859 24 26018 https://digitalcollections.library.gvsu.edu/files/original/ebd9aa57fd0595ea3b3caaa49f8f6fd5.jpg 0bc2948f0164e9fd58e6b79047fee717 https://digitalcollections.library.gvsu.edu/files/original/1f66d8fff66a3ffe8cdaf64a1df34507.jpg 4f1961331551bad923370a4b148a06b5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1804-1897 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sailor with flag and ship Description An account of the resource Design of sailor with flag, ship, and woman. Design in full color on white envelope. Identifier An unambiguous reference to the resource within a given context RHC-49_PE065 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Subject The topic of the resource United States--History--Civil War, 1861-1865 Postal service--United States--History Covers (Philatety)--United States--History Patriotic envelopes Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War patriotic envelopes, (RHC-49)</a> Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/13a71ebca4c813dcfc044520ec59484f.jpg bf957d97688d3e15dfc6e811f59cd7a5 https://digitalcollections.library.gvsu.edu/files/original/bffb2cea300ff59e53e64066fc2336db.jpg 809f6217f07617e0b8954c10e8788022 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Civil War and Slavery Collection Subject The topic of the resource United States--History--Civil War, 1861-1865 Slavery--United States African Americans United States--Politics and government--19th century Description An account of the resource A selection of correspondence, diaries, official documents, photographs related to the American Civil War and to the institution of slavery, collected by Harvey E. Lemmen. The collection includes a selection of documents from ten states related to the ownership of slaves and abolition, correspondence and documents of soldiers who fought in the war and from family members and officials, diaries and letters of individuals, and a collection of mailing envelopes decorated with patriotic imagery. Creator An entity primarily responsible for making the resource Lemmen, Harvey E. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/472">Civil War and Slavery Collection (RHC-45)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/470">John Bennitt Diaries and Correspondence (RHC-43)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/471">Nathan Sargent Papers (RHC-44)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/478">Theodore Peticolas Diary (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War Patriotic Envelopes Collection (RHC-51)<br /></a><a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/479">Whitely Read Diary (RHC-52)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 1804-1897 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg; application/pdf Language A language of the resource eng Type The nature or genre of the resource Image; Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1804-1897 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Sailor with flag and ship Description An account of the resource Design of sailor with flag, ship, and woman. Design in full color on white envolope. Identifier An unambiguous reference to the resource within a given context RHC-49_PE068 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Subject The topic of the resource United States--History--Civil War, 1861-1865 Postal service--United States--History Covers (Philatety)--United States--History Patriotic envelopes Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/476">Civil War patriotic envelopes, (RHC-49)</a> Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b0ea81e4a12b29a4e3a2375aa76c53ca.jpg 88556d59d424c074d48a9b2860bc224c 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_NE_62_1926_008 Date A point or period of time associated with an event in the lifecycle of the resource 1926-02-16 Title A name given to the resource Saint Pierre, Martinique Description An account of the resource Black and white photograph of a group of people walking on a dirt path through overgrown ruins. "Saint Pierre, Martinique 1926-2-16." is written on the bottom of the image. Subject The topic of the resource Saint-Pierre (Martinique) 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/d4405fc31fcca334d3c3b6cc7a3025f3.jpg c0e4a4b204d0473ef2aebe66d342ea12 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 Decorated Publishers' Bindings Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings Description An account of the resource From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown. Source A related resource from which the described resource is derived Seidman Rare Books Collection Michigan Novels Collection Regional Historical Collection Lincoln and the Civil War Collection 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 2017-08-30 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>, <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 DC-01 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 Seidman Rare Books. N8080.W32 S246 1899 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-01_Bindings0448 Title A name given to the resource Saints in Art Description An account of the resource Binding of Saints in Art, by Clara Erskine Clement, published by L.C. Page and Company, 1899. Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing Pictorial bindings 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 Date A point or period of time associated with an event in the lifecycle of the resource 1899 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/5c6b729720fe2d1dea1a187de5320268.jpg b8333b598f81f7f78d8a09d90e352c06 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_681 Title A name given to the resource Saipan class light aircraft carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Saipan class US CVL (light aircraft carrier), April 1, 1953. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4e28f38bbd9766c0de037b79beaa1106.jpg 71dd928505874cfce9fc1df7873a3b98 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_676 Title A name given to the resource Saipan class, large aircraft carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Saian class, US CVL (large aircraft carrier), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7c65ccfd6578bbbd0b09472e2424e3e3.jpg b9c088391e2dc83e92d34c7d94f35eca 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_677 Title A name given to the resource Saipan class, large aircraft carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Saipan class, US CVL (large aircraft carrier), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f028f49a1b79fc33e0ec3cf9bbd6ff66.jpg 15749e88dac6f8401652c4380f6eaace 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_678 Title A name given to the resource Saipan class, large aircraft carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Saipan class, US CVL (large aircraft carrier), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/77323eb106a57c2ff966d33f38047b24.jpg d681bcc0d5e8103ecbb54ba7c54688fb 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_679 Title A name given to the resource Saipan class, large aircraft carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Saian class, US CVL (large aircraft carrier), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/df4f91a774abded7af9e66adef4fde48.jpg 3e57902047c8a41f07ba98d991e5b9f4 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_680 Title A name given to the resource Saipan class, large aircraft carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Saian class, US CVL (large aircraft carrier), October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e236cba862af13f81827efba7f34ec92.jpg 3bf8b0ad758b754e7db9807c66e66bfd 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_X682 Title A name given to the resource Saipan class, small aircraft carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Saipan class, US CVL (small aircraft carrier), September 1, 1953. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/da66908e136d51dc4d79027a46e7e3d5.mp4 21f75a0ad3fef6089d6e16de01b97bf2 https://digitalcollections.library.gvsu.edu/files/original/ec871d930876ce3cc4f393ff2a481c2f.pdf 0204a1a3ed534e6dd5d1516f7f3bac43 PDF Text Text Saladin, Philip Grand Valley State University Veterans History Project Interview Name of War: Iraq War Interviewee’s Name: Philip Saladin Length of Interview: (3:05:31) Interviewed by: James Smither Transcribed by: Chelsea Chandler Interviewer: “Okay. Start us off with some background on yourself, and to begin with, where and when were you born?” Okay. My name’s Philip Saladin. I was born in Bayonne, New Jersey. January 19, 1982. Interviewer: “Okay. Did you grow up there, or did you move around?” Yes, I grew up, I guess, up to after high school in Bayonne, but I traveled back and forth. Had family throughout the state. Interviewer: “Okay, and what was your family doing for a living when you were a kid?” When I was a kid, it was—I remember my mom being home and my dad working all the time, and pretty much one of those families just parents working and… Interviewer: “What kind of job did your dad have?” Factory. Mom—And my mom worked—She eventually worked in a factory too, but a lot of the time it was my mom at home. And then we had a huge family, though. I have five brothers, two sisters. Interviewer: “All right. Okay, and when did you finish high school?” 2001. (1:02) Interviewer: “Okay. All right, and then what did you do when you got out of high school?” I was playing football—I was an athlete—so I went to college. I gave that a shot. I lasted all but a year, and then… Interviewer: “Okay. What school did you go to?” Western Connecticut State University. Interviewer: “Okay. All right. Now how did you learn about 9/11, or where were you when that happened?” �Saladin, Philip Oh, that’s a—I—That’s a good one. I remember that day like right now. I was in college. Was driving to class. I had a morning class. I’m driving, and the news is already going. Something’s happening, and I’m like, “Okay.” So I stop at the chow hall, get breakfast, and as I sit down, I look up. You know, the image that everybody remembers—bam, second plane crashing—and I was just like, “Okay. Something—” You know. “Something’s going on.” You get that feeling. You just know it then. And I go to class. Five minutes into class, teacher’s like, “Everybody leave.” So, you know, I go back, and I’m in Connecticut. My whole family’s in New Jersey, so—And, of course, cell phone reception is out. I can’t get in touch with nobody, and so me and a friend of mine was like, “Okay. We’re going to drive home this weekend.” As you imagine, the bridge—Everything is just—Military all over, everything is shut down, and it’s like, “Okay. Are we going to get home this weekend?” (2:15) But eventually they were letting traffic through the bridge, and, you know—And I finally got home, but I—Crazy. One of the most imprinted images of my [?]. It’s—Besides the airplane crashing—Is when I was driving over the George Washington Bridge. You know, and I grew up there. I seen that image. Or I lived—My brother has a house across the street. I could see the Twin Towers from his porch. Coming across the bridge you just see dust, and it’s just—It’s—It was—I wanted it to not be real. I’m like, “No.” This is, you know, one of those situations, and then, you know, weeks go by, a couple days go by, whatever. And then it starts sinking in. You’re like, “Oh, wow. This is real.” And yeah. Interviewer: “All right. Now I’m going to ask a side question. Your last name is Saladin, which is of Arabic origin.” Yes. Correct. Yes. Interviewer: “Is that part of your background, or is it a black Muslim thing, or…?” I think it’s—I’ve been trying to look into it a little more. My dad said that my grandfather is from Egypt originally, but my mom and dad and all my family that I know are all from Dominican Republic. So I guess my grandfather moved to Dominican Republic, met my grandmother—But information about my grandfather is limited to none. My grandmother passed away, so it’s word of mouth. And, you know, it’s not easy stuff to find, so—And then that was another thing. When I went to Iraq, that was a pretty cool thing. Everybody saw my last name, and that—I got to find some good information out there about that, so it was pretty sweet and interesting. And then even as a kid growing up—When I was doing, you know, history at that time in grade school, they were still talking about—I seen my last name in a book, and I’m like, “Oh, that’s so cool.” You know, and then that kind of got my little bug going on that one. (4:04) Interviewer: “Okay, but you didn’t really identify as Middle Eastern, per se, or Arabic ever?” No, I’ve never—You know, never—As a—Just—Only thing in common is just the last name. Interviewer: “Right. Okay. All right. Now you don’t join the Army until sometime afterward. So you go to college for a year, and that does not work out particularly well. So what do you do next?” �Saladin, Philip Well, I always had the bug for the military. My brother was in the military during the initial— The Kuwait—The invasion. He was there, and he did a small stint. He did it more for college purposes, and then—But I just always had it, and then I tried to join when I was in college. But I was still unsure what I was going to do, so I never fully committed. And then I left college, and I became a car salesman out of everything. And I’m a car salesman. It’s about a year or so in— maybe a little bit more—and, you know, it’s like I was bored. I just—It wasn’t what I saw myself doing, it’s not what I wanted to do, and it’s—I say it’s funny. It’s a coincidence or whatever it was. A friend of mine thought it was a joke. He had bumped into a recruiter in the street. He’s like, “Yeah, I’ve got a friend who wants to join the Army.” He sends the recruiter to my job. I guess he didn’t think the recruiter would show up. Sure enough, I’m selling cars, and this guy’s like, “Hey, are you Phil?” And I’m like, “Yeah.” And I thought he was going to buy a car, so I’m talking to him. Next thing I know, I’m like, “Sure.” I’m taking the test, I’m at MEPS doing some paperwork, and then I got a date. And I was like, “Hey. I’m joining the infantry.” Yeah, it was awesome. Interviewer: “All right. Now as you were doing the testing and the paperwork and stuff, were they asking you what kind of specialization you wanted or training or…?” There was a—I had a—I really—I didn’t know much about the Army, or I don’t want to say I was super into it. I knew about different jobs, but I was—I wanted to fight. I was just like, “Okay. That’s what I want to be.” I sat down, and I’m sitting in the recruiter’s office. And this guy walks by, and he has this badge on his chest. And it’s a Combat Infantryman Badge, and I was just like, “What is that?” Dude’s like, “Oh, that’s a Combat Infantryman Badge. You get it if you’re in the infantry.” And I was like, “Well, that’s what I want to do, so…” (6:18) And they had this giant book of jobs. I took the test, and they’re all like, “These are all your jobs.” I was like, “Is that one on there?” They’re like, “Yeah.” I was like, “I want that.” It was like, “You sure? They’re—” And he was kind of trying to talk me out of it. He was like, “There’s so many other jobs there.” And it’s funny. He even recommended to me. He’s like, “I’ve got a friend in the Air Force that—I could get you into the Air Force, and you’ll probably like the Air Force more.” And I was just like, “Do they have infantry?” He was like, “No.” I was like, “I don’t want to do it.” So that was my mindset, and I guess it must have been—You know, high school—I played football and wrestling, and I was just always that—Just had that—I guess, that mentality, and, you know. And I went, and I initially joined the National Guard. And I’m in—And literally three days into basic training I was like, “I want to go active duty.” I was like, “This is—” Interviewer: “Okay, so initially when you sign up, you sign up for the National Guard, and then one of the things they do with the Guardsmen is they then send them off for Army basic training. But then, as a Guardsman—Okay, after that, you would normally go home.” Correct. Interviewer: “Okay. Now—So when do you report for basic training?” �Saladin, Philip So it was September. I reported to basic training. It’s a little process. They flew me in. You know, they flew me out to Georgia. In Georgia, you’ve got a whole bunch of brand new guys. Don’t know nothing. They throw you in a school bus, you’re on a bus for a couple hours, and then soon, you know—You’re, you know, pulling into a base. And then, “Hey!” You’re— Interviewer: “Okay, so they fly you—Did they fly you to Atlanta?” Yeah, so, I guess, depending on where you’re from—But everybody—The central, final airport is Atlanta, and then Atlanta—They’ve just got the buses lined up, and then—And it’s weird. It’s an airport within its own because you come in, you land, you do all the stuff, but that’s where it ends. (8:04) As soon as you come out the check-in, it’s their own little area. You get your bags and then straight to the buses, and it’s like you’re separated from everybody. And then, you know, at this time you’re new, so you don’t know. The military still hasn’t kicked in, but in your head it has. You’re—Well, you know, and then—So you’re there, and you meet people. You’re on a bus, and they just drive it. And it’s—Tinted out bus, so… Interviewer: “Okay. Now what base are they taking you to?” Fort Benning, Georgia. I was going to Fort Benning—good, old Sand Hill—and you get there. We first get to the reception. I think it was 150 or—No, that was my unit in basic. I—I don’t— Whatever they called the reception in Benning. So we’re there. You’re there for a week processing, getting your clothes—you know, everything—and just sort of waiting to get the—I guess, the next class to open. Then, all of a sudden, bam. Your drill sergeant’s calling. Interviewer: “All right. Now what kinds of people were going in when you did?” Oh, it was a mix. I—When I tell you—I thought growing up in New Jersey in that area and New York that I knew a wide variety of people. Oh, no. I got there, and it was just like, “Man.” You meet—If you think of a personality, you’ll meet that person there. It’s every walks of life. It’s interesting too at that time. What? 2005. I’m meeting people. They’re like, “Oh, you’re the first colored person I’ve ever seen.” You know, and it’s interesting. You know, you don’t think that in your head. You’re—You know, you’re—By this time you’re like, “Oh, yeah, everybody’s—” You know, you pass them, but it was like,“Yeah.” It was like, “I’ve never—” And it wasn’t in a malicious way. It was like, “I’ve never—” Like, “I’ve never seen somebody.” “Hey. What’s up?” And then—But you discover so much stuff. That’s where I first found out about the Confederate flag. (10:07) Me growing up from New Jersey—I see a Confederate flag. I’m like, “Oh, that has to be something racist.” You know, so I see this kid. He’s got this giant, full back tattoo of a Confederate flag, and I’m looking. And I’m like, “Great. This is who I’ve got to bunk next to.” And the guy turns around, and we’re just staring at each other. And he was like, “I’m not racist.” And I was just like, “Are you reading my mind?” I’m like, “Does it say it on my head?” And he’s like, “You’re looking at my tattoo.” He’s—And I was like, “Okay.” And then we started talking, and we ended up becoming best friends. We talked, he explained it to me and everything, and I was like, “That’s so awesome.” Broke down to me how—“No, it’s like, you know—We have our small, little community. This is what we believe in. This is what it’s about.” And I was like, “This stuff is awesome.” And then you start meeting more people like that, and then, you know—And then you also meet some special people. You’re like, “Wow.” Like, “I �Saladin, Philip know why you’re here.” And—But even those people—When you talk to them, you’re like, “Yeah…” But then when you’re out there doing stuff, you’re like, “All right. Yeah.” Like, “We’re all here for the—” At the end of the day, we’re all here doing the same thing. And it’s weird how. It takes a little—Couple weeks, but once you’re in—How that brings you, you know—Somebody—You probably just got into a fistfight two days ago, and the next thing you know you’re sleeping in a muddy hole with him. Like, “Come on, dude. Get closer. Keep me warm.” Interviewer: “All right. Now what—So you do your battery of tests, and you’re kind of sitting around. Do you spend—Now in that first week when you’re processing, are they keeping you busy with one thing or another?” They—Yes and no. It’s almost busywork. The physical training was minimal. It wasn’t a scheduled—It was minimal. I think they purposefully feed you. They’ve got this—The lunch is this great spread, you know. You’ve got your ice cream, snacks, and everybody’s in there eating pizza. And I think they do it on purpose. Like, “Okay. Here. Enjoy this because, you know, you’re not going to have this for a long time.” (12:03) So they—And me? I was—Knew a little bit from, you know, just family and people I knew, so I was like, “I’m just going to, you know, keep it easy.” I was already a little heavier—on the heavy side—so I was like, “I’m going to try to—” So we’re doing that, and it’s a lot of class. You know, it’s like, “Okay. Come to this orientation. We’re going to—” It’s a lot of like, “We’re going to read about this weapon system. We’re going to teach you this. We’re going to teach the super, most basic basic of the basic things that is not going to get your head chewed off when you first show up.” That’s it, and then a lot of it was like, “Okay. Clean.” A lot of cleaning, sitting around. If you were sitting around, be reading. Be—Just doing something productive was the thing. If we didn’t have nothing scheduled, do something productive because then they’ll find something to do, and that was, you know, what you wanted to avoid. Interviewer: “Okay. All right. Now when you actually start the training cycle, now what are you doing?” Okay. Now it’s almost a crawl, walk, run phase. You start—Basics. You get to your room. “This is your canteen. This is your canteen cup. This is your gear. It goes on your gear like this. This is how you wear it.” So pretty much you first—The first week, I would say, is the standards. You’re getting shown the standards. “This is how you have your closet. This is how you have your bed made. This is how we expect everything to be.” So it’s a consistent drilling of, “This is—” And then, after that first week, they kind of slack off a little bit, and now you’re a lot more responsible for your stuff. Like, “Okay.” Like your shoes. “Oh. How come your shoes—” You know. Then you start feeling the problems. Okay. Like, “You guys are not looking—” You know. “You’re not keeping the standard.” We start doing the physical correctness and all that, and then—But at the same time, you’re learning. You know, it’s like, “Okay. Here’s this rifle. Take it apart and put it back together as fast as you can.” You know, some people do it in thirty seconds. Some people do it in ten minutes. You know, it’s—But—And it’s like, “Okay. You couldn’t do it in ten minutes. You’re going to start knocking out pushups.” Okay. Now you’re like, “I don’t want to do pushups again. Let me get this together faster.” And— �Saladin, Philip Interviewer: “Okay, so you mentioned physical correction. They’re not hitting you, but—” (14:03) No, no, not like that. Physical fitness, I would say. Interviewer: “You’re doing pushups and things.” Yeah, and—But it, you know—In the moment, you’re like, “Ugh. Why am I doing this?” But then now I look back. I’m like, “It worked. It definitely worked because, you know, you don’t want to do pushups all day.” Interviewer: “All right. Now, I guess, how hard did they ride you?” At first, discipline-wise, they rode you. Because, you know, you came in there, you had this street mentality, you know. It’s—So man, it was like, you know, “Head and eyes forward. Don’t talk unless you’re spoken to.” Like, “I don’t want to hear a peep. You’re going to sit there for three hours and clean your weapon.” Or, “You’re going to learn this.” Or, “You’re going to learn how to read a map.” It was discipline. It was like when they say they break you down to build you back up into a soldier, they—Yeah, they strip you from any ego you have. Everything is gone. You think you’re good at something, or you know everything? No. It gets taken from you, but then you just—Then you start learning everything, and it’s like, you know, you thought you knew how to walk a certain way. You know, you come in there like, “Well, now I’m being taught how to walk?” You don’t think that, but that’s how it is. Like, “No. Thirty inches. Hands like this.” You know, and then—And at first you’re like, “I’m never going to do all this.” But then you start seeing—Little by little, it just, you know—It starts clicking, and—But definitely— The discipline is—The first three weeks it’s there. You have a constant drill sergeant with you at all times. You’re never left alone. There’s a task always if—Even at nighttime. You know, two people up. It’s always something. There’s always a task and purpose, and then every phase they lighten up. But they always leave it hanging over you that they can bring you back to—They call it “red phase”. That was like, “We can go back to red phase really fast.” And, you know… Interviewer: “Okay. Now how long was the basic training itself?” When I went, it was thirteen weeks and—It was either thirteen weeks or fifteen weeks. I want to say thirteen weeks and five days or three days. Some weird thing like that. (16:09) Interviewer: “Yeah. Okay. Now how large was the unit that you actually trained with?” It was—in basics—a little different from the standard units, especially at Benning, because your typical soldier goes basic one place and then specialty training somewhere else. In Benning, you stay all there for the whole time, so we had, you know, usually a company. You have three platoons. These companies were, you know, four, five, six. They were oversized, but it was probably—It was Fox? We had—Oh. We had four platoons, so… Interviewer: “About how big was a platoon?” �Saladin, Philip I want to say we had—What? We would say, in basic anywhere from forty—Between forty and fifty starting, but then, as basic goes on, we—I think we graduated with maybe twenty something people. We lost probably fifty percent of our class. Interviewer: “Okay. Yeah, that is, in fact, where I was kind of heading with that line of questioning. You get a lot of people who have come in and enlisted, but then an awful lot drop out. Now what kinds of things knocked them out?” It’s—A lot of stuff —Different kind of—One is physical. Some people get, you know, stress fractures, break an ankle, something, and they’ll get rolled back. So they’ll just either get— depending on how far along we were—So let’s say we were on week nine. Instead of them getting thrown into week one of the next group, they’ll just hold them, recuperate them, and then they’ll be able to start week eight or nine with the next group. But if it’s a discipline problem, you’re going to week zero. You’re going to week zero no matter what. We had a guy—a week before graduation—Guess where he went. Week zero. Because he went out on pass and got in trouble, so—But then you have people that ran away, and that’s a whole other amazing thing in itself. You’re like, “Why?” You know, we had a few AWOLs, and I’d say probably three or four of them. But—And they would make examples of the AWOLs. It was—Because they would get caught, you know, because you’ve got somebody in the middle of Savannah, Georgia who’s from North Dakota or something. He’s like, “Oh, I’m going to run away and go somewhere.” And you’re this private who—Everybody probably within two hundred miles can spot you. Like, “That’s a private running away.” (18:24) And then you’ll see them two days later in the back of an MP car, getting drove in, and it’s—But, you know, some of them got out. Some of them got recycled. Interviewer: “Okay. Now did some of them just quit?” Yes, yes. You had people that just refused. Like, “No.” You know, and then it’s like, you know, besides from physically grabbing them and dragging them out of the room, which, you know, the drill sergeants can’t do—They were just like, “No. I’m not—I’m just—This is not for me. I’m not doing it.” And then, you know, they’d—Somebody would come, they would take them, and then we wouldn’t see them again. So I don’t know if they got recycled, they got sent away, or what it was, but we had two people that—Then they call them, I guess, “failure to adapts,” and they just ran them out. But… Interviewer: “Right. Okay. Now how long do you think it took you to adapt? I mean, was there a point when you kind of understood—while you were still in basic—what was going on and just rolled with it, or…?” Yeah. I would say—I thought it—For instance, it was almost a two-step process for me because when I first got there I thought I knew it. I was like, “Okay. I’m just going to go, I’m going to shut up, and I’m just going to do what I’m told. And I’ll survive.” And I was like, “That’ll make me through it.” But, you know, they just had this thing of picking out the people who were just trying to play the shadows and not get in trouble but not do too much, and that was just what I was trying to do. And I had a drill sergeant that, you know—I guess he just wanted to encourage me, and he would call me out now and then. He put me in a leadership �Saladin, Philip position, and, you know, I never—You know, I grew up in a city. (20:01) I had never held a weapon, and I’m like, “Okay.” You know, I can’t embarrass myself right now, you know, so I don’t know. So—And I failed. It was a—We were doing a—Almost a base operation, and I think he knew it. I think he did it on purpose because he knew that I’d kind of been playing it back, and I was doing just enough. So he put me in this position, and I completely dropped the ball. I didn’t have my sectors of fire correct. It was—But he set me up. I—To this day, I say he set me up, but it opened my eyes. And I was just like, “Okay.” And then he made me understand the picture. Like, “Okay.” Like, “Yeah, you may know what you’re doing, and that’s it.” But he showed me how everything was just—Came together, and then I was just like, “Okay.” Then that kind of started that wheel rolling, and I was just like, you know, “Click.” And then it started clicking and clicking, and I was—And I started looking at everything from more of a leadership position and, you know, more than just being an individual person. When I saw it as a group— And I’m like, “Okay. This is not just—” You know. “I’m not graduating.” Like, “The class needs to graduate.” And things went a lot easier. And things went a lot easier, but I tell you what. It was a process, and I’m kind of glad I went through it because I had to—It was a huge ego check for me because I was like, you know, “I know this. I’m tough.” You know, whatever. It was just like, “No, you’re not. You don’t know nothing.” Like, “Here you go.” Interviewer: “Okay. All right, so you get through the end of this. Now do you stay at Benning for infantry training, or where do you go?” Yeah, so usually what they do is when you’re done with your—I think it’s the first three or four weeks were considered the—Or six weeks were considered the basic training, and then we would go—So instead of us getting shipped off somewhere else, our drill sergeant was like, “Hey. We’re going to celebrate your graduation from basic training.” You know, and they were just like, “Okay. Turn around. Hey. Guess what? You’re in AIT.” So we stayed in the same exact place. Interviewer: “Okay, so it’s Advanced Individual Training at that point.” Yes, and then—Now that’s when it got fun. (22:05) The physical—And I don’t want to say it got relaxed. It’s more, I think, we were just already conditioned, and we were—It felt easier to us, so the PT was easy. We were to the point where we would go—On Sundays, it was considered our downtime. We were doing PT on Sundays for ourselves, so we were—Physically, we were pretty good, and then we started doing all the infantry tactics. Learning how to do ambushes, learning how to react to an ambush, platoon attack, squad attack. You know, the infantry tactics—all our battle drills—and that was the stuff where I was like, “Okay. This is why I joined.” You know, we get to get—We don’t just have the basic M4. We get to put the little lasers on it and the optics and throw the grenades and play with claymores, and it’s—And I’m like, “Okay.” You know, and—But the—And as the ball was rolling, December came along, and in Benning, you get a Christmas break. So it was—And you’re forced, so I was like, “Ugh.” So we got to home. It wasn’t bad, but we got to go home for—It was two weeks, but when we came back, it was just horrible because it was almost like you’re in the mood. You know, and you just got snapped, so it’s not—You’re starting at week zero, but you’re not week zero. So that was an interesting one. �Saladin, Philip Interviewer: “Okay. Yeah, so you get to relax for a little bit, and then have to snap back to attention essentially and go back.” Yeah, yeah. Interviewer: “Okay. Now, of course, you’re doing this now at the end of 2006 and going into 2007, so we’ve been in Iraq now for several years. To what extent was the training you received geared toward the Middle East?” Oh, it was—I want to say—I don’t want to say primary, or that was the sole objective. But it was probably, say, eighty-five percent of the training because we still did out in the woods. Besides urban training, we did other, you know, land nav and stuff like that, but there was a heavy emphasis on urban combat pretty much. (24:04) Because Iraq was kicking off, and that was a huge—And I think,—At that time was the—No. Was it—No, that was right before the—That was a little bit before the surge, but the numbers in basic? It was mad. The drill sergeants. I remember the drill sergeants saying a lot. Like, “The numbers are a lot higher, and they’re like the summer’s when it’s the highest.” And the winter numbers were matching the summer. They just had recruits flowing through there, so it was a little faster pace. But we got through a lot, and it’s—And I liked it because I like that urban stuff. And we did—We ended up knocking out a week of drill and ceremony. Instead of doing that, we got to do some urban tactics, which is awesome. I’m like, “Who would rather not go clear a building than march?” You know. Interviewer: “Okay, so they teach you sort of physically how to operate in an urban setting. Do they give you any kind of cultural training or orientation?” No, not in basic training. I don’t know if now they do that, considering how long we’ve been there, but it would definitely be a—You know, a smart thing to do, but when I was there, they— It wasn’t, you know—They—But when you get to your individual unit, they did that a little more, but at basic it was more of a—Even in tactic-wise, it was the overall. They never got into it, and they just, you know, maybe—Step A and B is the furthest they got. They never got too deep into anything. Interviewer: “Okay, so these are really still kind of combat problems for you. How to physically fight in these different kinds of environments and what to do with the weapons and maneuver.” Yes, yes, yes. Mentally training how to enter a room and, you know, raise your weapon without thinking about it. That’s just second nature. That’s the stuff they drill into you. Memory. Muscle memory. Learn to keep your weapon on safe until you do this. That’s the stuff. The basics pretty much. Interviewer: “Okay. Now were your instructors people who had been to Iraq or Afghanistan?” (26:06) Yes, yes. I had one instructor. Great guy. He—I would say—I had three instructors. Two of them were huge impacts that I still—And then one of them—He was actually—I’m pretty sure you’ve �Saladin, Philip probably heard of it. The—It was in Afghanistan. Battle of Anaconda, I think it was. Pretty much—He was pretty much part of the Spearhead Force with the 10th Mountain Division, and he was, you know, just—The training and tactics and the stuff he was telling us was just—I loved it, and they—Of course, he would give us the stories too from his time, and, you know, just the knowledge. And, you know, he would tell us like, “When I went through basic, it was nothing like this.” You know, and then he had that experience, and I don’t know when he went through basic. But he was—You know, he was a Sergeant First Class at that time, so he had to have over, you know, ten, twelve years in the military. So—And I’m like, “ Man, this guy knows.” And he’s telling me like, “Stuff’s changing.” And hearing that from him and just seeing that they’re applying it to us—He’s like, you know, “Because this is how we used to do it, but this worked for us when we was in Afghanistan. This was being—And turned into doctrine.” And then it was good because I started seeing stuff like that flowing in as it went on. And more of the drill sergeants were from combat deployments. You started seeing that, which was good because when I get to units, I had stuff that some people were just like, “Oh, okay.” And it’s—It helps you a lot as a private. Interviewer: “All right. Now when do you actually finish then the AIT?” I graduated—It was December—I think it was February. Yes, because I was in basic for my birthday. I remember that. So February. Interviewer: “All right. Okay, so February of ‘07. All right. Now do you get assigned to a unit from there?” I went actually back home to the Guard because they couldn’t do none of my paperwork while I was still in. I had to report to my unit in New Jersey, and then I get to my unit in New Jersey. (28:03) I was there maybe three months total, but the first day I get there I’m like, “I want to go active.” Like, “Who do I have to talk to? Where’s the paperwork? What do I got to do?” You know, I did everything I did, and, you know, just short of three months I was—I had my orders, and I got stationed to go to Germany. Actually, I got to pick, so I picked Germany. Interviewer: “All right. Why did you pick Germany?” I thought—And I had some great places, but I was like, “I—It’s probably my only chance to go to Germany.” My only other overseas choice was Korea. So I was like, “Either Korea or Germany.” But I was like, “I kind of want to go to Germany first.” So that’s what made my choice. Interviewer: “Okay. All right. Now what unit do you join?” I join the 1st Armored Division, 2/6 Infantry. Interviewer: “Okay. The 2nd Battalion, 6th Infantry Regiment?” Yes. 2nd Battalion, 6th Infantry Regiment, 1st Armored Division out of Baumholder, Germany. �Saladin, Philip Interviewer: “All right, and how do they get you there?” Flew. I felt like I was going through basic all over again. They actually flew me to South Carolina, and I had to sit at the basic training reception. But I wasn’t a basic training soldier, so it was weird because I was still technically this brand new private. And I’m walking around a basic training place, and all the drill sergeants are looking at me. But I have a unit patch on, and they’re like, “What are you doing?” You know, they think I’m faking or something. Ready to start drilling down, and then I pull my orders out. I’m like, “No. I’m just here waiting for my flight.” And it’s crazy when they see that you’re not a trainee, and you’re actually a soldier. The attitude change. The drill sergeant was—And he actually just came from Baumholder. This one drill sergeant. He was like, “Oh. You’re going to Baumholder? I know this place and that and that.” So I was like, “Sweet.” You know, tension, relax, and then from Fort Jackson they flew me to Germany. So I got to fly to Germany. I flew into—I can’t remember. It wasn’t Frankfurt. I can’t remember the base. It was one of the larger ones Interviewer: “But was it—It was a military base. It wasn’t a civilian airport.” Yes, the military—No. Well, we flew into a civilian airport. Into Frankfurt International. Interviewer: “Okay. That’s quite possible. Yeah.” Yeah, and then, of course, they’ve got the little military section. We got on our buses, and we went to this reception. (30:19) I don’t even remember where the reception office was, you know. I just—First time flying that far out. You know, I was in another world. But we get there, and then we get our orders to our individual stations because I knew I was going to Germany. And I knew I was going to Baumholder, but that’s about the furthest you knew. Get your orders. It’s like, “Okay.” Then you’re like, “Oh. I’m going to Baumholder, Germany.” Then you get split up like that, you get thrown on the bus, and the buses drive. Stops at each base and calls out the lists of names. “Okay. You get off here. You get off here.” I get to my—In Germany, I get to my base. Get off. Of course, it’s a four-day weekend. They’re like, “Hey. Reception is not open, this is your unit, somebody will meet you over the weekend, and if not, Monday morning show up for PT.” And I’m just like, “Oh, yeah!” Interviewer: “Did they give you a place to sleep?” Yeah. They set me up. They brought me to my barracks and all that, and when I got there, one of—They had an NCO assigned for me, you know, and he was like, “Hey.” You know. “You came on a four-day. There’s pretty much nothing we can do.” It’s just like, “This is the base.” He showed me around. We took a tour. Completely, you know, different world. I’m—I was what? Twenty-three probably. I think I was. You know, and I’m just like, “Man.” It’s—I’m just—I’m in Germany, and I just got this twenty-minute tour of this random base and—“See you Tuesday.” And it’s Friday, and I’m—“Okay.” Interviewer: “So how did you spend your time that weekend?” �Saladin, Philip I bumped into another new guy. We happened to get—They put two new guys in the same room. Me and him were sharing a room, and we were just like, “Let’s go walk around.” (32:00) And just walking around, we started meeting people, and it was like, “Hey. Yeah, you know, you guys—You’ve got to go—You’ve got to stay in town. You’re like—” We were restricted to posts and whatever, so we got to just hang out the first day. Then the second day we went out to town. It’s really small. Baumholder. It’s small. That thing. That town. They call it the Rock. It’s on top of a mountain or something but super small. So got to hang out. You know, enjoy the weekend, and, of course, you know, Monday—Tuesday morning PT. Get up. You know, me? I’m—I don’t know what I was thinking. I wasn’t thinking, should I say. Long four-day weekend. Brand new private in Germany. I just had my—Too much fair share of my drinks. And we’re running, and, of course—Company commander. We’re in formation. I’m, you know—I see a couple of them—and in great part I’m cutting back and forth—but I show up to formation Tuesday morning walking. And I just hear, “Sal!” Because they call me “Sal” for “Saladin”. Because the Army is by last name. “Sal!” And I’m just like, “That’s the most familiar voice in the world.” And it’s my bunkmate from basic. He’s like, “What are you doing here?” He’s like, “You’re supposed to be in National Guard.” And I was like, “I told you I was going active. You didn’t believe me.” And we got put in the same company. We were literally in the same unit, and I was—Ended up being four, five more guys from basic, so it was great. You know, it was euphoria. I was like, “I’m not alone.” But, of course, it’s like, “Let’s go for a run.” And my buddy’s like, “Don’t worry about it. It’s going to be an easy run.” And I’m like, “All right.” And, of course, I’m hungover. It’s just horrible and miserable running. Company commander walks up to me. “Oh.” Well, runs up to me, should I say. We were running already in formation. We’re probably on mile one or two. Early in the run. Company commander comes up next to me. “Oh, so you’re my new guy?” “Sir, yes, sir.” “All right.” He’s like, you know, “You’re a good soldier.” And chitchat. “Good soldier. Yeah.” We’re running. Then, next thing I know, he looks at me. He’s like, “Oh. You were drinking.” And I was like, “A little bit, sir.” He’s like, “How you could tell—” He just looks at me. He goes, “You’re about to throw up.” (34:03) And not two seconds later—And he’s like, “Don’t stop running.” So here I am—the new guy—company commander is running next to me, I’m throwing up—trying not to puke on him—and all he’s saying to me is, “Don’t stop running.” I’m—And he doesn’t care. He’s running through my puke. He—And I’m all worried. Like, “Oh my god. It’s the company commander.” You know, I’m scared. I’m over here throwing up. I’m like, “I’m the biggest—” Whatever. And he’s just like, “Hey. Welcome to Germany. Keep running.” But I didn’t stop running, and I guess he ended up liking me. And, you know, I ended up becoming—I got picked up to go work for the Battalion. You know, I guess they just saw me as a good guy, you know, and I rubbed them the right way, I guess. And… Interviewer: “Okay. Now initially when you got there, were you just an ordinary grunt at that point? You’re just an infantryman?” Yes. Yeah, just basic, general infantryman. No specialty training. Nothing. Just… Interviewer: “Okay, and now how did they have a unit like that spend your time? So you’re with a mechanized infantry unit, right? Because you’re with the Armored Division. All right, so day to day when you’re on the base and on duty, what are you doing?” �Saladin, Philip So it’s—At this time we were actually—They were at the end phase of their recuperation from that last deployment. That unit just got through a pretty intense deployment. They were in—They were part of the attachment that was in Ramadi in that phase, and they lost a lot. So they were just in the ending of it—of rebuilding—so we were at the beginning of the training phase. So— But that first initial month was a lot of just maintenance—you know, maintenance of the vehicles—and no assignments were really made. People were getting tasked out. They’re reorganizing the task formations and all that, and at this time now they’re like, “Okay. We’re picking who’s going where.” (36:07) So they got all the new guys, and it’s like, “Okay.” You know. “We’re going to interview everybody.” I got interviewed. They chose me to go work at the Battalion S3, and then it’s like, “All right.” But even then you’re still—You’re at the Battalion S3, but you’re still doing everything else, too. So it’s like you’re still doing the line unit training, so when they go out, you go out. So you have to do all the computer stuff, but then you also have to go out, qualify with your weapons, and do all that. So—And at first I didn’t like it because I was like, “Man. I’m a brand new private, and I’m sitting behind a desk.” You know, and to me, it’s like that’s the worst thing you could do to a brand new infantryman. I was like, “What? A desk?” But it ended up—It was pretty good. You—I learned a lot, and I lasted probably—My first half of my career with that unit was in the S3 because we had—We ended up getting a completely new chain of command, so, you know, all the—We were all new, from the privates to the commander. Everybody. Sergeant major. The colonel. Everybody was new, so we kind of just meshed instantly because we knew this was the unit that was—We were going to deploy together. We were protecting—We were their PSD. Their Personal Security Detachment. We knew that that was our job. That’s what we worked for, so, yeah, it was like, “We’ve got to go do computer stuff.” It was like, “Blah!” But we got to do—We got a lot of perks of working directly for the Battalion commander, and I was—You know, of course. Interviewer: “Okay, but you were still doing some of the training and the exercises?” Yeah, you still had to do it. Interviewer: “So you’re still going in the field when they do stuff, and…?” Yes. Interviewer: “So you are getting some part of that at the same time?” Yeah, it was—The only part we didn’t do were the larger maneuvers like a platoon or a company maneuvers. Those were the line units, but as far as our individual training? Doing our mount, which is the urban training? We still had to do all that. (38:06) We had our Bradleys assigned to us. We still had to qualify with that. We had to do everything except for what an infantry company would do. Our primary job was running the Battalion S3 and the security detail, so while they were working on, you know, platoon maneuvers—“Oh, okay. We’re going to go learn how to shut down this village.” We were learning how to escort the sergeant major through the raid or the village or whatever it needs to be. It’s, you know—And my part in the whole thing—I was enjoying sitting behind a desk, but I did get to go—The benefit was we would get to go shoot, and it’s like we’ll have to go. And, of course, you have a couple hundred soldiers, so there’s lines. You have to wait. “Oh, sergeant major’s here. Sergeant major doesn’t wait.” So we �Saladin, Philip get to go in front. So we train, and everybody’s miserable waiting. We do what we’ve got to do. Qualify. “Let’s get back in the Humvees. Let’s get the sergeant major and the commander back to the office.” Interviewer: “All right. Now you talk about being in the S3, and so, for a civilian, explain what S3 refers to.” So the S3 is a mix of the command and the control. It’s just—It’s pretty much the overall operations of what’s going on. Interviewer: “Operations. Yeah.” Yeah, the operations. And I—My specific job—I was running—They call—It was a computer system, and pretty much just watching all the troops, learning—At this time I was still learning it, so learning, you know, how to map. Read maps. You know, place the troops out in sector. Identify. You know, so pretty much the AO. Can you—How to, you know—A private working with the commander, controlling the AO, identifying—Commander comes out the office. “Where is Alpha company?” “Sir, right here.” And it was like that. He asked a question. You have to come up with an answer. I mean, it—And brand new private. But it was good because you learn a lot as far as the overall picture. (40:01) Interviewer: “Okay. Now how long did you stay in Baumholder before you’re deployed?” We did a—It was a—Oh, man. It was under a year. I know that. I don’t know exactly because we were doing a lot of training, but it was probably—Maybe seven months. Between seven months and a year. That is the window I was there. Interviewer: “All right. How would you characterize the morale in the unit at that point?” Oh, it was great. It was—And I don’t know if it’s just because it was my first unit experience, but everybody was—It was—You know, everybody was—Just good mood, and everybody— Morale was up. You know, the command group. And I think it’s because they gave us a lot of free time because we were doing so much training when it was like, “Okay. We’re not in the field,” it was like, “Go, go.” We had a lot. I traveled. In that short window I traveled a lot. I— And it—But if I wasn’t training—if I wasn’t in the field getting dirty—I was out. There wasn’t no like, “Hey. Just—Let’s relax at home.” It was… Interviewer: “Okay, so how far afield would you go when you were traveling?” I—Sometimes we would get day passes if we were lucky. I went out to Paris for a weekend. That was great. I went out to Munich for a weekend. So the longest you would get is a weekend pass unless it was scheduled leave where we could—But the furthest I—Drive-wise, I would say was probably France. I didn’t get too far. We were—We wanted to go to London one day, but they denied that pass. It was too far of a drive, they said. �Saladin, Philip Interviewer: “Yeah, it would take a little while. Okay. All right, and then the people in Baumholder in that area of Germany. What kind of relationship do they have with the American soldiers?” Oh, amazing. These people were probably some of the nicest people I’ve met. It was—It, you know—And you think too—Being brand new, you’re like, “Oh, these people. I’m not going to be able to talk to nobody.” The whole town spoke English. You go—I’ll go to a bar, and they’re like, “Hi!” And I’m like, “Whoa.” And—But it’s—They were really nice and super—They were super tolerant and accepting. Because I tell you what, man. Some of the stuff them soldiers did in that town. You’re—Houses on base are burned to the ground right now. (42:14) One year the soldiers—They burned down one of the oldest buildings in the town—a historical building—and apparently some soldiers did something. And it caught on fire, and I’m like, “How are we still here?” You know, but very, very, very nice town. Very accepting. And the military’s really intermingled with the town. I noticed a lot. When we would get there, the first three weeks you would have to go to a German immersion class, so I got to learn how to speak German. And it’s really—It’s—All the employees on the base are German. It’s a good relationship. It’s—I’ve, you know—I had a better relationship there than I did with the people around Fort Hood, Texas, if that says anything. Interviewer: “All right. Okay. Now as you—Because, I guess, the Army works things in cycles, so your unit is deployed. And then you’re kind of refitting, and then you gear up for the next deployment. So there’s a phase there when you’re getting ready to go back to Iraq?” Yes. Interviewer: “Okay, so now what kinds of things do you do?” Now the training is picking up a lot more. You’re—You don’t have these month blocks. We did a thirty-day, came back for a weekend, did a sixty-day training, came back, had a month off, then deploy. So it was—And so now it’s like when you get your orders, that’s when it’s official. You know, it’s game time. You’re packing, repacking, and then double-checking and repacking again. It’s crazy how—And it—How they are with that. Meticulous. It’s like you pack everything. It gets checked off the list. Then the next person comes. You have to take everything out. It’s—But once you’re done with that part, and they put the seals on everything that’s packed, you’d probably get a good two weeks before your time to deploy, depending on when they take in the stuff. So it’s a good lull at this moment. You’re not training because all the gear’s gone. (44:00) There’s nothing you can do, so at this time they give you downtime. But don’t get crazy. You don’t have—You don’t get leave. It’s not like, “Yeah. You get to go home for a month.” No, it’s—”We’re just going to relax.” So at this time everybody’s—The somberness is kind of kicking in, you know. People’s like, “Okay. We’re going to war.” You know, people start having that—Like, “Okay.” You know. Me and my friends—We kind of celebrated a little different. We—It—We actually—This was—Kind of took us to Paris. We just went. We were just like, “Well, we’re going to war.” And we heard all the horror stories from the previous deployment. We’re just going to take out a $3,000 loan and go to Paris. And blew it in a weekend. So it was three of us, so $9,000 between three privates in Paris before we go to Iraq. �Saladin, Philip You know, it was one of those—And it’s—I—It’s one of those nights I love. You know, it’s— And—But that right there brought us—Gave us this—Us three—To this day, we still talk, but man, we got so close that weekend. It was—You know, we bonded. It was almost—I don’t want to say we knew we were going to die or something like that because I—You know, that cliché. Like, “I’m going to go do this because I’m going to die.” No, but that’s how we thought. It was like, “We’re probably going to die, so let’s just live this weekend like we’re never coming back here.” And that was probably my second aha moment in the military where I honestly was not fearing the deployment no more. It was just like, “Okay. Accept it.” It’s, you know—Faith is here almost. It’s going to, you know—“If it happens on this trip, it’s going to happen.” Like, “Why fight it?” Interviewer: “Okay. Now what proportion of the unit that you were with at the time you went had been on the previous deployment?” In my specific company in the—Because I was in the headquarters company. We had—In my platoon we had a pretty good—Seasoned guys. (46:06) And I’m pretty sure a lot of it had to do—Because of the position we held. Was with the Battalion command group. But a lot of the NCOs were, you know—Multiple deployments, you know. Interviewer: “Okay. All right, because, I guess, you mentioned that a lot of your command group was new or at least—But they’re new to the unit.” Yeah. New to the unit. Not as far as new as like new to the Army. Interviewer: “Okay, but the men in the line companies. Did you have a fair number who would have been the previous—” Yes, we had a good—Lot of—A lot of the NCOs were from—And that’s the thing about Baumholder. They retained a lot of their people, so a lot of the NCOs were from the previous deployment. And even, you know—They had two deployments with that unit, but what—The way they would do it is they would shuffle the companies. So you wouldn’t be in the same company, but you would stay in the same unit. So that was—I think that was a good thing. A lot of the—It was a lot of new privates too, but a lot of them saw that, you know, all our leadership was seasoned. Seasoned people. Interviewer: “Okay, and at this point now do they give you any kind of orientation for, ‘This is Iraq,’ or, ‘Welcome to the Middle East?’” When we get—Well— Interviewer: “Or did that happen only after you got over?” Right before we went we would do a couple, little computer things. They make you do these little classes where it’s—Try to teach you about it, but, you know, it’s check the box teaching. So it’s not much. It’s like, “Here’s a pamphlet. Learn it.” Nobody. Maybe the command group, but… �Saladin, Philip Interviewer: “Okay. All right, so you’re not touring mockup Iraqi villages or things like that.” Not yet. Not—We—To an extent, to your specific leader—your NCO—if you wanted to be like, “Hey. Let’s put a sand table together—” If you had some leaders that were that, you know, ahead of the game and wanted to do it, yeah. But a lot of that didn’t start until we got there. Interviewer: “All right. Okay, so now you head over to Iraq kind of late 2007. Is that…?” Yeah, it was around—I want to say—It was the winter. I know that because we left Germany in the middle of a snowstorm, got to Kuwait, and it was hot. (48:09) And it was the most miserable thing ever because I remember going on the bus on the plane. I’m like, “It’s so freezing.” And when they open the bus, it just instantly got 120 degrees, and you’re just like, “Oh.” So like, “We’re here.” Interviewer: “Okay. You land in Kuwait. Now what happens?” We land in Kuwait. We get to—We’re at the base. It’s a fast process. You get to the airport in Kuwait there. You—It’s not like here. You get off the plane. You go into the terminal. No, in Kuwait you get off the plane. You get on the bus. There’s no—You don’t even see the civilians. It’s a complete police escort. It’s—And you get on the road, and it’s a hundred miles an hour nonstop. It was—Each bus had two guards. Like, “Okay. Here.” You know, you got a full mag. You just went from carrying a blank weapon to—“Okay. Here’s two magazines full of ammo. You’re the guard for the bus.” I’m like, “Wait. What?” Like, “We’re not in Iraq yet.” So, okay, we’re there. You got—And you’re flying down the highway. Police escort. Just buses zooming. We get to the large base in Kuwait, and there’s when classes start. We’re there for about—Is it two weeks? Fluctuates. A week. On return you might stay there for three weeks. Depends on, you know, the movement. Whatever. But classes. It’s classes, classes. You’re doing classes on animals. We literally had a class telling us not to fight spiders and scorpions. There’s so many classes, from bombs to animals to culture. They really were—And, I guess, at this time it was the whole—When... Interviewer: “Was it the period of the surge or around then?” Yeah, it was around the surge, but it was also when Petraeus—When they’re pushing the whole—From the inside. (50:04) The COIN strategy that they were implementing. Interviewer: “Well, that was part of the surge. The surge is sort of just adding—Was called that because they added more men, but that’s what they were doing. They were sending them into the local communities. Yeah.” Yeah, and then that’s when they were teaching the more culture stuff. Like,“Okay.” Like, “This—” You know. “This means this. This is what’s going on here.” Like, “Okay.” And then they would try to teach more specific region. We were going—My first deployment we went to southern Iraq, so it was like, “Hey. This is what the—Mostly population you’re going to �Saladin, Philip encounter. This is, you know, the lifestyle. This is do’s and don’ts pretty much of Iraq.” And then do a couple more weapons training, weapons qualification, knock the dust off, make sure everybody’s still good, and then—We were mechanized, so a good group of people had to drive the Bradleys to the base from Kuwait into Iraq. But we were in southern Iraq, so it wasn’t, you know, nothing crazy. But other people—Me? I was part of the advanced party, so I got to fly into the base we were going to. That was pretty cool. It was in the night. It was—That was awesome. Flew into a really small—It was a small—maybe three square mile—base. It was a COP, they called it at the time. A Combat Outpost. Interviewer: “Okay. All right, and did you fly in a helicopter, or…?” Yes, it was a Chinook they flew us in because it was—We stopped at three different bases, and, you know, each group got dropped off at their little base. Interviewer: “All right, and when you got into your base, now what do you see? What happens?” Oh, man. I’m not going to lie. I—The helicopter lands, ramp was open, so—But I got—I was scared a little bit because it was nighttime. And they were dark conditions at night at this time still on the base, so I don’t see nothing. You know, I’m coming off a helicopter. I’ve got a couple guys there to greet me. “Hey.” You know. “Welcome to COP Carver. This is what’s going on. Follow me.” (52:06) And you look around. You don’t see walls. So you’re like, “Am I out in the open?” I, you know—I’ve never been on a—I’m a brand new private—never been here—so I’m—You know, I’ve got my rifle. I’m like, “All right.” Wait—I’m waiting for the attack. I’m like, “It’s going to happen.” And everybody’s like, “You’re all right. Relax. It’s cool.” And I’m just like, “Okay.” So getting the tour of this small base, which you still—I don’t know what they’re touring me because I don’t see—I can’t see nothing. And then they take us into the TOC. “This is where you’re going to be working.” I’m like, “All right.” Interviewer: “That’s the tactical operations center?” Correct. I’m—They’re like, “This is where you’re going to be working.” So I’m getting familiar, and, of course—Me—As a private, I go to where my job’s going to be. Who’s doing my job? A captain. And I’m like, “This—” And the guy turns and looks at me. He’s like, “You’re doing this?” And I’m like, “Yeah.” I’m like, “Great.” I’m like, “Great. This is the experience I wanted on day one.” You know, and it’s—But, you know, luckily they were a great group of people. The—It was the 3rd Infantry Division. We were replacing a great, great bunch of dudes. We replaced them. I sat by this guy. I was there for a week before my unit came, so I sat every day. I was next to this guy, learning everything, and it wasn’t as bad as it seemed. You know, I—But it was—They had to give me that initial like—You know, like, “Oh, man.” But it was—That first week was pretty smooth because it was more of shadowing him. Come in. Shadow for a couple of hours. And it was twelve-hour shifts. It was twelve on, twelve off, twelve—So I would come in maybe for three, four hours. The first day was an hour or two. Then I pretty much—The rest of the day I’m, you know, sitting in my room, reading a book, or working out in the gym. And that was my life for about a week. �Saladin, Philip Interviewer: “Okay. Now—But you got a chance to see outside in the daylight?” (54:00) Yeah. In the daytime, so— Interviewer: “And was this basically just flat, open country you were in, or…?” No. So we were—The terrain was flat. A lot of dust. Moon dust. Just this soft, powdery, red sand that’s everywhere. And then we had about two or three square miles of the big T-wall barriers on the outside with two entrances—a north and a south—and, you know, once I saw that, I was like, “Okay, okay. There’s some order here.” It’s not Wild West. You know, you’re not going to have a charge over the hills. But it was—And—But then, besides the base, it was clear all around it. It was a previous chemical facility or something that got blown up, so it was half of a solid structure standing, which they used as a building. To this day, I don’t know how it didn’t fall on nobody, but hey, it worked. And then my first dinner in Iraq was—Well, breakfast or meal, should I say, because I don’t even know what time it was. Was eggs and biscuits, but I called it a soup. Because we had no overhead cover, and it was raining. So, of course—Me? I’m like, “I’m not going to go inside. I’m eating.” I—“Welcome to Iraq.” You know, a plate of soup breakfast. Interviewer: “At least it was raining.” Yeah, the one time, and it was that—It was crazy. The two times I went to Iraq—I experienced rain in southern Iraq for the first time, and then when I was in northern Iraq the second time, snow. When I was up there, it snowed, and that was the first time in so long. And I was like, “Hey.” Interviewer: “Lucky you. Okay. Now you’re—Was there anything going on in that area when you got there?” It was a pretty—Before—The unit before us—They had some losses. It was a rough, little spot. They were actually—That unit was the first unit to—American unit to step in that area. It wasn’t, you know—And then we came in. They had—They just—In the middle of building of this base. They still had, you know, Humvees outside. (56:02) They lost a couple people building the base. It was a pretty rough spot. It was a stronghold for—At this time it was—AQI, they were called— Al-Qaeda in Iraq—and this was—It was—They had a pretty good grip there. So we came in. We had a lot of focus on capturing high value targets. That was our huge task force’s mission. We— A lot of captures. We went on a few raids. We went on—Early on. Even when I got there—you know, before the unit was even there—we’re conducting raids that I got to sit on the office on and help coordinate and all that. And my unit—We finally come in. Get established in that area. Probably about, you know, a few months. It’s just—It’s quiet. We’ve got, you know, one or two arrests. You know, we’re trying not to come in and cause too much a commotion. We’re picking up where the last unit left off. Ask, you know—Asking for aid, what you need for the town, we’re establishing a—They got the little, I guess, town hall conference. Whatever you call them. Getting that going. It’s going good. It’s about three months in, and that’s when we get our first— Bam. Something happens. �Saladin, Philip Interviewer: “All right. Okay, so before we kind of get into this—So in those first few months when things are quiet, are you going into any of the towns yourself or seeing any of the Iraqis?” Me myself at this time? I’m not. I’m still working in the TOC, but I’m having a—I know a lot of what’s going on because of my position, and I’m interacting with a lot of the people. Because we have a lot of people coming into the base. I’m—So I’m having a lot of interaction like that. I’m seeing the town from our camera. We have the giant blimp watching everything, so I get to see that. (58:02) So I’m seeing it from afar, but I’m seeing everything that’s going on. And it’s a pretty—As far as conflict-wise, on each other. They—We had a—These—Constantly going after each other in this area. Interviewer: “So the Iraqis were going after each other?” Yeah. Yeah, the locals. Just, I guess, power grab. Whatever. Whatever was at this time because there was nothing… Interviewer: “But your guys were kind of largely standing aside from that?” Well, we were conducting raids. The—We were arresting—We had a few good raids under our belts early on because this place was just rich with targets, so we had—But that was one of the things. We went on all these raids and didn’t fire a single shot. It was good. We got—I got to go on one actually with the command group. It was a nighttime raid—my first raid ever I went on— and man, it was—The way it was done. The way it was conducted. We marched in at—Well, that’s probably the walk thing. Nighttime. Cover of darkness. From a mile out, we cut all the vehicles, we all walked in, and we essentially shut down a whole village. It was—So right when we were about getting ready to enter the village on foot—Call up the trucks. The trucks drive in, so by—When they hear the trucks, we’re already inside, so there’s no way to leave this village. It was completely locked down. We—It had to be over fifty houses. Not a single round fired, and I think we arrested three high value targets. It was—And then seeing it, it was amazing. It was— Just how, you know—Just watching it. It was—It was organized chaos—is probably the best way I could put it—because you’ve got doors being kicked in over here, you’ve got yelling over here, you—You know, explosion on this road, but it’s still coordinated. And I’m sitting there with the command group, and you hear it over the radio. Everything collapsing according to— Like, “Hey.” You know—“This is our own phase line Alpha just crossed. This is complete. We’re moving in here.” And before you know it, you know, systematically we just shut down this whole town, arrested these three guys, and not a single round fired. (1:00:19) You know, and that stuff just amazed me. You know. Me? I went in. I was like, “Okay.” You know. “All hell’s about to break loose.” Well, you know, you think of the movies. Like, “Oh, you’re going to the bad guy. Bombs are going to be blowing up everything.” But no. Just almost surreal, you know. It was a real—That was a surreal moment for me. Interviewer: “But they’re still kicking in doors? Or were there—” Yeah, yeah. �Saladin, Philip Interviewer: “As opposed to just knocking and talking to people.” No, no, there wasn’t no knocking. It was, “Yeah, you know we’re here.” It was, “Yeah, we’re here. We’re coming to get you. We know you’re here.” And... Interviewer: “ But nobody resisted?” No, no, and it’s interesting because our own—We had two—Well, not two. Well, we had a bunch of other, but as far as what we received—mass cal or something—none of them were on operations. It was—It’s crazy. All the operations we did. Nothing. The first one we were doing a town hall meeting. At the end of the town hall meeting, one of the members—a council member—And I’m like, “We’re giving these people everything.” They ask for it. We give them—We’re at this point where we just have a lot of money, I guess, and we just, you know— We handed them tens of hundreds of thousands of dollars. Cash. Like, “Here.” Like, “Let’s fix this place up.” This guy comes out of the town hall meeting. He’s walking to his car. He pulls out an AK and just starts spraying. He ended up taking out two of our guys, badly wounded our interpreter, wounded one of our medics, but he got taken out pretty good. Pretty effectively, to say the least. (1:02:00) But I wasn’t there. That one was—I was working at the TOC, and I had the night shift. Got off the night shift, was going to my room, and I met my guy—one of my guys that we lost—Well, not my guy. It was a friend of mine that we lost there. We were talking. And it’s crazy because we were talking the whole time— Interviewer: “Now was this someone who was there later, or…?” Yeah, well, this was—I kind of, I guess—I jumped ahead of myself. This was one of the guys that was—He was out there, and this was before they left. I just finished my shift at the TOC. Now we had a little conversation crossing path. We talked for a while. He’s like, you know, “Hey. You coming out?” But it was one of those more—He knew I was coming off shift. Then it was a little—Almost a jive. You know, he knew I wasn’t going nowhere. So it was like, “Hey.” I was like, “No.” You know, we talked—whatever—and we left, you know. It’s another routine moment. We see each other every morning crossing paths. I get off work. He’s getting ready to go do whatever he’s doing. And, you know, I go to my room, and then a few hours later, you hear a different pace in people’s footsteps. (1:04:00) You know, you hear people walk because there was a lot of gravel where we had our rooms to kind of keep the dust down. So you could hear people walking, and you could tell. But this moment there’s just a lot of scatter and running. You’re like, “Okay. Something’s up.” But you don’t know. I go out, and they already—They were already back at this moment, so I go out. And it’s like, “Whoa.” I was starting to see. Haven’t heard nothing yet. I’m just seeing stuff. I see the truck. Bullet holes. See some of my buddies over there upset. I’m like, “Okay.” But I just instantly go to the TOC because we all had designated jobs to do in situations like that. So that was our first incident. As far as my recollection of it, it’s more of the office part from the debriefs. Putting together the stuff like that. I don’t have firsthand knowledge because I wasn’t there. But, you know, talking to all my friends you get a pretty good picture, you know, of—Because I had to sit there and listen to everybody during their investigations and all that, so—Because of my position I held in the TOC, so… �Saladin, Philip Interviewer: “Okay, and was that sort of the first real sort of shooting incident that happened while you were there?” Yes, that was the—“Okay. We’re here.” You know. We had a few minor IEDs, but none against us. It was always civilian stuff. We had a couple civilian—You know, local populace on each other incidents. Nothing like that. That was our first—“Okay.” You know. “It’s real.” So… Interviewer: “Okay. Now also when you were talking about the event when the shooting took place, you talked about—And you’re—Because the officers are going in there and basically handing out money to the Iraqis. And now what, as far as you can tell, was the money supposed to be for?” It was—They had—This was around the time they were setting up—We called them Sons of Iraq. They were the names where—And they were pretty much allies we were getting, and they were manning more in-depth checkpoints in the towns. You know, we would have a little—But they were 24/7. (1:06:14) We would get the local—Pretty much it was better local militia. To put it. I don’t know what they would call each other. And then the head Sheikh would come, have— “Hey. I have fifty guys, and they’re willing to man checkpoints such, such, and such.” And we would give them money, and then he would pay them. And that’d be their job, so we were— Pretty much we were paying them, so—And the money, you know—It went, and it was interesting to see because, you know, you’re just like, “Okay. I see the process.” Like, “Okay. We’re paying them the money.” And then there’s always that thought. Like, “Are these guys really getting this money?” You know, it’s—Because you give it to this one guy. He’s the head of the town or whatever you want to call them, and then you’re like, “Yeah. I’m sure this guy is probably…” Interviewer: “Yeah. Well, there’s probably a certain amount of graft built into the payment. I mean, there’s the assumption he’s going to keep some of it. On the other hand, he’d have to pay the guys something if they’re going to—If he’s going to deliver. But yeah, so kind of part of this sort of larger strategy to get into the community and engage it and get people on our side essentially.” Yeah, it was almost like buying a militia to our team. You know. Because I’m pretty sure a lot of these guys were the guys we were fighting, you know, few—You know, throughout the time, so it’s just like, “Okay. Hey. Let’s just do the smart thing. These guys are really—You know, they’re here, want to protect their town, so okay. Let’s pay them to protect their town.” Interviewer: “Okay, and were there any other kind of significant instances that took place while you were still in the TOC, or does the other stuff get more interesting after you move on?” Well, there was a—I’m trying to think. There was one other incident, but it wasn’t no—We had no casualties or nothing, but I remember because it was the day I was leaving to go on my R&R. It’s like I’m in the TOC trying to get, you know—Get your last minutes of work in because, you know, it’s—That’s how it is. And I’m sitting there, and as I’m getting ready to leave, it’s like, “Oh. This truck got hit with an IED.” And I’m just like, “Oh.” And I’m like, “I don’t want to go �Saladin, Philip now.” You know, I’m like, “What’s going on?” So I’m halfway out the door. They’re like, “The helicopter’s here.” And I’m just like, “No.” (1:08:12) So—But it ended up being—It was okay. Just—It was—The truck is what got hurt. They were able to get up—leave—and then I went on my vacation a couple weeks. Interviewer: “Okay. Now do you get—Where do you go on the R&R? Do you go back home, or do you…?” You could actually pick where you want to go. And they’ll pretty much you give a plane ticket anywhere in the world for your R&R. Me? I decided to go back home. Just wanted to go to family, so went back to New Jersey, spent—It was—I think it was two weeks they gave us. Spent two weeks home, you know. It was awesome, you know. It was the—Probably the best two weeks ever. Interviewer: “All right, but was it okay going back again? I mean, were you ready to do that?” It—I was, and I wasn’t. The whole time home too I was like, “Okay.” You know, in my mind I’m ready. I’m like, “Okay. It’s my job. Let’s go do this.” You know. Like, “Okay. Let’s get back.” When I get to the airport, and I check my ticket, it all hit me at one time, and I was just like, “Oh.” And then my family’s standing there, and I’m like, “No.” You know. “Just hold it together. Just hold it together.” And then they start crying. You’re like, “Great.” And then I couldn’t hold it. I start crying, and I’m just like, “Oh, come on. Stop.” I’m like, “I need to get out of here.” You know. I’m in uniform. But it was kind of—It was really weird because then I go, and then they’re like, “Oh. You can’t leave until tomorrow.” So I got an extra day. So all that huss and fuss, and then the next day I was like, “You guys ain’t even allowed in the airport.” I’m like, “Just stay in the car. I’m out of here.” And I walked right in and left. I was like, “No. I can’t do that again.” Interviewer: “All right. Now when you got back again, did you go back to the job in the TOC, or were you switching to something else now?” That’s when the process started. So I get to the TOC, and it was pretty cool. I—My—One of the—The Operation Sergeant Major walked up to me. He’s like, “Okay.” He’s like, “It’s your turn to rotate to the line companies.” (1:10:07) Because that’s just how they do. They don’t want to keep a private too long in the office because, you know—So—But he was like, “I would like to have you with the PSD.” Which is—It was an attachment of—That was still responsible to the command group, but they just didn’t work in the TOC. They did all the patrols and maneuvers, so whenever the command group would choose the head, the higher-ups would go out and travel any engagements. Because they would go out and meet with the locals, too. So they were pretty much the headquarters line company, you could say. So they were like, “Okay.” Because they had sent two of those guys down to the line company, so it was like, you know, “We need—” So I was like, “Sure.” You know, I was—Not too many times the sergeant major’s like, “Hey. I would like if you do this.” So I was like, “Of course.” You know, me? I’m like, “I’m not going to say no.” So I was—I ended up staying in the TOC for two more weeks, and I think that was the hardest part because if I would have went to the line company, I was gone that night. But he �Saladin, Philip was like, “You go to the PSD.” He’s like, “You’re going to stay in the TOC for two more weeks. That’s just so we can get stuff rotated around.” Whatever. And it was so hard. It was—It’s so there. I taste it. I was like, “It’s there.” And then finally, in that period, we had our second incident while I was in the TOC still, so—And this one I was on the radio. Full from first contact to the end out. And this one, I would say—The other one I knew the people a little more that passed, and it affected me hard. But this one? I think it was because I was so direct with it. It hit me a little bit harder, and I was just like, “Whoa.” You know, so then you’re sitting there on the radio. It’s quiet. Afternoon, you know. Just—And then, all of a sudden, you know—“Troops in contact.” (1:12:03) And then that’s the—And it’s like this is probably one of the loudest, most organized rooms ever. Then, all of a sudden, it’s those three words. It’s just pin drop. Everything gets quiet. The only person talking is the man on the radio and the man on the other end of the radio, so that’s me. You know, I’m sitting here, talking to this guy, you know, and everybody’s just there like the commander, sergeant major—Everybody’s looking, and I’m just like, “What— ” We’re talking, and it’s going. And you start seeing the situation start developing. I’m like, “Okay. This is getting serious.” Start spitting up elements to go, and then you get the report. “Such and such is down.” And then they report it. You don’t get the name. It’s like you get your battle number, and I know the battle number because that’s part of my job. And I’m like, “Oh. I know this person.” And that’s when—Boom, boom. And then, all of a sudden, everybody’s coming back, and at this time the night—The morning shift—No, the night shift is coming because I got switched to morning shift now at this time. So the night shift was getting ready to come into the TOC, so my replacement comes. They’re like, “Hey. Man the radio. They’re already off the area. They’re coming back. There’s no units out.” So—And then me? I’m like, “What’s going on?” They’re like, “You get to go now to the aid station and direct the traffic to the helicopter that’s coming.” Because I had the radio, so now I’m communicating with the TOC, the helicopter, and the medics. And I wasn’t ready for this. I walk into the room to tell them the helicopter’s coming, and I open the door. And I just see—It’s—I’m like, “Wow.” It was—I don’t even know how to—It was—I’m lost for words. It was just one of those moments where you just—“Oh my god.” And it just—It… Interviewer: “So you’re seeing people with battle wounds?” Yes, and being worked on. (1:14:02) And it’s just—You just see blood. And the first incident I saw blood, and I saw the aftermath of the bad guy. That didn’t bother me. You know, he had body parts coming—It was perfectly fine. I come here, I go in the room, and it’s blood and somebody being worked on. And I’m just like, “Oh.” And it just—Everything just got sucked out of me. It was like, “Wow.” Reality. And I don’t want to say “reality” because that sunk in a while back, but it was just like, “Whoa.” Okay, so I’m—Snap to. I’m like, “All right. Bird’s coming in. You’ve got five mikes. These people need to be there as soon as it comes.” They’re finishing up. I’m on the radio yelling the time, and that’s my sole job. Is just stand there and yell the time as loud as I can. Nothing else I’m responsible for, so I’m just—By minute, by minute just counting it down, and it’s—I felt like it was forever. I—And then, next thing I know, it’s— You know. “Helicopter’s thirty seconds.” And I look, and they’re on the table working on him. And as soon as I tell them, “Thirty seconds,” they’re gone. I’m not even—I don’t even realize. I’m—Just like, “Oh. I’m behind now.” So now, you know, we go out. We’re sitting at the landing right outside the landing zone. You know, buddies there, and all you can do is look at them. And it’s just one of that—Surreal moment. You’re just like, “Wow.” You know. But on �Saladin, Philip the upside of that, good friend of mine was there, and his actions—I’m telling you, man—was just—And hearing it from everybody else that was there, I’m like, “I would have loved to have been there just to see his maneuverability.” They were, I guess—They got ambushed from a house or something—I don’t know the exact layout—but he was positioned in a point where he had direct view and access of the house. (1:16:09) So these guys are under fire from a house and pretty much an ambush. He just goes. You know, this twenty-something-year-old kid goes, grabs a guy, and they just—headstrong—charge into this house. And he’s carrying a SAW—249 SAW—and they just head charge into this house and just light it up. And it’s—And everybody was like, “Dude.” And it’s funny because the way everybody described it—It was funny. They were like, “It was just like a movie.” And—Because you hear everybody tell you like, “Oh. It was nothing like the movies.” And here everybody was like, “This is just like the movies.” Like, “He just got up and went in that door, and it was so systematic.” And I was just like, you know, “That was amazing.” You know, and I—Just to—That I heard that happen on a radio and then hearing everybody’s accounts, I was like, you know, that’s—That goes to show you how in the middle of all that you can still go and, you know, function. And I just thought the whole matter that he did it in—And he was a specialist, too. Young. You don’t expect that from a younger, newer guy, you know, but man, this guy—He—I was like, “Yeah.” Interviewer: “Okay. Now you mentioned hearing a SAW, and a lot people won’t know what that is.” Okay. Yes. That’s a—It’s squad automatic weapon. It’s pretty much our machine gun for the line companies. You know, you have your big ones on the trucks and that, but that’s more the dismounted. You know, you’ve got your two riflemen and your machine gunner. He’s— Supposed to say suppressive fire. That’s the guy. You usually don’t go into a building with a SAW. If you go in with a SAW, he pulls rear security, covers the door for you, keep anybody coming in or whatever. Interviewer: “But it’s a lot of firepower?” Yes. That is—They—It’s known for the—What we call in the line company the most mass casualty producing weapon in the squad. And you carry the SAW. You hated marching with it, but you love shooting it. (1:18:02) It’s one of those things. You hate having to be responsible for it and deal with it, but I’ll tell you. When it came time to need the firepower, you were like, “Yes.” Like, “I’m glad to be behind this one.” But yeah. That was… Interviewer: “Yeah. All right. Okay, and, I suppose, in the meantime you’ve now had these experiences, so if you’re going to be out in the field, and stuff will happen, you’re maybe a little bit more prepared for that than you were?” Yes, yes, and that I took to my—To, I say, my advantage. Being around the higher-ups and those situations. And almost being out on every patrol without being out there because I saw it. You know, and I just saw. And I got to see it from—As opposed to brand new private, you’re told, “Hey. Go pull security. Cover this sector.” So that’s what you know. Me? I’m looking at it from the bigger perspective. The tactical. I’m like, “Oh. I know why they’re here. Because they’re securing this section.” And, you know, sectors of—So I get—So now when I go to the unit—No, �Saladin, Philip to the PSD. I’m not your average private. The squad leaders come in. They give us the report. “Hey. Listen. This is what we’re doing.” In my head, I’m like, “Oh. I can see this whole thing planned out.” I’m like, “Yeah. Okay. So we’ve got this.” You know, and then—And they loved it. And that kind of gave me an upper hand because I always—I’m always picking at the commander’s brains and stuff when I was in the TOC, so I knew a lot of stuff. I knew a lot of formations, and I knew a lot. And it just helped me, and I became a team leader pretty fast. It was within a month. I was already a team leader, which is… Interviewer: “Okay, so when you’re actually out there in the field now—Now what does PSD stand for?” It’s security—Personal security detachment. Yeah, it’s—I almost forgot. I was like, “I can’t remember.” It was personal security detachment, and we pretty much were assigned to the command group. The sergeant major. The… Interviewer: “Now a company commander?” (1:20:03) No. Battalion. We were the battalion PSD, so we had the battalion commander, the battalion sergeant major, the op sergeant major. And if we would have the supply officer or something like that that had to go do a logistics run. Pretty much any of the officers in the battalion we were responsible for. Interviewer: “Okay, so you’re working with some of the same people you were already working with, but now you’re in the field with them rather than—” Yes, yes. Now I’m going out and doing the whole field engagements and—Because they would go out and meet the tribe leaders and stuff like that, so now I was actually getting to go. And it was really cool. I got to sit down on a lot of goat grabs, and that was—Oh, man. Interviewer: “Goat grabs?” Yeah, so that—My first experience of that thing too is for the books. So a goat grab—What they’ll do is—The locals—They’ll get a whole goat, and they cook it. And they surround it with veggies, fruits, and bread, and it’s just this giant platter. And they set it down, and everybody’s just sitting in a circle. And it’s literally that. Everybody’s just grabbing at it and eating, and that’s how, I guess, politics are done over there. You’ll spend three hours drinking chai and eating goat and an hour talking about what you came to talk about, you know, so it was like there were times we would have to go. And we’re pulling security for hours, and we’re just—And you look over, and all the leaders are drinking chai and eating. And you’re just like, “Come on.” Like, “Really?” And—But we would benefit because they would come around, give us food and stuff like that because it was a little bit more of a—I don’t want to say relaxed, but because we were with the higher-ups who we were engaging with, we weren’t as much expecting—No. And I don’t want to say expecting because we always were expecting, especially after the first incident. It was like we were on high alert, especially that platoon, because, you know, we took the biggest casualty of the deployment. But it was almost as opposed to if you go out on a raid, you’re pulling security on that where you’re expecting it. These—You’re, you know—These leaders are �Saladin, Philip welcoming you into their house, and you don’t think this guy’s going to do something where he got, you know, all of his kids and everybody just walking around open freely. (1:22:06) That stuff you could pick on. If you go somewhere, and all of a sudden you notice all the kids are running in the buildings, you’re like, “Okay.” You know. Like, “Let’s tighten it up a little bit.” But if you got everybody running around, and you can notice the environment, you’re like, “Okay.” You know. “I’m in this guy’s house. We have supremely overwhelming firepower. We’re all right right now.” So—But we always had, you know, June 23rd in the back of our head because it was just—You know, it was just an event. You know, it was—But it was really cool. Got to experience it. So my first goat grab—“Hey. Here’s a plate of food.” I’m like, “Yes!” It was so good. All of a sudden, I don’t feel well. I get dysentery, and we’re still about a few hours left on out in sector. And I’m just like, “I don’t know what I’m going to do with myself.” I’m just—“Ugh.” I got so sick my—And it was—That was probably my first week. I don’t want to say my first patrol but definitely my first week. It was—You know, now my impression is I’m here with the commander—sergeant major—in his truck, heading back to base, and he’s like, “What’s wrong?” And I’m on the floor like, “I don’t know.” You know, like, “I think I’m poisoned.” But nobody else is sick, so obviously we didn’t get poisoned. But it was just like, “Man.” And it was so bad, but couple days later, I was fine. And— Interviewer: “Now did they treat—Did you get any treatment for it?” Yeah, I—Yeah, they gave me—They had these pills. I don’t know—Remember the name of it, but I was down for the rest of the day. It—Good thing. It was only a day. The next morning—Of course, I didn’t have a choice. I had to get up and go out, but I was fine the next morning. But it was—I was just like, “Whoa.” But I think it kind of helped me because every other time I ate it—I didn’t learn my lesson. I went out and ate again, but I was fine every time. So I was just like, “Maybe I just had to get used to it.” Because you get tired of the military food fast. (1:24:06) You know, you get the same thing, and you’re just like, “Okay. You know what? I’m going to try that meat on that plate.” Interviewer: “All right. Now when you’re on a base like this, I mean, are they cooking any food, or is it all MREs, or…?” Oh, it’s—At this time—the early part—I say the—Probably eight months out of the whole time we were there, we were pretty small. First, we had a little trailer. It was—They call it an MKT. I don’t know—Mobile Kitchen Trailer. Yeah, so that’s what we had. So you had—It was enough space for them to cook and you to walk through, get your food, and walk out and find a place to eat. Because we were—Still had tents and our conexes, so, you know. And we never ate in our rooms. Just no. You don’t want that. Critters coming in your room. So we’re eating outside. Then eventually we got a bigger tent, so now we could actually—It was a—I forget what they call them. A GP—A big, you know—So we had it in there. We got to set up in there. Had to probably sit maybe a hundred people. Eat in there. It’s a lot better, you know, and then towards the end of the deployment they got contractors. And they build this huge, nice facility, and I’m like, “Of course. When we’re leaving.” And they get the private contractors coming in, and you see all the—You know, the good food. You’re like, “Oh. They’ve even got midnight chow.” I’m like, “I’m lucky if I, you know, ate twice a day. Now these—You go twenty-four hours and get a �Saladin, Philip meal.” But it was one of those things that was kind of glad. You’re like, “Oh. I see where it came from.” But then it was like, “Whatever. I’m going back to America. I’m happy.” Interviewer: “All right, all right. Now going to sort of take us now—So you basically got just sort of this—You got into the first few months of your tour now, and now you’re going into the rest. You’ll be there for fifteen. Now how does—What—Describe the kind—Okay. Aside from going out and meeting with the local leaders and having goat grabs, what else were you doing? What kind of missions would you run?” (1:26:09) The operations tempos actually. It was a pretty high operation tempo. We had a lot of—In that area there was a lot of targets—high value targets—that were wanted, and if we weren’t out conducting raids to arrest people or kill or capture missions—I guess they would call them at that time—we were securing. Doing—Pulling security for other units. Doing—And we had our command group. They were out every day. If it wasn’t a key leader engagement, we were attaching ourselves to a line company to go assist in whatever missions because it was—It wasn’t a huge task force either, you know. We were—And our area was just two line companies, headquarters company, and then another company got tasked out or attached to another unit. But we had other small units attached to us, but for the most part it was just—Majority of the missions was the two line companies, so we would go out and attach ourselves to them and go off base. We—Majority was just a lot of arrests. We did—I couldn’t even tell you the amount of people we—Even when I was working in the TOC, we had a lot. When I was out on the line with the PSD, it felt like every other day we were going out, and if it wasn’t us, we were securing a mission. A raid going on. And it was actually, you know, pretty impressive. All of—You— Considering all of our incidents weren’t on raids. They were—Like that one. The second incident we had. They were just doing a presence patrol. They were just walking around the town, you know. Two minutes before that engagement, they were talking to a little kid on a bike. You know, just neighborhood stuff. And out of all the raids we did—You know, high value targets. It was, you know, some scary guys. (1:28:03) We were—We would go in expecting—Like, “Something’s going to happen.” It was like, “Okay. We’re going to get contact tonight.” But never. Not—It—They were all just good. And, you know, it’s just—They all went down. And I wish I remembered how many we did. It was a lot. I think we even got recognized. Our unit got a Presidential Unit Citation for that achievement. Interviewer: “Okay. Now did you have any idea what sorts of people you were going after?” Yes, from—I knew that from my experience of being in the TOC and seeing, you know, the paperwork. You’re like, “Okay. This target is wanted, suspected of IED making, kidnapping—” Whatever crime. I saw all that, so—And then we would get told, too. Before the mission, you get a mission brief. You get your package. It’s like, “This is what we’re going after.” Because even though we weren’t the front line going in first to the house, everybody had to know who the target was. You never know. They try to escape. So we could recognize. So you would study the—You know, see them. Who they are. But it was—A lot of the times it was a lot of information because it’d be like, “Okay. Look out for these vehicles.” And sometimes it was a list of eight vehicles, and then you’d have these license plates. And then, on top of that, they were written in Arabic, so you’re just like, “Okay.” Like, “If it’s the bad guy, I think we’ll know �Saladin, Philip by the time he gets to us.” So there were—But me? I just knew from working in the office, but some of them were some real bad dudes. There was one guy we arrested, and he was known for—I think he was responsible for—What was it? Not—Mass graves. Killing. Just killing a bunch of people. (1:30:02) And, you know, we were like, “Okay. This guy’s going to go down with a fight.” No. He’s—You know, and you see them come out, and you see these guys. And they’re—I don’t know if they just—I don’t know. It was like you read these lists, and you’re like, “This guy’s a real evil man.” And then when we come down on them, they were just like, “Here. Just take me away.” And I don’t know if it was because they knew whatever it was at that time. We had a lot of guys going in, coming out. I don’t know if just they knew that if they waited out long enough, they might just get recycled through the system and released. Because at that time there was the surge. Government of Iraq was still—Favorites were being played. You know, such and such religions, people, whatever. However you want to look at it, we’re getting—You know, like, “Oh. We don’t have evidence on this guy. You’ve got to let him go.” And so it was a lot of that, too. Interviewer: “Okay. All right, and do you have—And were these, at least as far as you could tell, basically local residents, or were there Al-Qaeda types from somewhere else?” Oh, a lot—In this area, a lot of it was an influx of Al-Qaeda, and at this time—It’s when they would call themselves Al-Qaeda in Iraq. AQI is what we knew them as, and then what was the other name? There was another name they were transitioned to. I can’t remember. It was AQI and then something. AQ—Something. Whatever. But we definitely had a few that were not from that area because we—One thing that we had good was the unit before us—They were doing a lot of civil, I guess you could call it. Investing on schools. They just got done building a brand new school. So we kind of knew, but then you would tell. Like, “Okay.” And then you have a lot of—It was—This part I was in southern Iraq, so this part was still very tribal. It wasn’t urban, so you could tell. (1:32:01) But then you also have times where the Sheikh would come. “Hey. This guy’s not from around here.” And then we would go, and then you talk to him. And you’ll find out that this guy lived here thirty years ago, and he came and moved his family out. And he came and took—So a lot of times that was hard because it was a lot of disputes like that, but there was a few times where, you know, we would have—Like, “Okay.” You know. “We know this guy. We’ve got the intel. This guy just came in. He’s hiding out in this area.” And those were the ones that were a little more—Because this place before we came was a real, real hotspot for them. It was a safe haven, you could say, because it wasn’t that far from the Iranian border, so they had easy access. So it was a good hotspot for them. I think we were the second unit there from the unit we replaced, so they had some good—And we had a few raids that actually Special Forces Groups were conducting, and we had to pull security for them. And those were the ones where we were like, “Hey. I notice that guy from a deck of cards.” So those were pretty cool ones. You know, though, and—But we didn’t get to—I would love to go inside a building with them and— But we just kind of were the outer security. We got to hear the chatter on the radio, and, you know, it’s like, “Boom. You’re on target.” Next thing you know, they’re leaving in a helicopter, and you’re like, “Oh. We got our guys. See you later. Thank you.” And stuff like that. Interviewer: “Okay. Now how bad were the IED problems?” �Saladin, Philip That? For that deployment, they were a lot, but we had the engineers roadside. EOD. Their vehicles—Oh, man. But they had the vehicles that were designed for it, but they went through so many. We had—They would do route conditions—green, red, yellow—meaning, you know— Green: safe to travel. And I tell you what. At least seventy percent of our area was red. It’s like we could not travel because it was like you know you’re going to get hit if you go down this road. And it was for the whole fifteen months. We had roads like that. And it wasn’t a speculation. (1:34:05) It was like, “Okay. Route clearance is going to go down this road today. This road is red. We’re going to expect to encounter, you know, half a dozen IEDs.” Sure enough, two minutes into it—“Oh. We got our first IED.” And it was intense. That was a huge— Especially because it was a marshy, swampy terrain, so it was real easy. And then we were limited to our vehicles. We couldn’t use the big MRAPs all the time or the Bradleys. We were confined to the Humvees, and we took the MRAPs out a lot because the IEDs were a lot. So we needed the more protection. Interviewer: “Okay, and explain what an MRAP is.” So it’s a Mine-Resistant Ambush Protected vehicle. That’s what MRAP stands for, but it’s pretty much a reinforced—if you want to think of it—oversized, mini school bus. The bottom is designed to reflect explosions to the side. It’s a well-armored vehicle, but they are so big and clumsy them things. It’s—Because it—They—High center of gravity. The slightest uneven terrain that thing is bouncing, and you’re just like, “Oh, man. I’m about to roll over.” And that happened often. That is—We got pretty good at self-recovering vehicles because them things— as much money they spent on them—would just get stuck and for nothing. But they did good against bombs, so you’ve got to give or take, you know. I wouldn’t—I’ll get stuck in mud and not get blown up. Interviewer: “All right. Did the overall rhythm or pattern of things change at all during that year?” Towards the end our—We noticed—Because we would get a lot of sporadic engagements with the checkpoint personnel. And we noticed towards the end that died down a lot. (1:36:03) The IEDs—That died down a lot, but I think it’s because we recovered a lot of stashes. We would— Found so many caches. It was insane the amount of caches of IEDs we found. It was almost like they had so many they just didn’t care. It was like you take a metal detector, walk outside, and— “Beep!” “ Oh. Here you go.” It was insane. And that died down a little bit. The engagements kind of started dying down, and I would say for the better part of the last four months it was just nothing. It was pretty quiet, you know, with your exception of your local disagreements and that stuff. But as far as against the coalition troops, it was—I don’t know if we just did that good of a job, which I doubt because I kept in touch with people in that area after we left. And, you know, there was—They still had the same stuff going on, but I—We did reduce it enough. It was— Especially me going from the TOC and seeing it—It definitely—We definitely put a huge impact in that area. I wouldn’t say an American solider is going to walk off the base and be perfectly fine, but it was a lot safer than when we first got there, too. And I’m pretty sure, you know, it’s just the gradual improvement, and I’m pretty sure—Who knows if I go there now, though? I don’t know, but… �Saladin, Philip Interviewer: “Yeah, and that does seem to be part of a larger pattern that was taking place, and so there was some progress being made at stabilizing things at least, which is sort of what they sort of were supposed to do. And then it’s up to the Iraqis to clean up their act after that. Okay. Did you get to know many of the Iraqis at all, or…?” At this time—the first deployment—I did a little bit, but not too much for the simple fact of who we were engaging with. We weren’t at this time—They didn’t have the whole—You had to be with an Iraqi army and stuff like that. So at this time we were still independently operating, so when I would engage with the locals, it would be more like the higher-ups. (1:38:10) So short conversations with them. Stuff like that. So I never really—But I did get a feel for the environment going out because you would notice enough the first few months going out. Just the looks on their faces compared to the—Once they realize you’re—Okay. I’m actually here trying to do something positive for them. You get the friendly waves. You get a smile. You’re like, “Okay.” You know, you start noticing that. You’re like, “Hey. They like us.” Interviewer: “Now did you have any Iraqis assigned to you as interpreters or whatever?” We had interpreters, but at this time they were from the U.S. They were assigned. They came over with us, and—Because we still didn’t have—The closest interaction with the locals were base contractors. They would bring us, you know, whatever supplies or whatever it was we needed, but that was—And even that interaction was minimal. If you wasn’t in charge of them, you wasn’t talking to them. Interviewer: “All right. What ability did you have to communicate with anybody back home?” That was actually pretty—They had a good setup. It wasn’t the best, but it surprised me. I was like, “Oh. Maybe I’ll get a phone call every couple weeks.” But they had a pretty good, little tent set up. It was maybe a dozen computers, a dozen phones, and you would go. But, you know, it’s—The service—It wasn’t that—And then me? It’s funny. I was deployed for about six months before I told my mom I was deployed, so you can imagine that one. And, you know, it was one of those things. I would call her and be on the phone, and, of course, she’d be like, “Where you at?” And I’m—You know, it’s like, “I’m out training. Bad reception.” And then—I don’t know. I guess, finally, she caught on to it, and then I was like, “Well, I’m in Iraq.” (1:40:00) And she was—So it was like that was a whole other—Man. And so all my friends would make fun of me. Like, “So you were scared to tell your mom you was in Iraq, but you wasn’t scared to go to Iraq?” And I was just like, “Oh. You haven’t seen my mom.” Like, “That’s a different battle.” But the service was, you know, okay. It was—And then, plus, I tried to keep communication minimum with back home. It was more of a personal thing. Just made it easier for me the less I talk to them. It was just, you know, get through it. I wouldn’t be thinking about home. It was just one of those things. Interviewer: “Right. Okay. Now are there other particular incidents or impressions that stand out for you from that first tour?” �Saladin, Philip On that tour? I don’t know. That was about the major parts of it, and, you know, besides the high tempo of the tour, that was pretty much the peak point of it. Interviewer: “All right, so then when do you rotate back to the States?” So at the end of that, I went back to Germany. I was in Germany for about three months. You do your whole—You know, just back to your unit. People start getting their orders to go to new units. And right around the time they start restructuring that unit to—They were going to Afghanistan. I had re-enlisted, and I got stationed in Texas. So I get sent to Texas, and I’m like, “Okay.” You know. “I’m in a new place. Just came back from a deployment. I’m in Fort Hood, Texas.” Interviewer: “All right, so, roughly, when do you go to Fort Hood?” It was around 2010. I want to—October, November-ish 2010. Interviewer: “Okay. All right, and what unit are you assigned to now?” In here I got assigned to Bravo Company 2/12 Cav. Interviewer: “Okay, so 2nd Battalion, 12th Cavalry. And that’s 1st Cavalry Division?” 1st Cavalry Division, 2nd Battalion, 12th Cavalry. Interviewer: “Okay. Now the 1st Cavalry Division has been a lot of different things in its history. It’s sort of Armored Cavalry in World War II. It was Infantry in Korea. It was Air Cavalry in Vietnam. What was it when you joined it?” (1:42:12) We were a cavalry unit, but the way they had it broken down it was like all of that because it was a cavalry battalion—Brigade, you could even say. We were—But the battalion was comprised of—What’d we have? One—We had two infantry companies, two tank companies, and then Scouts, so it was—And the form of Scout—It wasn’t a Scout unit. It was just Scout in name. So it was 1st Cav Division in historical context because it was no longer just a cavalry. They don’t even—They didn’t even use the term “Cav Scout” no more. It’s just a Scout. You know, so it was a kind of—Just a mash-up of everything. Interviewer: “All right, so 2/12. Was that a line company or a Scout unit, or what was it?” 2/12 was the battalion. Our line company—We were Bravo Company. And Alpha Company. Were the two line companies. And then we had three other companies, which were the support companies. Interviewer: “All right. Now did the unit have helicopters or vehicles or…?” �Saladin, Philip We had—We were mechanized, so we had Bradleys and Humvees. But the Division had the air—You know, the helicopters division. All that was comprised under the Division, but as far as our battalion was—Was just Bradleys and Humvees. Interviewer: “Okay, so you’re mechanized infantry again, which is sort of what you had been originally.” Correct. Yes. Right back to it, and here—The interesting—Was here in Fort Hood—In Germany, they kind of embraced a lot more of the mechanized role. It was like you were mechanized. You—But they had the light infantry stuff they did. Because they did a lot of, you know, foot marches. Lot of groundwork. (1:44:00) Same thing at Fort Hood, but Fort Hood—They were a lot—The catch, I should say, was a lot more focused on the mechanized part. We did a lot of dismounted tactics, but it was almost like they wanted to—We individually got our stuff, so we got—I was mechanized, so it was like I got thrown into this—It was a sixteen-week course. Just the mechanized crew. We had civilian contractors come in. It was almost a mini college semester. It was—It was testing, learning the vehicle, operations—Everything you’re doing. And then, once you qualify to be on that—and you’ve got to pass the test to qualify—then okay. You are officially a Bradley Unit, so now we got attached to the rest of the company. And now we’re working with the dismounts, and the Bradley has six or eight seats in the back. And we would put our light infantry guys—if you want to call them—and we would combine our operations. Mechanized and dismounts. And so it was kind of a little mash-up of light infantry and mechanized without the full aspects of light infantry. We didn’t have no Airborne or none of the stuff like that. It was like you was in a tank, Bradley, or the ground. Interviewer: “All right, and how long did you spend at Fort Hood?” I was at Fort Hood from 2010 to 20—Was it ‘14? 2014 I got out. I got out at Fort Hood, so 20— So— Interviewer: “Okay, but you had a second tour to Iraq?” Yes, and that was another thing. I leave Germany. They’re getting ready to deploy. I’m like, “Hey.” You know. “I just got out of a deployment.” I get to Fort Hood. I’m there three months maybe—probably not even three months—and you start hearing the rumors. You know, the rumor wheel’s— “Hey. We might be deploying. We might be deploying.” And I’m just like, “Here we go again.” And then it comes down. Like, “Yeah. We’re going to—” We get thrown into the training cycle, so we don’t get orders yet. (1:46:04) But you get thrown into the training cycle, and then, from my experience—I’m like, “It’s on.” You know. Like, “Okay.” And here the training tempo—And I thought Germany’s training tempo was intense. But here it was more because in Germany we would have to travel out to the training grounds. Because the base we was at was small, so we could maybe qualify with our rifles at the base and small tactics. But for the larger tactics we would have to travel, and it was couple hours drive. And then you had to maneuver a whole unit. Expensive, so we would do long trainings, but not often. Fort Hood—It was medium training very often, so instead of going out for thirty days, we were going out for a week or two, coming back for a weekend—three or four days—go out for a week or two. And �Saladin, Philip that was just the tempo for the better part—A better part of the next nine months because I was only at Fort Hood for about just under, say, nine months before I deployed again. Interviewer: “Okay. Now what rank were you at this point?” At this point I’m a specialist, and I’m a gunner on a Bradley. We’re doing all our training. And I’m trying to remember when was it that I came off the Bradley. So we do all the training, but I’m—And then we do our major training, which is to either California or Louisiana. We go there. I’m still mechanized at this time. Everything is set up, and then we get our—Oh. At this time we get our orders. I remember. When we—Right before we go to Louisiana—Okay. Bam. Your orders are cut. It’s set. You have your date. We’re packing bags. We’re training. Now it’s fullfledged operation tempo. Now we know when we’re going. We get back. All of a sudden, the mission changes. It’s, you know—We’re pulling out. We’re giving them back the base. We’re— Pretty much the transition phase. (1:48:02) So it’s like my first deployment was under the troop surge under Bush. My second one was a transition under Obama. It was pulling out. So it was like I got to see both ends of the beast. So I’m like, “Okay.” I’m—In my head, I’m—I was interested for this deployment because it was like I wanted to see how this one was going to go. Because—And they’re already telling us—It was like, “It’s not going to be heavy operational. It’s more of advise. Assist. We’re standing back a lot this deployment.” So I’m—“Okay.” So… Interviewer: “Okay. Now in the middle of that did you actually go to Louisiana?” Yes, we went to Louisiana. We spent—Was it thirty days? We went twice. I’m trying to remember. We went thirty days, came back for about—Little bit less than a month. Went back out. Interviewer: “Okay, so you go to a swampy state to train to go to Iraq?” Yeah. Interviewer: “Well, of course, some—You had a little bit of swamp in Iraq first time, but— Okay, but was it at Fort Polk, or somewhere else?” Yes. Fort Polk, Fort Polk. And they have the JRTC—the Joint Readiness Training Center— there. Complete mockup town of Iraq except for Fort Polk is a million percent humidity every day, but—And then that was our experience there. Did that for the next two, three months. Back in that cycle. Interviewer: “Okay. Yeah. Now you had mentioned something earlier about Fort Hood not being one of your favorite places?” No. No, it’s—I’ll say—I’m trying to see how to say this thing. Not in a way that I didn’t—That I didn’t like the military. (1:50:01) But I didn’t like Fort Hood, how Fort—How the place itself was ran because I felt it was—When I got there, I felt it was more of a corporation than an Army unit, and I don’t know if it was because of the size. And Fort Hood does have a division headquarters on it, so okay, you need to uphold, I guess, a better image because it’s a lot higher a �Saladin, Philip rank. I don’t know the reasoning, but in Germany it felt more military. You were in a military unit. You did military things. Everything had a militaristic purpose. You get to Fort Hood. Some of the stuff you do you’re just like, “No.” It’s a lot of just weird admin stuff, you know. It’s just random. You get there. It’s like, “Oh. You have to learn how to do a PowerPoint slide on—” I’m just trying to—One of the most random things like a PowerPoint slide on going out on boating and barbequing for the weekend. I’m like, “You’re trying to tell me how to be safe barbequing and boating, but you just gave me a gun and bullets and sent me to another country. And I had not a single safety brief or a PowerPoint slide of how to not to do something.” You know, and then it’s like at Fort Hood you’re told, “Okay. You can’t go—If you go on pass, you have to do a course on or computer thing on how to drive. You have to rest every two hours.” Weird stuff. But then we’re in Iraq. They throw you in an MRAP. “Oh. You have got to go drive for twelve hours nonstop.” I’m like, “Wait. So it’s okay for me to do it over there when I’m in a lot more danger, but if I want to drive home for the weekend and if it’s over three hours, I can’t do it because I don’t have more than a day.” Interviewer: “So there was a lot of chicken bleep.” Yes, yes, and for some reason Fort Hood just felt like it was extremely good at that. And it was everything, and it kind of—It’s just like, “Man.” It’s like, “Let us be Army. Let us do Army.” (1:52:09) It was like they were so concerned with—“Okay. You need to go to the motor pool and pick weeds out of rocks.” Like, “We have Roundup. Just let me go spray it.” But no. It’s like, “Go get a group of guys and go pull grass.” And stuff—I’m like, “I could have been teaching how to land-nav or read a map or doing something else, but you want me to go clean a rock.” And it wasn’t that dramatic, but it was stuff like that where you were just like, “Why am I doing this?” And, again, it was just that whole, I guess, bureaucracy of the big base, and it—And that—It just kind of—It just took a taste out of my mouth and just—It just—And yeah. Interviewer: “So going to Iraq then is a refreshing change of pace?” Yes, it was. And I tell people that, and they look at me like I’m crazy. But I’m like, “I actually looked forward to that.” And then, “Okay, besides the fact that I need to stay alive—which I do that here too—that’s my only worry. Besides my Army stuff, which is almost instinctive because—” But it’s like, “If I want a drink of water or Gatorade, I don’t got to pay for it. I just go walk in the fridge and grab it. If I’m hungry, I don’t—I’m not worrying about my meal. I just go walk in the building and get it.” But it’s so much simpler. It’s almost—It’s a primitive lifestyle, you want to say, to put it—The simplest words. It’s like, “Okay. All we got to do is worry about is eat and live, and that’s it.” And the stresses of war are—Yeah, it’s a whole other animal, but the stress of life is not there. And it’s weirdly a great feeling, and you—At the moment I didn’t notice that until—When I got out and I started—I guess you want to say—for the better part of it being an adult, having responsibilities, paying, you know, mortgages and all that. I’m just like, “Man. I was in Iraq. I just had to not get blown up.” Interviewer: “Right. All right. Now what’s the process for getting you out to Iraq this time?” (1:54:05) �Saladin, Philip So now this one was a little bit different because Fort Hood has their own—Pretty much is its own mini country. Own airport. Everything. So all the staging we did in Germany last time— Everything got done from Fort Hood. Loading up all the supplies, leave ahead of time, all the vehicles—It was probably two months ahead of time. All the gear’s gone, so now we’re just sitting and waiting. Formations every other day. “Bring all your gear. We want to make sure you have it.” So, you know, and that stuff. Finally, we’re going. It’s the day we’re leaving. We’re just getting on school buses and two minutes down the road to the airfield. And we’re sitting in this giant gym, get loaded up in the plane, and the next thing you’re taking off. I think we stopped in Ireland or something for a few hours, and then from there we went right into Kuwait. And this time it was—Even in Kuwait I noticed a change because I get to Kuwait, and a lot of those briefings it wasn’t like, “Hey. This is an AK-47. This is how you handle it. This is how you take apart.” You know. Or, “These are IEDs.” It was more like, “This is the population in this area. This is how you engage them.” Which is the right thing to do because okay, you don’t want to go in there and just—“Oh. I’m going to destroy everything.” You know, you want to know that, but it was a lot more of that than, “Okay. Hey. You’re going to a combat zone.” And then we get there. It’s a huge base. The lifestyle compared to my first deployment—It’s night and day. This was a—What—It’s an Iraqi airbase. I’m in northern Iraq in Kirkuk at this time for this deployment. It was, I think, Kirkuk Air Base actually. Was where we were on. Really nice. Lot of contractors. This thing was—We had, you know—For what it was, I wasn’t complaining. (1:56:10) I was like, “Hey.” You know. “I’ve got electricity.” I had Internet in my room. It was good, so hey. And the life—The living conditions was better. The food was better. By this time contractors were well-established. You know, my first deployment—From having the showers that were going to electrocute you to the second deployment—To you have some guy coming in replacing all the napkins in the bathroom. You’re like, “Whoa. Okay.” So—But this deployment was the whole—“Let’s be nice to everybody.” And it’s interesting because this deployment I feel like I thought was the deployment—I was not more in fear for my life, but I was like, “If this is the deployment, this is it.” Because it was every other—Probably every day almost we were taking rockets incoming, and, you know, the first couple days you hear the alarm, you run to shelter. Before the end of the first week, we would get rocketed, and I’d just stay in my room. I’m like, “I’m tired of running.” I’m like, “Whatever.” It’s like, “If it’s going to hit, it’s going to hit me playing video games.” And I’d just stay in my room, and that’s the mentality a lot of us took. And I don’t know if it was just the infantry guys—that we took that mentality—because you still had a lot of people around us that as soon as that alarm goes off, they scatter, you know, in the wind. Me? I’m like, “I’m going to wait for first impact, judge from there, and that’s it.” It’s—Because I was like, “I’ll be damned if I run out of my room and get blown up running to cover when I was in cover.” But, you know, it was just one of those things, and then by the third week we’re making fun of it. We’re—And I don’t know if it was because their rockets were just so whatever. And I’m pretty sure they probably just lined up five rockets, launch, and forget. But we would come outside, and rockets were coming in. (1:58:01) Me and my buddy would run around. “The Russians are coming! Everybody take cover!” And then everybody’s like, “How are you joking?” And we’re like, “Well, you can’t be serious.” It’s like, “I’m not going to—I’m already stressed out.” It’s like, “I’m not going to go crazy worrying about some random rockets.” And, you know, fortunately I don’t think nobody on the base—I think somebody got shrapnel, but no casualties besides that. And it was small. We had—But it was a constant barrage the whole deployment. Well over hundreds of rockets were fired at us. �Saladin, Philip Interviewer: “Now was this hill country you were in?” It was pretty flat. They really, really, really urbanized our setting. The base was huge. It was a— Half of it was—At this time half was Air Force, half was military, and Iraqis even had a little part of it, too. It was a big base. And, you know, they would launch the rockets, and half the time it was hitting random spots on the base. But we had a few times. We had one time. We’re driving out, and rocket landed right in front—It was a dud. Just—And you hear the fin, and we’re just like, “Wow.” That—And you know. And stuff like that. You’re like, “Hey.” But—And you know. And that was the lifestyle there at that place. Interviewer: “Okay, so what were you actually doing then?” This—We were doing a lot of—They called it—We just did a lot of presence patrol. That’s probably the best way to—We would do a constant presence out there. We were just constant. If we—We would do forty-eight hour guard shifts with an Iraqi unit at certain police headquarters and checkpoints throughout the town, and if we weren’t even doing that, we were literally just driving around the town for twelve—Twelve-hour shifts you would just drive, and it was—I think it was just drawing out the bad guys because it was a lot of rockets attacking at this time, and we would—While driving out, the overall idea was to try to have a unit out of sector, so when they would start launching rockets, maybe have a chance of being close. (2:00:09) Because we could ID where they were being launched from from all the stuff we had, so, you know, sometimes we would get a—“Oh. We’re right down the road.” And you’ll go, and it’d just be a rail set up. So it’s like we could tell it’s a timer, and I don’t—My unit personally—We never got to catch one of them, but we definitely found a lot, a lot, a lot of rockets and rails. And that was just—By that time that was their thing. Just set rockets and go. There wasn’t—IEDs weren’t a big thing, but at this—It was—Can’t—The—I think they’re called RKGs. They were handheld IEDs that they would throw, and that’s what my truck got blown up with. This was this deployment. And that’s another thing. We weren’t doing a raid. Nothing. We were—We just got done with a presence patrol. End of our shift. No, we’re actually QRF. That’s the funny part. We’re QRF, and we’re out in town. Interviewer: “What is QRF?” So quick reaction force. So that’s for—Let’s say a unit’s going out, and they get in contact. We’re pretty much their reserve. “Hey. These guys are in contact. We’re going to come and multiply the force and whatever has to be done.” The way you usually handle QRF—You want to keep them stationed at a location. Us? The way they did it we would drive. We’re out in sector, so it’s like, “Okay. We’re QRF. What happens if QRF gets hit?” And guess what happened that night. QRF got hit. So we’re driving. It’s probably, you know, last—Towards the end of our shift. We could see the base lights. Maybe a mile from the base. And it’s crazy. The way I remember this story was completely different from my driver, and I didn’t notice until me and him talked about it a few years later. (2:02:08) So the way I—The whole time I thought of it I’m in the truck. It’s my driver, my truck commander, and then me. I was a squad leader at the time, but I had—I was driving in the platoon sergeant’s truck, so he was the highest ranking NCO. So he was the truck commander. Him and the driver in the front seat, have the gunner in the middle standing on top, and it’s me and the squad in the back. You know, and I’m like, �Saladin, Philip “Okay.” You know. “We’re pretty close to the base.” And we stopped. Or, at least, I thought we stopped. And next thing I know I was just—Just this real loud explosion and this—I can still taste it. Just this funky taste in the air. It was just—I don’t even know how to describe it. I don’t know. You know, it’s from the smoke system. I don’t know. It was just this weird taste. And come to, realize, you know—“Okay. We just got blown up.” First thing I do is, you know, the body check. I’m intact. That’s a good sign. Still could not really hear stuff. Everything was just muffled. At this point I’m putting two and two together. I knew it was an explosion. You know, you know, and I look over. My medic—He’s standing there. Everybody for the most part was good. We—Our truck behind us—We push out of the kill zone, which is what you’re trained— You know, if you get hit, you don’t want to stay in that spot. You want to try to push up, back, wherever. Couple hundred meters out of the way in case it’s an ambush. You don’t want to stay on the X. We push out. Personnel gets arranged. We call up. “Hey. We just got hit.” “Oh. We need to spin up QRF.” We’re like, “Oh. We are QRF.” (2:04:02) Interviewer: “Okay, so what condition was the truck in when it was hit?” The truck—It was interesting. The truck was almost—I give a lot of credit to the truck because this thing was—At first, we was like, “It’s immobilized.” We’re like, “It’s done. The slug apparently—Because it was—The way this IED was—It’s a copper plate, and the explosion— What it does—It melts that copper plate, so it’s pretty much molten metal just shooting towards wherever it’s going. And where we’re hit in the truck was right between the driver’s seat and the engine, so it just hit the perfect sweet spot where it—But it went—It was the craziest thing. It’s this big diesel engine, and it went clearly through the engine. You could see the ground. So we’re just—You know, at this time we didn’t know it was that bad. We’re like, “Okay.” You know, we took the truck. So we hook it up. Well, they hooked it up. At this time I’m still—I’m in the back of the other truck. I’m kind of dazed still a little bit, so I’m just—And I’m, you know—The recovery operation is happening, to say the best, and then, all of a sudden, it’s—I remember this because this got me so angry. We hear on the radio. The guy’s like, “Okay. We got our troop— We self-recovered.” They was like, “We got the truck hooked up.” We pretty much just put a tow bar on it to the truck in front of us.” We’re like, “We’ll just pull it out.” Headquarters comes on the radio. “No. The next QRF just spun up. They left. Let them come and recover you.” (2:06:00) You know, and it’s—You get that pause. Like, “What?” Like, “Is that what you’re—” You know, and now I can—You hear people on the radio like, “What the eff are you talking—” Like, “We’re not going to sit here and wait for somebody to come.” So that situation developed to what it was. This whole time I’m in the back of the truck, and all I hear is, you know, F-bombs and every other word you could imagine in the book because we’re sitting here still. And, you know—But we just got blown up five hundred feet to our rear, and we’re just still here. Eventually, the next—We had our sister platoon. Happened to be coming back from their shift on guard from one of the checkpoints. They were like, “We’re out in sector. We’re here.” They pulled up, load up the truck, and literally did exactly what we were doing. But, for some reason, they didn’t want us doing it. We get back to the base, which is maybe five minutes. We go to the—Automatically, everybody has to go to the aid station for evaluation. I get out of the truck. I’m like, “Oh.” You know. “I’m fine.” I’m—Then, all of a sudden, I’m just puking my brains out, and it’s just—I’m just like, “Okay.” It’s—I was—And then—And everybody’s being checked out, and I’m just puking. And next thing I know it’s like, “Oh. You’re staying here overnight.” I’m like, “For what?” I was like, “I’m just throwing up. I’m cool.” And no. So kept �Saladin, Philip me overnight. Me and my platoon sergeant got kept overnight. He got rocked pretty good because he was in the driver’s seat, so he got—Good concussion. The blast of that concussion. Because it was right in the—Directly—If we were going two, three miles an hour faster, he’d probably be dead right now because he would have gone right through that door. But he was a little bit more out of it for most part of the night. You know, wake up the next morning. We get released. You know, it wasn’t nothing too crazy. Interviewer: “Now did you get diagnosed with a concussion?” (2:08:01) Yes, I got diagnosed with a traumatic brain injury and pretty good one because I couldn’t go out for, you know, I think—I forget. I think it was a week or something. And I don’t remember hitting my head or none of that. I thought I recalled the whole thing good. You know, I’m telling my story. I’m like, “Yeah. This is what happened.” I couldn’t be more wrong. Interviewer: “Yeah, so what’s your friend’s version of it?” So my buddy—He’s the driver, so I take his—You know, I was like, “Okay.” You know. “That kind of makes a lot more sense to me.” Me? I was—My story—It was like we stopped at the light. Whatever. He was like, “No. We never stopped.” He was like, “We were driving the whole time.” And he was like, “We’re driving, I saw a guy at the corner, and I yelled to the gunner.” He’s—I don’t want to say names because I just don’t want to put nobody out there like that. And I haven’t talked to them to—You know, I let them put it out if they want to in the future. Whatever. But he’s saying his name. “Hey! Two o’clock.” You know. “Somebody’s fishy there.” Because he said he saw the guy look, turn back, and cross the corner. We’re coming up on the corner, so he peeks. He said he seen him peek. The guy comes back, and that’s when he told him. I don’t know if our gunner was sleeping, La-la land, what it was—Because then all I hear is, “Oh, shit.” And, you know, my driver’s like, “I didn’t know what to do after that.” He’s—He’s driving, he’s telling the gunner, the platoon sergeant’s like, “Oh, shit,” and he’s like, “That’s— We got hit while we were driving.” He’s like, “We never stopped. The whole time we was driving.” The part where we pushed through was right, the part that we couldn’t self-recover was right, but we never—I guess we never got to the point where we were leaving with our vehicles. (2:10:00) He said we were in the middle of setting it up, and then we got told, “Hey. Don’t selfrecover.” And apparently, our sister platoon was already there when we got told. You know, and I’m just like, “Well, okay. Well, you know what—” I was like, “I knew this story completely different. Me? I thought we was at—” I was like, “I thought we stopped.” And there’s this bridge—this overpass—we always drove under, and I thought that’s where it happened. And it wasn’t even there. It was quarter mile up the road. He was—I don’t know. I was like, “Didn’t we stop at the light at the underpass? And that’s where we got—” He’s like, “No. We never stopped at that light.” And I’m like, “I know.” That’s what was weird to me. He was like, “No.” He was like, “We drove through, and it’s right when we got past the underpass at that store—” He’s like, “This little restaurant—” He’s like, “That’s where it happened.” I was just like, “Oh.” And he’s sitting out—And it was—I was just like, “That’s—” But it was crazy how I thought—If you were to ask me—If that’s a report I gave—my debrief—I would have swore up and down that’s what happened verbatim, and no. It’s—And I found that very interesting, you know. It was like how? I don’t know if it was a coping mechanism that my body just went into, or maybe I just— �Saladin, Philip That track of period—I just lost it or whatever it was. But I just found it really interesting how— That my perspective was completely different from his, and it was—I just found that interesting. Interviewer: “Okay. Well, I mean, with a brain injury and a concussion and things like that, stuff can happen, and the brain can actually fabricate memories in places. If there’s something that’s missing, it will fill in the space for it. So who knows there? But yeah, so very, very distinctive thing there. Okay. Was that really the only time that you kind of came under fire or were that close to it?” For that—For us, yes. For that—I’m trying to think. For—Yes, yes, yes, yes. I know that one was—There was another story with another platoon that was pretty interesting. (2:12:02) It—I say it’s interesting because the outcome—Nobody was hurt, but this guy—I think he was a brand new private. He wasn’t in my unit—my platoon—but we had—We were going out on patrol, and we come back. It’s a—It was a fairly large maneuver. We come back, and we’re going into the base. And all you hear on the radio is, “Oh, chunk. I think I got shot.” You hear that. Okay, you know, you’re—Everybody’s buckling down. We’re like, “Is there a sniper?” You know, because we’re driving. You know, there wasn’t no gunshot, so nobody’s mind thought of anything. We’re just like, “What? Wait. What?” So everybody—And then it’s like, “No, no, no. Not right now.” And then—So okay. So we all come out the trucks, and the kid touched his vest. And his plate was shattered, and take it off and check it. And he had a slug dead center mass in his chest. Didn’t realize it. He was a gunner on a truck. Did not realize he got shot. And—But the irony was he had a plate in his vest that he was supposed to switch out for the new updated ones. He never did, so he got in trouble. So his plate saved his life that was supposed to be changed for a plate that was supposed to save his life, and he still got in trouble because—But I just thought that was—That was kind of interesting. You know, you took a round to the chest and didn’t—So I don’t know if it was just that far away, but it—That thing right there was always—I was—Very interesting to me. I was—And—But we never—I don’t think we was ever in a spot that that happened. I don’t—So the real story—Who knows? You know, I’m—There’s my perspective, but I just always found that interesting. Like, “Hey. You could say you took a round to the chest and walked away.” (2:14:00) Interviewer: “Yeah, and I suppose you were bouncing along on the truck. Might not even notice the moment when the impact took place if it sort of was timed that way, and then realized that you’re—The plate’s shattered. Okay. Now you’re—Are you now doing more in conjunction with the Iraqis?” Yes. At this deployment, it was hand in hand. We were to the point where every time we left the base we had to have an Iraqi contingency with us. So whether it be the local police, military— There had to be some kind of Iraqi force, and at first we were the lead. They would following. Towards the end, they were the lead, so we pretty much were the supporting force. But that didn’t always work out. There was one incident we were going on a scheduled raid. This was a big maneuver planned. We show up to the Iraqi Army base. They decide to not show up for work today. We get there. There’s one Iraqi guy there. It’s the chief. He’s like, “I don’t know where my men are.” And I’m just—And company commander walks up to me. Grabs me by the shoulder. He’s like, “Me, you, the chief, and this Iraqi. We’re taking point, and we’re going to go in the building.” And I’m like, “Fuck.” You know, and me—And at this point—I’m a sergeant at �Saladin, Philip this point, so I was like, “Okay. I’ve got the leadership role. I have to assume my leadership position.” So it’s me, two of my guys, two Iraqi guys, and, weirdly, the company commander. You never see that. A company commander does not go on a stack on a wall into a building. Sure enough, company commander’s like, “I’m coming in with you guys.” Me—as an NCO at that time—I was kind of a little bit disgruntled because I felt like, you know, my power just got snatched. And I was like, “Ugh.” But then I felt good. I was like, “He has trust in me. He’s going to do this maneuver with me.” So I was like, “Sweet.” You know, and that one—We ended up arresting some guy, but it was very interesting because our intel on that raid was—It was pretty grim. (2:16:04) A few weeks earlier, another group had came in and got into a firefight. There was—A Special Forces group came in and got into a firefight. The same exact area. And then we show up to the base, and this Iraqi Army guy’s—Decide to call out. I’m like, “This—” You know, the whole thing was just—It’s like, “Oh, man.” I was like, “This is going to be bad.” It was nighttime. It’s two in the morning. It—The whole time I’m driving to this place my heart’s jumping through my chest. I’m just like, “Oh my god.” I’m—I want to get sick at this point. I’m like, “I want to be sick.” But you can’t, you know. But it turned out good. Went in. Simple thing. Got the guy. I don’t even know if it was the guy we were looking for, but it was a guy we wanted to arrest. Arrested him. Turned out good. Really long. Really, really, really long night, but it turned out really good because, you know, nothing happened. But that was probably one of the scariest—Because, you know, it’s in your head, you’re—All the calling cards for an ambush were there, and, you know, at that time I’m—Yeah, I’m a fresh sergeant. I know enough, but the overall picture—You know, who am I? I’m not going to be like, “Hey, sir. We can’t do this mission.” He’s going to be like, “Yeah. Go. Get out of my face. Go get me some—A new sergeant.” You know, but—And it’s—And it made you think, “Are we walking into it?” It wasn’t—You know, it was—We benefited. Lucky. It turned out good for us. In our favor. We got some great intel out of it, and it’s weird because I look back at a lot of this stuff. And I’m like, “Man. All the times that it could’ve been—It was like it wasn’t.” And… Interviewer: “Okay. Yeah. Now did you ever see the Iraqis function effectively?” No. Just—Honestly, no. (2:18:01) One time close. We—And this was because we were just sweeping a large field, and we had them online. And they were sweeping the field. That’s probably about as effective—Like that. But there were other units that were pretty good. We got to work a little bit. We were in Kirkuk, so we seen the Peshmerga Army and stuff like that. Those guys are legit. Those guys—They know what they’re doing. There were small groups of people that we didn’t work with directly that—They were functioning right, but—And that was the thing with that area, especially in that Kirkuk area. Is you would have some units—You’re like, “These guys [?] way—” You know, we would leave a checkpoint. Don’t even turn around. Just don’t even look back. We just—“Adios.” Like, “You guys got this.” Another checkpoint— You show up. You’re like, “Wow.” Like, “What’s going on here?” And—But we never worked with one of the better units, should I say, or all the ones we worked with—They were small, and I didn’t—Probably were—You met good people, but as far as tactically, no. I seen them shoot themselves in the foot and try to say somebody shot them. Like, “No. It’s—No.” Like, “You have well over twenty people here.” You know. “We know—” We could tell the difference where, you know—Got shot. But that? I probably seen that about three or four times. Dude shooting—And they just had this thing. They would rest their AKs on their foot. The muzzle. Right on their toe. And they just loved playing with the trigger. They just always had their �Saladin, Philip finger—Always. And then it’s—You would think they would learn and—But never. It was just like, “Dude. Just don’t play with it. Just don’t play with it.” And then that was a little big of a problem. When we would stay on the compound with them, we put them—Unless you were sleeping, we made our guys wear their full gear all the time. Because we slept in separate rooms, so we had a little bit of control over the room. But if we were just walking around the area, it’s like, “No. Put your gear on.” Like, “I don’t care we’re indoors.” Like, “These guys are too reckless.” (2:20:07) And I don’t want to say it was just almost on purpose. Because they weren’t dumb people. They just—Relax. Everything was like, “Meh.” Like, “If it happens, it was meant to happen.” And when they literally say, “Everything is like that,” everything is like that. Nothing is, “Hey. We’re on a schedule.” They’re just like, “It’ll happen when it’ll happen.” I’m like, “No, no, no!” So—But it was interesting. That part was really cool. But met a lot of nice people. But that mentality was… Interviewer: “All right. Now, I mean, do you actually get to know any of these people at all?” Yeah. Yes, I—Especially in Kirkuk I got—And when we were staying—We would stay overnight in the compound for a couple days. Of course, you’re going to develop a relationship with them, and then my last name being Saladin—That intrigued them. Oh, man. That—I think the first day they saw me, and they saw my name badge—it says, “Saladin”—they were— Instantly just gravitated towards me. And we were talking, and it’s funny because I don’t speak a lick of Arabic. And they’re just—And I’m just like, “I don’t know.” Then we had an interpreter, and at this time our interpreters were actually locals. So he was talking, and then got to talking. I can—That right there built me a real good relationship with them. They would be like, “Hey! You want some of this, you know, bread?” And they would have their meal, and then they would call me over. Like, “Hey! We got some—” You know, super nice, and I just—I was intrigued by it, you know. Then I found out more. You know, they would tell me stuff about my last name and the origins, and how he was from—He was Kurdish and all this stuff, and they were real fascinated by it. And—But I kept the relationship there because we had a lot of other guys— They would go friends on Facebook and stuff like that, but I was real sketchy about that because at this time it was still—It was a lot of sketchy stuff going on over there, and a lot of the interpreters—We would have to meet them out in the town and away. (2:22:10) Secluded areas. They wouldn’t come to the base, or—Or they would get—You know, driving in the trunk of somebody’s car and get drove onto the base because they were in—Living in that area. And if they saw them—Like, “Oh. You’re working with the Americans?” You know, and it’s crazy because at this time we were handing it back over to them, but compared to my first deployment, I felt like the second one was more—I don’t want to say war zone or warlike, but it was because we had—It was a lot more stuff like that. Our interpreter for instance. We’re over here sneaking. Meeting this guy in the middle of this desert practically, climbing—With a full mask on, climbing into the back of our truck, so we could go talk to somebody, and then dropping him off miles away. It’s stuff like that, and then, you know—And then taking the rockets every night. Some of our checkpoints or other platoons got in firefights, and I’m like, “When we’re here to give you everything back and be nice, we’re getting a lot more attacked than when we were here kicking down doors and taking you guys away.” And I know it was two complete—It was southern Iraq and northern Iraq. Two completely different places. Maybe that had something to �Saladin, Philip do with it, but I just found that interesting that I felt like the combat intensity was more during the drawdown than the surge. Interviewer: “Yeah, so did you have much perspective in terms of thinking of the sort of bigger picture of what was happening? You know you’re part of a drawdown, and do you wonder, ‘What are these guys going to do when we’re not here?’” (2:24:05) Oh, yes. That was a huge thing. It was—Just seeing how they operated already with us, it was like, “Man.” Honestly, we were calling it. It’s—Knowing today what we know, it’s easy to say, “Hey. I knew this was going to happen.” But we were saying it. We were like, “Man. This is not going to turn out good because we’re just giving these guys bases and then the checkpoints—” We start off with the checkpoints. We would—And we’ve put generators in these things. Air conditioners. We took—We upkept them good—refurbished them—and, you know, come back a week or two later, they’re stripped bare. Generator’s gone, air conditioner’s gone, everything— And then it’s like, “Come on.” Like, “This is for you guys.” Like, “Now you guys are going to be manning this checkpoint with nothing.” And one of them was completely abandoned. I’m— So I’m like, “Okay. This is going to—” You know. And then we were giving them the bases, too. The big bases we were shutting down. We actually were part of a big maneuver. We drove from northern Iraq all the way to southern Iraq, and I forgot how they described it, but it was probably one of the largest convoy maneuvers in Iraq besides the invasion. We were pretty—It was—It was pretty much a whole base left at the one time, and we had all our vehicles maneuvering from northern Iraq to southern Iraq over a—It was a three-day period, and it was like, “If we’re drawing down, and stuff is this good—” We had fighter jet escorts, helicopters— You know, each leg of the trip we were never unescorted by air support, and we’re this massive firepower. (2:26:03) You got—It was well over a hundred vehicles. We’re armed to the tee, you know, and—But I’m like, “So we’re giving this back, and stuff is so good. Why are we leaving like this?” And everybody had that kind of feeling. Like, “Man.” Like, “We’re just giving this up. We’re giving this up.” And then, you know—And then me seeing two—From two deployments—None of these other people have way more deployments and a more intimate experience in certain places, but I’m—I almost felt like that work—I’m like, “All that stuff is— It’s done. It’s—It’s done.” Like, “This is the end. Is this the fruit of my labor? Is this it?” Like, you know, “Blood, sweat, and tears. We’re just going to walk away?” But, you know, that’s what happened, and then, you know—Then you look at the news, and you see the whole ISIS thing. Kirkuk was one of the first places that fell. I’m—Got a little sick. I’m like, “I know this town.” Interviewer: “All right. Now when you had that convoy—So were you leaving the base that you had been on initially?” Yes. Interviewer: “And then do you set up a new base, or you just leave?” No, we left the base and turned it over. We officially turned it over to the Iraqis, and then we were traveling down to other bases that we had. And we would either grab an attachment with us, and they would shut down, or they were probably still another unit there. But the main base we were on—When we left, it was—“Okay. This is yours.” �Saladin, Philip Interviewer: “And from there did you just go on and leave the country?” Yeah, yeah. That was pretty much our trip home. The start of our journey home. Usually, they were just throwing us on airplanes and flew us to Kuwait. It was like, “Oh. You’ve got one last mission. You’ve got to drive all the way to southern Iraq.” Because we had to—We were turning in the vehicles to the—I guess, the main logistic port or whatever, and it’s a lot cheaper to have a bunch of people driving than it is to fly them down, so—And it—And that itself was an interesting trip because we got to drive to a lot of towns in Iraq. (2:28:01) We drove through— What’s Saddam’s hometown? I can’t— Interviewer: “Tikrit.” Yes, and the path we took—You see everything, you know, and I was sitting up front. I got to see all that. Some of the stuff—You’re just like, “Man.” It’s mesmerizing, you know. You’re like, “Wow.” These buildings. And even when you see the palaces, and you go—It’s just—Man. But then you—So destroyed. Interviewer: “Oh, so were the palaces impressive, big things, or…?” Yes, to me. They definitely impressed me. I got to see two of them. I didn’t get to go inside none of them, but it’s—Just driving by and seeing them, and then just the—A lot of them—I was looking at—Of a lot like a historical, pure perspective. I’m like, “Man.” You know. “Thousands of years ago, this was a whole—” Interviewer: “Yeah, yeah. You were in Assyria.” Yes. Yeah, and actually when I was in southern Iraq, the—It’s called the Arch of Keshra. The Gateway to Persia or whatever. My base was right there. We were tasked with keeping that place—whatever was left of those ruins—up. But that amazed me, you know. They were like, “This is considered the cradle of civilization.” Like, “This was the—” They called it the Gateway to Persia, and it was like, you know, “This is the old—Historical way.” And I was amazed. I was just like, “Man.” Like, “This thing is—It’s older than this county that’s here protecting it.” Like, “This—” And like I got to go to one of the shrines for one of—It was, I think, one of Muhammad’s prophets or something. I forget who it was, but it was a really religious, super religious—I got—And then I didn’t know—I don’t know a lot about it, but it was just being in the presence of that and understanding the historical value of it. You’re like, “Man.” Like, “This could have been where stuff started.” You know, like, “All this kind of stuff—” It was like, “If you really look at it, it all kind of started right there.” (2:30:05) Interviewer: “Is there other things that stand out or particular experiences or impressions you had that you hadn’t brought in yet?” From the last deployment, I would say significant events—impactful events—most likely not. That was the major we covered, but everything else was more, you know, just the day-to-day �Saladin, Philip operations. My son was born during my second deployment. That—I can’t believe I missed that out, but that was huge. Interviewer: “Okay. How do you deal with that? I mean, are you able to communicate with home and through the process—Or do you get to go home somewhere in there?” Yeah. I don’t know if it was set up, or just a—Fortunate of events. Just managed to work the way—Like this. But you get your R&R during deployment, and my R&R came up exactly at the nine months. So I was like, “Okay. Yeah. I might be home to see my son born, or, you know— Or he might be born, and then I get home.” So that’s when I’m there. It’s like, “I might have a good chance to see him.” So I’m like, “All right.” I’m excited about that, and I get leave to go. It was two days worth of flying. Just long. You know, just—Get off the plane. I’m like, “Okay. We’re going to get something to eat.” She—Son hasn’t been born yet, so we go get something to eat. Get something to eat. We go to the house, and literally right back in the car because she went into labor. So it was like, “Perfect timing. Let’s go.” So my—It was a two-week long R&R. My whole first week—well, five or six days—It was spent in the hospital. (2:32:01) Then got done with that. Got to spend the next week with my son, so I got to—That was awesome, you know, but on the other hand, my whole perspective just changed. It was like, “Okay. I’m going back.” But now I’m—Everything I do I’m—I don’t want to say second-guessing, but I definitely was more cautious. I wasn’t—As opposed to just like, “All right. Let’s go do this.” Now in the back of my head I was like, “Okay. Let me just methodically—Let me—” Not methodically. I was always a little methodically in planning, but this time I was, I guess, just being more redundant. I—It’s weird to say—Because you’re being careful already because where I’m at in the environment, but it kind of increased a little. I don’t know. It—I wasn’t all about myself, but this kind of just brought it out more where it’s not just about me, I guess you could say. I was like, “Okay. I’ve got to make it back home.” As before, I was like, “I would like to make it back home.” This time it was like, “I have to.” Interviewer: “Yeah. Well, it’s sort of a reason why at times different military organizations wanted single men for certain kinds of jobs and things like that.” Yes. I definitely see why that would be. Interviewer: “Yeah. Now you’ve got different set of responsibilities there at that point. Now—And so how far into that tour was that?” That—And it was—That was right at the middle. It was—It—I want to say probably just above—Just past six—Either at six months or just past. Right in that middle point. Not sure exactly. Interviewer: “Okay. All right. Now a different kind of question. How would you characterize the morale in your unit on the second tour with the 1st Cavalry as opposed to your previous one?” I would say the second tour—The morale was—It was—As far as cohesiveness morale, we all got along. We’re all really good. That was great. You know, our platoon—We were—Great �Saladin, Philip bunch of guys. (2:34:00) I was—That was my first significant leadership role in combat because before I was just a team leader. This time I had the role of a platoon sergeant for a few weeks because I was a senior staff sergeant. Just, you know—No, not staff sergeant. I was a senior sergeant. I was— Interviewer: “In the platoon, right?” Yes, so we had—Our platoon sergeant was gone, so I got—I had to fill in that seat, so I did that for a little bit. So I got a lot of good experience, and in that manner it was all—The soldiers were good. A lot of young guys. They were, you know, just fresh, full of energy, ready to go, but this was a different—Their perspective was—I guess what they thought they were going to go—You know, they were like, “Oh, yeah. We’re going to war.” I don’t know if they were like, “Okay. We’re going to go get into this shooting war.” They’re expecting intense firefights or what it was, but I’m—And I told them. I was like, “Even in my first deployment where that was—Was going on in a lot of parts of Iraq—That—For us, we didn’t see it as much as you would think, even though we had some catastrophic events.” It’s like, “You didn’t—” I was like, “It’s not like that. In other places I’m pretty sure many other soldiers experienced that.” I’m like, “From my experience—” I’m like, “It’s not like that.” You know. “And if they do happen, matter of a couple of minutes, it’s done. It’s not this, ‘Oh.’” You know. “You’re in a three-day firefight.” You know, it just wasn’t happening at that time, so I think that kind of took away from them a little bit because they kind of felt—I don’t want to say short-changed in the deployment, but as an infantryman, you’re naturally looking for that. You join to be in combat. To go fight. That’s what you want, and it’s like, you know, you’re letting them loose. Like, “Hey. Go.” But there’s nothing there. You know, it’s just this constant defensive posture, and then you’re like, “Okay. Why am I doing this? Why am I doing that?” And I think that was one of the hardest challenges. Was being able to keep that morale up with those guys because all we were doing was just, you know, driving around in circles pretty much. Interviewer: “Yeah, but there were still people trying to kill you, but it wasn’t IEDs. It was rockets.” Exactly, but, you know, I understood that. I was—You know, but them—They were like, “Nobody’s shooting. We’re not shooting.” (2:36:03) I’m like, “Okay, but you don’t need to be shot.” I’m like, “I’d rather get shot than blow up.” You know, I was like, “You could fight back a bullet.” I was like, “You ain’t fighting a bomb.” So it’s—But they didn’t see that perspective. You know, they wanted to come and hunt the bad guy. You know, kick down—We were kicking down doors, but it was—It wasn’t the movie scenes, I guess you could say. It wasn’t that, and they were a little bit bummed about that. But they were still a great group of guys. Everybody was always happy. I never had an issue with worrying about, you know—Like, “Okay. Is this guy going to do something he shouldn’t do?” I never had to deal with that. Everybody was— Great people. It’s a—And the environment was better, too. The quality of living. So I guess that improved. You know, that helped a lot as opposed to if we were stuck in some horrible, little box with nothing. Then maybe a different story. But yeah, quality of living was pretty good there, too. �Saladin, Philip Interviewer: “All right. Now how much time do you have left on your enlistment when you head back home?” So I headed back home—I was about—Was it four years I had? Probably three or four years. When I came back—So I was probably finishing the better part of three years left to my— Because I don’t know—I was in my window I think in the next year or so where I could be reenlist, so I think I was at the three year mark because—It’s funny that question came up because that kind of rolls into the next—My, I guess—I call it my next event in the military. We come back. You know, now we’re just resetting. Doing normal stuff. Just qualifying with weapons. Nothing intense or crazy. Just—Almost just your basic stuff, and then... Interviewer: “Okay. Are you back at Fort Hood?” Yes, yes. We came back to Fort Hood at this time. We—Getting all the new guys because usually when you come back from a deployment, units get reshuffled. People leave. I stay at this unit. We get a whole group of new guys in. Slowly building up to start getting to a deployable force again, but that’s still, you know—We’re not on those calendars, so we’ve got a good stretch of downtime. (2:38:02) I get orders, and it’s—My first sergeant comes walking down the hallway. He’s just—All I hear is, “Saladin!” And I turn around, and I’m like, “Great. He has a piece of paper in his hand.” I’m like, “What’s going on?” You know, that’s—Any soldier—You hear your name, and somebody higher ranking than you with a piece of paper in his hand is coming at you, you’re—You’re never thinking nothing good. Automatically, you’re like, “Wait. What’s going on? I didn’t do nothing.” You know, so I’m—He’s like, “I’ve got a surprise for you.” And he has a smirk on his face, and I’m like, “Great. I probably got some dumb detail I’ve got to do now.” He’s like, “I’ve got you orders.” So I’m like, “Orders?” So I’m like, “Oh. Am I going to a new unit?” I’m like, “Interesting.” So I’m thinking—He’s like, “You’re going to be a recruiter.” And I was like, “Oh.” So yeah, and then he starts laughing. And I didn’t want to be a recruiter. It just wasn’t my thing, but, you know, got my orders. Complete the mission. It’s Charlie Mike. Okay. Interviewer: “Okay. Now how do they turn you into a recruiter?” So that’s the next awesome part of that. So you have to go to a school. So you do a bunch of stuff, do a bunch of paperwork, get all your stuff ready. They ship you off, and the school was— It’s a—This one—I don’t—There’s probably more or not, but the one I went to was in South Carolina. It’s a bunch of—A mixture of different schools and basic trainees. A bunch of different schools on that base. Interviewer: “Okay. Were you at Fort Jackson or somewhere else?” Was it Fort—Yes, it was Fort Jackson. Was it—Yes. Interviewer: “That’s a big Army base in South Carolina.” Yes, yes, yes. Fort Jackson. It was Fort Jackson because I remember I had to walk the first day, and it was far. So get there. Get to the airport. I’m in Fort Jackson. I get dropped off at my �Saladin, Philip sleeping—And they’re like, “Okay. The school is down this road. Be there. Seven o’ clock in the morning.” (2:40:01) “Okay.” You know. Get up at seven o’ clock. I get up early. It’s like I don’t know nobody. First day here. So I just start walking down the road, and I’m like, “Where’s this school?” It’s pretty early in the morning. You know, I gave myself enough time, but it was a long walk. It was a few miles. I’m not sure. I finally get there, and I’m like, “Okay. I’m here at the school. I’m doing everything I have to do.” And I’m—I don’t want to be here. You know, that’s—I’m not hiding the feeling. You know—Well, I’m not showing it to other people, but everybody that knew me knew I didn’t want to be there. So get there. First day. Meet friends. Meet a bunch of people. Start doing classes. About three days in—I think it’s a month-long class, too. I’m not—I don’t remember. But three days in, they come in. They go, “Everybody has to go and do a one-on-one sitdown with a civilian doctor.” Okay. I get called up. It’s my turn to go. I sit there. We talk for about two hours. Just asking me all these questions, you know, and, all of a sudden, we’re done. We leave. Okay. Go back to class. Do everything I’m doing. And I actually had to re-enlist to be able to go to recruiter school. I forgot to mention this. Because my window—I was at two years, and you needed three years to be able to go to recruiter school because you had to do a three-year commitment. So me? I was—I could’ve took the opportunity and just got out of recruiter school. I was like, “No. I’m going to do the right thing.” I re-enlisted. I was like, “I’m going to do it.” In my mind—Even though at this time in my mind I was—I was still thinking I was going to be a lifer. I was going to do about twenty plus years in the military. So okay. I re-enlist. Get everything done. Show up to class the next morning. I’ve got a yellow slip on my desk. “Go see such and such.” Okay. Go downstairs. “You’re disqualified from recruiter school.” So part of me is relieved. (2:42:01) I’m like, “Yes! I get to go back.” But part of me is like, “Wait. What? What’s going on?” I’m—I was doing good on all my tests. I’m— Every test I took I passed. Everything—I’m getting along. Everything’s good. There’s no strikes against me. It’s like, “Yeah. This doctor said you can’t be a recruiter.” I’m like, “Why?” They were like, “Oh. From your interview results, it says you’re not fit to be a recruiter.” It’s—I don’t know. I was like, “What are you trying to say?” Like, “Am I crazy?” Like, “What’s going on?” But that was the most of any information I got. Then they just call your unit. Get a plane ticket. You’re out of here tomorrow morning or whenever it is. And I’m like, “This is crazy.” I’m— And part of me is still upset, but I don’t know why. I’m like, “ I didn’t want to be here to begin with.” I’m—But this person has no clue about anything I just did, what I’ve done, what I’m going through, and I can’t be a recruiter? I’m like, “Who else would you want to be a recruiter?” Like, “I’m doing everything that you’re recruiting people to come do.” And so I didn’t—I’m, you know—“Whatever.” I ate it with a grain of salt. In the back of my head, now I’m like, “I just re-enlisted. Ugh.” So I’m angry. I get back to Fort Hood. We’re in a training cycle, so I go straight to the field. So I’m doing that. Training. Boom, boom, boom. Then, all of a sudden, I have to go see some doctors. Doctors are like, “Hey.” And I guess I was referred to go see a doctor earlier. I don’t know if I blew it off, or I just forgot. I say I forgot. They say I ignored them. So I had to go, and then that kind of started my process of me getting out. That’s what I call it at that point. That was my turning point because I started seeing—I don’t want to say—It was almost like, “Oh. You should get out.” But it was like they almost make it to the point where it’s like that because it’s—You know, you get limited to what you could do. They’re like, “Oh. You can’t go out and do this no more.” Like, “You’re not allowed to do this no more.” (2:44:05) And then it’s like, “Okay, so I can’t go train. I’ve got to stay here.” And so now I’m—Because these doctors want to keep evaluating me and talking to me and all this stuff. I’m—“All right. Whatever.” I’m doing everything they want to do, but I’m still training at the same time. Then, �Saladin, Philip finally, it just got to the point where I had a lot of physical stuff I was trying to deal with, and that was just another headache on top of itself because they really wasn’t—It was more—You know, my shoulder, for instance. I’m like, “Hey. This hurts.” It was like, “All right. Let’s go do this.” It was almost like just keep putting Band-Aids on it, and I guess you could say I got tired of it, which—I think that part was the worst because I was—I didn’t want to do it no more. I was just like, “It’s not what I—” It wasn’t what I wanted. I wasn’t doing my stuff, and then at this time the Army—The military itself was taking an interesting turn as opposed to when I first came in. It was starting to be operated a lot more like a public corporation—business—as opposed to an army. You’re training people to kill, but you want me to not discipline them when they do something wrong? So it was just—It was getting interesting. You know, when I was a brand new private, I messed up. I was going to sweat. You were going to learn. You was either going to be strong or smart in the military, and that’s the way it was, especially in the infantry. Like, “Okay. Your—” Your sole purpose of joining is to fight. But it’s crazy. You have—“Okay. You can’t make them do more than five pushups no more.” So me—as an NCO, as a leader—I got guys in there, and there are right ways of training, a right way to correct people and all that, but your power was getting so limited. And it was getting to the point—I felt, personally—I don’t know how everybody else felt, but personally, it was like the brand new privates were having more power than the NCOs. (2:46:04) It was almost to the point if you made a brand new private feel uncomfortable, you could get in trouble. They would report you to such and such— AIG or whatever, whoever you want, whatever they were—and next thing you know, you have an investigation on you because you’re supposedly, you know, mistreating soldiers because you’re making them stay late. Because you’re making them mop the floors. Because you’re making them do Army stuff. But apparently, the Army stuff is not good no more. So that was—I was like, “I can’t do this no more.” I couldn’t—I was like, “I don’t—” I was done with all the medical stuff too piling on top of me, and then you have these doctors telling me, “Oh. You know, you should take all these medications. You—” And I was—And me? I felt perfectly fine. Nobody around me thought I was—Issues. I was still training with my guys, leading them, and effective, so I was—I was going through the ranks pretty fast. I made staff sergeant in what? Five years? So—And I actually received my staff sergeant before I received my first evaluation as a regular sergeant, so I think I was doing pretty good. And then just to get these civilian doctors telling me that they think I don’t—I’m not mentally capable—or physically or whatever they want to say—of doing the job that—I think that was my turning point because when that happened, I was just like, “I’m done.” Interviewer: “Okay. Now these civilian doctors—Did you have a sense of whether they were psychiatrists or just regular doctors or…?” It was a mix. I was seeing a little bit of both. I was seeing a psychiatrist, and I was seeing regular doctors for physical stuff and stuff. And the physical stuff, I would say—Okay. Some of it was a concern, but I still wasn’t being limited on my performance, I would say, at the time. I don’t know if it was just what it was going on. Interviewer: “Yeah, and do you know where the shoulder injury came from?” That is the—I have no one event. (2:48:02) It could be a cumulation of events or something, but it’s interesting because the doctor who looked at it—He tells me it’s one of the top ten worst �Saladin, Philip cases he’s ever seen, and I’m like, “Well, I’ve been living with that for so many years.” And it was in the military, but that was one of those things, too. I was so focused on just doing my job and what I had to do that all that stuff was secondary. I get up. My shoulder—Arm’s going numb on me, but I’m like, “No. I have to go to work and make sure my soldiers are there and make sure they’re taken care of.” And just—I think years of just throwing that on top of each other left me to where I’m at now, but at that time I wasn’t thinking like that. At that time I was, you know—“I’m a robot. I can do this.” Interviewer: “Yeah, but you didn’t notice any one specific injury that happened. It’s just that over time it accumulates, and whatever it was got worse. And you weren’t complaining about it, so it wasn’t get treated.” Well, I—Sometime—It got to a point where it was getting bad, and I started complaining about it. But I didn’t want to take it to the point where they would—It would remove me from the unit because honestly, if it got to the point—If I keep complaining, keep complaining, then they’d be like, “Okay. So obviously, you can’t do this. So guess what? You’re not going to go train. You’re not going to do—” And I didn’t want to do that at the time. I still wanted to be with the guys and training, so I would’ve complained to tell them like, “Hey. I’ve got something wrong with my shoulder. Could we look at it?” And that’s it. I wasn’t—It wasn’t every day I’m like, “Hey. My shoulder, my shoulder.” I was just—I’d bring it up. “Okay. Yeah.” And then—Or I would go, and they’d be like, “Hey. Just take a couple Motrins and some water. Keep it moving.” Interviewer: “Yeah, yeah. Now did the psychiatrists think you had a traumatic brain injury?” I did have a traumatic brain injury. They were saying—They thought I had PTSD and—I forget what they said. Not—Reintegrating. (2:50:10) They said I was having issues reintegrating, but I’m like, “You spend a year in a country where everybody’s trying to kill you, it’s going to take a little bit of time to adjust when you get back.” You know, it was like I’m laying in my bed at night alone—apartment—and I hear a loud noise, for the last couple months I’m reacting. Of course, I’m going to get up and react. And that was my thing. I understand there’s people who do have those issues, but I felt I had it under control because I recognized it from the beginning. Like, “Okay.” Like, “I notice I’m extra tentative. I notice I’m triple-checking my windows and doors.” I noticed everything I was doing. It wasn’t like people are telling me like, “Hey. You’re acting different.” It was like I was intentionally doing it, and I knew what I was controlling. Controlling what I—I was purposely doing it, I guess to say. But they—I guess that wasn’t the— I should—The way I should have been acting when I came back. Interviewer: “Yeah, well, it looks like—Especially if you’re—Were you telling any of this to the doctors? The psychiatrists?” When they would ask me, I would tell them. Because I’m the type of person—I didn’t see it as an issue, so I was like, “I’m not going to hide it all back.” I was like, “I’m going to tell you straight up how I’m feeling. I’m not going to sit here and be like, ‘Oh. Nothing’s going on.’ And then, you know—” If I had something wrong, I’m like, “Hey. Am I extra aware right now? Yes, I am.” But I knew why. I knew it was because—Okay. I just spent twelve months getting blown �Saladin, Philip up, and random rockets falling around me at three in the morning almost five times a week. Yeah, I think anybody would be a little jittery, but… Interviewer: “But at that point then they’re checking off boxes, and I expect that in the Army any box ever checked off just follows you.” Yes. Interviewer: “And so these can accumulate, and they go, ‘Oh, okay, so he’s damaged goods. So we’ll move him out or something like that.’” And honestly, that’s how I felt. (2:52:00) But it got to that point where I was just—I’m just, you know—And it’s funny because when I was in, I kind of saw that with soldiers prior. Got hurt— whatever—and you would see them. As time would go on, you would know. You’re like, “Okay. He’s about to get out.” Because you could kind of like just see the change in the person and everything. And then when you’re on that side, you’re like, “Man.” It hurt. It was one of those few moments that I said it hurt, and I was just like, “Man. I’m actually—” When I realized it’s coming to an end, I was like, “Okay.” Then—And then I, you know—And then you start seeing it, and you’re like, “Whoa. I’m not part of this.” They start going out, you know, and it’s… Interviewer: “Okay. Now did they allow you to end your enlistment early, or what happens to you?” No. Well, that depends how it falls because if you get—Because the way I got out—They medically retired me. So they do the process, and that can take six months, a year, two, three years. It all depends on how fast the Army’s moving, how much paper you have, whatever random unicorn reason the Army has that they—Takes them thousands of years. But mine was— It probably took the better part of a year and a half to do everything, but you get the notice. I go to—I had an appointment with one of the doctors. I go there. He gives me this piece of paper. He’s like, “We’re starting your separation as of today.” And then I’m like, “Ugh.” You know, it’s like, “Ugh.” Like, “Okay.” You know, and at that point I’m not going to say I was completely against it. But part of me was upset because—I was like, “Okay. This is coming to an end.” But then I was also like, “Whatever.” You know, it meant—It was my faith. It meant to happen at that point. I was just like, “Whatever.” So—And then that’s where I was at there, and then it’s just like, “Okay.” And then this time the union’s kind of picking back up because they got—They didn’t come to orders yet, but I guess they were coming down on orders because you started noticing all the restructuring and started putting together teams and everything. (2:54:12) And me? I’m trying to get in there so bad. I’m trying. I’m talking to everybody I can. I’m like, “There’s nothing you can do.” I’m like, “Come on. Just let me deploy.” I was like, “When I come back from this deployment, I’ll get out. I’ll listen to whatever doctor wants to tell—Other than—Let me just do this one deployment.” And I don’t know why I wanted to do it so bad. It was—But—And in my head, I’m like, “You’re about to get out.” But in my voice I’m like, “I want to go.” So—Of course, I didn’t go. They didn’t take me. I got stuck in an office. I was the—They made me the Supply NCO, so I got to sit in a supply room for a few months and just twiddle my thumbs and check the boxes off, you know. “Hey. Okay. Blah, blah, blah.” Go to this �Saladin, Philip appointment. Go to this meeting. Do what you’ve got to do. Then that’s—It was pretty much it, so it was almost a slow Band-Aid. It’s just, “Shh.” And it—Ugh. Interviewer: “Okay. Now when you come back from a deployment, do they make any effort to sort of help you reintegrate?” Yes. They have a thirty-day reintegration period. I—My first deployment, I swear, was a little bit longer. Well, no. My first deployment was thirty days. I think my second one was a little bit shorter, or it might have been thirty days. But they do have it. You’ve got to go to classes. I know my first deployment. I know that one a little better, and I don’t know if it was because we were overseas they did it like this. But we weren’t even allowed to leave the base. Curfew’s set in. You can’t leave. You have to be at work, you know. I think the first few days you weren’t allowed to drink. The rules come down. It’s just—You’re locked in. (2:56:01) But then as time went on, we were allowed more stuff. In Fort Hood when we came back, it was a Friday, and it was like, “Okay. Four-day weekend. See you guys Tuesday.” Monday. Whatever the following workday was. But then when we came back, it was classes, orientation, just… Interviewer: “Did any of that stuff do any good?” Oh, man, I—Personally? Physically, I would say I saw—For your physical health, I saw a purpose because they did all that too, and there they could—They’ll get a little bit more stuff, but as far as, you know—Like, “Hey. Okay. You’re back here.” Social—No. It was more like, “Okay. Welcome back to the Army. Blah, blah, blah. Don’t go out. Don’t drink and drive.” It wasn’t—It’s not like what, I guess, somebody would think. Like, “Okay. Reintegration. They must be like doing all this crazy, scientific stuff.” No. It was just a lot of just sit down, paperwork, talk to doctors. Interviewer: “Yeah. I guess I would expect something along the lines of just talking to you, reminding you of the differences between the civilian world and the military one. Which kinds of reactions and responses or things you might have are going to be normal and what you have to watch out for or adjust.” Yeah. You would think, but no. They—And if they did, I don’t remember. But I remember a lot of it, and I don’t remember that part. You know, them saying, “Hey.” They do tell you—I’m trying to think if there’s anything like that or something that was close to that. It was more probably—This is probably more personal. More me because I got a lot of extra classes, I guess, for my stuff. They were to teach you—They called it self-induced stress or real stress. Like, “Okay.” They’re like, “Okay. You’re actually tensing up yourself. The situation’s not tense.” (2:58:01) That was—But that was, I think—Not everybody got that. I—Yeah. Interviewer: “Yeah, so some of it is they’re talking to you. But some of it—Kind of the PTSD type symptoms and things and here’s what to watch out for and here are coping strategies, or—” That? Honestly, no. And you would think, especially at that time with everything that was going on, they would have focused on that a lot more. But that was something—If you had a legit issue �Saladin, Philip going on, and then they took you—So you would get singled out and brought to a doctor and then probably dealt with like that. But as a mass? Maybe now, but they didn’t have that then. Interviewer: “Okay. All right. Okay, so when do you actually get out then?” So it was 2014. I don’t remember the month. It was summertime sometime because I was in Texas, and it was hot. I get out. I took about, say, three to five months—Just did nothing. I was like, “I’m not—” Interviewer: “Where did you go?” I stayed in Texas, but I was like, “I’m not—” I went back to Jersey. I took a little road trip. I drove from Texas to New Jersey. Just me, my son, and the dog. Just traveled. Just pretty much saw family. I just didn’t want to do nothing. I was like, “I just don’t want no—” I can’t say no responsibilities, but I was like, “I don’t—I want to be able to wake up and not be having a timeline or a schedule.” Like, “I want to get away from all schedules possible.” And then—And, you know, did that. After a couple months—I think it was three, four months—I went to school because I got bored. I was so bored. I was like, “Okay. This is fun.” I was like, “I need to do something.” And— Interviewer: “All right. Now did you have money saved up from being in the Army, or…?” I had a little bit of money saved up from being in. At this time, I was with my wife now. We were together. She was way more financially conscious than me, so—She was in the military, too. When we met, I was that guy—You know, like, “Okay. I got paid. Now—” Tomorrow wake up. “I’m broke.” (3:00:06) But she reined that in fast, so when I got out, we were pretty—We were okay, and then since I went—Since I always got the med board and all that stuff, I was still kind of—I was still getting paid, and then I went to school. So I started bringing some income in like that. Interviewer: “Okay, and where did you go to school?” I—My—Initially, I went to Austin Community College, and I got an Associate’s degree in automotive technology. I wanted to work on cars—I love cars—which is crazy because my initial entry—I was going to be a teacher. And I was like, “No. I want to go work on cars.” And I went into the field. I was actually working at this pretty nice shop in Texas—you know, super high-end shop, working with these cool cars—but my back and my shoulder catch up to me. And it’s probably six months in, and I’m just like, “Okay. I’m hurting.” You know, but I’m—I couldn’t see myself doing this and supplying for my family, and at this time my daughter was born. Had a newborn at this time too, so it was just like, “Yeah. This is not going to work. I’m— ” You know. “I could probably do this job for another two years, and I’m not going to be effective anymore.” So I went back to school, and—Well, actually, we moved to Michigan, and then I went back to school. Interviewer: “All right, so how did you wind up in Michigan?” �Saladin, Philip My wife’s from Michigan. Interviewer: “Aha.” Yes. I call it Southern Canada because it’s so cold. But I gave in. I fought the good fight. We were in Texas for a while, but then she kind of hit me with reality. My son at the time was living in Indiana with his mom. She was from Michigan. My family’s from New Jersey. We had nothing in Texas besides Army friends who themselves were stationed to somewhere else and leaving or getting out and going—So, finally, it’s like, “Okay.” You know. “I’m planning on going back to school. Let’s just make the move now. Just in time for Michigan winter.” (3:02:05) It was November of—Was last year or two years behind now. Just in time. So, you know, I went from my Texas, beautiful winters to this. To real winters again. Interviewer: “Oh, come on. It gets cold in New Jersey sometimes.” Oh, yes, but Texas kind of babied me. I would go there. Have winter for what? A month? But— And then it’s like, you know, I’ll be barbequing for Christmas. But it—I came back here. Then I was like, “Oh, yeah. This is what winter feels like.” But it’s—You know, it’s good. It’s good. I like it. Interviewer: “All right. Now if you, I guess, sort of look back a little bit on the whole thing, in the end, what do you think you took out of being in the Army?” Oh, man. I took out so much. I would do it all over again. I say I wouldn’t change nothing as far as my experience and everything. Maybe a career choice or a school or something like that I would change, but I have no regrets. Maybe push myself a little harder in some things. Maybe, you know—Who knows what could have happened? But it’s always easier to say, “Who knows,” than at that moment. But I would do it all over. It definitely—I was pretty all over the place before I joined. I wasn’t—You know, I wasn’t thinking of next month. I was—Whatever. I got in the Army. The Army showed me to grow up. I—Responsibility. It definitely showed me how to handle stuff. I definitely learned that, and, I guess, the best way I could put it is be a leader. But I’d say the qualities like being able to listen to people, being able to talk to people, being able to see things from a completely different perspective. As—One time—Even before I joined, I would see something. I’m instantly—Be like, “Boom.” Make up my mind. I’m like, “Oh.” You know. Like, “That’s a chair, and that’s it.” You couldn’t change me, but now I’m like, “Well, that’s a chair. I could also use it as a stool. It could also be a fortified spot if need be.” (3:04:05) You know, now I’m analyzing everything at—Which it’s a—It—I look at it as a plus—a good thing—because I use it with my kids and everything and life in general. And I’m—Overall, I would say, one of the—Personally, the best things I took out of it was I’m at peace with myself, and I’m so much more accepting of everything. It’s a weird, weird way, but it’s just—Stuff that used to drive me nuts before—I’m just like, “Well, I’m—I can’t do nothing about it no matter how angry—Whatever I get to try to do.” It’s like, “It’s not going to change. It happened. Let’s think about how to fix it if I don’t like it or how to make it better or just get away.” And it just— The—It just took—Everything now was like that for me in life. It’s like everything is way more—Even school. I went back to school. I joined the Army to, say, get away to—From college. Is what I say. And I’m back here, but I see the difference of how I was in school then �Saladin, Philip and now. And I’m just like, “Wow.” If I had this brain back in 2004, who knows the possibilities? Interviewer: “All right. Now this tape is just about done, so we’re kind of going to—We’ll close out here before we cut you off in a sense. But thank you very much for taking the time to share the story today.” Yes. Thank you. (3:05:31) � 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_SaladinP2293V Title A name given to the resource Saladin, Philip (Interview transcript and video), 2019 Date A point or period of time associated with an event in the lifecycle of the resource 2019-02-12 Description An account of the resource Philip Saladin was born in Bayonne, New Jersey, in 1982. He was attending college during the attacks on 9/11 and eventially joined the Army National Guard in 2005. While in Basic Training, he decided that he wanted to go on active duty, and was sent to Baumholder, Germany, where he joined the 2nd Battalion, 6th Infantry Regiment, 1st Armored Division as part of the Battalion Headquarters S3 (Operations) staff. When it was deployed to Iraq, his unit operated out of combat operations post Capper, conducting patrols and raids targeting Al Qaeda leaders. His unit eventually returned to Germany, and Saladin was reassigned to the 2nd Battalion, 12th Cavalry, in the 1st Cavalry Division. In 2011, his new unit was redeployed to Iraq where it conducted armored patrols and worked with Iraqi and Kurdish forces in Kirkuk. Saladin suffered a traumatic brain injury when his truck hit an IED, but was able to remain with his unit and return with them to Fort Hood after the deployment. He was finally discharged in 2014. Creator An entity primarily responsible for making the resource Saladin, Philip Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Iraq War, 2003-2011--Personal narratives, American United States. Army Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived Veterans History Project collection, RHC-27 Rights Information about rights held in and over the resource <a href="https://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections & University Archives, 1 Campus Drive, Allendale, MI, 49401. Relation A related resource Veterans History Project (U.S.) Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/869d48f908b01f003ed8f66913372cc9.jpg 86551c37458f9c94fa3302193027ca28 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 SalazarHugo_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Salazar, Hugo Description An account of the resource Hugo Salazar, Spanish 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/c5c8cc7d4a72410c1ecceadd76c9e89b.jpg 057c2f8db689f786b950fe084d766d55 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 SalazarHugo_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Salazar, Hugo Description An account of the resource Hugo Salazar, Spanish 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/b81f693e5d7c8250cdc3ce377538c0ab.jpg 05fadbb84451e5d1470f58803645cd21 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 SalazarLaura_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Salazar, Laura Description An account of the resource Laura Salazar, English Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/b778cfacf98243c77fd7fcbb6693ea98.jpg 8b2af80813b578180868c4073a9f4c15 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 SalazarLaura_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Salazar, Laura Description An account of the resource Laura Salazar, English, Theatre 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/4569b2066c840c9e4b90e7d296233322.jpg 73e36d41cb7b1ec9a8ea507323377c67 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 SalazarLaura_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Salazar, Laura Description An account of the resource Laura Salazar, English, Theatre 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/734f4883f947ed1f76a83a2124baa554.jpg cc42437e3349eed5f10ee9eb1ec29e13 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 SalazarLaura_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Salazar, Laura Description An account of the resource Laura Salazar, English, Theatre 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/1ee845989fc3ec047e3af80de7cabe33.jpg d58b69c9eba028d90f837507f4324cba 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_M188-0031 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 1972-06/1972-08 Title A name given to the resource Salisbury Cathedral, Salisbury, England Description An account of the resource Black and white photograph featuring an exterior view of Salisbury Cathedral, located in Salisbury, England. Scanned from the negative. Subject The topic of the resource Salisbury Cathedral Salisbury (England) 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 1970s 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/6d764f64e5b668eb001509e8bdfae580.jpg eaf02c751645d84e475e511fc5e7ade5 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_M195-0022 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 1972-06/1972-08 Title A name given to the resource Salisbury Cathedral, Salisbury, England Description An account of the resource Black and white photograph featuring an exterior view of Salisbury Cathedral located in Salisbury, England, and framed by the surrounding greenery. Scanned from the negative. Subject The topic of the resource Salisbury Cathedral Salisbury (England) 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 1970s 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/c8aaed2598cdddc04beda8bc585fa63c.jpg 687d4bc6749ba54998d5603696e593bd 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_M195-0027 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 1972-06/1972-08 Title A name given to the resource Salisbury Cathedral, Salisbury, England Description An account of the resource Black and white photograph featuring an exterior view of Salisbury Cathedral located in Salisbury, England. In the photograph, the cathedral is seen from a distance while a man and a woman are standing on the sidewalk in the foreground while other pedestrians are walking behind them. Scanned from the negative. Subject The topic of the resource Salisbury Cathedral Salisbury (England) 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 1970s 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/f41a718fc1abee2b55e4d997ee26ab8c.jpg 8b9305839ddd7fec0c7251db6778f40a 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_M190-0028 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 1972-06/1972-08 Title A name given to the resource Salisbury Plain, Salisbury, England Description An account of the resource Black and white photograph of a herd of cows grazing in the English countryside of Salisbury Plain, located in the county of Wiltshire, England, and known as one of Great Britain's best-known open spaces. Scanned from the negative. Subject The topic of the resource Salisbury Plain (England) Salisbury (England) Wiltshire (England) 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 1970s 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/a7acf23cbd7e4927fe8271e155696be2.jpg 7c67c0839dca45c6210b9e7e9171a93f 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_M191-0031 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 1972-06/1972-08 Title A name given to the resource Salisbury Plain, Salisbury, England Description An account of the resource Black and white photograph of the English countryside of Salisbury Plain, located in the county of Wiltshire, England, and known as one of Great Britain's best-known open spaces. Scanned from the negative. Subject The topic of the resource Salisbury Plain (England) Salisbury (England) Wiltshire (England) 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 1970s 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/6d058545ad7a86dd198fc287cb2f160d.mp4 ef4576d2380d52264573b06515c0a3c3 https://digitalcollections.library.gvsu.edu/files/original/051fa7119b591300fc0f9c4ec9302567.pdf 99cf515f66d55a3eb2ad7aa869187a09 PDF Text Text Grand Valley State University Veterans History Project John Salistian Jr. (00:44:16) (18:00) Detroit Michigan • Born March 20 1947 • Remembers serial number, RA#16926237 • Father John Salistian • Mother Mary Salistian • Sister Diane Salistian • John grew up in Warren Michigan • Went to Warren Fitzgerald Junior High and High School • (2:10) Played saxophone in the band-very interested in music • John says his IQ 176 • Graduated with a 3.9GPA-didn’t study (4:00) University of Michigan 1966 • Music Major • John talks about his study habits and he bowled with his father on a league at 13 years old (13:50) Army • John joined the army to stay out of Vietnam • Basic training was at Fort Knox, Kentucky • Shipped to Fort Benjamin, Indianapolis Indiana played in the 74th Army Band • Performed in ceremonies and parades while in the Army • (16:05) Received orders to go to Vietnam • Use to pay people to take his guard duty • Didn’t like to eat in the mess hall-he says he would for breakfast but made his own dinner (20:15) Came home from Vietnam • John went back to the University of Michigan • He said many people spit on him when he was there • (22:20) Performed at Carnegie Hall in 1970 • Traveled around the country playing his saxophone with different symphony groups • (24:40) Taught at the University of Michigan, Hilldale College, etc. • John states he is penniless and destitude • Has been with girlfriend Becky for 3 years • (30:05) John is currently living at the Veterans home �� 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 SalistianJ Title A name given to the resource Salistian Jr., John (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Salistian Jr., John Description An account of the resource John Salistian Jr. was a veteran of the Vietnam War. He had a passion for playing his saxophone before the war and during the war. He enlisted to avoid being drafted and sent to Vietnam, and wound up being sent there anyway. He has never married and doesn't have the fondest memories of serving in the war. His reception on returning to college was also not a good one. Contributor An entity responsible for making contributions to the resource Collins Sr., Charles E. (Interviewer) Collins, Carol (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) Video recordings United States--History, Military Michigan--History, Military Veterans United States. Army Vietnam War, 1961-1975--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-01-08 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives