900 24 26018 https://digitalcollections.library.gvsu.edu/files/original/8994293287960e47b5c2e86b7a0376fc.m4v fbad168f3e67aecd593026d828183400 https://digitalcollections.library.gvsu.edu/files/original/bb641fe57a7140fbbcc3cd318621cdfa.m4v 96dad111ddb59164bbd8fb3bcb231360 https://digitalcollections.library.gvsu.edu/files/original/75062da6e3d141d66ecad1ffc39dd408.pdf 8b59810517657d395dc50f70184b207c PDF Text Text Grand Valley State University Veterans' History Project Kurt Stauff Cold War; Peacetime; War on Terror Part 1 – 1 hour 6 minutes 49 seconds (00:00:27) Early Life & Family History -Born in November 1954 in Jackson, Michigan -Maternal grandfather served in the Navy during World War II -Witnessed the attack on Pearl Harbor -Served in the South Pacific aboard a destroyer -A lot of men on his father's side served as officers in the Army -His uncle on his father's side served in the infantry during the Vietnam War -Killed in action in 1970 -Has seen his uncle's name on the Vietnam War Memorial -Went to school in Grass Lake, Michigan, for kindergarten and first grade -Spent the rest of his education in the Ionia school system -Graduated from Ionia High School -Accepted into Michigan State University -After one year at MSU he decided to leave college -Graduated high school in January 1972 -Worked for the Michigan Bell Telephone Company in Grand Rapids and Lansing, Michigan -Worked for his father and took classes at Grand Valley State College (now University) -Worked in carpet sales and in the warehouse (00:07:18) Enlisting in the Navy -Worked in carpet sales in Grand Rapids, Michigan when his father and younger brother died -His employers served in the Army and the Navy -Encouraged Kurt to explore the idea of enlisting -Went to recruiting centers in Grand Rapids -Life in the Army didn't appeal to him -Took the Navy's aptitude test -Could do anything in the Navy except nuclear technology because he was too old -Qualified to be a Sonar Technician on submarines -Appealed to him because he could operate, maintain, and repair hardware -Enlisted in the Navy in December 1982 (00:09:36) Training -Began Basic Training at Great Lakes Naval Station, Illinois, on June 20, 1983 -Did his Basic Enlisted Submarine Training in Groton, Connecticut -Most likely at the Naval Submarine Base New London -Given a psychological examination to insure he could spend extended time on a submarine -Learned about submarine systems, protocol, and trained on a simulator -Graduated second in his class -Given an idea of what to expect -Went to Submarine Sonar Technician Apprenticeship School in San Diego, California -Learning how work as a Sonar Technician aboard a submarine -Sent to “C School” to learn about individual equipment systems (basically, specialized training) -Completed two years of training before he boarded a submarine �(00:13:02) Service aboard the USS Pargo (SSN-650) -Came back to Michigan on leave for 30 days before reporting for duty -In December 1984 he reported to the USS Pargo (SSN-650) -A Sturgeon Class submarine that was 492 feet long -Didn't have enough bunks for the crew, so they had to “hot rack” (rotated sleeping schedule) -Three crewmen had to share two bunks -As one crewman got off watch, another crewman could get into the bunk -Hygiene was important to avoid health problems -Crew functioned like a large family -Learned about Damage Control on a submarine -Depended on each other for survival -Had to know how to save the ship, because there is no abandoning ship -Learned how to control fires, floods, and radiation leaks -Assigned to secure a compartment during an emergency -Finds submarines to be more efficient than surface ships (00:17:39) Submarine Service in the Pacific Ocean -USS Pargo was placed in dry dock at Bremerton, Washington for two years of repair -Served aboard fast-attack submarines and a ballistic submarine out of Pearl Harbor (00:18:17) Cold War & the Arctic Sea -Did three months in the Arctic Sea chasing Soviet submarines -Got within 20 nautical miles of the North Pole -Surfaced and saw the Polar Ice Caps -When they were in the Arctic Sea the submarine got colder -Heard the ice moving via sonar -Rough water -Rolled 50o and pitched forward and back -Got his “Blue Nose Certificate” for crossing the Arctic Circle -The “Blue Nose Certificate” is a hazing ceremony for sailors -Sat on an ice block, drank hot sauce and fish oil, and answer embarrassing questions -The United States had better technology than the Soviet Union -Spied on each other and gathered intelligence -Remembers when John Walker was arrested for treason -Had gathered intelligence about American submarines and sold it to the Soviet Union -He felt that Walker should have been executed for treason -Could have put numerous American lives at risk (00:24:24) Submarine Exercises off Pacific Coast -Passed through Panama Canal to get to the Pacific Ocean -Went on a torpedo exercise off the coast of San Diego -Stopped at an island near Canada -Operated around the Strait of Juan de Fuca near Vancouver, Canada (00:26:22) Instructing & Further Training -Spent the majority of the 1980s on submarines, instructing, or training -Taught sailors how to use Auxiliary Sonar Gear -He spent his time instructing during the Gulf War (00:27:33) Transfer to Mine Warfare -Served on submarines in the early 1990s -Trained on a new sonar system for Los Angeles Class submarines -Developed a chronic medical issue which disqualified him for submarine service, but not the Navy -Disappointed because he was up for promotion to Chief Petty Officer (E7) �-In 1994 he received mine warfare training at Naval Submarine Base New London, Connecticut -From 1995 to 1997 he trained to be a mine man in Charleston, South Carolina -Learned about storage, maintenance, and repair of undersea mines -Had to know the skills of five other positions -In 2000 he made the rank of Mine Man Chief Petty Officer (00:33:32) Married in the Navy -Difficult being married in the Navy -Had to move around a lot -Deployed for nine months at a time -Went on one Mediterranean Sea tour for six months straight -Navy has a family support system for spouses and children -Wife had been exposed to Navy life, but didn't know what the reality would be -Got divorced after three years -Amicable separation (00:37:09) Mine Warfare Service Pt. 1 -From 1997 to 2000 he served aboard the USS Patriot (MCM-7) in Sasebo, Japan -Traveled to Singapore, Borneo, South Korea, Thailand, and Hong Kong -Worked with South Koreans and they had good mine warfare -Conducted exercises with South Koreans -Friendly, but they had a problem with not living up to their promises -For example, they offered material, but couldn't procure it -In 2000 he went to the Mine Warfare Training Center at Naval Station Ingleside, Texas -Had minesweepers and mine hunters (00:41:13) September 11th Attacks -He was serving as an instructor on September 11, 2001 -Going down to the smoking area and he passed through a lounge -Saw the news that the jet hit the World Trade Center's North Tower -Locked down the base for a week -Everybody was scared and angry especially after the jet hit the Pentagon -Felt they needed to retaliate (00:45:00) War on Terror & Iraq War -Continued instruction during the War on Terror -Had mine ships reinforced in Bahrain -Had to get a hospital ship to Umm Qasr during the Iraq War -Sent a minesweeper to insure it was safe for a hospital ship to enter the port -He was stationed in Bahrain to help oversee the mine countermeasure warfare -At that time he was a Senior Chief Petty Officer (E8) -Sent Navy personnel to Afghanistan to assist the Army with explosive disposal and other duties -In charge of 350 enlisted personnel in Bahrain -Two ships with 60 crewmen each -Explosive ordnance disposal personnel, air squadron personnel, and shore personnel -Stationed in Bahrain for one year (00:51:13) Mine Warfare Service Pt. 2 -Returned to Japan and became the Command Senior Chief Petty Officer on the USS Patriot -Conducted more exercises -Went to Brunei and to Vladivostok, Russia -Strange to be in a Russian port after years of Russia being the enemy of the United States -Had been in Vladivostok before during the Cold War, gathering intelligence -Surprised by the shabby and filthy condition of the port �-Garbage clogged the harbor -Russians were friendly -Arrived at Vladivostok around July 4th -Remembers that it was rainy and muddy (00:56:37) Traveling the Pacific Ocean & Visiting Japan -Visited Hiroshima, Japan; Pearl Harbor; Okinawa' and other parts of Japan -Japanese welcomed Americans -Did exercises with the Japanese -Spent a week on a Japanese ship -Different kind of culture -Visited the memorials at Pearl Harbor -Surprised by the number of Japanese coming to show their respect -Made more sense after he went to the memorial at Hiroshima -Moving to see the memorial at Hiroshima -Made him understand how much the Japanese suffered during World War II -Allowed to go anywhere in Japan he wanted to go -Navy advised against going to certain areas of Japanese ports (01:02:20) USS Indianapolis & Navy Protocol -The USS Indianapolis tragedy changed navigation protocols for the Navy -Note: USS Indianapolis torpedoed on July 30, 1945, resulting in deaths of 879 sailors -Navy made a new navigation protocol -Ships have prescribed navigation points on planned routes -Once a ship reaches a point it must radio in it that it reached the point -If a ship doesn't reach its point, it must notify command that it hasn't sunk -Improvement for tracking ships -In the event of a sinking the Navy can locate the ship faster (01:04:22) Promotion to Master Chief Petty Officer -Promoted to Master Chief Petty Officer (E9) in 2007 -Worked at the Mine Shop in Charleston, South Carolina as the Logistics Department Head -In May 2007 he was promoted to Master Chief Petty Officer -Only one of five active Master Chiefs in the Navy at one time -Pinnacle of his career Part 2 – 29 minutes 41 seconds (00:00:01) Duty as Master Chief Petty Officer -There is a Squadron Chief, Sea Chief, a Shore Chief, Mining Chief -As his rank went up, his billet (station) choices decrease -There were three Mine Shops he could serve at -Okinawa, Charleston, and San Diego -San Diego: Naval Mine Anti-Submarine Warfare or Mobile Mine Assembly Group -At San Diego he would be in charge of the other Mine Shops -Coordinated his billet choice with the other master chiefs (00:01:40) Stationed at San Diego -He returned to San Diego -Served as the senior mine warfare adviser to an admiral -There were two master chiefs stationed at San Diego -Mine warfare master chief (him) and a sonar master chief -He helped train and assess at the squadron level for three major fleets �-Pacific Fleet at Sasebo, Japan -3rd Fleet at San Diego -5th Fleet in the Arabian (Persian) Gulf -Taught techniques and tactics or assessed the fleets' mine warfare -Had to tell the skippers of mine ships if performed well, or poorly -Gave them pointers -Only stepped in if a skipper did something stupid or dangerous -Most of them performed well (00:04:40) Mine Warfare Fleet in the 21st Century -Mine countermeasure fleet is outdated and has no spare parts -Nobody thinks about the mine fleet until mines become a problem -Short on ships, money, and training -Believes that training has improved since the fleet got a new admiral -Potential enemies have an abundance of undersea mines -Even one mine can stop commercial shipping in an area -Mine hunting takes forever as it is, and with a weak fleet it becomes even more tedious (00:07:40) Reflecting on Career -Spent 29 ½ years in the Navy (1983-2012) -His responsibilities immensely increased at the end -When he was busiest he had the most fun -Learned people skills and how to handle situations -Got to watch sailors under his command grow up and advance through the ranks -It was like watching children grow -Majority of career spent preparing younger sailors to take his place in the future -Great sense of satisfaction knowing his replacements were ready -Felt the Navy and the country was in good hands -Knew it was time for him to step aside -Doesn't regret his career in the Navy, but would've done certain things differently (00:�10:34) Commanders in Chief -President Reagan built up the military after the Vietnam War -Wanted a 600-ship Navy and outpace the Soviets -Increased the hardware, training, and personnel -Returned a sense of pride to the military -Inspiring and supportive -President Clinton wasn't too bad, but felt he had a disdain for his Naval attaches -Felt “Don't Ask, Don't Tell” policy was unnecessary -Knew gay sailors and it never caused any problems because they just did their jobs -Caused unnecessary witch hunts -President George H.W. Bush operated the same as President Reagan -President George W. Bush was a good commander in chief -Supportive of the military -Ex-military -Not the best at policy, but Kurt felt confident with him as his leader -President Obama reduced the military's size and funding to pre World War II levels -Feels less prepared if the country had to fight a major war (00:17:21) Accomplishments & Commendations -Major accomplishments happened after he made Chief Petty Officer -Meant he was usually the ranking enlisted man at sea -2000 – 2012 was the peak of his career �-Received letters of commendation from the governors of states he served in -Received letters of commendation from the presidents he served under -All except for President Reagan who had died before Kurt's retirement -His most cherished award was the Meritorious Service Medal -Received the Chief's Cutlass -A ceremonial award presented to him when he left Charleston -Symbolic of the enlisted man in the Navy -Used to be given to enlisted men in the 1800s to repel boarders (00:21:17) Faith in the Navy -He turned to God when he felt that he needed guidance, inspiration, or just to vent -Prayed more when he became a petty officer and had to make decisions -Chaplains were available if men wanted, or needed religious services -There was a Protestant chaplain or a Catholic chaplain -Protestant chaplain did not ascribe to any specific Protestant denomination -Made services generic -It was difficult for him to establish himself at a civilian church of his own denomination -Moved too often to make lasting connections (00:24:39) Changes in the Navy -Positive changes in the Navy were advances in technology and faster aircraft and ships -Safety also improved as technology advanced -Robots were being introduced as a way to search and destroy mines -Put fewer sailors at risk -Major negative change in the Navy was a drop in morale -Started off high in the 1980s, but continued to trend downward -Felt the government was trying to treat the military too much like a civilian industry -Applauded equality, but felt the government tried too hard to appease people � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_StauffK1936V Title A name given to the resource Stauff, Kurt M (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-11 Description An account of the resource Kurt Stauff was born in November 1954 in Jackson, Michigan. In December 1982 he enlisted in the Navy. He started basic training on June 20, 1983 at Great Lakes Naval Station, Illinois, and received Basic Enlisted Submarine Training at Naval Submarine Base New London, Connecticut. He attended the Submarine Sonar Technician Apprenticeship School in San Diego, California and received further training at "C School." After two years of training he boarded the submarine, USS Pargo (SSN-650) in December 1984. He went on intelligence gathering missions, torpedo exercises, and got to sail north of the Arctic Circle. For a short time he served aboard fast-attack submarines and ballistic submarines out of Pearl Harbor. In 1994 he transferred to mine warfare and from 1995 to 1997 he trained in Charleston, South Carolina. From 1997 to 2000 he served aboard the USS Patriot (MCM-7) at Sasebo, Japan, then returned to the United States to serve as an instructor. During the War in Iraq he spent a year in Bahrain overseeing mine sweeping missions in the area. In 2007 he reached his highest rank, Master Chief Petty Officer (E9), and spent the next five years as the mine warfare master chief to an admiral. He retired from the Navy in 2012. Creator An entity primarily responsible for making the resource Stauff, Kurt M. Contributor An entity responsible for making contributions to the resource Hammond, Steve (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Iraq War, 2003-2011--Personal narratives, American Other veterans & civilians--Personal narratives, American United States. Navy Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/3bfae76fccfb895828ed60a42186a0d8.m4v 62904d6dea8a566fbd878a4d4922f2ff https://digitalcollections.library.gvsu.edu/files/original/2545f4466aa4494effa13c82876cf654.pdf 6c34eb22e1b9b675b4505a87918ae140 PDF Text Text Grand Valley State University Veterans History Project Interview Gulf War Robert Stauffer Length of interview: (43:19) (00:00) Early Life    Robert was born on May 4, 1971 in Lansing, Michigan He spend the entirety of his childhood in Caledonia, Michigan o His mother was a part-time secretary at a local church and his father sold insurance o He worked at a hardware store and then at McDonalds After he graduated from Caledonia High School, he joined the navy o He chose the navy over other branches of the military because he didn’t want to get shot at and he felt that the navy offered better educational opportunities (2:40) Navy Life         Robert had a friend in the navy, who inspired him to enlist He scored high on his placement test and got into the “Nuke Program” which required two years of schooling followed by four years of active duty. o When he was completing his basic training, he decided not to continue with the Nuke Program. o Since he was good at math, he became a payroll clerk As a free-spirited 19 year old, Robert found military life difficult to adjust to (4:30) Robert was assigned to a ship (USS Underwood) whose captain kept them out at sea for 24 out of Robert’s first 27 months in the military (Adriatic Sea and Indian Ocean) The ship’s main purpose was submarine warfare as well as security for larger ships o Destroyers and aircraft carriers composed battle groups with smaller FFGs (ships similar to the Underwood) protecting them o The FFGs were essentially “dummy targets”, they would take missile fire instead of the larger ships o Additionally, they were searching for enemy submarines There were 200 enlisted men and 12 officers on the USS Underwood. Since Robert was in charge of payroll, he knew everyone by name (10:30) There was a 5 inch cannon on the ship as well as a large Gatling Gun o The Gatling gun was computerized and had a sensor on it that picked up movement. When they tested it, no one was allowed on deck. On one occasion, they received a distress signal from a ship that had sunk in the Indian Ocean �             o All hands were called to the decks because the sunken ship went down in mine infested waters o Fortunately, the Underwood was able to rescue all 14 of the survivors. Robert was proud that he was part of something that allowed him to perform deeds such as this rescue mission Robert’s primary communication with his family was through letters Another hostile force that they worried about (especially when rescuing people) were sea snakes o What made them so intimidating was the fact that they were extremely deadly. If you were bitten, you had about an hour to live; there was no available anti-venom (16:30) The Gulf War ended shortly after he finished basic training and disembarked on the USS Underwood for the first time. o They returned to the U.S. and docked in Jacksonville, Florida o His parents came down and visited him. It was tough because he didn’t have a girlfriend or wife like many of the men that he served with During his time in the service, Robert only shot at one enemy boat o His job wasn’t much different from a civilian banker. In, general, military life wasn’t much different from civilian life His time in the military gave him a strong sense of honor, discipline, and respect The politics of the military was unattractive to Robert, promotions were very difficult to achieve o Robert also wanted to see the Pacific (areas such as Guam and Japan). He says that he might have stayed in the navy longer if he had been transferred (22:00) The Most disappointing thing that happened during Robert’s time in the navy was in regards to the rescue mission they went on. o When the Underwood got word that there were people stranded at sea, they contacted Washington D.C. for permission to perform the rescue; however, they received no response so the captain decided to perform the rescue without orders. o The crew of the Underwood put their captain in for a humanitarian award but since they did not receive approval to carry out the mission, they were denied In regards to the Nuke Program, Robert felt that it would be best to get a different assignment because the program had a drop-out rate of 80 percent o In total, Robert did four years of active and four years of inactive duty When he was in the Adriatic Sea when a sailboat got too close to his ship o He was on a 50-caliber machine gun and was ordered to shoot near the boat to dissuade those aboard from getting any closer (30:10) During the last six months of his time in the service, Robert was stationed on the USS Saratoga (aircraft carrier with a crew of 7,000) The men slept in bunks stacked in groups of three, everyone wanted to sleep in the middle bunk Every man was paid at least $750 per month. Since none of them had to for food or rent, most of this money was pocketed. On one occasion, Robert was out to sea in the Caribbean for 90 days on a drug operation. �     o They spent the entire time looking for one boat. When they finally found it, the crew were trying to sink the drugs to the bottom of the ocean; however, they were caught on camera. No one on Robert’s ship jumped off into the ocean to swim due to the sharks and snakes (36:25) When they crossed the equator, they took part in the King Neptune ceremony o It began at 4am, the Pollywogs (those who hadn’t been across before) were on their hands and knees all day. Those who had already been across (Shellbacks) walked around with pieces of hose to hit them and eggs to throw at them. o Large fans that were used to get rid of smoke on the flight deck were filled with Tabasco Sauce and the Pollywogs went through When they went golfing near a base in Panama, Robert and his comrades left their clubs and their cart in a nearby lake o Their Captain thought it was funny and only gave them 30 days of hard duty; since they were out at sea anyway, it wasn’t that bad His favorite port was at Palma, Spain. It was nice because it wasn’t very militarized and he was able to experience Spanish culture o The worst place he visited was Norfolk, Virginia. Even though the city had a lot of military personnel, Robert found that the civilians were not very kind to them (41:30) Robert was able to see the aftermath of the Gulf War o He remembers the smell and smoke from the bombs would overcome the crew when they got close to land � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-27_StaufferR1828V Title A name given to the resource Stauffer, Robert J (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-05-18 Description An account of the resource Robert Stauffer was born on May 4, 1971 in Lansing, Michigan. After graduating high school in Caledonia, Michigan, he joined the United States Navy. Throughout the majority of his time in the service, he was a payroll clerk on the USS Underwood. He took part in drug operations as well as rescue missions. Robert also discusses the aftermath of the Gulf War, and the various duties he had while at sea. Creator An entity primarily responsible for making the resource Stauffer, Robert J. Contributor An entity responsible for making contributions to the resource Hamp, Travis (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Persian Gulf War, 1991--Personal narratives, American United States. Navy Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Relation A related resource Veterans History Project (U.S.) Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/190e492691005c7d15ccce9a277062eb.jpg 36a3a6c3ce68ac3806a3907663538a89 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-Misc_Steamboat Title A name given to the resource Steamboat Description An account of the resource Black and white image of a steamboat on the water. A man rides on the back, and thick plumes of steam exit the smokestacks. Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Boats 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/7c6b893a4ef071566407c383e03f1e3f.pdf 3ce4449906a19169e8a102e00e554d34 PDF Text Text ����� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 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-07_SD-Program-01 Creator An entity primarily responsible for making the resource Red Barn Theatre Date A point or period of time associated with an event in the lifecycle of the resource 1958-07-11 Title A name given to the resource Steamboat 'Round the Bend playbill Description An account of the resource Steamboat 'Round the Bend playbill of the Saugatuck-Douglas Showboat Association, which ran from July 11-20, 1958. Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Community theater Source A related resource from which the described resource is derived Donated to the Saugatuck Douglas History Center by Jeanne Hellgren 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 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/4fbae5d25e688636a3604bcbd14f3ffc.jpg 0ff645bbd63508ff17664770fb82265f 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_A012-0324 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 1960-04 Title A name given to the resource Steamship dockyards in Holland, Michigan Description An account of the resource Black and white photograph of man working among the dockyards of the SS North American and SS South American steamships in Holland, Michigan as taken in April 1960. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Shipyards 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/bebb808bf22363508fd5d941df6aed02.jpg a43bad9cda76681e609221793dcaa013 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_A012-0322 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 1960-04 Title A name given to the resource Steamship workers Description An account of the resource Black and white photograph of two woodworkers among the dockyards of the SS North American and SS South American steamships in Holland, Michigan as taken in April 1960. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Holland (Mich.) Shipyards 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/9caa667a2ad1b8ab9ff8005969635a2b.mp4 51154a9aa9fbff634a53fb7fab8d1b53 https://digitalcollections.library.gvsu.edu/files/original/716493846c5566e4f8c0ed8d69cf41d2.pdf 3ded9dbb827eb0d00962ebc1acf33e9d PDF Text Text Grand Valley State University Veterans’ History Project Phillip Stebbins Jr. Peacetime Duty & Evacuation of Diplomats from Albania 44 minutes NOTE: The interview was not Time coded in a chronological order (13:10)Inspiration for Enlistment -Had worked for a pizzeria throughout high school -Decided to join the Marines after high school -Military background in the family -Father served in the military -Grandfather (who raised him) was a Marine in WWII and fought at Palau -Cousins and uncles were also in the Marines, or the Navy, or the Army (14:30)Young Marines -Was in the Young Marines (a part of the Marine Corps League organization for retired Marines) -Young Marine from the age of 8 to 18 -Won Young Marine of the Year award -Attained the rank of Sergeant Major in the Young Marines -Highest rank possible for a Young Marine -National Commander discharged him -From there went to recruiter to join the Marine Corps -Prepared by studying -History, traditions and customs, physical and mental standards (16:45)More on Pre Enlistment -Joined the Marines out of a family tradition -Dad died when he was young -Grandpa raised him -Grandpa was a Marine -Would meet with recruiter regularly -Go on runs -Go over classes -Discuss what the guidebook had in it -Learned that not everyone enters boot camp at the same level -Preparedness was based on emotional investment (19:05)Specialization -First joined as Infantry 0351 MOS -Carried 83mm rocket launcher for clearing bunkers and destroying tanks -Sub category of that is demolitions (tank busting, clearing areas) (20:05)Reenlistment -Wanted to be involved with helicopters -Applied for repair job with helicopters -Also applied for MWR (morale, welfare, and recreation) -Coordinates with civilian positions on base -Assigned to MWR �-Got to go to Greece as part of job -Helped to establish a Marine base store from scratch -Returned from Greece -Told to choose between recruiter, security, or drill instructor -Chose recruiter -Sent to San Diego for recruiter school -Deployed to New York -Witnessed the September 11th attack -Stayed on until 2002 when he was discharged (24:10)Recruit Training -Just doing what you’re told for thirteen weeks -Fleet Marines are seen as elite -Attached to 2nd Battalion 4th Marines who had just gotten back from Panama -Initially struggled to be integrated with unit -Eventually formed a lasting bond (26:30)Base Duty -Served at Camp Pendleton as a guard with 2nd Battalion 4th Marines -6 months of downtime -6 months of getting ready for deployment -6 months overseas -Cycle has been extended for Iraq and Afghanistan -Was going to go to the Naval Academy but was turned down because of tattoos -Got married and started a family -Attached to 2nd Battalion 2nd Marines at Camp Lejeune in North Carolina on the East Coast (28:50)Serving in Albania -Boarded U.S.S. Austin in mid-1998 -Deployed to the Mediterranean Sea -Saw Spain, Italy, Turkey, Romania, Ukraine, and Russia -August of 1998 al Qaeda bombs the U.S. embassy in Kenya -Battle group splits in half -Half sent to Africa -His half is sent to Macedonia -Job was to build airstrip and secure route to U.S. embassy in Albania -Secured American diplomats’ housing -Extract Americans safely as well as defend American diplomatic territory -Albanian coup d’état was happening at this time -Condition 1: Weapons loaded and ready -Told not to retaliate or engage in combat so as to prevent escalation -American ambassador wanted to stay behind to insure diplomatic ties were maintained -Had to dig in and hope for the best (35:00)Marine Bonding -Bonds remain even in civilian life -Chose not to remain in contact with unit and regrets that -Still has bond with other marines in the civilian world -Massive social network exists composed of marines (37:05)Personal Communication While Abroad �-Stayed in touch with family and friends -Letters written -Some video tapes were sent back and forth -AT&T and the USO set up telephone network at certain areas -Internet was only rarely allowed for educational purposes -Remembers one soldier tried to pass an email through and got in trouble over it -Sundays were the days for letter writing (41:10)Recreation -Basically do the same things you would do at home (in his case skateboard) -In high risk areas you wanted to have at least a few other marines around just in case -Mostly tried food in the new countries he visited -Ice cream in Italy -Baklava in Greece -Mostly wanted to be exposed to the food and the culture (00:28)Coming Home -Family emergency as soon as they reached the theatre of operations -Flown to Heathrow airport then New York -Driven to Michigan -Afterwards went to North Carolina -Left when son was three months old, son was nine months old when he returned (03:40) Post Service-Emotionally Coping and Readjusting -Suffered anxiety upon returning home -Questioned whether relationships would be the same after being gone for so long -Hyper vigilant and over analytical -Excited to be home -Received well by the community -Lived on a Marine Corps base -Readjustment to civilian life -Sold cars for 7 years -It was easy to be a civilian because of being used to “overclocking” yourself -Day to day life changes, but mentality remains the same -Look for entrances and exits -Scope out crowds to look for suspicious activity -Knowing your terrain -There is a recurrence of vigilance and nightmares (08:25)Post Service-Working with other Veterans -Good experience meeting with other veterans -Best friend died at thirty years old -Served in several combat missions in Iraq and Afghanistan as a combat medic -Participates in peer to peer support group -Benefits being brought to veterans -Support across all branches (10:20)Post Service Involvement -Wants to have a positive impact on other veterans -Part of the Marine Corps League �-Involvement in community for personal strength (11:10)More on Coping -Wartime experiences have drastically affected life -For the better and for the worse -Some things take time to get through -Learned that coping is about relearning and reframing your life -Learned important life lessons from military -Self-confidence, courage, and commitment � 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 StebbinsP1522V Title A name given to the resource Stebbins Jr, Phillip (Interview outline and video), 2013 Creator An entity primarily responsible for making the resource Stebbins Jr, Phillip Description An account of the resource Phillip Stebbins Jr. is a United States Marine Corps veteran living in Michigan who served during peacetime as a demolitions expert and recruiter as well as during an evacuation of American diplomats from Albania in 1998 after a terror threat, and during unrest in Albania. He was involved with the Marines at a young age through the Young Marines and is still heavily involved with the Marines community today through involvement in the Marine Corps League. Contributor An entity responsible for making contributions to the resource Bouwens, Katelyn Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Marine Corps Other veterans & civilians--Personal narratives, American Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-23 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/b20e1f68e056a86f509481a1d5432528.mp4 29b634fe393834c51866420abc717433 https://digitalcollections.library.gvsu.edu/files/original/eb7aaf08fad28cbbddd1f3a1e31a0004.pdf 719920e1f69a592953b19969326c9dd7 PDF Text Text Grand Valley State University Veterans History Project Interview Walter Stecker (52:43) (00:20) Background Information • • • • • • • • Walter was born in Southfield township in Michigan, on a farm in 1920 His father died in 1925 when he was only five years old His family then moved to their summer home near Lake Michigan They also lived in Detroit for a while Walter spent most of the time growing up in Birmingham, Michigan He went to Cranbrook School there for four years and graduated in 1939; he then went to the Cranbrook Art Academy This school dealt mostly with post-graduate students Walter worked with Marshall Fredericks, who has work in Fredrick Meijer Gardens in Michigan (3:10) Post Graduate Work in Las Angeles • • • • • • The school he went to today produces a lot of automotive designers Walter studied Industrial Design In December of 1941 the Aircraft Industry needed help assembling aircraft Walter was asked to help instruct classes He got a job at Douglas doing aircraft work in 1942 He was deferred from the draft because of his education, but he had been expecting to be drafted and after a while they could no longer defer him (6:35) Drafted into the Navy • Walter went to boot camp in Idaho • He got sick for a while and had to switch to a different company because he was behind in training • He was quickly sent to Washington DC to the Naval Barracks • Walter went to the main Navy building with six other men, all of whom were illustrators • He got chosen to illustrate, but had to have a background check for six whole months before he could start working on the secret project (12:30) Publication • His job was to predict how many plains will be near certain islands at certain times • Only the Secretary of the State, a top admiral, and a few captains were able to see the publication • Walter was the last one to get discharged of all those who he had worked with �• He even provided presentations regarding plane locations to US Senators (15:00) Walter was Discharged on June 17th, 1946 (15:25) Work in Douglas • Here he worked with about twenty other men • They worked on technical production illustrations regarding the sub-assembly of airplanes • Walter also worked on illustrating front-landing gear • He also illustrated for Navy Fighter Dive-Bombs, or B51s • He learned a lot from architectural blue-prints (19:55) Los Angeles During the War • Walter had an apartment with two other men from school • There was not much money for food because they only made 75 cents/hour • The men worked lots of over-time; sometimes from 7:30am to 8:00pm (22:10) Military Draft Deferments • Those with more education were able to get deferred longer • Walter was finally drafted on September 24th and stated that “I was lucky to get into the Navy.” (24:05) Army Camp in Idaho • “That was a horrible place,” because it was so damp and cold • Yet while Walter was in Idaho he did meet some good friends • They had to go through a fire simulation on a ship and wear gas masks • There was also a lake with lots of row boats • Some guys were pathetic and not coordinated enough to even row boats (27:40) The Train Ride to Washington • The train made many stops along the way, probably picking up other Navy personnel • The floors got flooded somehow with some black, oily substance • Walter volunteered to serve food in the dining room, but it was a hard job with oily mess all over the floors • He was pretty sure that they never changed the dish water and refused to eat any of the food himself (31:12) Working in Naval Headquarters in Washington • Here there were many officers all over the place • There were many different departments working together • Walter ran into friends from Detroit that he had went to school with (33:25) After Being Discharged • The Navy wanted him to stay and continue to work with service men, but he went back to Michigan �• • • • He got a job in a new industrial design department at Dow Chemical Before he started working there, he met his wife in California to get married They had known each other from previously living in Birmingham They had many friends in California so they got married there instead of Michigan (43:05) A Recession in 1947 • Walter then went back to California to look for a new job • There he did free-lance work for Max Factor • He also worked for Sears • He then worked for a newspaper over-seeing art and adds; he stayed in California for 9 years (48:00) Boot camp • People came from all over and some had never even been swimming • There were many different endurance tests that involved swimming   � 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 SteckerW Title A name given to the resource Stecker, Walter (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Stecker, Walter Description An account of the resource Walter Stecker was able to avoid being drafted into the services during the beginning of World War II because of his work for the aircraft industry in industrial design. He was eventually drafted into the Navy and worked on illustrations for the assembly of aircraft, blue-prints, and maps. He worked on top-secret projects and even presented some of his findings to the US Senate. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Navy World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-07-02 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/ed13323930fbbe3f8569cff883f60561.jpg 613f1a8dda018f3982b4b48add29fe90 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_1_1909_014 Date A point or period of time associated with an event in the lifecycle of the resource 1909-07-03 Title A name given to the resource Steel Arch Bridge, Niagara Falls Description An account of the resource Black and white photograph showing a wide shot of the Steel Arch Bridge at Niagara Falls. Subject The topic of the resource Bridges Niagara Falls (N.Y.) Waterways 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/1bf4ae5a49352bbd620eb0f1fe40ec9c.jpg b220af6da3a4cb890caa3ad82a9eff0b 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_I216-0031 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1968-09-15 Title A name given to the resource Steel Drum Band at Central Park, New York Description An account of the resource Black and white photograph of a steel drum band playing their percussion instruments to a crowd gathered around them in New York City's Central Park. Scanned from the negative. Subject The topic of the resource Central Park (New York, N.Y.) New York (N.Y.) Percussion instruments--Performance Steel drum music Steel drum (Musical instrument)--New York 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/46dcbe73717c57129920606e05707633.mp4 d07a129ab88e4b16f4a0ea7a6e2b617e https://digitalcollections.library.gvsu.edu/files/original/c3cd881b62004c636c291be1eb1ec81e.pdf 04e34621603673eed0533520f7cc9bdd PDF Text Text Grand Valley State University Veterans History Project George “Cal” Steele (01:00:08) (00:10) Background Information • • • • • • Born on the East side of Detroit, MI in 1925 George went to Cass technical high school He was drafted into the Navy and that somewhat upset his family George served in the Navy from 1943-1946 George was sent to Great Lakes training school in Chicago He was sent off to training so quickly that his mom had to walk down the aisle during graduation to pick up his diploma (1:50) Current News Before the Draft • • George had been in the theater when he heard the Japanese had bombed Pearl Harbor; but he was not worried about it at the time George had not ever expected to be drafted when he was younger (3:15) His Father • • • • • • His father worked for Nash Kelvinator in Finkle He was in charge of manufacturing a part that they used to cool refrigerators His father was able to keep his job through the Depression Transportation was much more cheap in East Detroit His father made him work and would never just give him anything George raked yards all summer long to save enough money to buy a radio (5:10) Technical School • George received aviation mechanical training and auto mechanical training • He was taught drafting, calculus, and math • George never went to college (7:30) Family Members in the Navy • He did not want to join the Marine Corps and he had family already in the Navy • His uncle was a cook in the Navy and his grandfather had been in the Navy near Australia (8:40) The News of Pearl Harbor �• George remembered hearing that lots of ships had been sunk and thousands of men were dead or missing • After that he began to pay more attention to news regarding the war and started his own scrapbook (9:15) Drafted in 1943 • George later expected that he would be drafted, and all his friends had been drafted as well • He lost two good friends in Okinawa • His parents were proud when he was drafted, but they were also worried • None of the men thought that they would be killed, they always thought that the other guy would get hurt • George felt that the draft was a necessary action (12:30) Societal Changes Due to the War • Prices were rising and many products were completely sold out once the government began rationing (13:15) Great Lakes training camp, Chicago • George had to sleep in a room with hundreds of others and they all snored so it was difficult to sleep • He went to church when possible, though they usually had to still work on Sundays • He learned to tie sailor knots, recognize aircraft in black rooms, certain diving techniques, anti-drowning activities • Training helped when they were debarking in Guam and had to carry one hundred pound packs on their backs • He went to school in Oklahoma and learned some math and technical training • They learned about ship engines and how they operate • He learned to help keep pilots in the air at B-school • Once he almost got court-martialed because he accidently left the oil cap off of plane ready for takeoff; the pilot could have died • Before going overseas, he traveled to Florida, California, and Oklahoma • He spent about 3-4 months training and in school (23:00) Guam 1944 • His title in the Navy was aviation Machinist, 3rd class • He spent a lot of time in the machine shop making parts for Navy ships and aircraft • He would have to inspect an entire plain to determine its flight capability and whether or not it was safe for takeoff • He worked with the F-3, F-4, F-6, F-4U; which were all fighter plains �• George spent most of his time in Guam (24:15) The People of Guam • Guam was a war-torn society • There were pieces of plains and bodies everywhere • The Japanese had camped out in the caves • There were still 10,000 Japanese hiding in the hills when they arrived • Lots eventually surrendered, but some hid for 10-12 years after the war had ended • The Japanese came over at night and stole supplies • The Guam natives were nice and happy to see the Americans (27:05) The Voyage to Guam • It was the first long sea voyage he had ever been on • They went from San Francisco to Hawaii with 6,000 troops on a converted luxury liner • Everyone got sick except the girls because they were able to eat more food • George slept on the floor in sick bay for three days (31:20) Communications with the States • George wrote letters, but they probably took a long time to reach anyone • He received letters and boxes with presents in them • On the military radio station they heard news of the progress in Europe • Many of the men he was with wanted to attack the Russians when they were done in the Pacific • The Marines were in Guam to support the Navy. They were non-combatants; their job was more mechanical • The USO came over to play music, but they did not like it, so they never came again (34:25) The First Night in Guam • They immediately started digging trenches for air raids and got their sleeping quarters ready • They slept in nets so they would not get malaria • George woke up twice in the middle of the night to the sound of air sirens • They were scary at first, but he learned to ignore them and hope that the plains were striking somewhere else • There were some restricted areas in Guam where he was not allowed • He was assigned to shore patrol at the end of his service (37:10) The Water Tower • This was the first time George was ever really frightened �• • • • He climbed a fifty foot high tower on an eight-inch wide ladder because some other men had asked to help them and bring up a fire hose It was very easy to climb up the ladder and there was a beautiful view It was very hard to maneuver from the top of the tower back to the ladder George collapsed when he got back to the ground (40:00) The Bombing of Japan • At the time no one realized how bad or strong the bombs were • He just remembered that it brought the war to an end • Everyone knew that they would be going home soon (40:45) Life After the Service • His father had always told him to persevere and would never help him with anything • The Navy was the same; it taught him to take care of himself and to be responsible • George left Guam in 1946 • It was hard to get used to civilian life back in America because it all seemed so boring • Society seemed the same after the war had ended (45:00) His Career • George opened up his own garage for repairing cars; he worked twelve hours a day for a long time and finally got mono • He also sold storm windows • He then became a draftsman at an architect firm • He helped design the GM technical center • He continued to work in drafting and engineering and with an Army multi-fuel engine • George retired in 1984 and then was an engineering consultant for two more years (50:30) Volunteer Work • He has volunteered for Hospice, International Aid, the MSU Extension • In 2004 he was named the volunteer of the year and awarded for achievement and chosen to welcome in President Bush for a visit to Grand Rapids • George believes that the secret to life is to smile when times are bad and to give to others in need • There will be a George Steele award coming out in January and awarded every year for outstanding volunteers in mentoring (54:10) Looking Back at the War • The war was very sad • Presently people avoid thinking about Iraq, Iran, and Afghanistan �• • Much of the nation does not care at all, they do not support their troops, they have poor attitudes and there are no more role models George feels sorry for the men in service right now (56:40) World War Two Movies • It should be mandatory in high school for everyone to watch Saving Private Ryan • Band of Brothers is also good (57:45) Reinstatement of the Draft • They should reinstate the draft; it would help kids mature and take the pressure off of them � 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 SteeleG Title A name given to the resource Steele, George (Interview outline and video), 2007 Creator An entity primarily responsible for making the resource Steele, George Description An account of the resource George Steele was drafted into the Navy in 1943. He had previously gone to a technical high school and was able to continue such aviation and mechanical training while in the Navy. George spent most of his service in Guam after the Japanese invasion. He was there for about two years while the Navy was giving technical support to the Marines. After his time in the service George became a draftsman at an architecture firm. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Navy World War, 1939-1945--Personal narratives, American Video recordings Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2007-10-30 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/51243feabde370adf8a5616daad47243.mp3 91b39c54340b49054ece4f83b8572da9 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 Lent III Series The Way of Peace/ the Way of the Cross Scripture Text Isaiah 42:1-9, Luke 9:51-62 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-0-20030323 Date A point or period of time associated with an event in the lifecycle of the resource 2003-03-23 Title A name given to the resource Steely Resolve and Gentle Spirit 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 March 23, 2003 entitled "Steely Resolve and Gentle Spirit", as part of the series "The Way of Peace/ the Way of the Cross", on the occasion of Lent III, at Christ Community Church, Spring Lake, MI. Scripture references: Isaiah 42:1-9, Luke 9:51-62. 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/882edba04cf82be7861f8dc2046c7293.pdf fb332636d8bcdc25170e1ad5e7d8f3da PDF Text Text Speaking Out Western Michigan’s Civil Rights Histories Grand Valley State University Special Collections Interviewee: Steeve Buckridge Interviewers: Kevin Fraser, Erica Judd and Travis Pemberton Supervising Faculty: Melanie Shell-Weiss Location: Grand Valley State University Special Collections Date: 10/27/2011 Biography and Description Steeve Buckridge was born in Kingston, Jamaica. He became a professor at Grand Valley State University several years ago. He is an Associate Professor of African and Caribbean History and Associate Faculty in African and African American Studies. Also this year he became GVSU’s Director of Area Studies. In 2004, he published his first novel, The Language of Dress: Resistance and Accommodation in Jamaica, 1780-1890. This book discusses how freed and enslaved women used their fashion and style of dress as a symbol of resistance to slavery and accommodation to white culture in pre- and post- emancipation society. He discusses the differences between discrimination in Jamaica and discrimination in Grand Rapids and some of his experiences with it. Transcript JUDD: To start out, just want some basic information like, just something about yourself; where you were born, what your life was like growing up BUCKRIDGE: Hmm, alright so JUDD: Full name and everything BUCKRIDGE: (Heavy accent) My name is Steeve Buckridge, I never reveal my middle name so sorry JUDD: (slight laughter) That’s alright BUCKRIDGE: And I was born in Kingston, Jamaica. Andgrew up in Jamaica. At age eleven I went to boarding school in the center of the island in a place called Mandeval up in the mountains. It was a very beautiful school; an old English school and I liked it there and I would go home on holidays and weekends. And my childhood in Jamaica was idealic it was fun it was great.holidays, travelling, visiting family; hmmm I was not from a poor home so Iwas very fortunate that my parents provided for us. And I did well in school, I was an A student and enjoyed my school years and then studying in Jamaica is, we follow the British system at least in those days, so education was and still is very very rigid, very hierarchical,its very competitive and then I find that European people tend to take education for granted JUDD: (supportive) Right Page 1 �BUCKRIDGE: It’s not like that in all the places, so to get into high school you had to pass an exam, it was a government exam. When you get into high school then they streamline you, the brightest students and in the brightest are given a different set of courses then those who are not too bright. and then I did all of that and then up to fifth form, did my O levels, passed my O levels; in high school these are government exams.and O levels are important because they determine if you can get a job or not. If you fail your O levels you can’t get a job you have to do them over. It’s not like here where you just get a diploma from school it doesn’t work like that JUDD: (laughter) Right BUCKRIDGE: For us you must pass certain subjects for you to get a job, math and English is usually required and after you pass those then you can apply for a job and if you want to go on to university then you have to apply for A levels, which is like thirteenth and fourteenth grade which you guys don’t have in this country JUDD: Right BUCKRIDGE: Or twelfth and thirteenth grade something like that. So in that level you’re doing pre university courses and you spend two years in that program in high school and so when I was in, it’s called six form, so when I was in six form I did very well I was head of student government, I was also head boy. Head boy is this British concept defined in British schools where there is a head boy and a head girl that’s in charge of the prefects, prefects are those who maintain discipline JUDD: Right BUCKRIDGE: And so the head boy islike the most, it is considered to be the I don’t know how to describe this because it’s so different then what you have in America JUDD: (laughter) Right BUCKRIDGE: Is the most,ugh, the head boys influential the head boy is important the head boy is someone who’s chosen because of his academic excellence and performance JUDD: So were you chosen? Or nominated? BUCKRIDGE: No you are chosen by the faculty JUDD: Wow BUCKRIDGE: By the student by the faculty by the student, not the student, by the by the school faculty JUDD: (supportive) Okay BUCKRIDGE: So it’s an honor to be a head boy JUDD: (Supportive) Yeah BUCKRIDGE: And so every year there’s a head boy there’s a head girl, and then you have prefects and then you havethe prefects are in charge of discipline within the school and they work closely with the Page 2 �teachers to maintain discipline.and so then in six form you do pre university courses so for us in the British system when you go on to university you only spend three years in university, because you have already done JUDD: Right, your others, got it BUCKRIDGE: Right, in high school, yep. I don’t know what else to tell you; I mean I dabbled a lot as a youngster, my parents believed in taking us travellingI don’t know what else to tell you. JUDD: No that’s okay that’s a lot of good information, so how would you describe your personal identity? It’s kind of a tough question BUCKRIDGE: My personal identity in terms of my race? JUDD: Well just how you would personally describe yourself, like what is, how are you different, yeah I guess your diversity I guess BUCKRIDGE: Well race is structured differently for us so, but in Jamaica most Jamaicans are dark skin or black, and then you have a small percentage which are my color which you would call, in the Caribbean they would call it just brown skin or light skin, or Mulattos. I consider myself first and foremost to be a Jamaican JUDD: Okay BUCKRIDGE: Because for us nationality is more important, race is secondary JUDD: Mhmm BUCKRIDGE: So I’m Jamaican, I’m preferred to be Jamaicanmy father was English, my mother is Jamaican mixed with dark skin. And as a child growing up diversity was an integral part of my life I mean as a child I was surrounded by Indians from India, my father’s best friend was from India, his family was from India so as a child I was already familiar with Hindu rituals and Hindu holidays. For instance right now it’s Diwali, the festival of lights has been celebrated by Indians and that’s a major festival, it’s the whole notion of when good triumphs over evil. my grandmother’s first husband was Chinese; there is a Chinese community in Jamaica like an Indian community. So my grandmother’s first husband was Chinese and he died while on a journey back to Hong Kong. So after he died she had her first set of kids with him and sent them to Hong Kong to grow up, so they were raised in China. So again as a youngster; and then she met my grandfather Buckridge and then got married a second time, so as a child I had Chinese uncles who spoke Chinese their marriages were pre-arranged JUDD: Is your grandmother Jamaican then? BUCKRIDGE: My grandmother is of English descent JUDD: Oh okay yeah BUCKRIDGE: Jamaican but of English descent Page 3 �JUDD: Okay, okay so you kind of grew up in a diverse area okay well, so was there any time in your life growing up or in adulthood where you could of felt mistreated because of BUCKRIDGE: My race? JUDD: Yeah BUCKRIDGE: No JUDD: No? Hmm BUCKRIDGE: In fact, in the Jamaican context racial lines also follow class lines, so you find that people who are lighter in complexion like I am would be considered as upper class so I never had those issues. I did not understand racism until I came into this country JUDD: When did you come to America? BUCKRIDGE: Officially I don’t know, well I used to travel back and forth as a youngster but officially moved here in the early eighty’s JUDD: Okay BUCKRIDGE: Eighty six I think somewhere in there. Now that doesn’t mean we don’t have racism in Jamaica and the Caribbean we do but it’s, as I said race is defined as differently for us JUDD: Right BUCKRIDGE: But again, you see in the Caribbean contextfor instance in Jamaica we only have very few numbers, very few numbers of white Jamaicans so the numbers too small to have an economic impact JUDD: Right BUCKRIDGE: So the society overall is dominated by people who are light skinned or brown skinned and they make up about I don’t know maybe twelve percent of the population, maybe less. The vast majority of Jamaicans are black or dark skinned. JUDD: Okay BUCKRIDGE: So in my country I would not be classified as black JUDD: Oh okay, so when you moved here did it feel, did people treat you differently, did it feel harder? BUCKRIDGE: No not really because they see me more as I don’t know JUDD: Did you come here as a professor? BUCKRIDGE: Mmn, I came here I studied here I did some of my studies here. But no I it was more out of curiosity JUDD: Mhmm Page 4 �BUCKRIDGE: Because I had an accent, foreigner, I didn’t have the kinds of experiences that African Americans had in this country and what they endured, that’s not a part of my reality, I didn’t come from a family where I saw that sort of thing. Now maybe my mother’s generation they would of encountered racism in the colonial days JUDD: Mhmm BUCKRIDGE: But in terms of my generation, no I didn’t have those problems. But when I came to the US I clearly saw racism, not necessarily happening to me but to my friends, colleagues. I have been racially profiled; in airports I have been harassed JUDD: Oh right BUCKRIDGE: Because people assume that I’m Middle Eastern which doesn’t make sense to me but that has happened to me yes. JUDD: Okay BUCKRIDGE: And that has happened to me right here in Grand Rapids where I have been harassed because they thought I was from Egypt or somewhere. But in my country, no I never had that, it was never an issue for me. JUDD: Okay, so I know I does kind of seem as you grew up as the higher or more comfortable or more acceptable over there which is good so it feels like kind of were more racially more just judge people a lot over here. And I kind of see that a lot from people who have moved from like where you’ve come from and like I know I have actually met a professor who is from South Africa and he came here and he said he was treated a lot differently now. Okay so when you have seen people who are discriminated because of the difference, how does that affect you? BUCKRIDGE: Of course, because I think it’s wrong, it’s wrong and if there’s a situation that I can step in to correct the wrong I will I see it with my students its wrong and I believe that someone should stand up for their rights and if you see other people being abused you should step up to the plate and do something about it JUDD: Is there an actual experience you can remember that you’re comfortable sharing? BUCKRIDGE:mmm JUDD: Put you on the spot BUCKRIDGE: No, I just can’t think of anything off the top of my head why yes I have had friends who have applied for jobs who were African American who were denied, or try to rent a place and were denied. JUDD: Yeah BUCKRIDGE: With the opportunity to rent but then I would go there and ask and I would be offered the place. Page 5 �JUDD: Okay, so it’s not so much for you as it is for the people you’ve seen BUCKRIDGE: Right, because right yeah so JUDD: Do you think it’s because they have darker skin then? BUCKRIDGE: In some cases I think so and some cases it’s because they’re African American JUDD: Right BUCKRIDGE: I am sort of this exotic person from Jamaica JUDD: (laughter) They are interested in you! BUCKRIDGE: Yes, from Jamaica I don’t have the same history and the same baggage some would say. JUDD: Right, right well that’s good,have you ever seen any violent treatment to people who have you ever witnessed or been a part of or something like that BUCKRIDGE: (negative response) Nmmnn Nmmnnn well not in this country, yeah but no, no JUDD: In your country have you? BUCKRIDGE: Well no I have seen violent situations in terms of civil unresting and political elections, and Jamaica has a history of having political turmoil. So I’ve seen people attacked but that’s because of their views or their ideological stands yeahnot because of their skin color. But we do have racism in the Caribbean, in fact it is badh it is bad because you have you see in my culture there is this belief that, that that if you want to make it in society you have to have brown complexion. So now you find these dark skinned people who are bleaching, bleaching has become popular with the youngsters and women, and you can tell if you go to public setting you can see that they have been bleaching because from here down its light and from the neck down it’s much darker. so bleaching has become a problemin many areas in the Caribbean in terms of people being attacked because of their race no. What you do find in Jamaica is that my culture is very, very homophobic. And people will be murdered for being gay and I have lost three friends who were murdered because they were homosexuals. So Jamaican society is very, very homophobic and that’s because of theh the hate rhetoric that’s spoken in the churches because in Jamaica, Jamaica is considered to be one of the most homophobic places in the Caribbean. So what you find happening is that the church, we do not have the separation of church and state, so you find that there is the Christianity is the official religion and Church of England is the official church. But the Evangelical Churches are the ones that are very dominant and so they are the ones that are sort of a hate speech about homosexuality and so forth and so there you will find people who have been murdered or have been killed for just being gay JUDD: Well, and that’s a I mean a big diversity issue here too, I mean everywhere really I feel like BUCKRIDGE: Yeah but here, yeah that’s right I mean there are people, Mathew Shepard was murdered for being gay. So people in this country have been murdered but we must also remember why that’s the case, you gay people in this country do have a public space Page 6 �JUDD: Yeah definitely BUCKRIDGE: In the Caribbean it’s not like that I mean in Jamaica its illegal, it’s ten years in prison met with hard labor JUDD: Oh my goodness BUCKRIDGE: Right, and normally the laws are not tested because if they catch you, nine out of the ten times they try to kill you, you have street justice. Homosexuality is viewed as an abomination and it is not socially accepted in Jamaican society. Now if you are elite and are gay then you can easily get away and always pay your way through the system but for poor young men it is horrifying because they are the ones who usually get beaten up sometimes they are killed. And once in a while you have some elite person who is killed for either for their activism or they are in the wrong place at the wrong time. And then young women who are alleged to be gay they’re usually raped alright because there is this notion that if they are raped then that will get them to JUDD: To forget it or kind of change back? BUCKRIDGE: Right, to change to dating men or to being with men, so Jamaican society is very homophobic, and you have for instance Jamaica, the Bahamas, St Vincent, the Guanines (unclear), all the English speaking Caribbean countries are very homophobic because they have those old British codes on their law books which decrees that homosexuality is illegal. And after homosexuality was made legal in England Britain tried to pressure their former colonies in the Caribbean to do the same, some of them eased up on the restrictions but Jamaica has refused, Jamaica is an independent nation so England can no longer tell us what to do, even though the Queen of England is head of statebut yeah but that is one of the major, major problems in terms of diversity issues JUDD: Well that’s a big discriminant issue too and how is that like, obviously its affected you personally because you said you lost three friends, so I mean that’s a big issue BUCKRIDGE: Right JUDD: It’s not just race BUCKRIDGE: Right but the whole though is that you’ll find that people will cover it up with a mass or the church and religion, and you have ministers who are preaching, there is a minister in Jamaica his name is Blair he’s advocating for public floggings of homosexualsso there is so in many quarters there’s no sympathy because it’s seen as immoral, as wrong, because of the strong religious flavor JUDD: Right BUCKRIDGE: Because again we do not have the separation of church and state and the biros association of Jamaica and the Jamaican government has made it very clear that they will never amend the constitution to make gay marriage legal or homosexuality legal in Jamaica JUDD: So growing up, where you familiar with that? Or was it more when you got older that you kind of understood Page 7 �BUCKRIDGE: When I was a child I knew people that were gay but I never really understood what it meant until as I got older JUDD: And you started to see it more? BUCKRIDGE: Well no, when I left Jamaica I started to pertuanate and started to wonder oh so that’s why so and so wasn’t married and why all the women and people would gossip and say things JUDD: Mhmm BUCKRIDGE: But no it is bad, tourists going to Jamaica usually are warned and there is a travel ban for gay people travelling to Jamaica like Jamaica is a beautiful place but it’s not a friendly place for gay people, if your white and you’re going as a gay couple you are okay as long as you don’t show public affection being kissy kissy lovey dovey in public JUDD: Right BUCKRIDGE: That’s a no no JUDD: Well and still you’re not able to express how you really are feeling so it’s still its discriminative BUCKRIDGE: Right of course, but Jamaicans would consider it offensive they would see it as an insult to the culture JUDD: Right, so your personal views are different then the way that the views of the religion in Jamaica BUCKRIDGE: Yeah JUDD: So have you always, was your family always, is your family religious? BUCKRIDGE: Many of them yes, yeah, but again going back to what I said earlier I grew up with a lot of diversity JUDD: Right, true BUCKRIDGE: My upbringing was very different JUDD: Mhm BUCKRIDGE: So I was always surrounded by people in different cultures and so forth, and my family was in the fashion business so I knew people in the art world and in the art community, so I knew gay people from an early age JUDD: Okay BUCKRIDGE: But my parents always taught us to be accepting of everyone, to be appreciative, to be open, to be tolerant, to be welcoming. And so that was the home I grew up in but that’s not the large Jamaican society JUDD: Right, Page 8 �BUCKRIDGE: You weren’t expecting that were you JUDD: (laughter) No, honestly I didn’t even know what to expect coming here I’ve never done one of these before BUCKRIDGE: And now you have a lot of information JUDD: Well, I do and that’s I mean, an oral history really though all she wants is just kind of basic information BUCKRIDGE: Yeahh JUDD: Which is good I’m glad that I didn’t know what to expect,okay well we kind of covered some of that. So actually, I heard you wrote a book BUCKRIDGE: Yes JUDD: The guy next door was telling me, he showed me your book too BUCKRIDGE: Oh okay JUDD: Do you want to tell me about that? BUCKRIDGE: Sure, the next one is coming out soon, what do you want to know about it? JUDD: Anything, tell me about it, I’ve never heard anything about it I just found out today you’ve wrote a book BUCKRIDGE: Oh that book is titled the Language Address and it’s about the African cultural characteristics in clothing that were brought to the Caribbean by African slaves. And so I basically analyzed slave clothing, and I try to figure out why they dress the way they did and the policy surrounding clothing during the days of slavery. and I got involved in it becauseI’ve always loved clothing and fashion, my father was a tailor, and my father studied at FIT in New York. And my mother was a dress maker and she sewed as a hobby, she’s a nurse by profession and so clothing was what I JUDD: Kind of what you were used to BUCKRIDGE: Right I grew up with it as a child, so I worked inin the fashion business for a while; I had my first modeling gig when I was sixteen JUDD: Oh you modeled? BUCKRIDGE: here, this photograph was, this is a newspaper article that they did on me, so this is when oh this says seventeen, I think it was maybe sixteen, I did photo shoots for the Jamaica Tourist Board. Then then I gave up modeling because I didn’t really like it JUDD: No? Page 9 �BUCKRIDGE: No I didn’t like it and then much, years later I got into the fashion business and started to work as an illustrator. So I would illustrate, draw, and then I left the industrywhile I was illustrating I worked for several fashion houses and thenI let’s see I had, I would design clothes for friends and so forth. Had some famous people wear some of my outfits because (unclear) Miss World, 1987 wore a gown that I designed,Miss Venezuela, 1989 also wore one of my outfits. But it was a long time ago I mean ages ago JUDD: Woww BUCKRIDGE: And then I gave that up, and then I decided to pursue academia but before that I was also working, I worked in hospitality I worked in hotels while I was going to school. And then I decided I wanted to do my doctorate and when I decided on that I wanted to combine my love of fashion with my PHD. So my studies, my doctorate is actually in, it’s in African history but my research is on fashion it’s on clothing JUDD: Okay BUCKRIDGE: So even though I’m no longer in the industry I am still its still part of me in a way JUDD: Still associated with it, which I kind of cool because you’re kind of keeping a grip on your past which is cool BUCKRIDGE: And so my interest in diversity and cultures and clothing from around the world, this is one of the things that propelled me to travel a lot and to write and to be fascinated with diversity, I think diversity is so important to me I think its diversity that keeps the world going. I think diversity is essential for us to learn about each other, I think diversity is key to understanding who we areI would not want to live in a world where everyone thinks the same, looks the same, has the same beliefs, dresses the same can you imagine how boring that world would be JUDD: Mhmm BUCKRIDGE: If you and I had the same Ideas, we think the same way JUDD: We wouldn’t need to do this interview BUCKRIDGE: Your parents think the same way, everybody felt and thought and looked the same, wouldn’t that be crazy JUDD: Mhmm BUCKRIDGE: I wouldn’t want to be in that world JUDD: No I agree, is that kind of why you were interested in fashion you think? Because of, or maybe it was fashion that kind of shaped the way you think because it’s so unique BUCKRIDGE: I think fashion shaped the way I think and carry myself but also it’s an intrigal part of my culture, Jamaicans are fascinated with clothing and so as a child I saw that, we have rituals surrounding Page 10 �clothing, rituals about certain ways that you should dress all of those things are taken seriously in my culture JUDD: Woww BUCKRIDGE: Yeah JUDD: When was this book published? BUCKRIDGE: I don’t know 2005 I guess, somewhere in there and then the next one will be out shortly JUDD: What’s the next one, is it about the same kind of things? BUCKRIDGE: It’s about clothing but it’s a different, it’s looking at bark cloth or textiles made from the barks of trees and how how it would, these bark textiles are used to make sophisticated outfits JUDD: And do what you’re naming it or the title of your books going to be BUCKRIDGE: the next one, it’s titledthe making of African bark cloth, the making of African bark cloth in the Caribbean JUDD: Okay BUCKRIDGE: And I look at three countries, Jamaica, Cuba, and Haiti JUDD: Good thing nobody has to read my hand writing but me because I don’t know if that would be possible, okay,well that’s really cool. So have you always like wanted to write I guess is that kind of, have you always been interested in it, did you know that you were going to end up writing a book or is this kind of just BUCKRIDGE: Hmm I think at some point, in time I’m hoping to do some short stories and I’m thinking of writing some other things yeah JUDD: All to do with clothing and stuff BUCKRIDGE: Maybe yeah, or other things, we’ll see I haven’t decided yet JUDD: Yeah well that’s cool BUCKRIDGE: I’m working on a memoir JUDD: Really? BUCKRIDGE: Yeah, so we’ll see how that goes. It’s about more of my travels in Africa, that’s what it’s about JUDD: Okay, how many times have you been, or is it too many to South Africa BUCKRIDGE: No, I’ve been to about twenty five countries in Africa JUDD: Ohh Page 11 �BUCKRIDGE: And worldwide about seventy two countries JUDD: Wow, did you always travel to different countries when you were growing up; you said your parents liked to travel BUCKRIDGE: As a youngster yes, by the time I was what, eighteen, somewhere in there I had seen most of the Caribbean but a lot of my travelling was done after because I’ve always had this desire to see what’s beyond the ocean you’re looking out at the horizon and saying what is out there JUDD: Right BUCKRIDGE: And so the moment I could travel on my own I did, I mean as a child I would come for holidays to the US and other places but travelling is my passion it’s how you learn it’s how you learn about cultures and I try never to travel as a tourist I try to travel as an adventurer who tries to immerse oneself in the local cultures. Because when you travel as a tourist you’ll always be an outsider JUDD: Right BUCKRIDGE: You’ll always be on the periphery JUDD: Okay from growing up has there been any, sorry were kind of jumping backwards now but has there been any changes in like, I guess I’m not going to go with diverse race wise but like with homosexuality, has that changed at all over time has that become more lenient as you were living there or less lenient or, in Jamaica with diversity or discrimination against homosexuality because that’s kind of a big thing BUCKRIDGE: Okay no people in, Jamaicans celebrate diversity JUDD: Okay BUCKRIDGE: And they love diversity, we have Chinese in Jamaica, we have Indians JUDD: With race, so they are very racially diverse BUCKRIDGE: Right, diverse, our motto is out of many one people JUDD: Okay BUCKRIDGE: Which reflects the blending and the mixture and we had people, we have Syrians who were brought in we have Lebanese we have Chinese we have Indians but the bulk of Jamaicans are of African descent. We also have people of English descent of Irish descent and Scottish descent but most Jamaicans are black, of African descent. and then you haveh, and then you have this group of people who are brown skin or browning as that’s what they’re calling it’s a term now in popular culture. But when it comes on to sexuality it’s a different thing JUDD: Okay so is it just because of the church or BUCKRIDGE: Yes Page 12 �JUDD: Okay so it’s the religion, so that’s never changed over time it’s always just been BUCKRIDGE: Some of it has gotten worse JUDD: Oh it has gotten worse BUCKRIDGE: But racial diversity is not, is something that’s celebrated; there has never been that problem in Jamaica where so well maybe in the colonial days but not now. Jamaica when it comes to racial diversity is very welcoming and tolerant, sexual diversity, that’s not the case JUDD: Mkay, so what colleges did you attend to, here and there BUCKRIDGE: in terms of studying or teaching at? JUDD: Both BUCKRIDGE: Okay,I did my undergrad and master’s degree in Miami, University of Miami. My doctorate, I spent a year in England at Oxford and then I did my PHD at the Ohio State University in Ohio, Columbus Ohio. THE Ohio State JUDD: (laughter) Oh no BUCKRIDGE: I know you’re a Michigan fan ehh JUDD: (laughter) I am Michigan fan BUCKRIDGE: Sorry JUDD: (laughter) That’s alright, I have Ohio State friends so I’m neutral BUCKRIDGE: Good JUDD: and then how did you end up here? BUCKRIDGE: My job, I’ve, people always ask me that because I’ve lived in so many places and travelled a lot I lived in several countries. But my job, the university recruited me to come hereI love my job I love my students I love being at Grand Valley, I have problems with Grand Rapids JUDD: With? BUCKRIDGE: The city, I haven’t quite connected with it so I leave regularly JUDD: How often? BUCKRIDGE: Of often as I can JUDD: For breaks and BUCKRIDGE: Yeah holidays, summers, long weekends JUDD: What is it about Grand Rapids that Page 13 �BUCKRIDGE: I don’t know, there’s just no sense of belonging JUDD: Oh yeah? BUCKRIDGE: Yeah JUDD: Well I’m not used to this city, so it’s been kind of a new step for me too but I mean I guess you’ve been everywhere so BUCKRIDGE: Yeah there’s no sense of belonging for me, I still feel as an outsider, I haven’t been here all these years, so I don’t have a house here I refuse to buy anything here JUDD: Really? Where do you stay? BUCKRIDGE: Well I have an apartment here but my place is in Miami JUDD: Ohh BUCKRIDGE: This is not my home, this is where I work, home is Miami and Jamaica is home home. So if I say I’m going home it means I’m going home to Miami, my place is in Miami JUDD: Do you go back to Miami a lot? BUCKRIDGE: Mhmm JUDD: Do you go like weekends and stuff? BUCKRIDGE: Sometimes JUDD: Mostly over breaks? BUCKRIDGE: But breaks, and then between like summers I’m in Africa moving around then if I say I’m going home home that’s to Jamaica, like I’m going to Jamaica the end of November JUDD: What’s the occasion? BUCKRIDGE: Just need to get away JUDD: I gotcha BUCKRIDGE: Yeah, I think I’m going for three days JUDD: Wow, that’s a short trip BUCKRIDGE: I know, yeah JUDD: Do your parents still live there then? BUCKRIDGE: My father died when I was sixteen JUDD: Oh I’m sorry Page 14 �BUCKRIDGE: My mother, that’s fine thanks, my mother she lives in Miami, she travels a lot JUDD: Okay BUCKRIDGE: And my family is scattered JUDD: Do you have any brothers and sisters? BUCKRIDGE: Mhmm, there’s seven of us and they’re all in different countries JUDD: Really? BUCKRIDGE: Mhmm JUDD: Where are they? BUCKRIDGE: England, Canada, one just came back from Japan he’s currently in in what is it Atlanta. I forget, they’re always on the go, Jamaica I don’t have much family left in Jamaica we still have property there but not JUDD: Okay so do you go back to your property or do you stay with friends or BUCKRIDGE: When I’m in Jamaica? JUDD: When you go to Jamaica BUCKRIDGE: No I stay with family JUDD: Oh okay BUCKRIDGE: The few family I have left, I have an aunt there and some cousins, that’s about it JUDD: So tell me about your siblings BUCKRIDGE: In terms of what they’re doing? JUDD: Yeah, or what your home life was like growing up with them, were you close with them BUCKRIDGE: Mhmm, were a close knit family, we were very very close, extremely close, we all get along well we try to get together as often as we can, doesn’t always work. My niece got married recently and we were all at her wedding, see that photograph over there the young lady in the green to the right JUDD: Oh yeahhh BUCKRIDGE: She just got married, she married to a Nigerian and that was the wedding and she just changed over into African dress, she lives in London. My brother is in England so that was the first in a long time that we all got together because we were all at the wedding JUDD: When was that? BUCKRIDGE: This was this summer,in June, June 25thso I don’t know what to tell you um Page 15 �JUDD: Well how many sisters and brothers? BUCKRIDGE: Okay, four boys including myself, and three girls JUDD: Where do you stand in that? BUCKRIDGE: I’m in the middle JUDD: Okay, number? What number are you BUCKRIDGE:h fourth JUDD: Okay fourth, do you admire your brothers? Were they big role models? Are they older then how does it go? BUCKRIDGE: One younger and then the others are older JUDD: Brother? BUCKRIDGE: Yeah JUDD: And then are the girls mostly younger then? BUCKRIDGE: One younger the others are older JUDD: Ohhh okay I guess you are fourth so that makes sense,I don’t know, what did you guys do? BUCKRIDGE: Oh okay,h what do they do? JUDD: Mhm BUCKRIDGE: Career wise? JUDD: Yeah sure BUCKRIDGE: One is a lawyer, he’s a barrister our family has several lawyers. he’s a barrister in England, one is an accountant, a financial accountant he has his own firmhe lives in Palm Beach, I sort of forgot about him JUDD: (laughter) BUCKRIDGE: He lives in Palm Beach but he moves around a lot JUDD: Do you not see him that often? BUCKRIDGE: When I go to Miami he’ll come down,who else, one, two. Oh one I have a brother who’s an air traffic controller but he was in the military with Special Forces JUDD: Is he the only one who was in the military in your family? BUCKRIDGE: My grandfather was in the military Page 16 �JUDD: Okay BUCKRIDGE: He fought in World War 1 JUDD: Oh wow BUCKRIDGE: But beyond that no, no one else. and let’s see, my sisters, I have one who’s a paralegal who’s contemplating law school I have another sister who’s a stay at home wife, she gave up her career when she got married, she got married to a diplomat and so they, she gave up her job to be a diplomat’s wife JUDD: Do they have children? BUCKRIDGE: Mhmm, and then I have another sisterh who also gave up her career when she got married. So two sisters are stay at home moms, but they travel a lot. So anyway, one of the things I will share with you isthis past summer my family by my fathers side, they go way back and it’s an old English family in Jamaica and I found out that they had, talking about diversity, that they had slaves through the days of slavery JUDD: Ohh they owned slaves? BUCKRIDGE: Yes, so I come from a family that owns slaves and some members are probably slaves too but it was challenging for me because as a child I heard the stories and I knew the stories, but last summer I actually got the chance to look at the slave registry and so I looked at it, Buckridge, Buckridge, Buckridge all over the place and it really bothered me JUDD: Right BUCKRIDGE: so that was something I had to deal with in terms of diversity and what does it mean JUDD: What was the race of the slaves that they BUCKRIDGE: Theses were African slaves JUDD: Oh okay so African slaves, and so it bothered you? BUCKRIDGE: Mhm JUDD: Did the rest of your family kind of feel that way? How did your father feel about that too was he BUCKRIDGE: My father was dead by then but I mean these were things that they just all knew but nobody talked about it JUDD: Was he alive when, did he own slaves as a child, was it his family or what BUCKRIDGE: No no no slavery was abolished in 1838 JUDD: Right BUCKRIDGE: So it’s the history of my family, going way back Page 17 �JUDD: On your dad’s side? BUCKRIDGE: Yes, am I giving you too much? JUDD: (laughter) No no this is a lot of good info! Well is there anything else like about your family life you want to talk about or your personal life, or personal achievements or anything your super proud of or not so proud of? BUCKRIDGE: Super proud of? JUDD: Mhmm BUCKRIDGE: I don’t know, my travels, my, I don’t know JUDD: (laughter) BUCKRIDGE: What am I proud of? I don’t know JUDD: Well look at your wall BUCKRIDGE: My family, my friends, what’s other things that I’m proud of? My family JUDD: Your very proud of your family BUCKRIDGE: Yes I’m very proud of my family, yeah I don’t know, that’s an interesting question, I’m proud of my family, my travels, the things that I’ve accomplished, my degrees I guess, that I’ve gotten to this far JUDD: Going back toschooling when you were younger, so was it more of a privilege for you to kind of go on and advance farther with your going on to college and stuff was that kind of harder to do for people your age? Was it harder to get into or was it just you are basically judged on how smart you are or how much you apply yourself BUCKRIDGE: Yeah I think so yeah, but again its very competitive, in this country education is seen as kind of a variety people take it for granted, it’s not like that for us and so not everyone goes to college or university. I would like it to be that way but JUDD: So do you like the system here then that it’s better a right BUCKRIDGE: I think both systems have merits and demerits it depends, this system allows you togo at your own pace there are mechanisms in place to help you. When I was growing up that was not the case and in my system that’s not the case, maybe now they do but back then they didn’t have things like writing centers and skills clinics and stuff JUDD: Mhmm BUCKRIDGE: A few of those things did not exist Page 18 �JUDD: Do you feel like if you grew up here that you would of taken advantage of it more or do you feel like you kind of have that drive BUCKRIDGE: Maybe, maybe not, but that’s hard to tell I think a lot too depends on how you were raised and your upbringing your parentswhere you come fromso I think it all depends and I don’t know if I’m answering your question JUDD: No you are that’s just a vague question BUCKRIDGE: Yeah JUDD: So were you close with your mother at all? BUCKRIDGE: Mhm yeah very close JUDD: Very close with all of your family BUCKRIDGE: Mhmm very close, we talk almost, my mother, we talk almost every other day JUDD: Really, aww that’s good, how often, who do you see most out of your family now would you say BUCKRIDGE: I’m here by myself so I don’t see any of them regularly JUDD: Regularly yeah, do they come to see you though BUCKRIDGE: No, they don’t like it here JUDD: (Laughter) BUCKRIDGE: They would rather me come to them JUDD: And I feel that you would rather go to them too wouldn’t you BUCKRIDGE: Yeah, look at the weather it’s too cold JUDD: I know BUCKRIDGE: Jamaica and Miami are so much warmer JUDD: (Laughter) BUCKRIDGE: Wouldn’t you want to go there with a beach and hangout on the beach JUDD: Yeah oh my gosh, the winter I just can’t handle it here BUCKRIDGE: I know it’s gonna be cold, they’re saying it might be worse this year, it’s gonna be a brutal winter I hope not JUDD: Well being here anyways its right next to a lake so it’s already that much worse BUCKRIDGE: Yeah that’s true Page 19 �JUDD: I’m not a huge fan of winter and I’ve been in Michigan my whole life so BUCKRIDGE: There you go JUDD: Yeah so I should be used to it by now, but not my things, usually we actually, growing up we used to take a trip every year in the winter to like some place in the south either Florida or Texas BUCKRIDGE: Well sorry yeah JUDD: I’ve actually never been out of the country, exception Canada but I’ve been to a lot of states BUCKRIDGE: But Canada is good if you’ve been to Canada JUDD: Yeah BUCKRIDGE: Where at Toronto? JUDD: I’ve just I mean I’ve been through it but I’ve been not really too into it so I haven’t really even experienced being out of the country BUCKRIDGE: Oh okay, you just went to the border? JUDD: Well we went through it on our way to Maine from Michigan we were heading up to Maine BUCKRIDGE: Oh that’s the way you go? JUDD: Well we did it was shorter I guess, we drive we never fly I’ve actually never flown so BUCKRIDGE: Are you scared of flying? JUDD: My mother is (Laughter) and we travel together so, actually my first time flying will be this spring break I’m flying to North Carolina so yeah, I’m excited BUCKRIDGE: Are you going by yourself? JUDD: Mhmm my best friend lives in, he goes to school in North Carolina now so I’m gonna go visit him BUCKRIDGE: Good good JUDD: And I’m gonna fly (laughter) BUCKRIDGE: Good for you! JUDD: First time, I know I’m excited though, anyway this is not about me so BUCKRIDGE: (laughter) Well how much longer because I have to get these gradings finished JUDD: Well that’s 45 minutes so that’s close enough right BUCKRIDGE: You tell me! END OF INTERVIEW Page 20 � https://digitalcollections.library.gvsu.edu/files/original/bafe4005967eaa4d085cf982174764bf.mp3 b6a27b210042090f37b99ef5181b7dcb 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 Speaking Out: Western Michigan Civil Rights Oral Histories Subject The topic of the resource Civil rights--Michigan--History Personal narratives Oral histories African Americans--Personal narratives Gays--Personal narratives Lesbians--Personal narratives Bisexual people--Personal narratives Transgender people--Personal narratives Veterans--Personal narratives Women--Personal narratives People with disabilities--Personal narratives Muslims--United States--Personal narratives Hispanic Americans--Personal narratives Homophobia Discrimination Islamophobia Stereotypes (Social psychology)--Upper Penninsula (Mich.) Description An account of the resource Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. Creator An entity primarily responsible for making the resource Grand Valley State University. Brooks College of Interdisciplinary Studies Source A related resource from which the described resource is derived Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-05-02 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Language A language of the resource eng Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context GV248-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1930-2011 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 GV248-01_Buckridge_Steeve Title A name given to the resource Steeve Buckridge audio interview and transcription Creator An entity primarily responsible for making the resource Buckridge, Steeve Contributor An entity responsible for making contributions to the resource Fraser, Kevin Judd, Erica Pemberton, Travis Description An account of the resource Steeve Buckridge was born in Kingston, Jamaica. He became a professor at Grand Valley State University several years ago. He is an Associate Professor of African and Caribbean History and Associate Faculty in African and African American Studies. Also this year he became GVSU's Director of Area Studies. In 2004, he published his first novel, The Language of Dress: Resistance and Accommodation in Jamaica, 1780-1890. This book discusses how freed and enslaved women used their fashion and style of dress as a symbol of resistance to slavery and accommodation to white culture in pre- and post- emancipation society. He discusses the differences between discrimination in Jamaica and discrimination in Grand Rapids and some of his experiences with it. Subject The topic of the resource Civil rights--Michigan--History Discrimination Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Relation A related resource Speaking Out: Western Michigan Civil Rights Oral History Project Date A point or period of time associated with an event in the lifecycle of the resource 2011-10-27 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/64a5808328cd5a28602645c889f6e5cf.mp4 7f1419497c1475f010f3b51b1c1d2ee7 https://digitalcollections.library.gvsu.edu/files/original/f939aff2c98bb15563702240d198f624.pdf a9d59e860fc6ab09600da2caf2d9029e PDF Text Text Grand Valley State University Veterans History Project Willard Steffens (00:59:14) (00:15) Background Information • Willard was born on June 21, 1935 • He worked for a while after graduating high school, but he did not like it and they did not pay enough money • He enlisted in the Air Force the August after graduation because he did not want to be drafted (2:00) Training • Boot camp was scary and adventurous • He traveled from Traverse City to Detroit and then to Niagara Falls • They were busy all day long with physical activities (4:00) The Korean War • Willard traveled to French Morocco • He arrived in Casablanca on a ship and flew to an air base • It took them 9 days to arrive in Morocco from the US • On many of the walls in Morocco it read “Yankee go home,” which scared him • He was a switch board operator • They left Morocco in 1956 and the French left shortly after that (14:50) Entertainment • They were able to go to church at least two times a month • He wrote many letters to his family • The men went to bars, played poker, worked with photography, listened to music, and took language classes • Willard attempted to learn French, but he did not have enough time • There was an USO show about every other month (21:20) Showing of Photographs • Willard traveled to Michigan, New York, Washington DC, French Morocco, New Jersey, and Nebraska • Some of the Northerners he worked with were racist • Pictures of the chapel, drill halls, swimming pools, uniforms, etc… � 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 SteffensW Title A name given to the resource Steffens, Willard T. (Interview outline and video), 2006 Creator An entity primarily responsible for making the resource Steffens, Willard Description An account of the resource Willard Steffens was born in Leland, Michigan in 1935 and enlisted in the United States Air Force in 1954. Willard worked as a switch board operator in French Morocco after the Korean War and stayed there until 1956. He comments on living and working conditions there and on tensions with the local population. Contributor An entity responsible for making contributions to the resource Steffens, Tiffany (Interviewer) Timmerman, Austin (Interviewer) Michigan Military Preservation Society (Grand Rapids, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans United States. Air Force Korean War, 1950-1953--Personal narratives, American Video recordings 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 2006-04-14 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/a0948e2268092193e8e47056aee274c6.jpg d533cda78074f4f13e93099dde671cac 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 SteginkGordonAlbert Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stegink, Gordon Albert Description An account of the resource Gordon Albert Stegink, Director of the Computer Center Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/425b7bfce51347a26cb59b99d31a6476.jpg 66e0dee622ff497eb719642977beab8e 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 SteinHoward_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stein, Howard Description An account of the resource Howard Stein, Biology 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/9a7a19d75c3c506b7580bef3cedf007e.jpg 156498889725e72baf2ae4ab80a0429f 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 SteinHoward_Photo02 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stein, Howard Description An account of the resource Howard Stein, Biology 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/c834119dbe8389ca6814df14e67af478.jpg 0fae772ea446d28c7e578cc4a3297092 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 SteinHoward_Photo03 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stein, Howard Description An account of the resource Howard Stein, Biology 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/03efbf8a357a9f019bf0b5d1083230fc.jpg 69e755f4a7fe6b0c45f1846b17781fc2 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 SteinHoward_Photo04 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stein, Howard Description An account of the resource Howard Stein, Biology 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/c9aed7a096c33054323b60a068a8165b.jpg f33f58296103eb9c74c43fc98f5dc301 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 SteinHoward_Photo05 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stein, Howard Description An account of the resource Howard Stein, Biology 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/75caf815e33e721f42573dd2b0251028.jpg 2deec5252a96154d98ee1ad5614efc1d 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 SteinHoward_Photo06 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stein, Howard Description An account of the resource Howard Stein, Biology 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/f3741c16f158f80a0f4aa6cbb973fc81.jpg 4ec7045dc64e3ffbcf6e837b4724a3b1 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 SteinHoward_Photo07 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stein, Howard Description An account of the resource Howard Stein, Biology 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/be001259ed3241697478100d15392982.jpg 1ea4a86680b9b090386c2adef94de769 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 SteinHoward_Photo08 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Stein, Howard Description An account of the resource Howard Stein, Biology 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/c8b537a58d3c6e3468116e43db4f319c.jpg ee33cbbd97bee2a3d596ece61c32dccf 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 SteinmanAlan_Photo01 Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Steinman, Alan Description An account of the resource Alan Steinman, President of Annis Water Resources Institute Subject The topic of the resource Grand Valley State University – History College administrators Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng