97 24 26018 https://digitalcollections.library.gvsu.edu/files/original/c3cd47a559cabcc856ea52b9ffed6a31.jpg 2a7b77b97abd55f9771b772189c33cd4 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Theatre Photos Creator An entity primarily responsible for making the resource Grand Valley State University. Theatre Department Description An account of the resource Photographs of Grand Valley theater productions from the 1980s to the 2010s. Photos include shots of performances, backstage, casts and crewmembers. Included in the collection are Shakespeare Festival productions and small acts such as Bard to Go and the Greenshow. Rights Information about rights held in and over the resource Copyright Grand Valley State University Identifier An unambiguous reference to the resource within a given context GV058-01 Date A point or period of time associated with an event in the lifecycle of the resource 1982-2017 Source A related resource from which the described resource is derived Theatre Department photographs (GV058-01) Subject The topic of the resource Theater Performances Plays Musicals College Students Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives. Allendale, MI 49401 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV058-01_1993-Bridges-of-the-Heart_665 Creator An entity primarily responsible for making the resource Grand Valley State University. Theatre Department Date A point or period of time associated with an event in the lifecycle of the resource 1993 Title A name given to the resource Bridges of the Heart (theater production), 1993 Description An account of the resource Color photograph of Grand Valley's 1993 production of "Bridges of the Heart." In this image an actor dressed as the Grim Reaper and wearing a realistic skull mask poses beside a display case showing a collapsed bridge and train wreck. Subject The topic of the resource Theater College students Plays Performances Acting Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/754">Theatre Department photographs (GV058-01)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg 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 1993s https://digitalcollections.library.gvsu.edu/files/original/399c548568fc45c17772d2ec1e847e13.pdf 4369689e52b2c984cbf0d07d40dcd770 PDF Text Text -~~- -~~~ ,,. BRllDGEWA"Ir'FUl ~::: ~UilJDUJilJll4IJiliDuAJUl4PllwlwllUIIDQUOIIIPUiiUAl)lU@4JlllJlltJJiiiUU/JiUll*UlullDIOIIOilliilliildliia! �,- ., .-. ., •. .. Bridge\Vater To\Vnship General Development .Plan , If .-, If' .-.,. •Ir ... FROM THE LIBRARY OF/ Plann'.ng & ZJn:n~ Center, Inc~ June 1992 Prepared by the Bridgewater Township Planning Commission in consultation with the Washtenaw County Metropolitan Planning Commission �BriJgewaler ~own~hip BRIDGEWATER, MICHIGAN 48115 September 1992 Bridgewater Township Residents - Friends: Over a year ago Bridgewater Township began to review its 1980 General Development Plan. Over 300 Township households helped us by completing a survey in December. Many other people attended one or more meetings of the Planning Commission. And some citizens simply contacted Planning Commission members to express their concerns and desires. Your input was valuable and helped shape our thinking. Information on development over time, as well as maps showing physical characteristics of the land, the water, the vegetation and current uses also gave us guidance as to what seems possible in the future for our Township. This report details the choices your Planning Commission made and the direction it chose. The Bridgewater Township Board adopted the Plan June 13. This General Development Plan for Bridgewater Township is a guide to future development. It is not a zoning map or a zoning ordinance. Rather, it is to be used as a broad base to guide future zoning decisions. Because the General Development Plan deals primarily with long range needs, it is a reference to guide developers, businessmen, farmers and other residents and the Township's elected and appointed officials as they carry out their responsibilities. The Township contracted for technical assistance in the preparation of this report from the Washtenaw County Metropolitan Planning Commission. Their staff deserves a special thanks for going "above and beyond" to help the Planning Commission accomplish this plan. - Also most deserving of thanks are the members of the Planning Commission - Gabe Dull, Mark Iwanicki, Heidi Cobb, Gerald Marion, Wade Peacock, Alwin C. (Charlie) Wahl, Jr., and Leonard Dayss. Their hard work (and patience with the chairman) made possible an excellent report in a reasonable amount of time. Now comes the test of our work. This report should serve you - the residents of Bridgewater Township. If it doesn't serve you, come back to the Planning Commission with your suggestions. When it does help you, let us know so we can build on those good aspects. Sin~/iA James Fish, Chairman Bridgewater Township Planning Commission �• BriJgewaler :Jown6~ip BRIDGEWATER, MICHIGAN 48115 •.. • ! •~ ·~ • •• • • Resolution I, Karen Weidmayer, Clerk of Bridgewater Township, Washtenaw County, Michigan, hereby certify that the within General Development Plan and Map was adopted by the Township Board of township of Bridgewater, at a regular meeting held on June 15, 1992. All members of said Board were present. I further certify that Member Parr moved adoption of said plan and that Member Harlin Fraumann supported said motion. I further certify that the following members voted for adoption of the General Development Plan and Map: Douglas Parr, Supervisor; Karen Weidmayer, Clerk; Harlin Fraumann, Treasurer; Andrew Poet, Trustee; and Victor Mann, Trustee. Signed:+ a. u/.itkc:;:J Karen A. Weidmayer, Clerk Bridgewater Township �Table of Contents Introduction Purpose of the General Development Plan ....................................... 3 Why Plan? ................................................................ 3 Use of the Plan ............................................................. 3 The Planning Process ....................................................... 4 County Setting .............................................................. 6 Regional Setting ............................................................ 6 Citizen Survey ............................................................. 9 Survey Summary ........................................................... 14 The Plan Plan Format ............................................................... 19 Goals, Objectives, Strategies .................................................. 19 Agriculture ................................................................ 21 Open Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Environment .............................................................. 27 Residential ................................................................ 32 Commercial ............................................................... 36 Industrial ................................................................. 39 Circulation ................................................................ 41 Community Facilities ....................................................... 44 General Development Plan Land Use Categories ................................. .47 General Development Plan Map ............................................... 49 Implementation ............................................................ 50 Supporting Data and Analysis Population ................................................................ 55 Population Projections ....................................................... 57 Household Size/Households ................................................... 57 Housing .................................................................. 57 Income Characteristics ...................................................... 57 Employment ............................................................... 61 Existing Land Use .......................................................... 61 Sewer & Water .............................................................64 Existing Zoning ............................................................ 65 Soils ..................................................................... 65 Topography ............................................................... 65 Slopes .................................................................... 65 Watersheds ............................................................... 70 Woodlands ................................................................ 70 Wetlands ................................................................. 70 Groundwater Recharge Areas ... . ............................................. 70 Circulation ................................................................ 74 Schools ................................................................... 75 Police .................................................................... 75 Fire ..................................................................... 75 �-ill • •Ill : Introduction Purpose of the General Development Plan Why Plan? Use of the Plan The Planning Process County Setting Regional Setting Citizen Survey Survey Summary �Purpose of the Plan Use of the Plan The purpose of this document is to revise and update the existing Bridgewater Township General Development Plan which was adopted in map form in 1980. In the last twelve years many changes have occurred within the Township and neighboring communities that have had an impact on Bridgewater Township. To effectively tailor planning policies and development guidelines to these changes, it is necessary to establish a written and graphic statement concerning development goals and objectives for the Township on a periodic basis. The planning process that was followed in the preparation of this plan accomplishes that task. The plan serves many functions. First, as a general statement of the Township's goals, it provides a single, comprehensive view of what the Township desires for the future. Secondly, the plan serves as an aid in dayto-day decision-making. The goals, objectives and strategies outlined in the plan, guide the Planning Commission and Township Board in their deliberations on zoning, subdivisions, and capital improvements. The Plan provides a stable, long-term basis for decisionmaking. In effect, it forms an agenda for the achievement of goals and objectives. Why Plan? The primary objective of planning is to guide future events to achieve a better environment in which to live, work and play. In other words, the purpose of planning is to aid citizens and public officials in making decisions about the future. The comprehensive plan document and map are the products of the planning process which attempt to balance community goals in order to guide the growth of the Township. The plan is not a panacea or "cure all" for potential conflicting desires of citizens and Township officials. Rather, it is a long range statement of general goals and objectives aimed at the unified and coordinated development of the Township. As such, it provides the basis upon which zoning and land use decisions are made. Bridgewater Township General Development Plan A third function the plan serves is providing the statutory basis upon which zoning decisions are based. The Township Rural Zoning Act (P.A. 184 of 1943, as amended) requires that the zoning ordinance be based upon a plan designed to promote public health, safety and general welfare. Finally, the plan functions as an educational tool. Background studies and analysis form the basis for various plan elements (along with the goals and objectives). In addition, the plan provides a statistical view of the economic, demographic, cultural and natural make-up of the Township. This analysis, coupled with a statement of development goals and objectives, gives citizens, landowners, prospective developers and adjacent communities a clear indication of the Township's vision of the future. Page 3 �The Planning Process Planning is an ongoing, cyclical process. (Figure 1) It is inherently dynamic, fluid, changing. In general, the planning process is an attempt to answer a series of questions: • What do we have I anticipate? ❖ In viewing planning as a cyclical, ongoing process it becomes'possible to make the plan a "living" document one which is flexible enough to meet changing conditions and yet firm enough to provide stable, long term guidance to decision inakers. In so doing, the planning process can become an integral part of the decisionmaking process. Research and analysis of existing conditions (population, housing, transportation, environmental, etc.) and identification of problems and opportunities. • What do we want? ❖ Determination of the Township's development goals and objectives, the Township's vision of the future. • How do we get there? ❖ The general strategies that can be utilized to create the conditions the Township desires. • Getting there. ❖ Adoption/initiation of recommended strategies to implement the plan. • Is the plan working? ❖ Page 4 Analysis of implementation results to determine if the plan is accomplishing what was originally desired. Bridgewater Township General Development Plan �• FIGURE 1 THE PLANNING PROCESS - WHAT DO WE HAVE? - RESEARCH & ANALYSIS - I WHAT DO WE WANT? • GOALS & OBJECTIVES - IS THE PLAN WORKING? - PLAN MONITORING • • GETTING THERE - PLAN IMPLEMENTATION· - HOW DO WE GET THERE? - STRATEGIES - Source: "The PLAN FOR PLANNING". Coffl)rehensive Planning Program. City ol JANESVILLE, WISCONSIN. Bridgewater Township General Development Plan Page 5 �County Setting Regional Setting Bridgewater Township is located in southwest Washtenaw County. (Map 1) Although community orientation is heavily weighted toward Clinton, Manchester, Saline, Ann Arbor and Washtenaw County, many other factors serve to define other orientations. The State of Michigan is currently divided into 13 planning regions. Bridgewater Township, located within Washtenaw County, is part of Region 1 commonly known as the South-East Michigan Council of Governments (SEMCOG). The Region consists of Wayne, Macomb, Oakland, St. Clair, Monroe, Livingston and Washtenaw Counties. (Map 1) Historically, the center of this Region in terms of population and economy, has been the City of Detroit. The Township is approximately equal distant from Jackson, Adrian and Ann Arbor and is divided by the Clinton, Manchester, and Saline School Districts. Close access.to US-12 and M-52 provide direct access for residents to Adrian, Clinton, Saline, Tecumseh, Ann Arbor, Ypsilanti and Wayne County for working and shopping. The Township itself is considered rural with a historically agricultural base. Bridgewater's picturesque topography has favored residential use and over the last three decades the Township has seen the number of residences double as the land is increasingly viewed as rural residential. Pressure for residential growth is expected to continue with agricultural uses remaining steady or declining. Page6 Although there is considerable influence from the SEMCOG Region on the Bridgewater Township area, Region II which includes Jackson, Hillsdale and Lenawee Counties has a significant regional influence when evaluating statistics relevant to place of employment and regional shopping patterns. Bridgewater Township, while not located on the extreme fringe of the SEMCOG Region, like its neighbor Manchester Township, still identifies with overlapping school districts, telephone exchanges and retail shopping centers located outside the SEMCOG region. Given the Township's geographic relationship to both SEMCOG and Region II, Map 2 identifies those areas outside of the SEMCOG region which are especially significant to Bridgewater Township residents. Bridgewater Township General Development Plan �MAP 1 County & Regional Setting Bridgewater Township General Development Plan Page 7 �MAP2 Bridgewater Township Regional Location Page8 Bridgewater Township General Development Plan �Bridgewater Township Citizen Survey In December of 1991, the Bridgewater Township Planning Commission mailed out 742 citizen surveys to all Township property owners of record at that time. Six hundred and eighty (680) surveys were actually received by Township residents. Forty four and a half percent (44.5%) or 303 surveys were returned. The survey was intended to gage the sentiment of residents and property owners on issues relating to planning and development. The following is a summary of the survey results as well as the raw answers to the survey itself. Care should be taken in interpretation not to assume that the survey results are representative of all Township residents and property owners, but representative of those Township residents and property owners that actually responded to the survey. Bridgewater Township General Development Plan Page 9 �Bridgewater Township Citizen Survey "' IX> ~ 5 A. General Information A1. Please cirde the number of the school district in which you live. 3. Manchester School District 38.0% 4. Don1 know 3.2% 1. Clinton School District 41.9% 2. Saline School District 15.5% A2. Please cirde your zip code: 48158 49.1% 48176 10.7% A3. Please answer the following for yourself and your spouse (if any). Age Sex 1=Male 2=Female Self 17-90 Avg. 50.0 M:215 F= 76 Avg. 21.7 Spouse 21-81 Avg. 48.7 M:44 F= 181 Avg. 16.8 A4. # Years Bridgewater Resident 49236 36.7% # Years Property Owner in Bridgewater 5. Other 1.4% Other 3.5% (48115, 48130, 49230, 49286) t/ if Renter # Years Education Completed (12=High School Grad., 16--College) Avg. 18.0 19 H liS. ~ S&l1.. + 2.2% 48.9% 41.4% 7.5% Avg. 13.8 yrs. Avg. 15.5 9 H liS. ~ S&l1.. + 2.3% 52.8% 36.9% 8.0% Avg. 13.6 yrs. On the lines provided, record the number from the list below that best describes your occupation (and your spouse's occupation). SefftSJ)ouse 01 . 02. 03. 04. Professional 20.0%119.2% Managerial 10.9%14.0% Skilled Laborer 17.7%110.3% Unskilled Laborer 5.8%13.1% B. Residential Attitudes B1. Which of the following are reasons that you continue to live in Bridgewater Township? (Cirde all that apply.) a. b. c. d. B2. ~ Quality of schools 21.4% Close to work 21.7% Affordable housing 17.4% Close to friends & family 31.4% B3. e. f. g. h. Like the community 49.8% Low taxes 13.0% Like rural living & the natural environment 78.3% Other 10.0% Circle the number that best describes how you feel about the rate of residential growth in Bridgewater Township. 1. Much too fast 20.0% b:l ::s. p,. 05. Farmer 12.2%12.7% 09. Student 1.0%11.3% 12. Unemployed .7%11.3% 06. Sales .7%13.6% 10. Houswife 4.8%124.6% 13. Business Owner 6.8%5.8% 07. Clerical 1.4%18.0% 11 . Retired 15.3%112.5% 14. Other .7%/.5% 08. Service Worker 2.0%/3.1% 2. A little too fast 25.0% 3. About right 48.0% 4. A little too slow 5.0% 5. Much too slow 2.0% Which lot size or density (number of houses per acre) would you prefer? (Cirde all that apply.) ~ IX> a. More than one house per acre 4.3% b. One house on 1 acre 16.7% c . One house on 2 acres 27.4% Ii ~ ~ ~ .;· i..,e.. B4. ~ ...,0 ~ ~ ::9 IX> 1:1 On what size parcel is your residence located? (Circle one number.) 1. Less than one acre 6.1% 2. One acre, but less than two 13.3% 3. Two to five acres 16.7°Ji t:I BS. d. One house on 10 acres 42.1% e . Other 14.7% 4. Six to ten acres 10.2% 5. Over ten acres 53.7% If more single family residences are added, where would you prefer they be located? (Cirde all that apply.) a. Near the Village of Clinton 44.5% b. Near Bridgewater 28.8% c. In undeveloped areas suitable for development 30.8% d. Other area 10.7% · I ----------··- I �- t:l:I ::i. p.. B6. ~ •.-----------., .• In general, do you feel that the right of the Township to regulate should come before the rights of the private landowner? (Cirde one number.) ~ ..,~ 1. Yes, always 6.0% 2. Yes, but only when the general welfare of the township can be shown 14.2% ;;3 ~ t:l c.o ..,2'. f( B7. t:l ~ "'~ ..,0 ~ Sl. ::si ~ If residential development is to continue in Bridgewater Township, which of the following would you like to see. (Cirde all that apply.) a. b. c. d. e. f. E.. t:l 3. Each case must be considered individually 38.2% 4. No, generally not 27.4% 5. Never 14.2% Large lot residential , as it is presently occuring 38.6% Higher density residential development near the Village of Clinton 19.4% Higher density residential development near Bridgewater 14.0% Single family homes dustered together, leaving open space undeveloped 18.1% Don't want more residential development in the Township 34.4% Other 6.0% C. Commercial Attitudes C1 . Which describes how you view commercial (retail and service) businesses in Bridgewater Township? (Cirde one number.) 1. Not enough 23.1% 2. About right for the size and character of the community 71.7% 3. Too much 5.2% C2. Where would you like to see future commercial growth located to serve the citizens of Bridgewater Township? (Circle all that apply.) a. Along US-12, near the Village of Clinton 40.8% b. Austin Road near Bridgewater 28.8% c. Along Bartlett Road 3.3% C3. Cirde one number from each column to identify the village and the city where you conduct most of your business. Villages 01 . 02. 03. 04. C4. d. Inside the Village of Clinton only 14.7% e. Don1 want more commercial development in the Township 32.1% f. Other area 3.3% Cities Manchester 31.7°,6 Clinton 48.5% Bridgewater 15.2% Other 4.6% 10. 11. 12. 13. 14. Ann Arbor 51.6% Tecumseh 14.5% Saline 22.2% Adrian 8.1% Other 3.6% Cirde the number that best descibes how you would feel about a small shopping center ( 4 to 6 stores) located in the Township. 1. Strongly 12.1% in favor 2. Somewhat 18.2% in favor 3. Neutral/ 19.9% no opinion D. Industrial Attitudes D1 . Which describes how you view industry in BridgewaterTownship? (Cirde one number.) 4. Somewhat 16.8% opposed 1. Not enough 18.0% 2. About right for the size and character of the community 73.0% 3. Too much 9.0% D2. '"1:1 ~ ........ Where would you like to see future industrial growth in the Township? (Cirde all that apply.) a. b. c. d. Near the Village of Clinton 33.4% Near Bridgewater 24.1% Don't want more industrial development in the Township 46.5% Other area 3.0% 5. Strongly 33.0% opposed �'ti ~ .... t.:) E. Natural Resources E1 . Which of the following best describes how you perceive the Township's natural resources (woods, wetlands, creeks, etc.)? (Cirde one number.) 1. 2. 3. 4. E2. An asset to the community that should be protected by local government 49.0% A limited resource of increasing value 22.6% Solely the responsibility of the property owners 26.2% No particular value 2.2% Should the Township consider special protective measures for any of the following? (Cirde all that apply.) a. b. c. d. Raisin River 59.5% Saline River 44.5% Wetlands 44.5% Woodlands 47.5% e. Groundwater 61.2% f. Lakes 51.5% g. Natural Open Spaces 41.1% h. Other 13.9% F. Agricultural Attitudes F1. How many a(!eS do you farm or lease? (Cirde one number.) 1. 10 - 39 acres 15.4% F2. 3. More than 100 acres 16.5% 2. 6 - 10 years 14.3% 3. More than 10 years 77.8% In your opinion, what do you consider needs more protection by the Township? (Circle one number.) 1. Agricultural land 22.1% 2. Open Space 7.4% 3. Both 48.8% 4. Neither 1 nor 2 21.7% G. Transportation G1. How many members of your household are employed outside the home? _ __ 1 =36.8% 2 =52.3% 3 =6.8% 4 : 4.1% G2. Cirde the letters which best identify where employed members of your household work. a. b. c. d. e. f. 0:, ::i. f ~ 4. Do not farm 54.2% If you presently farm 80 acres or more, how long do you plan to keep this land in agricultural production? (Circle one number.) 1. 1 - 5 years 7.9% F3. 2. 40 - 100 acres 13.9% Bridgewater Township 8.7%126 Wayne County 12.4%137 Oakland County 1.3%14 Livingston County .7%12 Jackson County 2.3%17 Lenawee County 11.0%133 g. Monroe County .7%12 h. Ann Arbor City 27.4%182 i. Ypsilanti City 10.7%/32 j. Saline City 19.7%159 k. Milan City .7%12 I. Chelsea Village 2.3%17 If one or more, continue with G2. If none skip to GS. m. n. o. p. Dexter Village 2.3%17 Manchester Village 8.0%124 Other Wash. Co. Areas 10.7%132 Detroit City 1.7%15 q. Other 12.7%138 ID ~ ,-,3 G2a. On the line beside each location you cirded at G2, please record the number of household members employed there. G3. Cirde the roads typically used by members of your household on the way to and from work. 0 ~ 1:1 ..,2'."' a. US-12 43.8% ~ b. Austin Road 52.2% c. Clinton Road 18.7"-' ~ e:.. d. Schneider Road 21.1% e. Parker Road 18.4% f. Other 14.4% t:, ~ ..,0 ~ ~ ::9 ~ G4. How far do you and each employed member of your household drive (one way) to work? (Cirde as many as apply and record the number of persons in your household who drive that distance.) a. 0-2 miles 4.3%113 b. 3-6 miles 12.4%137 c. 7-12 miles 19.1%157 d. 13-20 miles 26.8%180 e. 21-30 miles 26.8%180 t-w-.-w-1---:a-t:-l f. 31-40 miles 9.0%127 g. Over 40 miles 11.0%133 t:-- C-t: �~~-- -. -. ,--. • , ~, t:o ::t GS. f 1. Excellent ~ ~ ~ How would you describe the gravel roads in the Township? (Circle one number.) G6. .7°-' 2. Very Good 4.4% 4. Fair 39.7% 3. Good 25.0% 5. Poor 30.2% Would you support an additional millage to improve gravel roads in the Township? (Circle all that apply.) ~ ; a: a. b. c. d. "0 ~ ::, <I> a No 68.9% Yes, by increased property taxes 9.0% Yes, by special assessment based on road frontage 14.7% Yes, by other funding 8.0% t, ~ 0 "0 ..~ H. Miscellaneous H1. In general, how do you feel about the annexation of Township property by the Village of Clinton? (Circle one number.) ::, "d 1. In favor of 10.1% annexation ;- ::, 2. NeutraV 46.5% no opinion H2. Are you in favor of sewer and water being extended into the Township from the Village of Clinton? H3. If you have been a Township resident for 5 or more years, please rate how you feel the following categories have changed. Road Conditions Sarne 52.9% Better 10.2% Much Better .9% Privacy 4.9% 36.0% 56.9% 2.2% 0% Crime 4.0% 28.0% 64.0% 3.0% 1.0% Traffic 26.0% 44.4% 27.4% 1.3% .9% Natural Environment 6.3% 31.5% 57.7% 4.0% .5% H4. Would you support an additional property tax millage to improve police protection in the Township? HS. Would you support an additional property tax millage to provide trash pick-up in the Township? H6. Should the Township encourage and support the development of a public park or recreation area within the Township? (Circle one number.) H7. HS. 2. No 57.0% 1. Yes 21.7% 1. Yes 23.1% 2. No 78.3% 2. No 76.9% 3. Uncertain 23.0% Circle the number that best describes how you would feel about the building of a waste water treatment facilty to accomodate existing and future growth in Bridgewater? (Circle one number.) 1. Strongly 6.4% in favor 2. Somewhat 10.8% in favor Additional comments on Township issues: Taxes= 30.1% = Growth 29.2% Roads= 16.8% ....to 2. No 67.9% Worse 24.0% 1. Yes 20.0% "' ~ 1. Yes 32.1% Much Worse 12.0% -- "d 3. Opposed to 43.4% annexation Government= 13.3% = Clean up 5.3% Services =5.3% 3. NeutraV 26.3% no opinion 4. Somewhat 21.5% opposed s. Strongly opposed 35.0% �Bridgewater Township Survey Summary Residential Attitudes Commercial Attitudes • 23.1% of the respondents think there is not enough commercial business in the Township. • 78.3% of the respondents continue to live in the Township primarily because they like rural living, the natural environment and living close to family and friends. • 48.0% of the respondents feel that the rate of growth is about right. • 42.1 % of the respondents prefer a lot density of one house on 10 acres, while 53. 7% of the respondents live on parcels of 10 acres or larger. • 44.5% prefer more single family residences to be added near the Village of Clinton, while 30.8% • 71.7% believe there is adequate commercial busi- ness in the Township. • 40.8% support future commercial growth along US-12 near the Village of Clinton. 32.1 % do not want any more commercial development in the Township. • 48.5% consider Clinton as their Village of choice when conducting business, while 51.6% consider the City of Ann Arbor their City of choice when conducting business. prefer single family residences to be located in undeveloped areas suitable for development. • 49 .8% responded negatively to a shopping center in • How the residents feel about whether the Town- • 30.3% responded favorably to a shopping center in the Township, while 19.9% are neutral or have no ships rights to regulate should come before the rights of the private land owner: 38.2% feel each case should be considered individually, while 27.4% feel that the Townships rights generally should not come before the property owners. the Township. op1mon. Industrial Attitudes • 18.0% of the respondents feel that there is not • 38.6% would like to see large lot residential devel- opment to continue as it is presently occurring, while 34.4% don't want any more residential development. Page 14 enough industry in the Township. • 73.0% feel that local industry is about the right size and character for the community. Bridgewater Township General Development Plan �need protection by the Township, while 22.2% think neither need protection. • 9.0% feel that there is too much industry in the Township. • 46.5% do not want anymore industrial develop- ment in the township, while 33.4% would like to see future industrial growth located near the Village of Clinton. Transportation • 27.4% of the respondents work in the City of Ann Arbor; 19. 7% work in the City of Saline, and 12.4% in Wayne County. 8.7% work in Bridgewater Township. Natural Resources • 49.0% of the respondents describe the natural envi- • 26.8% (80 people) drive 21-30 miles one way to work, while the same percentage drives 13-20 miles, one way to work. 11.0% (33 people) drive over 40 miles one way to work. ronment as an asset worth protecting. • The following percentages reflect those respon- dents who favor consideration of protective measures to preserve natural resources in these geographical areas: Groundwater - 61.2%, Lakes 51.5%, River Raisin - 59.5%, Woodlands - 47.5%, Wetlands - 44.5%, Natural Open Spaces - 41.1%, Saline River - 44.5%, Other - 13.9%. Agricultural Attitudes • 54.2% of the respondents do not farm, while • 39.7% describe gravel roads in the Township as fair, while 30.2% describe them as poor. • 68.9% are not in favor of an additional millage to improve gravel roads. Miscellaneous • 43.4% are opposed to annexation, while 46.5% were neutral or had no opinion. 67 .9% are opposed to sewer extension from the Village of Clinton. • Residents living in the township for more than five years feel the following: 13.9% farm or lease between 40-100+ acres. • 77 .8% presently farming 80 acres or more plan to keep their land in agricultural production for more than 10 years. • 48.8% think that agriculture and open space Bridgewater Township Gi)neral Development Plan Page 15 �Road Conditions: 52.9% same, 24.0% worse. Privacy: 56.9% same, 36.0% worse. Crime: 64.0% same, 28.0% worse Traffic: 44.4% worse, 27.4% same Natural Environment: 57.7% same, 31.5% worse • 78.3% of the respondents do not support an additional millage to improve police protection, while 76.9% oppose a millage to provide trash pick-up. ❖ Clean Up: Clean up and beautification of community. ❖ Services: Comments about utilities, sanitation, recycling, water treatment. ❖ Government Related: Comments about annexation, property assessments, ordinances. • 57.0% say they do not support the use of tax dollars for a public park or recreation area within the Township. • 56.5% are opposed to the building of a waste water facility to accommodate future growth in Bridgewater. • General comments can be broken down according to the following citizen concerns: Taxes: 30.1%, Growth: 29.2%, Roads: 16.8%, Government: 13.3%, Cleanup: 5.3%, Service: 5.3%. Page 16 ❖ Taxes: "Too high." "Not enough services for money paid. " ❖ Growth: "Like the community the way it is. " ❖ Roadstrraffic: included comments about police. Bridgewater Township General Development Plan • • • • • • • • • • • �I •ill (ill • • • The Plan Plan Format Goals, Objectives, Strategies Agriculture Open Space Environment Residential Commercial Industrial Circulation Community Facilities General Development Plan Land Use Categories General Development Plan Map Implementation �Plan Format Goals The following pages outline the development goals and objectives of the Township. These goals and objectives were established through the planning process. During this process, the Township Planning Commission solicited public input on the problems and opportunities facing Bridgewater Township. This was accomplished through public meetings and an opinion survey which was mailed to residents throughout the Township. The Planning Commission then analyzed the responses and formulated goals and objectives designed to address the issues raised during that process. Goals should be viewed as long-range statements that are reflections of the Township's underlying values and desires. They are typically more general in nature. Next, the Planning Commission considered various strategies designed to achieve each objective. The lists of strategies following each objective are not exhaustive or mutually exclusive. They provide a broad range of options, some more feasible than others, that can be used to reach goals and objectives. They should each be viewed as one piece of the puzzle - an interlocking series of planning actions that together form the basis for eventual achievement of the development goals of the Township. Finally, it should be noted that some strategies may not be feasible given current political, legal, economic or practical reasons. While this may prevent implementation of some strategies immediately, considerations of these options in the future by the Planning Commission is possible. (Figure 2) Bridgewater Township General Development Plan Objectives Objectives are shorter term, more specific statements which are designed to partially achieve the goals. They can be thought of as one step towards meeting the goal. Strategies Strategies are specific actions which can be taken by the planning commission and board in their efforts to achieve each objective. They are definitive statements aimed at achieving specific objectives. Through this goal-objective-strategy format, a direct link has been established between Township desires (goals, objectives) and the actions necessary to achieve them (strategies). (Figure 2) In doing so, a more realistic appraisal of plan elements (goals, objectives) is anticipated. The results will be a clearer realization of the actions necessary to achieve desired goals. Page 19 �_, FIGURE 2 111ft PLANNING FRAMEWORK E 1- llf GOAL I ~ OBJECTIVE I STRATEGY Page 20 I - - I ~ - OBJECTIVE I I STRATEGY STRATEGY I I STRATEGY Bridgewater Township General Development Plan •llf •1111 • : •111 • �'1 If " "-II .. "(Ill Ill -Ill Ill • Identify prime agricultural areas within the Township where long term agricultural operations are currently located and can reasonably be sustained into the future. • Maintain zoning provisions and language that promotes agriculture as a permitted and principal use . . • Support the use of innovative zoning approaches to protect prime agricultural areas. • Support and maintain P.A. 116 Farmland appli- Agriculture Goal cations, iflocated within areas designated for agricultural uses. • Discourage the fragmentation ofland parcels Support stable agricultural areas and operations in Bridgewater Township. within rural areas. Where parcels can be split, promote zoning and platting techniques that will minimize the effects on land consumption. Objective Land Use decisions should be made with the intent of supporting existing, long term agricultural operations. Strategies • Consider forming an Agricultural Lands Com- mittee to explore and determine an interest or need to preserve prime agricultural land. Bridgewater Township General Development Plan • Consider organizing a land trust for the preser- vation of prime and unique agricultural land. Objective Discourage non-agricultural developments in active agricultural areas keeping conflicts between agricultural and non-agricultural activities to a minimum. Page 21 �Strategies • Establish zoning language that highlights the incompatibility of residential sprawl and agricultural operations. • Encourage rural non-farm residential uses to locate in clusters in order to better provide necessary rural services. zoning classification in accordance with the General Development Plan or a General Development Plan amendment. • Consider reduction of residential densities in prime agricultural areas in conjunction with innovative zoning techniques that provide incentives to protect and preserve prime agricultural land. • Where possible, establish permanent buffers of open space between urban/suburban areas and active agricultural areas. • Revise the zoning ordinance and amend the map to include an "overlay zone" of environmentally sensitive areas in which safeguards and protective measures would be required of all development within the overlay zone. • Prohibit rezonings or zoning ordinance amend- ments which allow the encroachment of suburban activities into active agricultural areas. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning requirements to preserve and protect agricultural land and open space. • Proposals for residential subdivisions and site condominiums should be rezoned to a residential Page 22 Bridgewater Township General Development Plan ,•. • • •1111 • • "'Ill •.. �~ '1 -II Ill • • ~ Objective Support related commercial and support activities which promote long-term agricultural areas and operations. Strategies • Maintain provisions and language in the zoning ordinance which permit farm implement, bulk feed and fertilizer operations as conditional uses in planned agricultural areas. Objective Educate residents regarding land use activities that could have negative impacts on the agricultural economy. Strategies • Promote and organize community wide forums which address relevant land use and environ mental issues. • Establish an information network between local officials and residents, through newsletters, and bulletins. Bridgewater Township General Development Plan Page 23 �rivers, ground water recharge areas, unusual topographic features, and steep slopes. • Amend the zoning map to include additional areas in the Resource Conservation District based on the identification of important natural resources or fragile lands. • Develop site plan design standards within the zoning ordinance that require maximum protection of environmental elements in the design process. Open Space Goal Support an open space system which through preservation, enhances the rural and agricultural character of the Township. Objective Support the protection of open space systems which encompass natural resources and fragile lands. • Revise the zoning ordinance and amend the map to include an "overlay zone" of environmentally sensitive areas in which safeguards and protective measures would be required of all developments within the overlay district. • Consider the use of Public Act 116 Open Space Easement applications, or a land trust to protect and preserve unique open space areas. • Develop a separate natural features protection ordinance. Strategies • Gather, maintain and update information re- garding all important natural resources and or fragile lands including but not limited to: wet lands, wooded areas, watersheds, streams, Page 24 Objective New development activity should be designed and oriented to take advantage of and preserve and protect the open space areas formed by streams, rivers, lakes, Bridgewater Township General Development Plan • • • •Ill Ill •Ill •'_. • • • �~ • • •II II •II ~ -"" ", valleys, woodlands, wetlands, steep slopes, and other natural features. Strategies Strategies • Require maximum retention and dedication of open space during site plan design, review and approval of projects. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning requirements to preserve and protect open space. • Restrict new development, through zoning, in areas that have been identified as having fragile lands or important natural resources. • Revise the zoning ordinance to require that a set percentage of a residential, commercial or industrial development, or the lot area of commercial and industrial lots be maintained as "open space." The percentage of open space would be in addition to existing landscape and transition strip requirements . • Develop design standards within the zoning ordinance, that through the site plan review process can be referenced so as to maintain or preserve fragile lands. • Utilize existing fragile lands or existing natural resource areas as buffer zones of open space between adjoining land uses, (i.e. housing units and agricultural operations). Objective Support open space areas and/or buffers that reduce noise, visual blight, and conflicting land uses. • Review and revise the Township zoning ordi- nance as necessary to permit and encourage alternative development designs which maximize open space (cluster housing, zero lot line construction). • Encourage the acquisition of easements on lands which are oflimited development potential, that would serve to ensure the protection of important natural resources or fragile lands (i.e. wetlands, flood plains, etc.). • Revise the zoning ordinance to create incentives for developers to provide and maintain open space areas (bonuses including residential density, floor area ratio or set back reductions). Bridgewater Township General Development Plan Page 25 �Objective Objective Support an open space network along the River Raisin that encompasses its tributaries, associated wetlands, flood plains and other natural features. Promote and establish a community awareness program within the Township that accentuates the need for open space and the natural environment associated with it. Strategies Strategies • Support continued enforcement of the current State and National wetland and flood plain protection statutes and regulations. • Promote and organize community wide forums which address relevant land use and environmental issues as they relate to open space preservation. • Consider amending the zoning ordinance to require larger setbacks from the River Raisin and its tributaries. • Establish an information network between local officials and residents with newsletters, and bulletins. • Explore the feasibility of natural river status for the River Raisin. • Encourage maximum open space retention and protection of tributaries, wetland and flood plain areas during the site plan design, review and approval process. • Explore public and private sources to finance acquisition and maintenance of public open space easements of property along designated tributaries. Page 26 Bridgewater Township General Development Plan .-, • • • • �-Ill "II • Revise the zoning ordinance to include perform- ance standards for uses which have potentially harmful environmental side effects. • Establish separate overlay districts for fragile lands and natural resource areas, outlining in the zoning ordinance specific performance cri teria for their use. • Prepare and adopt separate site plan review cri- teria which address specific environmental considerations and safeguards. Environmental Goal Protect and preserve the natural resources and features of the Township. Objective Minimize the negative impact of development on the environment. Strategies • Create and distribute standards in a developers information packet that explains Township policies and gives clear guidance on how to follow them. • Increase code enforcement inspection efforts to assure compliance with development guidelines. • Amend the zoning ordinance to permit cluster development and other innovative designs which minimize lot coverage, maximize open space and allow flexibility in accommodating environmentally sensitive areas. • Revise the zoning ordinance to require prelimi- nary site plan meetings between developers and Township officials. Bridgewater Township General Development Plan Page 27 �~ Objective Promote the protection of ground water resources from contamination and/or degradation due to potentially harmful development or land use activities. Strategies Continually update and maintain existing groundwater recharge data and base maps for use during the development review process. • Encourage the donation of ground water recharge areas to the State, Township, or a land trust. • Within the zoning ordinance, create separate site plan review criteria which incorporates ground water protection measures for developments that are of a nature that could potentially have impacts on the ground water supply. • Promote the acquisition of easements to prevent development of groundwater recharge areas. • Revise the zoning ordinance to include specific protection criteria within the existing frame work of the schedule of zoning district regulations and supplementary district regulations. • Within the zoning ordinance create an overlay zone with separate ground water recharge area protection measures which, in addition to general zoning district restrictions, must be met. • Establish subdivision, site condominium and/or planned residential development guidelines which regulate development within groundwater recharge areas. • Establish zoning ordinance language which prohibits the use of injection wells for the disposal of hazardous waste. • Encourage deed restrictions of ground water recharge areas during site plan review of proposed developments. Objective Promote the protection of wetlands from encroachment and/or degradation due to potentially hannful development or land use activities. Strategies • Amend the zoning ordinance to include a sepa- rate wetlands protection section within the supplementary district regulations which clearly details the need for the State of Michigan Department of Natural Resources (MDNR) permits prior to any development/filling activities. • • .,• w: .• , •-• 1111 •.. 1111 Page 28 Bridgewater Township General Development Plan Ill �~ '• • • • •.. -II -Ill II • Update and maintain accurate wetland data and base maps for use in the development review process. • Within the zoning ordinance create an overlay zone with separate wetland protection measures which, in addition to general zoning district restrictions, must be met . • Establish subdivision, site condominium and/or planned residential development guidelines which regulate development within wetlands. Objective Restrict development and land use within flood plains areas, including associated water ways. Strategies • Continue enforcement of existing state and federal laws concerning flood plain management. • Within the zoning ordinance create an overlay zone with separate flood plain protection measures which, in addition to general zoning district restrictions, must be met. • Establish a technical review process, to be con- ducted during site plan review, with the purpose of reviewing new developments for their impact on wetland areas . • Establish subdivision, site condominium and/or planned residential development guidelines which regulate development within flood plain areas. • Encourage deed restrictions of wetlands areas during the site plan review process. • Encourage the acquisition of easements to prevent development of wetland areas. • Encourage the donation of wetlands to the State, • Revise the ordinance to include a flood plain development section in the supplementary district regulations which clearly detail State of Michigan restrictions and sets forth Township regulations regarding development within flood plain areas. Township, or a land trust. • Within the zoning ordinance, create separate site • Revise the zoning ordinance to have specific setback and protection measures within the existing schedule of district regulations and/or supplementary district regulations. Bridgewater Township General Development Plan plan review criteria which incorporate flood plain protection measures. Page 29 �• Encourage deed restrictions of flood plain areas during the site plan review process. • Within the zoning ordinance, create separate site plan review criteria which incorporates woodlot or forest area protection measures. • Encourage the donation of flood plain areas to the State, Township, or a land trust. • Encourage the acquisition of easements to pre- vent development of forest areas. • Encourage the acquisition of easements to prevent development of flood plain areas. • Encourage deed restrictions of forest areas during the site plan review process. Objective Encourage the conservation of woodland areas. Strategies • Within the zoning ordinance, create an overlay zone with separate woodland protection measures, in addition to general zoning regulations, which must be met. • Revise the zoning ordinance to include specific protection criteria for woodland areas within the existing framework of the schedule of zoning district regulations and supplementary district regulations. • Encourage donation of forest or woodlot areas to the State, Township, or a land trust. Objective Limit development on steep slope areas throughout the Township. Strategies • Within the zoning ordinance, create an overlay zone with separate steep slope protection measures, in addition to general zoning district regulations, which must be met. • Within the zoning ordinance adopt site plan • Establish site plan review criteria for subdivi- sions, site condominiums and/or planned residential developments aimed at protecting large woodlots. review criteria which specifically details performance requirements for the development of steep slopes. • Encourage the acquisition of easements to prevent development of steep slope areas. Page 30 Bridgewater Township General Development Plan • �' I "Ill 1111 II II II • Encourage deed restrictions of steep slopes during the site plan review process. • Encourage the donation of steep slope areas to • Establish zoning language which prohibits secondary gravel and/or accessory operations, i.e. asphalt plants, concrete plants and similar operations. the State, Township, a land trust or conservancy. • Consider an overlay zone technique which exam- Objective Reduce the negative impact of sand, gravel, and other extractive operations. Strategies ines the sphere of influence or impact of sand and gravel extraction operations on existing land use activities. • Increase code enforcement/inspection efforts to assure compliance with development guidelines. • Maintain Township ordinances regulating min- ing, excavation, stockpiling, quarrying, processing and the dumping/disposal of off site soil and/ or comparable material. • Work closely with the Washtenaw County Road Commission in evaluating haul routes and the associated long-term impacts to roadways and adjoining land use activities. • Maintain Township efforts which require existing sand and gravel operations to obtain a conditional use permit for continued operation along with approved restoration plans. Objective Oppose sanitary landfills of any type or classification. Strategies • Maintain Township policy which emphasizes the incompatibility of sanitary landfills with longterm land use goals. • Establish adequate facilities for recycling along with educating Township residents to the longterm benefits of reducing the waste stream vs. inefficient use of landfill space. • Evaluate the adoption of"sunset provisions" which would set time and/or unit extraction limits for sand and gravel operations. Bridgewater Township General Development Plan Page 31 �• Support the incorporation of site planning into the project design process. • Encourage a mixture of housing types when and where appropriate (i.e. near the Village of Clinton boundary). • Consider design standards within the zoning ordinance which will accommodate accessory uses or home sharing opportunities as an alternative way to address emerging housing needs. • Encourage the location of new residential devel- Residential Goal Consider residential development that is compatible with the Township's agricultural and rural character and meets the needs of its residents. opments adjacent to existing public facilities and service investments (utility systems, schools, and recreational opportunities). Objective Limit residential densities to not more than 1 dwelling unit per acre outside of potential sewer service areas . Objective Support adequate and affordable housing for the existing population, anticipated population growth, and households with special needs. Strategies • Support efforts to rehabilitate existing housing. • Support the use of cluster housing in the design Strategies • Support and maintain zoning provisions and language which stipulate a maximum density of one dwelling unit per acre in the Rural Residential Zoning District. • Require residential uses to locate on soils which can permanently support on-site utilities, of residential areas. Page 32 Bridgewater Township General Development Plan • • •w • :_, • • •Ill • • I �minimizing the need for future municipal water/ wastewater utility extension or the need for a package treatment facility. • Amend the zoning map to accommodate Subur- ban Residential only in accordance with the General Development Plan, and only upon receipt of a rezoning petition. • In accordance with the General Development Plan, maintain and support a Rural Residential Zoning District (one dwelling unit per acre). • Rezoning of additional land to Rural Residential will be in accordance with the General Development Plan, and only upon receipt of a rezoning application. • Amend the zoning ordinance to include language and provisions that encourage residential developments of two or more dwelling units per acre to locate, as a first priority, in areas that can be served by municipal sewer and water. • In the near future, create a joint preliminary and final development review process with the Village of Clinton, that facilitates intergovernmental input prior to annexation, when annexation is a prerequisite to providing municipal services to a · proposed development. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning regulations to preserve and protect agricultural land and open space. Objective Consider locating suburban residential (1-4 dwelling units per acre) in areas that are as a first priority, located within a potential area to be served by municipal sewer and water. Strategies • Amend the zoning ordinance to include provi - sions for a Suburban Residential Zoning District (1-4 dwelling units per acre). Bridgewater Township General Development Plan • Coordinate planning efforts when large projects are located along political boundaries and can effect more than one governmental unit. Objective Support innovative housing and site design which increases open space opportunities and decreases negative impacts both visually and physically between the built and natural environment. Page 33 �Strategies • Amend the zoning ordinance to permit and en- courage cluster, single family attached, zero lot line, and semi-attached dwellings within suburban residential areas (two to four dwelling units per acre). • Amend the zoning ordinance to require a pre- preliminary site design meeting between developers and the Township Planning Commission for the purpose of soliciting comments regarding innovative housing designs and site layout. • Through the zoning ordinance, develop stan- dards to serve as a guide for developers which outlines the Townships vision of what innovative housing is. • Ensure that development proposals adequately reflect necessary right-of-ways to accommodate planned road improvements, or extensions in the site plan approval process. • Review set back/yard requirements to provide for better project/site design. Objective Minimize the conflicts between rural non-farm residential uses and agricultural operations. Page 34 Strategies • The extension of municipal utilities should be limited to properties within a potential or planned sewer service area. • Consider forming an Agricultural Lands Com- mittee to explore and determine an interest to preserve prime agricultural land. • Consider the reduction of residential densities in prime agricultural areas in conjunction with . innovative zoning techniques that provide incentives to protect and preserve prime agricultural land. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning regulations to preserve and protect prime agricultural land and open space. • Proposals for residential subdivisions and site condominiums should be rezoned to a residential zoning classification in accordance with the General Development Plan or a General Development Plan amendment. • Amend the zoning ordinance, establishing design standards requiring buffers of open space between rural non-farm residential uses and intense agricultural activities. Bridgewater Township General Development Plan ., ., ., ., ., .-, • • • • �, , , -"II "• •Ill Objective Minimize residential sprawl by discouraging premature fragmentation ofland parcels within rural areas. Strategies • During the site plan review process for subdivi- sions, site condominiums, and planned residential developments (PRD's) establish provisions for open space which is held as common space in perpetuity, not available for further subdividing. • Amend the zoning ordinance to permit and en- courage residential clustering and flexible zoning regulations to preserve and protect prime agricultural land and open space. RES . OF CALEB BROWN. sec 5 BRIDGE WArER TP MICH • Rezone property to residential zoning districts only as it conforms to the General Development Plan and not for the purpose of economic speculation. • Investigate the adoption oflot split regulations within the zoning ordinance . Bridgewater Township General Development Plan Page 35 �under the commercial zoning district. Those commercial uses not typically associated with an agricultural/rural environment, should be removed or categorized as conditional uses. • Re-evaluate conditional uses permitted in agricul- tural districts, to ensure that they are compatible with rural areas versus being more suited to commercial or light industrial zoning. Objective Commercial Consider new commercial developments with the first priority being that they are located within areas with the potential to be served by municipal sewer and water. Strategies Goal Consider commercial activities that meet the needs of Township residents and are compatible with and required by a rural and agricultural lifestyle. Objective Consider compatible commercial uses that are associated with agricultural operators. Strategies • Amend the zoning ordinance to include language and provisions that encourage commercial developments, as a first priority, to locate in areas that are served by municipal sewer and water. • In the near future, create a joint preliminary and final development review process with the Village of Clinton, that facilitates intergovernmental input prior to annexation, when annexation is a prerequisite to providing municipal services to a proposed project. • Update and amend the zoning ordinance to establish a comprehensive list of permitted uses Page 36 Bridgewater Township General Development Plan -•1111 Ill • • • • • • • • �• •II II II II II II II • • ~ Coordinate planning efforts when large projects are located along political boundaries that can effect more than one government. • Work in conjunction with the Washtenaw County Road Commission to discourage curb cuts for individual commercial projects and to encourage combined drives, and service drives. • Support and maintain a commercial zoning district on the zoning map and language and provisions for a commercial district in the zoning ordinance. • Develop performance standards to be included in the zoning ordinance for commercial uses, which have potentially harmful environmental side effects associated with them. • Accommodate rezoning land to commercial only upon receipt of a rezoning petition and when in accordance with the adopted or amended General Development Plan. Objective Provide adequate safeguards to minimize the negative impacts of commercial activities on roads, adjacent land uses and the environment. Strategies • Revise the zoning ordinance to require a prelimi- nary site plan/design meeting between developers and Township Officials. • Ensure that development proposals adequately reflect necessary right-of-ways to accommodate planned road improvements, or extensions in approved site plans. • Prepare and adopt a separate site plan review ordinance, that is more comprehensive and addresses environmental concerns. • Prepare an information packet for developers that outlines Township policies and gives clear guidance on how to follow them. • Increase landscaping/visual barrier requirements in the zoning ordinance between commercial establishments, adjacent properties, and right-ofways. • Revise the zoning ordinance and amend the map to include an "overlay zone" of environmentally sensitive areas in which safeguards and protective measures would be required of all commercial developments within the overlay zone. • Increase code enforcement/inspection efforts to assure compliance with development guidelines. Bridgewater Township General Development Plan Page 37 j �Objective Prevent "strip development" for commercial land uses along roadways. Strategies • Develop standards or guidelines which detail graphically what the Township's "vision" of a given corridor is to be (i.e. US-12, Austin Road, Clinton Road, etc.). • Establish "Area Plans" for designated corridors within the Township to ensure balanced, welldesigned development. • Review set back/yard requirements to provide for better project/site design, service drives, and innovative parking layout. • Work in conjunction with the Washtenaw County Road Commission to reduce the number of curb cuts permitted for individual commercial developments and to encourage the use of combined drives and service drives to serve adjacent properties. • Revise the zoning ordinance to increase land- scaping/visual barrier requirements between commercial establishments and adjacent properties and right-of-ways. • Amend the zoning ordinance and map to include a "visual ov;rlay district" which would include separate landscaping and screening guidelines for a given corridor. • Consider the relationship of adjacent land uses during the site plan review process, encouraging service drives, combined curb cuts and coordinated parking areas to ensure a cohesive appearance. • Revise the zoning ordinance to require prepreliminary site plan/design meetings between developers and Township officials. Page 38 Bridgewater Township General Development Plan ., • • •.. •Ill • • • • • ~ �~ ---II II II II • " " and provisions that encourage light industrial developments to locate, as a first priority, in areas that are served by municipal sewer and water. • In the near future, create a joint preliminary and final development review process with the Village of Clinton, that facilitates intergovernmental input prior to annexation, when annexation is a prerequisite to providing municipal services to a proposed development. • Coordinate planning efforts when large projects Industrial Goal Consider light industrial development that is compatible with the rural and agricultural character of the Township. are located along political boundaries that can effect more than one governmental unit. • Support and maintain a light industrial zoning district on the zoning map and language and provisions for a light industrial district in the zoning ordinance. • Review all permitted light industrial uses in the Objective Consider new light industrial developments with the first priority being that they be located within areas with the potential to be served by municipal sewer and water. Strategies • Amend the zoning ordinance to include language Bridgewater Township General Development Plan zoning ordinance to determine if they are compatible with a rural and agricultural community. Those that are not should be removed or categorized as conditional uses. • Accommodate light industrial uses only upon receipt of a rezoning petition and when in accordance with the adopted or amended General Development Plan. Page 39 �1111 Objective Provide adequate safeguards to minimize the negative impacts of industrial activities on roads, adjacent land uses and the environment. Strategies • Revise the zoning ordinance to require prelimi- nary site plan/design meetings between developers and Township officials. • Ensure that development proposals adequately reflect necessary right-of-ways to accommodate planned road improvements, or extensions in approved site plans. • Prepare an information packet for developers that outlines Township policies and gives clear guidance on how to follow them. • Increase landscaping/visual barrier requirements in the zoning ordinance between industrial establishments, adjacent properties and right-ofways. • Revise the zoning ordinance and amend the map to include an "overlay zone" of environmentally sensitive areas in which safeguards and protective measures would be required of all industrial developments within the overlay zone. • Develop standards or guidelines which detail • Consider the relationship.of adjacent land uses during the site plan review process, encouraging service drives, combined curb cuts and coordinated parking areas to ensure a cohesive appearance. • Develop performance standards to be included in the zoning ordinance for uses which have potentially harmful side effects to the environment. • Prepare and adopt a separate site plan review ordinance, that is more comprehensive and addresses environmental concerns. graphically what the Township's "vision" of a given corridor is to be (i.e. US-12, Austin Road, Clinton Road, etc.). Ill Ill Ill Ill • Establish "Area Plans" for designated corridors within the Township to ensure balanced, welldesigned development. 11111 • Review set back requirements to provide for • -Ill better project design, service drives, and innovative parking layouts. • Increase code enforcement/inspection efforts to assure compliance with development guidelines. Page 40 --Ill -Ill Bridge'l"ater Township General Development Plan Ill �• Work in conjunction with the Washtenaw County Road Commission and the Michigan Department of Transportation to do the following: II -II II II II II II II reduce the number of curb cuts for individual developments. ❖ encourage the use of combined driveways and service drives to service adjacent properties. • Prepare an information packet for developers that outlines Township policies and gives clear guidance on how to follow them. II II ❖ Objective Circulation Goal Encourage a transportation network which facilitates an efficient internal movement of vehicles and pedestrians within the Township and into the surrounding regional transportation network. Objective Minimize development on Township roads. Strategies • Revise the zoning ordinance to require preliminary site plan/design meetings between the developer and Township officials. Bridgewater Township General Development Plan Retain unpaved roads where appropriate in rural areas of the Township. Strategies • Pursue designation of natural beauty road status for appropriate unpaved roads throughout the Township. • Direct road improvement funds toward maintain- ing and upgrading existing paved and unpaved roads. • Explore alternative means of funding circulation improvements via communication by Township officials with appropriate county, state and federal agencies. Page 41 �Objective Strategies Reduce and keep to a minimum the number of curb cuts on major roads in the Township (i.e. US-12, Austin Road, Clinton Road, etc.). • Review setbacks/yard requirements for all zoning Strategies • Inventory and assess all potential traffic hazard • Revise the zoning ordinance to require prelimi- nary site plan meetings between developers and Township officials. • Work in conjunction with the Washtenaw County Road Commission to r·educe the number of curb cuts permitted for individual developments and to encourage service drives to serve adjacent properties. • Develop corridor specific area plans which re- quire designated performance standards, including minimal curb cuts for proposed development projects. • Put together a developers information packet that outlines Township policies and gives clear guidelines on to follow them. districts to provide for better project/site design, service drives, and innovative parking layouts. locations: roads, intersections, bridges. • Coordinate with the Washtenaw County Road Commission to assure that the proper right-ofways are acquired for road improvements, and for new developments. • Require developer fin~ncing of road extensions/ improvements to service new developments with subsequent dedication of improvements/extensions to the public. • Study the need for and consider adopting a private road ordinance. Objective Support alternative means of transportation. Strategies Objective Support improved circulation patterns, alleviation of potential traffic hazards, and the reduction of congestion on major roads. Page 42 • Require construction of public sidewalks in residential developments of more than one dwelling unit per acre. Bridgewater Township General Development Plan - �• Encourage a network of rural bikeway routes in appropriate locations throughout the Township. • Allow adequate car pool facilities in appropriate areas of the Township. RES. OF" -Z. , T . STARR . :sec. ~ 1 . l/,.ID.Elltl,.T E/lf ".,,cw Bridgewater Township General Development Plan Page 43 �• Consider, when needed, contractual arrange- ments with the Washtenaw County Sheriffs Department to provide added police protection as residential development increases. • In relation to the Townships general police pow- ers, maintain and update (when growth dictates) a zoning administrative function regarding both regulation and enforcement. Objective Community Facilities Goal In conjunction with school district administrators promote long-term planning for school sites or facilities to accommodate future student populations. Strategies Maintain current public facilities and support the improvement of services which accommodate the needs of all Township residents. Objective Provide for fire and police protection for the entire Township. Strategies • Prepare and adopt site plan review provisions, which address the impact of new and expanding residential development on local school system capacity. Notify the appropriate school district when various projects are approved. Objective Recognize and preserve areas of historic significance throughout the Township. • Evaluate service area needs to ensure adequate fire protection for Township residents. • Continue mutual aid agreements with adjacent communities. Page 44 Strategies • Inventory and document significant historic buildings and features as they exist within the Township. Bridgewater Township General Development Plan �-II .. .. "" " • Amend the zoning ordinance to include site plan review criteria for historic Township buildings, residential properties, farmsteads and other features that may be impacted by new or expanding development. • Consider historic preservation standards under the supplementary regulations section of the Township zoning ordinance. Objective Promote recreational opportunities for Township residents. Strategies • Coordinate recreational opportunities through the County Parks Department and the area school districts. • Encourage the dedication of parkland or other natural resource lands during the site plan review process for all major developments. Objective Encourage solid waste recycling facilities that meet current and projected Township needs. Strategies • Monitor existing conditions concerning solid waste issues. • Cooperate with existing State, County, and local groups to plan solid waste facilities. • Through local education, establish effective recy- cling operations to reduce the solid waste stream. Objective Within the Township, consider adequate package treatment facilities or the extension of municipal water and/ or sewer only where such services are required for specific land use activities and to protect the health, safety and welfare of the residents of Bridgewater Township. Strategies • Acquire detailed information from the Villages of Clinton and Manchester in regard to the capacity of their waste water treatment plants. • When appropriate, consider establishing a water/ sewer district map. • The expansion of an established water/sewer district should only be done after a comprehensive evaluation of the currently adopted General Development Plan. Bridgewater Township General Development Plan Page 45 �• -.. "" General Development Plan Land Use Category Definitions The land use categories, as decribed below, are a direct reflection of the goals and objectives as stated within the General Development Plan. Based on stated goals and objectives, it is intended that the General Development Plan Map will guide the community's decisions regarding future growth and development. There are nine planned use categories designated on the General Development Plan Map. (Map 3) The following section details the definition and intent of each category. Agriculture Planned agricultural areas are intended to accommodate and support stable, agricultural areas and operations in appropriate areas of the Township. The conservation of important agricultural lands is a primary goal of this land use designation. Rural residential land use within this district is considered reasonable where it does not threaten or conflict with viable agricultural operations. Recreation Areas within the Township where recreational activity is considered the primary long-term use of the land. The property may be under either private or public ownership. Bridgewater Township General Development Plan Low Density Rural Residential (1 dwelling unit or less per acre) This land use designation is intended to provide singlefamily housing in areas with soils that are suitable for on-site septic fields and domestic water wells. It is designed to preserve the rural character and natural features of the Township and accommodate low density single-family housing in areas not intended to be serviced with municipal sanitary sewer and water. Low Density Suburban Residential (1-4 dwelling units per acre) This land use designation is intended to provide a range of housing opportunities for the existing population along with anticipated future population growth. Depending on the timing of development and its location to municipal sewer and water, it may exist at density levels ranging from 1 to 4 dwelling units per acre. This residential category is designed to preserve the rural character and natural features of the Township, while at the same time tries to anticipate areas that might be served by municipal sanitary sewer and water. Suburban Residential will create a suburban character at densities greater than 1 dwelling unit per acre. While, the emphasis in this area is on single-family detached units, the township encourages and supports innovative housing design (attached, cluster, etc.) to ensure retention of open space and the protection of natural features. Page 47 �Commercial This land use designation is intended to provide suitable locations for general retail, service and office establishments. These types ofland uses shall be compatible with the overall agricultural and rural residential character of the township. Concentration of these areas, within the Bridgewater hamlet area is desired to provide a more focused community center. Municipal (public) sewer and water is considered a prerequisite for new commercial development. Light Industrial Lands designated for this category are intended to serve the needs of intensive commercial, research and light industrial operations. The grouping of these types of uses and prevention of an influx of incompatible uses is intended. Municipal (public) sewer and water is considered a prerequisite for new light industrial uses. Public and Quasi-Public Areas designated for public and quasi-public uses provide for establishments which are purely governmental as well as joint publir/private facilities. The location of these areas and the necessary utilities to serve them are dependent on the function each facility serves. Page 48 Important Natural Resource Areas These are areas that are considered as predominant and important resources selected to be shown on the General Development Plan Map. This category highlights the River Raisin and its surrounding wetlands, and significant woodlots, Iron Creek and its surrounding wetlands and woodlots, and Columbia Lake, Joslin Lake, Schaffer Lake and their surrounding wetlands, woodlots and creeks. Not all significant natural resources and fragile land features are shown on the General Development Plan Map. The resources shown on the map in this category were considered very dominant natural resource features in the Township. Other natural resource and fragile land features are shown on the various Natural Feature and Fragile Land Overlay Category Maps. Natural Resource/ Fragile Lands Overlay Categories Lands designated within overlay categories are considered to be an important natural resource area and/or fragile land. Performance standards for the development of such areas are proposed to be outlined within the zoning ordinance and followed during the design phase of a development project. During the review process careful consideration should be given to the long term impacts of development within these locations. The overlay categories include woodlands, wetlands, areas of steep slope, and areas of ground water recharge. Bridgewater Township General Development Plan �FREEDOM ~- - - c,·::•c-=,,-==ccBEc"M "';IS= =';== =c;===;,f-- \ rw~ :: , f==-,=-:==~== ======~ •\ ------ -,- - ~ ~ MAP3 _\\ ~ v,._ C'~~:i! ~ GENERAL DEVELOPMENT PLAN D ,.,....,.. I I ~ t [I] LOW DENSITY RURAL RESIDENTIAL U :..,J r .:~.... ,;r,,L; I I D LOW DENSITY SUBURBAN RESIDENTIAL (1- .. U.lJ ?ER ACRE) I Lj 0 z ~-.c::"•=··· ,, - A.GRICULTURE RECREATION CJ COMMERCIAL LIGHT INDUSTRIAL PUBLIC B QUASI PUBLIC ~ IMPORTANT NATURAL RESOURCE AREA - II II "" MAJOR ARTERIAL MINOR ARTERIAL 19 < ,,< ."' < (? ~ ~ LI ::: ~ WIL LO W ; COLLECTOR This map does not show the OVERLAY CATEGORIES which ore a portoflhe Genera/ Devo/opoment Plan as shown in the text.The OVERLAY CATEGORIES are available at this scale on separate sheets. Overlay Categories: I I:; 11 I. STEEP SLOPE 2. WOODLAND 3 , WETLAND 4. GROUNDWATER ~ ;o ~ 29 0 X CERTIFICATION DRA IN This is to certify that this is the Bridgewater Townsh ip General Deve lopement Pion adopted by the Bridgewater Township Planning Commi ssion on June 8, 1992 TOWNS HIP CLERK -- -+------- -+- - t? LENAIV[[ Cu1;,.,,r1 BRIDGEWATER TOWNSHIP Bridgewater Township General Development Plan CL 1N10-Y HACK it/ WASHTENAW COUNTY METROPOLITAN PLANNING COMMISSION Page49 �Implementation The general development plan serves as the broad framework within which the Township will guide future land use. Implementation of this plan will require the ongoing efforts of Township officials, Planning Commissioners, Board of Appeals members, neighboring agencies and Township citizens. The effectiveness of the plan therefore relies upon the diligence with which its provisions are acted upon. The various tools available to implement the provisions of the plan (goals and objectives) have already been listed as the strategies available to achieve each objective. These strategies are, in effect, the options available to the Planning Commission and Board as they move to act upon the Goals and Objectives of the Plan. Specific strategies (options) available to the Township for implementation of the general development plan include but are not limited to the following: • Existing Township Ordinances ❖ ❖ Zoning Subdivision • Building Code Provisions Page 50 • Adoption of separate Township ordinances ❖ Ground water recharge ❖ Slopes ❖ Wetlands ❖ Woodlands ❖ Site plan review • Existing State Laws ❖ Downtown Development Authority Act (P.A. 197, 1975) ❖ Conditional Land Transfer Act (P.A. 425, 1984) ❖ Natural Rivers Act (P.A. 231, 1970) ❖ Inland Lakes and Streams Act (P.A. 346, 1972) ❖ Soil Erosion and Sedimentation Control Act (P.A. 34 7, 1972) ❖ Local River Management Act (P.A. 234, 1964) ❖ Farmland and Open Space Preservation Act (P.A. 116, 1974) ❖ Environmental Protection Act (P.A. 127, 1970) ❖ Economic Development Act (P.A. 338, 1974) ❖ Public Improvements Act (P.A. 188, 1954) ❖ Goemare-Anderson Wetland Act (P.A. 203, 1979) Bridgewater Township General Development Plan Ill -.. Ill Ill .. Ill �• Development of a Capital Improvements Plan. • Publication of a "Development Guide" information handbook outlining Township development policies and guidelines. • Cooperative efforts with adjacent communities, county, state and federal agencies. • Township acquisition of easements and/or property. The plan was designed to be flexible by being adaptable to changing circumstances without weakening established goals and objectives. The effective implementation of this plan will require long term cooperation and effort on the part of Township officials, staff, developers, landowners and citizens. An informed and involved citizenry is therefore essential to the success of this plan. To this end, efforts should be made to increase and simplify notification procedures to ensure that a broader spectrum of the Township's citizens are informed of pending land use decisions. • Utilization of deed restrictions to protect fragile areas. II " -II -Ill Ill • Millage increases to finance desired improvements. It should be noted that the above list of options is not in any ranked order. Nor is it exhaustive. These are the most common and feasible options currently available to the Township in implementing this plan. As new legislation and court action occurs it is entirely feasible that new options will be available while some existing ones will be altered or eliminated. Specific discussion of how each of these options can be used to achieve objectives is included in the "Strategies" sections of this plan. Bridgewater Township General Development Plan Page 51 �• • Supporting Data and Analysis Population Population Projections Household Size/Households Housing Income Characteristics Employment Existing Land Use Sewer & Water Existing Zoning Soils Topography Slopes Watersheds Woodlands Wetlands Groundwater Recharge Areas Circulation Schools Police Fire �Introduction The discussion of Bridgewater Township's future begins with an examination of its demographic and economic profile, existing land use and other characteristics. What follows is an inventory and analysis of the social, economic and physical characteristics of Bridgewater Township. This information will be used as a guide in the process of updating the Bridgewater Township General Development Plan. The male-female ratio of Bridgewater Township remained stable between 1980 and 1990. In 1980, females comprised 50.3% and males 49.7%. in 1990, the percentages reversed only slightly with females representing 48.7% and males 51.3%. The population continues to be entirely white. According to the U.S. Census Bureau, there were no blacks and only five residents of other races or ethnic origin living in Bridgewater Township. \ Population Bridgewater Township experienced a small decline in population during the past decade. According to the U.S. Census Bureau, the Township's population was 1,304 in 1990. This represents a numerical decrease of 67 or -4.89% from 1980 when the population was 1,371. When comparing population growth in adjacent communities Bridgewater is most like Sharon Township. Sharon Township did not decline in population but increased by only 3 or .22%, with a 1990 population of 1,366. Sharon Township's 1980 population was 1,363 in 1980. (Table 1) Between 1980 and 1990, the median age of residents in Bridgewater Township increased from 30.1 to 37.4. Aging of the population in Bridgewater Township mirrors a national trend due to the aging of the "baby boom" generation. Bridgewater Township General Development Plan Page 55 .....J �Table 1 Total Population & Households Bridgewater Township, Adjacent Communities and Washtenaw County Population Households Number Change Percent Change Number Change Percent Change Bridgewater Twp. 1,371 1,304 -67 -4.89 423 451 28 6.62 Freedom Twp. 1,436 1,486 50 3.48 486 536 50 10.28 Manchester Twp. 1,540 1,739 199 12.92 488 586 98 20.08 Saline Twp. 1,221 1,276 55 4.50 382 412 30 7.85 Sharon Twp. 1,363 1,366 3 0.22 414 462 48 11.59 Manchester Village 1,686 1,753 67 3.97 617 651 34 5.51 Washtenaw County 264,740 282,937 18,197 6.87 92,937 104,528 11,591 12.47 2,342 2,475 133 5.70 904 929 25 2.80 Clinton Village (Lenawee County) Source: U.S. Census Bureau, 1980 Census of Population & Housing 1990 Census of Population & Housing Page 56 Bridgewater Township General Development Plan • : ... �Population Projections C : Population projections, although never exact, provide an indication of anticipated changes in the population that can act as a guide in estimating future needs of the Township. SEMCOG population projections for Bridgewater Township are shown in Table 2. These projections prepared before 1990 Census figures were released, were part of SEMCOG's Regional Development Forecast, dated June, 1990. The projections indicate population growth for Bridgewater Township and adjacent communities through the year 2010. The projections place the Township's population at 1,406 for the year 1990 and 1,591 for the year 2010. Household Size/Households : II II Between 1980 and 1990, Bridgewater Township's household size decreased from 3.24 persons per household to 2.89 persons per household (-10.8%). While household size declined, the actual number of households increased from 423 to 451 during the same time period. This represents a numerical change of 28 or 6.6%. This mirrors a national trend of more, but smaller, households. (Table 3) There has been little change in the percentage of family households between 1980 and 1990. In 1980, family households represented 86.3% of all households. In Bridgewater Township General Development Plan 1990, the figure was 83.1%. Additionally, the percentage of female-headed households represented 7.4% of all family households in 1980. In 1990, the percentage of female-headed households represented 6.1 %. This is in contrast to the national trend of increasing numbers of female-headed and non-traditional households. Housing All of Bridgewater Townships's residential stock is on large lots. There are no 1-acre subdivisions presently located in the Township. All residential units in the Township rely on individual septic systems and wells. Bridgewater's residential construction has been slow but steady in the last decade. According to SEMCOG, 37 residential building permits were issued between 1980 and 1989. SEMCOG data shows that an additional 7 residential permits were issued for 1990. 1990 Census figures indicate that the total number of housing units increased by 7.4% since 1980. Income Characteristics Per-capita income levels have increased steadily in Bridgewater Township, the surrounding communities and Washtenaw County. (Table 4) Bridgewater Township's per-capita income was $8,676 in 1979 and $13,865 in 1987. This represents a numerical increase of $5,189 or over 59.8% between 1979 and 1987 according to data from the Michigan Information Center. Page 57 �Table 2 Population Projections Bridgewater Township and Adjacent Communities 1990-2010 Change 1990 - 2010 Bridgewater Twp. 1,476 1,543 Freedom Twp. 1,412 1,458 1,529 1,603 1,684 272 19.3 Manchester Twp. 1,680 1,746 1,811 1,874 1,963 283 16.8 Saline Twp. 1,305 1,338 1,404 1,471 1,542 237 18.2 Sharon Twp. 1,595 1,630 1,679 1,735 1,795 200 12.5 Manchester Village 1,702 2,013 2,050 2,083 2,107 405 23.8 Source: SEMCOG (Southeast Michigan Council of Governments), Regional Development Forecast, June 1990 Page 58 Bridgewater Township General Development Plan �Table 3 Household Characteristics Bridgewater Township 1980-1990 # Change 1980-1990 %Change 1980-1990 Total Housing Units 445 478 33 7.4 Number of Households 423 451 28 6.6 Family Households 365 375 10 2.7 Non-Family Households 58 76 18 31.0 Female Headed Households 27 23 -4 -14.8 3.24 2.89 -0.35 -10.8 Persons Per Household Source: U.S. Census Bureau, 1990 Census of Population & Housing Bridgewater Township General Development Plan Page 59 �Table 4 Income Estimates Bridgewater Township, Adjacent Communities and Washtenaw County Per Capita* Income 1979 Per Capita* Income 1987 Bridgewater Twp. Median Household** Income 1979 Median Household*** Income 1989 $25,139 $44,922 Freedom Twp. 8,085 13,280 22,069 40,625 Manchester Twp. 8,519 13,798 24,718 40,123 Saline Twp. 8,418 14,456 24,420 46,136 Sharon Twp. 7,444 10,627 23,555 46,797 Manchester Village 8,337 14,167 21,632 34,479 Washtenaw County 8,703 14,245 20,696 36,307 • Michigan Information Center Data •• U.S. Census Bureau, 1980 Census of Population & Housing ••• U.S. Census Bureau, 1990 Census of Population & Housing Page 60 Bridgewater Township General Development Plan • • • • �Ill Ill Ill -II • • • • • Compared to the County's per-capita income figures, Bridgewater Township's per-capita income is lower, but compares well to its neighboring communities. In 1989, the median household income in Bridgewater Township was $44,922 compared to $25,139 in 1979. This represents an increase of 78.7% or $19,783 since 1979. Employment According to the Michigan Employment Security Commission, the annual average unemployment rate in 1990 was 6.9% in Bridgewater Township. The 1990 Washtenaw County annual average was 4.6% and the State of Michigan figure was 7.5%. In July 1991, the unemployment rate in Bridgewater Township was 8.6%. ln July 1991 the County's rate of unemployment was 5. 7% and the State figure was 8.6%. The 1990 Census indicates that the Township's workforce was well represented in all occupational categories. (Table 5) homes along the roads, especially at road intersections. A major concentration of single-family homes is located at the intersection of Boettner and Austin Roads in Bridgewater Hamlet. A significant number of farmsteads are still active. They are well dispersed but tend to be concentrated in the central portion of the Township east of Clinton Road. The majority of land in Bridgewater is characterized by agricultural land and large lot residential uses . The majority of Bridgewater Township's commercial uses are small and dispersed throughout the Township. A concentration of commercial and one industrial use are located in Bridgewater Hamlet. While there are no 1-acre lot, platted subdivisions in the Township there are several clusters of single-family Existing land use in Bridgewater Township is identified onMap#4 . Existing Land Use Bridgewater Township General Development Plan Page 61 �Table 5 Employment by Occupation & Industry Bridgewater Township & Washtenaw County 1990 Bridgewater Township Washtenaw County Occupation: Managerial and Professional Technical, Sales & Administrative Support 168 25.7 46,980 31.2 Service 49 7.5 19,413 12.8 Farming, Forestry & Fishing 57 8.8 1,697 1.2 106 16.2 11,633 7.6 2 0.3 542 0.3 Operators, Fabricators & Laborers 119 18.2 15,105 9.9 Totals 653 100.0 151,680 100.0 Precision Production Craft, Repair Private Household Occupations Ill Industry: Agriculture, Forestry, Fisheries, Mining Construction 36 5.5 5,480 3.6 Manufacturing 210 32.1 26,647 17.6 Transportation 8 1.2 4,068 2.7 Communications & Other Public Works 9 1.3 1,893 1.2 Wholesale Trade 18 2.7 3,917 2.6 Retail Trade 74 11.3 23,335 15.4 Finance, Insurance & Real Estate 28 4.3 7,216 4.7 Business & Repair Services 25 3.8 6,937 4.6 Personal, Entertainment, Recreation Services 15 2.3 5,253 3.5 Professional & Related Services 157 24.0 60,739 40.0 Public Administration 14 2.5 4,052 2.7 Totals 653 100.0 151,680 100.0 Source: U.S. Census Bureau, 1990 Census of Population & Housing Page62 : ... •Ill Bridgewater Township General Development Plan • • • • • • �II II II • • •II rwp FREEDOM BEMIS :: o• ... '\ - - - , - ---'r - - - . ' 2 '.', ~ , - MAP4 EXISTING LAND USE 1990 iflisw.. ~. o; 0 ' 0 '-" T J 1· 10 .LAKE, , ~ I 0 ~ °" 11:LAC.ER 12 I \"' I ~ I L:..:J SINGLE FAMILY RESIDENTIAL r •J SINGLE FAMILY ATTACHED Q:J MULTIPLE FAMILY I [:"{J MOBILE I ~ FARMSTEAD t 0 I I 14 15 - HOME COMMERCIAL /0 FFICE SALIN [ \ 0 AUN o 0 r BRIOGCll",4TER ~ ~ . 19 21 ~ ~ ;:; DRAIN h . •I ~ I • I ~ z 4 0 ~ ,o· I ~ '-r-:"·. ,j ,, \ .. . ' - ~L 0 \- 26° ."' '"~ I 1·::,~· :-~ • 1·. t ' "l, o::; I'. 0 e • \J.[, .r • ::::·:."··:%!{ ·_l o WILLOW > ~ I ~~ 24 HOELZ£R ~ ~ 22 I I ,,", ~i COMMERCIAL RECREATION t-2J D LJ RECREATION PUBLIC 8 QUASI- PUBLIC TRANSPORTATION, COMMUNICATION 8 UTILITIES INDUSTRIAL/ RESEARCH ~ EXTRACTIVE ID I oJ SCHOOLS [ _J AGRICULTURAL 8 VACANT CHURCH j4t.,,,.,,£ ~J + 36 -- ·+------L [NAW E [ COUN TY . V -+---- 1.,l lN TO N o HACK Tlt P. WASHTENAW COUNTY BRIDGEWATER TOWNSHIP Bridgewater Township G1lneral Development Plan METROPOLITAN Pl.ANNJNG COMMISSION Page 63 �Sewer and Water Currently, municipal sewer and water does not exist in Bridgewater Township. All single family homes and commercial and industrial establishments are served by private wells and septic fields. Both the Villages of Manchester and Clinton currently operate their own waste water treatment plants. The Village of Manchester is about 1/2 mile from Bridgewater Townships western border via Austin Road, while the Village of Clinton borders Bridgewater Township in the southeast comer (sections 32, 33) and is located in Lenawee County. Currently, neither Village is planning to expand there sewer and water into Bridgewater Township. It is prudent, however, to document current policy and existing situations. Village of Manchester The Village of Manchester has recently finished an upgrade in capacity to their waste water treatment plant. The plant has several hundred thousand gallons of capacity. The sewer line extends about as far as Hibbard Street, approximately 4,000 feet from Bridgewaters western border. The Village of Manchester is serving a manufactured home site (116 units) that is being constructed on the Village's northeast side. Page 64 Taking into account the possible extension of sewer and water to the east, beyond the boundary of the Village of Manchester, Manchester Township has recently planned the area between the Village and Bridgewater Townships western border for Rural Residential, 1-10 dwelling units per acre. Depending on the timing the area could develop either with or without municipal sewer and water. Manchester Township has made a clear policy statement that in the future this area will not remain agricultural. According to the Village of Man-chester they have no plans at this time to annex a portion of Manchester Township. Village of Clinton The Village of Clinton has approximatly 150,000 gallons of sewer capacity left in the waste water treatment plant that was upgraded in 1975. This equates to approximately 500 single familty homes. Clinton does not plan to upgrade the capacity of their plant until at least 2003. The Village of Clinton's current policy is not to serve any new areas outside the Villages curent boundaries. Annexation would have to take place for sewer and water to be extended. Annexation is possible, across county lines, with the permission of the Washtenaw County Board of Commissioners. At this time the Village of Clinton has no plan to annex any portion of Bridgewater Township or Bridgewater Township General Development Plan • • �•II any other areas. Village Council policy is for Clinton to retain its small town atmosphere and to serve its own needs first, within the current boundaries. Locations of Sewer and Water as they relate to Bridgewater Township: Clinton Road: 225 feet south of the Townships border. Both sewer and water available. Michigan Avenue: 2,500 feet from the Township. Both sewer and water available. Bartlett Road: 4,400 feet from the Township if road right-of ways are followed in Michigan Avenue and Bartlett (Matthews Highway). Sewer and water serves Busches Value Land on Michigan Avenue . Existing Zoning Existing zoning districts are detailed on Map #5. II II Since 1980, the Township has approved 11 requests for zoning changes. Eight of these changes have been for text changes, two changes were from agricultural to commercial and one for residential to agricultural. • Soils • •II Information derived from the Washtenaw County Soil Survey was used to develop Map #6 "Limitation to Residential Development Without Public Sewers." This map shows the soils that have slight and moderate Bridgewater Township General Development Plan limitations to residential development. While a large portion of the Township appears to have severe limitations this does not always preclude residential development. A perk test is needed to determine the ability of the soil to absorb water and filter household waste. Additional soil characteristics that were used to determine the limitations include the soil's load-bearing capacity, shrink-swell potential, and slope stability. All of these characteristics will, to some degree, affect residential development. Topography Bridgewater Township's topography is primarily the result of glacial activity. The highest point is 1,010 feet above sea level, located in the northeast 1/4 of Section 19. The lowest point is 820 feet above sea level and is located in the southwest 1/4 of Section 13. Topographic features are represented on Map #7. Slopes A slope is a natural or man-constructed land incline. Natural slopes are prominent in western Washtenaw County and Bridgewater Township were moranic hills were created during glacial times. As a result of existing topography, areas of steep slope occur throughout the Township. Map #8 shows areas Page65 �7 - - - "'·: ;•., 7.-=="',~t•"",sc=='r= 'ffF£00 <U ==i==;i-- lJ T .t P ----ir==-,,,,===l===-=c===r=="'~' - - - - - - --'T ~ - _ . , MAPS ZONING MAP BRIDGEWATER TOWNSHIP as of 6-1-92 I I I ... t ~ I I 14 '-G? I " I R IVER [BJ [EI] [BJ [BJ AG RIC ULTURAL ONE FAMILY RURAL RESIDENT IAL CONVENIENCE COMMERCIAL DISTRICT INDUSTR IAL 8NIOG£WA 'C 19 21 22 HOELZER I WILLO W i l lz 1! CERT IF ICAT\O~\ 30 i~ THIS IS TO C ERTi FY THAT THIS IS THE OFFICIAL ZONING MAP REFERRED TO IN SECTION 3.03 OF THE ZONING ORDINANCE OF BRIDGEWAT ER TOWNSHIP WASHTENAW COU NTY, STATE OF MICHIGAN, PASSED AND ADOPTED BY THE TOWNSHIP BOARD OF BRIDGEWATER TOWN SHIP THI S 15th DAY OF SEPTEMBER, 1960 ~~ I RON l6 L,._• .,. L~_ TOWNSHIP SUPERVISOR . I?' -----\--------- -+---/ TNIUtl [ i:OU' I", 1.,I INTON TOWNSHIP CLERK HACI< f HP WASHTENAW COUNTY BRIDGEWATER TOWNSHIP Page 66 METROPOLITAN Pl.ANNING COMMISSION Bridgewater Township General Development Plan �• • • • • -Ill ~- FREEDOM - - ·•=::•,,-,-==cc•,="' •1'c=s=';===i===::i-- !i rw1 ,. =-===l=s~~=====r===='~\ - - - - - - 7 - . 0 MAP6 _\\ ~ ?-, w c;. ,. ~ LIMITATIONS TO RESIDENTIAL DEVELOPMENT WITHOUT PUBLIC SEWERS ~g 2 AUST IN + ~ :: ~ w ~ ~ 10 m z ~ w r LAX'\ dl-C",:;. 12 I ' " ~; • 1 I I BUR MEISTER0 t I I " I Olf,41/V I " I DRAIN IaaJ ISLIGHT '~ .. & MODERATE LIMITATIONS DRAIN 36 0 m w z Source: USDA- Soil Conservation Service HACI< -m~- I -= -• Bridgewater Township General Development Plan Page 67 �FR££OOM MAP? TW~ TOPOGRAPHY & MAJOR WATERSHEDS CONTOURINTERVAL10FEET BR IDGEWATER - - - WATERSHED BOUNDARY '"°; l ( I DRAIN Source: USGS - • Page 68 Bridgewater Township General Development Plan • • •1111 �• • • -Ill -Ill Ill Ill FREEDOM :I' \ MAP8 STEEP SLOPE OVERLAY CATEGORY 2 AUSTIN 10 ~ i ~ ·' ~ 11 + LAKE d'GSL/N~ JOSLIN 12 \ BURMEISTER- " DRAIN B RIDGEWATER DRAIN • ✓ - I., IAREAS WITH A SLOPE OF {· 24 0 oil,. MORE THAN 12% J 1 z 29 DRAIN , 36 Source : USDA- Soil Conservation Service 0 m ~ z HACK BRIDGEWATER TOWNSHIP Bridgewater Township General Development Plan p,_, 90 Dr WASHTENAW COUNTY METROPOLITAN Pl.ANNING COMMISSION Page 69 �where the slope is 12% or greater. Depending on soil characteristics and existing vegetation, this category of slope is considered vulnerable to excessive erosion and/ or runoff. Special performance criteria should be considered for development in these areas. Destruction of this resource should be discouraged. Open Space, recreational land, and in certain instances, low density residential uses may be appropriate to preserve this resource. Wetlands Watersheds Bridgewater Township is within the River Raisin, Saline River and Macon Drain watersheds. (Map #7) The major wetlands in Bridgewater Township are delineated on Map #10. Wetlands on this map are a composite of wetlands from the WCMPC Fragile Lands Report (1981) and the U.S. Fish and Wildlife Inventory Maps. The composite of wetlands is meant to be a complete inventory, but by no means exhaustive. Some wetlands in the Township may fall under the jurisdiction of the Michigan Department of Natural Resources (MDNR) and the Goemaere-Anderson Wetlands Protection Act (PA 203, 1979). This act has specific permit and protective measure criteria which must be followed for activities affecting wetland's covered by the Act's regulations. Specific actions affecting wetlands may or may not be within the MDNR jurisdiction. Prior to initiating any activity that may negatively affect or impact a wetland, the MDNR should be contacted to insure that proper protective measures are taken. Woodlands Woodlands are a valuable natural resource. They stabilize soils, and slow runoff and erosion resulting from heavy rains, winds and flooding. Woodlands also affect local climate by moderating extremes in temperature. Woodlands in Bridgewater Township are depicted on Map #9. Page 70 Groundwater Recharge The Fragile Lands Report indicates areas within the Township that are major water recharge areas. (Map #11) Water recharge areas are areas of high surface and sub-surface permeability. High permeability de- Bridgewater Township General Development Plan • • • 11111 �- FREEDOM MAP9 WOODLAND OVERLAY CATEGORY n~====~='-'=.k=c~B ~ ~ ~ .g ~ /j ~ lr=;.=;,======·•~LLO~•~ ~ ~ ===~I •~ .. WOODLANDS Source : MIRIS, 1990 Aerial Photos CUUloJfY CLINION " tt P ~,=~~- I -•-== I= Bridgewater Township General Development Plan Page 71 �·-:-8(MIS I MAP10 WETLAND OVERLAY CATEGORY I• ~ .,.I ·~I • - I o,..,.., BRAUN '---BRIDGEWA rE'R . NO 2 DRAIN I • IWETLANDS • \ • ::> " ti 15 t; II!=====·"=LO=•~ "I • 30 , Source: US Dept. of Interior, 1990 Aerial Photos. BRIDGEWATER TOWNSHIP Page 72 "'_..,"" WASHTENAW COUNTY METROPOLITAN PLANNING COMMISSION .......... -------- Bridgewater Township General Development Plan • • • • • • • • • • • " " �I I -1- - - ·•: -- :! I BEMIS FREEDOM rw,: MAP 11 GROUNDWATER OVERLAY CATEGORY I -I • • • " ' + LAKE JOSU~ <19~ 12 I ~ . ";:_ I I BUR MEISTER' t I I I " I ORAIN :::~ ~ ~ ; GROUNDWATER RECHARGE AREAS MOST SENSITIVE TO POLLUTION ~ WILLOW IF=========~====!/ z ; 0 g z 30 29 DRAIN 36 Source : WCMPC - - -+------- - +---£? L£NIJ IY££ CUI/NTt CLINTON HACK ·11.p WASHTENAW COUNTY METROPOUTAN PlANNlNGCOMMIS&ON f: I _ . __ _ __ _ J Bridgewater Township General Development Plan Page 73 �creases the amount of time it takes for water to flow through the soil to the actual groundwater table. This time is often insufficient to adequately filter out most natural and man-made pollutants. Therefore, longterm and potentially harmful contamination of groundwater supplies may result. Locations designated as groundwater recharge areas should be carefully monitored and safeguards should be implemented to ensure that no new development has a detrimental impact on the groundwater supply. Unfortunately, monitoring groundwater recharge and potential pollution problems is an extremely costly task. Circulation The majority of the Township's roads are rural and unpaved. Paved roads within the Township include: Austin Road, Boettner Road, Clinton Road, and Schneider Road. U.S.-12 is a paved Federal Highway. According to the Washtenaw County Road Commission the following improvement is scheduled for Bridgewater Township: Bridge replacement at Bartlet Road south of Allen Road. 1980 and 1990 Washtenaw County traffic data were examined to compare 24-hour traffic counts over a ten year period. Traffic counts for designated roadway stations are as follows (numbers indicate vehicle counts over a 24-hour period): Austin Road east of Boettner Road 1980 - 2,381 1990 - 3,921 Austin Road west of Boettner Road 1980 - 2,283 1990 - 3,605 Austin Road east of Clinton Road 1980 - 1,999 1990 - 3,705 Clinton Road north of the City of Clinton 1980 - 1,225 1990 - 1,583 Clinton Road south of Austin Road 1980 - 562 1990 - 1,135 Ernst Road north of Austin Road 1980 - 194 1990 - 390 Kaiser Road south of Austin Road 1980 - 139 1990 - 303 McCollum Road north of US -12 1980 - 55 1990 - 107 Schneider Road north of Austin Road 1980 - 532 1990 - 1,446 Source: Washtenaw County Road Commission Page 74 Bridgewater Township General Development Plan • • • �US-12 east of Lima Center Road 1981 - 7,100 1989 - 12,900 Source: Ann Arbor - Ypsilanti Urban Area Transportation Study Committee State Police Bridgewater Township is in closer proximity to the Adrian State Police Post but is technically in the State Police Patrol Area of the Ypsilanti Post. Fire As evidenced by the data above, increases in average daily traffic counts have occurred on Township roads over the last decade. As growth and development continues in and around Bridgewater Township, daily traffic will increase on area roads. ~ "• : • Currently, Bridgewater Township receives fire protection from the Manchester Village and City of Clinton Fire Departments. Aid is also received from the City of Saline. Schools Bridgewater Township is split into three school districts: Clinton Community Schools, Manchester Public Schools, and Saline Area Schools. County Sheriff Law enforcement is provided by the Washtenaw County Sheriff's Department. 911 emergency calls for the County Sheriff are routed to the Sheriffs Department at the County Service Center on Hogback Road in Superior Township. New equipement is planned to make 911 routing in the Clinton _p hone exchange more efficient. Bridgewater Township General Development Plan Page 75 �•- • Bridgewater Township Township Board Douglas Parr, Supervisor Karen Weidmayer, Clerk Harlin Fraumann, Treasurer Vic Mann, T_rustee Andrew Poet, Trustee Planning Commission James Fish, Chair Gabriel Dull, Vice Chair Heidi Cobb, Secretary Mark Iwanicki Gerald A. Marion Wade Peacock Alwin Wahl Jr. Coordinating Agency Washtenaw County Metropolitan Planning Commission 110 N. Fourth Avenue Ann Arbor, Michigan 48107 (313) 994-2435 WCMPC Staff Participation Ralph R. Pasola, Senior Planner Christopher C. Vincent, Graphic Arts Coordinator ·Karen d. Paterson, Graphics Planning Specialist � 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 Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bridgewater-Twp_General-Development-Plan_1992 Creator An entity primarily responsible for making the resource Bridgewater Township Planning Commission, Bridgewater Township, Washtenaw County, Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1992-06 Title A name given to the resource Bridgewater Township General Development Plan Description An account of the resource The Bridgewater Township General Development Plan was prepared by the Bridgewater Township Planning Commission in consultation with the Washtenaw County Metropolitan Planning Commission Contributor An entity responsible for making contributions to the resource Washtenaw County Metropolitan Planning Commission (consultant) Subject The topic of the resource Master plan reports Bridgewater Township (Mich.) Washtenaw County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/5d819b7c026d6390f774da943d228336.jpg 78cd726f68b521f6c0e4b6a67d79792b https://digitalcollections.library.gvsu.edu/files/original/412b1f719cc63ce8ca1bdad247fe678f.jpg 8112d485b7b8414af95f466cb56f67a7 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 Insel-Bücherei Series Description An account of the resource The German publishing company Insel Verlag was founded in 1899 by Anton Kippenberg in Leipzig. In its early years the firm only printed expensive, beautifully-produced volumes, until demand led to the publication of the more modest Insel-Bücherei series in 1912. Relatively inexpensive but with the same careful sense of design and typography, these smaller-format books reprinted shorter works from a variety of German, European, and world authors. The series numbers considerably more than a thousand titles and is still being issued. The Digital Collection contains the scanned covers of 140 titles held by Grand Valley State University Libraries. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1904-1987 Source A related resource from which the described resource is derived Seidman Rare Books Collection 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 Book covers Covers (Illustration) Graphic arts Publishers and publishing Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-05 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource ger Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-05_IB0409a Title A name given to the resource Briefe an eine junge Frau Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing 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 Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Description An account of the resource Cover of Briefe an eine junge Frau, by Rainer Maria Rilke, published by Insel-Verlag. Insel-Bücherei Nr. 409 Source A related resource from which the described resource is derived Seidman Rare Books. Insel-Bücherei. Z315.I5 B83 no.409 Language A language of the resource de 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/b13bd9c17454775016640c5ff527c1ae.jpg 503ccbcadd431ecdeb41269eab295b9a https://digitalcollections.library.gvsu.edu/files/original/72e9db3257cb86bd4462767933d378ce.jpg 870de4c86622f498030be7eaf373754a 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 Insel-Bücherei Series Description An account of the resource The German publishing company Insel Verlag was founded in 1899 by Anton Kippenberg in Leipzig. In its early years the firm only printed expensive, beautifully-produced volumes, until demand led to the publication of the more modest Insel-Bücherei series in 1912. Relatively inexpensive but with the same careful sense of design and typography, these smaller-format books reprinted shorter works from a variety of German, European, and world authors. The series numbers considerably more than a thousand titles and is still being issued. The Digital Collection contains the scanned covers of 140 titles held by Grand Valley State University Libraries. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1904-1987 Source A related resource from which the described resource is derived Seidman Rare Books Collection 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 Book covers Covers (Illustration) Graphic arts Publishers and publishing Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context DC-05 Format The file format, physical medium, or dimensions of the resource image/jpg Type The nature or genre of the resource Image Language A language of the resource ger Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-05_IB0409b Title A name given to the resource Briefe an eine junge Frau Subject The topic of the resource Book covers Covers (Illustration) Graphic arts Publishers and publishing 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 Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 2017-09-29 Description An account of the resource Cover of Briefe an eine junge Frau, by Rainer Maria Rilke, published by Insel-Verlag. Insel-Bücherei Nr. 409 Source A related resource from which the described resource is derived Seidman Rare Books. Insel-Bücherei. Z315.I5 B83 no.409 Language A language of the resource de 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/88e0ee41c6004326c21cc6de861fecb2.mp4 2ad7bed00d6efad6459c037c0abc2f54 https://digitalcollections.library.gvsu.edu/files/original/2c44802df60fda0bcb7d87f779c8c5fe.pdf e78f25fe8aa8fce86639c67663f94c6a PDF Text Text Grand Valley State University Veterans History Project Interview EMT - Iraq War Dianne Brigalia Length of Interview: 19:11 Name of interviewer unknown. Using XX to signify interviewer. (00:02) XX: This is Dianne Brigalia. And you served as an EMT, right? In Iraq. And we’re interviewing at about 5:00 (p.m.) on May 29, 2009. So, why were you interested in becoming an EMT in the military? (00:17) DB: Um, I was interested mainly because I knew I wasn’t ready to go to college yet, so I chose to join the Army. I always wanted to be a doctor, so I knew I wanted to do anything in medical, so that’s why I decided to become a medic. XX: So what was your training for becoming a medic? DB: Well, first we had to do the nine weeks of basic training, just like everybody does. There’s all different MOS’s or jobs there. And then for our training we go to Fort Sam Houston, in Texas, for about three months. And there we first learned CPR, and got certified in CPR. And then after that we did our EMT certification, which was most of…most of the class was the EMT certification. And got licensed in that. It was a lot of hands on training, with CPR. And giving patients shots. Starting IVs and how to assess patients. And they mainly focused on doing these in the field, without having the conveniences that you would have in the real hospital. You would have to build your own hospital and learn how to work with nothing, basically. (01:48) DB: Mainly a lot of hands on, and problem solving and working with what you have. XX: So basically in was like a simulation for out in the field? DB: Yep. We did field training also. That was the last week of our training, was out in the field. XX: So how was your military life? How was food, sleeping arrangements? DB: The food in the field was not bad. The MREs, which is the food in the bag, basically. But a lot of the time, they bring the food to you, in the field, which is really nice, so you get real food. It’s not like eating at home, of course, but it really wasn’t that bad. But, like, when I got to Fort Riley, Kansas, we had our own food, so it was nice, cause we lived in our own house. So, a lot different than Korea and anywhere else, where you had to eat out of the dfac. But it wasn’t bad. �(03:05) XX: All right. So, where did you serve? Can you describe where you got shipped to, or… DB: My first duty station was Korea. Which was where I met my husband. I was in 2nd Engineer Battalion, which was on [unclear]. I worked mainly in the aid station on post. And we also had field problems there. And I would get sent to different units to help them with their field problems. And at Fort Riley I worked in the hospital, which was a lot different. It was a nice break. But there, I worked in the surgery center and I worked in the emergency room, for the rest of my time there. So it was a good experience. XX: So, were most of your cases like bullet wounds, mostly? (04:04) DB: We had a few. (laughs) Yeah. Mainly, we did like sick call and took care of easy stuff. But yeah, we had bullet wounds and more difficult stuff. And there’s a lot of older men in the military, too. So we had a lot of heart attacks and stuff like that. XX: Did you have any cases with diseases? Like, I don’t know if there was like malaria there… DB: Um, there’s actually a lot of STDs, that we saw. (laughs) A lot of STDs. So, I learned a lot about STDs. I never thought I would learn about those in the Army, but I did. And it was interesting. Other than that, no, there’s really was not many other disease. (05:17) XX: What about friendships? You know, would you get really close with your battalion? DB: That was…that was really hard for me. ‘Cause I get really close to people and I don’t like…it’s bad for me, saying good-bye. But. My husband, obviously I got close to him, and we got married, but yeah, I had, every place that I went, friends. And they’re always coming and going, which makes it really difficult, but… XX: So how did you stay in touch with people that you knew back home. With letters, or email… (05:56) DB: Um, there were a lot of letters. We didn’t really have computers in Korea, so it was hard to do the email thing. But a lot of letters. And we had cell phones. Once we got to Kansas, we…there was more email. But a lot of letters to begin with. And then email and phone calls. XX: What does it feel like to get a letter and say, oh my gosh, you know… DB: Well, I can relate that to basic training, because it was like gold, really. It was the best feeling to get a letter in the mail. Which seems small to some people, but it was a big deal. It made you feel really good. Especially when you can’t have contact with anybody. �(06:50) XX: Did you get, like, packages from like schools…I know in like elementary school, we did a package that we sent to a guy in the military. DB: Yeah. My mom sent…well, my mom is a bus driver, so she had a kid, and a teacher that really liked her, and my mom…she found out that she had a daughter in the military. So they one time sent me a box of all these cards from a second grade class. It was really cool. It was really cool. So I wrote them a letter back and everything. So, yeah, I got one of those. It was really cool. XX: That’s cool. So, what did you do when you were off-duty? (07:34) DB: Um, we did a lot of relaxing and hanging out, really. We…I was on a softball team, when I was in Kansas. I don’t know. Well, in Korea, we went out and saw the country. We went anywhere that we possibly could, so that was really cool. Other than that, we just relaxed, had barbeques. Hung out and had a good time. XX: So what was the return home like? DB: When I got out completely? XX: Yes. (08:23) DB: Oh. Well, it was a really long drive. With a baby, and two cars, and a cat and a dog. But, it was really cool coming home. They had a surprise party for us when I got home, and I cried like a baby, of course, cause I totally wasn’t expecting it. But, it was after that, after the honeymoon phase of coming home was over, it was actually really hard. I found it really hard to get a job. I still haven’t been able to get a job. Mark got a job, like six months later, but, it was really weird. It’s weird coming home and not having the job and the insurance and everything that you had before. And living life in the real world. The civilian world, as we called it. Um, it was, it was a lot more difficult adjustment than I thought it was going to be. But it was good in the end, because I was glad to be home. (09:30) XX: So how do you think serving in the military has affected your life? DB: Well, it gave me my family. Um, I learned a lot. I’m in nursing school now and my experiences in the Army and all my training, it’s prepared me for what I’m going to do next. Um, it definitely gave me people skills, that made me not quite as shy as I was, which I’m happy about. It basically was the biggest learning experience of my life and I’m glad that I did it. XX: So what kind of life lessons have you learned? �DB: Um, well, (laughs). I don’t know. I learned a lot about myself and that I am very easy to get addicted to things. Like alcohol and stuff like that. Well, alcohol. Well, when you’re in the Army…when I was in the Army, you have a lot of free time and people drink. And I got in trouble a few times and I learned a lot from it. I don’t know if this is good for high school stuff, but (laughs), um, that was probably my biggest lesson, actually. Was learning that I’m easily influenced by things like that. And I had to take a step back for a while and re-evaluate what I wanted to do with my life, because if I was going to accomplish anything, I had to grow up. So, I had to grow up really fast, which is a good thing. (11:36) DB: Um, I don’t know other than that what life lessons. I think that I’m…I think I learned that family is important. I think I took people in my family for granted before I went into the military, but I learned that it is very important and you need those people there, because they’re your biggest support. XX: So what did you have to do…like if you got in trouble, what was your punishment? DB: I got in trouble a couple of times, in Korea. When you get in trouble, you have to talk to your commander, and your first sergeant and your NCOIC, the people above you. You have to have, basically, it’s a meeting that you have to have with them. And a lot of paperwork. And, um, the first time I got in trouble, they took pay from me. They can actually take your pay. They took my rank from me, so they lower me from a PFC back down to a private. Which also takes your pay, cause you’re going down a pay grade. And they can give you extra duty, which is basically doing chores around post. As soon as you get off work, and, until whatever time they tell you to do it. Like, raking, or cleaning things. Mowing the lawn. Anything they can think of. It’s not fun. So that, too. They can make you go to alcohol classes. All kinds of fun stuff. (13:13) XX: So, back to your family. You said you met your husband in Korea. DB: Right. XX: So do you want to tell us a little bit about that, your relationship, or how it was influenced by you guys being in different places maybe, or anything like that. DB: Um, we met there, and we pretty much decided that we were going to get married, so, um, so we actually were really good friends before anything. We were both with different people. So…somehow it came together. He actually extended for an extra year in Korea and I ended up going to Fort Riley, and that was really hard. We had already decided before that that we were going to get married, but um, that was really hard being away from him. It was awful, actually. And then he went back to Korea, and he was there for another six months and I was in Fort Riley, planning a wedding, by myself. And it was really hard. And then he actually got orders to Fort Riley, so we were stationed in the same place, which is a good thing, cause I don’t know what I would have done otherwise. But we got married and he had to go to Iraq three months later. Which was awful. But we made it through that year. And we got out and now we’re here. �(15:04) XX: That’s good. So you guys got married while you were both in the military, while he was still in the military? DB: Yeah. We were both in the military when we got married. And we were both in Kansas when we got married. Yep. And we both pretty much got out at the same time, so there was never one of us in or one of us out. XX: That is a good thing. DB: Yeah. XX: Well, I think that’s about all I have. Like if there’s anything else, like if you wanna talk about your uniform a little bit… DB: Um…sure. (gets up to get uniform) I’ll bring it over here. This is my uniform. It’s missing a couple of awards, and this is my specialist rank (points to pin on left sleeve). I was a sergeant and I got pregnant and I didn’t wear this when I got promoted because I was pregnant, so I never changed my rank. (Points to patch on upper left sleeve) This is the unit I was in. My last unit, for Medac, because I worked in the hospital on Fort Riley. (points to bar on lower left sleeve) This is just for the three years I was in the service. Every three years, you put another one on. This is the medical insignia. They are different on every uniform, depending on what your MOS was. This is my badge for M16. That’s sharp shooter. And this is my 9 mil. My 9 millimeter metal. Those are for shooting on the range and you have to qualify and you get a certain ranking. (17:05) DB: (points to bars) And these are my awards. I’m missing my ARCOM and my AM, but this is a good conduct metal. You get that for being in the military for a certain amount of time. These we got after…these are for the global war on terrorism, so we got these after we went into Iraq. Everybody got those if they were in the military at that time. Um, this is my Korean defense metal, I believe. I don’t remember. This is the one you get when you graduate from AIT, which is my medic school. And this is for going overseas. And, that’s about it. XX: Do you know what the pins are, there on the shoulders? (18:13) DB: Oh, these are my unit insignia, also. Um, we have a beret that we wear and that goes on the beret, also, too, so you know when you walk by someone what unit they’re in. so everyone will have different ones of these, too. Depending on what unit they’re in. XX: And one last question about your uniform. DB: Sure. �XX: Does it still fit? (18:45) DB: (laughs) Not so much. I don’t know, I haven’t tried it on but I’m sure it fits. Just without buttoning it. Um, I don’t know. But I don’t think so. I’m not going to embarrass myself and try either. (laughter) (19:09) XX: All right. Well, thank you very much for letting me interview you. � 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/. Title A name given to the resource Brigalia, Dianne (Interview transcript and video), 2009 Creator An entity primarily responsible for making the resource Brigalia, Dianne Description An account of the resource Diane Brigalia enlisted in the Army after high school because she had always been interested in becoming a doctor, but was not yet ready for college. She went through 9 weeks of basic training and then was sent to Fort San Houston in Texas for EMT training. They mostly focused on field simulations and learned how to put together make shift medical centers and basically work with very few materials. Diane was stationed in Korea after she finished training and worked at the field station with the Second Engineer Battalion. She met her husband in Korea and they later got married when they were both stationed at Fort Riley in Texas. Contributor An entity responsible for making contributions to the resource Ober, Samantha (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Other veterans & civilians--Personal narratives, American United States. Army Women 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 2009-05-29 Identifier An unambiguous reference to the resource within a given context BrigaliaD 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/f839dda8caaa793aa8e7a121ddc7d4c2.jpg a15c1f0eb2f4c6eb111770aeb7f433d2 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_1058 Title A name given to the resource Brigand British fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Brigand, British RAF TF, 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/971c93ce8cdb369844fa82afe8959a17.jpg 80bc5d8c017194d2dbf0e41fb27a84f6 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_1046 Title A name given to the resource Brigand fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Brigand British TF (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/e626fac43d8a25c3701895480f4e3ec6.jpg 24d5957a532d2e473c32ecd6da5a2d7b 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_1047 Title A name given to the resource Brigand fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Brigand British TF (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/14dca47ea192c2c196630d4f27c9d808.jpg 407b83deeed90bf83243d68788321949 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_1048 Title A name given to the resource Brigand fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Brigand British TF (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/07165c50249551d3dbfd66eb70a3adb0.jpg 86d4924d63bc4b01f2d464f7e583682a 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_1049 Title A name given to the resource Brigand fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Brigand British TF (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/c33b28514e3cdec895ce6dcef71ae6bb.jpg 6d552498ed182484e97378da18dc88a7 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_1050 Title A name given to the resource Brigand fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Brigand British TF (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/fcb601cc8593ff1162b109d0a70f3586.jpg a2634ee9e68d93ff70215b38690a1b0e 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_1053 Title A name given to the resource Brigand fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Brigand British TF (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/c6acb4224d7db675c5ed5f100eb8a326.jpg 2b26cd60df3a92004c616c5f1245cf76 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Summers in Saugatuck-Douglas Collection Creator An entity primarily responsible for making the resource Grand Valley State University. Kutsche Office of Local History Description An account of the resource Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1910s-2010s Source A related resource from which the described resource is derived Various Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Subject The topic of the resource Michigan Saugatuck (Mich.) Douglas (Mich.) Michigan, Lake Allegan County (Mich.) Beaches Sand dunes Outdoor recreation Publisher An entity responsible for making the resource available Grand Valley State University Libraries. Allendale, Michigan Contributor An entity responsible for making contributions to the resource Saugatuck-Douglas History Center Identifier An unambiguous reference to the resource within a given context Stories of Summer (Common Heritage project) Format The file format, physical medium, or dimensions of the resource image/jpeg application/pdf Type The nature or genre of the resource Image Text Language A language of the resource English Date A point or period of time associated with an event in the lifecycle of the resource 2018 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-07_SD-Brigham-D_0101 Creator An entity primarily responsible for making the resource Brigham, D. Date A point or period of time associated with an event in the lifecycle of the resource 1957 Title A name given to the resource Brigham siblings at Eddy cottage on Lakeshore Drive Description An account of the resource Photograph of Ann and Dave Brigham in front of abundant rose bushes at the Eddy cottage on Lakeshore Drive. s Subject The topic of the resource Michigan Saugatuck (Mich.) Allegan County (Mich.) Children Source A related resource from which the described resource is derived Digital file contributed by D. Brigham as part of the Stories of Summer project. Relation A related resource Stories of Summer (project) Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/468cf2fd7aa918adae391aed92bada4c.jpg 77aa9b6f62549a2847a2a49732d8f388 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_27_010 Date A point or period of time associated with an event in the lifecycle of the resource 1939-05-03 Title A name given to the resource Bright Angel down to Supai Description An account of the resource Black and white photograph looking down on a valley filled with shrubs and small trees from a rocky ledge. 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/86273b7918574cd480a825177195f9bf.jpg 3d50584433b076aeb69d085ac25daea0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_G069-0007 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1966-06 Title A name given to the resource Brighton Beach in Brighton, England Description An account of the resource Black and white photograph of various people enjoying outdoor recreation at Brighton Beach in Brighton, England. In the photograph, people can be seen wearing bathing suits and swimming in the waves, while others are wearing their work attire and relaxing on the pebbly beach. Scanned from the negative. Subject The topic of the resource Brighton (England) Beaches--England Outdoor recreation--England Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1486f63f4d551e809a43e8563cc83ee5.jpg 40f6f6b4f49f741d1e66e1ff23e51f62 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_G069-0013 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1966-06 Title A name given to the resource Brighton Beach in Brighton, England Description An account of the resource Black and white photograph of three older women seated on beach chairs at Brighton Beach in southern England. Two boys can be seen playing near the shoreline of the pebble-covered beach in the background. Scanned from the negative. Subject The topic of the resource Brighton (England) Beaches--England Outdoor recreation--England Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/77d9163e205ae55a62d4df278da0b34d.jpg 3b22f93d422b251e35280e843c8623fb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Douglas R. Gilbert Photographs Creator An entity primarily responsible for making the resource Gilbert, Douglas R., 1942-2023 Description An account of the resource Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183). Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections. Date A point or period of time associated with an event in the lifecycle of the resource 1960-2011 Source A related resource from which the described resource is derived <a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a> Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Photographs Photography -- United States Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context RHC-183 Format The file format, physical medium, or dimensions of the resource Image Type The nature or genre of the resource image/jpeg Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-183_G069-0021 Creator An entity primarily responsible for making the resource Gilbert, Douglas R. Date A point or period of time associated with an event in the lifecycle of the resource 1966-06 Title A name given to the resource Brighton Beach in Brighton, England Description An account of the resource Black and white photograph of a trash can located at a Brighton Beach parking lot in southern England. In the photograph, the trash can is shaped like a clown-faced boy with the words, "I Eat Litter," on the front. Scanned from the negative. Subject The topic of the resource Brighton (England) Beaches--England Refuse collectors Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b1259e0592b340754f598d500f699348.pdf c3508c46b4cc671b453b92b8519b0d7b PDF Text Text Grand Valley State University Veterans’ History Project Jarvis Brink Cold War Interview Length: 11 minutes 9 seconds (00:00:04) Early Life and Overview of Service -From Zeeland, Michigan -Attended Holland High School -Graduated in 1953 -Joined the Army in 1954 -Served for two years -It was a whole new experience serving in the Army -Strange experience to leave the small town environment for the first time -Feels that it is, in some ways, emotionally similar to leaving for college -Surviving basic training relied on learning how to follow orders and accept the rules -Initially difficult for him to adjust to that -Spent a few months training in Kentucky -Stationed at Fort Hood, Texas for eighteen months -Worked as a mechanic in the motor pool of one of the Armored Divisions -Service made him mature and taught him how to accept authority (00:02:07) Volunteering for the Draft -After graduating from high school he had a job -Not a very good job though -Better jobs refused to hire someone if they hadn’t completed draft service yet -He went to the local draft board and volunteered for the draft -Meant that he would be drafted sooner as opposed to later (00:03:03) Basic and Advanced Training -He was trained to be a gun mechanic after he completed basic training -Trained how to repair the .30 and .50 caliber machine guns mounted on tanks -Training for that was in Kentucky and lasted eight weeks -Difficult to adjust to military living while in basic training -Lived in cramped, older barracks at Fort Knox, Kentucky -Had to live by the Army’s schedule -No personal time during two months of basic training -Had no money during basic training -Only got paid $78 a month -Eventually was granted some weekend leave while being trained to be a gun mechanic (00:05:09) Deployments while in the Army -Took basic and advanced training at Fort Knox, Kentucky for four months -Stationed at Fort Hood, Texas for eighteen months -Returned to Fort Knox for further training on being a gun mechanic -He wanted to have an overseas deployment -Wanted to visit Germany -He would have had to reenlist to be granted that and was not interested in that �(00:05:48) Personal Relationships While in the Army -He formed temporary friendships while he was in the Army -They were not long lasting friendships and faded after he was discharged -Wrote his parents a letter once a week -Wrote letters to, and received letters from, his friends back home -Only used the telephone a handful of times during his two years of service -Used it to call his parents -Calls were expensive -Telephones were generally reserved for special occasions and emergencies (00:06:56) Peacetime and Returning Home -He wanted to do his service while there was no warfare -The Korean War had ended about six months prior to his joining the Army -Had to use trains to get across the country -Took a train from Fort Hood to Chicago -Eighteen hour trip -Had to sleep in the seat because there were no beds on the train -He was allowed to return home on leave every six months -He was treated more like an adult by his friends and family whenever he came home (00:08:22) Involvement with Other Veterans -He has made connections with other veterans -Not the people that he served with though -Feels that having a connection with other veterans has been good for reminiscing -Also good because they understand and experienced the same things he did (00:08:46) Reflections on Service -Feels that it made him a better person in terms of loyalty -Instilled in him a sense of commitment to his nation and his fellow countrymen -Taught him that there is more to life than making money -Instilled in him life values -Honesty, integrity, self-reliance, and confidence (00:09:48) Parents’ Reaction to His Service -He was the first in his family to serve in any branch of the military -His induction into the Army was difficult for his parents -He was an only child -They wanted him to wait as long as he could to get drafted (00:10:37) Final Thoughts on Veterans -Glad that we now show respect for our veterans and current members of the military -Feels that combat veterans especially deserve respect -Especially those that suffered greatly in combat Interview ends at 00:11:09 � 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/. Title A name given to the resource Brink, Jarvis (Interview outline), 2013 Creator An entity primarily responsible for making the resource Brink, Jarvis Description An account of the resource Jarvis Brink is a Cold War veteran from Zeeland, Michigan where he attended Holland High School and graduated from there in 1953. In 1954 he joined the Army and served for two years. He received basic training at Fort Knox, Kentucky and was stationed at Fort Hood, Texas for eighteen months working as a machine gun mechanic on tanks in the motor pool for one of the armored tank divisions stationed there. During his time at Fort Hood he returned to Fort Knox and received more training on how to repair the .30 and .50 caliber mounted machine guns. Contributor An entity responsible for making contributions to the resource Scholl, Amanda (Interviewer) Caledonia High School (Caledonia, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Other veterans & civilians--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 Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-25 Identifier An unambiguous reference to the resource within a given context BrinkJ1497V 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 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/3f9b66295c878766a365a4464cb051b4.mp4 09830d68f8fd117e86451715014637e8 https://digitalcollections.library.gvsu.edu/files/original/bd6132aee608b287479b698d83675ce5.pdf 8241e847b9021d044a98729cabe2bcf0 PDF Text Text Grand Valley State University Veteran’s History Project Korean War Era William Brinkman Length of Interview (00:18:40) Background Served in the U.S. Army during Korean War; highest rank: Captain Born in Los Angeles, California, November 11, 1930 Mother died when he was 5, raised by his father; has one sister Has been married for 48 years, has a large family Father served in WWI Training (00:01:15) Attended a military school, a recruitment officer spoke to his father about Officer’s Candidate School  Had graduated from the honors military academy as Battalion Commander, Lieutenant Colonel the Honor Cadet  Tested for Officer’s Candidate School, given a contract by the Government  Was commissioned as 2nd Lieutenant  Served at Fort Riley, Kansas, and Fort Benning, Georgia The Korean War started two days after he entered training in 1950 (00:02:15) Went to Fort Riley for basic training and leadership training Transferred to Fort Benning for Infantry Officer training school Didn’t have difficulty with military life, military school helped immensely  Used to discipline Was a part of the first class of officer’s training since WWII, 180-day Wonders After receiving his commission, sent to Indiantown Gap, Pennsylvania (00:03:20) Had to have a commission for six months before going into combat �Taught classes for night patrolling and patrolling Germany (00:03:50) There for three weeks, sent to Germany instead of Korea Shipped with 43rd Infantry (his division), 28th Infantry and 4th Armor Divisions to Germany Berlin Airlift situation [crisis was in 1948], had to stop the Russians from taking over Europe From Indiantown Gap to Camp Pickett, Virginia; there for seven days, paraded through Norfolk to the troop ship Ship called General M.B. Stewart, sailed for 10 days from Norfolk to Germany (00:04:50)  Landed in Bremerhaven, Germany; was a beautiful day, had a band greet them with the song “I Wonder Who She’s Kissing” From Bremerhaven to Y-69, near Heidelberg; waited for their heavy equipment to arrive (tanks, heavy artillery, etc.) Division was split up in Augsburg, put into the 102nd Infantry Regiment; other two regiments sent to other major cities nearby Major objective was to protect the cities and split up the Russians; had certain defenses (00:06:00)  Had to continue doing this until the Russians reached the Rhine River where NATO troops would come in  Final line of defense at the Rhine, were prepared  Didn’t have to go to war 102nd Infantry Regiment is the oldest in the Army; first commanded in Quebec against the French during the French and Indian War Primarily stayed in Augsburg with the 102nd Never had any major incidents, no one killed Some of the training they went through was dangerous; Infiltration Course: crawl under machine gun fire that was shooting 18 inches above the ground, had to crawl (00:08:00)  Would climb through barbwire, sometimes shells would go off � One kid was killed when he jumped up after seeing a rattlesnake Mostly did patrolling in Germany, very sporadic hours  When a alert happened would have to move to the assembly area Doc O’Donnell (00:09:40) Had a friend in Officer’s Training name Doc O’Donnell who had difficulty with the physical training  40% of the men washed out during OSC  Doc went to the West Coast, then was sent to Korea  Had a platoon of infantry, had 40 men under him  Were patrolling when hit by a Chinese company; 4:1 against  Doc took machine gun fire against both his legs, one of the men were killed; pinned down by enemy fire  Called the Platoon Sergeant for Browning Automatic Rifles and hand grenades to disperse the enemy and cover the men  Covered their retreat, never heard from him again; saved 38 men’s lives  Awarded the Distinguished Service Cross posthumously After Service (00:12:45) Stayed in touch with his family by letter mostly, sometimes phone (expensive); had no problems receiving mail For recreation: German bars, opera, visited places Would attend clubs: Officer’s Club, NCO Clubs, Servicemen’s Clubs Returned home in 1954, talked into attending school for a degree Was able to readjust to civilian life easily; studied a lot, received 2 degrees in 4 years (lots of study and no social life) A part of the American Legion (25 years); Finance Officer of his post; keeps in touch with a lot of veterans, but none that he served with His service gave him a higher sense of patriotism, provided him with an education �Graduated from the University of Arizona in Tucson, got a job with Martin Marietta in the Aerospace Division, assigned to the Gemini Launch Vehicle Team (00:15:20)  Got to go to Cape Canaveral, met all of the astronauts there  Great friend with Gus Grissom; met Chaffee, Gordon Cooper, Ed White While in Germany, the Regimental Commander signed him up for taking the Honor Guard down for the retirement parade for the general of NATO (00:16:15)  Had 150 men, job was to train them and get them ready  Required a height of 6ft, had new uniforms  Retirement parade for General Dwight D. Eisenhower in Frankfurt, Germany  Place where the 1936 Olympics were held  Had all of the Allies there, given a 21-gun salute  Marched in groups of 5,000 men each Had a good experience with the military; if you do your job and have discipline, you can do well in military and life � 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/. Title A name given to the resource Brinkman, William (Interview outline and video), 2009 Creator An entity primarily responsible for making the resource Brinkman, William Description An account of the resource After graduating from a military academy, William Brinkman attended Officer's Candidate School where he was given a commission as 2nd Lieutenant. He served during the Korean War, but his division, and a couple of others, were sent to Germany, instead, to guard against the Russians. He served in the 102nd Regiment, 43rd Infantry Division. He also tells the story of his OCS classmate, Doc O'Donnell, who was killed in Korea. After the war, he worked for Martin Marietta and was involved with the space program. Contributor An entity responsible for making contributions to the resource Jenkins, Sara (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 2009-11-27 Identifier An unambiguous reference to the resource within a given context BrinkmanW 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/f94fb7ed75d8c69ff25eed70394df60e.mp4 f7465cfab8ad257a765b8f9792277b41 https://digitalcollections.library.gvsu.edu/files/original/089e0a3fa9d1419975942ccb50293d39.pdf 21839a2c15d20099afb07fc46e3c3b2a PDF Text Text ORAL HISTORY INTERVIEW JOE BRINN Born: Portsmouth, Virginia Resides: Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, February 23, 2013 Interviewer: Now Mr. Brinn, can you begin by giving us a little basic background on yourself? To start with, where and when were you born? I was born February 17th 1950 in Portsmouth, Virginia. Interviewer: What did your family do at that time? My dad just got out of the service, he was in the Merchant Marines during WWII and my uncle was living in Michigan and proposed to him to move to Michigan to seek work in the automotive industry, which was obviously flourishing back then. I was two years old and we relocated to Ithaca, Michigan, and I resided there until I was about fourteen years old. Interviewer: Where did you move after that? We lived on a farm and my dad did odd things. He worked at a steel mill almost his entire life, plus we had a full time farm, and then about, like I said, the age of fourteen they decided it was time to move on and we moved to the Rochester area, they bought a home and relocated there. 1:15 Interviewer: What kind of work was he doing then? He was still working in a steel mill. Interviewer: Did you finish high school? 1 �I did not, I actually quit school at sixteen years old, and I met, at the time, the girl that was going to be my wife, we were fifteen and due to unusual circumstances we decided we wanted to get married and we got married at sixteen. We both quit school and started a life. Interviewer: What kind of work did you do then? At sixteen it was tough, I did odd jobs, worked for contractors, did tire work, made pizzas, anything you could do at sixteen years old to make a living for your family. Interviewer: How long did you continue on that before you went into the military? 2:02 I was seventeen when I decided to enter into the military, so basically I worked for about a year and then I needed to have something where I had steady income coming in. The Vietnam War was going on and I anticipated that I‟d be going to Vietnam as soon as I applied for the military, but it was something that I was willing to do. Interviewer: What year was that? I went into the service in March of 1967. Interviewer: At that time, what did you know about Vietnam and the Vietnam War? I knew very little, to be honest with you, other than what was portrayed on TV. I‟d catch a few newscasts, but I really didn‟t know anything about it. Growing up as this kind of farm boy, I was kind of backwoods and didn‟t understand a lot about the real world. So, I thought going into the military, or even going to Vietnam, was an adventurous thing, because I‟d never been away from home and this was going to be unique and different and it was. 3:08 2 �Interviewer: What did your family think of this idea? They were not too keen on me going into the service, especially my mother, she was very upset. She understood what was going on in Vietnam from what she saw on TV and was deathly afraid that I was not going to return. Interviewer: Where did they send you then for basic training? I went to Fort Knox, Kentucky for basic training. Interviewer: How would you describe that facility and the training experience of basic? It was so much different than what it is now. It was a rough time, and I‟d never been so mistreated in my life. Yelled and cussed at, name called, and up at the crack of dawn, which I was used to anyway. 4:00 But, I would have to go run three or four miles every morning carrying packs, and it didn‟t matter what the weather was like outside, you were still out there doing your marches and drills and training. I was a little taken aback, I was a little worried that I was not going to be able to complete it. Interviewer: What kind of physical shape were you in at the time? Actually, I was in pretty good shape, being a farm boy, although I never worked out and never went to gyms. When you get up at five o‟clock to feed the chickens and the hogs and you work for two or three hours before going to school and getting back from school you go right back to the farm to work. I was actually in pretty good shape, and I was definitely thinner, I was about a hundred and thirty five pounds. Interviewer: Did you have much trouble adjusting to the discipline and all the stuff that goes with army life? 3 �Actually no, the discipline, I thought, was good, actually, for me. I was fairly disciplined anyway. 5:00 My mother and father taught me well, they believed in discipline and back then it was a stick and a whip, so I knew not to backtalk, or do anything wrong, and to treat people as they should be treated. So, that actually did fairly well for me in the service and, actually, throughout my entire career in the service. Interviewer: Was there a point in basic training when you began to feel you were getting the hang of this and you could do it? Yeah, actually about three or four weeks in, I had a very tall, muscular, black drill sergeant and he seemed to take a liking to me, I guess because of my backwoods thinking. I didn‟t smoke and I didn‟t drink, so he kind of took me aside and would give me hints after hours. “You need to look at this, you need to try this and this is what you need to work on”. 6:01 I guess that one on one experience from him, even though he was one mean SOB during the drills; he treated me kindly and with respect and that gave me a new focus on it. I realized this was not going to be as hard as I thought it was. Interviewer: Where did they send you after basic? What did you do then? I thought I was going to Vietnam, but I was told, at that time, you had to be eighteen years old to go to Vietnam. My aptitude test, showed very well, mechanical ability, so they sent me to Fort Rucker to train as a crew chief on helicopters. Interviewer: Where is Fort Rucker? Fort Rucker, Alabama Interviewer: Crew chief on helicopters, what does that kind of job consist of? Well, that was performing the day to day maintenance. Keeping the helicopters in tip top shape, and it was, actually, a good part of all the maintenance that was required, even to 4 �the point of what they call depot maintenance, going into the third echelon of maintenance. 7:06 Your sole purpose in life was to maintain that helicopter daily and then fly with it when it flew. Helping the pilots land and take off safely, and then if you had mechanical problems, take care of those as soon as possible. Interviewer: Now, what type, or types, of helicopters did you train in? At that time, they were UH-1 Delta models. Interviewer: Can you describe that for a lay person? What did it look like and what does it do? It was a standard helicopter that was used during Vietnam. It was made by Bell Helicopters, it carried, roughly, eight to ten passengers in the back, it had bench row seats, and then tow cubby holes, one on each that the gunner and crew chief would sit in, and then the pilot and co-pilot, both of them having control of the aircraft. It was a single rotor, fully articulated system, with a tail rotor. 8:02 Interviewer: They would have fifty caliber machine guns on each side? M-60 machine guns Interviewer: M-60, fifty calibers? No, 7.62 M-60 machine guns [.30 caliber] Interviewer: So basically, in addition to being the repair man, you also do double duty as a gunner if the occasion arises? Not in non-war time, or in flying CONUS [continental US] or in Europe, but in Vietnam, that is again, your primary function is to be the crew chief, but when you flew, you reverted to being a gunner. Interviewer: How long of a process was that for you? 5 �That was about two and a half month training after basic training. Then after I came out of what they call AIT, Advanced Infantry Training, I picked up the MOS and I stayed at Fort Rucker until I was—no actually—I‟m sorry, we moved—no, I stayed at Fort Rucker after AIT. 9:12 I continued to do training and flying as a crew chief only. Interviewer: Did they send you to Vietnam from there? What happened? Yeah, I got orders about a month after my eighteenth birthday, which was kind of unique. I assumed it was going to be coming. Crew chiefs and gunners were in high demand because of the high fatality and injury rate in Vietnam. You‟re in the direct line of fire, so they rotated those out fairly quickly and needed replacements, so within two and a half or three weeks after my eighteenth birthday, I received notification that I was going to Vietnam and had my orders to deploy in my hand, probably, a week later. Interviewer: Did they let you go home before they sent you overseas? 10:01 No, and actually the last thing they wanted to have you do is to leave their control at that time because there were still a lot of people that were in the military for other reasons and had no intentions of going to Vietnam, or when the time came they had to go were going AWOL, so once you had your orders for Vietnam they took tight control. Interviewer: Now what’s the physical process by which they get you out to Vietnam, how do they get you there? My case was rather unique. Instead of going as an individual where they deploy, where you actually report to duty station, they would load you up with your equipment and then put you on a plane and send you over there; they sent me to Fort Campbell, Kentucky for thirty days as a deployment unit. They were building up a brand new unit and they were bringing in troops, some with experience, and some like myself with only a year 6 �experience, some straight out of AIT. 11:03 After they got as many people as they needed to fill the positions, they packed us all up on a C-141 with our duffle bags on our backs, rifles in hand , helmets on our heads, and packed just like sardines in a 141 and flew us straight to Vietnam. Interviewer: Was this the unit then that you served with while you were over there? Actually no, it‟s—what they were doing in Vietnam when these new units had been activated and arrived in Vietnam, the last thing they wanted was to have an entire unit of brand new soldiers that never served any time in Vietnam whatsoever, so as soon as you arrived you‟d go to “in processing”, and they would basically take about three quarters of those new people and scatter them around the country to the existing units, and then rotate those troops that had already been there for five, six, eight months, and put them in the new unit that was arriving, so they could help train. 12:08 Interviewer: They’re doing the best they can to combine the experience with the new resources however well they wanted to work it. Exactly Interviewer: Where did you first land in Vietnam? We landed in—actually we landed in Pleiku, which was unusual. Normally troops would arrive in Saigon and be bused, or trucked, to their unit. Our unit, since we were a complete unit, we landed right in Pleiku, which was an army airfield large enough to handle C-141‟s easily. They off loaded us there and again, with our duffle bags, and rifles, and helmets in tow, we went right over to an in briefing, in a bleacher setting, and from there went right into three days of Vietnam orientation. 13:00 7 �Interviewer: What was your first impression of Vietnam when you get off the plane? Did you notice anything distinctive or not? Landing at an army airfield really didn‟t look a whole lot different other than you realize the instead of concrete or asphalt runways, they were what they call PSP, or metal runways, and bunkers everywhere, sandbags, so you immediately realize that you‟re in hostile territory. It was hot and humid, and growing up mostly in Michigan I was not ready for that immediate temperature change. It kind of sucked the breath right out of you as soon as you open the door and step on the ground. Interviewer: What kind of information, or orientation, did you get those first three days, what did they do at that point? That was pretty intense, and we actually received training on the--even though we‟d had basic training on how to fire the M-60. 14:06 They now gave you a little more detailed weapon knowledge and how to use a weapon in combat. The actually ran us through a combat scenario. They went through medical emergencies, how to handle bullet wounds, and then what to expect in Vietnam from when you get to your unit, when you plan to leave, what your rotation date would be, and all in all it was pretty good information. I don‟t think a lot of troops received that because I was coming direct to a unit and we were an entire unit, the training was pretty intense and pretty knowledgeable. Interviewer: What specific unit were you assigned to when you got through that process? The unit I went to was--it was actually called the 480th TC, which was a transportation corps, depot maintenance, so instead of being a crew chief, I was actually being sent over there to perform engine overhauls and transmission overhauls. 15:11 But again, 8 �because they needed crew chiefs, as soon as they looked at my MOS, when I arrived there, they realized that not only do I have a maintenance background, but I was also a crew chief engineer, so they immediately plucked me out of that and put me in a, at that time it was A Troop 77th Air Cav, assigned to, or attached to, the 4th Infantry Division. Interviewer: What was your experience like once you joined that unit? It was very unique and I had never been in that kind of environment before, very cliquish, people—they looked at newbies as unusual characters, and they didn‟t really want to associate with you when you first came out there. 16:00 Again, it‟s that mentality as I picked that up again later on, that you don‟t want to make too good of friends because that friend might not be around too long, whether it be from an injury or death, or rotation. So, you develop very short term relationships, and then you find yourself finding one or two guys that would become close to you, but the rest of the group, you just kind of stood off and weren‟t that close with them. Interviewer: Physically were they placed at Pleiku or were they out in the field? We were placed out of Pleiku, actually at Camp Enari. There were three base camps at Pleiku and the 4th Infantry Division was headquartered at Camp Enari and our unit was kind of a--whatever the worst place was at Camp Enari, that‟s where they put this unit, you know. We weren‟t really part of the 4th Division, so what the division personnel looked at us as, “We really don‟t want them, but we gotta have them type of thing, so put them over here away from us”. 17:08 So, we lived in an almost swampy condition, and it was constantly under water and a sandbag with a wooden hooch, which was out billets where we slept. It actually, they put this up just before we got there, so they had wood sides with a tent top and sandbags all around, but a miserable location. I think I saw a 9 �shower once every week, week and a half and even though we were in base camp you‟re fortunate to get a shower. Interviewer: What did you actually do for the 4th Infantry you were assigned to? What was your job? I was again a kind of unique thing. The 4th Infantry division was a—they had a grid of areas they were responsible for and they would assign us what they call a “hunt, kill mission”. We were an Air Cav unit, so we had our own infantry assigned to our unit, which was—so we would carry our own infantry with us wherever we went. 18:10 We had a scout platoon, which was the 0-86 Scout Birds, we had our own gunships and at the time they were C model gunships and later replaced with Cobras. Then the lift platoon, which I was assigned to as a gunner crew chief, were the UH-1, at that time, D model Hueys to, basically, carry the infantry to the locations and drop them off. The 4th Infantry Division would give us several grids and we would work those grids doing hunt and search and when we would locate the enemy, insert our ground troops and use the gunships to suppress fire and kill the enemy. Interviewer: If you were air mobile and the rest of the 4th Division was not, did they give you guys the worst jobs, or the ones that were the farthest out? 19:04 We worked further away. We would sometimes go and spend thirty to forty-five days at firebases, because where we needed to work the grid, we needed to do the hunt, kill, and search teams, would be too far remote for us to get fuel. They would relocate us to firebases and we would work out of those firebases where we could have some security, get our fuel, eat meals, and fly out to our grid, to work those grids during the day and 10 �come back, sometimes at night, sometimes we‟d find other areas that we could spend the night at and provide our own security with our own infantry. Interviewer: Now, when you get to where you—were you assigned to a specific helicopter with a specific crew or did they move you around? How did that work? Pilots would, in most cases, rotate around to different birds. A crew chief was assigned to a helicopter and that was your helicopter for the length of your tour. 20:01 I remember the last three of my aircraft. It‟s pretty much what you remembered, everybody remembered, the last of the three was 017, and that‟s the bird I flew every day, and it was almost every day, very seldom did you get a day off. Then I had a gunner assigned to me. Even though I was a gunner, you needed to have a gunner on the other side and he would maintain and take care of your guns for you while I would do the maintenance on the aircraft. You would go out to the aircraft, do all the maintenance, prepare for flight, the pilots would come out, and some pilots would try to stick with the bird because they would get to know it. Every aircraft had unusual characteristics that were unique to that aircraft, some had a lot of power, and some were underpowered, some maneuvered rather well, some had vibrations that nobody wanted to fly, so sometimes the luck of the draw, the pilots, when they would get there, their mission commander would assign them their aircraft, so sometimes we‟d get the same pilots several days in a row and sometimes we‟d get a new pilot. 21:06 Interviewer: Do you remember the first time you went out on a combat mission? Vaguely, it—again the first thirty to forty-five days went real, real quick. I didn‟t— again I wasn‟t real sure of what was going on, I still had my country background and I wasn‟t used to doing the things they did and how they did them, so the first thirty to 11 �forty-five days I don‟t remember a whole lot about it. It just seemed like you were just lying down and going to sleep and they were getting you up, or you were listening to rockets coming in at night, and I just wasn‟t prepared for that. You couldn‟t get to sleep, you, again, didn‟t have any friendships, so it took a while, almost two months, before I developed some good friendships, and then we started, for lack of a better term, fun with the assignment. 22:06 It wasn‟t any fun the first couple of months. Interviewer: You really, kind of, had to learn the ropes and figure out what exactly was going on, what you had to do, and that kind of thing? Yeah, it was—they really, as a crew chief, they pretty much threw you to the wolves. Here‟s an aircraft, you‟re a crew chief, here‟s a log book, do your thing. Interviewer: So, you were supposed to know what to do and go and do it? Pretty much so, because you were flying in combat, and I was, after my initial three days of training, and then upon reassignment, they went through a kind of a basic “what you need to do for the unit, this is where you sign in, this is the mess hall”, and the next day I was on a mission. Interviewer: Now, were the missions themselves, were they dangerous, where you getting shot at and shot down? Constantly, and I brought back pictures of my tour and I‟ve got pictures where we were riddled with bullet holes. 23:07 There was almost as many patches on an aircraft as there was the initial sheet metal for the aircraft. Interviewer: Now, the helicopters that you would fly, did they ever actually get shot down? 12 �A number of them primarily scout birds, which were—their sole mission in life was to go out there and be a flying target. There would be two small helicopters, room for four people, but you‟d only have a pilot and then a scout in the right seat, and some of those had mini guns, and some of them wouldn‟t have mini guns, the scout would use a M-16. But, they would fly around, low level, by the top of the trees, very slow, intentionally to draw fire. As a scout you‟re hoping to identify hostiles before they identify you, but obviously, they can hear you coming for several miles around. 24:04 So, when tracers would come up towards you that‟s the first idea that you‟ve identified the enemy, when you‟d see the red tracers coming at you. They would pop smoke and get out of the area as fast as possible and call in the gunships to suppress fire, and then we‟d be at basecamp somewhere, our infantry, we‟d carry as many as thirteen in an aircraft, fully loaded with their packs and guns, when it was really only rates for nine or ten people, not including their packs, so we were usually flying with overweight conditions all of the time, again with high humidity, high altitudes, and we‟d get a call from the commanding control aircraft that they hit a hot spot and call in the infantry. 25:00 We‟d actually find a LZ, go in and land and let the infantry off and report back to basecamp and wait for them to call us back to pick them up. Interviewer: Were you basically with the same unit for the full tour or did you rotate out to a different unit at some point, or was this pretty much what you did for the full year? I did that for one year, yeah, same unit, same guys other than what they call deros, people were—because they staggered them, putting new people, old people, and some people 13 �who had extended their tours remained in those units, so you‟re constantly having people rotate in and out, but I stayed in that unit for the entire year. Interviewer: How would you generally characterize the morale of the unit? The kinds of attitudes the men take toward what they were doing and that sort of thing. Surprisingly, our unit, because we were a small unit and we had a mission and everybody had a pretty good idea of what they needed to do, and we had to watch our own backs, it was pretty good for the most sake. 26:10 Some of our infantry, I think, were a little upset they didn‟t—most of the infantry were your draftees, and most of the people that were pilots or crew chiefs either volunteered for the service or had little better jobs than the infantry where you‟re out there ground pounding and in the direct line of fire whenever they insert you until the time they pick you up, but overall the morale was pretty good. Interviewer: Were some phases of that year more intense than others in terms of the amount, and kind, of fighting going on? At times—there was one time we went to Ban Me Thuot, which was a basecamp in the central highlands and it was a hot bed, the entire area. 27:00 there were a lot of Vietcong coming across the border from Laos and, at that time, we were not allowed to fly into Laos or Cambodia, so there was no way to prevent these Vietcong from coming in, so they dispatched us down to a base camp and we stayed there for almost ninety days working out of tents, and cold meals and no showers, sour milk, the whole gambit. It seemed like every day we were flying into hot areas. When we came back almost every aircraft would have bullet holes, we had a number of people wounded, primarily the infantry. A couple of pilots had been wounded, several scout birds had been shot down , 14 �and that ninety days was pretty tough and then on top of that they [North Vietnamese sappers] actually came in and infiltrated out camp at night and while we were sleeping in tents, were throwing satchel charges into our tents. 28:01 Being a base camp, this was actually being run by the Air Force instead of the army and security was a little lax, so they actually came in and ran through the areas throwing--satchel charges are, basically, bags filled with C-4 or explosives and the would pull the pin or light the fuse and throw them into the tents where everybody was sleeping. Interviewer: Did the people at the base figure that the Cavalry guys would provide the security for them? No, we were usually gone all the time. The air force provided their own security, it‟s just that this was a fairly new base camp and nothing was really set up very well. Nothing against the Air Force, but they intended to do things a little different than the Army. The Army would go in and set up an airfield, set up security and start working, where the air force would come in and set up their officers club, their NCO club and their showers, and later down the road they would, maybe, get to security and the other things that were necessary. 29:05 Interviewer: Now, were you ever actually in the camp when one of these attacks took place? At night, yeah Interviewer: So, what do you do when that starts? Run for cover, run for cover—I mean they‟re going off—fortunately for me I was third tent in the line, so the first two tents, the satchel charges had already gone off and by the time they got to ours we were already running for cover. You just—there wasn‟t a whole 15 �lot you could do, because you didn‟t know—it‟s dark time and you don‟t know who the enemy is, you can‟t see anything, just find some bunkers or sand bags to get behind and lay low and wait for the all clear. Interviewer: Were they generally making trouble or were they trying to get to the helicopters? They were trying to blow up the helicopters, yeah. Interviewer: Did that ever work? Not while I was there, no, we were pretty fortunate. After I left the unit they did. My unit relocated and they were able to go in and actually destroy about fifty percent of the helicopters one evening. 30:02 But, while we were there, at that time, there were—our infantry actually caught the infiltrators after about the fourth or fifth satchel charge, and they had already caught the ones, and killed the ones that were going towards the aircraft, so they had, basically, three or four teams go after ammo bunkers, go after personnel, and go after aircraft. Interviewer: We’re talking about some of the actual experiences and you had a phase where you spent about ninety days away from the base at Pleiku, and faced some intense activity. Was this a—now you’re there, during your serving over there, that’s when the Tet offensive took place. Correct Interviewer: Were you in Pleiku or were you in some other area? No, actually we were assigned a couple of areas. Actually, shortly after I arrived in Vietnam, it was probably within thirty days, we were called in at night, probably about midnight, or one o‟clock in the morning, that a base camp not far from us was overrun. 16 �31:10 We loaded up, of course you always carried weapons and ammunition ready to go, so we loaded up even more because they said that the base camp wasn‟t going to last more than an hour and we had to get there, and we had a thirty minute flight to get there, a place called Dak To. We arrived there and we had a couple of aircraft put what they call firelights, they were twenty-seven landing lights all pooled together in a big circle and they would mount these inside of a helicopter and it was like a huge search light. So, we flew those out there and lit the area. They were shooting flares off, but you can‟t have flares going off into the artillery rounds with helicopters coming in for support. 32:00 We lit up that area as we made our approaches in to see what the problem was and there were literally thousands of Vietcong rushing the side of this base camp, which was actually on the side of a tall hill with strands of barbed wire, actually eight strands at different levels, claymore mines, trip flares, and everything you could think of there to protect them, and there were literally over a thousand, if not more, Vietcong rushing them and they had already rushed onto the fifth strand of barbed wire by the time we got there, with only three to go before they had actually overrun the basecamp. We lit that area up with the lights because we could see that—later on I realized that this was a tactic the Vietcong had done much like Chinese and the Koreans had done during previous wars, sacrificing their bodies to go further up the hill, laying themselves on top of barbed wire, knowing full well that they were to be pummeled with machine gun fire. 33:07 They would, basically, just throw themselves until the next group, or next wave, could go the next leg up the hill. We laid down suppressive fire for four to six hours, constantly go back and refuel, reload and go back and continue to lay fire until daylight and then it just seemed to disappear, and that was my first actual gun battle. I realized if I encountered 17 �these Vietcong as a single soldier, they impressed me as somebody willing to do anything, whether there was a cause, or their country, or whatever; it was going to be a touch year ahead. Interviewer: Did you see much of the South Vietnamese military personnel? We had several imbedded with us, both as interrogators and some as interpreters. 34:04 We did a lot with the Montagnards, which was a group of tribesmen, I mean as backwoods as you‟ll ever get, loincloths, using crossbows and bow and arrows to hunt with. The Vietcong hated them and were killing them, so the military realized that early on in the war and would go in and befriend them, and provide them with weapons, and they were true hunters. They also hated the Vietcong because they realized their lives were at stake if they did not try to wipe them out. Because we were a small unit, we could work with them, and they would actually go flying with us and point out suspected Vietcong areas. For the most part they were very helpful and you could trust them, but the South Vietnamese soldiers weren‟t as trustworthy. 35:07 Interviewer: Did you have any kind of firsthand experience of that, or awareness of things that happened with the unit as far as that? Not actually, just what everybody talked about. They would give us intel and by the time you got there, there was absolutely nothing there, so the intel wasn‟t as great as it should have been. They weren‟t as dedicated, I don‟t think, to the cause as the Americans were. But, on the other hand, the actual—and those, I think, were more the inline troops. Many of them were drafted and put into service, and they didn‟t want to be there any more than some of the U.S. military. There was one occasion, our infantry had captured a couple of Vietcong and they were being interrogated by the Vietnamese regulars, and some of those 18 �could be extremely tough. 36:08 I mean, they would go to the extreme on occasion and the interrogations were pretty extreme. They got one of the Vietcong to say he knew where an ammo stash was where they could find a bunch of weapons, and some Vietcong were hiding out. They dispatched my aircraft and put me on board as the gunner to go locate this guy, with this guy‟s help, but to be honest, I think this guy was just saying whatever he could say, because we didn‟t every really find anything. I was over in the cubby hole manning my gun and I looked back and the Vietnamese regular was interrogating rather intensely. I looked back to patrol my area and the last thing I remember was the Vietcong coming out of the side of the aircraft. 37:04 They say he jumped, but I‟m not sure that was the case, but there was no proof to that matter. That was how the nationals sometimes treated the enemy in combat. Interviewer: Kind of a reminder of what a nasty business war can sometimes be, especially a civil war, and that’s somewhat what that was. Now, over the course of that year that you’re serving there with your Cavalry, did the aircraft that you were serving with, or the crew you were serving with, did they take casualties, or were you mostly the machine guys? No, many of our aircraft were damaged or—I‟ve got pictures of bullet holes coming through—I had an M-60 machine gun and, of course, we‟d man that and we‟d go into a hot LZ and we‟d fire, lay suppressive fire, and taking hits. 38:07 You could actually hear them popping into the side of the aircraft, whizzing by your head and, again, being a backwood young kid I thought I was invincible, so—they would provide you with what they called at that time “chicken plates”, or armor plating, but I never wore that, I just felt invincible and nothing was going to harm me. I would go out there and I would stand on 19 �the side of the skids going into hot LZ‟s because I thought I could do a better job of finding the enemy and laying down suppressive fire with using Thompson sub-machine guns or a grease gun, or just my M-16 with bullets whizzing all around me. One time I locked my M-60 into place and six rounds came up through where my head would have been over as I was firing the M-60, and I‟d locked it and laid back and six rounds came right through that, right through our fuel tank, right through—I mean there was a pattern of six bullet holes right there. 39:00 There were a number of occasions where troops were injured and we had to go in a pick up our infantry in hot LZ‟s. It seemed like most of the time, especially that time of the war, we seemed to be taking a lot more casualties and more hits than some of the other units further south. Interviewer: Now, did you, yourself, ever get hit? I never got hurt and I guess that‟s why I thought I was invincible. I had many close calls, but—we landed on one LZ to pick up our troops, a hot LZ, they were being fired at, we knew it was hot, we came in and we touched down on the ground, the troops were jumping in and a mortar landed about four feet in front of us. It took out all the windshields, the glass, the side doors were all buckled, the front of the aircraft was completely buckled, we had shrapnel everywhere, yet the aircraft was still running. 40:01 We were still--I was actually hanging onto guys that were hanging on to the skids trying to get into the aircraft to get out of there, it was such a hot LZ. Rounds were going off everywhere, Willie Pete [white phosphorous] grenades, and that mortar went off, and even wearing a, at that time it was called an SPH-4 helmet, which was supposed to be an anti-ballistic helmet for flying, the noise was so loud that I couldn‟t hear anything. The pilots took off even when the windshields were gone and the nose buckled, we knew we 20 �had to get out of there because other aircraft were coming in behind us to pick up their troops, and as soon as we took off the aircraft shuddered and shook like we thought we were going to fall right out of the sky. It was all we could do to get in the air, and I‟m hanging on to, actually one guy, I‟m hanging onto his ammo belt to keep him from falling out of the aircraft. 41:00 They were just hanging everywhere to get out of there. We probably had fourteen or fifteen troops on board and, again, we never carried more than thirteen, and even that was a tough go. I think we got about fifty-five knots the aircraft was shaking so bad we thought it was just going to fly apart. Cobras had been laying down suppressive fire as we took off and one of those cobras came up alongside of us and said, “Guys we need to set down somewhere, there‟s pieces flying everywhere”, so they went ahead and found a spot that we could actually set down in, even though we knew it still could—we weren‟t that far away, maybe three or four clicks away and the Vietcong were so heavily into that last LZ that it would take them no time to reach us. But, we sat down, set up a perimeter and we shut the aircraft down and realized we were missing three feet of both blades. 42:04 The mortar had landed just about four or five feet in front of us, with the blades turning, and the impact took rocks and shrapnel right up and just took off three feet of both blades. We were flying—I mean we needed all the blade to fly with that many troops and missing three feet, it was hard to imagine we were still flying, but we knew we had to get out of there, so I got up there with a pair of pliers and—rotor blades are, basically, a honeycomb interior with aluminum and magnesium skin on the outside, and it was all jagged, so I got up there with pliers and cut away and straightened as much as I could. One blade had more missing than the other, so it was completely out of balance, so I took ”thousand miles an hour” tape which was basically, 21 �duct tape, but with a little bit better adhesive power, and I wrapped that around the blades, trying to visibly watch it until I got it close enough to level with the winds of tape on that blade to get it so it was somewhat balanced. 43:10 Then we took off again and tried to get back to basecamp, which we succeeded in doing, but we could still only do about sixty or sixty-five knots with the gunships flying around us, giving us cover and protection until we got back to basecamp. Interviewer: Was that sort of your scariest event, or most dangerous, in your flying? No, I was really not that scared. I guess with the immaturity and the back woods life style, I really wasn‟t scared, a lot of adrenalin, actually more excitement, you know, we‟d had a lot of close encounters, had a lot of fire, but to have that come that close, it actually, I wanted more, to be honest with you, I was ready to go back out. 44:00 When we landed at base camp I asked if there was any aircraft available so I could continue to fly while mine was being repaired. Interviewer: Over the course of that year, while you were out there, did you get any R&R time, or time away from the front line? There was time available, but I didn‟t take any. Basically again, being very young, I had a family, a new daughter and money was what we needed more than anything, so we pretty much—to go on R&R would mean you were going to have to spend money to do that, so I stayed there almost the entire year without any time off other than local time. They actually required me to take four or five days off and I stay right there in base camp and listen to music, I‟d listen to music and go to the NCO club. 45:00 22 �Interviewer: One of the sort of standard critiques, largely cliché, about the soldiers in Vietnam, and so forth, is they were drinking, doing drugs and doing all sorts of things especially if they were off duty, or not actually in anything combat. On the other hand, a lot of people said that did not happen a lot when you’re up on the front lines, or anywhere near them. What would go on in basecamp during quiet times, what would people actually do? Most of the time it was drinking that was your release you know. Of course the military made it very inexpensive for you to buy alcohol. A case of beer, I think, was three dollars and twenty-five cents for a case of beer, cigarettes were free, alcohol was three or four dollars for a quart of alcohol, so they made that, unfortunately, readily available, and fairly inexpensive. 46:02 Being so young I did not drink, I did pick up smoking only because everybody else seemed to do that, and I thought, “Well, it must be the in thing”, and cigarettes were free, and that was something I didn‟t have to pay for, so I did take up smoking. But, the guys I hung around with, again everybody found their little cliques, there were groups that tended to smoke a lot of hashish and marijuana, other groups tended to drink a lot when they were free. I had three or four guys I hung around with and we‟d just sit around and listen to music and talk about things back home and we‟d go out and work on aircraft, that was out off time. People couldn‟t believe that I‟d actually go out there and wash and wax my helicopter during my down days. I took pride in it, it was my pride and joy, and I wanted that thing to be the best of all the aircraft, so I spent, even my free time during the day, out in the airfield. 47:08 I went through that aircraft, every safe wire, every nut and bolt to make sure that nothing was going to come off and nothing was going to go wrong. 23 �Interviewer: Do you think, for you that was a good way to keep your head on straight or stay focused? Yeah, it gave me purpose. Again, I‟ve always had this thing about doing the best no matter what it is, being the top of whatever I can do, making sure that what I‟m responsible for no one‟s going to come back and say, “Well, that didn‟t work, that wasn‟t any good”, so I‟d very seldom would—I‟d be out there all day long, I‟d sit with my crew chief buddies and we‟d go out there and just hang out in the aircraft, going through our log books, reading manuals, and we‟d actually quiz each other on test questions out of manuals just to keep ourselves sharp. 48:04 Sometimes we would take apart components that weren‟t necessarily needing to be cleaned or repaired or replaced, but just to make sure that there was nothing wrong with them and we would do that in pairs or two or three of together would go over to one of the other guys' aircraft and just scour it and work it over. Interviewer: Did you also have a sense that a lot of other people depended you and what you did affected a lot of people beyond just yourselves? I think that was one of the things that caused us to, aside from wanting to be the best, it was knowing that my aircraft, if it failed with ten to thirteen troops beside the pilot, copilot and gunner, could perish or what if it broke down at basecamp and we couldn‟t pick these guys up when they‟re calling us in, so I felt that my aircraft was instrumental, it needed to be tops and I needed to be with it where it went. 49:08 My aircraft never flew without me. It‟s very unusual for helicopters, sometimes when guys would go on leave or R&R, somebody else would crew their aircraft or they‟d bring in—you‟d have a second crew chief in some cases, so you‟d crew it on odd days and they‟d crew it on even 24 �days, but my aircraft never flew without me, I always flew on it every day, or almost every day. There would be three or four days where we would be in for depot maintenance, repairing sheet metal, or twice we actually had a tailbone replaced because we landed in a fresh new LZ where they used a daisy picker to cut an area, which would knock down trees and leave them about three to five feet high, which were actually stumps, and we had a band new pilot come in, fresh in Vietnam and he was flying with us and I told him to flare, flare, and I told him to pick up and he misunderstood my communication and we landed right on a stump. 50:13 Right on the tailbone, and I told him to lift up and he pulled forward and ripped the whole bottom of the tailbone off. Luckily no control damage, but twice the same pilot, we had to have tailbones replaced because of him, so then it would be down for four or five days, but again, I would never leave the aircraft, even when it was doing depot maintenance, I was actually in there wrenching with the civilian contractors who were doing transmission overhauls and replacing tailbones, I wanted to see everything they did to make sure it was done the right way. Interviewer: How much contact did you have with home during that year you were over there? Other than letters, none Interviewer: So, you didn’t get a chance to make a phone call or anything else like that? No 51:00 It was one of those things where we were gone so much and when you did come back to base camp they did have a radio set up and you could do radio phone calls, but you had to put your name on the list and wait for that and sometimes it could be three, 25 �four or five days before your name would come up and I‟d already be gone on another mission. Interviewer: How regular were the letters? It would vary and you‟d get stacks of them at a time because they‟d get held up and all of a sudden you‟d get three or four letters in a batch and then you wouldn‟t have anything for a week to ten days. A lot of times, because we were in other base camps, we‟d have to wait another week to ten days before they‟d fly in our mail and our sundry packets with our candy and cigarettes and stuff in them. We wouldn‟t get those everyday like a lot of the other units. Interviewer: Now, did you have much of a sense, during that year when you were there, how the larger war was actually going, or whether or not what you were doing was accomplishing much? 52:05 I thought we were doing everything we could do, overall, not just our unit, but the military, until we were sitting waiting to extract our unit, our infantry, and occasionally we would go and sit around an aircraft and turn the radios on and listen to the chatter that was going on around us. We‟d hear some radio communications from base camps to headquarters, actually back to the units that were actually—usually the infantry themselves, and some of the things that would transpire over the radio I started to get disheartened with the way things, in some cases, were being handled where units were being overrun and calling for extraction or assistance, and headquarters saying, “Just nam it up, man it up, fight it out, can‟t help you”. 53:03 Here we‟d sit, within a matter of fifteen, twenty minutes from the location where we could provide support, but we would call and let them know that we were available, and they refused to take assistance. I 26 �couldn‟t understand why some of those cases would take place, but again, not knowing the workings of some of those commanders and how they would do things and what those units were supposed to do, but I just felt like, in many cases, some of these units would phone in wolves and when they needed assistance it wouldn‟t arrive. Interviewer: Was that more likely to happen at the latter part of your tour, or early, or just periodically? About midway through we seemed to hear more of that, about early 1969. Interviewer: So, now you’re after Tet and all of that? Yes Interviewer: But, the fighting was still very intense and there was a lot of fighting still going on in that phase of the war. Yes 54:00 Interviewer: What sort of a toll did your year out there in the field have on you? Did you wear down at all physically or mentally, or do you think, as far as you could tell, you were in as good a condition to operate effectively eleven month in? I think missing home, the stress of not having decent meals, eating C rations, and it seemed to me we were eating more C rations than we should have had to at times, and sometimes not getting proper hygiene. I‟m, I think to this day, I have to have a shower every day and I think it‟s because of Vietnam. Having to wear wet clothes—clean— when we were back at basecamp we did have maid service. 55:04 They would have hooch maids come in while you were gone. You would set your clothes in a corner and they would go out and wash your clothes and fold them for you, and when you came back shine your boots. We always had two pair of boots and they would be setting there and 27 �when we came back they would be shined, back in basecamp, but most of the time your clothes were always wet, so you were always putting on wet clothes. I just wanted dry clothes so bad. I wanted to take a shower, and we did have hot showers at base camp, but again, you stood in line for those and they weren‟t always hot and you just never felt clean, even after a shower. So, when I came back from Vietnam I got to have clean clothes every day and I got to shower every day. I got to feel like I‟m clean all the time. Interviewer: Now, as your year in Vietnam sort of got towards the end, did they change your assignment, did you do anything differently than a month or so earlier? 56:06 Yeah, the last couple of months seemed to be like we were getting less and less heavy combat requirements and were doing a lot more BS. Again, I think it was, at the time, the infantry commander, the 4th Division commander, didn‟t really understand the role of an air cav unit and we seemed to be going back and reworking areas that we already worked, and go out and spend a week and a half, two weeks, working the grid knowing there was absolutely nothing going to be in there. People were starting to get the idea like, “They want us here wasting our time and what are we doing?” They didn‟t want to go out and fly missions and they were actually calling in sick and saying, “I got a sick stomach, I can‟t fly today”, and for a while there, there would be times when we need two scouts with two in reserve, two guns with two in reserve, a command control helicopter and then all the lift perks, and we were going out with fifty percent of our capability because people were finding excuses not to go out. 57:15 Interviewer: So, at some point there is a certain morale cost or something that hit the unit. 28 �I think a lot of that, and I believe this because of later on having been a detachment commander and being in charge of units, it all goes back to that commander, you know, how he treats his troops and the kind of information they get. When we would get information about a particular mission and they would detail what the suspected enemy was and what we needed to do, about what we had in reserve, what units were going to be follow up and back up to us, you felt the purpose and you could go out there and do your job, but when you just—they come out and say, “Ok, were going today”, “Where we going?” “Don‟t know, they‟ll brief us in air”, “What are we going to do?” “Don‟t know, when we get there they‟ll tell us”. There‟s no purpose in it, you needed to have that reason for going to begin with. 58:12 Then having pieces of information along the way just wasn‟t adequate. Interviewer: Are there other particular incidents that happened to you during that year in Vietnam that kind of stand out in your memory that you haven’t brought up here yet? There was one time I was flying—I did a lot of command and control--I would volunteer my aircraft for command and control and I had a—about three months in they changed engines and I got one of the brand new H model engines that had more power, so my aircraft had more power than most. Everyone wanted to fly it, but the air mission commander—platoon leaders particularly--wanted my aircraft, so the air mission commander would usually fly command and control, and that would be the aircraft that basically fly a little above everybody else, control the other aircraft they needed to go work this grid, keep an eye on the other aircraft and call in the gunships when you saw fire. 59:11 We had two scout birds working an area, we didn‟t have a lot of information 29 �about it other than there were some known Vietcong in the area. We took some small arms fire, but it was very sporadic, nothing intense, we didn‟t think it was any large units in there and my job at that time was to keep track of the aircraft. The air mission commander would be flying around and they‟re busy looking at maps and doing everything, and my job was to keep an eye on the two scout birds, and they would fly, basically, over the top of the trees. I lost track of one and I told the air mission commander, “I‟ve lost one of the birds and we need to circle back to the left”, and we circled back to the left and kept circling and finally we saw a wisp of smoke coming up through the trees and this was a very, very dense jungle. 00:07 You couldn‟t see the ground at all no matter where you hovered to. We flew right over the smoke and occasionally we‟d get some small arms fire going on and some tracers coming at us, but we could not see where the smoke was coming from, but there was definitely one scout bird missing. Our infantry were still, probably thirty minutes away, so the air mission commander asked me if I would volunteer to repel down into the jungle and go in and see what had happened. Again, being young and immature I thought, „Repel that, yeah, I‟ll do that”. The problem was, we needed to find a place, that wasn‟t as dense, that I could get through the jungle, through the trees. So, I repelled down with a M-16 and two bandoliers of ammunition and got into the top of the trees and lowered myself down through the trees. 1:11 You have no radio contact, so I repelled down and I got within about five feet of the ground, which I was at the end of the rope and again, the pilots above cannot see through the trees, they have no idea and I can‟t tell them. I have no radio contact and can‟t tell them to lower me a little further, so I just went off the end of the rope and landed on my rear end on the ground and once they realized the rope was 30 �free they rolled it back up and continued to circle around the area. 2:05 Unfortunately the only area they could find less dense for me to repel into was about a mile and a half, maybe, from the smoke, so I had to hump it through the dense jungle on foot, on ground, M-16 in hand knowing that the enemy was there, but I needed to get over to find that scout bird to see if there was any survivors. I was not a ground pounder, so I was— during my entire tour that was the one time that made my heart jump the most. I was the most scared and the unsure of what to do. Again, because it was so dense I couldn‟t really—I couldn‟t see the smoke, so I just had to take my bearings from when I repelled about where I needed to go, 3:02 So, I worked my way toward the downed aircraft and when I got there I realized there was no survivors. The aircraft actually impacted a tree and it was a very huge tree, it was about twenty feet in diameter and the aircraft had impacted it. I don‟t know if it was shot down, had an engine fire or what happened. Scout birds carry a lot of ammunition with them, a lot of Willie Pete grenades and phosphorus grenades, hand grenades, and the aircraft was on fire and all this ammunition was going off around me, but I had to get up close enough to make sure that there were no survivors, so I worked my way up there with rounds whizzing by me from this aircraft fire that sparked off the ammunition. I got up to the scout on the right side and he had impacted the tree so hard that his helmet had split in half and half his helmet was stuck in the tree. 4:06 I pulled him out of the aircraft, laid him down and went around to the other side and the cyclic stick of the aircraft had impacted into the pilots chest, so it took me some while to get him off of that and I pulled him out and I covered him with their ponchos and went back to the aircraft and popped a smoke so they could—at that time they had gone back and got a rope ladder and had another control and command bird 31 �come in and take their place. They got a rope ladder and lowered the rope ladder and I climbed back up and let them know that I secured the two bodies and they did not survive and the aircraft was totaled. 5:00 So, they asked me to go back down , get the dog tags, to secure any weapons, make sure, if they were still functionable, to destroy those. So, I did that, got the dog tags, came back and went up the rope ladder again. Then we located an LZ big enough that an aircraft could actually land in. It was an LZ about five or six clicks away and we brought in the infantry so they could go in and retrieve the bodies. Surprisingly, the air mission commander now decides that we‟re going to go back to Pleiku, not to the basecamp that we were working out of, right to Pleiku. Instead of landing in---they always had areas where aircraft would park and there were sandbags and fifty-five gallon drums and you would land between those, and this time instead of landing in the place for my aircraft, we landed up by the headquarters building. 6:06 I‟m assuming for the air mission commander to get out and report what happened. When we landed we shut the aircraft down and the air mission commander looked back at me and said, “Joe, you need to get out and go see that guy standing out there”, so I decided, “I‟m probably going to give an air mission report”, and I get over there and realize—and I was so taken back I don‟t remember the General's name. At the time it was the Fourth Infantry Division General that was standing there, a two star General. He called me up and called me to attention and read off an award and gave me a Bronze Star with a V and pinned it on my chest at that time. That was the first time I‟d gotten an award and I had no idea what that meant and I guess to get an impact award in Vietnam is pretty unique and to get it from a two star General is even more unique. 7:03 To this day, I don‟t 32 �think I did anything out of the ordinary. I did what was asked of me and I probably would have felt better if I could have pulled them out alive. Interviewer: Still that was a pretty challenging mission assignment that you had there. You weren’t trained to drop through the jungle or anything else like that, but you managed to keep your bearings, physically get there, and do that particular job and that’s pretty far beyond the conventional call of duty. Of course, another thing about that duration a lot of people didn’t think that you probably could deal with it, but you did and that was just in placed where the right people were not watching and here, at least, the officers could see, and experienced officers knew how to report stuff, “Okay, you really did step up and do something exceptional”, and I think anybody listening to that story can tell, “I wonder if I would have done that well?” That certainly seems to be a case where you did the right thing. 8:03 Finally, you get to the end of your year in Vietnam. Did you get sent directly back to the states, or what happened when that year tour was over? Yeah, I rotated out, on my normal deros, left the unit and was reassigned as a crew chief on a helicopter at Fort Bragg, North Carolina. Interviewer: Did they let you go home? Yeah, yeah, they did, we actually got thirty days‟ vacation, so the great thing about the military was you got thirty days a year and I always took advantage of those, and that was the first thirty days I ever actually had entirely and we took all thirty days in a row. Interviewer: Did things seem different than they were when you left? Yeah, coming back was—I thought we were doing the right thing over there and I thought, for the most part—they shielded us in Vietnam and you don‟t know exactly 33 �what‟s going on. 9:06 New troops would come over and tell you it was a nightmare back in the United States, you‟re not going to like it, things are—it‟s not a happy environment, you know, but you shoved it under the rug as being unimportant or not really true, or just somebody making a story up and I guess I got the rude awakening when I came back. They flew me into Oakland and they huddled us into a little room and said, “You need to get out of your military clothes”. “Why?” “Just trust me, you don‟t— dress in your civilian clothes, you don‟t want to be in your military clothes, and we‟re going to rush you out of this building and you‟re going to sit here and wait until your aircraft is ready to take off, and you‟re going to run out to your aircraft”. I thought, “That‟s really weird, I wonder what‟s going on?” 10:00 Then we could hear all the demonstrators out in the hallway yelling. Some troops were going to go get taxis to go home and stuff, and some were still in their uniforms. I walked out the door and stood in the hallway and watched the demonstrators calling soldiers that I‟d come back with “baby killers‟ and all kids of names, throwing blood, if it was fake or not I don‟t know, but it was red in color and they were throwing it on them and hitting them with signs. It was very disheartening, so I actually rushed back in the building and shut the door because I didn‟t want to be any part of that and I didn‟t know what was going on and to me it didn‟t make any sense what was happening, so I wasn‟t sure, I didn‟t know what to think of it. When it came time for my plane to leave they opened the side door under the tarmac and they said, „That‟s your aircraft”, and it was a civilian aircraft, “Run out there”, and they actually had a staircase you walked up to get in the plane, it wasn‟t a skywalk or anything. 11:10 I brought back a souvenir from Vietnam. There was a time where we actually went in and we caught a lot of Vietcong, actually they were NVA 34 �regulars, brand new troops in the open, and our gunships had caught them in the open and we killed them all. There were roughly about two platoons, roughly twenty individuals there. We killed them all in the open, so we landed our infantry down in there to make sure they were all dead. I got out, I was with the air mission commander, flying with the air mission commander so I got to walk around and the bird stayed there on the LZ. We went around inspecting the bodies and I was collecting stuff from them that I thought was unique, so I picked up a weapon, SKS, brand new with a pack and some other stuff. 12:08 so, I was bringing that stuff back with me and low and behold they, of all things, when you think about it now, to bring back a weapon from Vietnam all you need to do is get an import, export license and it costs you seven dollars and you can actually carry it with you on the plane. So, I‟ve got an SKS on my shoulder and my duffle bag and people aren‟t supposed to know I‟m in the military and I‟m rushing to an aircraft to get on board. Actually, I climbed up the ladder and got inside the aircraft and they said, “You can‟t take that back to your seat, give me your weapon”, and they put it in the stewardesses clothes closet right up in front, so there‟s my—a rifle loaded right in the aircraft and to think that you could do that then compared to now days. There was one seat on the airplane empty and I sat down in that seat. The guy next to me, I could tell, was military, just from his look, he‟s in civilian clothes, but we never looked at each other. 13:00 We sat there and taxied off and finally he looked my way and I looked his. I didn‟t tell this story earlier, but I actually went in the service under the buddy plan. One of my buddies from my home town and I, at that time, both decided to go in the service together and we were promised we‟d be in a buddy plan, and we went to basic training together. But, they don‟t tell you that buddy plan means that‟s as far as you go. We went 35 �off different paths after that and I never spoke to him and we never had any letters going back and forth and I don‟t know what happened to him, but here he was sitting in the seat next to me. Of all things, he was coming back from Korea and I was coming back from Vietnam. Of all things, to sit down next to him and both of us ending our tours of duty, his in Korea and mine in Vietnam and being on the same plane going home, it was something. Interviewer: How much time did you have left in your enlistment when you got back? I had a year. 14:02 I enlisted for three years, I‟d spent a year in it and going through basic training and almost a year prior to going to Vietnam, and then a year in Vietnam, so I still had a year left. When I came back, again money was tight, we had a child and at the time they were offering a bonus if you reenlisted, but you had to have so much—you couldn‟t just reenlist, you had to wait so long, so I had to wait about five or six months and then I reenlisted for the maximum at that time, which was six years. They gave me ten thousand dollars cash, which after taxes and everything ended up to be about eighty five hundred dollars. To me that was a ton of money back then, so I did it just for that money. 15:00 I didn‟t have any idea whether or not I wanted to stay in the military. I kind of figured I did, I kind of liked what I was doing being a crew chief and I liked being associated with the military even though Vietnam was still negative and there was still a lot going on about Vietnam, I still thought the military had done well by me and I owed them something, especially since they were going to pay me to stay in. Interviewer: Now, you said you went to Fort Bragg. Was that the only place you were stationed or did they move you around? 36 �No, after Fort Bragg, I spent three years at Fort Bragg, and a common thing after twenty years in the military, we pretty much moved every three years, we could bank on that. In the army you could assume that three years was the maximum of anyplace you were ever going to be, so we never unpacked everything fully. You go somewhere and you‟d stay there two or two and a half years, and you‟d get orders. After Fort Bragg I went to Germany and spent three years in Germany. 16:02 Interviewer: Which three years were those? It was 1972-1975 Interviewer: In that period of time, what was the atmosphere like over there as far as how the Germans and Europeans viewed the American servicemen, and what life was like in the military there? Overall we enjoyed the tour in Germany. I now had a son besides a daughter, so I had two children and we looked at it as a learning experience in Germany. We toured, and took our kids everywhere we went, loved Germany and for the most part, loved the people in Germany. Unfortunately we were in—I was assigned to another Cav unit and the Cav unit's role, this Cav unit's role, and at the time the cold war is still going on and we‟re still, basically, enemies with Russia and East Germany, and we were responsible for what was known as Fulda Gap. 17:03 It was an area where, if there was going to be a war, the Russians and the East Germans were going to come through what was known as Fulda Gap. Our role in life was to delay them coming through the Fulda Gap. We actually had tank killers, an air Cav unit assigned to an armor unit, an armored squadron that was an air Cav troop. We were the only aviation unit so our M-60 tanks and our tank killers would—and we trained for this, we‟d go up there and spend thirty to forty-five 37 �days training every three months on how to stop the enemy from coming through there. The tank killers would—there goal was to blow up the tanks in the front of the formation, just assume how they would be coming across with their heavy tanks and artillery, and knock those out to stop or slow down the traffic coming through and then our aircraft would go in and do strafing runs on the enemy, 18:05 smaller vehicles and the infantry, you know, and they told us when we first got there, if something was to happen, we had a life expectancy of three minutes, so it‟s something you just live with, and again, I never thought that ever was going to happen. I could not see a war with Russia, but we still trained for it every day. Interviewer: Now, while you’re stationed over there, in the Middle East war with Israel was going on, and did that affect you in terms of works or anything like that? Not for us because our primary mission was the Fulda Gap. We were constantly going to Graff or Hohenfels to do armor training and it seemed to me I spent more time in the field training for war than I ever spent back in base camp. A little different, they would actually go in and set up tents and they had a mess hall, so it was a little bit different environment than what you had it Vietnam, but it was a lot of time training. 19:10 That was actually a good thing because you didn‟t have idle time and we were a well-honed fighting machine. Our troop was, and I was proud of everybody there and everybody respected that. They all—we‟d have parties when we came back and we partied together and I got a lot of unique experience out of that. I actually went back to school, first I got my GED and then went back after I got my GED and said, “that‟s just a piece of paper, I need to actually get my education”, so I went back and finished my high school and go my diploma and then we actually had we actually had Embry Riddle Aeronautical 38 �University and they would have professors attached to us. We‟d go out for training and they would set up a tent and we‟d go in to college classes at night or early morning. 20:07 They would have these set up in between training missions, so I got a two year degree going to night school. I look at it as they afforded me that—the capability of doing that, so I was going to take full opportunity of that and get my degree. Interviewer: After Germany where did you go? Back stateside, back to Fort Rucker, because I had so much experience as a crew chief and maintenance background. They actually assigned me as an instructor for aircraft maintenance training; it was actually AIT training for OH-58s at the time. They got rid of the OH-6‟s. They have since been replaced with scout birds with OH-58s and I had been crewing both of those, UH-1s and OH-58s, so they assigned me as an instructor. Interviewer: At a certain point you kind of change your specialization don’t you? You get new training? 21:06 Well, I went to a lot of different training of a lot of things. I was always wanting to take that next level. I volunteered; I took instructor training courses, higher maintenance courses, I was also, like I said, working at night getting my college degree. I was always looking for that little extra edge, you know, to get that next rank because rank was really required education training. “What did you do over and above the next guy to be promoted over him?” Both of you, just because you had five years in the service, you had to have points, and points came from extra training. So, I volunteered for a lot of extra training and extra-curricular activities to get that extra edge. 22:03 I was actually m85 and m86 ahead of my peers. Interviewer: At some point you also trained to be a pilot. 39 �While I was at Fort Rucker training, enlisted to be helicopter mechanics, I realized that the only thing for me, and the rest of my career, was going to be an enlisted person and that was very limiting. Once you become a first sergeant, E7s, there wasn‟t much to that and I wanted to fly. I‟d been in the back being a crew chief and there had been a number of occasions where they actually let me fly the aircraft, and I felt pretty confident, and maybe cocky, that I could actually fly this thing. So, while I was at Fort Rucker, the warrant officer training was at Fort Rucker, so I approached them about going to flight school. Well, they had a rule at that time, they didn‟t want prior enlisted. Vietnam had wound down; they had an overabundance of warrant officers that they were actually getting rid of. 23:04 So to go to flight school at that time as a prior enlisted, they‟d rather have fresh people coming out of college that didn‟t have any bad habits as enlisted members. After about three months I was actually approached. They were putting together a pilot program, something the military decided to do, and they actually put together an entire class of all prior enlisted, so they asked me to join this group if I wanted to go through this test pilot and if we succeeded we‟d become pilots and we‟d be W-1s at the end of that. It was pretty unique, I went to—we had thirty four students all going to flight school together. All of us were E5s or E6‟s with anywhere from seven to ten years of prior enlisted experience. The test, actually, went rather well, mostly because of our military background and knew the training that was involved. 24:08 We weren‟t bothered by people telling us that our boots weren‟t shined enough or that we had to roll our socks tighter, or our underwear weren‟t in line, or our name tags weren‟t straight, so we, actually, fared rather well in the training to be an officer, and in the flight training we were even better because most of us, again, had been prior enlisted and had 40 �been around helicopters. We started off with thirty four and we graduated thirty two. Typical warrant officer classes, when they‟d have all new students fresh out of college, or maybe they were ROTC graduates [during Vietnam, warrant officers who flew helicopters were often even younger and had little or no college experience], they would start with a class of thirty three to thirty five and by the time they would graduate they would have twelve to fifteen, because of the dropout rate. 25:02 Interviewer: You guys knew a whole lot about what it was like to actually be in a helicopter and what it felt like and an awful lot about what’s happening and being that close to the pilots you’re going to know a fair amount anyway. It wasn‟t so much about the aircraft; it was knowing that—because unlike officers that went to flight school, they‟d already gone to officer training. Officer training was only three months, flight training was nine months, so the first six months of your nine month period, was actually intense officer training. Attention to detail, formation at five thirty in the morning and go run for five miles, everything that had to do with learning to be an officer. In my eyes it was not learning to be an officer, it was learning a regiment, learning the details, knowing what to expect and how to handle people. 26:03 So we would have to do that and when as soon as that was done, go in and shower and rush to classes and do our aviation training that officers were doing. They were home with their wives, get up in the morning, shower, and go have a nice meal, and then go to flight school classes and sit in a classroom. We were competing with them, basically, as warrant officer candidates after being up for four or five hours in a strict physical and mental regiment. We‟d actually—they‟d get us out in the morning in formation and say, “You got five minutes to empty your locker out”, and we‟d have to rush up there and 41 �throw everything out of our locker onto the floor and come back out in formation. They‟d say, “You go three minutes to put it back in place”, so we‟d have to rush back up there and put everything back in place and then they‟d come through and do an inspection. It was just mind games, you know, but it was all something to influence your training. 27:00 but, we had to now contend with all the school work and learning. Learning how to fly an aircraft, learning meteorology, learning instrument flying, all the things that a pilot needed to know, while officers that were taking the flight school portion of it would do the training, go home at night to their wives and a nice home cooked meal. My wife was living on base and I didn‟t see her for almost the first six months. Occasionally she would come out to where we were in formation and wave and the kids would come out and say, “Hi”, but we pretty much didn‟t see them, we lived in a barracks, like basic training, only worse. Interviewer: Once you got through that, what kind of an assignment did you get? Rather unique and I guess based on my background and my experience level, I graduated as a W1, which was where you start out at, and they immediately assigned me to Hunter Army Airfield, which is in Savannah, Georgia. 28:09 It was a new aviation unit. The air force had just moved out of Hunter Airfield and turned it over to the army, so a new unit was assigned there, and they gave me an assignment to go into Hunter Army Airfield. I had never been there and I had no idea, except I heard good things about that assignment was going to be really, really nice and you‟re imagine—I‟ve never seen an army base before, actually, in town. This was neat and right in the town of Savannah, on the outskirts of Savannah. When I got there as a W1—typically you report to CW3s and CW4s or you report to Lieutenants or Captains, and you‟re just going to be a pilot and , 42 �basically, that‟s all you‟re going to do. They looked at my ten years of aviation maintenance background and as a W1 I was thrust into a command position as a platoon leader in charge of aircraft maintenance and about thirty six crew chiefs as a W1. 29:06 Of course, it didn‟t really bother me, I‟d been a staff sergeant, I handled it the same as I did the staff sergeant, so I ran the maintenance platoon for about a year and a half as a W1 and then as a W2, which is very unusual to have a W1, or even a W2 hold a command position. Interviewer: I’m watching a little bit our time here and so forth, but basically you stay in and you become a pilot. How long did you stay in? I retired after twenty years. I had another tour in Germany, a couple stateside assignments, had envisioned myself as getting a fixed wing transition, I‟d always been rotary wing and I wanted to go to fly regular aircraft. While I was in Germany, my career manager, back in the Pentagon, I knew rather well, was going to assign me to Hawaii with a fixed wing transition in route and as we got ready to leave Germany he ended up being reassigned and I got a career manager who said, “No, no, you‟re background‟, and I later on became a safety officer too. 30:13 I did safety and accident investigation, actually, aircraft crash investigation and because of my background I was required to be at Fort Knox, Kentucky and Hawaii was out. I get to Fort Knox and I said, “My twenty years are in, I‟m putting in my retirement papers”. Interviewer: Now we’re doing this interview in conjunction with the LZ Michigan here in West Michigan, and part of that purpose there is to kind of give a belated welcome back to Vietnam veterans and the like, and one of the things we’re interested in was the reception you got when you came back and you talked about 43 �that and the protesters and activist and that sort of thing. The other side of it, after you came back did you talk to anybody about what you experienced? 31:05 Are there military people or family or anything like that? Not really, no, not until my reunion two years ago. I spoke very little about Vietnam, what had happened and what had transpired over there. It was—I felt it was something in me that no one else needed to do. For the most part there was still a lot of negativity about Vietnam, even years later. It was as though you don‟t really want to let people know you‟re a veteran from Vietnam, you know, just keep it quiet. It wasn‟t until my reunion a couple of years ago, I was invited to that, I went down there and everybody there, we all had a common cause, a common goal and a common thread and we spoke openly about our tour. Interviewer: We were talking about your experience of actually starting to talk a little bit about the experiences, and so forth. 32:01 How did you wind up meeting up with the other veterans of the unit? I guess they had done a web search and found my name, my name popped up and they called me and asked me if I‟d be interested in coming to the reunion. They, actually, had six or seven of them and were still locating people, so I decided to go there have a reunion. It was, actually, held at Fort Campbell, Kentucky, which is the—our unit was deactivated after Vietnam and they reactivated the unit for Iraq and Afghanistan, so they‟re located out of Fort Campbell, so not only was it our old troops, but we got to mix and talk to all the new troops of our unit, so that was a unique experience. Interviewer: What sort of response did the present day soldiers have to you guys? 44 �Actually, like—I thought they would be kind of like, “Oh yeah, these old guys, what do they know?” No, they actually respected us. 33:03 They—it‟s pretty amazing, they would ask us questions about what happened, how things went over there, how things are different now, they treated us with a lot of respect. I was really impressed and they still do, from the unit commanders on down to the soldiers, they, actually, wear old Vietnam fatigues and at the reunions for us, and come to the dinners and celebrations. It‟s very heartwarming to know that there are young guys out there that still respect the old guys for what they did. Interviewer: What do you think, now, of the way in which our culture and society today kind of treats the men and women that were serving in Iraq and Afghanistan? I think it‟s great, I really do, and I utilize my ability as an owner of a magazine and also, as a motor cycle rider, to go to a lot of events, primarily military or veteran oriented. 34:07 The outpouring of support and love by the American people is—It‟s something I wish we‟d of had when we came back for Vietnam, but you can‟t go back and do that, but what they‟re doing now is unprecedented. I guess the overflow from that is, because of the support that they are giving to the Iraq and Afghanistan troops that are returning, there‟s a lot more presents, there‟s a lot more thought going into the fact that Vietnam troo9ps didn‟t get that, so we have a lot of people come up to us, come up to me, and I wear a symbol that I was a veteran and that I was in Vietnam because I‟m proud of that fact now, and people come up and shake my hand and thank me for my service. Apologizing for how things were handled back then even though many of them were not even born, so that‟s very heartwarming. To have people come up and thank you for what we did in Vietnam over forty years ago. 35:03 45 �Interviewer: Finally recognizing at some level to detach the war, which is largely a political thing, from the people that have to go and fight it. Yeah, that‟s what I explain. I do some radio segments and I write a veterans corner in my magazine, explaining veterans‟ benefits, where to go to get things. There are a ton of homeless veterans out there, a lot of them from Vietnam, that there‟s services, places for them to go, so I use that veterans corner to—as a release for me, and to help my fellow soldiers. To let them know that there are things out there, and there are people out there that do care and understand what they went through, also what I went through, but again, I don‟t feel that it was as negative for me as-- when I listen to some other soldiers stories and I feel that they might have had a worse time and a harder time than I did. Interviewer: That makes for a very good story and I would just like to close by thanking you for coming in and telling it today. Thank you for having me, I appreciate it. 36:05 46 � 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/. Title A name given to the resource Brinn, Joseph (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Brinn, Joseph Description An account of the resource Joe Brinn was born in 1950 in Virginia and eventually moved with his family to Michigan, where he grew up. He got married at age 16 and dropped out of high school, and a year later decided to join the military. He received basic training at Ft. Knox, and then Ft. Rucker to train as a Helicopter Crew Chief. He landed in Pleiku, Vietnam, in 1968 and was assigned to the 77th Air Cavalry which was attached to the 4th Infantry Division and worked as a crew chief. His unit did "hunt/kill" missions and he did maintenance on the aircraft as well. During his time in Vietnam, he flew many combat missions, notably over Dak To, but he was never wounded; although there were many close calls. Mr. Brinn was awarded a Bronze Star after for repelling down from a helicopter to recover a lost aircraft, which he found out crashed; and even though there were no survivors he secured the bodies. After Vietnam, he continued his military career, eventually becoming a warrant officer and helicopter pilot, and retired after twenty years. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American Other veterans & civilians--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 2010-06-30 Identifier An unambiguous reference to the resource within a given context BrinnJ0032V 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/4e934af95dfedfd59a0521f0c9aa7ca7.jpg fb5c75bcdf03ad3142d0602e71b8c4f0 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_X1110 Title A name given to the resource Britannia British transport aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Britannia British transport aircraft, September 1, 1953. 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 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ceddeb40e37c75609428c54fa2ac58f5.jpg 2c43a68f34f50fdf8474730ac01a0573 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_M2604 Title A name given to the resource British Bangor class minesweeper Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource British AM (minesweeper), Bangor class, January 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 1944-01-15 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/b271769c770870d87229cb74bf8e1bd7.jpg 3d7dcf72e319b52db218654f094ade03 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_MX1959 Title A name given to the resource British Battler class carrier Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Battler class, British CVE (escort carrier), May 15, 1945. Subject The topic of the resource United States. Navy World War, 1939-1945 Great Britain Military education Warships--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1945-05-15 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/45fe25cec65d498f0d476c64c2d02894.jpg cfc93dd8dfe6a5d3be422ed4125c2502 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_M1945 Title A name given to the resource British Beaufighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource British RAF 2SF, Beaufighter, November 15, 1943. Subject The topic of the resource United States. Navy World War, 1939-1945 Great Britain Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1943-11-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives