926 24 26018 https://digitalcollections.library.gvsu.edu/files/original/1d138ec1f8aec984c46ff8f71770f452.jpg 1b9ef2437d5cf106c483810d231843c1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X911 Title A name given to the resource Swift British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Swift British RAF fighter, September 1, 1954. Subject The topic of the resource United States. Navy Military education Slides World War, 1939-1945 Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a5e3136f8ee905d9a9a99eca41d230b4.jpg ef5cf655e38c71bcbd0adb49128a8b8c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X916 Title A name given to the resource Swift British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Swift British RAF fighter, September 1, 1954. Subject The topic of the resource United States. Navy Military education Slides World War, 1939-1945 Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/bbfcc9614cb26b8afe607ea9f9db4aa2.jpg f84adace5561f205a8800962a9071d82 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X917 Title A name given to the resource Swift British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Swift British RAF fighter, September 1, 1954. Subject The topic of the resource United States. Navy Military education Slides World War, 1939-1945 Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8d586dbf429232508c1a1d4cf0df8be5.jpg 2acd4c74f64d2961605538aa174dfe1f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X922 Title A name given to the resource Swift British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Swift British RAF fighter, September 1, 1954. Subject The topic of the resource United States. Navy Military education Slides World War, 1939-1945 Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4a03f7ffef6b5d14b39a94ca6c15f0b1.jpg 84ff97b4ad7074a21d7e2efb344094e9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X933 Title A name given to the resource Swift British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Swift British RAF fighter, March 1, 1954. Subject The topic of the resource United States. Navy Military education Slides World War, 1939-1945 Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/056bc08fef88315822e64bfe3f170a6b.jpg b26d9373da2b14a60fd5b96ca0aa7cc9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1177 Title A name given to the resource Swift fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Swift British fighter, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/510984858902a43c2c599dcc63abba47.jpg 1fad31815d1a91e2757d3da21acc5d0b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_934 Title A name given to the resource Swift fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Swift British fighter, September 1, 1955. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1955-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/a2ab6fda983fa05fbbe9ae1ce1d0ab86.jpg 404a10a8caaaaa2e075899f210ec75b6 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_C054-0019 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 1962-05-04 Title A name given to the resource Swim Show at MSU Description An account of the resource Black and white photograph featuring a group of female swimmers during a swim show performance at Michigan State University on May 4, 1962. In the photograph, the swimmers are lined up facing the pool and juming into the water one by one. Photograph by Douglas R. Gilbert. Scanned from the negative. Subject The topic of the resource Michigan State University East Lansing (Mich.) Synchronized swimming 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/fa4cb048ca5960295bc1128842dfe817.m4v 6e5954bd6b3d83dbf3084bf8619d4ced https://digitalcollections.library.gvsu.edu/files/original/835ede6e82c1bcd3128b50232a958032.pdf 1dd42c2bbba6b986a1888517e9c85291 PDF Text Text Grand Valley State University Veterans’ History Project Vernon Swim Cold War; Vietnam War 23 minutes 56 seconds *Note: Times in outline correspond with timecode on tape (00:59:21) Early Life & Becoming a Chaplain -Born in Jefferson City, Missouri, in 1935 -Entered the Army as a chaplain in 1962 -Army chaplain came to his church during his senior year of high school -Inspired Vernon to enlist in the Army as a chaplain -Had to complete college, seminary, and do two years of ministry before that -Going into the chaplaincy was something new for his denomination -Completed seminary in 1961 -Had to wait to be called into the chaplaincy by the Army -Pastored at a church in Orangevale, California, for a year -Army contacted him and said there was a spot open if he wanted to become a chaplain -Asked his superintendent for permission, and it was granted (01:03:00) Training & First Assignment in South Korea -Sent to Fort Slocum, New York, for the basic chaplain’s course -Originally assigned to the Presidio of San Francisco -Orders were changed for South Korea -Stationed in Korea from 1964 to early 1965 -Part of the 2nd Brigade of the 1st Cavalry Division as the brigade chaplain -Very close to the demilitarized zone -Started off with 2nd battalion (an armored unit) before becoming the brigade chaplain (01:05:01) Stationed at Fort Carson -After his tour in Korea, he was assigned to Fort Carson, Colorado -Easy transition, and happy to be back in the United States -Became the artillery chaplain at Fort Carson -Learned about the 105mm, 155mm, and 8 in. howitzers (01:06:44) Stationed at 98th General Hospital, West Germany -Next assignment was in West Germany -Able to go to West Germany with his wife -They’d met at Fort Carson because she was an Army nurse -Got married so they could go to Germany together -Assigned to the 98th General Hospital as the hospital chaplain for three years -Worked with his wife in the hospital -There was a train that stopped next to the hospital and went to other Army hospitals -Way to evacuate wounded personnel in the event of a Soviet invasion �(01:08:26) Tour in Vietnam – Long Binh Jail -During his tour in Vietnam, he was assigned to the Long Binh Jail -Held American soldiers serving time in Vietnam -Half of the prisoners were white, and half of the prisoners were black -Led to some racial tensions in the jail -Moved into the new prison facilities during his time there -Had a very nice chapel -Always packed with prisoners for Sunday services -Most likely because the chapel had eight air conditioners -Noticed some of the prisoners had musical talent -Brought some instruments to the prison so the prisoners could play during services -His chaplain’s assistant was an excellent guitarist -Played music for the prisoners -Therapeutic, especially for the soldiers in solitary confinement -Army learned that the chaplain’s assistant was planning on writing an article about Long Binh -Led to the soldier being reassigned, but the article still got published -Didn’t cause Vernon any problems (01:13:00) Family Counselling Pt. 1 -After Vietnam, he was sent to the American Institute of Family Relations -Sent there to get his master’s degree in marriage and family therapy -One Catholic priest decided to leave the priesthood and get married -Went there around the end of the Vietnam War -Army needed counsellors to help with family conflicts after soldiers returned from deployments -Women had become independent which shocked the men after they came home (01:15:35) Stationed at Fort Lee -Assigned to Fort Lee, Virginia -Worked in the main post chapel -Specialized in family counselling and marriage therapy -Pre-marriage counselling and divorce counselling -Did some work with an in-patient drug and alcohol abuse program -Held parenting classes -Those were especially popular and he always had a waiting list (01:16:35) Family Counselling Pt. 2 -His experience with family counselling helped him later in his career -Stationed at Walter Reed Hospital, but lacked clinical pastoral education -Note: CPE is for chaplains that plan on serving in hospitals -Family counselling counted as a strong substitute -Made the chief of the department at Walter Reed -Had other personnel to help him, too -While at the 98th General Hospital the Army was experimenting with CPE -Had a pilot program -Chaplains working with medical staff from other hospitals �(01:18:37) Stationed at Berchtesgaden, West Germany -Ultimately did 24 years of active duty -Had good assignments throughout his career -One of his best assignments was in Europe -Personnel staff from the chief of chaplains told Vernon he would be assigned to Europe -Vernon had wanted to be assigned to Fort Benning, Georgia -Told Vernon he would be assigned to the retreat center in Berchtesgaden -Berchtesgaden was a great assignment at a beautiful location -Coveted position with at least 50 chaplains requesting it each year -Never worked harder than during that assignment -Every denomination came to Berchtesgaden for their retreats -Best musicians, clergy, etc. from the chaplaincy -Baptized his oldest child in Berchtesgaden (01:21:52) Reflections on Service -Glad he was in the Army chaplaincy when he was in it -Has heard rumors that the Army has become more restrictive with the chaplaincy -Loves the chaplaincy as a form of ministry (prison, hospital, police, industrial, etc.) -Loved being in the Army chaplaincy � 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_SwimV2073V Title A name given to the resource Swim, Vernon G (Interview outline and video), 2016 Date A point or period of time associated with an event in the lifecycle of the resource 2016-10-26 Description An account of the resource Vernon Swim was born in Jefferson City, Missouri, in 1935. He entered the Army chaplaincy in 1962 and completed his basic chaplain's course at Fort Slocum, New York. His first assignment was in South Korea with the 2nd Brigade of the 1st Cavalry Division, and he served there from 1964 to early 1965. Upon returning to the United States, he was stationed at Fort Carson, Colorado, as the artillery chaplain. After Fort Carson, he served at the 98th General Hospital in West Germany for three years with his wife who was an Army nurse. Vernon served a tour in Vietnam as the chaplain at Long Binh Jail, working with the American soldiers imprisoned there. After his tour in Vietnam he was sent to the American Institute of Family Relations to get his master's degree in marriage and family therapy, which allowed him to be a family and marriage counsellor at Fort Lee, Virginia, and Walter Reed Army Medical Center. He did a second tour in Germany at a retreat center in Berchtesgaden. He ultimately served in the Army chaplaincy for 24 years (most likely retiring in 1986). Creator An entity primarily responsible for making the resource Swim, Vernon G. Contributor An entity responsible for making contributions to the resource Keizer, Herman Jr. (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> 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/044b00b05f92325eee1a022f06a5c1eb.m4v c7db6cd52d7916f603e578de424371b9 https://digitalcollections.library.gvsu.edu/files/original/527104cf07c2bb085c43dfd9279b0f2a.pdf f4830b8d99df6e32444ec921921f6bb1 PDF Text Text Grand Valley State University Veterans’ History Project Simeon Switzer Iraq War and War in Afghanistan (00:00:42) Early Life -Born on August 10, 1985 in Bogota, Colombia -He doesn’t know much about his early life -Knows that he was transferred to several foster homes then an orphanage -He was adopted on July 23, 1987 and became a naturalized U.S. citizen later that year -He grew up in Jenison and then Grandville, Michigan -His father was a physician and his mother was a social worker -She left her job to homeschool him and his siblings through the tenth grade -For eleventh and twelfth grade attended Tri-Unity Christian High School -Graduated in June 2003 (00:02:10) September 11 Attacks -He was in his U.S. History class talking about current events -Remembers seeing his teacher get a text message in the middle of class -The principal addressed the school over the intercom and said there were some plane crashes -Shortly after the truth became evident classes were cancelled -Students were gathered in the auditorium where there were a few large televisions -Able to watch the news throughout the day of the events unfolding in the country -The September 11 Attacks only reinforced his desire to go into the military (00:03:47) College and Enlisting -He had always been fascinated by American military history -Grew up reading about American war heroes and past American conflicts -In his senior year he began to talk with a Marine recruiter -His father advised him to at least try college before he enlist in any branch of the military -He attended college at Cedarville University, Ohio from 2003-2005 -Found it to be a great school, academically challenging, but difficult to adjust to -Transferred to Grand Valley State University in Michigan -At that point decided to look into his options concerning the military -Talked to a friend that had completed basic training for the Michigan National Guard -Went and talked to a National Guard recruiter who wound up being unhelpful -He ultimately enlisted in the Michigan National Guard in May 2006 -He scored high on the ASVAB (military entrance exam) -His high scores made him eligible for an intelligence position -Want to serve in the infantry instead -Felt that it was a more challenging and more rewarding specialization -The ASVAB basically gauges a person’s intelligence and aptitude -Finding out what you’re smart enough to do, and what you would be good at doing (00:09:25) Basic Training -Basic training began on July 12, 2006 -He flew down to Atlanta, Georgia then took a bus to Fort Benning, Georgia -He was part of the 30th AG Reception Battalion for two weeks before starting training -For basic training he was assigned to Bravo Company 1st/150th Infantry Training Regiment �-At the beginning of training he had difficulty with the transition into military life -He was out of shape (scored second to last on the physical examination) -The mental adjustment was difficult for him as well -The primary focus was to breakdown the concept of individuality -Make individuals into soldiers, and thus part of a unit -Difficult for him because he was stubborn, independent, and antiauthoritarian -Trained with both small arms (rifles) and heavy (rocket launchers) weapons -Received land navigation training and infantry tactics training -Remembers that the temperature was 90oF, humid and all around exhausting weather -They were told they would be facing 100oF+ weather in Iraq -He trained with men who were going to go into active duty -He was one of only sixty National Guardsmen returning to their home state -At the time the active duty and Guardsmen had the same experience -No one had been deployed, and thus there was nothing distinguishing -Drill sergeants would pick on the National Guard recruits -They were the only ones allowed to do that though -If an active duty recruit picked on Guardsmen the drill sergeants would intervene -All but one of his drill sergeants had been already been deployed -He learned that deployments mattered in the Army -Soldiers, and especially leaders, were respected if they had been deployed -The one drill sergeant that had not been deployed was not respected -Basic training lasted sixteen weeks -He graduated from basic training on November 10, 2006 -Remembers that it was in the sixth week that he finally made the full transition -He and the other recruits were sent to the “gas chamber” for poison gas training -Entered wearing gas masks and then the chamber was filled with tear gas -Ordered to remove gas masks and take a deep breath of tear gas -While choking had to give name and social security number before leaving -Because he was out of shape he was sent back in to do it again -Second time wasn’t so bad -At that moment realized he could complete basic training -By the end of basic training succeeded in physical training, weapons training, and leadership (00:20:22) Assignment to Charlie Company -He returned to Michigan after completing basic training -His first drill with the National Guard was in January 2007 -He joined his unit and was greeted by the staff sergeant of that company -Told that deployment orders were probably coming, so expect it -In February (or March) received their preliminary orders -At the end of the summer of 2007 received official order -His unit was Charlie Company was 1st/125th Infantry Regiment at the Grand Valley Armory -Trained at Fort Custer and at Camp Grayling with them (both located in Michigan) -It was the first deployment for half of noncommissioned officers and most of enlisted men -In his platoon most of the senior leaders had been deployed already -He and the rest of his unit went through normal training, but with a more intense attitude -Training would last longer, they would work longer on a particular area -Basically preparing for the reality of being deployed �-They did at least eight to nine weeks of nothing but training before deploying -They did three weeks at Camp Grayling, Michigan -Two weeks at Camp Atterbury, Indiana -Two weeks at Fort Custer (00:24:47) Deployment to Iraq -In November 2007 they received complete orders for a deployment -On January 5, 2008 they had a farewell ceremony at the armory -From the armory took buses to Gerald R. Ford International Airport -Flew down to Fort Hood, Texas -Stayed there for three months receiving more training -Given a four day pass to see his girlfriend and family -From Fort Hood flew to Bangor, Maine -From Bangor to Sherman Island, California -From Sherman Island to Kuwait City International Airport, Kuwait -Took buses to Camp Bhuering, Kuwait -From Kuwait travelled to TQ (Al Taqaddum), Iraq -From TQ (Al Taqaddum) got transported to their base in Iraq (00:26:10) Pre-Deployment Training at Fort Hood -At Fort Hood had to qualify in several areas to be able to be deployed to Iraq -Pass medical exams to make sure you were healthy enough to be deployed -Had to qualify with weapons -Had to complete language and cultural competency courses -Received more land navigation training -Received convoy security training -He was part of the largest deployment in Michigan’s history -The primary mission they were training for was to provide convoy security -About one month before being deployed Charlie Company’s orders were changed -Their new task was to be part of a Personal Security Detail (PSD) in Ramadi -It was a shock to all of a sudden be shifted into operating solely out of Iraq -Originally thought that they would be spending a decent amount of time in Kuwait -He learned enough Arabic to help keep himself out of trouble with the locals -Basic commands and basic greetings -He picked up the language fairly quickly -Led to him primarily being placed at checkpoints -Most face to face time with locals and requiring high language competency -The cultural competency training focused on introducing soldiers to Arabic culture -Common cultural practices -How they eat, and just how they live -Learned certain customs -Point with the whole hand, not just one finger -Thumbs up is basically equivalent to “the finger” (00:31:44) In Kuwait -The best training that he felt he received was while he was in Kuwait -Stayed in Kuwait for about two weeks -Received live fire combat training -Running “shoot houses” �-Clearing a house in a mock drill with live ammunition -Move and shoot training -Remembers that Kuwait was miserably hot -Part of being in Kuwait was getting adjusted to the Middle Eastern weather (00:34:15) Getting Established in Iraq -Went to TQ from Kuwait and late at night got picked up by Marines -Given only one magazine of ammunition for the trip -Travelled in flatbed trucks without substantial armor to Ramadi -He was so exhausted that he wasn’t concerned about being attacked -Wound up sleeping on the ride there -When he and the rest of Charlie Company arrived Ramadi was in the middle of a sandstorm -A sandstorm that would wind up lasting eleven days -They had to find a place to sleep since arrangements hadn’t been made for them -The Marines didn’t even know that they were coming -C Company found a bombed out Iraqi barracks and got established there -They had to scavenge cots just to sleep on, as well as other material (00:39:09) Duties in Iraq -For the first month they were all assigned to watchtower duty -Had to stand guard for about ten to twelve hours -After the first month started working with the Marines on the Personal Security Detail -Going into Ramadi to escort key personnel -NATO officials, businessmen, electricians, educators, etc. -During PSD missions got to see the university and various business schools -Provided security during transport of personnel and during their meetings -Aside from doing PSD work they would also go on patrols in the city (00:41:29) Ramadi, Iraq -By the time he arrived in 2008 Ramadi had quieted down -The city was a “complete dump” -Ravaged by war -Saw buildings riddled with bullet holes or half destroyed by bombs -Poverty was rampant -There were Coalition and Iraqi forces patrolling almost the entire city (00:42:33) Conditions in Iraq -Conducted PSD missions for the next eight months of his tour to Iraq -It was a pretty calm deployment to Iraq -Didn’t get into an active firefight and didn’t have to kill anyone -Felt strange to be an infantryman, conditioned to fight, and then not have to fight -Initially wanted to see some action -Halfway through his deployment his attitude changed -His roommate was in a convoy that suffered an IED attack -Initially didn’t know if his friend was dead, alive, or alive and wounded -It wasn’t because he was afraid to fight, but realized that it was serious (00:46:56) Interactions with Iraqis -Most of the interactions with Iraqi civilians were positive -Remembers one Iraqi businesswoman who was incredibly grateful that the U.S. had come -Ramadi’s mayor was corrupt and wound up embezzling $120,000 donated to the city �-Only one example of corruption at the highest level in Iraq -The Iraqi officials loved the U.S. because it meant they could get quick, easy money -Iraqi women were the most appreciative because of the new opportunities given to them -The overall consensus was that Iraq was better, but there was still a lot of corruption -There were more opportunities for the youth and for the women of the country -Saw that it was actually quite a peaceful country aside from the fighting -There was not as much animosity from the Iraqis as there was from the Afghans -An example of how calm the deployment was and how peaceful Ramadi was: -There were only a few IED attacks in the city that didn’t cause too much damage (00:50:43) Downtime and Contact with Family -He never had a cellphone while he was in Iraq -Mostly relied on email as his primary source of communication with home -There was a computer building with ten computers and three phones for the soldiers -He learned that his dog died while he was in Iraq -Only time that he remembers crying while in Iraq -He learned not to create communication habits -For example: he would only call, or email once a week, or every other week -He didn’t want his family used to hearing from him everyday -Because if he got too busy and didn’t one day then they would worry -He did write a letter every day and received mail every day -There was a huge gym on base -There was a small market on base -Iraqis could sell their wares; you could buy Green Bean Coffee, and smoothies -There were two mess halls on base -One was nicer than the other -The base had a 5.4 mile perimeter and there was a berm in the middle of the base -You could go up on the berm and overlook the city when the sandstorms stopped -At night you could go out and see more stars than you ever had in your entire life -There was a small church on the base for the soldiers -There was a small PX (general store) for tobacco, energy drinks, and sugary snacks (00:55:20) Coming Home from the Iraq Deployment -He got back to the United States on December 23, 2008 -They flew in to Fort Hood and stayed there for five days of processing -Medical processing and getting readjusted to American society -They had already done a lot of social readjusting while in Iraq -He didn’t quite understand the profound effect a deployment could have -Learned that your life had been paused while everyone else’s continued -He took the winter and summer semesters of college off -Went back to college for the fall 2009 and winter 2010 semesters (00:59:27) Transfer to the Military Police (MP) -Transferred to the 144th Military Police Company in April 2009 -In 2010 went to Military Police School -After that went to a leadership school -The decision to transfer to the Military Police came as a result of a fight in Iraq -He had a fight with a platoon sergeant in Iraq which ruined his chance of promotion -His girlfriend at the time was also in that MP unit which influenced his decision �-Went to Fort Custer, Michigan for four weeks of MP School -Consisted of learning how to properly fill out paperwork -Infantry skills that he already knew from his time in Iraq -MPs were starting to also be used in infantry roles in Iraq and Afghanistan -It was strange to go from an all-male unit, to a unit that also had women in it -The training was nothing new for him -He also didn’t have to go through basic training again because of transferring (01:03:50) Problems Adjusting to Civilian Life -The major issues came after his deployment to Afghanistan -After coming back from Iraq he didn’t have a lot of direction in life -Had to get a job and go back to school, but from there didn’t know where to go (01:05:02) Deployment to Afghanistan -He joined the Military Police and was originally assigned to the 144th MP Company -He decided to take a promotion that was offered in the 1775th MP Company -The promotion also came with a deployment to Afghanistan -Decided to take the deployment -He wasn’t ready at the time to take on the full responsibilities of adulthood th -The 1775 received its warning orders and then its official deployment orders -The 1775th was basically a collection of Military Police from all over Michigan -Also had a lot of soldiers with combat experience, especially in his platoon -His platoon sergeant and all the squad leaders had been deployed -Left on January 27, 2011 -Prior to leaving went to Camp Grayling, Michigan for a couple weeks of training -Left out of Pontiac, Michigan -Flew from Detroit, Michigan to Fort Bliss, Texas -Stayed at Fort Bliss for about one month going through deployment training -Took new language and culture courses for Afghanistan -Different languages and culture in Afghanistan -Much stricter culture to work with in Afghanistan -Flew from Fort Bliss to Kandahar Air Field, Afghanistan (KAF) -While at KAF there was a mission change for the 1775th -Most of the company would be sent to a nearby combat outpost -His squad was selected for Personal Security Detail for the company commander -Took a convoy to Combat Outpost Sheridan after landing at Kandahar -Just as they got into KAF there was a rocket attack on the airfield -For the first month in Afghanistan carried out PSD missions for the company commander (01:12:10) Leave in Afghanistan -After being in country for only one month he was able to go home for leave -He was the first to go home for leave because he was the senior enlisted soldier -He knew how to handle a deployment unlike the new soldiers -He went home for about fifteen days and visited his family and girlfriend -After returning to duty realized he had nine months of nothing but deployment (01:12:55) Duties in Afghanistan -During the first month in Afghanistan he didn’t do much -Went into the city with the unit that his unit was replacing -The unit they were replacing had been involved in the Abu Ghraib Incident �-Got to know the area and got introduced to the Afghan National Police in the area -As soon as he returned to Afghanistan from his leave the mission was changed -His unit would link up with a Canadian Special Forces unit -Train with them for a couple weeks -Then be placed in charge of a Provincial Response Company -Basically like an Afghan SWAT team -First time that non-special force troops were going to do this -His unit was moved to Combat Outpost (COP) Graceland -A Canadian base -It was a great base to be stationed at -Used to be one of the bases for the Taliban’s head leader -They had a “shoot house” to train in -While at COP Graceland they were introduced to the Afghan National Police in the area -Conducted a few police raids with them -Stayed at COP Graceland for a couple weeks before being transferred again -From COP Graceland moved to Forward Operating Base (FOB) Walden -They were assigned a base, within the base -FOB Walden was roughly the same size as the base at Ramadi -There were Afghan forces stationed at FOB Walden as well -His unit didn’t have to abide by the same rules as regular soldiers -This was because of their affiliation with the Special Forces -It was a more relaxed atmosphere at their base within a base -There were times where he would have to get up at 3 AM to go on a raid -Within fifteen minutes everyone was ready to go -Conducted bilateral missions with the Afghan forces (01:19:09) Conducting Raids -A raid’s purpose was to aid the Afghan National Police if they got overwhelmed -Raids also consisted of stopping and searching convoys -Mostly focused on searching houses -Most of the Afghan police were totally inept at the beginning -After they trained the police they were at least somewhat competent -Raids usually began before dawn and then they would go to the target -Most of the intelligence they received for a raid was done by informants in the area -During a raid a few teams would guard the house while one team would go into the house -Both Afghan and American forces would enter the house to do the search or arrest -Most of the time it would have been better to have just had U.S. troops do the raid -Afghan police were more of a hindrance than a help -Conducted raids for nine of the ten months that he was in Afghanistan -During Ramadan NATO high command ordered a large amount of raids -Terrible for the Afghans because it interrupted their holy holiday (01:23:30) Dealing with the Taliban and the Afghans -The main enemy during his deployment was the Taliban -There was a Taliban leader near one of their Military Police substations -They were not allowed to arrest him because he was friends with the local police chief -There was a lot of corruption, a lot of laziness, and a lot of hatred for Americans -While in Afghanistan learned that there were simply not the logistics for creating a democracy �-Too many tribes that were too separated that had too much bad history with each other (01:24:38) Training the Afghan National Police -The majority of what they did with the Afghan National Police was training them -He helped create the training manual that outlined the four week training course -There was a cycle: -Four weeks of training the Afghans -Four weeks of being on standby with the Afghans (yellow stage) -Four weeks of being ready to go on missions with the Afghans (green stage) -Afghans were allowed to go home during the yellow stage, but then they wouldn’t come back -There was a mix of police from the Kandahar area as well as men from outside Kandahar -They tried to organize the squads so that tribesmen would be kept together -There were multiple languages spoken, just in Kandahar, which created barriers -Tribes also didn’t get along with each other which created problems (01:28:40) Threats in Afghanistan -2011 had the second highest kill rate for NATO forces in Afghanistan -Highest percent of those killed were in the Kandahar Province -It was very common for the internet to go down during a “blackout” -Basically the military preventing soldiers from reading about a dead soldier -The raids were inherently dangerous -Involved searching the house of, or arresting, a known terrorist suspect -Improvised explosive devices (IEDs) were a major threat -There were organized attacks that would happen in the city -Suicide bombers -The Sarposa Prison Escape of 2011 -485 prisoners escaped during one night -These prisoners just also happened to be high level terrorists -Fortunately the 1775th never sustained any losses during that deployment -The units that took losses were the ones in more populated areas, like the city -Began to have to deal with “friendly” Afghan forces killing American forces (01:32:18) Living Conditions in Afghanistan -The living conditions that his unit had were good -He was able to have his own room -They had access to electricity and the internet -While other soldiers had to live in tents they were able to have individual rooms -He had better access to the internet -He was able to call his girlfriend and family via Skype -He had his own cellphone -Made for easier communication with his soldiers in Afghanistan -Totally impractical for calling home though -It was expensive to make calls out of Afghanistan and it was terrible service (01:34:47) Impact of Afghanistan Deployment -When he got into the National Guard he wanted to make it his career -During the deployment to Afghanistan learned more about the military and the war in general -This caused him to change his mind and wanting to get out of the National Guard -Once Afghanistan was over he wanted to get out and figure out the rest of his life �(01:35:58) Coming Home -On February 3, 2012 he was back in the United States -The process of the end of the deployment began in early January 2012 -Regrouped with the rest of the 1775th at Combat Outpost Sheridan -Went as a group to Kandahar Air Field -Flew from Kandahar to Manas, Kyrgyzstan to Rammstein, Germany to Bangor, Maine -Spent three days in Manas -Finally landed at Camp Atterbury, Indiana -From Camp Atterbury they were bused up to Pontiac, Michigan -Spent six days going through the readjustment process -Now included being shown what resources were available to them -Getting registered for the Veterans’ Administration Healthcare -He rode from Pontiac to Grand Rapids, Michigan with his brother -He stayed at his cousin’s house for a week by himself while his cousin was in South Africa -Felt good to be able to just be alone and by himself for a week -In May 2012 his six year commitment to the National Guard ended and he did not reenlist (01:39:14) Life after the War -His transition back to civilian life was more difficult because his military career was over -He had to make plans for a future that did not involve the National Guard -He had some stress issues to deal with after the deployment to Afghanistan -He was able to address those issues and deal with them -His girlfriend and cousin played a large part in helping to deal with that -There was a lot of stress in deciding what direction his civilian life would take -He had a lot of experience, but not experience that would apply in the civilian world -He went back to college at Grand Valley State University (GVSU) -Received his bachelor’s degree in communication in 2013 -After that began working on his master’s degree in August 2013 -Public Administration with an emphasis on Public Management -Expects to graduate in 2015 -After returning home he got involved with helping a number of local veterans’ groups -Groups active in Kent County, Student Veterans of America at GVSU -He has totally immersed himself in the world of helping veterans -He wants a large focus of his future to be on helping veterans -Believes that more needs to be done to help American veterans � 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_SwitzerS1699V Title A name given to the resource Switzer, Simeon (Interview outline and video), 2014 Date A point or period of time associated with an event in the lifecycle of the resource 2014-09-25 Description An account of the resource Simeon Switzer is a veteran of both the Iraq War and the War in Afghanistan. He was born in 1985 in Bogota, Colombia and was adopted by a Michigan family in1987. He grew up with his adoptive family in Jenison, Michigan then Grandville, Michigan. After college, he enlisted in the Michigan National Guard in early summer 2006 and was assigned to Charlie Company 1st of the 125th Infantry Regiment Michigan National Guard, and deployed with them to Iraq in early 2008. His unit carried out Personal Security Detail missions escorting NATO officials, electricians, businessmen, educators, and other high profile personnel through the city of Ramadi, Iraq. After his return, he transferred to the 144th Military Police Company, and then to the 1775th Military Police Company. He deployed with them to Afghanistan in January, 2011. During the first month he and his squad carried out Personal Security Detail missions in Kandahar, Afghanistan and then were transferred to Combat Outpost Graceland to work with the Canadian Special Forces on learning how to train the Afghan National Police. From there they were transferred to Forward Operating Base Walden where they helped carry out raids with and train the Afghan national Police until the end of the deployment in early January 2012. Creator An entity primarily responsible for making the resource Switzer, Simeon Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) WKTV (Wyoming, Mich.) Subject The topic of the resource Iraq War, 2003-2011--Personal narratives, American Afghan War, 2001--Personal narratives, American United States. National Guard Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans< Language A language of the resource eng Type The nature or genre of the resource Text Moving Image 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/3947cae01d533f77fed717a6cc21ef69.jpg ac86a38cd2c53b506a76fe0726920fc9 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_LS00197 Date A point or period of time associated with an event in the lifecycle of the resource circa 1930 Title A name given to the resource Symphysis of chin Description An account of the resource Black and white lantern slide depicting the symphysis of chin bones from various specimens, including Chou Kou Tien, a Neolithic Chinese child, a modern human, and a chimpanzee. Subject The topic of the resource Lantern slides Archaeology Anthropology 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/ca144e8a1295dc872e54664c250bfbb3.pdf 2989e3bc9618825489a5920adbd5e99b 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 Temple B'nai Israel Collection Creator An entity primarily responsible for making the resource Temple B'nai Israel (Muskegon, Mich.) Description An account of the resource Collection of photographs, scrapbooks, programs, minutes, and other records of the Temple B'nai Israel in Muskegon, Michigan. The collection was created as part of the L'dor V'dor project directed by Dr. Marilyn Preston, and was supported by grants from the Kutsche Office of Local History and Michigan Humanities Council. Original materials were digitized by the University Libraries and returned to the synagogue. Source A related resource from which the described resource is derived Digital objects were contributed by Temple B'nai Israel as part of the L'dor V'dor project. Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues Women--Societies and clubs Minutes (Records) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Preston, Marilyn Grand Valley State University. Special Collections and University Archives Relation A related resource L'dor V'dor (project) Identifier An unambiguous reference to the resource within a given context DC-08 Format The file format, physical medium, or dimensions of the resource Image Text Type The nature or genre of the resource image/jpeg application/pdf Language A language of the resource eng Date A point or period of time associated with an event in the lifecycle of the resource Circa 1920s-2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-08_Temple-Scrapbook_1988 Creator An entity primarily responsible for making the resource B'nai Israel Temple Date A point or period of time associated with an event in the lifecycle of the resource 1988/2004 Title A name given to the resource Synagogue Scrapbook Description An account of the resource Scrapbook of photographs and memorabilia of celebrations from 1988 to 2004. Subject The topic of the resource Jews--United States Muskegon (Mich.) Scrapbooks Synagogues as community centers Source A related resource from which the described resource is derived Digital file contributed by the B'nai Israel Temple as part of the L'dor V'dor project. Relation A related resource L'dor V'dor (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource application/pdf 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/3cf9a2a9105125f2fdd7c0224bf31a98.jpg 32098f4a37f0f5ebbcab7473a49a815e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1980s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000991 Title A name given to the resource Synchronized swimmers Description An account of the resource Synchronized swimmers. Subject The topic of the resource Students Events Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives color photo https://digitalcollections.library.gvsu.edu/files/original/7eada0c963f1def89f113073ba2fbdfa.jpg acc83c15013c16f5f73576673ba669f8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1970s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000786 Title A name given to the resource Syncronized swimming class Description An account of the resource Syncronized swimming class. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Students Education Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/f539abe9376fe9b9795d503d2363865d.mp4 7ef93bf11f9c29a76bc76bb57b4bbac2 https://digitalcollections.library.gvsu.edu/files/original/d81938f2bce4e703df71d3f77492a0b0.pdf 7c71adfdf392e28e336de1132296cba1 PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: World War II Interviewee: Adrian Sytsma Length of Interview: 00:53:05 Background:  Born in 1923 at home, delivered by his grandmother.  His father would move the family to a nice neighborhood, where they would live until he entered the service.  He father was a cement finisher. He worked for a contractor, building homes in the 1920’s. (00:55)  Eventually, he would be out of a job as construction was not around much anymore.  He ended up working for Thomas Dairy. 3 of his uncles had started it in 1910. His father worked there until he retired.  He attended Baxter Christian School, only a couple of blocks from his house. (1:40)  After that, his father told him that he had to attend a Christian high school, so he went to Grand Rapids Christian for one year.  After that he would attend Tech High School. His two brother-in-laws would come together against his father to make him understand that there he would learn the trade.  He wanted to become a die maker, so his father let him go.  Half a day was spent at regular classes, and the other was spent in the shop.  In 1941, when the news of Pearl Harbor came, he was at church. When he got out to his car, he had heard on the radio what had happened. He was shocked. (2:50)  Other than that, he did not pay much attention to the war in Europe.  At the time he was working as a die maker apprentice, so he was hoping to get a deferment.  Unfortunately, he did not have enough time in as an apprentice, so he had to give it up.  Also at the time, he was dating a gal, and things were pretty serious, so he did not enlist, but instead just waited to be drafted.  He would receive his draft notice in the fall of 1942, get his physical, and he was inducted in 1943. (4:25)  He was inducted at Fort Custer, Michigan.  After he had received all of his shots, he would take a train down to St. Petersburg, Florida, where he would take his basic training. Training (5:00)   That base was specifically used for the Army Air Corps training. His tests would offer him a position in machinist school, which he chose because it went along with the work he had hoped to be doing through his life. �                      The difference between mechanics school and machinist school is that in the second you just learn how to operate machines, while mechanics school repaired the engines in the planes. It was rough. The discipline there was brutal. He though that criminals on the streets should be put through basic, just to learn discipline. (7:10) They had physical training every day for an hour. They would also have to get up during the night to march or run. Although he was in Florida in January, he says the days were really warm, and the nights were cold. When he left Fort Custer, he and the others left in wool clothes. For the five days on the train, none of them were allowed to shower or change. So when they got there they were all hot and stinky. Although some people have a hard time adjusting, he just kept his head down and did what he was told. Most of them were from the Detroit area, though he knew 3 or 4 from the Grand Rapids area. Basic training would last 6 weeks. After that he would be sent off to take more tests, where they found his mechanical skills were quite well. He would be sent to Amarillo, Texas, to learn the operation of B-17’s. (10:10) It was mostly trying to get familiar with the operation of the airplane. There were also regular classes, where they had a textbook on the B-17’s and the instructors were civilians. He would be there for about two and a half months. When he got there, he felt a lot freer than when he was in basic. At night, after classes, he and some buddies would get passes to go into Amarillo. They all had curfew at 11pm. It was not so exciting there. He and his girlfriend loved to roller skate, but the rink there was not very good. Once he was finished with his time there, he graduated, but did not receive a diploma, along with some of the other men there. Eventually, they would learn that they were being sent on special orders to a school in Seattle, Washington, to learn about the B-29 school there. (12:30) He was there about 6 months. When he got there, they had a model they studied. During his time there, he saw a B-29 once. It was a monster, much bigger than the B-17. The instructor said that the main learning part of their time there would be working by experience, not out of a book. After his time there, he went to radio operator school for 3 weeks in Denver, Colorado. (14:30) After that, he had furlough, and went home for a week. When he got back, he was sent to Clovis, New Mexico. It was a distribution center for the armed forces. He spent about 6 weeks there. He was then sent to Sioux City, Iowa with other men. There, each of them would take 8hr. shifts on duty, to be on duty 24 hours a day. (15:00) �                      They did that for about 2 weeks, but then the colonel that he served under told them that he had to let them go. He had wanted them to be there in case a B-29 landed, that way there would be someone there who was familiar with the plane. From there he was sent to Salina, Kansas. There he would work with soldiers from the Pacific working on B-24’s. It was there that he really learned the operation of an airplane. (16:20) Seattle was by far a more interesting place than Amarillo. It was where the B-29 was being produced. There was a nice big roller rink, where he would go skating and he found a nice church to go to while he was there. He wrote to his girlfriend every day. Going back to Kansas, as far as he is concerned, any hands on experience was better than book experience. He felt that the instructors in Washington did not know much more than they did about the planes. But here they actually got to work on the planes. The guys that he worked with knew what they were doing, as that was their job. So they taught him everything he knows about mechanical work on airplanes. After that training experience, he went to McCook, Nebraska. (19:25) There he would observe other soldiers during flight training. Some of them had to fly as far as Jamaica and back. All had to have some sort of practice flying over water. He was assigned to one plane, and he and the crew were in charge of taking care of that plane, mostly making repairs. While he was there, one big thing he had to deal with was the low oil pressure in the plane. You could not fix that, but instead had to rebuild the whole engine. He also remembers one night the radio mechanics had ran a jeep into the propeller of a plane engine. No one was hurt, but it was a real sad incident and they jeep was busted up pretty good. He would finish up there around the end of 1945. (22:00) He and a buddy got a Class A pass and took a train to Chicago, and took another train to Grand Rapids. He got home Saturday afternoon, and they had to leave Monday morning. They ended up being late, but there did not seem to be any repercussions. They did that about once a month. For the few weeks while he was in radio school, he did not learn anything. He hated it there, so he was happy to leave. During his many travels to different bases across America, he had paid much more attention to the war. He did not think that it would be over before it was his turn to serve. He was really surprised when rumors started floating around in August that the US had dropped a bomb on Japan that essentially took care of the war. He heard about that while he was in Guam. (25:50) He had left for Guam in April, 1945. He had been assigned to a plane to maintain, and from that day on, it was their responsibility to take care of it. One of the planes there had a gunner station, for someone to get into and shoot. Most of them though were quite advanced and had what they called scanners, which was a machine where you pushed a button and it fired the gun. (27:10) �      He would get on a train from McCook that took him to Wichita, Kansas. There he got a new B-29, as they were manufactured there as well. From there they flew to Guam. Some of the other ground personnel would have to go by boat. There were six guys who actually flew over there. He had flown before that, getting some experience in before being sent over. They flew from Kansas to San Pedro, California. They stayed there Saturday night and Sunday. At midnight, they left for Hawaii. Some of them slept on the plane. They stayed in Hawaii for a day and left at 8am the next morning, headed for Kwajalein. It was an island just for refueling planes. It had a runway a mile long in it; just enough room for a B-29. They stayed the night there and the next morning they headed for Guam Guam (31:25)                 When they landed, the people there had just finished resurfacing the runway. It was really nice. It was just a thick jungle between the taxi strip and the barracks. They had cleared a path through the jungle so they could get to the barracks. He was part of the 331st Bomb Group, 357th Bomb Squadron. Within the squadron, there were 9 aircraft. At the time, there were still some Japanese soldiers hiding on the island, living in caves. (34:00) He had an experience there one time, where he was headed to the chow hall when they saw a couple of guys dressed in American uniform, but they looked like Japanese. He guesses that someone had said something because it wasn’t long before soldiers were there picking these two guys up. Every Sunday, 2 or 3 of the guys would go to the south side of the island, to a small city, to attend church there. That was a good day for them, even though they had to put time in that day as well. There was another guy who went there as well, who would bring them down in his jeep and bring them back when church was done. They had good food, and a big mess hall. The cooks there were good and they did a fine job of keeping them well fed. Every once a month, there would be a dance in the mess hall. It would be at this time that girls from the local villages could mingle with the soldiers. They also had movies available for the soldiers. The planes were flying pretty regularly. (37:10) He knew what was going on, and pilots always kept a log book. Planes always took off at 5 PM, and have a Navy plane check to see that all the planes got up well and would land again. Each afternoon, the planes would be lined up, bumper to bumper, to get ready to take off. There were about 27 of them. They would be gone until 7 the next morning. In case of emergency, they would land in places like Okinawa or Iwo Jima. �                     One of the tactics that they used against the anti-aircraft was to sling tinfoil out of the aircraft. They never lost a single plane. He was there at the time when the war ended. (40:00) It was sometime in August when rumors started floating around that the US had dropped a bomb on Japan. When all of the planes were getting ready to go, the commander came out and waved his arms to cut the engines. They waited and waited, but nothing happened. So they all come to the conclusion that the bomb had effectively ended the war. But 20 minutes later, they had to start their engines and to continue on their mission for the night. He remembered hearing that the war was over. It was wonderful news, but they kept flying. They did this in order to get the number of hours needed in order to get their flight pay. (41:40) They would take old parachutes and make a rack with chutes that held things like candy, food and other supplies and drop it in Japan. Even though the end of the war was in August, he would remain in Guam until March. He would maintain planes, because they still flew them to get their pay. Each plane had to have an inspection. So, instead of keeping the planes landed for 3 or 4 days at a time, what they would do is work on engine 1 the first night, and the plane would fly the next day; work on engine 2 the next night, and the plane would fly the next day, etc. until all four engines were finished. (44:10) Working on these engines was really difficult. You hardly had any knuckles left. During this time, people had started going home. With the point system they had, the more points you had, the earlier you could go home. Because he was relatively new, he was one of the last ones to go home. (46:30) They flew a lot of the planes back, but some of the equipment was left behind. While they had served there, the US would keep sending them extra planes to replace the ones that they had, but they didn’t need them because theirs had never gotten that badly damaged. So there were a lot of extra planes there. He had maybe a week’s notice before he knew he was going home. He was eventually sent to Saipan and from there, he would take a transport ship back to the US. It was packed. (48:40) It was his first ship that he was on. It was not a pleasant trip. There were too many guys on there. The compartments were very small and there was not a lot of room between the men and their personal belongings. No one liked it. There were a couple of days when the ship was rocking back and forth. Sharks would follow the ship home, eating the garbage that was dumped by the crew. The trip took two weeks. He landed in California. Post Duty (50:25)   When he got to California, he did not stay there very long. He would be discharge in Chanute Field, near Chicago. He got home in April 1946. �   He loved working outdoors, so he went to the airport in Grand Rapids and he had inquired about a job. But they had no openings. They offered a position in Denver, but he did not want to leave, he had just been gone for the past 3 years. So he went back to Keeler Brass and worked there for 46 years. He worked as a die maker. Looking back at his time in the military, he felt he learned was that he had a lot to be thankful for. � 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 SytsmaA0808V Title A name given to the resource Sytsma, Adrian (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Sytsma, Adrian Description An account of the resource Adrian Sytsma grew up in Grand Rapids, Michigan, and was drafted into the Army in 1943. Because he already had some technical training and work experience, he was assigned to the Army Air Corps to be a mechanic. After initially training on B-17s, he eventually was retrained for B-29s, and finally sent to Guam in April, 1945. He serviced aircraft conducting missions to Okinawa and Japan in the last months of the war, and remained on Guam until March, 1946. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings United States. Army Air Corps World War, 1939-1945--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 2010-11-09 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/fa882bcdc67841f3bf4ee1bcc01febda.jpg ca07c9d79315aba88a73e86a5a58b538 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_P129-0017a 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 1975-05-16 Title A name given to the resource Syttende Mai Festival, Chicago, Illinois Description An account of the resource Black and white photograph of a performance by the Syttende Mai Festival men's choir in Chicago, Illinois. Scanned from the negative. Subject The topic of the resource Choirs (Music)--Illinois--Chicago Norwegian heritage Norwegian Americans--Illinois--Chicago Festivals--Illinois--Chicago Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/0bf1e9a3a906a02631999ac9eadc9df2.jpg 6bb82b89d39875d485a9bc52894dc254 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_P129-0038a 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 1975-05-16 Title A name given to the resource Syttende Mai Festival, Chicago, Illinois Description An account of the resource Black and white photograph of a performance by the Syttende Mai Festival girls' choir in Chicago, Illinois. Scanned from the negative. Subject The topic of the resource Choirs (Music)--Illinois--Chicago Norwegian heritage Norwegian Americans--Illinois--Chicago Festivals--Illinois--Chicago Black-and-white photography Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1970s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9ae2f7b76682972898fffdcb55e42cc4.m4v 772eea0b50aa58a23df24bf0b5d40914 https://digitalcollections.library.gvsu.edu/files/original/6707f37dcee7f832d7a3a306ae60fc8e.pdf 5b68945a040ec325567d43eb696e4315 PDF Text Text Grand Valley State University Veterans' History Project Clarence Szejbach Vietnam War 22 minutes 51 seconds (00:00:34) Early Life -Born in Traverse City, Michigan on September 19, 1948 -Had two older sisters -Father owned a meat market -Worked for his father and learned the family business (00:01:33) Getting Drafted -Father tried to keep him from getting drafted -Excited to get drafted -19 years old and had no fear -Saw it as an adventure -Not much going on in Elk Rapids, Michigan -Place where he grew up (near Traverse City) -Saw it as a chance to see the country (00:02:34) Training -Basic training was difficult, but he quickly adapted to it -He wasn't out of shape, but found the physical training a little difficult -Had to get up earlier than he normally did -A lot of discipline and a lack of freedom (00:03:29) Service with the 25th Infantry Division -Assigned to the 2nd Battalion of the 22nd Infantry Regiment of the 25th Infantry Division -Operated in Tay Ninh Province with the division headquarters located in Cu Chi -Rice paddies and jungle -Served as an infantryman -Spent his first month as a rifleman going on patrols -Started carrying the radio for the platoon sergeant -Went on to serving as the radio operator for the platoon leader -Went on to serving as the radio telephone operator for the company commander -Enjoyed that duty, but it was dangerous (00:04:53) Losing His Right Hand -His unit was stationed at Fire Support Base (FSB) Crook near the Cambodian border -Guarding the area while the engineers built up the base -For about one month they conducted missions in the area around the base -High Viet Cong activity -On the night of June 5, 1969 the Viet Cong launched a human wave attack against the base -Note: Wave after wave of soldiers charging the position regardless of casualties taken -The American forces held off the enemy attack through the night -On the morning of June 6 they went out to see how much damage the attack caused -How many Viet Cong had been killed and how much damage the perimeter sustained -One militant had stayed behind to mount a suicide attack against patrols -The militant threw a few grenades at the patrol and opened fire with a rifle -Clarence picked up a live grenade and threw it away -Saved his unit, but lost his right hand in the process �(00:07:12) Recovery & End of Service -The grenade's explosion cost him his right hand and severed a major artery -Had to undergo vascular surgery in Vietnam -Couldn't travel on a pressurized aircraft until he fully healed -Took a small aircraft to Japan for further recovery -Stayed there for about 45 days to heal from his vascular wound -He was healed and mobile by time he got back to the United States -Given 30 days of leave to visit his family -Took 11 months to be discharged from the Army -Sent to Valley Forge Hospital, Pennsylvania for further recovery -Spent a few days in the hospital, then went home for 30 days, then returned to the hospital -Given a temporary prosthetic arm, discharged from the Army, and sent home (00:09:33) Coming Home -Experienced no negativity coming home -Probably would've experienced more antiwar sentiments in a larger city (00�:10:05) Medals -Received the Distinguished Service Cross for his heroism in Vietnam -Record problems stopped him from getting his medals -Name was misspelled and they had the wrong Social Security number -In 2012 a Veterans' Affairs representative reviewed his records -Discovered Clarence was owed a Purple Heart for his wounds sustained in Vietnam -Insisted that he get that changed -Led to him getting seven medals that he deserved -Including the Bronze Star and the Distinguished Service Cross (00�:12:15) Contact with Enemy Forces -In contact with enemy forces in Vietnam quite a bit -Flew a lot of “Eagle Flights” -Eagle Flight: Large air assault of helicopters -Went into a landing zone and searched the area for enemy troops -Didn't know if the landing zone would be taking fire, or not -Always on edge -Felt the United States was doing a good thing in Vietnam (00:13:27) Friendships Pt. 1 -Made some friends while he was in Vietnam -Soldiers in Vietnam normally did a one year tour -Usually didn't serve with the men you trained with -There was a constant rotation of soldiers out of Vietnam either from wounds or ending tour -Has four or five friends from Vietnam that he is still in contact with -Has since made contact with old comrades from his company -Was closer with the men that served in the command post -Some of the men he served with have since died (00:15:22) Contact with Home -Wrote letters to and received letters from home -He wasn't a big letter writer -Received mail on a daily basis -Wrote home every couple weeks -No telephones to call home with -Limited means of communication in Vietnam �(00:16:00) Life after the War -Busy with raising a family and working when Saigon fell on April 30, 1975 -Had mixed emotions about the fall of South Vietnam and the end of the war -Felt the war had been fought with “hands tied” -Restrictions on how the war could be fought and where soldiers could go -Government tried to save face with American people and other countries -After the war and the Army he focused on civilian life -Being a husband and a father to three daughters -Had to learn how to do things with his left hand -Buttoning a shirt with one hand and doing other normal tasks without his right hand -Uses his prosthesis 99% of the time -Feels fortunate to have lost his hand at the wrist -Left the nerve intact allowing him to use the hooks like two fingers -Also has an iLIMB Hand (a bionic hand) (00:19:18) Friendships Pt. 2 & Other Vietnam Veterans -Still in contact with three men that he served with in Vietnam -One of the men lives in Texas and they see each other once a year -Two of the men go to the 2nd Battalion of the 22nd Infantry Regiment Annual Reunion -Hasn't attended a reunion yet because he's been busy -Plans on attending one in the future -Hasn't sought out other Vietnam War veterans to talk with, but isn't against talking to other veterans (00:21:02) Reflections on Service -Doesn't feel his time in the Army or in the war affected him that much -Has lived a normal life -Disability hasn't stopped him -Army taught him that he can overcome most things -Taught him discipline and how to take orders -Also taught him that he enjoys being self-employed � 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_SzejbachC1832V Title A name given to the resource Szejbach, Clarence L (Interview outline and video), 2015 Date A point or period of time associated with an event in the lifecycle of the resource 2015-05-16 Description An account of the resource Clarence Szejbach was born in Traverse City, Michigan on September 19, 1948. When he was 19 years old he was drafted into the Army. He was deployed to Vietnam and served in the 2nd Battalion of the 22nd Infantry Regiment of the 25th Infantry Division. He spent his first month as a rifleman, but served as a radio operator for the platoon sergeant, the platoon leader, and the company commander. He served in Tay Ninh Province. His unit served at Fire Support Base Crook on the Cambodian border, and on June 5, 1969 the Viet Cong launched a massive attack on the base. The next day a Viet Cong militant tried to ambush the patrol with grenades. Clarence threw a grenade back saving his unit, but cost him his right hand. For his heroic action he was eventually awarded the Distinguished Service Cross. He returned to the United States and recovered at home and at Valley Forge Hospital, Pennsylvania before being discharged from the Army. Creator An entity primarily responsible for making the resource Szejbach, Clarence L. Contributor An entity responsible for making contributions to the resource Tufer, Grace (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Type The nature or genre of the resource Moving Image Text Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Relation A related resource Veterans History Project (U.S.) Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Language A language of the resource eng Format The file format, physical medium, or dimensions of the resource video/x-m4v application/pdf https://digitalcollections.library.gvsu.edu/files/original/cadbbfdaa0b5085211299ff4ed6fea63.mp4 ce64105221bb4b6b9e124e9beb47aafb https://digitalcollections.library.gvsu.edu/files/original/4bfabfc570e8614b54c48a56ff550bcd.pdf b329fae4ed0734101ddb246fac5365cc PDF Text Text Grand Valley State University Veterans History Project Oral History Interview Transcript Edmond C. Szudzik Born: October 16, 1918 in Grand Rapids, MI WWII Veteran United States Army, 1941 to 1945 126th Infantry Regiment, 32nd (Red Arrow) Division Transcribed: April 18, 2007 by Joan Raymer We moved to a farm by Wayland, MI., when I was nine years old. I worked on the farm where I milked the cows and raised chickens. 2:02 I was selected one day by my friends to serve. I got a letter one day. Uncle Sam wants you. 2:20 I joined the military because I was selected by my friends and neighbors. We went to Fort Custer where they gave us uniforms and shoes. They said, “man you got wide feet” and I said “yea that’s because I walk behind the plow”. They didn’t know if they had wide enough shoes for me, but they found some. I put them on and they had two five gallon pails of sand there and they said “pick them pails of sand up” and then 2:15 he put my feet in one of these machines with the pictures and they said “well, those fit pretty good”. I was at Fort Custer two weeks or so and the first morning they called us out and they said, “pick up them cigarette butts” and I 2:42 said, “I don’t smoke” and the Sergeant said, “pick em up.” The next day they put me on KP and boy I liked that. I worked in the kitchen and one of the cooks told me to go in the pantry and get that bag of potatoes. There was a 100 Lb. bag of Idaho potatoes and they were beautiful. He told me to peel them and he gave me two pots. 3:18 I asked him how many I should peel and he said “the whole bag”, so I peeled the whole bag and they cooked them for dinner. I liked that because I could go into the pantry and get milk or an apple or an orange. Whatever I wanted to eat. 3:51 I was there two weeks and then I was moved to Camp Livingston LA. Where we had basic training. They put me in the mortar squad and they showed us how to shoot and everything, but we didn’t do any shooting there with live ammunition. They gave me a 45 pistol to carry and 4:24 I was in that mortar squad when we went to Australia and then we went to New Guinea. When we got in the war, I was still in that. It worked real good but we ran out of ammunition and we went on maneuvers and made believe we were fighting, but we didn’t do any shooting. They took us to the rifle range to shoot. They gave us live ammunition and targets there. 5:22 They gave us a nice rifle. I would like to have one, I don’t go deer hunting, but it would be really nice for deer hunting. I think it was a lot better rifle than they got now. All the guys were new to me. Before I went they had a dinner for us in Allegan. Another guy and I sat together and ate together. 5:59 and we went to Kalamazoo together for our physicals. They turned him down because there was something wrong with his back. He was a truck driver and he had his own truck. He had sold his truck and he practically cried when they turned him down. I never saw him after that because I didn’t get his address and where he lived so I 1 �couldn’t write him a letter or anything. 6:32 I met a lot of nice guys and we had a good time there. One nice thing I remember is they used to come around with watermelon and sell them for .50 apiece for a great big watermelon. 7:03 We would buy one, there were five of us in the tent, and we would take it in the tent and take our knives and boy we would eat watermelon. It wasn’t cold, but it tasted good. We didn’t have much other training there. We went from boot camp to Massachusetts. They were going to send us to Asia or someplace. They changed their mind and put us on a train to San Francisco where we got on a boat and we went to Australia. 8:11 We were there for a while and they put us on another boat to New Guinea. There were some Japs in New Guinea already and some Australian solders were already there. 8:49 When we went over there we joined the Australian solders and they helped us a lot. All there was were the Australian solders, us, and the natives. You could tell the natives real easy. They really helped us a lot by carrying ammunition and grub for us. The really helped us. 9:31 There were beautiful coconut groves there. There were groves and trees with beautiful cocoanuts. I ate so much coconut there that I don’t care for it anymore. I ate coconut for breakfast and drank the milk out of the coconuts. We would ask the natives to get us a coconut and they would climb up that tree and they didn’t wear shoes. 10:11 They would go up the tree and knock the Coconuts down. They had big knives like machetes and they would bring it down and skin it for us. They were really good. We got along real good with the Australians and they taught us a lot about fighting. When we first met the enemy, I was next to two Australians and the first night that Ausie said to me 10:55 “I hear something” and I said, “I do too”. It was getting closer and closer so we both fired at the same time. It was darker than the ace of spades and you couldn’t see your hand in front of your face. When daylight came I could touch the bayonet of the Jap. 11:21 We didn’t argue about who hit him and we didn’t go look either. I didn’t anyway. I don’t know if he was hit twice or what. It was in 1941. I think May 16, 1941. [1942] I didn’t throw anything away. A lot of the guys threw everything away when we went to New Guinea, but I kept the pup tent and the mess kit and spoon and fork. We did have a fork now that I think of it. 12:50 The first day we hit them; we went over a little river or creek that was about knee deep. We just got into a banana grove when the Japs started firing. I dug a hole. I was looking for a place where there was an opening in the banana leaves to put our mortar in when the lieutenant came by, his name was Johnson, he said “don’t put it in there when the planes come by they can see you, put it under a banana tree”. 13:39 In training they said to never put it under a tree because if the shell goes up and hits the least little thing it will go off. The lieutenant was going to court-martial me and the guy that was in the hole with me. He was a Corporal and I said “ok I’ll put it under the tree and I’ll show you how.” “You drop it and I’ll leave.” “I’ll write to your wife and tell her what happened to you”. He walked away and didn’t say a word. 14:08 I liked it there, it was warm. Some of the guys got blisters on their feet and they were taking it hard. I was used to warm weather on the farm. Like in the summer time doing the haying and everything. It didn’t bother me and I liked it. It rained everyday in New Guinea in the afternoon. We would take a shower in the rain. 14:56 Some of the guys it bothered. There were ticks that would get on you, get in your skin, and some of 2 �the guys would itch, but I had a little bottle of alcohol that I used. I would take a match and light it and hold it over the tick, then pinch that tick to get it out and rub the alcohol on my legs. I didn’t have any trouble at all. 15:47 I didn’t have much trouble at all. Once when I was walking and looking around, I found a little ripe pineapple growing so I picked it and cut it up. I don’t know how many guys came, but it was good and ripe and it sure tasted good. 16:24 Then we walked a little ways and there were papaya trees, so I picked some of them cut it open and took the seeds out and started eating it. One of the guys said ”boy you could live out in the jungle and live off the jungle.” He said, “how does that taste?” and I said, “do you want a taste?” Boy, I loved those things. 16:48 When we came back we went to Hawaii. I went four times and my wife went five times. We had a daughter and son in law living there. We went to the store one day and I was going to buy some of them papayas and my daughter said “don’t buy any of those, I’ll take you to a place”. There was an old house there and an old guy sitting there. He had a bunch of trees and he sold them 6 for a dollar. My daughter took us up there and I asked him if he had any papayas and he said “yea, I got seven of them for a dollar”. I took all of them. 17:35 They were good, but you couldn’t bring any back. They were inspected, but they were half rotten already by that time. There weren’t too many bananas in the groves in New Guinea. Once in a while we would find some. In that grove where we first hit the Japs, all that was left were the stalks. The leaves were all shattered. Our food was called C rations, but I called them dog biscuits. I broke my teeth on them things. They were harder than a rock. Then we had some canned stuff like hash and cans of meat that I said to the guys that it was horsemeat. 19:00 It was Australian stuff, but we ate it and got along. After we were in the war for I don’t know how many days, we went back to Australia to get replacements because we had lost so many guys. Well there were a couple of guys from Pennsylvania, Irishmen, and one guy Al McNally, he was a sergeant. They put me in a rifle platoon and he was my sergeant. When we went back to New Guinea he opened up a can of hash and said, “boy that’s dull, I wish I had some hot peppers.” I said “I’ll get you some hot peppers”, so I took my rifle and walked a little ways. Those peppers grew wild there and they were hot. 20:19 I tasted one and thought I was going to burn up so I spit it out. I picked a handful and I told him to wash them in his water because I wasn’t going to put them in my water, so he took a handful and rinsed them off, cut them up into his hash, and said “boy now this tastes good.” 20:34 Them things were hot. They were little bitty things. We got along real good with the replacements. Everybody got along real good. 21:18 I wrote a letter to my cousin here in Grand Rapids, he worked for a paper company and I wrote it on Australian toilet paper. It was like the paper we used to use here in Michigan to wrap meat in. We had instant coffee and I would wet my finger and put it on that toilet paper then I wrote the letter on it and said “boy things are rough over here, I tried this before I wrote the letter”. 21:46 I sent it to him and he showed it to everybody in his office. About a week later I got a package from Grand Rapids with toilet paper, writing paper, pens, ink and pencils. They would send packages quite often. Sometimes they would deliver them to the front line where we would open them and divide with the guys if it was something to eat. 22:30 3 �What I remember most is Lt. Johnson took some guys and they went out on patrol and when they came back he came by our hole and he said, “we lost Ray Evans’ and I said, “what happened to him?” and he said ”I don’t know, we lost him.” I think it was two or three days later at night he came back. I don’t know how he got by all the guys without getting shot, but he came to my hole where I was with this other guy, Frank Carlin. 23:47 When we were in Louisiana, we were in the same tent and he snored like the dickens. Even in New Guinea he snored like the dickens. Frank was snoring and I was up watching guard and this Ray Evans came by my hole. I don’t know how he got by the other guys without getting shot, but I had my pistol cocked and I could hear him coming closer and closer and Ray heard Frank snoring and he said “Ed” and I said “Ray.” I raised that pistol and I almost shot him. I cried and I shook. Boy that was a close thing and I would really feel bad if I had hit him. 24:55 I was hit twice. I was hit in the back. I said to this one guy from Kentucky “we better move” and he jumped in one foxhole and I jumped in another one. Then I got hit in the leg with shrapnel and he got hit in the stomach. The medic, Frank Jakubowski, he lives a block away from me now, he was our medic and he dug in my leg with a Boy Scout knife. He said “heck Ed, I can’t find nothing in there” so he put some stuff on there and a band-aid. Frank looked at the guy from Kentucky and started putting some stuff on and Kentucky said “Frank, you don’t have to put nothing on there, I’ll spit some of this tobacco juice on it.” 26:21 They used to send them some tobacco that looked like swamp grass. They would chew on that and spit that juice out. He spit some of that juice on it and it healed and was all right. They had rifle grenades, they would shoot them up in the air and hit a branch and they would explode. 27:01 One day when we were advancing, about a week before the marines came in there and they came by my hole. The Lt., or whoever he was, said ”I’ll show you guys how to get Japs out of here”, so they started yelling like the dickens and woke up the Japs. The Japs in them holes started shooting and the machine guns opened up and I don’t know how many of the marines were killed. 27:45 I don’t think there were any Japs killed. They left and we stayed for about a week or so and they said they were going to make a raid. I had a machine gun and this guy came by me and said ”help me out Ed, guard me.” I said “ok” and he took off, jumped in a hole with a Jap and started fighting with him. I aimed the machine gun to shoot the Jap, but I didn’t fire it because you couldn’t hold it that still. 28:46 If I had an M-1, I could have shot him. Then that Jap machine gun started firing, so I started firing at them and I put a 50 round drum through and then another 20 and then I put another 20 in and I shot about half that one out and the machine gun blistered and quit firing. My buddy was over in the trenches. We had dug trenches then, and he pulled me over and said “Ed, get down, they’re cutting the trees right above your head.” I didn’t even hear them bullets coming by so I moved over where he was and I could see that machine gun. There was a guy in the hole and he was frozen down there. He had a BAR and I had never fired one of them. I said, ” where’s the clip?” and he showed me and said “here’s a clip of armor piercing shells” and I said “put it in there.” So I stood up and I could see that machine gun. 30:16 They were still firing where I was before, so I took one shot at it and I figured if it was anything like our machine gun, I’ll fire right in the center of it. I don’t know what battle they called it. We were just fighting. 4 �I got malaria and I was in the hospital several times. 31:20 I was in New Guinea in the field hospital and in Australia. When I came home on furlough, I got malaria and I was in the hospital at Fort Custer eleven or twelve days. Everybody got it. You had to be pretty sick before you would go to the hospital. They gave us Atabrine tablets to take and a lot of guys it bothered them and they got yellow jaundice from them, they turned yellow. 32:35 They didn’t bother me and I kept taking them. Then they gave us some vitamin pills and I would take one of them. They were in brown bottles and they never stuck together from the heat. I would take one a day of them. One day I wondered what was in them so I bit into one and I spit it out. It tasted like a rotten egg. I thought “Holy Smokes.” 33:27 I couldn’t smell them, but the natives could. There was something about it. When we landed in New Guinea we were on a big boat and they put us on something they called a landing craft and the navy shelled the coastline there and the planes came over and dropped bombs. 34:12 When we hit shore the Japs, they must have got word and left. They were dug in there because they had what was like basements. They had coconut trees cut down and laid on top and all kinds of ground on top, but they were down there, but they were all gone. I looked in one there and there were bags of rice that they left. They couldn’t take the rice with them so the natives they were eating the rice. It was really nice rice too. 35:01 I didn’t take anything, but a lot of guys told me the Japs had a lot of gold teeth and that they were knocking their teeth out and taking the gold. I thought, “gee whiz Akers.” I didn’t take anything, but there rifles were nice and their swords, but I just took care of my gun. We slept in foxholes. A lot of guys said that when they dug a hole the water would come up, but I didn’t have any water in any of the holes I dug. 36:06 We never had water in our hole. We had patience; we just sat there and waited. Even now, I can sit and wait. My wife, she can’t sit and wait like that and I told her she would make a poor soldier. 37:02 The first day, we weren’t in combat an hour when we lost one guy. He joined the army reserve and he was 17 years old when he got killed. The same day, my buddy from not Traverse City, but up north there, he got hit and he came by me. His jacket was torn and he was bleeding like a stuck hog. He said “Z I’ll see you in a month or two”, but he didn’t come back. I seen him after the war, when we got back. He was single when he went in and he was in Grand Rapids to get married. It was a girl from up home. Frank Carlin that I was in the foxhole with, he was best man. We all got along real well. 39:04 I wish all those guys were living and could come to our reunions. Most of them are gone. They always had scouts up front to figure out where the enemy was. Where the guys went I went and we done a lot of praying. We were glad that we survived another day. I was out of army when the war ended. I got a job in one day working at the A&P warehouse. I worked one day and the next day the war ended. They closed up the place and we all went home. The next payday, the guys that 41.16 worked there before got paid for that day, but I didn’t get paid. The superintendent said ”Ed I tried have them pay you for that day, but you haven’t been here very long.” He thought I was going to quit and he felt really bad. I thought he was going to take the money out of his own pocket and give it to me. 42:00 When I went to Wayland, my niece was working in the feed store; the owner came and shook my hand. He said, ”Ed you’re a hero.” He read in the paper where I got that machine gun and knocked out them Japs. When I went to the gas station, at that time you 5 �had to have stamps for gas, they wouldn’t take the stamps and some of the gas stations wouldn’t even take the money. They would fill the model A up and then my sister was driving that car while I was gone so I looked at the tires and there was more vulcanize on there than the original rubber. I went to the Standard station there where I always bought gas and asked him if he had any tires. He said “no, but I’m going to Grand Rapids and I’ll see if I can find you some.” I went everyplace, but I couldn’t find any. 43:24 Then the next day I went back to that place and asked if he had found any. He said, “ya, I found two, but I don’t have time to put them on for you. I said ”I can put them on and I said “Have you got tubes too?” and he said “ya”, so I bought them from him and took them home and put them on. 43:48 The captain woke me and this other guy up and we had to go to this place in New Guinea. It was Finschafen or something, I forgot, and we staid there overnight and they put us on a boat, one of those boats that carried supplies to New Guinea. All we had was the clothes on our back and the Merchant Marines gave us a blanket. 44:46 We slept in the hole on that blanket and they fed us on the way home. I can’t remember how many days it took us to come back. Then we hit Australia and docked there, me and this other guy from Kalamazoo, we were up on the deck and their were two beautiful girls standing there waving to us. They had on sweaters and had big “boobs”, but when we got down Off the boat they were gone. A sergeant came by in a little boat and he said ”come on guys, jump in here.” 45:50 Then we went by Alcatraz and the army had a camp there. They took us to that camp, examined us, gave us a shower and a shave, fed us and gave us more clothes and took us back to San Francisco. They gave us money for train fare to come home. 46:27 My brother in law came over and we went to Wayland to the A&P store. The same manager was still there and I said ”Marian”. He shook hands with me and almost pulled me over the counter. I said “you got any beer?” and he said “ya”, I just got some” and I said, “I gotta have a little party”. “I wan’ a have some beer.” He said, “how many cases do you want?” and I said, “how many cases can I get?” So I think he gave me four cases of beer. 47:26 My dad was glad too because he hadn’t had any in a long time because you couldn’t buy any beer. It was like rationed. 6 � 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 SzudzikE Title A name given to the resource Szudzik, Edmund C. (Interview transcript and video), 2005 Creator An entity primarily responsible for making the resource Szudzik, Edmund C. Description An account of the resource Edmund Szudzik was a draftee who joined the 126th Infantry Regiment, 32nd (Red Arrow) Division while it was training at Camp Livingston, Louisiana, in 1941. His unit was sent first to the East Coast, and then recrossed the country bound for Australia and New Guinea. His account includes colorful stories of training camp and of conditions in Australia and New Guinea, including vivid discriptions of jungle combat. His interview is featured in the documentary Nightmare in New Guinea produced by Grand Valley State University. Contributor An entity responsible for making contributions to the resource Sharp, Emily (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military World War, 1939-1945--Personal narratives, American United States. Army 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 2005-11-03 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6414b21d6c9822f286abbd391118c0ed.jpg 910d308af93abd71f6dba6682724c56f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1360 Title A name given to the resource T class British submarine Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource T class British SS (submarine), April 1, 1953. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8af1b06e6654425bb878c640e71a3bc7.jpg 2eaf6bddd9ab23b2b523f6ccd0298cc3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1795 Title A name given to the resource T class torpedo boat Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource T class (ex-German) Russian TB (torpedo boat), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Germany Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/168491fa23170c6b2182a24328b96578.jpg 9f7a065e9634c84e2fcfd7b8c68850ad Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1797 Title A name given to the resource T-1 class torpedo boat Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource T-1 class (ex-German) Russian TB (torpedo boat), October 1, 1947. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Warships--Recognition Germany Russia Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d97924ded16a43ab88edc1fddd8f000d.jpg 63ee321710dffbe79ae9e44c28f5f2fc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M3335 Title A name given to the resource T-2 Judy dive bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource T-2 Judy, Japanese reconaissance dive bomber, July 1, 1944. Subject The topic of the resource United States. Navy Japan World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-07-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3de19c965972d3d114499b4e1ae8ca89.jpg 0d1b5fb8b78c8685194ccee70aecd0eb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X359 Title A name given to the resource T-28B trainer Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource T-28B US trainer, September 1, 1954. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives