976 24 26018 https://digitalcollections.library.gvsu.edu/files/original/483f825cfa6ef7432587c11c6eab88cb.pdf e8995c9f65e5414fc9882115ae5ec0df PDF Text Text prc~cnts KATE MILLETT "Women and the Future" Wednesday, Apri I 1, 199 2 7:00 p.m. Room 215, Eberhard Center Public lnvitrd Classes are encouraged to attpmJ Light Rrfrrshmenl\ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1992_InvitedSpeaker_KateMillett.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1992-04-01 Title A name given to the resource Women's Studies Program presents Kate Millet: "Women and the Future" Description An account of the resource Poster with image of Kate Millet advertising her talk. The location, time and date are included. Subject The topic of the resource Women's studies Lectures and lecturing Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1cea43916dc34cac1803277d0a6dedc1.pdf 15d94f8e2721910fae5d3e0a39976ebf PDF Text Text GRAND VALLEY STATE UNIVERSITY WOMEN'S STUDIES PROGRAM and UNIVERSITY PROGRAM BOARD Present NAOMI WOLF "The Beauty Myth" Wednesday, April 8, 1992 7:00 p.m. Promenade Deck, Kirkhof Center Public Invited Classes are encouraged to attend this informath·e lecture � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1992_InvitedSpeaker_NaomiWolf_Flyer.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1992-04-08 Title A name given to the resource Naomi Wolf: "The Beauty Myth" Description An account of the resource Text based flyer of the talk by Naomi Wolf location, time and date are included. Subject The topic of the resource Women's studies Lectures and lecturing Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1c6ed4249b9175801ff1737e5b3f545d.pdf 75a7cdfda23d77109bfc4db09023f0ec PDF Text Text August 1992 Draft - Rationale for Relocating Women's Studies Program in Aciilldemic Resources and Special Programs Reorgiillnization of the university is under way. It is likely that this reorganization will involve restructuring academic divisions into a single division consisting of Arts, Humanities, Mathematics, Science and Social Sciences. It is 1mperat1ve that Women's Studies address the issue of where, in the academic bureaucratic structure, we most appropriately belong. This decision is directly related to the interdisciplinary natur~ of Women's Studies. In 1991, Women's Studies became an autonomous program. Two issues were raised at that time - the bureaucratic and administrative structure of the university and its relationship to Women's Studies and the interdisciplinary nature of the Women's Studies Pr-ogram. It is these same issues which mu1it once again be addr-essed in ter-ms of r-elocating the Women's Studies Pr-ogr-am. Dur-ing the end of Mar-ch, 1992, the Women's Studie1i Pr-ogr-am held a r-etr-eat. The purpose of the retreat was long range planning and development concerning the Women's Studies Progr-am at Gr-and Valley. At that time it w.as deter-mined that the mission of Women's Studies is to foster and promote education, research and service which give value, visibility and voice to women's experience and global contr-ibutions. We need to assess how reor-ganization will affect our ability to accompl 1sh this mission. At the retreat, institutional reorganization was seen as both an opportunity and as a threat to the Women's Studies Pr-ogr•m. We ar-e faced with two possibilities regarding r-eorganization: either becoming par-t of a large division which includes all nonprofessional academic units, headed by a dean who will be hired some time this year, or to become par-t of thv Ac.a.demic Resources and Special Programs division, headed by Dean Mary Seeger. This division includes other interdisciplinary programs such as: the General Educ at ion Program, the Honors Pr-ogr-am and International Studies. This committee recommends that the Women's Studies Pr-ogram become a part of Academic Resources and Special Programs. l,hth Dean Mary Seeger as our dean, it is likely that our program will become more visible within the academic structure and more valued by the institution. Dean Seeger has in the past been an advocate for women's Studi@s and it is likely that she will add to our credibility as an academic program. �As part of our discuss1on at the retreat we assessed both the 1,,1eaknesses and strengths of the Women's Studies Pro,;iram~ In considering the location of our Women's Studies Program, we must also assess how relocation w1ll affect these strengths and weaknesses. The strengths of the Women's Studies Program identified at the retreat that may be affected by relocation are: interdisciplinary involvement tenacity, endurance, perseverance visibility in terms of rising student interest annual speakers for international women's month Will relocation into one or the other situation help to increase these strengths with1n our program or w1ll it diminish these strengths? S1nce- women's Studies is an interdisciplinary program, location within a division that consists of other interdisciplinary programs seems an appropriate choice. This 1,,,1ill encourage further interdisciplinary involve.nent, one of the strengths already identified with the Women's Studies Progr-am, Visibility of Women's Studies in terms of raising student interest is also likely to be strengthened since we 1,,,1ill be located in a division where student services are central eg. academic resources, tutoring/adv1s1ng, and TRIO programs. Thus, relocation of Women's Studies as part of Academic Resources and Special Programs 1s likely to maintain the strengths of the program. Some of the 1,,,1eakness discussed at the retreat that are related to or may be affected by relocation include: low budget lack of physical space not being valued by the institution low visibility lack of faculty resources insufficient support staff not all departments r-epresented on advisory committee Will relocation into one or the other situations help to d1m1n1sh these weaknesses 1,,,1ithin our program or i..,ill it add to our disadvantages? Relocation of Women's Studies under Academic Resources and Special Programs is 1 tkely to diminish some of our 1,,1eaknesses. We have 1n the past encountered reluctance on the part of some faculty to become involved in Women's �;;:i)J Studies because i t was seen as ai{ program linked closel.J the social sc 1ence division. Because we would be located within a division sep•rate from the academic units from uhich our faculty are drawn, i t is likely that we would have increase d participation of interested faculty since we would no longer be seen as a program t ted to the soc 1al sciences. Therefore, the participation on t h e advisory committee of fac u l ty fr om all disciplines will be enhanced .. It is likely th-.t Women's Studies may be able to ob t ai n an office since all of the programs currently in this division are housed at one facility. It is unlikely th&t we wou l d gain thts resource if we were to become part of the larg e d1vis1on of Arts, Letters, & Sciences. Final 1 y, our presence as a part of Academic Resourc e s an d Special Programs means that our bud get needs will in all l i kel i hood be more adequate! y met. Being 1 ocated among proQrams that are similar to ours in terms of structure, eg. general education, honors , etc . where there are no faculty appointments, wil 1 help us compete ,nore effecti ve l y f or limited resources (,noney, facult y r esour ces and suppor t staff>. This has been a problem in the past when 1Je ha d to compete for these resources with units having faculty appointments. How will the fact that we are an 1nterd1sc1plinary progr a m affect our ability to function 1Jithin each of the reloc•t1on alternatives? Since Women's Studies is an interdisciplinary program, location within a division that consists of other interdisciplinary programs seems an appropriate choice. Are there other disadvantages or advantages connect e d with our choice of location within either alternative? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1992_RelocationRationale.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1992-08 Title A name given to the resource Draft of letter "Rationale for Relocating Women's Studies Program in Academic Resources and Special Programs" Description An account of the resource Letter written by a committee in favor for the relocation of the location of the Women's Studies Program. Subject The topic of the resource Women's studies Committees Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3cfc90db3a9694aa26257734aa8f95a0.pdf 8b6e0189372822a730ec9940e39da03d PDF Text Text @ GRAND VAUfY MEMORANDUM STATE UNIVERSITY TO: Dean Anthonv Travis Social ScienCCS Division FROM: Doris Ruc~ator DATE: October 14, 1993 RE: Additional staff for Women's Studies Program Women's Studies Program At our recent conference you suggested that I put in writing our request for additional faculty for women's studies. Our present staffing includes one half time coordinator, Doris Rucks, and two visiting professors, Jean Blanchard and Suzanne Bellrichard-Perkins. We are presently offering four women's studies courses and have proposed the addition of a feminist theory course as one of the core courses for women's studies for Fall 1994. This proposed course has now been sent on to UCC and, if approved, should be offered in W 1995. With present staffing we could not meet what we anticipate as the demand fo r this course. To meet this eventuality and to supply increased resources for our growing program•, we request additional faculty allocation to the Women's Studies Program effective Fall, 1994. • The Philosophy Department is also proposing a feminist philosophy course for Fa!~ 1994 or Winter, 1995. Philosophy will provide staff but this will also require additional time for joint collaboration and for interdisciplinary cooperation which is one of the goals of our program. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1993_AddtlStaffEmail.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1993-10-14 Title A name given to the resource Additional staff for Women's Studies Program Description An account of the resource Memorandum of request for more staff to be added to the Women's Studies Program written by Doris Rucks, the coordinator of the program at the time. Subject The topic of the resource Women's studies Memorandums Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/5b04c2aff3c17d73c1d9f1661b7e5a8a.pdf 2726c3ad13fde5944d71ca7e52d66317 PDF Text Text MEMORANDUM GRAND VAllfY @ STATE UNMRSITY TO : Grand Valley Community FROM: Dean Mary' Seege!'r '1,/\h'VVS(V""" DATE: Feb. 10, 1993 SUBJECT: Campus Climate for Women 1. Background GVSU is a member institution of the American Council on Education, the organizational umbrella for higher education in the United States . The ACE publication "The New Agenda of Women for Higher Education" was discussed widely on campus when it appeared in 1988. Among the 15 critical recommendations in "The New Agenda" are several that have received attention at GVSU, in particular: Recommendation 1 Seek a strong commitment from the leadership of the institution to understanding and addressing the concerns of women students, faculty, staff, and administrators. and Recommendation 3 Provide a supportive campus climate for women. In the summer of 1991, a number of faculty and staff women proposed the idea of a campus climate study at Grand Valley. President Lubbers supported the idea, and a request for proposals was issued. Dr. Ursula Del worth of the University of Iowa was selected to conduct the study. Known nationally for her studies of campus "ecosystems", Dr. Del worth agreed to review all GV policies and practices as well as conducting the surveys and interviews involved in the project. In the Fall of 1991, President Lubbers appointed a planning committee to work with Dr. Delworth on choosing issues relevant to women for investigation i . The planning committee has been meeting since Winter semester 1992. �2. The work of the committee In its numerous meetings, the committee identified various questions to be included in surveys to be administered to faculty, staff, and students. The committee and its processes have been public, with additional persons joinin9 in ~, and with all materials available to the campus community in 8 locations (JHZ Library; the Field House; L.V. Eberhard; the offices of the deans of Arts and Humanities, Social Sciences, Seidman School, science and Mathematics; and 25 Commerce) . Or. Oelworth made her initial visit to the campus in 1992. over the summer, her team worked on formulating questions for the surveys. The committee reviewed the questions and worked on a plan for implementation. The Executive Committee of the Senate endorsed the project at its meeting of December 4, 1992. 3. What next? Three survey instruments have been developed, one each f o r ~ , .s..t..a.f..f.,and~. A. All faculty and staff, women and men, will be asked to complete the appropriate survey. We need your participation! B. A large-scale survey of students, women and men, will be administered during the current semester, during one daytime class period and some segments of one evening class period. The methodology calls for a sample of 15 to 20 percent of the student body. The survey will take 3 O to 45 minutes. If your class is one that meets at the time selected, I' 11 be in touch with you directly. While I know the difficulty of using class time, the climate study is important for all of us, and I ask you to make every effort to allow your students the opportunity to be a part of the study. c. The data from the three surveys will be analyzed at the University of Iowa. or. Del worth and her team will do some on-campus interviews before completing their report for the university. �Members appointed by President Lubbers in August, 1991 Mary Seeger William Bell Lelande Bond, student Johnine Callahan Joe Cavitt Eva Cooper Deborah Downing Jean Enright June Fletcher Virginia Gordon John Gracki Jacqueline Johnson Frances Kelleher Brian Kelly Sandra Longstreet Alberto Macias Rosalind Mayberry Marie McKendall H. Bart Merkle Nola Nielsen Nathalie Ostroot Diana Pace Elizabeth Rowell, student Virginia Stamler Susan Swartzlander Gloria Tate Julianne Vanden Wyngaard Michael Woods Brien Worrell, student Al Wygant ,. �Other faculty, staff, and students who have been part of the committee's deliberations. Eleanor French Glenda Taylor Cheryl Jones Linda Yuhas Debbie Morrow Cindy Mader Rebecca Andrews, student Kathy Sly, student Sara Culver Bruce Tweddale Elaine Mosure Cathy Hildreth Sandra Boehlke, student Holly Cofer, student Donna Larson Jane Toot Maggie Chivell, student Laura Davis, student Esther Javetz Doris Rucks � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1993_CampusClimateforWomen.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1993-02-10 Title A name given to the resource Campus Climate for Women Description An account of the resource Memorandum from Dean Mary Seeger in regards to the climate study. Included are names of the committee that came up with questions to be included in the surveys. Subject The topic of the resource Women's studies Memorandums College environment--United States. Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/72842b20d26f535d8f92eeeefcf329cb.pdf 7e7957f118bfd7ee9285b890fc488c46 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1993_InvitedSpeaker_MaryDaly_Flyer.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1993-04-01 Title A name given to the resource Mary Daly: "Outercourse: The Be-Dazzling Voyage" Description An account of the resource Text based flyer of the talk by Mary Daly location, time and date are included. This talk was made in celebration of International Women's History Month Subject The topic of the resource Women's studies Lectures and lecturing Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/1455c6c7f92a4b3a021d827b2557d14b.pdf ed73ea1f400cfe9f1659cd91d3d74960 PDF Text Text Daft Oct. BY LAW(" 1'9~:- f >1 Ml. • • lt->e is ic"l cf wcrner>'s c-t- die 1s to fester _.rd 1e e eduiatiJr,resear a1-serv1ewl"ir gii1evlue,v11 lit and vc1 • t wor.en'a exper1cn1 e etfld let, 1 r, Y but c:~ ra <c '- -wi g t E Wcme, 'S mm t ee stru, tLre ha beer r:lr.ve per i err. JI 1e,; FY )QYaf'\. )f "'ft,,e Womer--'• _ .. ud1es ~xecut,ve cmmittee: w1l.1. be a u1 ver sty .1.eve.1 (CTUlLt e. -rhlti ),rmittee n,,e w:.E 1s the dec:1si )I"' maKt"lg c: )r.'"mittee fc.r tl-\e W :,en'• Stud.i.es ogram. T-ie W! E repYet:.erts the gc:vern,rg car· f r the pre._ am. T.._e wSE wi l rrview a1_ v1)te s11bm1tt&r' bv +:t,e suLcommittee The Womer--'s tud1es b1mc th.iy. Members, i tercst 1n i'lc..men's mandatcry f.:,r t"i se t'"le \.•k1me1 's [.tui es )t"I all reC)t'lrflen 3t ... cn Execu , e cm11 t+-ee will ,eet 1p wil be cper t > a 1 pei sc· w th n rtJdtes. em"'t rt.1 ip )I"' t e WE .a fa~ lt:y mef'lbers wl c.. teacti c..o~ ses f?r F-r ,gram. M•tT1be1 -sh ... ~ ~f t'"la WLEL .. s mprlsec_ .-,f faulty me,rbei •, staff personl"'el, ant.. st1de1ts n erested r, C: ve!c..p1 g strc;-J W,),ren's Stud es Pr,t.,"am. f;. le ,.)f tt,,e iec 0Yd1nator 1s tc cnvene the W [ rrutii 1 gs a,-.d tc -• .air these neet n,;s. fihe •1; respons ... ble fr_y set 1 ,ng tre •ge, ~a. 1 The wcrk tr.t.u1y student for the women~s st dies J..7CgYaim w ... 1 ... take tl-\e m,r--ute!i at e•c:h meetinQ. T·1ese will tt--e11 be typeo up and distY1 w. e0 t a 1 memb;r_ " t- e matl g .l . . . . . . Establ is, ln\l the W,men'• Studies Exet tive ,_,:nimittee at the u1 vers1ty :omm1t ee leve ah,)1-ld ~Yov1de 1nstit t1 >ra leg1t.1ma1 y t ) ':le..._ Jr; y but1cn cf fa'- l·y n-eml£Y wt-: pt t t:tme nt:) deve.1. ~01n t:._,e W1>man'• Studies Pre_,· am. Ir 1) daY t ) legiti.-iat:e and reward t.,e eflc-Yts ,)f w,,;,rrc~'s tud:e9. )mm1ttee mei.beY we •n a. )rger expe, t v )luntaYy p rt:i •pat1c ~ t >4 er g,>es r,,yewal" ~ed ~y t: e r,,1....-: ~uty. �The SUBCOMMITTEES of the WSEC will be: • 1. The Litrea,:h <.ommittee: This cc,mmittee will generate campus and community involvement in Women's Studies. The member-swill be l'esponsible fol' searching out and b1'1ng .. ng in spea.kers for the large event; i.e. International Women's M,:,.nth. In addition, they will try to create liaisons off-campus; i.e. shelters for battered women, Women's Resc,urce Center, W,:,men in Transition, etc:. 2. The Faculty Fol'um committee: This committee will take responsibility fc,r setting up and coordinating speakers for each semester: one or two speaker-s pel'" month. They will be in charge of making contacts, publi, izing the events, arl'"anging meeting l'"ooms, setting up electrcmics, providing l'"efreshments, etc. 3. The Curl'" icL1lum ,:ommittee: This ,:ommittee will be responsible for devising courses leading toward a viable minor; 1.e. courses should be offered in the proper sequence so a student can finish a minor in fc,ur years. One ,:,f the duties of the curYiCLtlum committee will be to review syllabi offel'ed by prc,spective teachers, another might be to seek c,L1t or recruit interested faculty. One of their future duties may be to develop a major in Women's Studies. 4. The FL1nding committee: This ,:c,mmittee will take responsibility fol' ferreting out pc,ssible soui-ces ,:,f incc,me: Not only tund raiseYs bLlt grant writing. All pc,ssible sour,:es of c,n-,:ampus income should be l'"eseal"ched and e);hausted; 1.e. the University Spea~,ers Bureau FL1nd. These subcommittees are established by self-selectic,n in consultation with the coordinator of the Women's Studies Program. This will 1nomote an intf::'rdisciplinai-y natui-e tc, the makeup of these committees. Subcommittee membei-s should be active within the W,:,men's Studies Prc,gram, Each subcommittee will submit a report with re,:•)mmendations to the Women's Studies Executive Cc,mmittee. The WSEC will then review all recommendations. Fc,llowing any discussic,n, the WSEC will vote on these recommendations. Recc,gnition by the greater university for faculty membership on these Women's Studies committees is necessar-y to legitimate the strur:tL1re of these committees as ,._,ell as the Women's Studies Program. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1993_W.S.P.By-Laws.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1993-10 Title A name given to the resource Draft of by-laws and mission of the Women's Studies Program Description An account of the resource Draft of the structure and subcommittees of the Women's Studies Program Executive Committee. Written by the Women's Studies Executive Committee. Subject The topic of the resource Women's studies Committees By-laws Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/805a8641331a65f737b11541a2129709.pdf fa12d4f0a30cd8044a59d47a287cc676 PDF Text Text WOMEN'S STUDIES REPORT FOR SPRING FACULTY ASSEMBLY by Doris Rucks, Coordinator April 25, 1994 In case you have not noticed, women's studies is alive, well and growing. Our biggest gain came this year with the approval by the Provost and UCC of two new courses, Feminist Theory and Feminism and Philosophy. Our monthly Women's Scholars Series was held providing opportunities for scholars and others to review the interdisciplinary nature of women's studies. The common response to this activity remains positive. Linda Chown, Jacquie Johnson, and Nathalie Ostroot are the prime movers of this women's studies endeavor. A student editor, Kirn Kleinhans, for our monthly newsletter, Women's Voices, got our department organ out on a regular monthly basis with the help of Sisters, our student women 's studies group. Enrollment in women's studies continues to grow, thanks at least in part to our general education offering for Group C. The general education course is Gender Perspectives On Values, WS 300. The Women 's Studies Program continues to operate with a part time coordinator, two visiting professors and a scant budget. Courses given for women's studies credit are also taught by other departments -- Women and the Law, for example. A conference with President Lubbers has been held to petition for space for a women's center in space remaining after the construction of the new science building. The student group, Sisters, has increased its membership and sponsored the annual Women's Festival which was enthusiasticaJly, but scantily, attended on Saturday, March 16, 1994. Lectures and booths of interest primarily to women students were featured. Further activities of the program include cooperation with the Grand Rapids consortium sponsoring "Legacy '94," climate study involvement and celebration of lnteroationaJ Women's History Month with an appearance by Paula Giddings, the cultural historian and scholar-in-residence at the National Humanities Center. Our goals for the coming year include an expansion of our women's studies offerings moving towards a major in women's studies. One course proposal we are presently considering is the course designed by Wendy Wenner from the English Department on Women and Philanthropy. We encourage development of women's studies courses in all related disciplines. Our most pressing goal remains H ex:pansion of resources for women's studies Hnamely, both faculty as well as budget. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1994_ReportForFacultyAssembly.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1994-04-25 Title A name given to the resource Women's Studies Report for Spring Faculty Assembly Description An account of the resource Updates from the department written by Doris Rucks. Subject The topic of the resource Women's studies Universities and colleges--Departments Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2828b000a931dcdae7323b1f8f363867.pdf 4118baf880b136c9ad14f41e2b618772 PDF Text Text ATTENTION GVSU WOMEN'S FESTIVAL APRIL 14-17 ART FILMS MUSIC SKITS LITERATURE INFORMATION SPONSORED BY: GVSU WOMEN'S STUDIES PROGRAM WOMEN'S VOICES THE WOMEN'S STUDIES CLUB � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1994_Womens-Festival.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1994-04-14/1994-04-17 Title A name given to the resource GVSU Women's Festival Description An account of the resource Flyer for the women's festival in 1994. Subject The topic of the resource Women's studies Festivals Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7de77148f27eb80daf8b4a9897fcfd5d.pdf cba848512f88022302b8ac7121a7f582 PDF Text Text �"J{ow to reconcife tliis worfa offact witli tfie 6rifllit worfa of my imagination? 5\ty aarli.,ness lias 6een jiffea witli tfie fig/it of inte£ftgence, ana 6eliouf, tfie outer cfayfiglit worfa was stum6Cing anagroping in socia[ 6Cinaness. • --- :J{efen 'X_pffer �March 28 {Tuuda)') 8:30 am. Coffee and donut rccepoon 8:SO a.m. lnlroductioa • Linda Chown, Assislant Professor of English and Acting Coordinator or the Women's Studies Program 9:00 a.m African American Women's Panel .. African American Women Struggle m the Work Place" Paneli11s: Veta Tucker, Shirley Perkins and BmhdaJe Lamben 10:00a.m. Science Panel '" Women and Science" Paoelis11: Stephanie Schaencl, Ann Marie Ehgon, Beth Thacker and Shirley Fletschmann 11 :00 a.m. S<:bool of Nursing Panel ..Osteoporosis" Pandi1t1· Phyllis Gendler, Mary Horan and Ga)la Jewell 12:00 noon Solo vocal performance by Beth Lcmieu.1 �1:30 pm Cindy M11der, PhD. Associate Director or School or Education. uill lecture on ..Women In Educ11tion: From Prcstb~ to Grad School" Throughout their cducauon, \\-omen and girls are shortchanged in classrooms Furthermore, these disadvantages increase m college scumgs Th.ls prescntauon u,1II recap numerous research studtes and will also include videotaped classroom scenes 2:30pm Art Demonstration by Teresi Dombrowski J;OOp.m. Poc1ry Readings Dtane Rayor will read translauons from Sappho Patnc1a Clark will be reading her own )XlClry Students, Deborah Cook, Chanty Rich, Doug Arbogast, Chnsta Buchanan, Mary Ann Bouwkamp, Todd Michael Wilson. and Joltn Smokoskl will be rcadmg from a selection of women poets Janet Heller will be read.mg her own poetry 4 00 pm School or Social Work Panel MWomcn's Issues In Social Work~ Panelists Julia Guc\"ara and Susan Lynch �March 29 (Wednesday) 8:J0a.m. 8:50a.m. Coffee and donut reception Introduction of Keynote Speaker by Nancy Hru-per, Dean of Social Sciences 9:00 a.m. Keynote Speaker: Mary Seeger, Dean of Academic Resources and Special Programs ..The Women's Climate Study; Where Oo We Go From Here?.. 10:00 a.m. Women's Studies Panel "Unsilencing Women" Panelists: Suzanne Bellrichard•Perkins, "Feminist Pedagogy'' Jean Blanchard, Kim Kleinhans, Edith Diaz and Tonya Brown, "Violence Experienced by Women's Studies Students" 11 :00a.m Social Sciences Panel "International Perspectives of Women" Panelisl.!I: Mary deYoung, "Women In Scotland: The Issue of Family Violence" Cindy Hull, "From the Woodwork to lhe Marketplace: Mayan Women in the Market Economy" Nathalie Ostroot. "The Historical/Economical/ SociaJ Analysis of Women in France" �12:00 noon ..An Audition Sampler" a skit by Amy Tetzlaff, School of Communications Major 12:IS p.m. Piano pcrf'ormanu by Diane deVrica 12:30 pm. ..Si!tcr Act" a musical pcrfonnanct by Beth Lentieux. Judy Lcnueux and Patty Laug 1:00 pm. We will b~ak, at this point, to allow faculty to robe for the Special Convocation honoring Cardinal Vinko Puljic of Sarajevo 3:00 pm. Literary Sketches (Women Wnters) Gabnela Pozzi, on Rosalia de Castro Sufen Lai . on L, Clung Chao Kathleen Blumrc1ch-Moore, on Medieval Women Wnters Jo Ellen Miller. on Aphra Behn Wendy Wenner, on Jane Austen Robena Simone. on lnurugrant Women Writers Victoria Brehm. on Constance Woolson Yolande Helm, on Marie Gcvcrs Rosa Fernandez-Levin. on Latm AmeriC3.n Women Wnters Diane Wnght. on Medieval Spa.rush Women Wnters Anne Caillaud, on SylV1e Gcrnwn 4 JO pm History Panel "How Women's H.Jstor) Emers Imo Our Courses and Our Research" Panelists: Mary Linehan. Carolyn ShapLTo, Gretchen Galbraith and Ehsabclh Sommer �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1995_FestivalOfWomen.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1995-03-28/1995-03-29 Title A name given to the resource GVSU Festival of Women Description An account of the resource Pamphlet for the two day festival. Details the events for each day. Subject The topic of the resource Women's studies Festivals Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/7443d539d341021888c3882f4344cadf.pdf 12d4e496b22d6c59fd601aad9f7a5298 PDF Text Text festiual of Women l~~~: ~ecomin ~isible � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1996_BecomingVisibleFestival.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1996 Title A name given to the resource Festival of Women 1996: Becoming Visible Description An account of the resource Poster for the festival. Includes dates, times and locations of discussions and speakers. Subject The topic of the resource Women's studies Festivals Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/27197753b8889339ff610e4aef9a2e69.pdf 5f84a090c6a32b4c9c803ac6c83fe3a8 PDF Text Text * 1997 G-U WOMEN'S l'ESTIVAL * �In cefe6ratwn of Internatwnaf'l#men 's Jrutory !M.ontfi, . .. tfie qrana 'llalTey State Vm'versity '!#men's Stud'us IJ'rotjram presents: 1997 qrvSV Women's Pestiva{ ~arcfz 15, 17 c:{, 18 )4ffewnts art free ana'opn, to tlit pu6ric �GVSU WOMEN'S FILM FESTIVAL Co-sponsored by GVSU Womtn's Studlts Pr-ogr• m and the Urban Institute for the Contemporary Aris Saturday, March 15, GVSU Eberhard Center 12:00 noon - I :00 p.m. A Place of Rage A celebration of African American women fealuring Angela Davis, June Jordan and Alice Walker. Within the coniext of civil rights, black power and femini sm, the trio reassesses how African American women revolutionized American society. Links homophobia, racism, U.S. imperialism and libcralion struggles worldwide. (Pralibha Pannar, 1991) I :00 • 2:00 p.m. Brincando El Charco Claudia Marin, a middle-class, light-skinned, Puerto Rican lesbian pholographer/videographer attempls 10 find a sense of community in the U.S. This film confronts issues of privilege and oppression, class, race and sexuality. (Frances Negron-Muntaner, Spanish, 1994) 2:00- 4:00 p.m. A Qutslion or SIience Three women, all strangers to cach,other, commit a murder. The ensuing trial and the inner connict experienced by the female psychologist pose troubling questions about male domination and female rage Compare this stunning drama to !he same director's Anlonia 's Line, shown laler in the evening. (Marleen Gorris, Du1ch, 1983) �4:00 - 6:00 pm. Swtttie This bizarre exploration of human relationships center, on two very different sisters: Kay, guarded and repressed, and Sweetie, sporting black nail polish, outrageous and over the top. You won't forget her. By the acclaimed director of The Piano and Portrait ofa lady. Rated R. (Jane Campion, Australian, 1990) 6:00 - 7 :00 p.m. A Woman's Place: Six Short Stories Six 10-minule videos produced for the UN Beijing Conference on Women . The stories include domestic violence in the Caribbean, literacy campaigns in South India, lhe South African Women's llealth Project, domestic labor in Hong Kong, and Guatemalan women widowed in civil unrest. (International Direclors, 1995) 7:00 - 9:00 pm . Antonia's Line+ Panel Discussion The story of indomitable Antonia, matriarch of a line of women that spans five generations This remarkable ponrai1 is filled with love, laughter, and loads of inspiration. Winner of the Academy Award for Best Foreign Language Film. Don't miss lhis movie! Rated R. (Marleen Garris, Dutch, 1995) Panel Moderator: Toni Perrine Panelists: Sufen Lai, Lynn Mapes, Marge Kuipers �Monday, March 17, GVSU Allendale Campus Grand River Room, Kirkhof Center Panel presentations, discussion, and readings by CVSU studenb, faculty , staff and area community members 8:30 a.m. Welcome GVSU President Arend D. Lubbers 9:00 a.m. Women in the Public Sphere Moderator: Diane Wright 10:00 a.m. The Sued Body Moderator: Judy Whipps Presenters: Elizabeth Gross, Shannon Ewing, Todd Wilson and Colleen Rivecca 11 :00 a.m. Coming Out Stories Moderator: Kathleen Blumreich Presenters: Julianne Lark, Christine Yared and Jo Catania 12:00 noon A Reading from Btcaust I Remtmbtr Ttrror, Fathtr, I Remember You Reading, discussion and book-signing by author Sue William Silvem,an 1:00 p.m. Poetry Reading Organizer: Janet Heller Readers include winners of the 1997 Women's Festival Poetry Comest and GVSU faculty Janet Helter, Helen Westra, Diane Rayor, Patricia Clark, Michelle DeRose, Cynthia Simpson, Kate Remlinger and Sufen Lai 2:00p.m. Alternate Sesual Lifestyle, Modera1ors: Denise Stephenson and Bob Mayberry Presenters: Denise Stephenson, Bob Mayberry and Michelle Crooks-Yared �3:00 p.m. Sexuality in the Workplace Moderator: Patti Giuffi-e Presenters : Patti Giuffre, Marie McKendall and Agnes Baro 4:00 p.m. Constructing Masculinities Moderator: Herb Bellrichard-Perkins Presenters: Herb Bellrichard-Perkins, Abduhl LatifT and Richard Joanisse 5:00 p.m. Students' Issues of Snuality and Ethnicity Moderator: Edie Diaz Presenters: GVSU Students 6:00 p.m. Film: Patently Offensive: Porn Under Siege 7:00 p.m. Keynote Address: "Ending Snual Violence: How and Why" by Andrea Dworkin A public reception and book-signing will follow Andrea Dworkin is an internationally renowned radical feminist activist and author who has helped brealc the silence around violence against women. She is coauthor ofthe pioneering Minneapolis and Indianapolis ordinances that define pornography as a civil-rights violation against women. She has testified before the Attorney General 's Commission on Pornography and a subcommittee of the Senate Judiciary Committee. The author of 12 books offiction, nonfiction, and poetry, she is a political artist of unparalleled achievement. �Tuesday, March 181 GVSU Allendale Campus Grand River Room, Kirkhof Center 8:45a.m. Welcome Kate Remlinger, Kathleen Blurnreich and Doris Rucks 9:00a.m. Arfirming Our Snuality Presenter: Jan Lindquist 10:00 a.m Women and Philanthropy Presenter: Wendy Wenner 11 :00a.m. PerspectiYes on Gender Moderator: Carolyn Shapiro Presenters : Carolyn Shapiro, Richard Joanisse and Gretchen Galbraith 12:00 noon Staged Reading: The Catechism of Patty Reed, by Bob Mayberry Organizer: Bob Mayberry Actors: Teresa Okraszewski, as Patty; Denise Stephenson, as Margaret; Scott Baisden, as James l :00p .m. The History or Lesbian and Gay Stereotypes Presenter: Jo Ca1ania 2:00 p.m. Lesbians, Gays, Bisexuals, and Supporters: Stories and Es:periences Moderator: Chad Beyer Presenters: Chad Beyer, Members of PFLAG and Windfire, gay and lesbian community members and supporters �3:00 p.m. Black Women Writen Moderator: Janel Heller Presenters : Janet Heller, Veta Tucker and Michelle DeRose 4:00 p.m. Uses and Abuses of Women by Religion: From Oppression lo Empowerment Moderator: Lillian Sigal Presenters: Lillian Sigal, Sufen Lai and Ghazala 5:00 p.m. Verbal, Written, and Physical Forms of Harassment Againsl Women Moderator: Tracie Hammontree Presenters : Tracie Hammontree, Aaron Cope, Aaron Parker and Allison Haight Munir FatlHI Sponsors: Anonymou.J Contributor.J; Grand Valley State Univer.Jil)I Center for Philanthropy, Divi.Jion o/Social Science.s, Latino Student Union, Office of the Prl!J"ident, Panhe/lenic Council, SISTER, 10% of U, Women 'J" Studies Program; Nokomi.J Foundation; Urban lmtitute for Contemporary ArlJ" Poster dalgn sponsored by: Lesbian &: Gay Community Nerwork of We.st Michigan Poster Artist: Kristin Blumreich �"People cal/ me a feminist whenever I express sem1ments that differentiate me from a doormat or a prostitute. " --Rebecca West "Sisterhood. like female friendship, has at its core the affirma1ion offreedom." -Mary Daly ''Women have always been the guardians of wisdom and humanity which maW them naJural, but usually secret, rulers. The time has come for them 10 rule openly, but toge/her with and not again.rt men. " -Charlotte Wolf "No one can maU you feel inferior without your consent " --Eleanor Roosevelt .. Remember, Ginger Rogers did everything Fred Astaire did, bu/ she did it backwards and in high heels " --Faith Whmlesey NOTES: �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1997_CelebratingSexualitiesFestival.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1997-03-15/1997-03-18 Title A name given to the resource Celebrating Sexualities: Women's Festival 1997 Description An account of the resource Pamphlet for the three day festival. Details the events for each day. Subject The topic of the resource Women's studies Festivals Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d7d0a373a6f337dd78250f1f35e7c211.pdf 7cdf93bf9b8ce20a627b90ed9196d00f PDF Text Text ~rate "International Women's Month" at th• Mo,les i1 ..... rt"'4Mt-'l<l""""9~ ;g'f A - -- a,«(~7(/- UICA GVSU cQ1~I- ~ ,,.;. ~ 6.VSU WOMEN'S FILM FESTIVAL e:.- Ebertlard Center, 301 West Fulton, Grand Rapids Saturday, March 15, 1997 12:00 Noon--9:00 p.m_ 12:00 Noon - 1:00 p.m. ~ Place ol Rage ( ",4 ~ daptn,"' ~ t ~ · 1 Celebration of African American women featuring Angela Davis. June Jordan and Alice Walker. Within !he context of civil rights, black power and feminism the trio reassesses how African American women revolutionized American society. Links homophobia, racism. U.S. imperialism and liberation struggles worldwide. (Pratibha Parmar, 1991) 1:00-2:00 p.m. Brlncando B Charoo ( "~ ~-/ Claudia Mann. a middle-class, light-skinnind Puerto Rican. lesbian, photographer/videographer attempts to find a sense of community in the U.S. The film confronts issues of privilege and oppression, class, race and sexuality. (Frances Negron-Muntaner, Spanish, 1994) 2:00 - 4:00 p.m. A Question ol Silence 1·114 ~ ~ - - · ""l" ~ s-1 Three women, all strangers to each other, commit a murder. The ensuing trial and the inner conflict experienced by the female psychologist pose troubling questions about male domination and female rage. Compare this stunning drama to the same director's Antonia's Line, shown later in the evening (Marleen Gorris, Dutch, 1983) 4:00 - 6:00 p.m. Sweetie ( "1(/'-4/" I This bizarre exploration of human relationships centers on two very different sisters: Kay. guarded and repressed , and Sweetie. sporting black nail polish, outrageous and over the top. You won't forget her By the acclaimed director of The Piano and Portrait of a Lady Rated A. (Jane Campion, Australian, 1990). I (uJ. ~ de c.u,J A Woman's Place: Sb: Short Stories Six 10-minute videos produced for the UN Beijing Conference on Women. The stories include domestic violence in the Caribbean, literacy campaigns in South India, !he South African Women's Health Project domestic labor in Hong Kong , and Guatemalan women widowed in civil unrest. (lnternalional Directors, 1995) 6:00 - 7:00 p.m. 7:00 - 9:00 p.m. Antonia's Une + Panel Discussion (- ~ - ~- ~ • J The story of indomitable Antonia, matriarch of a line of women that spans five generations. This remarkable portrait is filled with love, laughter. and loads of Inspiration. Winner of the Academy Award for Best Foreign Language Film. Don't miss this movie! Rated R. (Marleen Garris, Dutch, 1995) Free Admission (Spend the day, or return again later) International Directors! 8 Short Films! 3 Full-Length Movies! Reviews Available! "Top Feminist Films· Lists' Light Snacks• Great Company! Co-Sponsored by GVSU Women's Studies and Urban lnst~ute for the Contemporary Arts PnntJng donldftd by PRESTO PRINT � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1997_Womens-Film-Festival.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1997-03-15 Title A name given to the resource GVSU Women's Film Festival Description An account of the resource Flyer for the Women's Film Festival. Dates, locations, times and a synonpsis of the movies included. Subject The topic of the resource Women's studies Film festivals Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/25699b5b8ae3b12c4425d297c925a847.pdf ddc80b6edbe8d11856a4d79fe6881606 PDF Text Text �T• L• ,day Md•rh 12 We proposi:; a ron rehe"~,v r,tudy of t'1P way'> womt fc:: he it" issue'> are r:le, t with at tt" pub 1Ic, private, ar d r v1orof1t Ieves to provIre opportunit fc, for womc 1', grow.:'1 ar,:1 p·-npowerrr-~nt 10 01 2 1;() p w rrou C ral Ptrsp ~ Wt'I' 4 )0 p . Tat na Ap"'Clchtsl W lnl 'S Healt'· ,,oo a Pnse 5 30; R& e,t 01 I-Ital I �Satu•day March 14 r lY 'VI h 1 G\: u ~.: wo I1ns F1 •• •• t w n1R11tt$ Ha 17 30 HJ() prn 1:00 200f,P resu,a1 �f mks �(G ( � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_1998_HealthyViewsOnWomenFestival.pdf Creator An entity primarily responsible for making the resource Women's Studies Program Date A point or period of time associated with an event in the lifecycle of the resource 1998-03-12/1998-03-14 Title A name given to the resource GVSU Women's Festival 1998: Healthy Views on Women Description An account of the resource Pamphlet for the three day festival. Details the events for each day. Subject The topic of the resource Women's studies Festivals Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/642b2a8595a025b2e2a25e692f7f7dd7.mp4 5166f5dc7424dc4fd7f5b8a9ac8b707f https://digitalcollections.library.gvsu.edu/files/original/17402006c999fbba3ef5559f29ec2c03.pdf c9d789483733fcd85b1ea1bfb4f8ea12 PDF Text Text Grand Valley State University Veterans History Project William Womer (17:37) Background Information (00:13)          Born June 29th of 1941 (00:15) Served in the Vietnam war and during the Cold War (00:22) Highest rank was Sergeant Major. (00:30) Born in Niles Michigan. (1:02) He has 2 younger brothers and 1 younger sister. His brother Pete was in the Navy for 7 years. (1:15) His father attempted to enlist during World War II but was unable do to his job at a plane factory. He was later drafted in 1945. (1:33) Before he was drafted, William was an aquatics director for a YMCA. (2:24) He was processed in Chicago. At this time the men were divided between Marines and Army. (2:44) The men were then sent by train to Fort Leonard Wood, Missouri by train. (3:10) Basic Training (3:22)       William was at Fort Leonard Wood during May-July of approx 1966. Due to the heat, some physical training had to be cancelled at times. (3:30) He enjoyed the basic training due to his excellent shape. (4:00) As a result of his performance in training, William was made a squad leader. As a result, he was given a room with 2 other roommates. (4:30) The men were given hand to hand combat training and bayonet training. (5:00) William did not find adjusting to military life to difficult. (5:32) After his basic was completed, William was sent to California for Advanced Infantry Training (AIT). (6:00) Service in the Army (6:28)        After completing Advanced Infantry Training, William was sent to Germany where he served with Company B, 2nd of the 509th Airborne Mechanized, 8th infantry Division. (6:34) From Germany, part of his unit was deployed to Vietnam for the Tet Offensive in 1968. (7:00) Because France dropped out of NATO, the men had to fly around France to Turkey, than Thailand, than via Helicopter to Vietnam. (7:19) A month after the Tet Offensive broke out, the unit was moved back to Germany. (8:00) William served in the military for 26.5 years. (8:50) While in Vietnam, William’s unit’s duty was to ambush enemies along the Ho Chi Minh Trail. (10:10) Often times the NVA that he encountered were too big of a group to fire upon. (10:34) Effects of Service (11:00) �      William has multiple military friends that he still keeps in touch with. One has PTSD. (11:12) He has been awarded the Meritorious Service Medal 3 times, an Army Achievement Medal and was select as the 4th Army NCO of the year. (12:20) As a result of his service, William has a greater appreciation for life and the value of good opportunities. (14:04) William believes he is blessed due to the caliber of men that served over and under him. (15:17) He would never want anyone to go into combat; he does not however, regret his experience. (15:56) Over all his military experience was good. (16:56) � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context WomerW1369V Title A name given to the resource Womer, William (Interview outline and video), 2011 Creator An entity primarily responsible for making the resource Womer, William Description An account of the resource William Womer, born in 1941 in Niles Michigan, served in the U.S. Army for 26.5 years. During his service, William was stationed in both Germany as well as in Vietnam during the Tet Offensive in 1968 where he organized ambushes on the Ho Chi Minh Trail. William had the honor of being selected as the 4th Army NCO of the year and spent the later part of his service stateside training solders. Contributor An entity responsible for making contributions to the resource Jozwik, Heather (Interviewer) Pontlous, Brooke (interviewer) Catalano, Dmitrius (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 2011-11-07 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project Collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b9da3e9c1296bbe3b2d759d300a8c9c1.pdf e1db704a054a77eb76e12801302cbfa0 PDF Text Text - ---- PESHABETOWN PCM-WCM, AUGUST 12TH & ]3, 1978 _ . ...n., ,u nf\ 1 rt\11'\ July 8th, & 9th, 1978 Petoskey Fairgrounds Petoskey, Michigan Dance Contest Saturday 1:30 to 4:00 p.m. Sunday 1:00 to 6:00 p.m. ADMISSIONS: Adults $2.00 Children$1.00 (12 & Under) FREE CAMPING AND MEALS FOR PARTICIPANTS AND TRADERS INDIAN FEAST-SATURDAY 4-6 p.m. INDIAN ART FAIR Indian handmade arts & crafts will be on display and for sale to the general public. Traders with Indian made arts & crafts are welcome. Call for booth space. Also for booths featuring food. SPECIAL GROUP RATES FOR 10 OR MORE TO PARENT COMMITTEES, BOY SCOUTS, STUDENT GROUPS, ETC. Sponsord by: WOODLAND DANCERS Pow-Wow Cultural Committee Petoskey, Michigan 49770 For more information call: Vicki Sprague (616)526-6093 Marie Shananaquet (616)347-5747 James Naganashe (616)347-9285 Vic Kishigo (616)347-3 789 • � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</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-14_peshabestown-pow-wow_1978-08 Title A name given to the resource Peshabestown Pow-Wow, August 1978 Date A point or period of time associated with an event in the lifecycle of the resource 1978-08 Description An account of the resource Peshabestown Pow-Wow flyer, Petoskey MI, August 12-13, 1978, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Woodland Dancers Pow-Wow Committee Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/77e8de5a60fa7f7810d9085e0458506a.pdf 53158145f2f8c9a921bdfddb0784cac6 PDF Text Text r:.Qe> C> ~Q{) (}fJ ~ ~ oo~ C> <:) D ~ 0 WOODLAND INDIAN ASSOCIATION D A MC E ON OCT. 13 , 1930 AT 9:00 p.m. to 1 :30 a.m. after the Pow-wow at the Muskegon College. A Dance at the Grange Hall on Apple Ave. and Walker Rd. at which the admissions will be $3.00 for Adults, Children 16& under $1 .50 LUfilCH FOR SALE Proceeds to be used for Children Citizens Christmas Party. Donations can be sent to: 2506 JAMES STREET MUSKEGON Ml 49442 0 0 & Senior � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</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-14_woodland-indian-dance_1980-10 Title A name given to the resource Woodland Indian Association Dance, October 1980 Date A point or period of time associated with an event in the lifecycle of the resource 1980-10 Description An account of the resource Woodland Indian Association Dance flyer, Muskegon MI, October 18, 1980, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Woodland Indian Association Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/24443ccfd5c9229de92ee97152a438f8.pdf eebaa2a0df635b72cd1d94ecc1543e2e PDF Text Text • • Gate Admission Adults $2.00 Children $1.00 Elders & Under 5 FREE JULY 17 & 18 1993 Heritage Landing Muskegon, Michigan TRADITIONAL NATIVE AMERICAN DANCING FOOD CONCESSIONS FINE ARTS AUTHENTIC CRAFT WORKS SUNRISE CEREMONIES Saturday & Sunday - Old Indian Cemetery SATURDAY GRAND ENTRY: I & 7 PM SUNDAY GRAND ENTRY: I PM EMCEE HOST DRUM HEAD VETERAN DANCER HONORARY HEAD MALE HONORARY HEAD FEMALE HEAD MALE DANCERS HEAD FEMALE DANCERS ARENA DIRECTOR For Information, contact: Rick or Christine (616) 755-5857 Tamara Rivas (616) 744-9547 Butch Elliott Little Weasel Thunder Child Josie Cogswell Steve Medacco Rose Shalifoe Roger Shalifoe Ricky Granquist Stephanie Bird Stella Gibson John Bird NO DRUGS OR ALCOHOL Traders by Invitation Contact: Debbie Gutowski (616) 755-3098 Sponsored By: Woodland Indians of Muskegon County, Inc. - 1391 Terrace Street - Muskegon, Michigan � 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 Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</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-14_bucky-collins-pow-wow_1993-07 Title A name given to the resource Bucky Collins Memorial Pow-Wow, July 1993 Date A point or period of time associated with an event in the lifecycle of the resource 1993-07 Description An account of the resource Bucky Collins Memorial Pow-Wow flyer, Muskegon MI, July 17-18, 1993, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Woodland Indians of Muskegon County Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/01aa827849cbe808e330cbd885b62c48.jpg a0162725bea0f1189824ed4a606ea56c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection Grey House 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000118 Title A name given to the resource Grey House. Interior of the first campus administrative offices Creator An entity primarily responsible for making the resource Woods Photo Description An account of the resource Interior of the Grey House administrative offices. Left to right: Ellamae Braun, Kenneth VerBurg, Kent Co. School Superintendant Erwin J. Kleinert, Dr. James H. Zumberge, Mrs. V. Scheidt, Mrs. C. Cahill, 1962. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Zumberge, James Herbert Facilities Office buildings Universities and colleges College presidents Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1962 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/6242646164257d2f39d66bd74c3811c1.jpg 2b6609e7c4c85c68878c748516204a4e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Grand Valley State University Photographs Subject The topic of the resource Aerial photographs Universities and colleges Michigan Grand Rapids (Mich.) Allendale (Mich.) Building Facilities Dormitories Students Events 1960s 1970s 1980s 1990s 2000s Description An account of the resource People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan. Creator An entity primarily responsible for making the resource News & Information Services. University Communications Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News &amp; Information Services. University Photographs. (GV012-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-03-03 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context GV012-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1960s-2000s Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Local Subject Subject headings specific to a particular image collection 1960s Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context GV012-01_UAPhotos_000177 Title A name given to the resource Bill Seidman (center) with 1963-1964 college catalog Creator An entity primarily responsible for making the resource Woods Photo Description An account of the resource Bill Seidman (center) and other administrators with delivery of first 1963-1964 college catalog. Subject The topic of the resource Grand Valley State University Michigan Allendale (Mich.) Universities and colleges College administrators Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Date A point or period of time associated with an event in the lifecycle of the resource 1963 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives black and white photo https://digitalcollections.library.gvsu.edu/files/original/bd79b9c5b9a382e1cad25e63eef0d1ba.mp4 518a004e3ba621b6d7ccb90eca8ffd85 https://digitalcollections.library.gvsu.edu/files/original/fb39d8abf117ce1a1590f29c35b68c82.pdf 160864586cbf7ec2d299df8709eac64d PDF Text Text ORAL HISTORY INTERVIEW MICHAEL WOODS Born: Natchez, Mississippi Resides: Alto, Michigan Interviewed by: James Smither PhD, GVSU Veterans History Project, Transcribed by: Joan Raymer, February 18, 2012 Interviewer: Can you begin for us by filling in a little bit of your own background? To start with, where and when were you born? I was born in a small town called Natchez, Mississippi, and it‘s famous today for tourists who like to tour southern mansions, and it‘s called the pilgrimage. I was born in 1943, and my family left Natchez and moved to New Orleans when I was about seven years old, so I grew up in New Orleans, Louisiana. I dropped out of high school in the twelfth grade. The principal and I had a discussion on how the school should be run, and I lost. So, I-Interviewer: Up to that point had you been doing relatively well in school or... I played football, and sports kept me in school. The schools were in poor neighborhoods. The idea of not being able to dress appropriately for school was embarrassing to a number of us, so the sports kept us in school until something happened and then we dropped out. 1:11 I tried to join the Marine Corps when I was fifteen, I came from a very poor background, and when you live in poor neighborhoods it‘s extremely difficult not to be in trouble. My friends were being killed just before I got there, right after I‘d left, so I knew it was a matter of time before I would be involved in something, so I wanted to get out of New Orleans as quickly as possible. The only escape for me, as I could see it, was the Marine Corps; so at fifteen I went down to enlist. I had to fill out a 1 �mountain of paperwork, of course, and I had to lie about my birthday. I was caught because I put two different dates on two different pieces of paperwork, so obviously I didn‘t go. 1:59 As soon as I turned seventeen--Interviewer: Let’s back up for just a moment. What motivated you to chose the Marine Corps? My dad had been in the Marine Corps, was in the Marine Corps, and he had been one of the longest serving black Marines at the time. He had gone through the Marine boot camp during WWII, so he was a role model for me. My family wasn‘t together, but my dad, I saw him twice a year, at Christmas time and during the summer, so that was the motivating factor for me in choosing the Marine Corps. Besides, the group of kids that I hung around with were tough kids, so that was a challenge for us. Interviewer: Go back to seventeen. At seventeen, if my mother signed for me I could enlist, and I talked her into signing. I enlisted and went to San Diego for Marine basic training. From there to Marine recruit regiment, which teaches you infantry tactics, and from there into a Marine Corps warrior combat outfit. 3:07 Interviewer: Describe a little bit the actual physical training process. What are you doing at these different stages and how well did you do with the different parts of it? I actually graduated from Marine Corps boot camp as a platoon honor man. The platoon honor man is awarded a set of dress blues by the Leatherneck Magazine if you were the top recruit in your platoon, and I was. Coming from the segregated south, the psychological experience of basic training was extremely challenging. Here‘s a white guy with a ―Smokey Bear‖ hat who's in your face twenty-four seven. What I didn‘t 2 �realize at the time, of course, was it wasn‘t just my face he was in, he was in everybody‘s face, but I took it personally, so it was a psychological challenge. Physically, I‘d been an athlete, played football, basketball, and ran track, so it wasn‘t challenging physically, but certainly psychologically. 4:05 At that time Marine Corps basic training was sixteen weeks, and I think the infantry training regiment training may have been six weeks. That was the period of time that you were away from home before you could return. Interviewer: What did you do to sort of cope with, or deal with, the stress of that situation you were in? I mean, being treated in this boot camp fashion. How did you handle that? In my platoon there were—I think we may have started out with about forty-eight recruits. Of the forty-eight recruits there were only three blacks, maybe eight Hispanics, two native Americans, so human argues [?], when you had opportunity, you talked to others who were going through the same stressful situation as you were, and that helped. 5:02 Letters from home, that helped, and being put in a leadership role early, believe it or not, also helped, and as the platoon honor man, that was the right guy position, the drill instructors held you accountable for the behavior of others. So, there wasn‘t a lot of time to concentrate on your situation. It was a busy time, and I‘m not sure that boot camp isn‘t set up for—in just that manner, you know, to keep the recruit's mind off those things that don‘t have anything to do with the Marine Corps, and you are busy twenty-four seven. You are told when to sleep, when to eat, etc. Interviewer: Do you think it helped to have recognition? You're being treated in badly on one level, but somebody must have thought you were worth something at the same time. How early did they single you out a little bit? 3 �When you initially report into the recruit regiment, you are in a holding situation until there are enough recruits to form three platoons to start training. 6:15 One of the things that you recognize early on is, if you are assigned the task, you are held responsible for doing that task. If you fail, you are punished to some degree, and if you succeed, you are rewarded to some degree. The system, in the military, though stressful and demanding, was the fairest system that I had been exposed to at the time. I think when you look back at that, that‘s really what you‘re looking for. You‘re looking for—where can my ability take me? Just based on my personal ability, nothing else, just my ability. 7:04 I think boot camp is one of those places, or the military itself, is one of those places that operates under that principle. Interviewer: So you caught on to that fairly quickly and then used it? Yeah, sure—it was a matter of getting over having this guy in my face twenty-four seven, and that didn‘t happen right away. About halfway through training you started to understand that you weren‘t in that boat by yourself, there are forty-eight people here, and some of them are hurting worse than I am, and they‘re not black, ok? So once you catch on to that, then you understand you‘re being judged on your leadership qualities, your perseverance, and your ―can do‖ attitude. Those were the people that were awarded the promotions to PFC, and given the responsibilities. Interviewer: So you had sixteen weeks of basic and some additional infantry training beyond that. You did six weeks, or whatever, and that’s all in one place? 8:13 No, basic training was in San Diego, in the city of San Diego, down town. Infantry regiment training was at Camp Pendleton, in the mountains of Camp Pendleton, if you 4 �can think of California having mountains in that area. That training was about infantry tactics. What are the duties of a squad leader? How does a squad work as a unit of a platoon? What is the smallest unit in the Marine Corps, which is the fire team, how does interlocking fire work? How is that integrated into artillery fire etc? So, you go through six weeks of that, and you are exposed to the gas chamber, and you understand that right quick. So, it was quite different and you were treated a little bit above a recruit, and you are now called a Marine, but your activities are still controlled twenty-four hours seven. 9:07 You did have the opportunity to have liberty. That means to go into town, and I think of the six weeks we may have had the opportunity to do that two or three times. Interviewer: Once you complete that course, what happens next? Then you are given twenty days leave, so you can go back home. The experience of leaving this training and going back to be with your buddies after this period of time is amazing. You find you don‘t have anything in common with them any more. You find that the things they are doing seem childish and not grown up, so you lose that connection that you had with these friends, they‘re still your friends, but you look at them in a different way, and you start feeling differently about yourself. You see yourself as a cut above, maybe, and maybe that‘s arrogance, but it‘s true. 10:08 It‘s true not only from my perspective, but form others that I‘ve shared this with. Interviewer: You have that moment—did your family notice the difference? Yeah, they did, but my mother thought I should still be in my ten o‘clock at night, and we had to have a discussion about that, you know. Yeah, the difference was noticed by my family, and obviously they were pretty proud. I graduated from one of the toughest basic 5 �trainings in the military service and I had done it with honors, so not only were my parents proud, but they managed to get it in the local newspaper. Interviewer: Now where did they send you next? From there I was sent to –I‘m trying to remember—each battalion, or regiment, has a different area of Camp Pendleton, so I went to Camp Pendleton to Delta 1-7, which is Delta Company, First Battalion, Seventh Marine Regiment, which is part of the First Marine Division. The First Marine Division home is at Camp Pendleton, California. 11:11 Bur there are different camps. There‘s Margarita, which is the home of the 5th Marine Regiment, there‘s Onofre, which is where Seventh Marines were located, and then there‘s another area for the 1st Marines, so I think I was at camp Onofre. During this time I‘m a new recruit reporting into a combat unit, and there‘s a cycle that you must go through, and the way that cycle works is that the guys that had just come from a thirteen month tour, in Okinawa, or in the West Pac, stay behind to train the new recruits that come in, and that‘s called a six-week lock on phase. Again, it‘s integrating the squad tactics into platoon tactics, into company tactics up to battalion and regiment. So you pull operations, combat operations against other units at Camp Pendleton. 12:04 That lasts about six weeks during this lock on phase, and you are actually preparing to make your thirteen-month tour overseas. Once that six-week lock on phase is over, then the guys that stayed behind to train you are transferred out of the infantry into support units. So, after we finished the lock on phase, I was then transferred, the whole unit, was then transferred from the 1st Marine Division to the 3rd Marine Division, which is in Okinawa. The company then became I Company, 3rd Battalion, 3rd Marines. 6 �Interviewer: Ok now, when you were in this lock on phase doing this six-weeks, when you were with the returning back from overseas, what was this, 1963 or was this still 1962? Do you remember roughly when that was? Yeah, I said we actually left to go over to Okinawa in January of 1963 because I was married and my daughter was born several days before I got on the ships. 13:13 We went overseas in 1963. Interviewer: The reason I’m asking that—when the veterans giving you additional sort of tactical training etc., these were not really people that were combat veterans yet, were they? They had still been on peacetime duty--had anybody been to Vietnam by then? No, there was a presence in Vietnam, but it was mostly Army and they were trainers rather than combat troops. There was a term used by them, which I can‘t remember right now. No, they were not combat troops, and I don‘t think the Marine Corps had seen combat, maybe since the Korean conflict. Interviewer: So, that would mean that the kind of tactics you were learning were still conventional warfare, what would have been done in Korea or even in WWII. That is correct. 14:01 Interviewer: All right, so now you’re sent over and you go to Okinawa. How did they get you physically out to Okinawa? The USS Mann, which is considered a troop transport, and at that time everyone that went over, went over by ship, and you were part of a fleet, which was usually carriers, battleships, and the troop transport ship. So, the whole regiment went over by ship. Interviewer: What was that trip like? 7 �For a person that had never been on a ship before it was exciting, and it was sickening. One of the duties—when you‘re on ship, of course the navy is in charge, but the Marines have duties on ship. I was assigned to the laundry, and the laundry is in the very bottom of the ship where it‘s always hot and sweaty, and steaming. On the way over you go through what‘s called typhoon alley, so if you take this trip at a certain time of the year, you can pretty much bet that you‘re going to hit a typhoon, and we did. 15:06 When you hit a typhoon the ship‘s bow moves up and down in the water, and if you‘re down in a very hot steamy area, you will learn quickly what seasickness really is. So, needless to say, I got seasick, and I was in my bunk, and I thought I was going to die, and I was so sick, it was the first time I refused an order. When I was told that it was time to go to work, I said, ―I‘m not getting out of this rack‖. Well, they figured out I was sick, so I didn‘t get court martialed or anything, and I was sick for two days before I could finally get out of bed. So, that was a thirty-day voyage, I think, and it‘s a straight through voyage, and after the storm, and after the seasickness, then you spend your time on ship playing Whist, that‘s the card game of choice until you get over. 16:05 You bond during that time, with a lot of people. Interviewer: You get over to Okinawa, then what kind of a setup did you have there, what kind of duties did you have? Okinawa‘s an island that‘s about twelve miles wide and about sixty miles long. I actually think it‘s the most populated area per square mile on earth. During that time your money had to be converted to Yen, and there was 360 Yen to a dollar, to show you, with the way the economy is now and how far they have come. There were no paved roads, and most of the roads—the main road was paved, but all the other roads were dirt roads. There 8 �were areas in Okinawa that catered to white military, and areas that catered to black military. There was only one area for the blacks and it was called ―4-Corners‖, or Koza, Okinawa. 17:08 Koza was quite a taxi drive from where my unit was, so the idea was to make sure the last taxi doesn‘t leave at night, so you can get back to the base before morning. It was the first experience with a foreign culture, primarily Japanese, but they are really Ryukyus not Japanese. I picked up a little bit of the language, enjoyed the people, but at seventeen or eighteen you are about learning the wild side of life, so not too much cultural experience, but certainly some. From Okinawa you will become what‘s called a float battalion. The Marine Corps had a battalion that‘s on the water twenty-four seven year around, and they‘re ready to hit any hot spot in the fat east, so you are a ready battalion. 18:03 You‘re floating with the fleet and some of the stops that you would make would be, maybe three days in Hong Kong for R&R, rest and relaxation, you may pull jungle warfare problems in the Philippines, so you may be there for three or four weeks, so there is an opportunity to got to the Philippines, Taiwan was another port of call. That‘s exciting, so you‘re exposed to many different cultures. Cold weather training at Mount Fuji, Japan, so you get an opportunity, and at the base of Fuji is a little Japanese village called Moji, Japan, and you get a chance to pull some liberty there, and get exposed to the cuisine, which I really enjoyed. It took me a minute to eat Sushi, and I didn‘t find anything in Japan that I wouldn‘t try. I didn‘t particularly like seaweed, but in the Philippines I ran into something that I couldn‘t force myself to try. 19:03 There is what we would consider a delicacy, but they eat it on a regular basis and it‘s called a Balut. A Balut is an embryo that‘s not complete, that‘s in the egg, it‘s buried in the sand to mature, and the way you eat it is to crack the shell and there‘s this little guy looking up 9 �at you and you suck it out. So, regardless of how much Sake I drank, I couldn‘t bring myself to eat that. So, that was interesting, so I tell that story quite often. Interviewer: Did you also go to Korea, or did you not get there? We did go to Korea. We pulled a problem in Korea as an amphibious landing, we were there for maybe a week, but not outside of the field, we didn‘t pull liberty in any of the towns in Korea. Interviewer: So, you were practicing amphibious landing. Is that climbing down into landing craft? Yes it is, another experience, especially if the waters are rough. 20:12 You come down off a ship on a cargo net. Now, you are fully combat loaded, at the time I think I was in machine guns, so not only are you carrying, probably, a seventy pack, your rifle, and a machine gun, if that‘s what you‘re doing. You are fully loaded, and as you come down the waves bob up and down, so It‘s a possibility that you can put your left foot down off of this cargo net and it‘s touching the bottom of the boat, but by the time you get your next foot down the boat is down there, so needless to say, a lot of people fell off. The boat‘s interesting because they had old life preservers that you put on. The kind that was so big that the back of your head tilted forward. 21:02 The PT boats that you get in, the amphibious vehicles, they circle in the water, and they have to wait until everybody‘s loaded before they start to the beach. That‘s always good for seasickness, if not from you, from the guy that‘s pucking on you from behind or next to you. Once that signal is give, then to the beach you go. That can be another interesting experience, remember you‘re carrying this heavy equipment, and depending on how far the sand barges out, depends on how close to the beach the landing craft can get. If the sand barges out when 10 �you jump off you could be in water to your chin, or land right on the beach, and I was always the unfortunate guy. Interviewer: Now, were these kind of old-fashioned WWII style landing craft with the door that drops down in the front? Yes Interviewer: So, you weren’t going in on tracks or amphibious vehicles? No, this was 1963 and we were still a conventional warfare force. 22:04 Interviewer: So, did you spend a full year based in Okinawa or were you using it as your central base and then going out? How much time do you think you spent on the ships as a battalion at sea or in foreign places rather than on Okinawa? I think the floating battalion phase of that tour, maybe three or four months. I don‘t remember exactly, maybe three or four months, and during that floating phase you stop at these different ports, Hong Kong, Korea, the Philippines and Taiwan. The time that you spend ashore was really based on how long the operation would be. It wasn‘t—you weren‘t there any great length of time, most of your time was actually spent on the water. When President Kennedy was assonated we were a floating battalion at that point. 23:03 I remember being woke up early that morning, two or three o‘clock in the morning, and being told that the president was assassinated, and I rolled over and went back to sleep. I didn‘t—guys were playing jokes on each other all the time, so I didn‘t believe it. Of course, the next morning there was a formation on the deck to tell us that had really happened. Now, during that floating battalion phase also, is our first introduction to Vietnam. The new regime was in place, they had just overthrown the old regime, junta, that was there, and because we were the floating battalion, our mission was to go in and 11 �pull out the American civilians. We had actually been transferred to an aircraft carrier, we had been issued five rounds of ammunition and flack gear, we were on the deck of the Oriskany and ready to board helicopters when the new regime had promised American civilians safety, and we called off the operation, and that was 1963. 24:09 So, that was our first experience with Vietnam, and I had never even heard of the country before that. Interviewer: How much longer were you in Okinawa after that? After the floating battalion, you come back and you are probably the senior residents on the island in your preparation for leaving. When we came back and I was involved in track and field, I ran a relay, I was a member of the Marine Corps, they had three football teams over there, the Streaks, the Strikers, and the Royals, and I played for the Streaks. So, it‘s sort of a down time, you do some operations, but you‘re not in the field nearly as much. It‘s a good time, a time to get out and mingle with the public, and if you‘re an athlete you can participate, and that sort of thing. 25:07 So, maybe we were rotated within the next three or four months. Interviewer: Now, when they rotate you out, what happens to you then? Remember, at this time you‘re part of a unit. You‘re a regimental unit that‘s moving from place to place, so on your rotation back to the states, the first thing that happens if you have thirty days leave coming, so you‘re on vacation for twenty or thirty days. Interestingly enough, I found if I took a twenty day vacation and went back to New Orleans, I was so bored that I would stay fifteen days and go back to the base, you know, or if I took thirty days, I would maybe stay twenty and go back. Once you get back you are the senior people in the company and you are waiting for the recruits to come in, so you can take them through their six-week lock on phase, so you have completed a cycle. 12 �26:00 Now, once that cycle is completed, what is supposed to happen is you are to now receive orders out of a combat unit and into a support type unit, a truck company or supply type unit. Most of my friends that came back with me—we had taken the new recruits through their lock on cycle and we were waiting for orders, and most of my friends had received their orders. I was waiting, kind of alphabetical, I guess, Woods, you know—well, while I‘m waiting for my orders—BOOM—Vietnam, so the first combat unit of any size to leave, Marine unit to leave, was about to happen. They were now filling these units. We weren‘t the first unit to go to Vietnam; the first unit had come from the Brigade in Hawaii. They had already gone, so this was the stateside unit, and what they were doing was beefing up the 7th Marine Regiment. That‘s where I started off, I had gone to Okinawa and I had become a 3rd Marine Regiment, I came back and I was in the 5th Marine Regiment, and now I receive orders right back to the same company, the same battalion, and the same division where I started, Delta Company, 1st battalion, 7th Marines. 27:16 So, a tour of duty overseas is thirteen months, and at this point I had about eight months to do in the Marine Corps, so how can you send me back over for a thirteen month tour? So, when I reported in, the first thing I did was request ―mass‖, that means you want to see the CO, and my complaint was that I had just come back from an overseas tour, I shouldn‘t be here, I have only eight months to do, and he looked up from his desk and said, ―I‘m in the same boat, report in to your platoon‖, so I did. The Marine Corps solved the problem for me though, what they did was to give everyone in the Marine Corps a four month involuntary extension, so I had my thirteen months to do. 28:04 From there I reported in to Delta 1/7, obviously, and back to Okinawa we went. Because we were the first group to leave the states to go over, and 13 �remember, as I mentioned before, we were a conventional warfare organization, we had to quickly learn jungle warfare tactics. There is a part of Okinawa that‘s in the northern portion, in the hills, and it‘s called the Northern Training Area, NTA. So, NTA had trainers set up to teach guerilla training, expose you to what a punji pit is and some of the booby traps that the Vietnamese had set up. My company was the first company to go through the training, and as a result of that we became the host company; we trained the rest of the battalion and the regiment that moved up. After NTA, we then went to Vietnam, and the area for us was Chu Lai area in Vietnam. 29:07 Chu Lai was on the Song Tan River and our job was to control the river. The river had a small island in the middle, so boats going on the river would go one way on one side and come the other way on the other side. We had a 106 [recoilless rifle?], which is a big artillery piece, set up on a hill, and the way you aim a 106 is with a .50 caliber [machine gun] that sits on the top and fires tracer rounds, so if you want to hit something, you shoot the 50 caliber with a tracer round, and wherever that tracer round hits, you fire the gun, and that‘s where it will land too. To give you an idea of the impact of a 106, if you are lying on the ground next to one that goes off, you rise up off it, so it‘s a heavy weapon. There would be a squad that‘s down on the island and they would search the boats and check identification. Occasionally, you would get a boat that would run the block, so you would call up to the 106, and you would identify the boat and then the 106 would take care of that. 30:17 So, we stayed on the Song Tan River, and pulled operations from there, and he interesting part about that set up is that the first night that we moved in to relieve Charlie company, who had been there before us, the VC came over our radio signals and told us that they would see us tonight. Well, we haven‘t had combat, and we 14 �were young and ―gung ho‖, so we welcomed them. That night they came in, they came in through barbed wire, conertina wire, trip flares, Claymore mines, mosquitoes as big as helicopters, and they came in nude with the exception of their cartridge belts and weapons. 31:08 They reason they were nude is because you can feel what touches your skin as you move, so they didn‘t set off anything. We knew they had come in. They were in our command post throwing grenades into tents, and needless to say, that was a tense night. The next morning there were bodies everywhere. We repelled them with a minimal amount of casualties. From there we went on two sweeps where we backed the North Vietnamese up to a river, they had no escape, so they came out and that was conventional warfare, that‘s a Marine Corps game, so that was over. Another operation that we went on that sticks in my mind more than the others is—one morning we were to mount the helicopters in a battalion size operation, hit a LZ, a landing zone, and sweep an area. 32:16 Well, we got to the landing zone about dusk, we ran some patrols to see what was in the area, we ran into a unit, and this was my squad that was on patrol, and we couldn‘t tell how large it was because we were approaching a rice paddy dyke and turning left. One of the guys picked up a Vietnamese unit on the other side of the dyke turning left also, going in the opposite direction. Got on the radio to find out if we had friendly troops, we did not, so we engaged them in fire, they did not return fire, so we didn‘t know what size unit it was. You have to report that to intelligence, after, our patrol, were back in the area, and some snipers fire is coming off the hill, my team goes up, we look for the sniper, we can‘t find him, but he knows where we are because you can hear bullets whizzing past your ear, and even hear them as they cut the air, it makes a whizzing sound. 33:19 So, we thought that he won that day, so we came back off the 15 �hill without finding him. When we gave our report we saw the Hueys some miles away, over a hill, and there were about five of them and they were lighting the hill up, so we knew somebody is in trouble. There was a term used in Vietnam, and the term was called ―Sparrow Hawk‖, and ―Sparrow Hawk‖ is a rescue unit, and that title is assigned to different units at different time. What that means is , if there is an organization in the field and they run into more than they can handle, they get on the radio and they call ―Sparrow Hawk‖. Your unit then is supposed to go to their rescue, and we were the ―Sparrow Hawk‖ for this unit that was being hit. 34:04 So, even before we could eat, we had to pack up and start up that hill. As we moved up the hill in the twilight, it‘s a good thing we had to move because we could see that the unit that we had shot up was a massive size unit, and they were moving in on our positions as we were moving up the hill. We held most of the night and those hills were extremely steep. The guy in front of me was carrying a three front fire rocket launcher, and I know he was hurting because in addition to that he had to carry his rifle and his rifle ammo and stuff, so at times I thought I should help him, but I was hurting myself. We took several breaks and we got to the unit at dawn the next day. These guys had walked into, or been lured into and ambush that had been pulled off by a battalion the size of Vietnam, and they had destroyed this unit, there were bodies everywhere. 35:04 There was one guy in this unit who was hiding behind a rock and he was saying, ―don‘t go over there, they‘re over there too, they‘re all over the place, they‘re everywhere‖, and when the corpsmen got to him, they had to evacuate him, he was—you know, what he had seen upset him quite a bit. Interviewer: Was this a company size unit? It was a company size unit. 16 �Interviewer: How much of it was left do you think? What we saw, what I saw, were maybe eight guys. What we picked, my squad, I was squad leader at the time, and we were assigned an area to pick up bodies and load them on the LZ. We must have picked up eighteen bodies. Now, there were other squads doing the same thing, and you didn‘t see the whole area. 36:04 My memory hits me because I thought I had assigned my squad to do—everybody had an assignment and we lost one that we later saw in the bush, so a team leader of mine and I had to carry this guy, and we carried him on a poncho. I was in the front and his arm fell out of the poncho and every time I took a step his arm hit the back of the leg. His arm was hanging by a thread and he was shot from his feet to his head. It must have been one hell of a battle because no one had any ammo left. This was a serious fight. For a long time I would wake up at night and feel that arm hitting in the back of my leg. Where his blood had gotten on my utility, it was there, and when I got the opportunity to throw it away I did, because I could always smell it. 37:06 You can‘t get rid of the smell of death. Another incident that sticks out in my mind was maybe a week before it was time for me to rotate out of the unit—when we reported onto the 7th Marines out of Camp Pendleton, and proud of going to Vietnam, your unit cohesion was broken because you‘re pulling Marines from all over the Marine Corps to fill a unit, not a unit that you have been with. So, you go overseas with some new guys that you have to bond with, and the ones that you bond with best are those that you work closely with, which is your fire team, four guys, and your squad, which is thirteen guys. So, my squad, before I was promoted to squad leader, which was a result of an ambush, my team consisted of a guy named ―Tihi‖, a native American from a reservation in Arizona, I think, John J. Gianelli, a 17 �boxer, Italian, from Hoboken New Jersey, O‘Brien, a big real strong Irish guy that smoked cigars, and me, so they kind of called us the ―mod squad‖. 38:18 We were real proud of that, and in fact; we would volunteer to take the duties that others didn‘t want because we knew a secret. We would volunteer for point on all patrols, and we ran patrols every third day. The reason we volunteered for the points is because when you walk into an ambush, unless it‘s an L shaped ambush, they usually let the point pass and hit the main body. In addition to that we are the eyes and ears of the squad or the platoon, so you know what‘s going on and you have control and direction, and we enjoyed that, so we volunteered for the point. This patrol that we went on was an interesting patrol because the last time we had moved into this same area we could see where the VC had been improving their position, and we got hit every time we went into this village. 39:16 this time it was different. The hit us, and you could see that the position were being improved. So, the night before the patrol is when the squad leaders would meet with the platoon commander, we would get our marching orders, who‘s going to be flank, who‘s going to be point, what direction we‘re taking etc. When the squad leader came back to meet with the team leaders, me, he gave us this patrol route, and I said, ―Does Lieutenant remember they‘re improving their positions, and we‘re walking into this stuff? ―If we take this route it‘s going to be Purple Heart day did you tell him that?‖ And the squad leader said, ―No, you go tell him‖, and I said, ―Ok, I will‖, so I did. 40:02 I went to talk to the Lieutenant and made a suggestion on how we might avoid this, and he gave me a lesson on military tactics, and my suggestion, we were going to split machine guns, and you never split your machine gun, so we‘re up and we have point again. So, I met with my team, and we had to go across this rice paddy dyke, which 18 �is only three feet wide, maybe, and once you‘re on the other side of the dyke you‘re in the village. The idea was for us to run as fast as we could across this dyke. As soon as we get on the other side, rather than proceeding to the core of the village, we‘re going to set up a perimeter until the rest of the platoon gets over, and then we‘ll pick point up again, but we don‘t want to get this separated, not with these improvements that we‘ve been seeing. 41:01 So, we set up on the side of the dyke before the run, and I said, ―go‖, and for some reason Gianelli‘s the point, Tihi‘s behind him, and they ran halfway to the dyke and stopped, and as soon as they stopped the 4th of July happened, and everything just broke loose. The first round got Gianelli, we use to wear our magazines upside down, we had M14s, not 16s, and it was easier to get them out that way. The first round hit him and took the magazine guide into his leg, so it got him right in the—hit the femur vein, bleeding quite a bit, and when things calmed down we—it took us a while to get the helicopter in, it was extremely hot, like it always was, gangrene had already started to set in, and finally we got him evacuated. 42:09 I never saw him again, but it is my understanding that he lost part of his leg. The reason that bothers me is, Gianelli came from a fighter family. His dad, his uncle, his cousins, they were all boxers, so when his tour was up that‘s what he was going to do. Now, he had been training since he was a young kid, and he was good, he was good, and Gianelli never realized his dream, you know. The squad leader got killed that day, so I got promoted to squad leader. Before the day was over we walked into three ambushes, two going out and one coming back. The one coming back was the one that was a surprise. We had taken the route out several times, but we had a different route coming back, because it looked like they were setting up for us again, so we changed the route, and they still hit us. 43:00 What we found out 19 �later was that our interpreter was a VC, so they had signals and knew everything we were doing. That was maybe four or five days before we were supposed to rotate. At that time you rotated by numbers. If five new guys came in, and your number was one to five, then you were on your way out. If your relief was in, then you didn‘t have to go on this patrol, your relief would go on that patrol. So, for my team, all of us had a relief that was in, so this was it, this was the last patrol for us. So, to be on your last patrol and it was a weird time in America. Interviewer: So, you were there, in this area, for thirteen months? No, out of the thirteen months came the training cycle on Okinawa, so we probably actually did, in country, maybe ten months. 44:04 Interviewer: And over the course of that time, were you kind of repeating all of the same activities, patrolling the same areas, and doing the same things? Yes, most of the time that we were there. A day went like—you came off patrol, and there was always a poker game or a dice game or some sort of a gambling game going. Many guys would come off patrol and sit in a game, and they may stay there until its time for the next patrol. If you were in a quiet are, and we did move to other areas from time to time, and engineers had blown out a swimming hole for us, so you could go swimming. There was a softball field that was set up back in that area, so unless intelligence was telling you that your unit is going to be attacked, you try to make life as normal as possible. 45:00 Occasionally, like when they came in through the barbed wire, you would be hit, and occasionally you would get snipers or mortars. There was a village that was maybe a half-mile from us, and occasionally we would send a squad out to set up ambushes to see if we could catch anything coming into the village. 20 �Occasionally on their way out to set up an ambush, they would walk into an ambush. Sometimes we would go on a patrol and drop off part of the unit, say maybe in a hedgerow to set up an ambush, and then you come out that way. You were supposed to be fooling the local populace, so they didn‘t know you were dropping them off, but five minutes later the kids are out looking at you, so they knew that you were there. Then occasionally there would be a large operation that your unit would be a part of, so some of your unit would go. We were also doing some stuff in Laos at the time, and we weren‘t doing this as a unit. They were pulling some people out of units, putting them in units, and sending them to Laos, and we weren‘t supposed to be there. 46:11 In fact, if my rotation replacement hadn‘t come in I was scheduled to be one of those. There were occasions when we worked with what was called Katusas, which was with the South Korean military, we pulled operations with them, and they were an interesting group. They were extremely disciplined, and we worked with the ROK Marines, its what they were called, it was the Korean Marines. We would exchange emblems, and theirs were a little different than ours. That was an interesting experience. Interviewer: Did you have any sense whether or not you were really accomplishing anything or changing anything, or did you not have enough of an understanding of the larger political situation to think like that? I was an eighteen year old that was uneducated, that had the broad stroke, and was here to stop communism so there wouldn‘t be a domino effect. What does that mean? I don‘t have a clue, and neither did anyone else, you know. 47:25 You got more of a picture of what Vietnam was about when you came back to the states. No, I had no clue; I remember I was in Vietnam when Ali refused the draft. I said, ―If I‘m here, he should be 21 �here. I don‘t know what the heck they‘re talking about‖. Of course, we were getting daily news of what was going on back in the states; you were getting bits and pieces of the news. So no, from a political perspective, I had no clue. I was eighteen years old and an uneducated person. 48:04 Interviewer: Now, what impression did you have of the Vietnamese population generally? Did they—was it positive or negative, or just didn’t understand them, or what? I didn‘t personalize the war against the Vietnamese people. I did understand that these are governments that went to war for whatever their government ends are. The Vietnamese that we worked with, I didn‘t treat them any differently than I would treat anyone else. In fact, I will give you another funny story. Highway One was the major highway through Vietnam, and there were a lot of buses that went through, and we had a check point there for a while. Everyone had to get off the bus and we had to check their ID cards, check the bus, and let them go on their way. We were set up near a village, our campsite was set up near a village, and the Mamasans would have to go out and gather wood, and they had these yokes that would go around their neck and they balanced them with their hands. 49:05 There were big baskets on both ends of these yokes, and they would fill them up with firewood and bring them back every evening. Well, one evening this Mamasan had this big heavy lead of wood, and I can‘t let this woman carry this big heavy load of wood up that hill, so at least I can carry it to the top of the hill for her. She couldn‘t speak English, but through gestures I told her I was going to carry the wood for her. She gestured no, no, no, but I communicated that I would carry it to the top of the hill and then she could have it. I got under this yoke, and I couldn‘t lift it, and I couldn‘t 22 �believe that. I tried, and again I couldn‘t lift it, she laughed, got under the yoke, and trotted to the top of the hill, so I was real impressed. Interviewer: So, when, then, did you leave Vietnam off that tour? 50:02 Well, when you leave Vietnam is based on your number. You go to Okinawa, and from Okinawa is when you come back to the states. Interviewer: Was it 1964 when you left, or was it 1965 by then? I‘m pretty sure it must have been 1964, yes 1964 [Presumably 1966, since the Marines did not land until 1965]. So, processed out of Okinawa, and then flying back, I think I came in through San Francisco, and then on leave before you‘re put into your next unit. The next unit was Quantico, Virginia. The rule was, you got on this four-month extension, and when you got back to the states, and I can‘t remember exactly what the time frame was, but it was either if it was less than thirty days you had left to do, you could be discharged or it was less than sixty days you could be discharged. I had either thirty-four or sixty-four days, so I couldn‘t be discharged, so they sent me to Quantico, Virginia, to the Casual Company there, and there were two events of interest there. 51:10 Disbursing is where you settle all the pay issues, so once I got to Quantico I had some pay issues, and I had to turn in my records. I‘m walking to Lejeune Hall where disbursement is, and coming toward me are two women Marines. There‘s a car parked on the curb, and right across the street is the 45-pistol range. So, as I‘m walking toward these women, going to Lejeune Hall, they open fire at the pistol range, and under that car I went. The women thought that was funny, but that was survival reaction. Initially I was a little bit embarrassed, but after—I really wasn‘t because that was what I had been doing for almost a year. Another thing that happened at Quantico was that they made me 23 �this cross-country chaser. 52:03 I was given an assignment to go and pick up a deserter, so they give you a little history of why the guy deserted. This guy was a tough guy and he had attacked some guards etc. You have to go to the armory, you check out a weapon, you had five rounds of ammo, but you‘re not supposed to load the ammo etc. So, there is a driver of the vehicle, when we picked him up, the vehicle is covered in the back, and you and the prisoner sit in the back. They told me about how bad this guy was, so I put a magazine in my chamber, jacked around and took the safety off. By this time the guy is panicky, ―hey, you‘re not supposed to do that‖, and I said, ―just sit in the corner and be still, and you don‘t have anything to worry about as long as you are still‖. When we got back and I turned him in he reported me, and they asked me if I put a round in the chamber? Did I take the safety off? I said, ―yeah‖, and they said, ―Why?‖ I said, ―This guy has attacked other people, and he‘s a bad guy, and I just wanted to make sure he wasn‘t going to attack me, you know‖. 53:06 That was the last time they sent me out to pick up anyone. I just waited for my thirty-four days to be up, and I was discharged. I got out of the Marine Corps, and the Urban League got me a job at D.H. Holmes, which was a large department store. What I did was finish shoes that had been purchased and returned, so you had to sand the bottoms and put them back on the shelf. The first payday came around and you didn‘t get a check, you got a pay envelope. The supervisor that I had gave me the pay envelope, and when I looked at my pay I was missing money. I said, ―Don‘t we get x amount of dollars an hour?‖ And he said, ―that‘s right‖, and I said, ―Other than taxes is there something else being taken out? 54:02 He said, ―no‖, and I said, ―this isn‘t right, that‘s not enough money‖, and he said, ―I don‘t know about that‖, and he turned around and walked away. The guys told me that occasionally this 24 �guy takes money out of your pay envelope, well, I worked one more week there and I quit. The next job that I got was at the top of the International Trade Mart at the end of Canal Street, a big tall building, as a dishwasher. We had to argue whether or not I would be paid minimum wage because for that sort of job you don‘t have to pay minimum wage, and I‘m not going to work for less than minimum wage. Even minimum wage was not enough to get paid on a Friday, take a girl friend to a movie, give my mother some help out money at home, and have a nickel left in my pocket, that didn‘t work. The only thing I could think of was, ―let me go back in the Marine Corps to kind of figure this out—what am I to do in life? This isn‘t working. 55:03 So, I came back into the Marine Corps for a change of MOS, Military Occupational Specialty is O-311. I came back in for O-361, which is postal. I was sent to El Toro California, which is no longer there, expensive property, stayed an El Toro for a while and from there another overseas tour. Interviewer: Where did you go on the overseas tour? You go to Okinawa, but let me tell you what happened. Most of the Marine Corps that serves in the Far East is from Okinawa, but there‘s a wing in Iwakuni, Japan. By this time I have been overseas three or four times, and they have all been in Okinawa. This set of orders is for Iwakuni, Japan, and I‘m happy because I‘m going to see something else. 56:04 I was to transfer, go to Okinawa, transfer to another jet that‘s going to take me to Iwakuni, Japan. When I get to Okinawa I‘m met at the airport by an old postal friend of mine by the name of Guy Olegallo,, and the last time I saw Olegallo he was an enlisted man, and now he‘s a warrant officer. He said, ―Woods, man, I‘m glad to see you. I heard you were coming over, and that‘s why I came down to meet you. Guess 25 �what I‘ve done?‖ I said, ―What have you done?‖ He said, ―I got your orders changed‖, and I said, ―You what?‖ He said, ―I got your orders changed and you‘re going to work for me‖, and I said, ―look, look, I got a chance to go to Iwakuni and you got my orders changed?‖ He said, ―Yeah, yeah, let me tell you what I‘m going to do for you. You‘re going to be the postal inspector for the island‖, well, that calmed me down a little bit. That was an interesting job, and I had two guys working for me, so I ended up staying in Okinawa. 57:03 My last overseas tour was in 1979. From there I came back to San Diego, and from San Diego I was discharged. I had some interesting duties, I was a recruiter, so you go to recruiter school in Parris Island, South Carolina. It was my first introduction to the Midwest, my original orders sent me to Chicago, and Chicago had a sub-station in Michigan City, Indiana, so they sent me there, and I was there for about four days, and because it was called Michigan City I didn‘t realize I was in Indiana, so the first letter I wrote home I told them I was in Michigan City, Michigan. From there— Michigan City had a permanent contact station in Benton Harbor, Michigan, so I ended up spending three and a half years in Benton Harbor, Michigan. 58:04 Once you have done independent duty, which is the drill field, I had been on drill field, I was hand selected to be an instructor at drill instructor school, I taught the leadership package, and once you have those kind of duties you can pretty much choose where the duty station is that you want, so San Diego was the choice for me. I enjoyed the environment, the economy was bad, my wife to be, had visited me there for a number of times, and she wanted to leave Michigan when I got out of the Marine Corps, and live in San Diego, but she was not really mobile here. We had gas lines, Carter was the president at the time, so we decided to settle in Grand Rapids, Michigan until we decided where we wanted to live 26 �when the economy got better. Once I got here I saw how far a dollar could go and this was a community unlike others in Michigan, so we built a home and got a job at Grand Valley, and here we are. 59:06 Interviewer: Let’s back up a little to the point where you had re-entered the Marine Corps etc. You’re in the Marine Corps, kind of the late sixties on into 1982, and did you ever have any pressure to go back to Vietnam, or was there any prospect of going back to Vietnam in say the late 60’s, 69, 70, in there, when we had a lot of soldiers over there? There were a lot of things going on at that time and there was some pressure to go back to Vietnam. There was an old saying that said, ―there are only three types of Marines, those in Vietnam, those leaving, and those coming‖, so it was pretty much like it is now. There were not as many tours, guys spend as many as five tours in Iraq, but three and four were not unheard of in Vietnam, it was the same situation. Interviewer: You managed to stay out of that. I didn‘t, actually, and once I got back to camp Lejeune, North Carolina I was there for a while stationed with my dad. 0:06 My dad was in the Marine Corps for a while. I‘m in postal, and I got orders to go overseas. Now, there had been a gunnery sergeant I had been working for that he and I did not get along at all, I mean not at all. In the morning when I was sitting at my desk doing the mail, out of the corner of my eye I could see this guy standing in the door watching me, and he would find something to say to me daily. If it took me too long to find a parking place he would be waiting for me at the door. Well, he got transferred to Washington D.C., and he became a monitor in Washington D.C. A monitor the person that makes assignments for all of the people in the Marine 27 �Corps in their field, so if you‘re a postal monitor and there needs to be a person in Japan, your monitor will pick a person to go to Japan, ok? That would be based on how long you have been in the states and the rotation cycle etc. 1:03 I got orders to go back to Vietnam, but before I left Camp Lejeune my orders were modified to put me back into an infantry unit. I went to see the colonel and I told him that I had just come back into the Marine Corps for a change of MOS from infantry to postal, so this is a mistake, and to put me back in postal. He agreed, and changed my orders back to postal. The staging station for everyone going back to Vietnam is Okinawa, you leave the states, you go to Okinawa, and from Okinawa to Vietnam, and when I got to Okinawa my orders had been changed back to infantry. Now you‘re in a casual company, you‘re waiting for a flight to Vietnam, so every morning you fall out for formation, the people that are going to leave that day, they call your name and tell you what time to get your gear ready and where you‘re going to depart from. 2:04 So, the lieutenant that was running the information called me and told me what infantry outfit I was going to etc. I said, ― wow, mistake‖, and he said, ―what do you mean mistake?‘ I said, ―I‘m postal, and I just got this changed before I left stateside, so somebody changed it back, so we need to change that back‖, and he said, ―take care of that when you get in country‖, and I said, ―no, we‘re going to take care of this before I get in country, we‘re going to take care of that right here in Okinawa‖, and he said, ―Marine, I‘m not asking you, I‘m telling you‖, and I said, ―yes sir I understand, but if you don‘t take care of it here then I‘m going to request mass with the President of the United States, and it will be thirteen months before I see him and then I‘ll rotate, so we take care of this here or I‘m going to ask to see the president‖, so he put me in a casual company until they could work this out. The casual company was a postal 28 �casual, and what we were doing was handling the mail from the deceased people in Vietnam, and there was loads of that, so I spent that thirteen months in Okinawa, and I had a monitor that was trying to get me killed, I‘m sure of it, but I tricked him and I‘m still here. 3:06 A number of things were going on at that time. We can‘t talk about the Vietnam experience without talking about the environment that that operation took place in. That was only one thing that was happening in America. There was the civil rights movement that overlapped this, we had a president who had been assassinated, a candidate for president assassinated, two major civil rights leaders that had been assassinated, the woman‘s movement was burning their bras, there was a hippie movement that was taking place, the Democratic National Convention in Chicago was a siege, people were demonstrating against an oppressive government as they saw it. Every serviceman that came back experienced the hatred that many Americans showed them. For the black serviceman it was a little different. 4:06 The difference is as Muhammad Ali said, ―I haven‘t lost anything in Vietnam, and there‘s a civil rights movement going on here, and there are dogs being put on black people, and there are hoses being put on black people, you fight is here on the streets of America, not in Vietnam. You‘re fighting for Vietnamese rights when you don‘t have those same rights here at home. Why are you in that uniform?‖ So, your own community had ostracized you. Processing that was not easy. On the one hand you had to understand that didn‘t really have a lot to do with the military. The military was just seen as the symbol of American power, so you are attacking the symbol, it‘s not the war, and it‘s the symbol that you are attacking. I kind of worked my way to understanding that. 5:02 The other thing I understood was that what I‘m seeing here was a better equal opportunity program 29 �in the military than the one that I have in the south, but you still have to deal with being ostracized by your own community. It wasn‘t an easy time for black military people. I guess people handles that in different ways, some went AWOL, some would have stayed in the military, but got out, some turned around and demonstrated against the military, from a civil rights perspective, not from a Vietnam perspective, some did both, and it was an individual thing on how you processed that and how you dealt with it. Interviewer: And you of course stayed, once you went back in. You went back in and you stayed in. Yes, I stayed for—I got a twenty-year retirement, but you could actually retire on twenty years, at that time, with nineteen years and six months. If you had a four year enlistment and you re-enlisted at three and a half years, then that other six months was given as admin time, so it counted, but you can no longer do that. 6:14 That was grandfathered in, so I retired at nineteen years and six months. I had planned on staying longer, and I enjoyed the military, some of it. the spit and polish, the competition, who can look the best at formation in the morning, I had friends, you had fourteen set of utilities, you had one set that you would get in on a foot locker and step in, so you wouldn‘t break the crease in the back, you spent all night spit shinning your shoes, you had starched and blocked your cover, and then at the one o‘clock formation you would change out of that into a new set. That was for me, and I really enjoyed that, and my friends did also, so we ran that competition. When I decided to get out of the Marine Corps I had a moment. If you are a field grade officer you have awesome responsibilities. 7:12 Major, Lieutenant Colonel and Colonel, a full regiment or battalion, and the lives of everyone of theirs is right in the palm of their hand. Not only do you control the lives of these people, but the 30 �amount of equipment, the tactics that you could put—it‘s awesome, it‘s really awesome. So, I have always thought of these guys as super smart guys, right? When I was in San Diego I ran the non-commissioned officers school when I got there. I was given a choice of three positions, go to my field postal, run the field house, or I could run the NCO school, so I selected the non-commissioned officers school, and I had five young sergeants that worked for me. The non-commissioned officers school will take corporals and sergeants and teach them how to be non-commissioned officers. The school was six weeks long I think, so we would run a six-week class, a two-week break, and run another six -week class. 8:10 There were other schools in San Diego, there was drill instructors school, which I had been a part of that, I had been an instructor there, there was recruiters school, and I had been a part of that, there was C school, spit and polish, these are the guys that put on a performance when you‘re base is visited by heavy brass, shoot the canons etc, and the lost school on that totem pole was the non commissioned officers school, and that doesn‘t work very well for me. So, I thought, ―what can I do to move the school into the spotlight, so when people speak of schools, they will speak of us in the same breath they speak of the other schools?‖ So, what I decided to do is—right next door to us was an Air Force station, and the ships come into San Diego, and there are Marines on ships, so if you‘re in port and that coincides with our school cycle, and then send your guys to our school. There was also a Navy group that was close to us. 9:06 so, I went to them and said, ―if you want to send your guys to our school, send them‖, and the very first group that took me up on that was the Air Force. They sent a young man over that embarrassed all of the Marines. We went to the rifle range and fired and he fired the highest at the rifle range, he wiped them all out on the PFT test, right? So 31 �that was newsworthy for the base paper, so my boss wasn‘t aware of what I was doing, and when I reported in he had two hats. One hat was C school, and one hat was NCO school. NCO school-- he said, ―Gunny, you run the NCO school, keep me out of trouble and it‘s your school, I have to focus my attention over here‖. He ran the C school, so when he read about this in the paper he said, ―What‘s going on?‖ I said, ―I invited the Air Force over and I‘ve invited the Navy over, and my people have to learn their regulations for inspections, and I‘m trying to get some publicity for the school‖. He said, ‗this is great, this is great, you know‖. 10:07 Well, the commanding general got a hold of it too, so during an officers meeting the colonel, who reports to the general, asked my boss to come to the next meeting and explain to the general what‘s going on. Well he couldn‘t, so he said, ―you‘re going‖, and I said, ―ok‖, so I‘m on the agenda to go back, and I‘m the last person on the agenda. There were Majors, Lieutenant Colonels, and Colonels, and at the time there was a Professor Bloom that I think was out of Wisconsin and come up with a learning program that was called the Bloom's Theory of Mastery. Students didn‘t compete against other students; they competed against a list of learning objectives. The Marine Corps had said, ―this is what we‘re going to do‖, and I had instituted that into NCO school, but many of the schools didn‘t like it and they hadn‘t instituted it, which is interesting to me because there was an order that you do it. 11:03 At this meeting we had people telling the general why this wouldn‘t work. I had been working that for six months, so what do you mean why won‘t work; it‘s a perfect program? So, my mouth kind of fell open, and first, I never would have dreamed these guys would give any sort of excuse, second, they certainly wouldn‘t have been accepting that kind of excuse from me, so I found that these Captain Kirk Star Trek guys had clay 32 �feet. On that day I decided, I had to get out of the Marine Corps because they make more money, they have more responsibility, and the only difference between them and me is a sheepskin, so I got to go do that, I‘ve got to go do that. At that point I had seventeen years in the Marine Corps, and I never thought of myself as college material. I came from a poor background and we never talked college in my house. I thought you had to be a real smart guy to go to school, but if these guys can do it, I can do it that standing on my head, so I had seventeen years in and I had three more years to do. 12:08 I did it and by 1980 I got out on Friday and enrolled in college on Monday, so my life changed. Interviewer: Did the Marine Corps itself change at all during the time when you were in it? Was it a different sort of organization, or attitude, or way of doing things in 1980 than it was in 1963? There was some change going through the Marine Corps, but you had older guys that— and the Bloom Theory of Mastery is an example, it‘s an order, but this is the way we‘ve been doing it for a hundred years. It had to be jammed down their throat, so change was real slow. You could see some changes at the top, and one of the changes that took place because of the Marine Corps TO pride of tactical readiness number, the pride of Vietnam was 175 thousand, and of course, the Marine Corps number went up to over 200 thousand during the height of Vietnam. Well, prior to that, the commandant of the Marine Corps sat as a joint member of the chiefs of staff, but didn‘t have a vote unless it was a matter involving the Marine Corps, so he wasn‘t a co-equal at that point. 13:11 Once the Marine Corps strength went up over 200 thousand, then he became a co-equal partner on the joint chiefs of staff, so that was a change, and put much pride in the Marine Corps forward to see that happen. There were other changes taking place, certainly we had to 33 �adapt to jungle warfare training, and I heard some officers talking on time, and I don‘t know if this is true, but this is a story I will relate to you. When we first got into Vietnam we went to the French and asked the French for the manuals that they used to fight to fight the insurgents in Vietnam. Well, the French were using the same manuals that we were using to fight jungle warfare in WWII. It was jungle warfare, but it was a different type, for example, if you were fighting jungle warfare in the Philippines, you were a foreign power fighting another foreign power in the Philippines. In Vietnam you weren‘t fighting a foreign power, you were fighting the people in that country, the indigenous population. 14:09 So, it wasn‘t the same. We had to kind of learn on the job, so there were some changes, but a lot of things died hard, and over time, so there was some change, but not a lot of change by the time I got out of the Marine Corps. Interviewer: Was there change, do you think, in the sorts of people who were joining the Marines, or why they were going in or anything like that? There are recruit categories, there‘s a category three, a category two, and a category one, I guess, and that‘s based on the score that you make on an ASTRAP test. When I came in the Marine Corps, the Marine Corps was taking people that scored in the lower percentile, cat fours is what they were called. Anytime there‘s a military buildup the requirements change. There was also a draft during Vietnam, so the kind of people that were coming in may not have been the most desirable. 15:11 The Marine Corps was processing people out of the Corps for bad conduct discharges on a regular basis, a regular basis. Casual companies had just about every base that was filled with undesirables that would be let out. Some of that had to do with the civil rights things that were taking place. There was a rebellion within the Corps, and some of it was that. I 34 �think now you have a more educated military. There may even be a requirement for senior enlisted men to have some college, maybe even an associates degree for certain ranks. If you don‘t make a certain rank by a given time in the military, you have to get out. That‘s good and also poses some questions, and it‘s good because you can think through tactical situations better for your unit leaders. 16:13 At the same time that you start to think through these tactical situations, it poses questions if this is the best thing to do, that you‘re being told to do. So, I haven‘t seen this, but I would assume, given the way that I think, even when I was an uneducated person I raised questions of some of the things we were doing, and now as an educated person now, I raise a lot of questions about things that should be done, so that may be a double edged sword, I don‘t know, I haven‘t seen any reports to see how the military responds to that. Let me give you an example of that let me give you an example of that. The Marine Corps has a silent drill team and these guys are sharp. They do sunset parades in Washington D.C., and they perform all over the country. If you haven‘t seen them, you should because they are seriously impressive. 17:11 Each member of the silent drill team is probably five deep, make a mistake and somebody‘s going to take your place, right? But they only take young Marines for this because of the discipline that‘s required and the demand that‘s put on them. the younger they are, the less they will rebel against this, so you have to think about that, and that‘s why the military, up until recently, we‘re in combat, take a person that‘s a certain age to go through basic training. Once you get older and more mature there are things that you rebel against. I think the education process is like that too, and I would be interested to see any reports that the military may have done on something like that. 35 �Interviewer: If you look back on the career that you had in the Marine Corps, what do you think the main effects of that experience were on you? 18:08 The Marine Corps makes you responsible. I find that responsibility is something that a lot of people try to avoid. I don‘t mind being held accountable. I am responsible for my actions, and what I expect as a result of being accountable is recognition when I do well, and if punishment is necessary when I do poorly, it‘s all on me. It gave me self assurance, it gave me early exposure to leadership, it made me understand the real meaning of friendship, everybody is not your friend. Friends are a special category, and I met people in the Marine Corps that are my friends today. It made me know that I am capable of competing in any environment that I decide to compete in. 19:12 Before I went in the Marine Corps I had nowhere near that type of insurance. Society had told me that there were only certain things I could do and a lot of things I couldn‘t do, and the Marine Corps changed that for me. Interviewer: All right, the whole thing makes for a very good story, so I would like to close here by thanking you for coming in and telling it today. Thank you very much for having me. 36 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context WoodsM Title A name given to the resource Woods, Michael (Interview transcript and video), 2010 Creator An entity primarily responsible for making the resource Woods, Michael Description An account of the resource Michael Woods grew up in a poor neighborhood in New Orleans and enlisted in the Marine Corps in 1960 at the age of 17. He was based on Okinawa in the early 1060s, and was sent to Vietnam with one of the first Marine units assigned there, and participated in a number of combat actions of varying size. After his tour in Vietnam was over, he stayed in the Marines until 1979, but did not return to Vietnam. Contributor An entity responsible for making contributions to the resource Smither, James (Interviewer) Kentwood Historic Preservation Commission (Kentwood, Mich.) WKTV WKTV (Wyoming, Mich.) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American United States. Marine Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2010-06-08 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/f6f7c2fe9022df5a1ff0d55876d0bfbd.pdf 95dd1f3a26caa6de8971de9de9a6c7c3 PDF Text Text ����� https://digitalcollections.library.gvsu.edu/files/original/158a117692b8bcc9e7335d9585afd39a.pdf f323898361cf573a913621ea5a15fcea PDF Text Text [Worthington 001] [Page 1] Feb. 15th, 1945 10:15 P.M. Ned Darling, I love you Manley, honest I do. I think your wonderful, most wonderful boy in the world. Oh Ned, your all mine, and you always will be. I know you’ll always love me, and Oh Sweet heart I’ll always love you, always, forever, eternally, and everything else. After you left I said good-bye to the family, and got a street car. While on my way home I found I was awfully hungry. I had’nt eaten all day. I stopped off at the [?], and had something to eat with my Dad. Then I came right home, got here at about 7:15 P.M. I had to do the dishes, and then pack my Dads lunch. By the time I was finished my Dad was home. I had a piece of Johnny cake with him that my Mom baked. I talked with Dad for sometime, and then came upstairs to bed. It certainly is lonely around here tonight. I miss you Sweetness, ever so much. Oh Pvt. Manley (can’t call you Mr. can I?) I love you so. [Page 2] (2.) You just be a good boy while your away. Cause if your not I’ll come after you, and beat you up. After I kiss you a couple thousand times of course. Your Sister, Edith said she’d call me sometime, make a date to go somewhere together. I hope so, because its gu-na be awful lonesome around here. It is now. I’ll call your mother sometime tomorrow, after school no doubt. I will keep in touch her Ned, don’t worry. Ned, I’m in love with you. Hope you don’t mind me writing it so much, but its all I can think of. You mean so much to me Dearest. Remember the little short fellow who lives in Hampshire? The one you worked with during the summer. I saw him tonight, he came running up the street behind me. As I was about to open the door he shouted “Ned Manley.” He must know you. By the way Sweet heart, how dose he know me? This is terrible writing, but it’s so hard for me write tonight. Im dead tired Darling. Too much �[Page 3] excitement. Just can’t take it I guess, just an old weakling, are’nt I? I’ll write tomorrow Ned, and send these letters out when I get an address. You be good and take care of yourself, for me. I’ll Be Loving You, Always, Jeannie P.S. “Someday”—but deff! I played the record as soon as I got home. Oh Ned, [text strikethrough] {that} thank you ever so much, its wonderful! � 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 Edward Manley collection Creator An entity primarily responsible for making the resource Manley, Edward Arthur, b. 1926 Worthington , Jean Allaine , b. 1928 Description An account of the resource A collection of letters and photographs from Edward "Ned" Manley, a soldier in the U.S. Army, and his girlfriend Jean Worthington, a teenage schoolgirl in Cleveland, Ohio, dating from 1945-1946. The content of Jean's letters describes everyday life of a teenage schoolgirl living in Cleveland, Ohio, with her parents during the war, including frequent mentions of friends, popular songs, movies, pets, and cooking, and visits to Edward's family, and her love for Edward. Edward's letters to Jean mostly concentrate on sentiments of love and the hope of marriage after the war. He also describes experiences and duties as he undergoes training with a variety of weapons and ordnance, his singing with a USO show, requests for transfer to the U.S. Army Air Corps, his volunteering for parachute infantry training, and descriptions of Nagoya during the American occupation of Japan. Both correspondents mention the anniversary of their first meeting (27 August 1943), and often use the word "Someday" in quotation marks which seems to refer to the then-popular song "Someday You'll Want Me to Want You." There is constant good-natured joking from both about the 28 children they will have once they are married. ean ("Jeannie") Allaine Worthington was born on 1 November 1928 in Cleveland, Ohio. Her parents were Archibald ("Archie") Augusta Worthington (1896-1979), a tool worker, and Lena L. Fritchell (1904-1985); she had one younger sister, Shirley C. Worthington (1934-2012). In 1945 and 1946 she was living with her parents at 14247 Superior Road, Cleveland Heights, Ohio. She met Edward Manley on 27 August 1943 in Cleveland when she was 14 and he was 16, but it does not seem likely they attended the same school. During 1945 she was attending high school and had a job after school. There is no evidence that they subsequently married; in Cleveland in 1971 or 1972 she married John Krasnicki, Sr. (1906-1986), who was twenty-two years her senior. She died on 8 September 1994 in Garfield Heights and is buried in Lake View Cemetery in Cleveland. Edward ("Ned") Arthur Manley was born on 25 December 1926 in Montréal, Quebec, Canada. His parents were Patrick Sanfield Manley (1895-1952), advertising manager for a Cleveland newspaper and Leonarda Gallagher Manley (1896-1970); he had five siblings: Edith Manley McNamara (1928-1958), John Vincent (1930-1988), Narda Patricia Daly (1931-2007), Alicia Ann Gramuglia (1932-2006), and Patrick A. (1934-2011). The family emigrated from Canada to the United States in the 1930s and by 1940 were living in Cleveland. Edward Manley enlisted in the U.S. Army as Private on 15 February 1945 in Cleveland; that same day he entrained for the Army Reception Center at Camp Atterbury, Indiana. In late February he had been assigned to Company B, 30th Battalion, 3rd Regiment at the Infantry Replacement Training Center at Fort McClellan, Alabama. A request to be transferred to the Army Air Corps was turned down. After a twelve-day furlough, Edward was transferred in late July to Company B-1-1, Army Ground Forces Replacement Depot No. 3 at Fort Riley, Kansas for a few days before being passed on to 3rd Platoon, Company M, 4th Regiment, Army Ground Forces Replacement Depot No. 2 at Fort Ord, California. In early August he was placed in 1st Platoon, Casual Company 12 in preparation for shipping out to Japan for occupation duties. By 13 September he was in Luzon in the Philippines as part of the 666 Replacement Company, A.P.O. 291, shortly to be assigned to Battery B, 8th Field Artillery Battalion, A.P.O. 25. Edward arrived in Japan in early October and was assigned to an antitank Company in the 27th Infantry Regiment. By the end of June 1946 he was still in Japan, but he repeats a rumor that they would be coming back the United States in October 1946. Manley was discharged in October 1946 and returned to California to find that Jean was engaged to be married to a man named "Shorty." Manley lost contact with Jean shortly thereafter. By 1952 he had moved to Los Angeles, California and at some point married Antoinette T. Manley (born 1940). They had one son, Darren Anthony Manley (born 1984). Edward applied for naturalization on 17 May 1945 in Anniston, Alabama while he was stationed at Fort McClellan, and became a U.S. citizen on 19 May 1945. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Date A point or period of time associated with an event in the lifecycle of the resource 1945/1946 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/659">Edward Manley and Jean Worthington letters (RHC-116)</a> 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 Cleveland (Ohio) Correspondence United States. Army. Air Corps World War, 1939-1945 Military education Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context RHC-116 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 RHC-116_Worthington_001_19450215 Creator An entity primarily responsible for making the resource Worthington, Jean Allaine , b. 1928 Date A point or period of time associated with an event in the lifecycle of the resource 1945-02-15 Title A name given to the resource Letter to Edward "Ned" Manley by Jean Worthington, February 15, 1945. Description An account of the resource Letter to Edward "Ned" Manley by Jean Worthington, February 15, 1945. Worthington describes her day after Ned left on the train. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Type The nature or genre of the resource Text Source A related resource from which the described resource is derived <a href=" https://gvsu.lyrasistechnology.org/repositories/2/resources/659">Edward Manley and Jean Worthington letters (RHC-116)</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Rights Information about rights held in and over the resource <a href=" http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Subject The topic of the resource Cleveland (Ohio) Correspondence Military education United States. Army. Air Corps World War, 1939-1945 https://digitalcollections.library.gvsu.edu/files/original/496e02a3158d616de746e3adf72acd04.pdf b2309460d2e6e2659b112f8d3e633c35 PDF Text Text ����� https://digitalcollections.library.gvsu.edu/files/original/90b0f6dca5c8368c57a87a29f924c49e.pdf f2f5cb24e5dce496aa4e31dd4d01d41b PDF Text Text [Worthington 002] [Page 1] City of [text strikethrough]{hell} (censored) State of Miss-U. (oh so very much) Feb. 25, 1945 8:30 P.M. Ned Sweetheart— Im very much in love with you, Manley. I’ll always want you, and need you just as I do now. Im feeling fine except for a slight tooth acke? It better go away pretty soon or else. The family is fine. You better be all right too Manley. Has that cold gone away yet? Please take care of yourself Ned, for me. After we’re married I’ll take care of you. It will be a pleasure. I got up at 9:30 this morning, had breakfast, read for [text strikethrough] a while, did a little sewing, then got dressed. While I was dressing your Mother called. She [Page 2] wanted to know if I had heard anything from you. I told her I had’nt She said she and the family are well. I had planned to go to a movie with my Mother this afternoon, but she decided not to go, so I went alone. I saw “Tall In The Saddle”. I got home at 6:30 this evening, had some thing to eat, and then layed down on my Dad’s bed— and dropped off to sleep. Just woke up not long ago. Came upstairs and started getting ready for bed. Im all ready for bed now, all I have to do is put my [Page 3] hair up. I really look a mess. I love you Ned, and I always will. Your wonderful, and all mine. I’d give anything to kiss and hold you close right now. I have to [text strikethrough] do something for this darn tooth [text strikethrough] right now, so will you forgive me if I close now? �Goodnight Sweetheart, I’ll love you— Always, Jeannie [Page 4] “Someday” we’ll be together “Sunday Monday And Always” � 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 Edward Manley collection Creator An entity primarily responsible for making the resource Manley, Edward Arthur, b. 1926 Worthington , Jean Allaine , b. 1928 Description An account of the resource A collection of letters and photographs from Edward "Ned" Manley, a soldier in the U.S. Army, and his girlfriend Jean Worthington, a teenage schoolgirl in Cleveland, Ohio, dating from 1945-1946. The content of Jean's letters describes everyday life of a teenage schoolgirl living in Cleveland, Ohio, with her parents during the war, including frequent mentions of friends, popular songs, movies, pets, and cooking, and visits to Edward's family, and her love for Edward. Edward's letters to Jean mostly concentrate on sentiments of love and the hope of marriage after the war. He also describes experiences and duties as he undergoes training with a variety of weapons and ordnance, his singing with a USO show, requests for transfer to the U.S. Army Air Corps, his volunteering for parachute infantry training, and descriptions of Nagoya during the American occupation of Japan. Both correspondents mention the anniversary of their first meeting (27 August 1943), and often use the word "Someday" in quotation marks which seems to refer to the then-popular song "Someday You'll Want Me to Want You." There is constant good-natured joking from both about the 28 children they will have once they are married. ean ("Jeannie") Allaine Worthington was born on 1 November 1928 in Cleveland, Ohio. Her parents were Archibald ("Archie") Augusta Worthington (1896-1979), a tool worker, and Lena L. Fritchell (1904-1985); she had one younger sister, Shirley C. Worthington (1934-2012). In 1945 and 1946 she was living with her parents at 14247 Superior Road, Cleveland Heights, Ohio. She met Edward Manley on 27 August 1943 in Cleveland when she was 14 and he was 16, but it does not seem likely they attended the same school. During 1945 she was attending high school and had a job after school. There is no evidence that they subsequently married; in Cleveland in 1971 or 1972 she married John Krasnicki, Sr. (1906-1986), who was twenty-two years her senior. She died on 8 September 1994 in Garfield Heights and is buried in Lake View Cemetery in Cleveland. Edward ("Ned") Arthur Manley was born on 25 December 1926 in Montréal, Quebec, Canada. His parents were Patrick Sanfield Manley (1895-1952), advertising manager for a Cleveland newspaper and Leonarda Gallagher Manley (1896-1970); he had five siblings: Edith Manley McNamara (1928-1958), John Vincent (1930-1988), Narda Patricia Daly (1931-2007), Alicia Ann Gramuglia (1932-2006), and Patrick A. (1934-2011). The family emigrated from Canada to the United States in the 1930s and by 1940 were living in Cleveland. Edward Manley enlisted in the U.S. Army as Private on 15 February 1945 in Cleveland; that same day he entrained for the Army Reception Center at Camp Atterbury, Indiana. In late February he had been assigned to Company B, 30th Battalion, 3rd Regiment at the Infantry Replacement Training Center at Fort McClellan, Alabama. A request to be transferred to the Army Air Corps was turned down. After a twelve-day furlough, Edward was transferred in late July to Company B-1-1, Army Ground Forces Replacement Depot No. 3 at Fort Riley, Kansas for a few days before being passed on to 3rd Platoon, Company M, 4th Regiment, Army Ground Forces Replacement Depot No. 2 at Fort Ord, California. In early August he was placed in 1st Platoon, Casual Company 12 in preparation for shipping out to Japan for occupation duties. By 13 September he was in Luzon in the Philippines as part of the 666 Replacement Company, A.P.O. 291, shortly to be assigned to Battery B, 8th Field Artillery Battalion, A.P.O. 25. Edward arrived in Japan in early October and was assigned to an antitank Company in the 27th Infantry Regiment. By the end of June 1946 he was still in Japan, but he repeats a rumor that they would be coming back the United States in October 1946. Manley was discharged in October 1946 and returned to California to find that Jean was engaged to be married to a man named "Shorty." Manley lost contact with Jean shortly thereafter. By 1952 he had moved to Los Angeles, California and at some point married Antoinette T. Manley (born 1940). They had one son, Darren Anthony Manley (born 1984). Edward applied for naturalization on 17 May 1945 in Anniston, Alabama while he was stationed at Fort McClellan, and became a U.S. citizen on 19 May 1945. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Date A point or period of time associated with an event in the lifecycle of the resource 1945/1946 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/659">Edward Manley and Jean Worthington letters (RHC-116)</a> 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 Cleveland (Ohio) Correspondence United States. Army. Air Corps World War, 1939-1945 Military education Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context RHC-116 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 RHC-116_Worthington_002_19450225 Creator An entity primarily responsible for making the resource Worthington, Jean Allaine , b. 1928 Date A point or period of time associated with an event in the lifecycle of the resource 1945-02-25 Title A name given to the resource Letter to Edward "Ned" Manley by Jean Worthington, February 25, 1945. Description An account of the resource Letter to Edward "Ned" Manley by Jean Worthington, February 25, 1945. Worthington notes that she has a tooth ache. She also tells Manley how their families are doing. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Type The nature or genre of the resource Text Source A related resource from which the described resource is derived <a href=" https://gvsu.lyrasistechnology.org/repositories/2/resources/659">Edward Manley and Jean Worthington letters (RHC-116)</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Rights Information about rights held in and over the resource <a href=" http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Subject The topic of the resource Cleveland (Ohio) Correspondence Military education United States. Army. Air Corps World War, 1939-1945 https://digitalcollections.library.gvsu.edu/files/original/d1ade175fe476fcd37f348bc3c0cd1f9.pdf ee0cd5950962a6679501c574a2f77fa0 PDF Text Text ��� https://digitalcollections.library.gvsu.edu/files/original/64412e776dc331ca3da78d481a1b9a73.pdf f08a4d875f3d5e543c526589cde9f8fe PDF Text Text [Worthington 003] [Page 1] March 1, 1945 10:45 P.M. Sweetheart— Got home some time ago, but of course I had to put my light brown mop up in curlers, and pack my paper lunch. I went to a movie tonight with Jean and Pat. We had a swell time, really. Their a couple of swell girls. Im feeling fine, [text strikethrough] and I do hope your well. Ned, if you are’nt well at anytime please let me know. Oh please Ned, please. I received your super swell letter as of the 26th today. It’s ever so wonderful hearing from you Darling. Don’t know what I’d do with out your letters. I love you Ned—ever so much. I think your simply wonderful, and so handsome. Gee you’re the handsomest boy in the world. Im so very lucky to have you—so very lucky. Ned—I don’t suppose you have a place to play records there—have you? If so, let me know— please? I’m always playing [text strikethrough]{yours} your records, every chance I get. Im on the go all the time tho’ Pretty tired too—all the time. [Page 2] I have to keep busy tho’, because its so lonesome. If I did’nt have something to do—well I just don’t know what would happen. I’m a mess right now—Im glad you can’t see me. My hair up in curlers—and cold cream on my face. Can’t tell you how Im dressed—because—well Im not. I sure would like to have been with you Tuesday night at 10:00 P.M. when you were writing to me by moon light. You would not have been writing tho’, because how could you write with me in your arms? How could you write if you were kissing me—hey close those eyes Manley. I do love you Ned—I love you so much. I want to be with you all the time “Someday I will—just wait and see. �I’m tired Ned—and can’t write for the life of me. So until tomorrow— I’ll be loving you— Always Jeannie � 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 Edward Manley collection Creator An entity primarily responsible for making the resource Manley, Edward Arthur, b. 1926 Worthington , Jean Allaine , b. 1928 Description An account of the resource A collection of letters and photographs from Edward "Ned" Manley, a soldier in the U.S. Army, and his girlfriend Jean Worthington, a teenage schoolgirl in Cleveland, Ohio, dating from 1945-1946. The content of Jean's letters describes everyday life of a teenage schoolgirl living in Cleveland, Ohio, with her parents during the war, including frequent mentions of friends, popular songs, movies, pets, and cooking, and visits to Edward's family, and her love for Edward. Edward's letters to Jean mostly concentrate on sentiments of love and the hope of marriage after the war. He also describes experiences and duties as he undergoes training with a variety of weapons and ordnance, his singing with a USO show, requests for transfer to the U.S. Army Air Corps, his volunteering for parachute infantry training, and descriptions of Nagoya during the American occupation of Japan. Both correspondents mention the anniversary of their first meeting (27 August 1943), and often use the word "Someday" in quotation marks which seems to refer to the then-popular song "Someday You'll Want Me to Want You." There is constant good-natured joking from both about the 28 children they will have once they are married. ean ("Jeannie") Allaine Worthington was born on 1 November 1928 in Cleveland, Ohio. Her parents were Archibald ("Archie") Augusta Worthington (1896-1979), a tool worker, and Lena L. Fritchell (1904-1985); she had one younger sister, Shirley C. Worthington (1934-2012). In 1945 and 1946 she was living with her parents at 14247 Superior Road, Cleveland Heights, Ohio. She met Edward Manley on 27 August 1943 in Cleveland when she was 14 and he was 16, but it does not seem likely they attended the same school. During 1945 she was attending high school and had a job after school. There is no evidence that they subsequently married; in Cleveland in 1971 or 1972 she married John Krasnicki, Sr. (1906-1986), who was twenty-two years her senior. She died on 8 September 1994 in Garfield Heights and is buried in Lake View Cemetery in Cleveland. Edward ("Ned") Arthur Manley was born on 25 December 1926 in Montréal, Quebec, Canada. His parents were Patrick Sanfield Manley (1895-1952), advertising manager for a Cleveland newspaper and Leonarda Gallagher Manley (1896-1970); he had five siblings: Edith Manley McNamara (1928-1958), John Vincent (1930-1988), Narda Patricia Daly (1931-2007), Alicia Ann Gramuglia (1932-2006), and Patrick A. (1934-2011). The family emigrated from Canada to the United States in the 1930s and by 1940 were living in Cleveland. Edward Manley enlisted in the U.S. Army as Private on 15 February 1945 in Cleveland; that same day he entrained for the Army Reception Center at Camp Atterbury, Indiana. In late February he had been assigned to Company B, 30th Battalion, 3rd Regiment at the Infantry Replacement Training Center at Fort McClellan, Alabama. A request to be transferred to the Army Air Corps was turned down. After a twelve-day furlough, Edward was transferred in late July to Company B-1-1, Army Ground Forces Replacement Depot No. 3 at Fort Riley, Kansas for a few days before being passed on to 3rd Platoon, Company M, 4th Regiment, Army Ground Forces Replacement Depot No. 2 at Fort Ord, California. In early August he was placed in 1st Platoon, Casual Company 12 in preparation for shipping out to Japan for occupation duties. By 13 September he was in Luzon in the Philippines as part of the 666 Replacement Company, A.P.O. 291, shortly to be assigned to Battery B, 8th Field Artillery Battalion, A.P.O. 25. Edward arrived in Japan in early October and was assigned to an antitank Company in the 27th Infantry Regiment. By the end of June 1946 he was still in Japan, but he repeats a rumor that they would be coming back the United States in October 1946. Manley was discharged in October 1946 and returned to California to find that Jean was engaged to be married to a man named "Shorty." Manley lost contact with Jean shortly thereafter. By 1952 he had moved to Los Angeles, California and at some point married Antoinette T. Manley (born 1940). They had one son, Darren Anthony Manley (born 1984). Edward applied for naturalization on 17 May 1945 in Anniston, Alabama while he was stationed at Fort McClellan, and became a U.S. citizen on 19 May 1945. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Date A point or period of time associated with an event in the lifecycle of the resource 1945/1946 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/659">Edward Manley and Jean Worthington letters (RHC-116)</a> 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 Cleveland (Ohio) Correspondence United States. Army. Air Corps World War, 1939-1945 Military education Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context RHC-116 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 RHC-116_Worthington_003_19450301 Creator An entity primarily responsible for making the resource Worthington, Jean Allaine , b. 1928 Date A point or period of time associated with an event in the lifecycle of the resource 1945-03-01 Title A name given to the resource Letter to Edward "Ned" Manley by Jean Worthington, March 01, 1945. Description An account of the resource Letter to Edward "Ned" Manley by Jean Worthington, March 01, 1945. Worthington notes that she received one of Manley's letters. She also listens to his records at night. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant World War II Type The nature or genre of the resource Text Source A related resource from which the described resource is derived <a href=" https://gvsu.lyrasistechnology.org/repositories/2/resources/659">Edward Manley and Jean Worthington letters (RHC-116)</a> Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Rights Information about rights held in and over the resource <a href=" http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Subject The topic of the resource Cleveland (Ohio) Correspondence Military education United States. Army. Air Corps World War, 1939-1945