888 24 26018 https://digitalcollections.library.gvsu.edu/files/original/1b618b6deb7da25885566072f1286bf3.jpg 1dd00652c12f9bbe2394875da49088d6 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 SnowWillis Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Snow, Willis Description An account of the resource Willis Snow, Political Science 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/320a9840070f571dcb1c3ae768f6409f.mp4 3430d086a51660a4dbd8ebd072aaa71b https://digitalcollections.library.gvsu.edu/files/original/a3811576b3eb25a9b839155a3cea163e.pdf a6f71fb54544ec42d6fbcd513ea48935 PDF Text Text Lloyd Snowdeal (1:17:30) (00:07) Background Information • Lloyd was born in Rockland, Maine in 1927 • His father was a skilled laborer • He went to high school and worked • One of his teachers was interested in world events so, he knew what was going on with the war • He applied for the Navy’s electronic engineering program, but it was dropped so they told him to go to the Maritime Commission (15:44) Training • Lloyd went to boot camp and then radio school • In December of 1944 he received commission to become an officer • He went to a school on Hoffman Island in the New York Harbor • They taught him Morse Code and he became a Radio Officer • Lloyd then went to Virginia to wait for an assignment (27:05) Deployment • His job aboard the ship was to repeat course changes to the rest of the ships in the convoy • Their first convoy went to Algiers • Lloyd didn’t like to go to shore very much • He went to Le Havre, France and Bari, Italy which had a lot of ships sunk in its port • Lloyd went to the Pacific Ocean after the war in Europe was over and was the Chief Operator in the radio room on the USS Victory • Their job was to take a load of GIs to Japan as replacements • Once they got to Japan Lloyd went on an Italian ship that was in the same port and was offered the job of being in charge of the radio room, but declined because the ship had rats and Italian radios �(41:40) Discharge • Lloyd went to work on a mail ship in the Black Diamond line of ships • He was on the commander ship that went from the east coast to Le Havre, France, Belgium, and Rotterdam • Lloyd then worked for Standard Oil out of New Jersey on a WWI tanker • He worked for 3 months and then got 1 month off paid (49:15) Air Force • Lloyd joined the Air Force on February 23, 1950 • He went to basic training and became a Bypass Specialist assigned to a B-29 squadron • Lloyd worked with Q-24 radar (57:00) 2nd Deployment • He was sent to England, but became ill while he was there • Lloyd was sent to a hospital in Frankfurt and diagnosed with Multiple Sclerosis • He spent 8 months in the Walter Reed hospital and was sent back to New York • In December of 1952 he volunteered to go to South Korea • Lloyd was assigned to a service and repair depot in Seoul, Korea (1:14:47) Back to the US • He was sent home and served the rest of his time close to home in Bangor, Maine � 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 SnowdealL Title A name given to the resource Snowdeal, Lloyd (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Snowdeal, Lloyd Description An account of the resource Lloyd Snowdeal was born in Rockland, Maine in 1927. After graduating from high school he enlisted in the Navy. Lloyd went to radio school after training and became a Radio Officer. Lloyd went on trips across the Pacific in a large convoy on a repeater ship. His job was to repeat changes in the course from the commander ship to all of the other ships in the convoy. After the war was over in the Europe, he brought replacements across the Pacific to Japan. Lloyd was discharged and then on February 23, 1950 he enlisted in the Air Force for the Korean War. He became a Bypass Specialist and was assigned to a B-29 squadron. Lloyd became sick and went home, but later volunteered to go back overseas. He was stationed at a service and repair depot and then spent the rest of his time in the Air Force close to home in Bangor, Maine. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American Merchant mariner Merchant marine--United States Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-05-20 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d06bc5c21f2ac1d6aa87889809072b04.jpg 9c5837fe17550774b3cf2e41c0b93e13 https://digitalcollections.library.gvsu.edu/files/original/2f518b9e54343a8ce14cd206a42415c2.jpg 21482de87e89c4b9c2f97bfd68d1fb9c 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 Adriana B. and Peter N. Termaat collection Creator An entity primarily responsible for making the resource Termaat, Adriana B. (Schuurman) Termaat, Peter N. Description An account of the resource Collection contains genealogical, personal, and family papers and photographs documenting the lives and interests of Adriana and Peter Termaat. The bulk of the materials are related to family history and genealogical research carried out by the Termaats, including research notes and materials about places in the Netherlands that were significant to the Termaat and Schuurman families, such as the city of Alkmaar. Other materials in the collection are related to the Termaats' experiences on the eve of and during the Second World War, especially the German occupation of the Netherlands and the Termaats' participation in organized resistance to the Nazis. Also included are materials that document the family's post-war life in the United States, including their public efforts to recognize, commemorate, and honor people and events significant to World War II. Date A point or period of time associated with an event in the lifecycle of the resource 1869 - 2012 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection, RHC-144</a> Subject The topic of the resource Netherlands Netherlands--History--German occupation, 1940-1945 World War, 1939-1945 World War, 1939-1945 -- Underground movements -- Netherlands Dutch Dutch Americans Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-144 Format The file format, physical medium, or dimensions of the resource Text Image Type The nature or genre of the resource application/pdf image/jpeg Language A language of the resource eng nl 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-144_Termaat_PHOT_1955-snowman-Haines-recto_img048 Creator An entity primarily responsible for making the resource Unknown Date A point or period of time associated with an event in the lifecycle of the resource 1955 Title A name given to the resource Snowman, 1955 Description An account of the resource Snowman at Termaat family residence, 1920 Haines Avenue NW, Grand Rapids Subject The topic of the resource Snowmen Grand Rapids (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/719">Adriana B. and Peter N. Termaat collection (RHC-144)</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 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/187b5a42b617201b0711a6a22fd0f25f.jpg 3c43e3c3986474fa627c5c53bba29a58 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000869 Title A name given to the resource Snowmobiles lined up outside of Field House dome during Winter Carnival Description An account of the resource Snowmobiles lined up outside of Field House dome during Winter Carnival. Subject The topic of the resource Students Events Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/4a31fccb4847bf7697fdd7391ff11ca5.jpg ad65aae3b37c7a629dcef2a0c5d382a7 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_D005-0004 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 1963-01-14 Title A name given to the resource Snowstorm at Padnos Scrap Yard, Holland, MI Description An account of the resource Black and white photograph of a winter scene at Padnos Scrap Yard in Holland, Michigan, as taken on January 14, 1963. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a684854587f1720a04c1e9fdeaedcf15.jpg c15b7d35ccd7d64fe580415bb49a1a1c 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_D005-0012 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 1963-01-14 Title A name given to the resource Snowstorm at Padnos Scrap Yard, Holland, MI Description An account of the resource Black and white photograph of a winter street view of Padnos Scrap Yard in Holland, Michigan, as taken on January 14, 1963. In the photograph, a sign saying "ICE Customer Parking Only" is in the foreground next to an exterior wall and snow-covered sidewalk, with two cars approaching on the nearby road. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/97e01e4a58e3ca10ececeaa2b7940cd8.jpg f81c5a979c0df1f4533551d6206cfcc9 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_D005-0041 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 1963-01-14 Title A name given to the resource Snowstorm at Padnos Scrap Yard, Holland, MI Description An account of the resource Black and white photograph of a gated-entry view of Padnos Scrap Yard in Holland, Michigan, as taken on January 14, 1963. In the photograph, the gated fencing can be seen on a winter's day with snow covering the scrap yard and a sign saying "L. Padnos Iron and Metal Co., LP, Holland Michigan" is posted on the entry gate. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/44900dcfff5e081bcbc257fb5f7fea5e.jpg 5d7aeeefed0495024d6b1ebb223c7f80 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-LordB_Snowy-Beach Title A name given to the resource Snowy Beach Description An account of the resource Page from Bob Lord's family phtograph album with three photos. In the top, a woman in a puffy jacket stands next to her son in front of the water. Snow covers the ground. The bottom left picture shows the snowy waterfront and various fowl that sit on the beach. The bottom right image is another shot of the mother and son hugging on the beach, this time shot vertically. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Families Beaches Ducks Source A related resource from which the described resource is derived Digital file collected by the Kutsche Office of History as part of the Stories of Summer Project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b7728cf767f74e73b6f6c6874f407baf.jpg c987e6c6f782aec9c834db571208a1aa Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000231 Title A name given to the resource Snowy campus street with signs Description An account of the resource Speed limit sign on snowy campus road. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Signs (Notices) Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/d72fe4d099910c7d8bc6e049634a6b68.mp4 c9aa77fab21e0025e9833b4f2d796dbf https://digitalcollections.library.gvsu.edu/files/original/c0b3ac7c8fae2965b3c92cbc936e35cc.pdf 1c776c57d6197bc101faf8fd44a4f17b PDF Text Text Grand Valley State University Veterans History Project Dave Snyder Vietnam War Interview Length: (01:11:36:00) Pre-enlistment / Training (00:00:08:00)  Snyder was born January 16, 1949 in Painesville, Ohio and grew up in Painesville, where his father worked as a delivery driver and his mother stayed at home (00:00:08:00)  Snyder graduated from high school in 1967 and went through a series of jobs, including working at a gas station and an auto parts store; Snyder had just gotten a job working at a factory in Euclid, Ohio when he received his draft notice (00:00:30:00) o During his time in high school and the period before receiving his draft notice, Snyder was only slightly aware of what was happening in Vietnam; he did not pay really close attention to the war until one of his friends received his own draft notice in 2967 (00:01:14:00)  Once he was out of high school, Snyder figured he would eventually be drafted before the conflict was over (00:01:27:00)  Snyder ended up going to Fort Campbell, Kentucky for his basic training and then to Fort Sill, Oklahoma for artillery school (00:01:40:00) o At the very beginning, Snyder went through the Army’s induction center in Cleveland, Ohio (00:01:48:00)  While Snyder was at the induction center, other men who had received their draft notice were trying to get out of serving; the one man Snyder remembers the most was a man who had gotten out of serving once and was brought to the induction center in handcuffs (00:02:02:00) o When Snyder and the other men arrived at Fort Campbell, they spent roughly a week at the base’s induction center for an introduction course before the actual basic training began (00:02:25:00)  While in the induction center, Snyder had no idea what his MOS (Military Occupational Specialty) was going to be; the only time he figured it would be a combat MOS was when the instructors singled out roughly 100-150 men, which included Snyder, to take training on the M-16 rifle (00:02:40:00)  The bulk of the men did not have to take the M-16 training and sure enough, the group that did go through the training ended up receiving combat MOSs (00:02:56:00) o Snyder’s training company was a mixture of both enlistees and draftees, as well as a small number of National Guard; draftees made up the largest percentage of the company, followed by enlistees, then the National Guard soldiers (00:03:07:00)  Not even everyone in Snyder’s training company had to go through the M16 training; a friend of Snyder’s from Ohio went through basic training with Snyder, did not go through M-16 training, was assigned an MP (Military Police) MOS, and never left the country (00:03:34:00) �  The normal weapon the men in the company trained with was the older M14 rifle (00:03:55:00)  Once the group was selected out for the M-16 training, they were briefly singled out from the other men and taken to qualify with the M-16, a process that lasted about three or four days (00:04:02:00)  The men who trained with the M-16, including Snyder, qualified with both the M-14 and the M-16 (00:04:17:00)  At the time, Snyder liked the M-16 over the M-14 because the former was much lighter, although the latter had more power and more kick (00:04:31:00) o For the most part, the training for Snyder at Fort Campbell was the standard type of basic training that all the soldiers received (00:05:02:00) o It was not until the very end of basic training that Snyder and the other men received their orders for advanced training (00:06:27:00)  Snyder did not really know what field artillery involved, so he asked one of his drill sergeants and the drill sergeant said that the artillery was mounted on tracks and Snyder would always stay in the rear; to Snyder, that did not sound right and as it turned out, it was not (00:06:36:00) Once he received his orders for Fort Sill, Snyder had a short leave, no more than ten days, before reporting to the base (00:06:52:00) o Snyder liked being at Fort Sill because it was a different atmosphere than had been at Fort Campbell (00:07:08:00)  As well, he began enjoying training with the artillery because he had always enjoyed working with machines (00:07:14:00) o It did not take long, only a couple of days, and a lot of push-ups, for Snyder to learn that there were not artillery companies but artillery batteries (00:07:32:00) o The training at Fort Sill consisted of a lot of schooling, learning about the various guns and their parts, and hands-on training with the guns; as well, the men would do bivouacs, where they would go into the field for a day or two, set up and fire the guns, the return to the training area (00:07:44:00)  Snyder and the other men trained with the 105mm, split-tail howitzer (00:08:09:00)  The men were required to do all the maintenance on the guns as well as clean them (00:08:16:00)  During the training, the men rotated around the various jobs working with the guns (00:08:27:00) o The advanced training lasted roughly the same time as the basic training, about eight weeks total, with the first week again acting as an introduction week for the men (00:08:38:00) o Again, Snyder’s training battery had a small portion of National Guard but the vast majority of the men were either draftees or enlistees (00:09:05:00)  At times, during both basic training and advanced training, the men in the National Guard received some of the worst abuse; however, the other men received their fair share as well (00:09:32:00) �  o Towards the sixth week of the advanced training, officers came around asking, if any of the men were interested in going to NCO school and many of the men did; for Snyder, NCO was just another new part of the experience (00:10:33:00)  While in NCO school, the men trained with all the artillery guns, which was something Snyder wanted to do (00:10:54:00)  Snyder cannot remember exactly how long the NCO school at Fort Sill lasted (00:11:13:00)  The school was a mixture of training, a little bit of everything for the men; mostly the training involved learning all the positions on the gun, with an emphasis on the gunner’s position and the section chief’s duties (00:11:17:00)  The instructors emphasized making sure that the men knew exactly what the gun was going to do at all times (00:11:35:00)  Part of the gunner’s job was: making sure the gun was dug in and positioned correctly, maintaining the gun’s sight, sighting the gun’s elevation and horizontal movement before firing, and maintaining the gun’s bore sight (00:11:48:00) o When the gunners sighted the gun, they either used aiming stakes, a column meter, or a distant aiming point, where the gunner would pick a certain spot in the distance and aim the gun relative to that particular spot (00:12:29:00)  The men also trained in how to properly lay out the batteries; although there were other men whose sole responsibility as laying out the battery, any of the NCOs could do the job if needed (00:12:45:00)  The men even trained with self-propelled artillery, everything from maintaining the engine to changing the tracks (00:13:04:00)  Going into the NCO training, all the men were promoted to corporal and when the training ended, they were promoted to sergeant (00:13:35:00) Once he finished NCO training, Snyder transferred to the 2nd (Battalion) of the 2nd Artillery (Regiment), a training battalion stationed at Fort Sill (00:13:49:00) o The battalion was responsible for doing the majority of the firepower demonstrations on the base (00:14:13:00)  One of the “trick shots” the batteries would do was fire a timed, highangle shot into the air, then crank the guns down and fire a direct-fire shot, so that the two rounds impacted at the same time (00:14:17:00) o The way things were going, Snyder vaguely thought he might stay with the battalion but that was not how things worked out (00:14:41:00) o Snyder stayed with the battalion for four or five months working as a gunner on a 105mm howitzer (00:14:47:00) Snyder eventually received orders shortly after New Years 1970, ordering him to deploy to Vietnam (00:15:09:00) o After he received the orders for Vietnam, Snyder briefly returned home before deploying to Vietnam in February 1970 (00:15:22:00) o Prior to Snyder leaving Fort Sill, there was some training related to Vietnam but the training was not intensive (00:15:43:00) �  The Vietnamese training involved teaching the men the local Vietnamese customs, training them about the different types of enemy booby-traps the might encounter, etc. (00:15:49:00)  For the most part, the training was off and on throughout the entire process at Fort Sill, with only a week being fully dedicated to it (00:16:18:00) Snyder’s orders were for Cam Ranh Bay and once he arrived in Cam Ranh Bay, that was when he was assigned to a unit (00:16:33:00) o Once his short leave was over, Snyder first went from Ohio to Fort Lewis, Washington and from Fort Lewis, processed over to Vietnam (00:16:48:00)  On the section from Fort Lewis to Vietnam, Snyder flew with other soldiers on a commercial jetliner (00:17:21:00) Vietnam (00:18:11:00)  Once he arrived at Cam Ranh Bay, Snyder’s first impression of the country was the smell and the heat, especially compared to Ohio and Washington in February (00:18:11:00)  Snyder and the other soldiers on the plane largely stayed together as a group through the in-country processing, after which, manifests were read that divided the men up into the various units; Snyder ended up with the 101st Airborne Division (00:18:43:00) o Snyder and another soldier initially questioned their assignment to the 101st, having never been through jump school (00:19:10:00)  The two men talked with a sergeant, saying they had not been through jump school, and the sergeant merely said that they were in the 101st now and to “enjoy it” (00:19:35:00)  After leaving Cam Ranh Bay, Snyder and the other men assigned to the 101st Airborne wound up at Camp Evans (00:19:57:00) o Once they were at Camp Evans, Snyder and the other men were put in a classroom and given an orientation to Vietnam; as well, the men went through medevac training, including a medevac demonstration on a landing pad just outside the classroom (00:20:46:00) o During the time in the classroom, Snyder kept looking at plaques lining the walls of the room and were the unit crests of the various units in the division; he saw one crest, the 2nd of the 11th, and he told a friend that was the unit they wanted to avoid because another of Snyder’s friends had served in the unit and the unit was armed with the massive 155mm howitzer (00:21:07:00)  Once the classroom orientation was over, all the men loaded onto a truck and drove around to the various units in the division (00:21:33:00) o As the truck drove around, Snyder kept seeing the 105mms that he had trained with (00:21:56:00) o When the truck arrived at the 2nd of the 11th’s position, Snyder saw that the unit was indeed using 155mm guns and although he told his friend to hope that was not the unit they were assigned to, Snyder’s name was the only one called to join the unit (00:22:05:00)  The 2nd of the 11th’s area at Camp Evans was the rear area for the battalion, with only a single battery stationed there (00:22:38:00) �  Snyder spent part of the day at the battalion’s area in the camp before boarding a truck to join his battery on Firebase Jack, which was located just outside Camp Evans (00:22:51:00) o Once at Firebase Jack, Snyder joined his battery, Alpha Battery, 2nd (Battalion) of the 11th Field Artillery Regiment (00:23:16:00)  As it turned out, a soldier who Snyder had gone through AIT with was assigned to one of the other guns in the battery, which meant Snyder at least knew someone in the battery (00:23:21:00)  Although the other soldier also attended NCO school, he dropped out after a few weeks, which explains why he arrived in Vietnam before Snyder did (00:23:27:00)  When Snyder first arrived at the firebase, he did not think it could be too bad if the firebase had an outdoor volleyball court (00:23:49:00)  The battery stayed at Jack for only a couple of weeks after Snyder arrived before moving out (00:24:02:00)  When he arrived at the battery, Snyder was assigned to the third section as a gunner (00:24:13:00)  For the most part, each gun section in the battery consisted of roughly eight or nine soldiers, who were broken down into a section chief, a gunner, an assistant gunner, two men on a trey to load the gun, a rammer, a radio man, and one or two men working with the ammunition (00:24:19:00) o The gunner’s job was to set both the quadrant and deflection for the gun; because the 155mm used separateloading ammo, the individual round was loaded first, followed by the powder and a primer in a firing lock, the assistant gunner’s job was to open the breach, prime a firing lock and close the breach once the round and powder were loaded (00:25:05:00)  At the most, it took the gun sections a couple of minutes to load the guns (00:25:43:00) o The expected rate of fire from each gun was six or seven rounds per minute and the gun crews were operating well over that rate, almost double (00:25:50:00)  There were always six guns assigned to a battery (00:26:08:00)  For the most part, when he arrived, Snyder was accepted by the rest of his section; although there were a couple of men who initially did not get along with Snyder, he ended up becoming friends with pretty much all the men in the section (00:26:26:00) Whenever the battery moved, it was by helicopter, with a CH-47 Chinook carrying each gun and other Chinooks carrying the ammunition (00:26:53:00) o For the most part, when the battery moved, the men traveled to their new position via Huey, although when the battery left Firebase Jack, some of the men rode in a Chinook (00:27:20:00) o Normally, before the battery would move, a senior member of the battery would go into the position first to oversee the placements of the guns (00:27:59:00) �  o Once they arrived at a new position, the first thing the gun sections had to do was open the two trails on the gun and situation the gun so that if necessary, the gun could be fired (00:28:13:00)  Next, the soldiers jacked the gun up off the ground, then swung the gun in a 360º circle with the trails extended; the tails traced a circle on the ground, which gave the men an idea where the parapets for the trails needed to be dug out (00:28:21:00)  Once the parapets were dug in, the men would raise the gun up higher using stacks of old ammunition pallets nailed together; the higher the gun was in the air, the higher elevations gun could fire at (00:28:53:00)  Although the gun would shake pretty good when it was jacked up, the whole weight of the gun was pressing down on the pallets, which offered some stability (00:29:24:00)  After the men had set up the gun, they would dig bunkers for ammunition storage that were protected by sandbags, then they would dig out their living quarters (00:29:45:00) o Whenever the gun would fire, the men would toss any excess powder into a nearby pit they had dug to be burned later; however, if the situation became too hectic, then the excess powder would just be sitting around (00:30:08:00)  Surprisingly, Snyder’s section never had any accidents from the excess powder; the men knew there was excess powder and any excess powder was always tossed away from the gun and into an area the men were not using if it could not go into the burn pt (00:30:27:00) The number of fire missions that the section would have in a day varied; there were days when the missions were pretty constant and other days when it was quiet (00:30:58:00) o The number of fire missions in a given day always depended on what going on around the firebase; if there was a “contact” fire mission, then the mission lasted until the infantry units had disengaged (00:31:06:00) o Sometimes, a fire mission called for the entire battery to be used and other times, it was only a couple of guns (00:31:18:00) The HE (High Explosive) rounds for the 155mm weighed 97lbs apiece and the “firecracker” rounds weighed 107lbs apiece (00:31:58:00) o For the HE rounds, there were a selection of different fuses available, including a time-delay fuse, the standard point-detonating, a timed fuse, and a VT fuse, which went off based on distance traveled (00:31:15:00) o The “firecracker” round contained a large number of small grenades that the men would set a time fuse to and launch at high angles with a low charge to keep the round close to their base’s perimeter (00:32:48:00)  The launch from the gun would knock the bottom base plate off the round, allowing the small grenades to fall out, ala a cluster bomb (00:33:03:00) o Apart from the HE and “firecracker” rounds, the guns also fired WP (White Phosphorus) and smoke rounds (00:33:28:00)  During a normal fire mission, the first round fired was either a WP or smoke round, unless the crew had preloaded the gun with another type of round (00:33:42:00) �   Although the hope was for there to be nine men assigned to each gun, at times, it reached the point where there were only three or four men to a gun (00:34:01:00) o During those times, volunteers were asked to come to the front from the rear area and men from the 105mm batteries were reassigned to the 155mms (00:34:15:00) o It was interesting how the men in the different sections always seemed to pull together; if Snyder’s gun was not doing anything and another section was short men, men from Snyder’s section would help the other section (00:34:32:00) Once the battery left Firebase Jack, it bounced around to several different firebases, several of which Snyder cannot remember (00:34:48:00) o For the most part, the firebases where the battery was assigned tended to be quiet; the guns did a lot of fire missions but that was about the extent of their operations; it was not until the battery arrived at Firebase Granite at the end of April, beginning of May 1970 that things started changing (00:34:56:00)  By the time Snyder’s battery arrived at Granite, a 105mm battery was already positioned on the firebase (00:35:03:00)  The battery stayed at Granite until June, when they were evacuated out and moved to Firebase Ripcord (00:35:54:00)  One night while stationed at Granite, the firebase came under attack by enemy sappers (00:36:04:00)  During that night, the artillery was firing illumination and “firecracker” rounds (00:36:17:00)  Granite was located on a cleared hilltop, with jungle closer to the bottom and the majority of the artillery fire was concentrated in the cleared area, closer to the firebase (00:36:33:00)  Normally during an enemy attack at night, one gun was strictly used for firing illumination rounds; multiple guns were used for the illumination rounds if the enemy was attacking from multiple directions (00:36:50:00)  Apart from the artillery guns, each gun section was armed with an M-60 machine gun and an M-79 grenade launcher; during an attack, soldiers would man the perimeter of the section with armed with those weapons (00:37:11:00) o During one attack, the M-60 used by infantry unit stationed lower of the hill than Snyder’s gun section broke and Snyder’s gun section ended up loaning their M-60 to the infantry unit (00:37:33:00)  During a typical night, the gun section would post a guard who would patrol around their section of the perimeter (00:38:48:00)  On most nights, the men did not fall asleep until ten or eleven o’clock at night to begin with and those who did manage to fall asleep never slept through the night (00:38:51:00) o It was almost a guarantee that at some point, there was going to be a fire mission for the section (00:39:02:00)  Even during the night fire missions, most of the entire gun section needed to be working (00:39:13:00) The range of the 155mm was about fifteen miles; however, most of the fire missions were closer to the firebase and were often lobbed onto a position (00:39:41:00) �Firebase Ripcord / End of Tour / Reflections (00:40:07:00)  Snyder’s battery eventually left Firebase Granite and arrived at Firebase Ripcord in June 1970 (00:40:07:00) o Ripcord had been established for quite a while by the time Snyder’s battery arrived on it; the soldiers in the battery had been doing fire missions in the direction of Ripcord as early as March and April of 1970 (00:40:13:00) o Apart from Snyder’s battery of 155mms, there was also a battery of 105mms stationed on the firebase (00:40:43:00) o When Snyder first arrived at Ripcord, he thought that the firebase offered a pretty view of the surrounding area (00:41:13:00)  On some days, the winds blowing across the firebase were so powerful that the men were unable to stand (00:41:38:00) o The number of rounds Snyder’s section fired in a day was usually less than one hundred rounds, which constituted a busy day, with a normal day being somewhere between twenty-five and forty-five rounds (00:42:08:00)  A lot of times, it was even less that twenty-five rounds; it all depended on what was happening around the firebase (00:42:37:00)  All the ammunition used by the guns was helicopter to the firebase and the gun crews had to haul the ammunition to the gun pits from the helicopter landing pad, which were lower on the hill (00:42:46:00)  The first time Snyder’s gun came under fire while the battery was stationed at Ripcord was after his and two other guns were sent on a mission to a smaller firebase north of Ripcord, code-named “Shepherd” (00:43:44:00) o Although Snyder did not know why the guns had moved to Shepherd then, later on, he talked with another soldier and the other soldier explained that Shepard was within firing range of an area used by the NVA to mobilize (00:43:56:00) o The three guns were moved to Shepherd with the intention of launching a quick, one-day strike against the staging area (00:44:17:00)  The three guns arrived at Shepherd in the afternoon, the gun crews set the guns up, and fired through the night (00:44:28:00)  The next day, helicopters came in, picked up the guns and the gun crews, and flew them back to Ripcord (00:44:34:00)  The mission to Shepherd happened only a couple of weeks before the situation at Ripcord began to really heat up (00:44:47:00) o When the enemy launched their attack at Ripcord, they used a combination of mortars and 122mm rockets (00:45:07:00)  Some of the mortar rounds fired onto the firebase were gas rounds and although looking back now it was funny, at the time, none of the men could find their gas masks, which were crammed into the bottoms of their duffle bags (00:45:23:00)  The gas was similar to mace, so those men who could not find their gas masks just pulled their shirts over their mouths (00:45:47:00)  Although the gas was in the open and could dissipate, there was still enough to tear the men up (00:45:56:00)  The men could see where the gas rounds were coming from, a mountain a short distance away from Ripcord, and although the �o o o o o most effective way to destroy to mortar as a direct shot, the commanders insisted on using only lobbed shots to try and destroy the mortars (00:46:07:00) o Trying to make the shot was like trying to do a long court basketball shot; the men kept trying to adjust their shot, the target was so far away that the adjustments did not make too much of a different (00:47:11:00)  Over the course of the day and more information was available, the guns were able to hone in on specific targets (00:48:26:00) After the attack on the first day, the enemy attacks continued and kept snowballing, getting more violent and causing more injuries (00:49:19:00)  It was during these days that the guns came close to firing one hundred rounds per day (00:49:55:00)  Keeping all the guns supplied with enough ammunition increasingly became a problem because the re-supply helicopters carrying the ammunition kept getting shot down (00:50:05:00)  It eventually reached the point that unless it was a close-in fire mission, each gun had a quota of rounds it could fire during any given day (00:50:09:00)  Once the quotas were in place, almost all the harassment missions were stopped and unless it was a confirmed contact mission, the gun crews tried to conserve ammunition (00:50:32:00) o A lot of the harassment missions were passed to batteries stationed on other firebases (00:50:49:00)  At one point, there were less than thirty HE rounds in the bunker for Snyder’s gun (00:51:14:00)  However, the battery was eventually re-supplied and by the time the battery left Ripcord, it had a fairly substantial amount of ammunition stored in the bunkers (00:51:21:00) Once the siege began and the men had to move ammunition from the landing pad to the bunker, they had to do so under enemy fire (00:51:48:00) The siege of the firebase ended up lasting for twenty-three days (00:52:01:00) During Snyder’s time on Ripcord, the soldiers stationed on the firebase did not always have an adequate amount of supplies necessary for them to do their jobs effectively (00:52:19:00)  However, this was largely due to the situation, which made it impossible to keep the firebase supplied (00:52:23:00) For the most part, the daily routine on the firebase did not change for the twentythree days the siege lasted; however, the soldiers had to often adjust on the fly to changing circumstances, depending on the situation (00:52:49:00)  When a helicopter was shot down on July 18th, the orders were for the men to hunker down and when it was over, collect whatever ammunition had been moved during the explosion from the helicopter crash (00:53:01:00)  The gun crews spent the 19th policing up any spare ammunition inbetween fire missions (00:53:34:00) �On the 20th, the men were told that on a nearby hill, the enemy was using a pack howitzer to launch rounds onto the firebase (00:53:43:00)  Snyder’s gun crew could see the rounds from the pack howitzer flying over their gun and another gun, which happened to be pointed in that direction; without permission from his section chief or anyone else, Snyder lowered his gun and ordered for an HE round (00:53:54:00) o In front of Snyder’s gun, another gun in the battery was doing the exact same thing (00:54:20:00) o Both guns fired at exactly the same time and managed to destroy the enemy position on the other hill (00:54:24:00)  Apart from the engagement on the 20th, there was only one other time when Snyder’s gun used direct-fire, when there was a large battle occurring on a nearby hill (00:54:48:00)  Snyder’s gun just happened to be in a position between two bunkers where, if it was taken off the ammunition pallets and set on the tires, it could direct-fire against the other hill (00:55:03:00) o Snyder’s gun, plus a nearby 105mm and a quad-.50 caliber, were the only guns on Ripcord in a position to depress low enough to direct fire on the other hill, so the whole night, the three guns fired on the hill (00:55:38:00)  During the night, Snyder remembers watching as tracer rounds went back and forth between the two sides (00:55:56:00)  At first, the three guns were firing behind the enemy position to prevent new enemy forces from joining the fight; however, once data became available, the guns could be aimed at specific pockets of enemy forces (00:56:36:00)  The top priority of the gun crews were contact missions; if there was ever a fire mission that was a contact mission, then all the men in the gun crews hustled and double-checked to make sure everything was correct, lest they hit American forces (00:57:44:00)  Sometimes during the danger close missions, the section chief would check Snyder’s measurements; however, the section chief was not always around, so Snyder had one of the other men with some experience check it for him (00:58:13:00)  Snyder never had any trouble with the men who would give him fire information over the radio; the men would read Snyder the coordinates and he would repeat them, a process that the other soldiers in the section used for their various assignments (00:58:47:00) o The battery lost several soldiers while stationed in Ripcord, including a lieutenant (Bob Kalsu, who had played football for the Buffalo Bills) whom Snyder greatly admired (00:59:42:00)  The lieutenant would get into competitions with another soldier to see who could carry to most powder canisters; whereas most of the soldiers carried one canister in each arm and possible one on their back, the lieutenant and  �    the other soldier carried six, one canister in each arm and a pyramid of four canister on their back (01:00:21:00)  Unfortunately, both the lieutenant and the other soldier were killed by the same incoming round (01:01:14:00) o By the time it was the 23rd, Snyder could not wait to get off of the firebase; at the same time, in the back of his mind was the question of why the Army did not allow the men stationed on the firebase to finish the fight (01:02:22:00)  During the night before the 23rd, Snyder’s gun was firing at low angles the entire night; the gun fired the entire night to use up as much ammunition as possible, both so the men would not have to haul spare ammunition around and to keep the ammunition out of enemy hands (01:02:52:00) o Once the battery was finally off Ripcord, Snyder could not believe that he was still standing up (01:03:37:00)  When the helicopter arrived back at Camp Evans, it landed at the helicopter pad where the medi-vac demonstrations were given and there just happened to be a class receiving a demonstration when the helicopter landed (01:03:37:00)  Snyder and the other men piled out of the helicopter and Snyder sat on the ground, leaning against his M-16; after a moment, he looked up and saw the men in the class had eyes as wide as dinner plates (01:04:07:00) The battery returned to Evans for little over a week then back to Firebase Jack for a brief period, before finally arriving at Firebase Rakkasan, which was a hotel compared to Ripcord (01:04:43:00) o Snyder stayed at Rakkasan from when the battery moved there at the end of August until he rotated out of the country (01:05:12:00) o Although there were still fire missions going on, the days were not quite as crazy as they had been during the summer (01:05:42:00)  There were never any significant attacks against the firebase itself; Snyder cannot even recall a mortar strike against the position (01:05:56:00) When his tour ended, Snyder returned to the United States via Cam Ranh Bay and Japan before arriving at Fort Lewis, where he processed out (01:07:14:00) o Snyder returned home to Ohio very early in the morning, managing to find room on a stand-by flight around three o’clock in the morning (01:07:32:00)  Snyder’s girlfriend’s brother picked him up at the airport because Snyder wanted to surprise his parents; however, his parents received some letters that had been sent back before he arrived, so they sort of knew Snyder was coming home (01:07:41:00) o Although the Army asked if Snyder wanted to re-enlist, he politely declined to accept the offer (01:08:03:00) For the most part, Snyder observed that most of the drug use by soldiers was confined to the rear areas, with not too much on the actual firebases (01:08:15:00) o Drugs use was more policed out on the firebases, especially given the situation; soldiers did not want to work with other soldiers on drugs (01:08:32:00) Snyder’s section was a fairly good mixture of ethnicities, including black and whites, as well as some Latinos (01:09:08:00) �  o Although other soldiers kept trying to play up racial issues, Snyder’s section did not fall for it; everyone in the section had their own job to do and that was the extent of it (01:09:23:00) o If there was any tension, it was between individual soldiers, not entire racial groups (01:09:38:00) The individual gun sections became extremely close knit and it was not too often soldiers in one section actually went out and visited soldiers in another section (01:09:56:00) Although the moral of the soldiers in Snyder’s gun section was sometimes okay, for the most part, it was not because the soldiers did not really see an end to what they were doing; it was always the same thing every day (01:10:19:00) � 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 SnyderD1274V Title A name given to the resource Snyder, David (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Snyder, David Description An account of the resource Dave Snyder was born in 1949 in Painesville, Ohio. After graduating from high school in 1967, Snyder held a series of jobs before receiving his draft notice in 1969. After processing into the military in nearby Cleveland, Snyder went to Fort Campbell, Kentucky for his basic training. From Fort Campbell, Snyder moved to Fort Sill, Oklahoma for advanced training in field artillery then attended Non-Commissioned Officer School, also at Fort Sill. Once he finished NCO school, Snyder spent a few months in a training battalion stationed at Fort Sill before deploying to Vietnam. Once in Vietnam, Snyder received an assignment to Alpha Battery of the 2nd of the 11th Field Artillery of the 101st Airborne Division. The main weapon of the 2nd of the 11th was the 155mm artillery gun and once in his gun section, Snyder received the position of gunner. After Snyder arrived, his battery moved to several different hilltop firebases before finally arriving at Firebase Ripcord. While stationed on Ripcord, the battery participated in the weeks-long siege of the firebase by enemy forces. Once the siege ended, the battery moved to another firebase, where it was when Snyder's tour ended and he rotated back to the United States. Contributor An entity responsible for making contributions to the resource McGregor, Michael (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2011-09-07 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3f72189510690f65db984cbaa6ef744d.jpg 86191dc005494aa44784ab869704bbef 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_B060-0013 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 1961-07-25 Title A name given to the resource Snyder's Smart Shoes, Holland Description An account of the resource Black and white photograph featuring the storefront for "Snyder's Smart Shoes" in Holland, Michigan, as taken on July 25, 1961. In the photograph, women and children can be seen standing and window shopping outside the store. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Central business districts Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d8caa428286a4759af1078248f0287b2.mp3 1e012a31e7137b1046d245a1338ef139 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Christmastide I Scripture Text Luke 2:10-11 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19871227 Date A point or period of time associated with an event in the lifecycle of the resource 1987-12-27 Title A name given to the resource So Don't Be Afraid Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on December 27, 1987 entitled "So Don't Be Afraid", on the occasion of Christmastide I, at Christ Community Church, Spring Lake, MI. Scripture references: Luke 2:10-11. 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/8185badbd68e58c90b50472cf7bc512d.jpg ea0d960e762030cfb213b6f4cb520f53 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_1390 Title A name given to the resource SO-30P Bretagne transport Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource SO-30P Bretagne French transport, September 1, 1953. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides France 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/b992662baf9ae4149f9c6707ba1c0ea7.jpg b915cbda2531b6111f4f9926303fa35e 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_1418 Title A name given to the resource SO-4050 Vautour fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource SO-4050 Vautour French fighter, March 1, 1954. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides France 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 1954-03-01 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/1dbd2a744edb278bc81648f259be619c.jpg 1fc59c4a2a88ecc0c2c6f6155a0e41ad 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_1420 Title A name given to the resource SO-4050 Vautour fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource SO-4050 Vautour French fighter, March 1, 1954. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides France 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 1954-03-01 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/a0a7ffe986e64af80b62c408c907ef7e.jpg 56089f5d98bbc26ba2d5ea256fcda1ae 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_1392 Title A name given to the resource SO-95 transport Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource SO-95 French transport, November 1, 1951. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Slides France 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 1951-11-01 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/2b2a0884d9ddd8898546ceb1f005468c.jpg 41471d31e961a5837faf78575cddb2e6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_EastmanAlbum_2_1909-1911_001 Date A point or period of time associated with an event in the lifecycle of the resource 1909-11-01 Title A name given to the resource So. Cul. 103 Description An account of the resource Black and white photograph of south culvert 103, New York State Canal System. Subject The topic of the resource Canals Excavation New York Waterworks--Building and construction 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/4ff149228344cbe863d47c61275d0ca6.mp4 364f61f522c603de4c953e1914b6ad64 https://digitalcollections.library.gvsu.edu/files/original/2f8c75c5a5fcaa49d0bc1616b4f28cc6.pdf ec6999ce4ab82c222631ff196672e1a7 PDF Text Text Harry Sobotka (1:01:36) (00:03) Background Information • Harry was born in Grand Rapids, Michigan in 1918 • His father worked at a furniture company and died when Harry was very young • Harry’s step father worked in the mines • He graduated from high school in 1936 and worked at W.B. Jarvis as a material handler (2:09) Training • Harry joined the National Guard in 1936 • His ROTC training helped because he moved up to Private First Class • He was in the Howitzer Company in the National Guard • Harry spent one summer camp with them and then they were disbanded • He was put into the Heavy Weapons Company • They trained once a month for 2 hours and went to Camp Grayling in the summers • Harry was called up to deal with a strike at GM in Flint, Michigan in 1937 • After flint he went on extended maneuvers and was introduced to the new 2.5 ton truck • They had to fight fires at Camp Grayling (9:12) Nationalized • In October of 1940 Harry gets called up for active duty • He was sent to Camp Beauregard, Louisiana • They were there for 3 months living in tents and using WWI equipment • Harry was then sent to Camp Livingston, Louisiana • They had better tents that were off the ground • He went to New Orleans on leave • Harry was a sergeant in charge of 4 crews in the mortar platoon �• He heard about Pearl Harbor on the radio and they got better equipment shortly after the attack • When his unit was sent to Fort Devens he went to Officer Candidate School at Fort Benning, GA • He was in the 17th class of OCS and lived in barracks • Harry worked with infantry weapons and tactics • After OCS he got 2 weeks on leave and went home • He flew to Camp Roberts, CA in a DC-3, which was rare at the time • Harry wasn’t there long and then was moved to Camp Swift, Texas near Austin • He became part of the newly formed 95th division and received the recruits • They gave him a commendation for knowing how to receive the recruits • Harry was there for about a year and he got married on September 19, 1942 while his wife was living outside of the base • He was sent to Ft Sam Houston, Texas for desert training • After that he was sent to the east coast for deployment (29:15) Deployment • Harry was sent overseas on a converted luxury ship in August of 1944 • He went to Fort Winchester in England and then crossed the English Channel • They landed on Omaha Red Beach on a LST boat • Harry went towards Alsace-Lorraine and Metz • General Patton had a meeting with all of the officers and told them they would lose a lot of people • He was in charge of the cannon company that used 105mm Howitzers • Harry was the executive officer in charge of the HQ and handled 3 platoons • It was his job to decide some of the missions and keep everything supplied • They were about 1 to 2 miles away from the front lines �• After they helped take Metz they went into the town (39:50) Battle of the Bulge • They crossed a river and held their line until the Battle of the Bulge got bad and then went up to help • The weather was horrible but he had warm clothes to wear • They stayed in civilian houses and sometimes the people were still there • Being off the front lines they didn’t get shot at much and there weren’t many German planes • He had to go to Paris to make sure the enlisted men stayed out of trouble • Harry gave the men captured German money in to spend in Paris • They slept in converted hotels • He went to the Eiffel Tower and the Notre Dame Cathedral (47:15) Transfer • Harry was transferred to rebuild part of the 106th Division Cannon Company • Some men that were transferred had been sent in from other units that did not want to deal with them anymore • Harry was ordered to go to England and reconstitute people from the 550th Anti-Aircraft Battalion to go to Japan • He never crossed the Rhine River • Before getting sent home Harry went to Camp Barton Stacey (52:40) Back to the US • Harry went home on a small boat in December of 1945; the trip took 2 weeks • He was processed at Fort Indiantown Gap • On the train to Detroit, Harry got his briefcase stolen • From Detroit he took a bus home �• It had been about a year since the last time he saw his wife • Harry rejoined the National Guard • He went to work for GM for 3 months • Then Harry became a time keeper for Grand Rapids Metal Craft • He went from being the chief time keeper to a foreman • The National Guard then hired him for their technical program and he retired in January of 1975 • While in the National Guard he went to the Detroit riots in the 1960s • Harry enjoyed being the commander of the group he had first joined as a private before the war • He helped to get a new armory in Grand Rapids instead of building an expensive wall for the new highway that was going in � 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 SobotkaH Title A name given to the resource Sobotka, Harry (Interview outline and video), 2008 Creator An entity primarily responsible for making the resource Sobotka, Harry Description An account of the resource Harry Sobotka was born in Grand Rapids, Michigan in 1918. After graduating from high school he joined the National Guard. In October of 1940 Harry got called up for active duty and went to Louisiana for training. He became a sergeant and commanded 4 mortar crews. After training in Louisiana he went to Officer Candidate School. Harry was deployed to England and then landed on Omaha Beach in the fall of 1944. He went towards Alsace-Lorraine and helped capture the town of Metz. He was the executive officer in charge of the HQ and handled 3 Howitzer Platoons. Harry helped out at the Battle of the Bulge after Metz. He was sent home and discharged in December of 1945. Harry accepted a job with the technical program in the National Guard and retired in January of 1975. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings World War, 1939-1945--Personal narratives, American United States. Army United States--National Guard Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2008-09-09 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/da0dae65d028c44cf8b48e6596186ffa.pdf d943c29ad572c127209b20280dd8759d PDF Text Text Annals of Psychology: Social Distancing for the Roaring 20’s Holly Bihlman | December 4, 2020 Social House Tavern in downtown Grand Rapids, Michigan, directly across the street from GR’s largest concert venue, sits on the corner of Monroe Ave and Fulton, bustling with drunk girls in heels draped in faux fur coats and boys desperately trying to get their numbers. The bouncers collect fake ID’s at the door and remind the party animals to keep their masks up on their face until seated at a table, or they will promptly be escorted (I use this term lightly) off the premises. The QR code for contact tracing implemented by Governor Gretchen Whitmer sits on a small stand-alone table by the door, prolonging the wait outside an extra three minutes for each guest to log their information into our system, and we do not have extra masks, so don’t forget yours in the Uber. I began working at the lively new bar, SOHO as we call it, a couple months ago coming off of a long quarantine and the unfamiliar threat of unemployment, desperately looking for a way to make rent. A friend of mine, Kendahl Overbeck, recommended the job to me and a few of our other friends, so now we run the place every Friday night. Kendahl’s regulars come in to see her consistently every weekend, and she smiles with her eyes since a big grin doesn’t get tips as well as it used to. As my first experience serving at a bar, sometimes I wonder why I chose the most dangerous time to be in such a highly populated bubble for ten hours every weekend, and then I wonder why all of us decided to do this. The truth is, in my experience, 20-something’s could care less about getting sick themselves because they’re invincible and will prioritize socializing over just about everything. It’s been done time and time again in movies and TV shows about �high schoolers and college students having unrealistically over-the-top experiences before they can legally drink. The culture of thrill-seeking is not an American trait though, it’s been proven scientifically that adolescents are in fact “Young, Dumb, and Broke” in the words of the famously free-spirited pop star, Khalid. Young adults are inherently risk-takers, and this has been wired into our brains through evolution, actually as a survival tactic, as ironic as that is at the moment. Kendahl, having recently become of legal drinking age, had an experience similar to mine at the beginning of the pandemic panic, losing her serving job of three years to the first hit on the economy. “My old job basically went bankrupt because of this pandemic, so I work at a bar now because it’s the easiest money I’ve ever made.” Coming home with upwards of $400 a night, cashing in a grand in one weekend sometimes, is what I would consider the easiest money I’ve ever made myself. But that’s not all; “It’s so fun; I do it on weekend nights and I don’t even have to go out because I go out when I’m working, and it’s incredible.” Sacrificing weekends of fun to be at work is no longer in our vocabulary, because the most fun I could be having is probably right there at work on our Fridays. Aside from the win-win situation we seem to have found ourselves in, just because the bar is opened back up doesn’t mean the virus disappeared over night; in fact, it’s actually skyrocketing again as we enter the annual sick-day season. Millennials and Gen Zs have contributed to the most COVID cases to date, and on the surface, it may seem that reckless partying and the infamous spring breakers of 2020 are the sole reason for this upward slope. On the contrary, several factors have contributed to the increase in younger COVID-positive cases, including older people staying in more as well as increased testing nationwide. Big cities with largely young populations have seen a spike in cases because of the availability of bars and social gathering hotspots, like Seattle. The New York Times published a report in June on the “disturbing” amount of cases appearing: “In King County, Wash., people in their 20s and 30s make up about 45 percent of new Coronavirus cases— a �number that was 25 percent in March.” Spring break hot spots like Dallas have also seen these same spikes, reporting ages 18-40 now make up 52 percent of new cases as opposed to the 38 percent reported for this age bracket in March. California law enforcement has taken a beating trying to deflect massive house parties in the hills, causing government officials to take extensive action against the unstoppable force of the underdeveloped frontal cortexes. The LA Times covered a press conference from Mayor Eric Garcetti in August, clearly fed up with these disturbances; “Wednesday night [Garcetti] authorized shutting off water and electricity service to homes that had repeatedly hosted large parties in defiance of the ban on gatherings.” These “nightclubs in the hills” have replaced the socially restrictive bars and clubs that young adults occupied on the weekends, causing more asymptomatic spreading than we’ve seen yet. To add some clarity to the situation, humans have always been naturally party animals. Neuroscientists and psychologists have been studying what makes humans such social beings in comparison to our close relatives, chimpanzees, since Darwin’s theory of evolution and natural selection. There are lots of scientific explanations for our social differences from any other species on Earth, and it isn’t because of our massive brain size. It actually comes down to one specific part of the brain that continues to develop through our 20’s, leaving young adults more prone to irrational decision making. A psychologist from North Carolina explained this gap in judgement in an interview with Business Insider framing the 20-something’s for being behind the Coronavirus’ unstoppable force: “Much of the brain's restructuring during this time occurs in the frontal cortex… During this development… young people rely more on their amygdala, the fight or flight part of the brain, for decision-making.” Because of this underdeveloped, crucial part of the human brain, adolescents are more selfish when they make decisions, too. This is why the younger populations have been taking the brunt of the blame for the consistent and more threatening spread of the disease now that winter is approaching. �There is an alternate explanation for these correlating statistics though— Rebbecca Renner published an article in September for National Geographic reporting on the number of COVIDpositive cases young generations have been causing, not due to their partying, but due to the essential workforce. If you think about this, judgement aside, what we have mutually agreed upon as a country is that the most able-bodied people right now are young adults, and the fact of the matter is, we need a running economy. The stimulus check sent out to people making a certain amount of income did not cover students that filed as dependents on their taxes— AKA— most young adults either still in college or still looking for a steady job. Therefore, in order to maintain an able America, people need the essential workers to keep businesses open and the younger generations need employment. Kendahl and I know this feeling all too well after losing our jobs to bankruptcy earlier in the year; “Because we’re a small business and I have bills to pay, I can’t wait for them [SOHO] to open because I need an income. I have rent and groceries and clothes.” Us able-bodied citizens of America are working right now because we have to, so the risk we’re taking is not exactly as optional as it may seem. The ongoing divergence between the hourly rates in states across America and the cost of housing is continually putting college students and young adults in this impossible situation. Even when not in the midst of a pandemic, Millennials were already crying out for some help to pay their bills at age 25. Renner’s hot take on the matter offers this alternate perspective on the rampant rise in positive cases; “So while younger generations are being blamed, in some quarters, for the pandemic’s spread, they are bearing the greatest burden of poverty and the brunt of the transmission risk that comes with keeping the economy going, all with little help in sight.” Although the partying and socialization are putting lives at risk, the opposite side of the coin shows a much more sympathetic approach to the blame Millennial’s and Gen Z’s have taken this year. College students and recent college grads work at coffee shops, restaurants, bars, retail stores and other minimum wage jobs if they aren’t already working in their field, and when �thousands of these establishments had to close, us already struggling college students had to scramble to make up for lost stimulus money. Kendahl makes the incredibly overlooked point, “I hate working for an hourly rate because it’s not a lot of money. I would have to work so much and all the time to pay my bills every month, versus working two days a week at SOHO. I also have savings, but I’m going to med school and I want to study abroad.” The overarching problem here is not the irresponsible distribution of priorities on our end, it is the inflation we’re battling that prevents us from the success we seek after graduation. “This scarcity [of jobs] places younger adults in a lose-lose situation: If they can find employment, many feel compelled to take it even if it means putting themselves at risk,” said Renner. Now, somehow it seems Kendahl and I might find ourselves in a lose-lose situation, contemplating if the risk of the virus is worth the reward. Inevitably it seems, this past November I got the dreaded call back from the doctor’s office after convincing myself for the previous 48 hours that I was, of course, negative. “So, unfortunately your test did come back positive.” Words that you may not think would scare you until you hear them yourself. I was one of the lucky “invincible” ones; though, COVID has been known to do unsuspecting damage on people in my age bracket regardless of well-kept health. I gave the virus to my friend and coworker, Abby Ditmar, to which she later commented at the bar once we were both healthy saying, “Last time I gave you a hug I got COVID, but I think you’re good now.” The humiliating and ostracizing experience forced me to take a different perspective; making sure I was more aware of who I could’ve spread it to became the most guilt-inducing anxiety I had ever experienced. Abby and I both survived the dreaded disease; however, there’s something to be said for the loneliness and mental exhaustion in the isolating experience. The interesting situation we found ourselves in here was that neither of us took into consideration where we might’ve gotten the virus, we just assumed the bar was the culprit. What we had not �considered was that Abby may have gotten it from her second job at our local grocery store and given it to me; leaving Meijer as another possible suspect. Who’s to say that we contracted the virus from the bar, each other, or a grocery store? We certainly didn’t get it partying with friends, and our masks are up at all times while working, unlike our seated customers. The possibility that the vast majority of these rising percentages and statistics proving the 20-something’s of America are causing the COVID spikes nationwide, could be coming from the essential businesses we so desperately want open. Although we may look to psychology for answers in defense of our young friends at the bars, maybe we should be looking more towards the risk our essential workforce is taking in order to keep our landlords happy. The risk has always been taking on higher rent payments and more monthly bills for Millennials, and it’s soon to be Generation Z’s. Adding a pandemic onto the pressure of working at Meijer or a downtown bar to get through the month’s bills after already having been laid off before the age of 21 doesn’t have much to do with partying, it has to do with our ability to work and our willingness to take risks. So why did I decide to work at a bar during a pandemic? I’m willing to take the risk so someone else doesn’t have to. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource COVID-19 Journals Creator An entity primarily responsible for making the resource Grand Valley State University. University Libraries Description An account of the resource This collection of journals and personal narratives was solicited from the GVSU community by archivists of the University Libraries during the events of the 2020 COVID-19 global pandemic. During this unprecedented crisis the university closed suddenly, following federal and state guidelines of social distancing to reduce the spread of the novel coronavirus. The university closed its campuses on March 12, 2020, and quickly moved students out of campus housing. Faculty swiftly transitioned to fully-online teaching for the remainder of the Winter 2020 semester, and all campus events, including commencement, were cancelled. The purpose of the COVID-19 Journaling Project was to document the individual and personal experiences of GVSU’s students, staff, faculty, and the wider community during this time of international crisis. Some project participants were university student employees who were compensated for their journaling. Other participants were granted stipends or extra credit for submitting entries to the archives. Still others participated without any compensation or credit. The University Archives remains grateful to all who submitted journals, for helping us to understand the impact of this crisis on our community. Date A point or period of time associated with an event in the lifecycle of the resource 2020 Source A related resource from which the described resource is derived University Archives. COVID-19 Journaling Project Subject The topic of the resource Epidemics Grand Valley State University College students Personal narratives COVID-19 pandemic, 2019-2020 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context COVID-19_2021-01-25_BihlmanHolly Creator An entity primarily responsible for making the resource Bihlman, Holly Date A point or period of time associated with an event in the lifecycle of the resource 2021-01-25 Title A name given to the resource Social Distancing for the Roaring 20's Description An account of the resource GVSU student Holly Bihlman used this piece in her Intermediate Magazine Writing class, mimicking a New Yorker style "Annals of" piece. It pertains to how 20 year olds have had to be the backbone of the essential workforce, but are taking the brunt of the blame for COVID's spread through partying. My take comes from working at a bar downtown and actually getting a positive test result back in November. Subject The topic of the resource COVID-19 pandemic, 2019-2020 Epidemics Grand Valley State University College students Personal narratives Source A related resource from which the described resource is derived University Archives. COVID-19 Journaling Project Publisher An entity responsible for making the resource available Grand Valley State University University Libraries. Special Collections and University Archives. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/eb2865390aa36abaac00d1917469eb3e.jpg f669dd3f1d86944c646f0e14ca880b2c 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-08_Social_Hall_1948 Creator An entity primarily responsible for making the resource B'nai Israel Temple Date A point or period of time associated with an event in the lifecycle of the resource 1948 Title A name given to the resource Social Hall Description An account of the resource A picture of tables and chairs inside the social hall. Subject The topic of the resource Jews--United States Muskegon (Mich.) Synagogues as community centers Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) 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 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/882dc1b79dca3b9f84e018891a95ebf8.mp3 ff1d7d79c687bd2711cd80a3db07a572 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Baccalaureate Sunday Pentecost III Scripture Text Ecclesiastes 11:4 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19860608 Date A point or period of time associated with an event in the lifecycle of the resource 1986-06-08 Title A name given to the resource Social Security??? Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on June 8, 1986 entitled "Social Security???", on the occasion of Baccalaureate Sunday, Pentecost III, at Christ Community Church, Spring Lake, MI. Scripture references: Ecclesiastes 11:4. 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/3a9939f51f2790dfbde46e1b063e30b7.pdf ed7f57647c15110e66f43debbff6cc33 PDF Text Text Hty Winter 2014 SoCiol09Y of sexua Are you interested in how sexuality as a social system has been constructed? Do you want; t;o learn more about; J.ow our culture J,as come t;o see ce.rtoin se.xual e.xpressions as natural and normal and ot;J,ers as immoral and wron9? Sociology of Sexuality (SOC ;\'GS 416) Two sections available for 'W inter 2014! TuTh 11:30 -12:45 pm OR TuTh 4:00-5:15 pm � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_2014_Winter_Sociology-of-Sexuality.pdf Creator An entity primarily responsible for making the resource Women, Gender, and Sexuality Studies Department Date A point or period of time associated with an event in the lifecycle of the resource 2014 Title A name given to the resource Sociology of Sexuality Description An account of the resource Poster of the WGS 416 class being offered in Winter 2014. A synopsis of the topic, and the days/times of the class are included. Subject The topic of the resource Women's studies Sex--Social aspects Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ffca314db8227bdd821e0acee4839791.jpg e3def8874a607fde1ea94d564dd63306 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1980s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_001120 Title A name given to the resource Sociology professor Curtis Jones lectures students Description An account of the resource Sociology professor Curtis Jones lectures students. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students Faculty Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/de1ace9295a35a01d5fc32854fa9f770.mp4 731624cb2a842cabc8b45da37a3bc884 https://digitalcollections.library.gvsu.edu/files/original/8fe827a7b050dd4c3868d3f6cc93de5c.pdf 7d564b63263822ea87ddac827be95580 PDF Text Text Grand Valley State University Veterans History Project Buzz Sodeman 1:55:37 Back Ground information (00:09)                   Born in Saginaw Michigan at Saginaw March 3rd at Saginaw Osteopathic Hospital in 1947 (00:15) He lived in the Saginaw area till the middle of his first grade year, when his parents moved to a different neighborhood (00:23) He graduated from Saginaw Saint Mary’s High School (approx. 1965) (00:48) His father was the regional sales and service manager for the Whirlpool corporation and his mother was a nurse(00:50) There were three children in his family, a younger brother, a younger sister and himself. (1:10) After high school he attended Central Michigan University for 1 year. He went from being a nation honor society student to flunking out of college. (1:23) After one year at Central Michigan University he had a 1.9 GPA (1:38) At this time (approx 1966) men with 4.0 GPAs were being drafted. (1:40) He applied for the 120 Day delay program (1:55) When he applied for this portion the military had still been screening people. (2:09) He was told after a physical examination that he would never have to worry about going to Vietnam because his eyesight was so poor that if he lost his glasses he would have to worry about shooting his own people. (2:20) In the 120 day period between when he enlisted in the military and boot camp, he married his first wife. (2:30) His father served during World War II in the Philippines. (2:53) His father asked him, “do you want to sleep in a dirty foxhole or do you want to sleep in clean sheets?” Wanting clean sheets, Buzz was left with the Navy or the Air Force (3:01) He enlisted in the Navy (3:20) He had heard primarily poor things about the Vietnam War when he enlisted (3:30) He considered evading the draft but ultimately decided against it. (3:45) When doing the physical examination he did not see anyone overtly attempting to fail the exams to evade the draft. (4:20) Basic Training (5:17)   He reported to Great Lakes Naval Station in January of 1967 (5:20) He was placed on a bus that went from Detroit to Chicago and then on a train from Chicago to Great Lakes Naval Base. (5:35) �                  When they arrived they immediately met their company commander and were placed in a barracks. (5:43) They soon found out this was the wrong barracks and had to move to another. This happened during a horrid snow storm (the Great Chicago Blizzard of 1967). When they arrived in their barracks they simply sat on the floor with no light, no heat, and no food. (6:00) Due to frigid conditions, much of the physical training had been done inside a hanger. (7:20) His training consisted on certain classes such as Navy proper etiquette and knot tying. And even basic aspects such as how to wash clothes (7:41) To wash sheets, the men would plug the drains with the cloth, sprinkle soap on them and then tag team wrestle on top of them to get them clean. (8:10) Some skills form his training had carried over, such as he still keeps his cloths in the same order he had been trained in his dresser, or dressing in military alignment. (8:50) He never thought of himself a great acceptor of the authority in the Military. (9:17) The authority had been emphasized quite a bit during his basic training. (9:25) Basic training ended in April of 1967 (10:15) After this he underwent a battery of tests to determine what he should be in the navy. (10:20) His exam determined that he should be a bomb sight which is not a position he desired. (10:42) When he got to the Lemore California Naval Base he decided to pursue something else. (10:48) As a result of scoring highly on particular exam he was asked if he would like to go to language school. (11:34) He had his choice between Russian and Vietnamese. (11:53) He failed to take either one of these languages. (12:12) He prepared barracks for other men in VA 113 (12:42) He immediately became a plane captain of an A4 (this particular A4 was the aircraft flown by the squadron commander.) (12:50) He was then sent to Memphis, Tennessee for aircraft maintenance (ACE) school (13:31) Service in Ace School (13:40)      ACE School consisted of 8 to 10 weeks of training. (13:42) This training encompassed everything including engine repair and ejection seat operation. (14:02) He spends 4-5 months in California before going to Tennessee. (14:12) A plane captain position entailed maintenance of the planes and directed pilots when they took off. (14:23) He had no men working under him (15:03) �                     He had worked in the San Joaquin Valley in California. (15:20) When temperatures were reported over 100 degrees flights were often grounded. (15:30) VA 113 was not a training outfit (16:11) While in this position he did not want to be moved onto a flight deck location as he did not desire that work environment. (17:04) In his barracks there had been a 6 o’clock curfew that was enforced. (17:40) He recalls that most if not all his class was white. (18:32) He graduated in the top third of his class (18:40) After Graduated from AMEA School he was granted a 30 day leave before going into service. (19:18) He volunteered to serve in a base in New Jersey (19:34) Instead, he was moved to a new flight outfit in San Diego as a result of this he moved himself, his wife and his daughter out to San Diego without a home. (19:48) They stayed in a motel until a duplex was found they could stay in. (20:10) The military pay was not too bad, but goods that were available through the base were often overpriced. (20:38) He served as a plane captain on an F4 Phantom jet. (21:07) He served on the base for 6 to 8 weeks and no one on the base had an idea who he was. As a result of this he would often check in at the base in the morning and then leave with his wife and daughter to go to the beach. (21:17) Once they did figure out who he was and evaluated his experience, they soon rushed him through plane captain certification. (22:00) Soon after this, he was placed back in the shop to work on ejection seats. (23:00) Because they were a training outfit he got the opportunity to train men on how to operate and take apart the ejection seat. (23:11) He hoped he could serve the rest of his tour in the California. (24:14) While he was visiting his parents in Frankenmuth, Michigan, his mother got the orders that he was going to be sent to South Vietnam. His mother took this new very hard. (25:01) His orders dictated that due to this position he was going to need survival school training. (25:21) By knowing particulates personnel men really well, he was able to know what time to leave and what time to return in order to take 30 days leave without the navy ever knowing. (26:14) Survival School training (1969) (24:54)   Survival school consisted of 4 weeks of how to survive in very harsh condition (24:54) Part of the exercise was to be taken up on a bus to Silver Springs, California, where the men would be dropped and left to survive for 3 days. (27:44) �          The men were weighted before and after having gone on this survival expedition. Most men lost weight (28:15) Because he was headed down to “the Delta” (the Mekong Delta) he was given 100 percent class room work. (30:00) Instructors had said that there was no front line in Vietnam but only hot zones and cold zones. (30:29) He was given all his necessary shots, the worst being Bacilli. He believes that this experience gave him a very great phobia of needles. (30:43) The logic of being given antibiotics and what disease they would be exposed to had been explained to the men (31:52) The men had also been trained in Vietnamese customs (32:20) However these classes were unable to prepare him and the men for what they actually encountered. (32:40) His wife and daughter moved back to Michigan after he left for Vietnam. (32:56) When leaving from Vietnam the plane he was carried on stopped once to refuel in Hawaii. (32:13) He did not believe he would ever come back. (33:25) Service in Vietnam (33:35)              He Arrived in Vietnam in September of 1969 (33:36) He had heard a lot about the war before being sent there and he heard from men who had served in the Tonkin Gulf that numbers had been inflated and the U.S. forces were not going as well as the paper made it sound. (33:48) There was culture shock he experienced when landing in Vietnam.(34:36) He Flew out of San Francisco international Airport, stopped once in Hawaii and then landed in the Philippines. (34:58) He had arrived during the monsoon. (35:34) The flight was only for military personnel, however stewardesses were on the flight as well. (35:50) Before arriving in Vietnam all the men on the plane where sprayed with an insecticide. (36:04) His first impression of Vietnam was that it was very dirty and very congested. (36:36) Once he landed he took a bus from the tarmac to the Hotel Saigon. Wwhen on the bus he was told that the life expectancy of Marines who leave the tarmac was 15 seconds. And when they were driving if a man on a motorcycle comes by and throws a grenade at the fencing in the window he had to hit it off. (37:13) The Hotel Saigon was an actual hotel converted for military use. (38:22) He had often been called to stand watch at this hotel and when he did he was given a helmet, a flak jacket, on shotgun shell, a shotgun and a whistle. (39:00) His job was to stop men from standing in front of the hotel. (39:20) He believed that the Saigon Hotel housed all Navy personnel (40:48) �                      After staying at the Hotel Saigon for 3 days he was put on a C130 and was flown to Binh Thuy. (41:24) During his transportation he was not told a lot about Vietnam but others did not “sugar coat” any questions they asked (42:05) When he arrived at the base he was one of the first people there (a plank owner) (42:43) There was no running water but the army provided a water buffalo for drinking water (what looked like a fuel truck but filled with water. Toilets and showers however were provided. (42:49) If you were dirty and you took a shower you came out dirtier then you went in. (43:31) At one point the sewage backed up and the toilets where surrounded with near knee high sewage. (43:36) They had a bak chi (a Vietnamese term for a doctor) who instructed that he chew on charcoal briquettes to rid him of diarrhea. (44:04) Once there, he found that the planes flying from the base used a different ejection seat from the one he had trained on, so he was made into a parachute rigger. (45:13) The shop he worked in was eventually given walls and air conditioning in order to protect the parachute fabric. (45:47) He actually never worked on a parachute. He ended up working primarily on life vests and helmets. (46:20) While working on a helmet he noticed that the sunglasses portion of it had a small hole in it (a bullet hole) after further inspection he found that the helmet had the top of someone’s head in it. This helmet was then thrown away. (47:20) Surrounding the base were a concrete factory, a civilian road and an air field. (48:12) The country he described as being fairly flat. (49:34) While standing watch at the base one was able to see firefights in the forest approx. 200 yards away. (50:00) On the road next to the base he saw Vietnamese prisoners being marched down the road who were used for labor. (50:34) His base was under red alert twice when he was there. (51:12) A week after he left the base he heard of the base being breached through its front gate. (52:33) He had served watch several times while there. He was given a machine gun, an M16, a flak jacket and a helmet in a 30 foot metal tower. These watches were four hours at a time. (32:56) Underwear was a hard commodity to keep in Vietnam because if a soldier had a Vietnamese women do his laundry they would often steal underwear. (55:10) Often times clothes dry rotted fairly quickly (55:22) He had very little contact with the Vietnamese military, however he had more so with civilians. (56:22) While in Vietnam he visited an orphanage quite often and considered adopting one of the children. If he did he wanted one that looked French as opposed to �      Vietnamese because he did not want that child to grow up with children whose dad might be dead due to that war. (57:30) He would also attend some celebrations of villages where he would eat odd food such as “jungle dog” (58:30) He had only been to a bar once in Can Tho. (59:43) Once at a restaurant he ate, what seemed to be a Vietnamese’s delicacy, Pigeon Brain. (1:00:00) If a G.I. bought tea (a sort of root beer) at a bar it entitled them to sit with a bar girl. (1:01:06) The one occasion he did go to a bar he and his army friend had brought their own alcohol. However once there they had been approached by a Vietnamese prostitute who came to them completely naked. The men turned down this offer. In response the prostitute attempted to burn the men with a lit newspaper. (1:01:40) In an effort to get back to base safely, they hitched a ride on an armored personnel carrier that was passing through the town. (1:03:37) He did go into town one other time, when he was invited to breakfast by a woman who worked on the base in the mess hall. When he went there, she told him to have someone write a letter to his wife and tell her he had been killed so that he could stay with her and order her things out of the Sears catalog. (1:03:55) Entertainment at the base (1:05:00)             G.I.s where forbidden from purchasing Coca Cola, as the VC has a means of putting ground glass in the cans. (1:06:11) People and planes going in and out was fairly common however operations where ceased at night. (1:06:40) Some men on the base had large snakes. Because of this when he came back he did keep large snakes. (1:07:26) The USO came through several times while he was there. On one occasion they brought girls from Playboy and several professional football players. (1:08:25) The Miss America girls also came through via the USO. He met Miss Michigan, who was not very friendly. (1:09:04) On a weekly basis Filipino bands would come in and play at the base. (1:10:07) A steady showing of films was also provided. (1:10:32) Although he never took any sort of drug, anything a G.I. wanted he could get. (1:11:11) One of the men needed to be escorted to Long Binh prison due to his drug use. (1:11:26) Drug abuse appeared to be more prevalent among the African American Navy personnel. (1:12:12) Alcohol was very prevalent on the base and consumed by most of its occupants. (1:12:23) Drinking was more common at the beginning of one’s service than near the end. (1:13:12) �                 During Christmas the base had a tree, chocolates, and Kahlua. (1:14:00) Although he did not firsthand witness it, drugs must have affected the performance of men somewhat. (1:14:35) He was labeled a racist after a black service member told him to do his laundry and he said, “No, I’m not your nigger.” (1:15:09) In 1969 he went flying and got lost over a stretch of forest. During this flight they picked up a wounded soldier and a Vietnamese woman who was pregnant (1:16:00) Morale, particularly with in the paraloft, had been fairly high. (1:17:08) In order to scare an officer who had stated he missed his wife but then lived with a Vietnamese hooker, Buzz placed a smoke grenade under his jeep so that when he started it he would be frightened. (1:17:55) This officer kept his hooker on the base. (1:18:54) Change in personal was quite common as service there was fairly short (approx. 365 days) (1:15:09) For his final 4 weeks there he ate of a palate of LRPS (long range patrol meals) as he feared the food made by some Vietnamese woman in the mess hall would be poisoned. (1:20:09) The Jack Staff news paper gave an accurate account to men as to military progress. (1:21:30) Action had been evolved around him. The Brown-water Navy had visited his base server times. (1:22:23) While soliciting a prostitute a G.I. had his genitals severed by a Vietnamese hooker. The following morning a military force followed the blood trail the man left back to the bar and burned it to the ground. (1:24:28) Most native people as a whole appeared glad that the military was there. (1:25:03) G.I.s were to watch children because often times they would place razor blades in their hands so that they could cut GIs clothes to get their money(1:25:17) There were about 900 kids in the orphanage he visited. (1:27:44) The only phone call he was allowed to make while on base was that to ask his father for the washers and dryers for the orphanage. (1:28:08) Some men on his base had taken Vietnamese wives. But not many. (1:29:40) Post service. (1:30:00)     It took a whole year out of his life, and while its effects had not been known while there once he returned home the effects of his service had been evident. (1:30:10) He left on schedule to return home (September 1970)(1:30:30) When attempting to travel back he was forced to wait on the plane for approx. 1 hour. He feared the plane was going to be attacked during this time. Once it lifted off, the flight took 18 hours to San Francisco California. (1:31:24) Immediately upon deplaning he went into a bathroom and changed into civilian clothes. (1:32:36) �   His orders directed him to go to Chicago. However he had a four hour layover. (1:33:38) When he met his father and first wife after his service they failed to even recognize him due to the amount of weight he had lost and the amount his skin had tanned. (1:34:17) The navy offered him his second class petty officers stripes and then offered him 10,000 dollars tax free to reenlist in the navy. He chose not to due to his lack of interest and the fact that he had a family. (1:35:18) Effects of his service (1:36:00)        His return was very difficult with his family as he found he had missed so much growth (especially with his child) and they he had disrupted their routine. This ultimately resulted in them growing apart. (1:36:22) After at the beginning of his second marriage his new wife suggested that he might have PTSD. Initially, he was told that he did not (1:37:34) He was diagnosed with prostate cancer and treated. The VA covered the coast of part of this treatment. (1:38:00) After this diagnoses he went to see another psychologist and it was confirmed that he did in fact have PTSD, some mild anger issues and perhaps some survival guilt. (1:39:30) He was recently diagnosed with type 2 diabetes.(approx. 2010) (1:40:24) He was diagnosed with Baric Esophagus (believed to be due to the dust from the cement factory he was next to.) (1:40:40) The medical effects that he noticed during this year has left him angry with the military and the VA (1:41:26) Physiological effects and PTSD (1:41:40)      His anger has been known to get the best of him in situation such as sports games. (1:41:50) At one occasion when he had been at a Yankees game he began to hyperventilate due to the about of strangers who had been there. (1:44:00) He thinks that much of these problems had been as result of the lack of trust of both the civilians and Navy personnel in Vietnam as well as the constant threat of being under attack(1:45:00) He finds a bond with the veterans around him however he would not ever call them brothers. (1:46:11) His initial dream was to graduate college, become a history or biology teacher and perhaps even coach football. But his experiences in Vietnam crushed these dreams (1:47:43) �        His way to cope with conditions that he didn’t know he had for 20 years was to stay busy. He wrote 4 books that were published as well as worked for a hockey team (1:48:00) After a while he did not put Vietnam veteran down on any job applications as it often lead employers to assume that he was a druggy or that he had killed babies.(1:49:22) The first symptoms he noticed were night sweats. (1:50:16) He finds that he is always very attentive to his surrounding when in public due to his lack of trust of people. (1:51:15) The things that bother him the most are Taps and God Bless America but not the 4th of July. (1:51:47) Because of his time spent there, it was ruled that he was exposed to Agent Orange.(1:53:03) He supports the troops however he does not support the governmental evolvement in Iraq. (1:53:40) He dislikes the commercials in which the service men come home and are rewarded with tickets and gratitude as no one had done that for him. (1:54:37) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context SodemanB1331V Title A name given to the resource Sodeman, Harold "Buzz" (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Sodeman, Harold "Buzz" Description An account of the resource Buzz Sodeman served in the U.S. Navy from 1967 to 1970. After serving for several months as ground crew on a Naval Air Station in California, he was sent to Memphis, Tennessee, to train on ejection seats. From there, he went to San Diego, where he maintained aircraft and trained other personnel on ejection seats. He was sent to Vietnam in 1969, and served his tour at the Naval base at Binh Thuy in the Mekong Delta, where he worked as a parachute rigger. He describes daily life there in some detail, and also discusses some of the physical and psychological issues that he had after his return. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2011-12-06 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