932 24 26018 https://digitalcollections.library.gvsu.edu/files/original/c51c2e787998f55c284c3697f86d867c.jpg 644e91fed772fa71fc6ca45d590f80b2 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_LS00836 Date A point or period of time associated with an event in the lifecycle of the resource circa 1939 Title A name given to the resource Tee-Win-Ot from Jenny Lake Description An account of the resource Color lantern slide of Grand Teton mountain taken from Jenny Lake, Wyomoing. Subject The topic of the resource Lantern slides Grand Teton (Wyo.) Grand Teton National Park (Agency : U.S.) Creator An entity primarily responsible for making the resource Haynes, Jack Ellis, 1884-1962 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 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/ead14b4ad0c3a0e917c39e5a14d5532e.mp4 015ae80d35c6b62e8d05f57825b8d1dd https://digitalcollections.library.gvsu.edu/files/original/d294558c15d7632412d40d3df78f8dcd.pdf ee43046a357279dfb62552504b11fea0 PDF Text Text Grand Valley State University Veteran’s History Project Korean War Myron Teegardin Interview Length: (00:20:10:00) Early Life (00:00:01:00)  Teegardin was born on June 4th, 1943 in Grand Haven, Michigan. (00:00:12:00)  Teegardin’s parents were divorced. (00:00:27:00) o The family consisted of him, his mother and father, and two sisters. (00:00:47:00)  Teegardin completed high school in San Diego, California. (00:01:00:00) o After graduation, he went to work for the American Can Company in Oregon. (00:01:10:00) o After he was laid off in the fall, he decided to join the United States Army. (00:01:34:00)  Teegardin joined the Army because he didn’t “like the ocean, which eliminated the Navy”. (00:01:50:00) o He was also drawn to the Army because he wanted to go into combat engineering. (00:02:20:00) Early Army Experience (00:02:32:00)  Teegardin completed his basic training at Fort Ord, California over the course of 3 months. (00:02:48:00) o “It was difficult because it was a complete change of life overnight”. (00:03:02:00) o He then transferred to Fort Leonard Wood, Missouri for another 3 months of basic training. (00:03:13:00) o After that, he transferred to Fort Benning, Georgia, for Paratrooper School. (00:03:23:00)  Although Teegardin wanted to go into combat training, it never materialized. (00:03:43:00)  After he completed Paratrooper School, he was assigned to stay in Fort Benning as “cadre”, which assists in training new recruits. (00:03:51:00)  It is difficult to adapt to the military “because of the discipline”. (00:04:20:00) o “Once you get your mindset…it becomes a way of life”. (00:04:32:00) o Teegardin felt that it was difficult at first, but “they build you up fast”. (00:05:20:00) o Teegardin did five-mile runs before breakfast in the morning, and after the first few weeks, he believes that “you don’t think twice about it”. (00:05:40:00)  Teegardin was deployed to Korea and traveled by ship out of Oakland, California. (00:06:02:00)  Before arriving in Korea, the ship made stops in Hawaii, Guam, and Japan. (00:06:10:00) o Just before they arrived in Guam, a hurricane had hit the island devastating much of the civilian structures. Although the ship was scheduled to dock there for a day, they stayed an extra few days to assist in the cleanup. This storm produced 184 mph winds and was one of the strongest in recorded history. (00:06:25:00) o “A coconut blew completely through a building like a cannonball”. (00:07:29:00) � While in Korea he saw “not a lot, but some” violent conflict. (00:07:57:00) o “I’ve been shot at”. (00:08:03:00) o Although Teegardin did see his fair share of combat, the majority of occurrences were “sneak- across-the-border type action”. This included explosions and small ambushes. (00:08:05:00)  Teegardin created a photo album of his experiences in Korea, which includes both photos and signatures from the men he worked with. (00:08:52:00) o He only stayed in contact with “1 or 2 of them for about a year after we were in the service”. (00:09:30:00)  Teegardin was in the 7th Infantry Division. (00:09:49:00)  Teegardin kept in touch with loved ones at home by letter, which was the only available method. (00:09:58:00) o Once in a while, the men were allowed to make a phone call, but the signal was not good and made it difficult to use as a method of communication. (00:10:25:00) o He talked to his mother over the phone one time “but it was very short and we lost the connection”. (00:10:35:00)  When the men were off- duty, they were sometimes allowed to go into “the little village”. (00:11:10:00)  The base which Teegardin was assigned to in Korea was very heavily guarded due to how close it was to the demilitarized zone, or “where the front line was”. (00:11:20:00) o For the most part, the men remained on- base for their own safety. Free time was often spent playing sports such as baseball, going to the “Soldier’s Club” where live music and shows were played, or going to the “Post Exchange” store as opposed to going off- base. (00:11:35:00) Post- War Experience (00:12:50:00)  Teegardin chose to travel by boat to return to the United States, although he was offered a flight. (00:13:40:00) o Traveling this way ensured that Teegardin would be home by Christmas. (00:14:28:00)  When Teegardin and the other men arrived back in Oakland, California on November 22nd, 1963. They were told that “they might have a change of plans and we might have to get back on and go back out” because this was the same day that President John F. Kennedy was assassinated. Luckily, the men aboard the ship were allowed to return home. (00:15:00:00)  When Teegardin returned home from Korea, he was not immediately discharged and still had duty time left to fill. (00:16:30:00) o He was stationed in Chicago in the 5th Army recruiting district. While here, he assisted in Army recruitment. (00:16:40:00) o He lived in a “hotel-type apartment” while in Chicago. (00:17:27:00)  Teegardin believes that the most difficult thing about readjusting to civilian life is breaking away from the discipline. (00:17:35:00)  The Army helped Teegardin get his “act together”. (00:18:05:00) o He was not equipped to go to college because there was no financial aid programs as there are contemporarily. (00:18:16:00) �o The Army also helped him to develop an ambitious spirit, with which he credited his decision to go back to school later in life. (00:18:20:00) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context TeegardenM1190V Title A name given to the resource Teegardin, Myron (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Teegardin, Myron Description An account of the resource Myron Teegardin was born in 1943. He grew up in San Diego, California where he completed high school. Not long after graduation, he enlisted in the Army. He initially trained as an engineer, but then went to Fort Benning, Georgia, for jump school, and stayed on there as an instructor. He was then sent to Korea to join the 7th Infantry Division. His unit was close the DMZ, and there were periodic clashes with small groups of North Korean infiltrators. He returned to the US late in 1963, and completed his enlistment working as a recruiter in Chicago. Contributor An entity responsible for making contributions to the resource Abraham, Kellie (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Korean War, 1950-1953--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2011-05-25 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/fe606042a16f264233c6a062e2eec114.m4v 130717dcd6644a4727dc4d1659700d29 https://digitalcollections.library.gvsu.edu/files/original/1cc4608d538deec2b42b6af897d45cc8.pdf 4baac075619dae52fd17a7474c3f55cf PDF Text Text Grand Valley State University Veterans History Project Interview Ted Tees Length: 1:00:17 (00:05) Background Information   Ted was raised in Buchanan, Michigan and graduated from high school in 1965 He then went on to Lake Michigan College for two years before he was drafted into the Army (3:25) Training  Ted went through basic training at Fort Knox, in Kentucky for 8 weeks  They went through much physical training and testing, received shots and inoculations, classroom sessions, training with weapons, marching and running  He then went through Advanced Individual Training  Ted thought he would be sent to Officer Candidate School, but he went through Advanced Infantry Training instead at Fort Polk in Louisiana for 12 weeks  In AIT Ted went through enhanced weapons training, confidence courses, and there was much physical work  All of the training Ted went through was phenomenal and really prepared him for his experience in Vietnam  Ted then was sent to Fort Benning in Georgia for Non-Commissioned Officer Candidate School  Ted went through some leadership courses in Georgia and had extensive classroom training  He then went on to jump school, thinking that if he just continued to volunteer for more programs, the war in Vietnam might be over by the time he was finished training  Eventually Ted received his orders to go overseas and he had made Buck Sergeant, E5, by the time he went to Vietnam (8:40) Arriving in Nam  Ted had a flight to Vietnam and they stopped in Hawaii and Japan before arriving  It was very hot getting off the plane; the humidity was overwhelming  Everyone was very welcoming and helped to get the new men oriented  Ted was immediately sent to Camp Evans to work with Bravo Company of the 506th Airborne Infantry, 101st Airborne Division  The supply officer got him ready and he was then told he would have to go in the field right away with his new captain  Ted was a little overwhelmed and never got to settle in before he was sent out �(12:40) First Assignment  Ted became Sergeant of the 4th Platoon, but was not really familiar with his new position  The squad had already been in combat and the men were all experienced  Ted had thought that he would be fighting a bunch of barbarians, but he actually found the Vietnamese to be quite smart  Many of the American soldiers had thought they were invincible because they had been successful in 3 previous wars (20:25) Search & Destroy  Ted was finally able to go to Camp Evans to clean up and check on his weapons  He next worked on search & destroy missions, looking for the 29th NVA Regiment in the jungles of the valley  They had earlier been pushed off of Hamburger Hill and moved near the Laotian border where they continued to cross back and forth  The Americans made contact with the enemy about every 2-3days, in which it was usually the enemy initiating fire  There were well established trails in the jungle (30:05) Average Working Days  Whenever they were attacked in the jungle, it was always hard to locate their target and no one wanted to just blindly shoot back and waste ammunition  Mail and water were brought in every 2-5 days, but their missions usually lasted 14-20 days  There was a bit of a stand down during the monsoon season with the storms being so strong and making it dangerous to be out in the open  After each mission the men would return to camp to clean up, eat a few hot meals, check their weapons, and get checked out by the surgeon  Ted would work in the fire base for about 5 days and then would rotate out with another company  He was in Vietnam for a total of 11 months (41:30) Entertainment  Ted often wrote letters to his parents and friends  Having a higher up position, he often tried to humor and entertain the other men when their morale was down  Ted was able to spend several days in Sydney, Australia while on leave  He had a great time in Australia and really liked all the civilians �  On his last day in Australia Ted was taking a cab to the airport and the driver told him he did not have to pay any fare because he really appreciated what Ted was doing in Vietnam The men never had any time on weekends or at night to go to the bar or really do anything relaxing (49:40) After Service  Ted was given a new position at a Tactical Operations Center where he worked with classified documents for a while before he was sent home from Vietnam  The time really went by quickly while he was there for a his last few days and waiting to leave  Ted flew out of Vietnam on his way out and it was a great relief to finally leave  He arrived in the US and was discharged soon after returning  Ted was only 21 years old when he returned in 1970 and he felt that he completely stood out from the rest of his generation because he had changed so much  He visited his family and was looking forward to getting back to civilian life  Ted later went back to college, taking night classes while working for Whirlpool  After finishing college Ted took a position working at the Palisades Nuclear Plant � 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 TeesT Title A name given to the resource Tees, Theodore (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Tees, Theodore Description An account of the resource Ted Tees was raised in Buchanan, Michigan and graduated from high school in 1965. He then went through 2 years at Lake Michigan College before he was drafted into the Army. Ted went through basic training at Fort Knox, Kentucky for 8 weeks and then through 12 weeks of advanced infantry training at Fort Polk in Louisiana. He then went through Officer Candidate School, Jump School, and continued volunteering for other programs, hoping that the war in Vietnam would be over before he finished training. Ted was eventually sent to Vietnam where was assigned to a line unit of the 101st Airborne Division, and went on many search and destroy missions in the aftermath of the Hamburger Hill battle. He was in Vietnam for a total of 11 months before he was discharged and able to go back to college. Contributor An entity responsible for making contributions to the resource Massa, Richard (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Army Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2010 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/fb41a06df10899ccd975fd7464d8049f.m4v 09d74f0dbb149228e0637677bfdf2c47 https://digitalcollections.library.gvsu.edu/files/original/a0938b5daaa72aa4e8557eede0841720.pdf 824c4e83a407681acf85c3707ba091a9 PDF Text Text Grand Valley State University Veterans History Project Interview Vietnam War Richard Teesdale Length of interview (13:58) (00:17) Basic Training Served in the Vietnam War in the U.S. Marine Corps. (00:21) Upon discharge, he was an E4. (00:28) Served mostly in Vietnam. (00:34) Enlisted in October, 1966 at the Grand Rapids Marine Corps Depot. Had his physical in Detroit before being sent to MCRD in California for basic training for 8 weeks. (00:45) Was 19 at the time. (03:25) Describes why he chose the Marine Corps. (05:27) Joined the service because he wanted to serve his country and thought that he could reach his full potential as a Marine. (07:14) Was the only one in his family to ever join the service. (07:36) Was sent to ITR (infantry training) before being assigned to a Combat Engineer position. (01:34) Went to Camp Lejeune for 20 weeks to learn how to disarm mines and booby traps. (01:55) (02:10) Service in Vietnam They spent most of their time Quang Tri, Hue, and Quang-thien. Also went to Da Nang for R&R for three days at China Beach. (05:54) Everyone was told that they were to defend their nation and there was no question of that. (03:08) Served in the several offensives and considers himself lucky to have survived. (08:00) Describes getting to know his superiors. (02:17) Describes their leisure time activities, which included story telling, writing home, and stargazing with friends. (06:40) Describes the importance of making close friends in order to keep sane. (03:30) Had his picture taken in Da Nang at a camera shop. Sent it home to his mother to let her know that he was all right. (12:37) Served for over 13 months. (08:31) (07:46) Life after Service Recalls that it was very difficult to adjust to life after the service. (07:46) Describes the long-term effects he’s suffered from Agent Orange and Post-Tramatic Stress Syndrome. (02:44) Currently attends group therapy twice a month to help with his PSTD. Spent 35 days at the North Chicago VA Medical Center to get “tweaked up.” (09:16) Received a Bronze Star with a Combat V and a Purple Heart, and a Presidential Unit Citation Award, among others. (04:45) �Received Staff Sergeant chevrons. (11:27) Was honored to be a Marine. (12:30) � 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 TeesdaleR Title A name given to the resource Teesdale, Richard (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Teesdale, Richard Description An account of the resource Richard Teesdale served in the Vietnam War with the U.S. Marine Corps. After his eight weeks of basic training in California and 20 weeks at Camp Lejeune, NC, he was assigned to a Combat Engineer unit. His service in Vietnam included several offensives in Quang Tri, Hue and Quang Thien. He was awarded several medals, including a Bronze Star with a Combat V and a Purple Heart, among others. Today, he still has difficulty adjusting to life after the Vietnam War. He has suffered from Post Traumatic Stress Syndrome, as well as the long-term effects of Agent Orange. Contributor An entity responsible for making contributions to the resource Teesdale, Elizabeth Eve (Interviewer) Kellogsville High School (Kelloggsville, MI) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Marine Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2009 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/64df163d7c1d954d498651cf0fa03fec.jpg 2bbe1f0b7585ef713dd7d1be8ee24864 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_V_37_002 Date A point or period of time associated with an event in the lifecycle of the resource 1941-09-05 Title A name given to the resource Telephoto Grand Canyon Desert View Description An account of the resource Black and white photograph of the Grand Canyon. Subject The topic of the resource Grand Canyon National Park 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/a4045b893074221efe1122ea5ec596f2.jpg be160561951f6af9527d467ca7426a18 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_V_37_003 Date A point or period of time associated with an event in the lifecycle of the resource 1941-09-05 Title A name given to the resource Telephoto Grand Canyon from Lipan Point Description An account of the resource Black and white photograph of the Grand Canyon. The Colorado River is visible in top half of the image. Subject The topic of the resource Grand Canyon National Park 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/3e1171e219094f13c0430090bf5f1c1f.jpg 9e410a8ac385484775e31bfb8d7ae691 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_FilmPacks_V_19_012 Date A point or period of time associated with an event in the lifecycle of the resource 1939-01-02 Title A name given to the resource Telephoto of large mound Description An account of the resource Black and white photograph of a field with a large dirt mound in the background. Subject The topic of the resource Macon (Québec) Mounds Earthworks (Archaeology) 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/5b62591355792f2457d2346f5d977f16.jpg 5b67989de4f009569c89ed795eed6703 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000947 Title A name given to the resource Telescope used in astronomy program Description An account of the resource Telescope used in astronomy program. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/c9e050f2d094116bff10701a23e7641a.jpg 14d61aed0fa412600a8a961cad0d07b0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000948 Title A name given to the resource Telescope used in astronomy program Description An account of the resource Telescope used in astronomy program. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/bc5a61ec9d6088fc3f475aee620b1669.pdf 2137dbaf0b4a677585c3ef4e18e9ac60 PDF Text Text Tell Me a Story Richard A. Rhem Lakeshore Interfaith Community, Mother’s Trust, Mother’s Place Ganges, Michigan September 13, 2009 Today is my last presentation for the 2009 season – my fifth this summer – and I want to express my deep appreciation and gratitude to Tapas and the community that gathers here for the privilege I have been afforded in my retirement to continue to reflect and write and present on subjects that catch my attention and interest – subjects I think are critical for our consideration as we continue to wonder about our human existence and what we are being called to be in this age of Radical Evolution. Radical Evolution – that is the title of the book by Joel Garreau about which I spoke last time. I can usually discern whether I did well or not by Nancy’s response. I think the grade last month was C+ plus grace. As she told me, “The folks that come, come for an ‘emotional fix’ from you.” She did not add the obvious – and you aimed at their heads and missed! That isn’t a new problem for me. Most of my ministry I have been tolerated because my people sort of liked me and put up with me even though I apparently shot over their heads with regularity. But I am not really penitent because I am convinced that the things with which I deal are of critical importance for our human being. I do, however, recognize the necessity of making that with which we deal touch the heart as well as the head. And so let me attempt to portray our human situation in the context of where we have emerged and suggest that the only hope for a human and humane future lies in the love of God which we find incarnate in Jesus. Let me be clear. I speak as a Christian. I speak as a Christian who loves his faith tradition, who loves and, with his whole being, would follow Jesus. But I speak not in an exclusivistic sense that Jesus is the only exemplar of the Love which is our only hope. Jesus is my window to God, not the only window to God. I learned that so powerfully one day at the magnificent cathedral at Chartres outside Paris. I led a tour group of a couple dozen and I had been told that an Englishman named Malcomb Miller had lived in the shadow of the cathedral for years and gave a fascinating lecture and tour of the cathedral. We arranged for our group to meet him and his lecture was as good as I had been told. We gathered in the nave. Beautiful stained glass windows were brilliant in the © 2013 Kaufman Interfaith Institute and Grand Valley State University   �Tell Me a Story Richard A. Rhem Page 2   morning sunshine. Our guide told us something I had never realized – the windows were created to reflect biblical characters and biblical narratives – that was obvious, but then he said, the cathedral was like a town library before the printing press. Here the people were taught the biblical story in visual images. We were then taken through the great cathedral, Malcomb Miller knowing, it seemed, every stone and carving in that high expanse of sacred space – the transcepts, the choir, the chancel, the magnificent Rose Window over the altar. At some point it came to me as a parable. I imagined all the great religious traditions – each religious group gathered before one of the great windows, the window telling its story in stained glass – Christians, Jews, Muslims, Hindus, Buddhists, Native Peoples – some in the Nave, some in the Transcepts, some in the Choir, the Chancel – each group focused on a particular story – not contradictory stories but complementary stories. And then – as a burst of light – I thought – different stories, but all illuminated by One Light. I had been probing this whole question. To be sure, I was ready for such an answer but the cathedral image provided me with a story that focused for me the whole question of the universality of the religious quest and the recognition that in each of the great religious traditions there was a common purpose – that the respective stories of the human family address ultimate questions of our beginnings, our endings, and the meaning of the human adventure and how we should then live. In sum, I was and am convinced that in all the great religions there is the mediation of truth and grace to live and die by. It seems so obvious to me at this point in my life. After that excursus, if I speak of the biblical story and the Love of God that came to expression in Jesus, you will hear me speaking of a particular expression or story in the context of a universal quest. Last month I spoke of the heady and harrowing place we humans have come at present with the knowledge and techniques we possess – the information explosion with the Internet, robotics, genetics, and nanotechnology, creating amazing, incredible potential for good or ill. All of that was a bit technical perhaps even though what Garreau was portraying as the radical evolution we are engaged with has very practical implications and ramifications: Where does our future lie? Will our further progress lead us to a heavenly world or a hellish world? Or will we just keep on muddling through – will we prevail? But there is a bigger picture that I want to paint today, to set, as it were, the present moment and crisis in a cosmic context. In the biblical story, “in the beginning” God calls creation into existence from nothing. Then ensues the story of the temptation and fall of the human being. © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page 3   For the rest, the biblical story is a story of human sin and divine grace, God providing redemption leading to the original purpose of God – the creation of a new heaven and earth and the Shalom of God emerging, the darkness being banished. That story – and it is a story which our ancestors told to make sense of the human situation as they experienced it – that story reflected some profound understanding of the human, historical situation – The cosmos does not ground itself but is grounded in that which calls it into being. And the human being is in the image of God, always before the decision to choose wisely or destructively – and it is universally true that humans fail in the test. Human test, human failure, human guilt, and human hope for redemption. Somehow that is all involved in those early Genesis stories or myths. But that story of beginning and human unfolding, while still appreciated for what was being wrestled with, no longer can be our story because our knowledge and understanding of the cosmos, of the evolutionary unfolding of the cosmic reality – the movement from Big Bang to the present – tells us an amazing tale that makes the Genesis account pale in comparison. It is a mind-boggling account that has only been available to us for a little over a century. In Joel Garreau’s Radical Evolution, which portrays for us where we are in terms of what is presently within human capacity, he makes an obvious statement, but a statement that should give us pause as religious people with our respective stories. Garreau declares, “Right now the stories we tell do not match the facts.” (p. 264) One of the truly great and visionary thinkers, who as a scientist had penetrating knowledge of and insight into the natural order and who simultaneously was concerned to relate that knowledge to his Christian faith understanding, was Pierre Teilhard de Chardin. A leading paleontologist whose scientific credentials were unquestioned, he was also a devout Roman Catholic belonging to the Jesuit Society. In his most important work, The Phenomenon of Man, Teilhard created a new story, a story based on the best scientific knowledge, an amazing intuitive gift of imagination and a profound faith in God as Source, Ground and Goal of the unfolding cosmic process. In a few paragraphs from Wikipedia, his teaching as it came to expression in his posthumously published magnum opus is summarized: …Teilhard writes of the unfolding of the material cosmos, from primordial particles to the development of life, human beings and the noosphere, © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page 4   and finally to his vision of the Omega Point in the future, which is “pulling” all creation towards it. He was a leading proponent of orthogenesis, the idea that evolution occurs in a directional, goal-driven way. To Teilhard, evolution unfolded from cell to organism to planet to solar system and whole-universe (see Gaia theory). Such theories are generally termed teleological views of evolution. Teilhard attempts to make sense of the universe by its evolutionary process. He interprets mankind as the axis of evolution into higher consciousness, and postulates that a supreme consciousness, God, must be drawing the universe towards him… Teilhard studied what he called the rise of spirit, or evolution of consciousness, in the universe. He believed it to be observable and verifiable in a simple law he called the Law of Complexity/Consciousness. This law simply states that there is an inherent compulsion in matter to arrange itself in more complex groupings, exhibiting higher levels of consciousness. The more complex the matter, the more conscious it is. Teilhard proposed that this is a better way to describe the evolution of life on earth, rather than Herbert Spencer’s “survival of the fittest.” The universe, he argued, strives towards higher consciousness, and does so by arranging itself into more complex structures. Teilhard identified what he termed to be different stages in the rise of consciousness. These stages are analogous to what are termed the geosphere and the biosphere. The Law of Complexity/Consciousness traces matter’s path through these stages, as it ‘complexifies’ upon itself and rises in consciousness. Teilhard claimed that, although it is not evident, consciousness (in an extremely limited degree) exists even in rocks, as the Law of Complexity/Consciousness implies. In plants, matter is complex enough to exhibit a consciousness that is the very life of the plant. In animals, matter is conscious enough to an extraordinary degree to where consciousness shows itself in a wide range of reactionary movement to the whole universe. However, Teilhard here proposed another level of consciousness, to which human beings belong, because of their cognitive ability; i.e. their ability to ‘think’. Human beings, Teilhard argued, represent the layer of consciousness which has “folded back in upon itself”, and has become self-conscious. Julian Huxley, Teilhard’s scientific colleague, described it like this: “evolution is nothing but matter become conscious of itself.” © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page 5   So, in addition to the geosphere and the biosphere, Teilhard posited another sphere, which is the realm of human beings, the realm of reflective thought: the noosphere. In the noosphere Teilhard believed the same Law of Complexity/Consciousness to be at work, although not in a way previously seen. He argued that, ever since human beings first came into existence 200,000 years ago, the Law of Complexity/Consciousness began to run on a different (higher) plane. Consciousness in the universe, he argued, now continues to rise in the complex arrangement and unification (Teilhard sometimes called it ‘totalization’ of mankind on earth.) As human beings converge around the earth, he reasoned, unifying themselves in ever more complex forms of arrangement, consciousness will rise. Finally, the keystone to his phenomenology is that, because Teilhard could not explain why the universe would move in the direction of more complex arrangements and higher consciousness, he postulated that there must exist ahead of the moving universe, and pulling it along, a higher pole of supreme consciousness, which he called Omega Point. This is an amazing vision. An evolving, emerging cosmic reality from primordial particles to the development of life, human beings with conscious awareness, an envelope of mind/intelligence/consciousness being “pulled” toward the Omega Point. He believed evolution occurs in a directional, goal-driven way. “To Teilhard, evolution unfolded from cell to organism to planet to solar system and whole universe”– and God is drawing the universe toward Him. Now there is a new story. It is a story as Genesis is a story, but there is this difference. Genesis is an ancient story of an ancient people asking deeply human questions and the story reflects some deep truths or experiences which the writer brought to expression. Teilhard, too, composed a story reflective of a deep faith in God – Creator/Source/Ground and Goal of the whole process, but his story takes account of all available knowledge of our cosmic journey as the secrets of the universe have been laid bare through scientific investigation. The hard evidence of science is gathered and the grand evolutionary movement of reality is analyzed. But, of course, that evidence cannot answer the question of the mystery of beginnings nor the mystery of the end. There the believing man expresses his faith that this cosmic dance is not an accident, or simply a random unfolding of a meaningless cosmic phenomenon along whose unfolding has appeared life, consciousness, and the human being who – as Garreau suggests – is seizing the keys of creation and beginning to determine its future course. © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page 6   I must say I was enthralled with Teilhard’s The Phenomenon of Man. Written in 1938, he was anticipating the very kinds of developments Garreau tells us in his Radical Evolution are now within our reach. The work was not published until 1955 because Teilhard was forbidden by the Roman Catholic hierarchy to publish his work during his life and, being obedient to his Jesuit vows of obedience, he did not. Posthumously his manuscripts were published and it is amazing how far-seeing was his vision before the actual scientific data was known. Over fifty years after Teilhard’s grand imaginative story, Gordon Kaufman, Professor of Divinity at Harvard University, wrote In Face of Mystery (1993) and as I revisit that study I am amazed that what Kaufman reflects on was already envisioned by Teilhard. Kaufman writes, …the traditional notion that God works through all of cosmic history – and is working in human history in particular toward the creation of a thoroughly humane order (that is, toward human salvation) – now becomes understood in terms of the modern notion of the evolutionaryhistorical process within which humanity has emerged and developed: the serendipitous creativity underlying and working through all reality is expressing itself here (over many aeons of time) in a trajectory toward human and humane orders of being. In a slow, long-term development of this sort the direction in which things are moving may, of course, remain unclear for a very long time. Not until a stage of considerable differentiation and specification has been reached is it possible to imagine, or make judgments about, what is really happening; and even then many quite diverse possibilities remain open. But each new stage of the ongoing biohistorical process specifies a bit more precisely what directions the movement is going and what outcomes may be expected, as some possibilities are cut off and eliminated, and others are opened up and increasingly realized; and there may come a moment of decisive “revelation” of what is going on in the process as a whole. Thus, for example, at the moment of cosmic time in which the earth was gradually cooling and solidifying from the ball of fire it had earlier been, there would have been no way to anticipate or predict that in due course it would become a womb and home for living creatures. Later on, when living organisms began to appear in the sea, it would hardly have been possible to guess that they would eventually evolve into myriads of species of life – birds, insects, animals, plants with infinite varieties of flowers and fruits, and so on. Even with the appearance of mammals it could hardly have been suspected that anthropoids would appear further down the road. And with the emergence of fully formed Homo there was © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page 7   still no sufficient basis to foresee the development of ancient Egypt, Babylon, India, China, Greece, or Rome – and certainly not the various forms of modern civilization. However, if from the vantage point of modern humanity we look back over this long cumulation of events, we may begin to discern what appears to be a more or less continuous line of development up to the present. It is striking to realize that this line was not visible until the last half of the nineteenth century; before that (even one hundred years earlier), it could not be seen at all. It seems, thus, that with a trajectory of this sort what is going on is by no means evident at all points along the way; the events which give it its distinct character and significance become determinate only in the course of the process itself. Only as certain crucial thresholds were crossed did new possibilities appear and in due course become realized; and only after many such decisive thresholds were crossed did beings appear with a vantage point enabling them to see that it was possible to interpret this whole development as somehow implicit from the beginning. One speaks of a “process of development” when one can specify certain points or stages through which a particular trajectory has proceeded, the process as a whole being marked off and defined by some (at least implicit) beginning and end. “End” and “beginning” and “process of development” are thus all logically interconnected with one another; they illuminate and determine one another conceptually, and no one of them can be clearly understood – as the “end” or the “beginning” of “this particular process” – without the others. Because of these conceptual interconnections we are inclined to think of the end of a particular process of development as implicit from its beginning; and if it happens to be the process of our own development into humanness that we are considering, it will be of importance to us to attempt to see, on the basis of the direction it seems to have followed up to the point at which we humans now find ourselves, where it may be going. (p. 386f) Where are we going? That is the critical question and to what degree will we move the process toward the realization of a humane community of love and experience union and communion with God – the vision that captivated Teilhard? On Friday we remembered 9/11. That date has been imprinted indelibly on our minds and hearts. A writer who for twenty years wrote science musings for the Boston Globe, Chet Raymo, wrote a piece in the wake of that horrendous event. He entitled it “The Problem of Good,” and after beautifully describing a celestial scene as he gazed upon the heavens, he raises the question in the third paragraph: “Why must human violence disturb nature’s peace? But on second thought he writes, © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page 8   …But, of course, I had it exactly backwards. It is nature that is violent. Astronomers point out how few places in the universe are sufficiently calm for life to exist. Massive black holes at the centers of galaxies gobble gas and stars. In the arms of galaxies, suns explode with a violence that shatters surrounding worlds. Comets and asteroids smash into planets. Galaxies collide… We now understand that violence and death are corollaries of life. To persist, living creatures must take matter and energy from their environment. As life proliferates, competition for resources becomes inevitable. Aggression is advantageous, even necessary. Genetic variations that confer a competitive advantage are favored in the struggle to survive. If nature were not cruel, conscious creatures such as ourselves would never have evolved. It is as Loren Eisely wrote: “Instability lies at the heart of the world.” The criminals who wreaked havoc on New York and Washington were acting out an ancient biological script. Yet there is ground for hope. Our brains are of sufficient complexity to give rise to that mysterious thing known as self-awareness. Our genes may predispose us to act in certain ways, good or bad, but they do not constrain us. We are effectively free to choose good over evil. Humans alone, of all the things we know about in the universe, can escape the bipolar logic of evolution. To a cheering extent we have done so. As Margaret Meade pointed out, the circle of those whom we do not kill has steadily expanded throughout human history. The optimists among us imagine that the circle will ultimately embrace the entire planet. From nature’s point of view, there is no such thing as the Problem of Evil: order and disorder, life and death, cooperation and competition are the twin principles of nature’s creative force. What humans uniquely face is the Problem of Good: How to create on this tiny planet an oasis of unalloyed peace. “The Problem of Good.” I was struck by that phrase. I don’t think I had ever run into it; I had never heard it spoken – the problem of good. I have heard a lot about the problem of evil, of course. The problem of evil is a constant focus of attention for our time. The problem of evil is portrayed for us and documented for us 24-7, with the ceaseless coverage of the world by the cable news networks. We are constantly facing the evil and the tragedy in the world. But what about the good? As Chet Raymo suggests, evil, violence and war are not © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page 9   the whole story. There are signs of growing humanization. The problem of good is “to create on this tiny planet an oasis of unalloyed peace.” In two places in the New Testament occurs a brief statement I have come to greatly value. The statement is, No one has ever seen God… It occurs in John 1:1-18 and I John 4:12. The consensus of scholarship locates the origin of both the Gospel of John and the Epistles of John in Ephesus, The Gospel, the earlier document dated in the 90’s of the first century. The Epistles are usually assigned a date around 100 C.E. This is only of interest to us because this means the Jesus Movement that was becoming the Christian church had, by the time of these writings, three generations of believers and enough time for questions and conflicts to arise. Coming to these statements from my own faith understanding, I see the statement “No one has ever seen God” as an acknowledgement of Mystery. Interestingly, The Gospel begins, In the beginning was the Word…. Word in the Greek language being Logos, the term used to express reason. So we are dealing with the subject of the revelation of God who can only be spoken of mythologically, but the Christian myth here being described claims to be about the Logos: myths about Logos as it were! Of course, my claim will be challenged because Jesus was a concrete figure of history and the writer claims precisely that the Logos was enfleshed in the human, Jesus of Nazareth. This is exactly the claim the writer makes after the acknowledgement that no one has ever seen God. He goes on: It is God the only Son…who has made him known. This is the explicit claim of the central Christian claim of Incarnation: The Word became flesh! The mystery of the God no one has ever seen has now a “face” and therein lies the clue to the mystery of God. Jesus is the epiphany (manifestation) of God. The First Epistle of John has as its central thrust the Incarnation as well. Its opening words make that clear: © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page10   We declare to you what was from the beginning, what we have heard, what we have seen with our eyes, what we have looked at and touched with our hands, concerning the word of life. But I am fascinated by what I judge to be a further development of the idea of incarnation. In the First Epistle, following “No one has ever seen God,” we read: If we love one another God lives in us, and his love is perfected in us. A bit later, the writer underscores that claim: God is love, and those who abide in love abide in God, and God abides in them. (vs. 16) Has not the author of the Epistle expanded on the idea of Incarnation? Now it is not only the luminosity of the divine enfleshment in Jesus as the locus of revelation; rather what came to expression in Jesus has expanded to the community of love. In sum, the Johannine Community believed God is love, a love that found concretion in the human being, Jesus, as the revelation of the mystery of love, a revelation that came to expression in the life of Jesus of Nazareth or, as I like to express it – in The Way of Jesus. (Just a reminder of where we began – for the Christian community Jesus is a window into the mystery, but not exclusively so.) Teilhard had a grand vision – the evolution of the cosmos– in which has emerged, after 13.7 billion years, a human being with self-consciousness and intelligence, an evolutionary reality grounded in a Creator and being “pulled” into the future toward the Omega Point – the total unification of personalized reality in God. Gordon Kaufman remarks that, in agreement with Teilhard, there is no reason to assume the evolutionary process has reached its end; the process continues. Chet Raymo is shaken by human violence after 9/11, but on deeper reflection sees the violent course of the cosmic evolutionary drama but recognizes the issue before us is the problem of good. Kaufman asks where are we going? Raymo suggests the problem of good is to create “on this tiny planet an oasis of unalloyed peace.” Only love can create a global community of wellbeing. Only non-violent resistance to evil and tangible expression of love in action can save us. For us, it is not a problem of evil, it is a problem of good. It is a problem of finding a way to make the good predominate. It is a way with our consciousness whereby we can become self-aware and resist that native move to violent response. And, good grief, we have come a long way. We do care for the weak. We do recognize the call to compassion. We do care, not only for our own, but we © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page11   recognize the intrinsic value of humanness. We have come a long way. And yet, collectively, we still live in tribal culture. For us it is the problem of the good. There is no reality apart from the reality in which we are woven, and the reality into which we are woven is the externalization of the Infinite Mystery that is God, Spirit externalizing, Spirit incarnating, and that which is incarnate becoming conscious of Spirit so that that which becomes incarnate and conscious says, “I don’t have to go any longer in this native course, this natural course, this ordinary human kind of response. I can stop. I can become aware of myself. I can recognize that what is necessary is not to perpetuate the hell on earth, but at some point to stop it.” Jesus knew that. Jesus actively resisted the domination system of his day. Jesus was crucified because the old system will always rise up violently, because the old system believes that what is at stake is survival. Jesus said, “Father, forgive them, for they know not what they do.” They knew what they were doing. They were surviving. They were surviving, if need be, by violence. But, they didn’t ultimately, not in the long run, for violence begets violence… It is a self-creating universe and it is violent and it is brutal, and there is no one out there tweaking the system. But, that self-creating universe has come to the likes of you and me who have had a taste of decency, who know a thing or two about civility, who know that the intention of God that became human was an intention that that human might learn to love, for God is love, and the one who dwells in love dwells in God, and God dwells in that one. So that the Infinite Mystery that is love becomes concrete and tangible in that interrelationship of love, person to person. In that relationship of love, person to person, that native response to violence is undercut. It is possible to come to a point, if there were a critical mass living thus, that the world could be changed. There was a Trappist monk in Algeria, a Prior of the monastery there. Algeria has been one of those hot spots of Islamic fundamentalism conflicting with the government. Sensing the dangers around him, Dom Christian de Cherge, Prior of the Trappist monastery, had written a letter which was sealed and to be opened only in the case of his murder. Two years later, in 1996, seven Trappist monks were beheaded. The letter was opened on the day of Pentecost after the prior’s death. In the letter, de Cherge indicated that if he were killed, he didn’t want any reaction against Islam or a caricaturing of Islam. Committed as he was to interreligious dialogue, he indicated he had remained in Algeria as a fraternal presence. He concluded the letter by saying that some day he and his murderer would both meet in paradise before the God they both worshiped. So, a man anticipates a violent end and he writes a letter just in case, and when it happens, he says, “Please don’t retaliate. Please don’t damn the enemy. © 2013 Kaufman Interfaith Institute and Grand Valley State University �Tell Me a Story Richard A. Rhem Page12   Because he’s not my enemy. He is my brother, and he who murders me will stand with me one day in the presence of God.” Now, you figure that one out and you will have the formula for quite a different world. Some years ago there was a film that moved me greatly. It was called Places of the Heart. Perhaps you saw it. A rural Texas farmer is murdered. His widow is left with a crop to harvest. A black man comes through town looking for work. She hires him. She boards a blind man. Between them, they struggle and they harvest the crop and they save the farm, only to see the Ku Klux Klan move in and drive the black man away with their burning cross in the yard. And one’s heart sinks and one has to say, “That’s always the way it is!” But, the film then moves off into an ethereal future and there’s a church service in that little rural community. And there’s the man who was murdered and the man who murdered him. There’s the bully of the Ku Klux Klan and the black man and the widow and the blind man. And they pass the bread and the cup down the row with the words, “The peace of Christ be with you.” And at first I wondered if the filmmaker was mocking the communion of the church as though one thing goes on out there and then we come here as though it isn’t true, but I think, rather, since the passage that was read in the service was I Corinthians 13, he was saying, “Now – but then. Then, finally, love’s vulnerability will triumph over all of our selfishness and our self-centeredness and our failure to care, our violent ways that beget violence. Only love has the power to change us. Only love can create a cosmic future. Someday love will! References: Pierre Teilhard de Chardin. The Phenomenon of Man, 1938, published 1955. Joel Garreau. Radical Evolution: The Promise and Peril of Enhancing Our Minds, Our Bodies – and What it Means to be Human. Broadway, 2006. Gordon D. Kaufman. In Face of Mystery: A Constructive Theology. Harvard University Press, 1995. © 2013 Kaufman Interfaith Institute and Grand Valley State University � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Lakeshore Interfaith Gathering Location The location of the interview Lakeshore Interfaith Center, Ganges References Pierre Teilhard de Chardin. The Phenomenon of Man, 1938, pubished 1955. Joel Garreau. Radical Evolution, 2006. Gordon Kaufman. In Face of Mystery, 1995. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-20090913 Date A point or period of time associated with an event in the lifecycle of the resource 2009-09-13 Title A name given to the resource Tell Me a Story Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Text Description An account of the resource A sermon given by Richard A. Rhem (Dick) on September 13, 2009 entitled "Tell Me a Story", on the occasion of Lakeshore Interfaith Gathering, at Lakeshore Interfaith Center, Ganges. 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 Cosmic Evolution Emergence Mystery https://digitalcollections.library.gvsu.edu/files/original/5dc7c0cf9b96634371a35ea6a78ad41d.jpg 018329d7a1a405e25359c2f24dd52b6d 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_946 Title A name given to the resource Tempest II British fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest II, British RAF F (fighter), October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 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/ec211c0addecbdfde03a5baae94ed2c0.jpg 0a874acca2eb5e4215c1914d33ecafcc 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_M4208 Title A name given to the resource Tempest II British fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest II, British RAF SSF (single-seated fighter), December 20, 1944. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 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 1944-12-20 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/8d29eee464730f529952ff100117d884.jpg 41a8cf032492770dbdd30b6fd1dbc413 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_949 Title A name given to the resource Tempest II British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest II British RAF fighter, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 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/26e4a0729ed5a212d78f99928163dd3d.jpg 242720a26141f96c67d007c83e6fcd21 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_955 Title A name given to the resource Tempest II British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest II British RAF fighter, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 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/bdea036989324d655f158cf03b475afc.jpg 3a52e16989ae9bea13da7ae99a20498e 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_MX2310 Title A name given to the resource Tempest II British RAF fighter aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest II British RAF fighter aircraft, April 1, 1945. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 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 1945-04-01 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/74f5cc9e266b42ce2ca6f945ee04981e.jpg fdaa5e5c35d4ec36a93b10cad8e7e8f4 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_948 Title A name given to the resource Tempest II fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest II British F (fighter), October 1, 1947. Subject The topic of the resource United States. Navy Military education Airplanes, Military--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 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/b41b0289bc751d0094ca8a221f5067d5.jpg 6268346579380589e909fb042e681036 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_M4208a Title A name given to the resource Tempest II, British Royal Air Force aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest II British Royal Air Force (aircraft), December 20, 1944. Subject The topic of the resource United States. Navy Military education Airplanes, Military--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 1944-12-20 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/a91eeae8b537c8fc8ec545c65336502e.jpg 4551aa9149df21221283316aa6b9d3da 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_961 Title A name given to the resource Tempest IV British RN Recco Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest IV British RN Recco, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 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/ba7ca04e3eed2d6a92c80069ee1622cd.jpg a60ae49a5a2a9884181b2a27c4f1f46e 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_959 Title A name given to the resource Tempest V British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest V British RAF fighter, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 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/27460708d4c6415c1939783001b937bf.jpg 7c8f05f00751d463f1a980ec145adaf7 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_M2861 Title A name given to the resource Tempest V British fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest V, British RAF SSF (single-seated fighter), April 15, 1944. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 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 1944-04-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/455f22ea3f79551576b2903b83110836.jpg f5ad4780e4102abbb7dc35c6e9d0b142 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_M2862 Title A name given to the resource Tempest V British fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest V, British RAF SSF (single-seated fighter), April 15, 1944. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 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 1944-04-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/25cd16b4574835654257c58ff52fee78.jpg 50d11f9d8bf2db77d9519c0c3064c4aa 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_M3846 Title A name given to the resource Tempest V British fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest V, British RAF SSF (single-seated fighter), October 1, 1944. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 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 1944-10-01 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/47e182ddc4954292aa6497f4e3419908.jpg edb43b8b5660dff0eeb179904be914a8 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_956air Title A name given to the resource Tempest VI British RAF fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Tempest VI British RAF fighter, October 1, 1947. Subject The topic of the resource United States. Navy Great Britain Military education World War, 1939-1945 Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 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/f66455c0853e5e6b9f136d7ee6094ab2.jpg a6064d499767b1a8169873b0270af9b9 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_LS00115 Date A point or period of time associated with an event in the lifecycle of the resource circa 1918-1921 Title A name given to the resource Temple at Chining street corner Description An account of the resource Black and white lantern slide of a Chinese temple in Chining (Jining), China. Subject The topic of the resource Lantern slides China Temples Jining Zhuanqu (China) 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