp. [Conversation continues in the background] For some seasons we worked for Peterson. No, only when another harvest would begin, be it the peaches or apples. Penny: And when you say Peterson, um [conversation continues in the background] [do you mean] Peterson Farms? German: Peterson Farms in, in the grocery store. Penny: O-okay. What did they produce [she uses the wrong form of the word in Spanish, the intent was to say produce in past tense]? 4 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department German: There we worked [picking] cherries [he uses the English word for cherry as opposed to the Spanish]. Until today they still pick cherries. In a group we would collect only-well, I worked outside cleaning the tanks, taking out the trash with a, with a strainer, taking care of the leaves, all of that. Marisa worked in the line taking out the pits, rocks, getting rid of all that. And...finally when work began here, they’d call us to tell us that it was beginning and we’d leave the grocery store here, even though there was work. And, uh, when we stayed here, when I got married, we started to stay. After ten, twelve years. I finally decided to work the winter with Peterson in the grocery store, sometimes working with peaches, sometimes apples. [Conversation continues in the background] And the work in the camps would begin, and again I’d go. With the time, I, I got accustomed to a company and uh, and finally the year was very round (?) I left the camps, we left the camp um, she looked for work in a (??) and I in another and um, and we left the camps. We didn’t, we didn’t work. Even now I don’t work in the camps. Penny: When you left Peterson’s camps, where did you start working? German: When I left, I, it was a [inaudible] I worked there for five years. Penny: And what did you do there? German: There in [company is inaudible]we would ___ cowhide, for shoes. Apparently [there were] many government contracts, for the army [army was said in English] it was the most, the most, almost everything was for the army. And I worked there for five years. I would beat the cowhide so that they could go into the oven and be tanned. [Alongside me] there was Mario, Mario Engurre, Victor Cordero, we were, we were the ones who always would get together and almost always were together working in different areas. And...after five years the company shut down, [conversation in the background becomes more loud] and-everyone went their own way. So, now no, we don’t get together anymore. Um, we had to work with the hide, the same as [company name is inaudible] we worked there with the hide of pigs, also for the same type of shoes. Penny: Where, what Wolverine? German: Ah, I can’t pronounce Rockford, um, in the state of Michigan. Rok-Rockford. Penny: Oh, Rockford, Michigan? German: Uh huh, Rockford, Michigan. There we worked uh, for four years. But during these four years I had a car accident. And...then I left for that reason too. Also because I could no longer work in this place, because, well, I couldn’t. The doctor told me that I could no longer do so, I couldn’t work there anymore, I wasn’t able to and so I left. And…[conversation continues in the background for a few seconds] 5 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department Penny: What happened after the accident? German: After the accidentPenny: -When was the accident? German: [both begin to speak] the accident was...September 28th of ‘94-of 2004. Penny: 2004? German: 2004, um, after that, the accident, I didn’t work for four years. I left for Mexico, I didn’t come here. I didn’t work. Penny: What, what injuries did you have, what, what happened to you during the accident? German: We flipped and uh, I, well they say that it was pretty ugly. I was dead, lost and a part of me, um, well I don’t-I don’t remember what happened at all. Nothing of the accident, I don’t know. Um, the only thing that I know is that I woke up in the hospital and I stayed there, I stayed there a while. [Someone begins laughing in the background as part of the other conversation] It took some time for me to recuperate. With the, um, with the time I, the accident broke my knee. I broke part of my collar- the [both say collarbone in English] Umm. Penny: Oh, okay, collarbone. German: Collarbone, the ribs, eh, I had many operations on my stomach which was turned inside out. The operated on me [conversation in the background grows loader] and thanks to God that all turned out well. Well, it resulted well physically but not, not well with everything in order to...and uh, I was like that for four years without working at least, going to doctor appointments, overall. Afterwards I applied to a company that...it’s called Oceana Food. There um...there we worked in [picking] cherries, blueberries, granada, cranberries…[all fruits said in English] Penny: And what happened with those? German: There [both attempt to speak] they process them, hydrate them. There they hydrate them, through ovens. Everyone works with the ovens and it turns out in a style whichPenny: Dry, dry [second dry is said in English], like? German: Yes, dry. Penny: Like raisinsGerman: Yes, like raisinsPenny: Like raisins (said in English). German: Uh huh, and this is what I do. I work relieving because, I can’t, I can’t do anything requiring force. But this [cell phone begins ringing] In, in um [conversation in the background continues alongside a phone vibrating] 2008 [phone vibrates]. During the year 2008, in July of 2008 6 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department [conversation and vibrating continues] and until now we are- [vibration interrupts him] we are working there thanks to God. We are well [vibrations continue rapidly] I like the job, I like[vibrations continue in rapid sequence]. Penny: -Um, [vibrations stop]. Did you enter as a migrant [recording is full of static] with papers or without? German: When I first entered the United States it was without papers. I entered through the city of Tijuana with [inaudible] San Diego. And, and in that time it was easy to enter. They’d say “wait for me for two hours in such and such place” and I would arrive in Tijuana through the other side. And each year that I came I entered without papers. Here in the United States, and [conversation can be heard loudly in the background] over time [German coughs] over time it became harder too and thanks to [God] we were able to fix everything. Penny: And how was that, the process ofGerman: The process of fixing [our study] was through amnesty. In ‘85, in ‘86 something like that, and uh, thanks to God we qualified for, for this program and we fixed our status. Penny: And you’re still a permanent resident? German: No, thanks to God and a woman named Penny Bruyu? Who helped me a lot in the process of becoming a citizen. Penny: And when did you become a citizen? [bang on table] German: In ’96. In...yeah in ’96 I became a citizen after nearly twenty years [conversation continues in the background]. Penny: And have you studied English or gone to a university (she uses the term for high school here but means higher education), the dreams you had how-? German: I let go of my dreams. I never, I couldn’t study anymore, not even here. I only went to school one day here and couldn’t continue [inaudible] [conversation in the background is louder than German]. I went one day, only one day and-it’s just that I don’t have time with my job and family. Or, it’s more that I don’t want one [university education] because if I wanted one I’d be able to. All those who really want it can, and maybe I didn’t [want it enough]. Penny: And...what is your impression of Oceana county? What-what... German: Well, for me Oceana County is my life, my village, it’s my-my city is here. Everything [is here]. It’s my México over there, because here...I grew up here um, here I-I made-uh I had everything unfold well. Uh, my job, family, my people, everything is better than over there. Much better than over there, here it is as calm as it gets. 7 �Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department Penny: Do you have family here apart from your kids? German: I have brothers, I have two more brothers. I have [murmurs] four cousins on my dad’s side and from my mom’s side too- [conversation in the background continues loudly]. Penny: And when you became a citizen were you able to help your family? German: Yes, thanks to God we were able to help. I helped my parents legalize their status and thanks to God they became citizens thanks to the help of the woman I mentioned earlier. Penny: And what are the names of your parents? German: My dad’s name is Pablo Ortega Manzo and my mom’s name is Felina de Chiga Herrero. Penny: And they, um, are citizens or residents or how-? German: They are citizens, thanks to God. They’re, they’re now Americans. Penny: So, so by...by coming here illegally and fixing your migrant status you made [yourself a] resident permanent, American naturalized citizen. You fixed and naturalized yourGerman: My parents. Penny: Your parents, like permanent residents and now they became American citizens. German: Yes, uh huh. Thanks to God, they could and they did. Penny: Uh huh, yeah. Is there something of your personal history that you would like to share? German: [long pause, conversation continues in the background] Well only...to give thanks to the county. The county have-has treated me well, I haven’t gotten into any problems and I’ve remained tranquil with everything. Penny: Your-your life has beenGerman: -As calm as it is possible to be here. I-much better than Mexico. I don’t discriminate [against] Mexico but, it’s as, it’s pretty. Penny: Thank you very much, we are going to end the interview. This is the end of the interview with German Ortega, uh, the 18th of June 2016 in Hart, Michigan. 8 � https://digitalcollections.library.gvsu.edu/files/original/ff9c7bc5d8c99bdadce342ce0e2aa48e.pdf 7f4623ea624b836850c0c3e2c646dd0d PDF Text Text Growing Community: Oceana’s Agricultural History Project A project supported by a National Endowment for the Humanities Common Heritage Grant Project Director: Melanie Shell-Weiss, GVSU Liberal Studies Department Entrevistador: ¿Penny Bruyu? Entrevistado: German Ortega Penny Bruyu: Testing 1,2,3. Testing 1,2,3. [personas hablando en el fondo] This is Saturday the 18th of June. We’re in Hart, Michigan at the Hart Library. This is Penny Bruyu (?) and I’m speaking with… German: -German Ortega. Penny: German agreed to be interviewed today, um, ¿German puedes hablar en inglés o español? German: No, español. Penny: Okey. Bueno, dinos algo de usted. German: Como… ¿de qué? Por ejemplo, de, ¿de qué? Penny: Cuando naciste, donde nacisteis, uh… German: Bueno, yo…me llamo German Ortega, este…nací el catorce de mayo del ’71 en un pueblo del estado de Nayarit. Puerta de mangos. Eh, ‘ta veinte y ocho kilómetros de la, del, del orilla del mar, del pacífico. Este…muy bonito. Y, me vine en el ’82 para acá. Para… Penny: ¿Para Michigan o? German: Para, no, bueno en el ’78 me vine a, a…para la California para Idaho. Allí tuve. En el ’79 me, me regre-trabajé seis meses, me regrese a, a mi pueblo otra vez. El siguiente año en el ’79 vine para Idaho, nada más. Pisque manzana, cebolla, elote, y me regrese de nuevo en octubre para, para México. De ya no vine por tres años, y me vine en el ’82 ya para Michigan. [Walter hablando en el fondo] Vine por seis meses para estudiar, pero aquí estoy todavía, treinta y tal años que no… [personas hablando en el fondo] Penny: ¿Qué ibas estudiar? German: Quería estudiar para ingeniar orónimo (¿? 1:50) Estudie año y medio. Penny: ¿En dónde? German: En un pueblo que se llama Rosamorada en Nayarit. En ese tiempo era zeta. Zeta número setenta y dos. Y ahora se llama, creo que Zebeiti (¿?) Pienso que Zebeiti...pero vine por seis meses y aquí estoy todavía no sé cómo. [German se ríe] [personas hablando en el fondo] Pero si estudie año y medio. Tres semestres. Penny: Y…cuando llegasteis aquí ah…como enterasteis, donde viví, como con quien trabajar, que… German: Bueno, yo estaba en Idaho. Este… Penny: - ¿qué parte de Idaho? German: En…se llama… [toca la mesa] Marsing. Marsing, Idaho. Y aquí estaba un tío, de nosotros, un tío. Que se llama Nicolás [pausa] Carrillo Durán. Aquí en Grand Rapids. Trabajaba en un compañía en Kalamazoo él. Y…hablamos, hablamos y nos dijo que aquí, aquí había trabajo. Y nos venimos a Grand Rapids, duramos como cuatro meses en Grand Rapids. [personas hablando en el fondo] [German se ríe] Trabajaba sacando lombrices. [está riéndose] para el campo de golf para la pesca. 1 �Penny: O. German: Puro de noche no más. Si, como tres, cuatro meses algo así. Y ya, un tío mío aquí trabajaba como un [inaudible, 3:13] Y nos dijo que nos vinieramos que ya había pizca durazno que nos vinieramos. Y…nos vinimos y allí nos dieron casa, nos dieron todo y…y nos trataron bien. Allí, nos gustó el trabajo, nos gustó el trato de los, de los patrones. Y… Penny: ¿Quién eran los patrones de Benona Hill Farms? German: El patrón era Bill Burmeister y la seño…no me recordó cómo se llama la esposa. [pausa larga] [personas hablando en el fondo] Penny: Vi Burmeister. (¿? No estoy segura de lo que dijo) German: Aja, y el encargado nada más fue Gerry. Gerry Burmeister. Gerry era el que se encargaba de todo. Y ya se terminaba la, la pizca de manzana, pizcábamos…empecé pizcando durazno mi primer año. Después, manzana, siguiente año espárrago. Cherry [cereza], se picaba a mano la cherry [cereza] antes. [inaudible, 4:06] Y este… Penny: ¿En qué año fue eso? German: En el ’82. Ya de la ’82 para acá [pega la mesa con su mano para énfasis] ya hasta el ’95 cuando estuve allí con Gerry. Trabajando en el campo, nada más. Y ya después me mete en una compañía. Ah, Whitehall Leather, y ya me salí del campo. [personas hablando en el fondo] Penny: Y, que más uh, en su vida [hablando en el fondo se hace más ruidoso] ¿qué pasó en su vida entre estéis años? German: ¡Pos, cosas tristes! Porque en él, como en el ochien…no me recuerdo que año, fue en el ‘86 no, ’84, ’85. Este, me enferme. Del apéndice. Me a reventó el apéndice, dure…muchas semanas sin trabajar. Como seis, seis semanas. Y, y los que estábamos allí [pega la mesa] pos allí me daban de comer, me daban diez dólares por semana cada quienPenny: - pero ¿dónde estabas? German: Allí en el campo. Allí trabajaba, allí en el campo trabajando. Me, me, me enferme y no este…me operaron de emergencia y seis semanas dure sin trabajar. Y ya poco a poco me recuperaron. Este… [Walter hablando en el fondo] y, ya en miedo del, por ejemplo, cuando se acababa la cherry el durazno que, no el espárrago que durábamos dos, tres semanas o un mes a veces, nos íbamos para Ohio. A la, o a Traverse City para pizca de la fresa. Uh, o a Ohio al tomate. Así andamos. [Hablando en el fondo] ComoPenny: -Y dice así andamos, ¿con quién andabas? German: Andábamos, era Mario [inaudible] un muchacho que se llama [inaudible] ¿Caliento nonato? Nicolás Carrillo, Víctor Cordero, y yo. Nada más, es que andábamos siempre juntos desdePenny: [ruidosa] - ¿y todos eran de tu pueblo? German: Todos éramos del mismo pueblo, todos éramos. Penny: ¿De, de Puerta de Mangos? 2 �German: De Puerto de Mangos. [inaudible] Lo seguíamos a él porque él hablaba inglés, pues más, más inglés. Este…y tenía carro, entonces él nos traílla y nos llevaba. Buscaba trabajo y todo eso, pero, siempre anduvimos juntos, todos allí. Penny: ¿Y cuando terminaba el trabajo aquí en Michigan, que hacían? German: Cuando se terminaba el trabajo, este, ¿nos iba-nos esperábamos a trabajar en los tinos? Allí mismo con el patrón, pero nos daba un plazo para salir del campo. Por ejemplo, el diez de noviembre, entonces a veces trabajábamos [inaudible] y nos íbamos pa’ la Florida a trabajar en la fresa. Ya teníamos a donde llegar allí también. Penny: ¿Que parte de Florida? German: Glen City, Florida. Allí hasta, se iba primero un tío mío, y nos conseguí la casa y todo. Y ya se terminaba aquí todo bien. Y nos íbamos para halla, y ya llegábamos para trabajar. Nosotros casi no batallábamos nada para el trabajo porque siempre iba alguien pa’ delante. Eh, por el frío, o por lo que sea. Pero se iba adelante, entonces este, se acaba el trabajo allá, pizcábamos fresa, naranja también pizcábamos. La naranja no teníamos patrón porque [personas hablando en el fondo, muy ruidoso] nada más a ver adonde pizcar naranja y pedíamos trabajo. Y este, y ya se acababa la fresa en marzo, marzo/abril, nos hablaba el patrón que ya estaba listo. El campo abierto. Para, pa’ preparar. Penny: ¿El mismo patrón Burmeister? German: Si, el mismo. Aja. Nos hablaba que ya nos podíamos ir cualquier día. Ya estaba el campo abierto, ya podíamos entrar. Y estar listo para el espárrago. Y así volvíamos, se acababa la temporada de la manzana la fresa, y de la fresa acababa y nos venimos aquí. Si, por, yo como diez años dure yendo y viniendo y ya después pare un año. Pare dos, peroPenny: Y este, eh, ¿te casaste no? [personas hablando en el fondo, ruidoso] German: Me case en el…hay dios. [pausa] ochenta… Penny: ¿Cuántos hijos tienes? German: Tengo cinco hijosPenny: ¿Y cuando nació tu primer hijo? German: [tartamudo] veinte y…nueve de mayo, veinte y nueve de mayo del ’85. Benny. Benny Brian Ortega. Penny: ¿Y cuándo te casaste entonces? [pausa] ¿O juntaste con-? German: Me junte, me junte con la mamá de mis hijos. Penny: ¿Cómo se llama la mamá de sus hijos? German: Se llama, se llama Marisa Lozano. Este…con ella tuve cinco hijos y este… [Walter sigue hablando en el fondo] al tiempo me case no me recuerdo cuantos años después, dos, tres. No sé. Pero tuvimos después de Benny siguió Cristina, nació el tres de…marzo seis ’87. En seguida nació Herman, noviembre catorce, noviembre catorce del ’91. Después sigue Laura, agosto diecisiete ’94. Y Luis, julio ocho del ’99. Tuvimos cinco hijos y este, y vivimos ajustó, pero…las cosas pasan. Pero si seguimos, trabajamos los dos en el campo. 3 �Este, llegamos de pizcar durazno lo que pueda manzana o esparrago, de todo. Yo le ayudaba a los niños a-o hacer la comida, con la comida. Hacia otra cosa, pero, este…duramos un rato en el campo, trabajando. [conversación en el fondo continúe] Por temporadas trabajamos con-con Peterson. No, nada más mientras empezaba otra cosecha, ya se el durazno o la manzana. Penny: Y cuando dice Peterson, eh, [conversación sigue en el fondo] ¿Peterson Farms? German: Peterson Farms en, en la bodega Penny: O-okey, ¿que producaban [quiere decir producían]? German: Allí se trabaja la cherry [cereza]. Se trabaja la cherry [cereza], hasta ahorita todavía. En una banda sacábamos nada más-pues yo trabajaba afuera limpiando los tanques sacando la basura con una, con un colador, sacando las hojas, todo eso. Marisa trabajaba en la línea sacando los huevos, sacando las piedras, sacando todo eso. Y…ya cuando empezaba acá el trabajo, nos llamaba que ya empezaba y nos dejábamos de la bodega acá, aunque hubiera trabajo. Y, este, cuando nos quedábamos aquí, cuando me case, nos empezamos a quedar. Después de diez, doce años. Ya me mete a trabajar el invierno con Peterson en la bodega igual a, a veces durazno, a veces manzana [conservación en el fondo]. Y ya empezaba el campo [y] empezaba otra vez y me salí. Ya con el tiempo, me, me acomode una compañía y este…y ya el año fue muy redondo (¿?) me salí del campo, nos salimos del campo eh, ella busco un trabajo en un (¿?) yo en otro y eh, y nos salimos del campo ya no, ya no trabajamos. Hasta ahorita ya no trabaja en el campo. Penny: ¿Cuándo saliste del campo de Peterson, donde empezaste a trabajar? German: Cuando salí, me, fue a [inaudible] allí trabajé por cinco años. Penny: ¿Y qué hacéis allí? German: Allí en [compañía inaudible] nosotros acabamos el cuero de vaca, para el zapato. Según muchos contrates para el gobierno, para el army era lo mas, lo mas, casi todo era para el army. Y trabajé por cinco años allí. Yo pegaba los cueros, para entrarán el horno para se curtieron. Y era Mario, Mario Aguirre, Víctor Cordero, éramos los, los que siempre nos juntábamos y casi siempre estábamos juntos trabajando en lugares. Y…Después de cinco años cero la compañía, [conversación del fondo se hace más ruidoso] y-cada quien se fue por su lado. Entonces, ya no, ya no nos juntábamos para nada. Eh, tuvimos que trabajar en los cueros, lo igual a [nombre de compañía es inaudible] allí trabajamos el cuero del puerco. Para el zapato igual. Penny: ¿en donde, que Wolverine? German: No puedo decir Rockford, eh, en el estado de Michigan, Rok-Rockford. Penny: Oh. ¿Rockford, Michigan? German: Aja, Rockford, Michigan. Allí trabajé este, por cuatro años. Pero en ese tiempo de los cuatro años tuve un accidente de carro. Y…y ya me salí por ese motivo también. También, porque ya no podía trabajar en ese lugar porque pues, no podía. El doctor me dijo que ya no pude, que ya no trabajaré allí, no podía y me salí. Y… [conversación sigue en el fondo por un par de segundos] Penny: ¿Qué pasó después del accidente…? 4 �German: Después del accidentePenny: ¿Cuándo fue el accidente? German: [los dos tratando de hablar] el accidente fue…septiembre 28 del ’94-del 2004. Penny: ¿2004? German: Del 2004, este después de allí, del accidente, dure cuatro años sin trabajar. Me fui para México, no fui aquí, no fui a trabajar. Penny: Que, que ardidas tenias, que, ¿que te paso en el accidente? German: Nos volteamos, y este, me-pues dicen que estuvo muy feo. Estuvo muerto, perdido y a parte de mi, y este, pues yo no ¿?? No recuerdo lo que paso, nada. Nada del accidente, nada no se. Este, lo único que se es que ya desperté en el hospital y allí dure, dure tiempo. [Alguien se ríe en el fondo como parte de otra conversación] Dure tiempo en recuperarme. Con el, eh, con el tiempo me, el accidente m-me quebró la rodilla. Me quebré parte de mi espoleta del collar- el [los dos dicen collarbone] [la clavícula] ehh. Penny: Oh, okey, collarbone. German: Collarbone, las costillas eh, tuve muchas operaciones en el estómago me reventó por dentro. Me operaron [conversación en el fondo es ruidoso] y gracias a dios que quede bien, bueno, quede bien físicamente pero no, no bien de todo para poder. Y este y así duré cuatro años sin trabajar por lo menos, por yendo a citas del doctor, por todo. Después aplique en una compañía de…se llama Oceana Food allí este…allí trabaja en la pura cherry, blueberry, granada, cranberry… Penny: ¿Y qué pasa con esos? German: Allí [los dos tratando de hablar] de la procesan, la hidratan. Allí le hidratan. Puro horno. Todo trabaja entre fresca el horno y ya sale el estiloPenny: ¿Seco, dry, como-? German: Si, dry. Penny: Como pasasGerman: Si, como pasasPenny: -Como raisinsGerman: Uh huh. Y este es lo que hago, trabajo aliviando porque no, no hago nada de fuerza, pero este [celular empieza a soñar] En el-en el [conversación sigue en el fondo, el celular para de soñar] 2008 [celular vibra]. Entre en el año del 2008, en el julio del 2008 [conversación y vibraciones continúan] y hasta ahorita estamos- [vibración del celular lo interrumpe] estamos trabajando allí gracias a dios. Estamos bien [vibraciones siguen rápidamente] me gusta el trabajo. Me gusta y- [vibraciones siguen en secuencia rápida]. Penny: -Um, [vibraciones para] ¿Usted entró como un migrante [grabación tiene estatutico] con papeles o sin papeles? German: Cuando entre yo aquí en los Estados Unidos yo entre sin papeles. Entre por la ciudad Tijuana con [inaudible] San Diego. Y, y en ese tiempo las pasadas eran fáciles. Eran desde, ‘esperame por dos horas en tal 5 �parte’ y ya allí llegó en Tijuana por el otro lado. Y cada año que yo venía entraba sin papeles. Aquí a los Estados Unidos, y [conversación se puede oír claramente en el fondo] con el tiempo [German tose] con el tiempo se puso a ser más duro también y gracias a [dios] ya arreglamos todo. Penny: Y cómo fue eso, el proceso deGerman: El proceso de la reglada fue por un amnistía. En el ’85, el ’86 algo así. Y eh, gracias a dios nos cualificamos por, por ese programa y arreglamos. Penny: ¿Y todavía eres residente permanente? German: No, gracias a dios a una señora que se llama Penny Burillo (¿?) ella me ayudó mucho a hacerme ciudadano. Penny: ¿Y cuando te hiciste ciudadano? [ruido en la mesa] German: En el ’96. En el…si en el ’96 me hice ciudadano después de casi veinte años [conversación en el fondo]. Penny: ¿Y has estudiado inglés or fuiste a colegio, los sueños que tenias como-? German: De mis sueños se me cayeron. Ya no nunca, ya no pude estudiar, ni aquí. Aquí nada más fui al escuela un día no más y no podía seguir [inaudible] [conversación sigue] Un día fui, fui nada más y-es que no se no caso el tiempo y el trabajo y la familia. No quiero uno mas bien, porque si quisiera uno si pudiera uno, todo los que quieren pueden. Yo a lo mejor no quiso. Penny: Y… ¿que es su impresión de el condado de Oceana? Que-que… German: Pues para mi el condado de Oceana es mi vida, es mi pueblo es mi-aquí es, es mi ciudad. Todo. Es mi México allá. Porque aquí…crecí aquí este, aquí me, me hice-uh me desarrollo bien de todo. Este, trabajo, familia, mi gente, todo ya esta mejor que allá. Mucho más mejor que allá, más, aquí es lo más tranquilo que hay. Penny: ¿Tienes familia aquí aparte de sus hijos? German: Tengo hermanos, tengo dos hermanos más. Tengo [murmullo] cuatro primos por parte de mi papá y de mi mamá también- [conversación en el fondo sigue con mucho ruido] Penny: ¿Y cuando usted se hizo ciudadano pudo ayudar a su familia? German: Si, gracias a Dios si pudimos ayudar. Les arregle a mis papas. Y…gracias a dios también se hicieron ciudadanos y gracias a la señora que le mencione al rato. Penny: ¿y como se llama sus papás? German: Se llama Pablo Ortega Manzo y mi mamá se llama Felina de Chiga Herrero. Penny: Y ellos, eh… ¿son ciudadanos o son residentes o como...? German: Ellos son-ya son ciudadanos gracias a Dios. Ya, ya son americanos. Penny: Entonces, entonces por…por venir aquí ilegal y arreglar su estatus migratorio hiciste residente permanente, ciudadano americano naturalizado. Arreglaste y naturalizaste susGerman: Mis papás. 6 �Penny: Sus papás, como residentes permanentes y ahora se hicieron ciudadanos americanos. German: Si, ajá. Gracias a Dios, pudieron y quisieron. Penny: Ajá, si. ¿Hay algo más de su historia que quisiera compartir que…recuerden? German: [pausa larga, conversación sigue en el fondo] Pues nada más este…darle gracias a aquí a el condado más bien. Al condado porque me han dad-me han tratado bien, no me mete en problemas no he estado tranquilo, con todo. Penny: Su-su vida ha sidoGerman: -Tranquila de lo más posible que hay aquí. Me-mucho mejor que allá, México. Yo no discrimino México, pero, es una, es bonito. Penny: Muchas gracias, vamos a cerrar. This is the end of the interview with German Ortega, uh, the 18th of June 2016 in Hart, Michigan. [Este es el fin de la entrevista con German Ortega, la, la fecha es el 18 de junio del 2016 en Hart, Michigan.] 7 � https://digitalcollections.library.gvsu.edu/files/original/51fd3083e454959ff4813440e1c26560.mp3 e20b3e5a0cbb91ca601c5112173d37f7 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 Oceana County Migrant Labor History Collection Creator An entity primarily responsible for making the resource Shell-Weiss, Melanie Description An account of the resource Collection contains images and documents digitized and collected through the project "Growing Community: A Century of Migration in Oceana County." This project was a collaboration between El Centro Hispano de Oceana, the Oceana County Historical and Genealogical Society, and Grand Valley State University funded by a Common Heritage grant from the United States National Endowment for the Humanities. The materials in this collection document the history of communities in Hart, Shelby, and Walkerville and explore themes of migration, labor, religion, family, belonging, national and cultural identities, regional, national, and international connections, and citizenship. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Oceana County (Mich.) Source A related resource from which the described resource is derived Grand Valley State University. Kutsche Office of Local History Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Special Collections and University Archives Contributor An entity responsible for making contributions to the resource El Centro Hispano de Oceana; Oceana County Historical and Genealogical Society Relation A related resource Growing Community (NEH Common Heritage project) Identifier An unambiguous reference to the resource within a given context DC-06 Format The file format, physical medium, or dimensions of the resource application/pdf image/jpeg audio/mp3 Type The nature or genre of the resource Text Image Sound recording Language A language of the resource eng spa Date A point or period of time associated with an event in the lifecycle of the resource 2016 Subject The topic of the resource Oceana County (Mich.) Hart (Mich.) Shelby (Mich.) Farms Farmers Migrant agricultural laborers Hispanic Americans Account books Diaries Oral history Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Ortega, German (entrevista de audio, transcripción en Español y Traducción en Inglés) Descripción Spanish language Description entry Entrevista de historia oral con German Ortega. Entrevistado por Penny Burillo. Hart, Michigan. Idioma en Español. Junio 18, 2016. Sujetos Spanish language Subject terms Migrante Agricultura Puerta de Mangos Grand Rapids (Mich.) Cerezas Espárragos 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-06_Ortega_German Creator An entity primarily responsible for making the resource Ortega, German Date A point or period of time associated with an event in the lifecycle of the resource 2016-06-18 Title A name given to the resource Ortega, German (audio interview, Spanish transcript, and English translation) Description An account of the resource Oral history interview with German Ortega. Interviewed by Penny Burillo. Hart, Michigan. Spanish language. June 18, 2016. Contributor An entity responsible for making contributions to the resource Burillo, Penny (interviewer) Shell-Weiss, Melanie (director) Subject The topic of the resource Migrant Agriculture Hispanic Puerta de Mangos Grand Rapids (Mich.) Peaches Cherries Asparagus Naturalization Source A related resource from which the described resource is derived Growing Community (NEH Common Heritage) 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 Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng spa 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/b0f86b76b0db72f736ba9792104ffdfe.mp4 d43a5ba768ab9a59f905242786366f68 https://digitalcollections.library.gvsu.edu/files/original/dfb4c50ddbc9021644ece2f414a57197.pdf 63861cdd91672ea30241618e6dc85934 PDF Text Text Grand Valley State University Veterans History Project Fay Orvis (1:19:08) (00:16) Osceola County, Michigan-Highland Township • Fay was born a twin on December 10, 1919 • He was not expected to survive at under 3lbs • At 3 years old he moved to Greenville Michigan • His father mixed mortar for a sidewalk company • (2:17) His father was out of work due to the Depression • At 13 years old Fay was skiing and dislocated his shoulder. Without money, the doctors did nothing for 7 hours until receiving word that the county would pay for it • (4:40) Fay went to school thru the 8th grade • At 18 years old he worked on a farm driving a pair of horses who were 26 and 27 respectfully • He wasn’t paying much attention to the war in Europe at this time • He obtained a job with Gibson making crates • (7:05) Fay obtained a job at the foundry since they seemed to always have work to do even when others didn’t • They heard about Pearl Harbor over the radio. Fay was advised by his father to wait to be drafted. Once drafted, he was advised to go into the Navy (8:40) Drafted into the Navy-Spring 1942 • Fay went to the Great Lakes Training Station in Chicago • Fay chose to go to Submarine Sound School • While returning to his barracks from KP duty, he fell into the trash hole and hurt his back. He was sent to the doctors but called off to duty before it could be treated. • (10:30) Fay took a train to California. While at Great Lakes he had received basic training of marching and taking orders before separated out to different training schools. • (12:50) This was the first time that Fay was on a train. He remembered that the train had to go around sand dunes from the United States into Mexico and back to the United States and on to California to Submarine School (13:40) Submarine Sound School-California • Fay failed out of the sound school. They were taken on a WWI Submarine Tank where they were attempting to learn the sound �equipment. He failed to hear the difference between the repeater and the sound bouncing off of the bottom of the ocean. (14:40) Submarine Base-West Coast • Fay remembers the base was separated from a Marine base by a fence • Fay remembers watching the Marines and knowing he never wanted to join them • He said that the Navy fed well and you could go for 3rds if you wanted them • (17:00) Fay and his team of men were training to be minesweepers but they could have moved around to other positions if ordered by top officials. • Fay figures he was here around 5 weeks (17:50) Long Beach California • This was a waiting port till they were shipped up to Seattle Washington (18:30) Seattle Washington • Picked up a Mine Sweeper ship here. It had a wooden hull, 135 ft long, 16 ft wide, 85 tons fully loaded ready for invasion • There were 28 men and 4 officers • Living quarters were crowded • They spent a bit of time training on the ship • (20:05) Story about their ship and how they were kept back behind the other ships because the captain’s wife was aboard and pregnant. • The coast guard was sent out to train the guys how to sweep mines but had no idea how to do it himself • (21:50) The sky turned black and the ship was told to head to the southern part of the island, to the southernmost tip and stay there. Fay remembers that he could not open his eyes while looking into the wind. He was put on the hull of the ship to keep watch for the island. He was left there for 3 hours and remembered his father’s instructions on holding a ship in the wind. • (24:00) His father had sailed for years before getting married on a wooden hull steamer picking up lumber and taking it to Chicago • (25:39) This storm was just outside of Santa Barbara Harbor • (26:20) Fay’s team got a job on an oil dock. They filled ships up with oil. There was a rock on the opposite side of their dock that was named after the dock where they encountered a whale. They had to steer clear of the whale because it would capsize their wooden dock if they hit it. • (28:00) In the spring it was very foggy, this year they had to continuously blow their horn for a week straight because of the fog (29:00) Hawaii �Fay based here while the military was putting out special radar that could detect Japanese radar • Their ship held a specialist in radar at this time to use and teach how to use the equipment. This specialist stayed very close to the bow of the ship at all times. • Once in the trade winds there were huge swells that would throw you off course. • Once in Hawaii they were able to look around the state • (31:40) Fay was able to go aboard a battleship at Pearl Harbor with (4) 16 foot propellers, (4) turbines • Fay’s crew traveled from one island to the next, usually after they had been under attack • The first island they came to was about 3 to 4 feet above the ocean. Men were on the shore washing their clothes with plungers and ocean water. • The second island was a British island where they stopped for fuel. Fay was able to see sand burst for the first time on the island. There was another island visible while on this island. The men and women are kept on separate islands • (35:00) The next island they reached was secured by the time they arrived and the captain had won a movie on a bet. The men all went to one end of the boat to watch the movie and passerby boats tied up to their boat to watch it as well. • (37:00) The next island they reached had a crater with a black buoy on the right hand side. They were able to get water thru a 2-inch pipe coming from an inland lake. Here is where Fay had seen a Japanese shipwreck. • On the north side of New Guinea, there were great battles fought. The coastline had great cliffs on the edge. Fay’s company passed by here on the way to Saipan. (39:50) Sampan • Their executive officer whose cousin was executor of the island after it was taken brought their jeeps together to bring the men out on the island and show them where things were. • On the island where they were at, the Atom Bomb was kept here with guards, two wide, close enough to touch hands in order to protect the bomb. This all occurred before Fay and his crew arrived. • From here they went to Okinawa (41:15) Okinawa • Because of previous shots taken on minesweepers in the Philippines’, the crew brought a Destroyer with them for protection on Okinawa. • �• While approaching the island, the destroyer started shooting upward into the air. There was a kamikaze fighter pilot over them. The destroyer was able to distract it enough that the bomb dropped missed them and landed into the water. • (42:40) For minesweeping, the back of the ship is basically square with a wench up high holding large cables. The pulling takes the cable down about 20 feet below the water. The pulley has three wires attached as to adjust them accordingly which runs out to another pulley called a paravane. The paravane drags the wire with a cutter at the end and sometimes between also. It pulls the wire at 23 degrees. If you go beyond 23 degrees it will skip above the water or go straight down into the water. The paravane was 4 foot square with 3 curved blades welded end to end. They were contact mines, so the blades would cut any cable attached to it and the mine would pop up. • (46:00) As with contact mines, magnetic mines you had to go over before you could sweep them. They had copper cables 100 to 150 feet long using straight 8 diesel GM engine both right hand and left hand with another one for the generator both with 500 horsepower but this one with faster RPM's. It was made to run at 1370 RPM. The power would be off for 5 seconds, jump thru the water and come back into the engines then the power would go back off for 5 seconds and jump thru the water opposite of the first to create an alternating current. When the power came on at 1270 RPM, they had a 7-ton flywheel during 1372. Before it could open up it would pull that down to 700. This created a magnetic field that would set off the mine. • (48:23) The minesweeper’s hole was made of wood because the strong magnetic force was drawn toward steel. • Fay said they would report on any submarines they would locate. He remembers that dolphins could swim so fast they looked like torpedoes coming right at you. • (49:50) On one of the British islands, their monitors was reading 13 fathoms deep, but there was a coral head they didn’t see which they backed into. It completely destroyed the right hand propeller. It damaged the left hand propeller but they bent it back into place. They were able to hook up to a floating dock, which managed to locate a propeller to fix their ship with. �• (51:30) On November 10 1943 the ship hit a mine. Fay wasn’t sure what had happened at first then he was knocked out. When he came to everything was black and he thought he was below deck when actually he was on deck. When the smoke cleared he heard a man moaning under a boat and the guy had his knees cut in two. He took off his belt and made a tourniquet out of it to hold onto one of the guy’s knees. Nobody else would take off their belt to help the other leg. They brought the sick and dead from under the deck and put them on one side of the ship. Fay returned to his own ship where they waited a month to have their cylinders replaced. • (55:28) On the west side of Okinawa, Fay was on watch while the ship was sweeping. While on watch, Japanese training planes came overhead. Fay saw a big cloud of smoke and assumed they must have sunk a tanker. He said that he still remembers learning about Japanese planes while in the service. • (57:10) Fay says that he stayed pretty busy since his equipment was all five feet above the water. It was often wet so there was not much free time in his schedule although other men would play cards. • Men tended to get along well aboard ship. Calling the captains by their first name was not allowed and could be demoted because of such conduct. • (01:01:00) Fay’s first captain was a friend of the Admiral. He was also a Jew who was put on special assignment and sent over seas apart from his crew. • Fay’s captain going over to the Pacific was from Portland Oregon. • (01:05:12) Fay said he [the captain] never made it to Japan because his parents had money unlike many of the other guys (106:30) Back home in the States • Fay was back home when he heard about the end of the war • He had been working on a floating dock. During a rainstorm in Saipan the Japanese prisoners would drive the trucks back and forth to the port. The gravel would wash right out and they drivers would get stuck. A plane finally flew over there and landed. Fay took a boat out to the plane and climbed a ladder 70 feet up to the plane to be shipped home �(1:10:33) Back in Michigan • Fay came home with $800 to a lot he had bought back in 1940. He started building the same house he lives in today. He didn’t work and couldn’t get unemployment because he told them he was building a house. • (01:16:30) Fay often wonders why it wasn’t him that died during the war when many nice guys did � 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 OrvisF Title A name given to the resource Orvis, Fay (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Orvis, Fay Description An account of the resource Fay Orvis was a soldier during World War II in the United States Navy. He worked as a minesweeper during his time in the service and spent time in Okinawa and Saipan. His account describes different duties performed on the minesweeper and onshore in California and on various islands, as well as incidents involving kamikaze attacks and mine explosions. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Navy World War, 1939-1945--Personal narratives, American Video recordings Women Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-04-03 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c6bc7230ceb55943d1c0a0844b806988.jpg 79c175e680d1098e4beb25d3ef76c1a7 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_M2150 Title A name given to the resource OS2U Kingfisher observation floatplane Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource US Navy SO, OS2U Kingfisher, November 15, 1943. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-11-15 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/3970fd1a408f386b2330e392d22e040a.jpg af3993fff495cc6990c377b6902c76d9 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_MX918 Title A name given to the resource OS2U Kingfisher observation floatplane Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource OS2U Kingfisher American catapult-launched observation floatplane. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) 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/e6fa894ebb1b1667283092bf08e605af.jpg 943ace1923d451d1b3eedca43fc8272e 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_M382A Title A name given to the resource OS2U Kingfisher observation land and seaplane Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource OS2U Kingfisher single-engine scout-observation land and seaplane, circa 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947 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/e3fa71980c1ac38976064f6554a24a74.jpg 4f4f74be3f5ec2fb04d6e861263b6f55 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_I203-0032 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1968-09-05 Title A name given to the resource Oskar Hammelsbeck and Waltraut Dittrich, Heiligenkirchen, Germany Description An account of the resource Black and white photograph of German theologian and educator, Oskar Hammelsbeck, and his wife, Waltraut Dittrich, as taken in the Heiligenkirchen neighborhood of Detmold, Germany. Scanned from the negative. Subject The topic of the resource Hammelsbeck, Oskar, 1899- Detmold (Germany) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9066737782d3b64c64e1daf1674b94a5.jpg c885368aea450859351c34a7c2445ad1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_I203-0026 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1968-09-05 Title A name given to the resource Oskar Hammelsbeck in Heiligenkirchen, Germany Description An account of the resource Black and white photograph of German theologian and educator, Oskar Hammelsbeck, as taken in the Heiligenkirchen neighborhood of Detmold, Germany. Scanned from the negative. Subject The topic of the resource Hammelsbeck, Oskar, 1899- Detmold (Germany) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b68f4d5191f4c27d435e6d4604b9b728.jpg c45354a9bca4da0a86fec7e11170862f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_I203-0027 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1968-09-05 Title A name given to the resource Oskar Hammelsbeck in Heiligenkirchen, Germany Description An account of the resource Black and white photograph of German theologian and educator, Oskar Hammelsbeck, as taken in the Heiligenkirchen neighborhood of Detmold, Germany. Scanned from the negative. Subject The topic of the resource Hammelsbeck, Oskar, 1899- Detmold (Germany) Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/848138b744ec3ee00f0cb33b6a7fa7a1.m4v f50cb3e9fd0cd40ebb04e11796ff5eb0 https://digitalcollections.library.gvsu.edu/files/original/a8e912f14ef4659fc1e08eef8cb2c17d.pdf f199cc46520fb736535d37187940b6d0 PDF Text Text Grand Valley State University Veterans' History Project Allan Ostar World War II 2 hours 2 minutes 39 seconds (00:00:12) Early Life -Born on September 4, 1924 in East Orange, New Jersey -Moved around New Jersey during the Great Depression -Father had had a career in the Army -Family settled in Philadelphia and he graduated from high school there -Family had owned a candy store then went onto managing a children clothing store in Philadelphia (00:01:56) Rise of Fascism & the Spanish Civil War -Became interested in the Spanish Civil War in the late 1930s -Rose money for the Abraham Lincoln Brigade which fought the fascists -Note: Abraham Lincoln Brigade had 2,800 American volunteer soldiers -Became interested in enlisting to fight against fascism -Aware of Germany and Italy violating international treaties to support the fascists -Had to be careful about showing your support for the Republicans/Loyalists -The Soviet Union supported the Spanish Republic -If you supported the Republic then you were suspected of being communist -Felt that there should have been more public attention -Didn't know as much about Germany and the rise of Nazism -Knew about the German American Bund and Father Coughlin -German American Bund was an American party that supported the Nazis -Father Coughlin had a radio show espousing pro-German views -There were concerns that Germany was using Spain as a testing ground for its military (00:05:36) World War II – September 1, 1939 to December 6, 1941 -Noticed more public attention given to World War II as the United States prepared for war -Lived near the SKF Ball Bearing Plant in Philadelphia -Noticed more activity at the factory as America prepared for war -On September 16, 1940, Congress enacted a draft for men aged 21 years or older -Father was still in the National Guard -Family was patriotic and ready to serve the country if necessary (00:07:23) America's Entry into World War II -Remembers being in school on December 8, 1941 -Students talked about the bombing of Pearl Harbor on December 7th -Unaware of anyone enlisting while still in high school -Vaguely aware of U-Boats prowling the Eastern Seaboard and sinking merchant ships (00:09:35) College & the Reserve Officers' Training Corps (ROTC) -Went to Pennsylvania State University and joined the Reserve Officers' Training Corps -In the ROTC he learned about marching and map reading -Required to do two years of ROTC, but the second two years were optional -Entered college in the fall of 1942 -Expected to join the military either by enlisting or by getting drafted -Started off by studying pre-med then went on to studying psychology -Also took a radio course -Professor felt that he should learned a practical skill for the military �-Learned about radio technology and operating radios -Finished his first year of college (00�:12:22) Enlisting in the Army -Joined the Enlisted Reserve Corps while in college -Male students were encouraged to join -Able to stay in college until you were needed for military service -More freedom to choose the service branch -Volunteered for active duty and joined the Army -Inducted at Fort Meade, Maryland -Took tests and qualified to be a radio operator -Led to being assigned to the Signal Corps (00:14:35) Training at Camp Crowder -Sent to Camp Crowder, Missouri, for Basic Training and Signal Corps Training -Received Radio Training -Learned how to string wire and operate a switchboard in Signal Corps Training -Sent to Camp Crowder by train -Long train ride from Fort Meade -Had basic, uncomfortable barracks -During field exercises he got covered in ticks and chiggers -During Basic Training he rose early and ate breakfast -If he didn't have kitchen duty then he drilled and marched -Learned how to fire and maintain a rifle -Everyone had to do some cleaning and some kitchen duty -Adjusted well to life in the Army -Felt that the Boy Scouts had prepared him for it -Enjoyed camping and being outside -Time in the ROTC also prepared him -There was a lot of physical training -Running and going on the obstacle course -Drill sergeants worked to instill a sense of discipline in the recruits -Take orders and get tough (both physically and psychologically) -Imposed arbitrary penalties if you broke a rule -Extra kitchen duty, extra guard duty, picking up cigarette butts, etc. -He stayed out of trouble -Allowed passes to go off base -Not much to do -There were a few bars and a USO Hall hosted dances -Qualified as a radio operator -Learned about British and American radio procedure -How to communicate with the British on the radio -Didn't realize it at the time, but this was in preparation for the invasion of Normandy -Helped teach incoming recruits about British radio protocols (00:24:53) Engineer Training -Had an Army General Classification Test score of 130 (or 135) -Meant he would be sent to a college for specialized training -Very high score -For example, only needed 110 to go to Officer Candidate School -Placed in the Army Specialized Training Program to learn how to be an engineer -Sent to Colorado State University for testing �-From Colorado State he went to the University of Denver for engineer training -University of Denver partnered with Regis College to train soldiers in the ASTP -Jesuit priests were excellent professors -Great experience, but he didn't enjoy the calculus class -Received college credit -Stayed for one term -Had classes from morning until night -Allowed to go into Denver -Welcoming community -Fell in love with Colorado and the Rocky Mountains -Went on dates with local girls (00:29:40) Joining the 42nd Infantry Division -ASTP was shut down because the Army needed more infantrymen than specialists -Some men, including Allan, went to create new divisions as opposed to being replacements -He went to Camp Gruber, Oklahoma, to join the reactivated 42nd Infantry Division -Unit had served in World War I with Douglas MacArthur -Originally comprised of National Guard units from all over the country -Led to it being known as the “Rainbow Division” -Some officers and non-commissioned officers (NCOs) had served in Alaska -Experienced a culture clash between the NCOs and the new enlisted men -Most of the NCOs had only graduated high school, or had not graduated high school -Most of the new enlisted men were college educated -The NCOs had disdain for the “college boys” -Initially assigned to K Company, 242nd Infantry Regiment -Trained on the Browning Automatic Rifle -Ironic, because it was one of the heaviest weapons, and he was one of the smallest men -Transferred to Headquarters (HQ) Company, 242nd Infantry Regiment -Operated the radio for the regimental commander -Got to ride in the commander's jeep -Transferred to the Cannon Company of the 242nd Infantry Regiment -Each infantry regiment had a cannon company made up of 105mm artillery pieces -Similar to the howitzer, but smaller, more maneuverable, used for close support -The Cannon Company had a fire control center and forward observers -He strung wire between the observations posts or worked at the fire control center -Received more infantry training while at Camp Gruber -He was part of the USO Regimental Band and played the saxophone -Able to get out of dirtier, or undesirable work because he had rehearsals to go to -Visited Tulsa on passes and began dating a girl there (00:42:17) Deployment to Europe -In November 1944, some of the infantry regiments were selected to deploy to the European Theater -The 242nd Infantry Regiment was one of them -Went to New York City and boarded a troopship -Converted freighter that was capable of holding 1,000 men -Everyone got seasick on the voyage -Had submarine drills -Sailed as part of a convoy -Passed through the Straits of Gibraltar -High level of U-Boat activity -If a ship fell behind the convoy had to keep moving �-One ship fell behind and got torpedoed -Bad weather on the crossing -Spent as much time on deck as possible to help with the seasickness -Got two meals a day (00:46:11) Arrival in France -Landed at Marseille, France, in late November/early December 1944 -Sent to a camp north of Marseille -Cold, and set up on rocky ground -He'd been taught how to drive in Oklahoma, and was ordered to drive a jeep to the camp -The road leading to the camp was icy and steep -Driving a brand new jeep, he went into a skid and hit a wall -He was unharmed, but the jeep was severely damaged -Gathered equipment (00:50:04) Battle of the Bulge -Initially assigned to the 3rd Army to help with the fighting in Belgium -Got to drive a jeep north instead of riding in a truck or a boxcar -The 42nd Infantry Division was reassigned to the 7th Army -In late December 1944 the Germans threatened the Alsace-Lorraine and the city of Strasbourg -This was part of Germany's final offensive, “Operation North Wind” (Nordwind) -The division went into the area around Strasbourg in late December 1944 to help defend the city -French forces were in the city and needed assistance -Cannon Company set up on the Rhine River and fired across the river at German positions -French pulled south into the Colmar Pocket to drive out the Germans -Note: This Allied maneuver happened in the middle of January 1945 -Cannon Company sent out patrols and captured some German soldiers -He had learned some German in college and was able to serve as an interpreter -One POW showed him a leaflet that said Germany was using old men and boys -The POW then pointed at Allan because he thought Allan was a teenage boy -POWs told him that they had been told the 42nd Infantry Division troops were convicts (00:56:05) Operation North Wind (Nordwind) -Germans launched Operation Nordwind on December 31, 1944 -German forces led by Heinrich Himmler -Strike into Alsace-Lorraine to distract the Allies from the fighting in Belgium -Last major German offensive of the war nd -42 Infantry Division was part of Task Force Linden -Defended a 30 mile stretch of territory -Unprepared -Lacked artillery and tanks -Had some tank destroyers (lightly armored anti-tank vehicles) -Regiment moved north and the Germans attacked their position in early January 1945 -Faced superior German tanks -He was on the top floor of a train station directing artillery fire at tanks and armored infantry -Trying to use the 105mm cannons as direct fire as opposed to artillery -American tanks were forced to retreat -He stayed behind as long as he could to direct artillery fire so U.S. tanks could retreat -Risked being overrun and killed or captured -Received the Bronze Star for that action -Finally retreated and just before he reached the jeep a mortar destroyed the jeep -Company commander was killed during that German push �-Damaging to morale because he was one of the most liked officers -Regiment was situated on the old Maginot Line -As the Cannon Company retreated, an African American tank destroyer unit covered their retreat -Went head to head with the German tanks without breaking rank -First black soldiers he saw in Europe -Has tremendous respect for them -Finest soldiers he fought with -Cannon Company successfully pulled back -Stopped the German force attacking them -Led to the unit receiving a Distinguished Unit Citation -One man in the division, Vito R. Bertoldo, received a Medal of Honor -American forces blunted the German offensive, costing the Germans resources and soldiers (01:08:11) Advancing Toward Germany -Got refitted and replacements -Moved to Hagenau, France, near the German border -Had a close call in Hagenau -Trying to maintain communications with the forward observers and division artillery -Wires set up near a factory needed repair -He volunteered to go into the open and repair the wires -Did so under German shelling and received another Bronze Star -Americans were terrified of two German weapons: the 88mm artillery and the PPSh-41 “Burp Gun” -88mm artillery could be used against planes, tanks, and people, and as regular artillery (01:11:50) Crossing the Rhine River -In March 1945 the 42nd Infantry Division crossed the Rhine River at Worms into Germany -The 42nd spearheaded the liberation of Wurzburg, Schweinfurt, and Nurnberg in April 1945 -At Nurnberg they painted a rainbow on a wall (symbol of the 42nd) that is still there -Painted a rainbow in at least one place in each town they passed through -At Schweinfurt they were tasked with capturing an underground ball bearing factory -Allies tried to bomb the factory, but it proved ineffective -Ground forces had to take the factory, but it was surrounded by 88mm artillery -After intense fighting they took the city and the factory -Encountered Volksturm and Volksgrenadier units comprised of old men and young boys -Witnessed the mass surrender of hundreds of German troops (01:15:32) Liberation of Dachau & the Holocaust -The 42nd liberated Dachau concentration camp on April 29, 1945 -They were en route to Munich when they encountered the camp -Dachau was the first concentration camp, originally used for political prisoners -Commandant of the camp surrendered to the 42nd Infantry Division -Still doesn't have the words to fully explain in detail what he saw at Dachau -On the approach to Dachau he saw dozens of boxcars filled with corpses stacked like cord wood -Learned that they were prisoners being transferred from Buchenwald -Only a few survivors -Germans had executed most of the prisoners before they reached Dachau -Ordered not to feed the prisoners because it could kill them -Eventually went into the camp -Learned that some of the division soldiers had executed some of the guards -Healthier prisoners armed themselves with shovels and beat the guards to death -Learned the prisoners were priests, ministers, Poles, political prisoners, gypsies, gays, and Jews -Saw the crematoriums �-The Holocaust Center has asked him to go around and talk to high school students about Dachau -Tell them what he saw -Speaks with another veteran that liberated a camp and survivors of the camps -Later retraced his steps in Europe with his son -At Dachau he saw two busloads of young German soldiers -Recruits being shown the camps -Prove it happened, never allow it again, and refuse an order if necessary -The sights and smells overwhelmed him -Didn't stay in the camp because they still needed to pursue retreating German forces -There were rumors that German soldiers moved into the mountains and civilians would take up arms -Ordered to go house-house to collect weapons and capture stragglers -Approached a house in the town of Dachau and the man said that he wasn't a Nazi -Allan searched the house anyway and found a Nazi armband -Angered by how the Germans plead ignorance about the concentration camps -Parents were non-observant Jews, but the Nazis would have seen him as “racially” Jewish -Considers himself an atheist, but it wouldn't have mattered if they knew -Knew of American Jewish soldiers captured and either executed or mistreated (01:30:12) End of the War -Advanced into Salzburg, Austria, at the end of the war -Divided Germany and Austria into occupation zones -Went into Kitzbuhel, Austria, but left after it became part of the French Occupation Zone -Moved to the village of Lofer, near Salzburg -Saw the reopening of Mozart's house and theater -Watched the first performance of Mozart's music since the Nazi occupation -One man in his unit acted as the manager for the performance -Allowed Allan and his friends to watch the performance from box seats (01:33:24) Occupation Duty Pt. 1 -At the end of the war he had a lot of “points” -Needed 85 points to return to the United States -Awarded based on combat, dependents, length of service, and commendations -Had two Bronze Stars, combat time, Combat Infantry Badge, and years in the Army -Spent the winter of 1945 in Austria -One of the first to leave from his unit -Able to communicate with Germans and Austrians because he could speak German -Useful for bartering -Spoke French which allowed him to trade with the French -Traded K Rations for fresh bread and wine -Used cigarettes to barter with the Germans (01:35:18) Capture of Luftwaffe Base & Other Prizes of War Pt. 1 -Went into a Luftwaffe base near Munich and faced no resistance -Entered the commandant's office and the commandant surrendered to him, a corporal -Gave Allan his pistol, sword, and his ceremonial dagger -Had a Walther P-38 pistol and binoculars from a German officer -Hid his prizes in his jeep (01:37:18) Exploring Germany -Friend had relatives living in Ohm, Germany -He and his friend traveled to Ohm and met his friend's aunt -Stayed in the aunt's house and got to sleep in an actual bed -Visited while the war was still being fought �(01:38:40) Occupation Duty Pt. 2 -SS troops were rumored to be hiding in the mountains, attempting to regroup and resist -Sent to look for telephone wires and see if they led to SS encampments -Helped the Germans reestablish telephone lines -Never encountered any groups of SS soldiers, but was prepared to fight if necessary (01:40:05) R&R -Got a three day pass to Paris -Stayed in a fancy hotel -Got a three day pass to Switzerland (01:42:10) Occupying Austria -Stayed in Lofer, Austria, during the winter of 1945 -The people skied everywhere, and even skied to church -He and friends tried skiing -Remembers Austrian children laughing at how ridiculous they looked -In Salzburg he was billeted in a man's house -During December 1945 he came down with a terrible cold -The man gave him sugar cubes soaked in schnapps which cured his cold (01:44:15) Other Prizes of War Pt. 2 -He and a few of his friends found a stock of calvados (French apple brandy) -Supposed to turn over alcohol to the regiment for safe keeping -He and his friends took a few sips from each bottle before loading it onto trucks -Led to them getting drunk and getting yelled at by their superior (01:46:15) Contact with Home -Had few opportunities to write home -Wrote only while on R&R or during a lull in the action -Father worried when he didn't hear from Allan for a while (01:47:12) Coming Home & End of Service Pt. 1 -Boarded a truck and went to a “Cigarette Camp” near Le Havre, France -Boarded a troopship in Le Havre and sailed back to the United States (01:47:47) Life after the War Pt. 1 -Returned to Pennsylvania State University -Had college credit from Army Specialized Training Program -Graduated in two years (01:48:15) Coming Home & End of Service Pt. 2 -Voyage home was better than the voyage to Europe -Discharged at Fort Dix, New Jersey -Encouraged to join the Reserves -Offered promotion and benefits if he joined -He declined and was lightly punished for it -Menial duty and watching educational videos -Some of his friends joined the Reserves and had to fight in the Korean War (01:49:56) Living Conditions in Europe -The winter of 1944-1945 was one of the worst winters on record -Lacked appropriate clothing, and a high number of men suffered from trench foot -He would go to the rear to collect more telephone wire -Noticed rear personnel had better clothing and shoes for the winter than front line soldiers -Deeply incensing to know they had better gear than combat troops -Sergeant that served in Alaska taught him to change his socks as often as possible -Put your socks under your armpits to dry out one pair of socks while wearing the other pair �(01:52:00) Life after the War Pt. 2 -Returned to Pennsylvania State University and majored in psychology -Worked for the student newspaper and became the editor-in-chief -Met his future wife who was a journalism major working as the news editor -Spent a lot of time together -He took some journalism courses, but never decided to major in journalism -Interested in mass communication and the psychology of communication -Joined the National Student Association and became an officer in Madison, Wisconsin -Part of CORE (Congress of Racial Equality; Civil Rights activist group) while in college -Led a campaign to integrate barber shops at Pennsylvania State Univeristy -Sent to the University of Wisconsin in Madison, Wisconsin, for the National Student Association -Got into national public relations for the National Student Association -Started a national student newspaper -Worked closely with the University of Wisconsin -Continued his graduate work at the University of Wisconsin -Great experience -Worked with national media (Time, CBS, and NBC) -Wrote op-ed pieces for New York Times -Became the Director of Communication Services at the University of Wisconsin -Did that for ten years -Produced a video with a “kinescope” (video recording device) -Video for college course on American Government for American servicemen -Part of “correspondence courses” (precursor to online courses) -After Sputnik he was prompted to go to Washington DC for the University of Wisconsin -Went to New York City for the University of Wisconsin Interview ends abruptly @ 02:02:37 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_OstarA1935V Title A name given to the resource Ostar, Allan W (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-31 Description An account of the resource Allan Ostar was born on September 4, 1924, in East Orange, New Jersey. He went to Pennsylvania State University in fall 1942 and joined the Reserve Officer's Training Corps, then joined the Enlisted Reserve Corps. He volunteered for active duty and was inducted at Fort Meade, Maryland. He received Basic Training, Radio Training, and Signal Corps Training at Camp Crowder, Missouri, then was selected for the Army Specialized Training Program. He received Engineering Training at the University of Denver and Regis College until the ASTP was disbanded. Allan then received orders to go to Camp Gruber, Oklahoma, to join the 42nd Infantry Division. He was initially assigned to K Company of the 242nd Infantry Regiment, then transferred to Headquarters Company, before winding up in the Cannon Company. In November 1944 the 42nd went to New York City for deployment to Europe. They arrived at Marseille, France, in late November/early December 1944 then traveled north to help the French defend Strasbourg and the Alsace-Lorraine. During "Operation Nordwind" he received a Bronze Star for staying behind to direct artillery fire and another Bronze Star in Hagenau. In March 1945 he crossed the Rhine River into Germany, and took part in the liberation of Dachau on April 29, 1945. At the end of the war he entered Austria, and served in Austria as part of the occupying force. He left Europe in late 1945 (or early 1946) and was discharged at Fort Dix, New Jersey. Creator An entity primarily responsible for making the resource Ostar, Allan W. 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 World War, 1939-1945--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/291680f078bb780dc1e84118d413031c.jpg 22d1eef0c61b686a3b21b2a7caf78486 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 OsthrootNathalie Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Osthroot, Nathalie Description An account of the resource Nathalie Osthroot, Sociology 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/f7a22b863854287a3670d6d54505fab8.jpg 54ece3776bf1bc06652c9a73fe77d171 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_FilmPacks_4_011 Date A point or period of time associated with an event in the lifecycle of the resource 1937-03-20 Title A name given to the resource Ostia Fig. 38 Description An account of the resource Black and white photograph of the ruins at Ostia. A large stone building with an arc entranceway is visible with a man standing outside the building. Subject The topic of the resource Ostia (Extinct city) Archaeology Archaeological sites 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/6d7ff6e6b5962e781e6cf0d5109c7876.jpg 1120f75d63f8cab3cc815e5c9752a605 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_FilmPacks_4_012 Date A point or period of time associated with an event in the lifecycle of the resource 1937-03-20 Title A name given to the resource Ostia Latrina Description An account of the resource Black and white photograph of Robert H. Merrill standing in front of a stone wall in the Ostia Latrina. Subject The topic of the resource Ostia (Extinct city) Archaeology Archaeological sites 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/06cf88bf5d392db4063989a9d2bba9e5.jpg 65b3220355228d24ffef21153daa8d7f 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_FilmPacks_4_010 Date A point or period of time associated with an event in the lifecycle of the resource 1937-03-20 Title A name given to the resource Ostia River Tiber Description An account of the resource Black and white photograph of the Tiber River from the shore. Two people are visible walking along the shore, and two boats can be seen on the river. Subject The topic of the resource Boats Tiber River (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/749c314ae209aebc0e22928c99aef4f1.jpg 15f5139ac56aae68797699a1f77213ce 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_LS00365 Date A point or period of time associated with an event in the lifecycle of the resource 1937-03-20 Title A name given to the resource Ostia: Entrance to Horrea Epagathiana Description An account of the resource Black and white lantern slide of the entrance to the Horrea Epagathiana in Ostia, Italy. Subject The topic of the resource Lantern slides Ostia (Extinct city) Horrea Ruins 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/ccec511d12894608c5b73eba0657ed71.jpg 2e749c7cd3c7b940670a325270393717 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_LS00370 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 Ostia: Forum Description An account of the resource Black and white lantern slides of the ruins of the Forum at Ostia, Italy. Serie Artistica No. 6984 Subject The topic of the resource Lantern slides Ostia (Extinct city) Ruins 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