991
24
26018
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_1549
Title
A name given to the resource
TU-2 bomber
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
TU-2 Russian bomber, September 1, 1948.
Subject
The topic of the resource
United States. Navy
Military education
Airplanes, Military--Recognition
World War, 1939-1945
Slides
Russia
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1948-09-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/04d07156cb0405f083c0b9b32af96456.jpg
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_X158a
Title
A name given to the resource
TU-2 Medium Bomber
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
TU-2 Medium Bomber, Russia.
Subject
The topic of the resource
United States. Navy
Military education
World War, 1939-1945
Slides
Russia
Airplanes, Military--Recognition
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
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/18966543ebdb545fd37b19172820e347.jpg
856766a2cc54fc5fbef739ffb4e179b9
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_1550
Title
A name given to the resource
TU-2 restricted bomber
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
TU-2 Russian bomber, December 1, 1949.
Subject
The topic of the resource
United States. Navy
Military education
Airplanes, Military--Recognition
World War, 1939-1945
Slides
Russia
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1949-12-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
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9b5bfb19c7e469005ea2bb32cf9d3466
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_X1601
Title
A name given to the resource
Tu-2 Russian bomber
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
Tu-2 Russian bomber, April 1, 1952.
Subject
The topic of the resource
United States. Navy
Military education
World War, 1939-1945
Slides
Airplanes, Military--Recognition
Russia
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1952-04-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_1553
Title
A name given to the resource
TU-70 transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
TU-70 Russian transport, September 1, 1948.
Subject
The topic of the resource
United States. Navy
Military education
Airplanes, Military--Recognition
World War, 1939-1945
Slides
Russia
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1948-09-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_1554
Title
A name given to the resource
TU-70 transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
TU-70 Russian transport, September 1, 1948.
Subject
The topic of the resource
United States. Navy
Military education
Airplanes, Military--Recognition
World War, 1939-1945
Slides
Russia
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1948-09-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_1831
Title
A name given to the resource
TU-70 transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
TU-70 Russian transport, November 1, 1951.
Subject
The topic of the resource
United States. Navy
Military education
Russia
World War, 1939-1945
Airplanes, Military--Recognition
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1951-11-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/42845aecd46e8d009e3e5c7857e20056.jpg
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_1832
Title
A name given to the resource
TU-70 transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
TU-70 Russian transport, November 1, 1951.
Subject
The topic of the resource
United States. Navy
Military education
Russia
World War, 1939-1945
Airplanes, Military--Recognition
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
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image/jpeg
Source
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Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1951-11-01
Publisher
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Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/bfa284b237f6b714753855126192133b.jpg
02ea2b706950c5bd189c536dfd236850
Dublin Core
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Title
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Naval Recognition Training Slides
Subject
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Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
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United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
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2017-04-04
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
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image/jpg
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eng
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image
Identifier
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RHC-50
Coverage
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1943-1953
Still Image
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Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
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RHC-50_1833
Title
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TU-70 transport
Creator
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United States. Navy
Description
An account of the resource
TU-70 Russian transport, November 1, 1951.
Subject
The topic of the resource
United States. Navy
Military education
Russia
World War, 1939-1945
Airplanes, Military--Recognition
Language
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eng
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
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Image
Format
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image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1951-11-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/91686904736fcad5652eb89b28384988.jpg
f295b1f2f51d18f3a455f3ce5e4de0cd
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
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United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
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2017-04-04
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
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image/jpg
Language
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eng
Type
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image
Identifier
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RHC-50
Coverage
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1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
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Identifier
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RHC-50_1834
Title
A name given to the resource
TU-70 transport
Creator
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United States. Navy
Description
An account of the resource
TU-70 Russian transport, November 1, 1951.
Subject
The topic of the resource
United States. Navy
Military education
Russia
World War, 1939-1945
Airplanes, Military--Recognition
Language
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eng
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
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Image
Format
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image/jpeg
Source
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Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1951-11-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/32b7d69718fbd1e468071b4004a4f327.jpg
e8b1c1e4a1fafbed8fba81d3bbb97d83
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
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United States. Navy
Source
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<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
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Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
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2017-04-04
Rights
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<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
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image/jpg
Language
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eng
Type
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image
Identifier
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RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
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RHC-50_1835
Title
A name given to the resource
TU-70 transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
TU-70 Russian transport, November 1, 1951.
Subject
The topic of the resource
United States. Navy
Military education
Russia
World War, 1939-1945
Airplanes, Military--Recognition
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
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Image
Format
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image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1951-11-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/903c867e2f4dbb69790cefeb5b4238ca.m4v
c7c6eb4bee6995750286c3e56ec03d7c
https://digitalcollections.library.gvsu.edu/files/original/834643081157d3cacdba01ef314b59ab.pdf
9bad916f3e61c8d132754fe43f153d60
PDF Text
Text
Grand Valley State University
Veterans History Project Interview
Vietnam War
Kim Tuck
Length of Interview: (01:25:30:00)
Pre-enlistment / Training (00:00:12:00)
He grew up in the rural area around Battle Creek, Michigan, living mostly on
farms, and spent a lot of his early teens working on a sawmill that his grandfather
operated (00:00:12:00)
Born in 1946 (00:00:34:00)
Went to college at Michigan State (00:00:44:00)
During that time, the draft was used heavily in recruitment for the military and in
1966, Tuck received a draft notice (00:00:51:00)
o He and his fiancée moved their wedding date up three months to
accommodate the draft (00:01:06:00)
Tuck was standing in line at the draft center ready to go to Detroit for induction
when a lady came out and told him and another man that they had reinstated the
college deferment and the two men did not have to go (00:01:20:00)
Went back to college and graduated in 1969 with a B.S. in Building Science
(00:01:41:00)
o The draft board notified him upon graduation that he was back in the
process and would be leaving in March to be inducted again (00:01:55:00)
Instead, Tuck went down to the local Air Force recruitment office to talk about
enlisting in the Air Force (00:02:09:00)
o The recruiters said he could qualified for the Officers Candidate process
(OCS) if he qualified to be a pilot candidate; at the time, the Air Force was
only taking pilot candidates for OCS (00:02:20:00)
o Tuck went to the center and took a series of tests and after the first three
hours, he wondered what else more could they test him on (00:02:40:00)
o Test involved looking at moon graphs, cloud cover, picking out sights on
photographs and answering questions and out of the twenty-four testtakers, only two, including Tuck, qualified for the pilot process
(00:02:57:00)
Went to Selfridge Air Force Base for a physical and discovered that he had
elevated blood pressure, so the Air Force required him to get blood pressure
readings for the following weeks (00:03:16:00)
o Found a doctor that would do the readings for Tuck; instead of paying
Tuck, using his construction experience, traded for free readings
(00:03:32:00)
o Received a clean bill of health, went back through and was signed up for
the delayed enlistment program (00:03:47:00)
In Fall of 1969, he went down to Lackland Air Force Base after being processed
through Detroit and spent the next ninety days in officers training (00:03:59:00)
�
o During officers training, the military came out with the lottery system for
the draft and the trainees were told that if they wanted to drop out of the
program and take their chances with the lottery, they could and several
did; Tuck’s number in the lottery was eight, so he was going either way
(00:04:22:00)
OCS consisted of a long day; got up at five o’clock in the morning and be dressed
and ready for the chow line by six o’clock (00:04:52:00)
o They marched everywhere in formation and when eating, they had three
minutes to eat from when the food was placed in front of them until they
had to be back outside in formation (00:05:06:00)
o They had to sit at attention while eating and Tuck got into a bad habit of
eating too fast for years following his service (00:05:20:00)
o They had portion of the day dedicated to marching in formation,
calisthenics, running and then about six hours of academics; the days were
exhausting and it never seemed like they got enough sleep (00:05:44:00)
o Had some very valuable lessons, including a lesson that that has followed
him; a class on resistance to change (00:06:08:00)
All the trainees in the class were upperclassmen in the last month
of training and they were sitting in the classroom waiting for the
instructor to begin when all the sudden, a strange officer came in, a
captain they had never seen before, and began reading the riot act
to the trainees, saying that nothing the trainees had done was right
(00:06:22:00)
The regular instructor then came in laughing, saying that the
trainees had just had their first lesson in resistance to change
(00:06:57:00)
This was the factor that would be the plague of the trainees for
most of their assignments; getting people to change and to
overcome their natural instinct to resist (00:07:05:00)
The instructors were teaching them how to recognize the resistance
to something that is different to a person’s routine (00:07:29:00)
They also taught the trainees more management processes and how
to deal with people (00:07:57:00)
The Air Force was unique in that a lot of it was run like a business; some of the
newer officers understood this and some of the older officers did not have the
training or the skills, a fact that was evident to Tuck when he got into the field,
especially in Southeast Asia (00:08:03:00)
From OCS, he went directly to pilot training at Del Rio Air Force Base in Texas,
where he started out in the T-41, essentially a military version Cessna 172, to
learn the basics of flying a plane (00:08:36:00)
o Moved up to the T-37, a twin seat jet aircraft, and then into more advanced
aircraft; however, he ended up blacking out a four Gs; with such a low G
tolerance, he was not able to continue in the pilot training process
(00:09:03:00)
�
From there, Tuck had a choice of critical career fields and he put in for missile
launch officer and munitions maintenance officer and ended up receiving a
munitions maintenance officer slot (00:09:33:00)
Went through munitions training, a six month program with six hours of class
everyday, in Denver, Colorado at Lowry Air Force Base (00:09:55:00)
o They learned everything it seemed there was to learned about every
weapons system on every aircraft that was operational at the time, along
with all of the munitions, warfare agents, and nuclear weapon systems
(00:10:13:00)
o At the time, they needed a “top-secret” clearance to go through munitions
school and Tuck discovered that the Air Force went back and talked to
even his grade school teachers (00:10:37:00)
The investigators were concerned because he and his wife had
taken a vacation to Florida and they could not account for where he
was for the vacation (00:10:55:00)
He was eventually approved and was placed into the training
program (00:11:10:00)
During training, Tuck’s wife was back home for the most part, although for pilot
training, she was with him at Del Rio (00:11:20:00)
o They then moved into an apartment in Denver for his munitions training
and their daughter was born in Denver at the Army Hospital (00:11:34:00)
First Assignment (00:12:15:00)
After munitions school, he received his first assignment (00:12:15:00)
o He was supposed to go to Minot, North Dakota but another trainee in the
class received an assignment in Michigan, so the Air Force offered the two
men the chance to switch assignments (00:12:20:00)
o Since both men were from around the other’s assignment area, they
switched and Tuck ended up going to Wurtsmith Air Force Base in
Michigan (00:12:35:00)
o He and his family’s first few days on base were quite an experience
because they had to move into temporary house as the base did not have
housing available (00:12:46:00)
They ended up staying in the old emergency response pilot
quarters, a couple of old house trailers, and were awaken several
times a night when B-52s would take off and land on the runway
next to the building (00:13:08:00)
Tuck had two missions on the base: munitions services where he took care of the
training of all the loading crews for the B-52s and later, he took over the weapons
maintenance area where they maintained the weapons for both nuclear missions
and conventional support (00:13:51:00)
o Munitions referred to bombs and ammunition for the 20 mm gatling guns
in the rear of the B-52 as well as wing-mounted missiles that the bombers
had early on (00:14:36:00)
o They also loaded conventional weapons for training missions
(00:14:55:00)
�
They also supported the alert missions, planes ready to take-off at a moment’s
notice (00:15:10:00)
o Tuck spent many nights on the flight line monitoring and making sure
none of the weapons were sabotaged (00:15:19:00)
o A lot of winter nights with heavy clothing, winter parkas and fighting to
clear snow to load the munitions (00:15:50:00)
They had a lot of emergency response drills, nearly two a month, when some
agency would call (00:16:15:00)
o One time when he was going to an emergency response, he heard over the
radio that the mission was not a drill and that they were under attack
(00:16:34:00)
o Turned out that it was a mistake because someone in command had read
the wrong message (00:16:56:00)
o Tuck thought they were going to war because it was recently after the
Pueblo Crisis (00:17:04:00)
o Parts of the drills involved removing all the real munitions and putting on
dummy munitions to test the response times of the operations
(00:17:31:00)
o Tuck had the responsibility of being the explosives safety officer, the
nuclear safety officer, the ground safety officer and training the troops in
properly using the equipment (00:17:52:00)
The munitions maintenance portion consisted of forty men plus eight senior
NCOs and when he moved into the bomb dump area, it was a smaller operation,
with four two-man crews and four senior NCOs (00:18:21:00)
o He ended up getting a commendation medal for the flight line operations
portion in part due to one of his enlisted men being very detailed oriented
(00:18:53:00)
Essentially they did depot level maintenance in the field and the equipment was
some of the best in the Air Force at the time (00:19:14:00)
Most of the enlisted men were draftees, some of whom had come from other
services (00:19:54:00)
o The munitions program demanded a higher quality of enlisted personal
and some of Tuck’s enlisted men were college graduates, meaning that
Tuck had an intelligent group of men and the majority were very good at
what they did (00:20:02:00)
o They had a lot of people advance through the ranks rapidly because unlike
some of the other forces, the Air Force gave promotions based on the
soldier’s intellect (00:20:23:00)
o The morale of the unit was were good; they rarely had any problems and
part of this was due to the background checks performed on each man
before he was admitted to the program (00:21:07:00)
Was at Wurtsmith from November 1970 until 1972 (00:21:44:00)
They did not have much exposure to the anti-war movement, partly because they
were at a remote base, removed from any large metropolitan areas (00:22:18:00)
o The movement really had not been getting into the full process while he
was in college, even though there was fifty thousand students at Michigan
�
State, although there were few people at the university around the fringe
who were anti-war (00:22:31:00)
Eighteen months was a long time for an officer with a munitions background to be
in one place (00:23:19:00)
o Tuck had another senior officer partner who was eligible to get out of the
military, did manage to get out but after two weeks, called the commander
of the squadron, wanting to come back to the Air Force (00:23:27:00)
o The Air Force got him back in and immediately went to EOD school and
that was Tuck’s first experience working with explosives (00:24:04:00)
The two were responsible for disposing of outdated munitions, so
in the middle of winter, they went out to the EOD range
(00:24:19:00)
They had a few thousands pen-gun flares to dispose of which they
sent a good amount of time shooting into the clearing before
deciding to blow the flares up instead of burning them, which
would have taken more time (00:25:01:00)
When they set off the explosives, the sky was filled with
thousands of lit pen-gun flares (00:25:46:00)
o Most of his time was spent responding to the alerts that they had all the
time (00:26:19:00)
Eventually he received his orders to go to Southeast Asia (00:26:26:00)
o He had had a little exposure to what was going on in Southeast Asia
because he had a tech sergeant assigned to him who had worked for the
CIA and Air America as a gun plumber on the C-47’s, maintaining the
gatling guns (00:26:32:00)
The sergeant had had two tours in Southeast Asia working for the
CIA and each time he had to resign from the military to do the
secret missions although he was paid quite well, roughly
equivalent to $80,000 -$90,000 dollars, tax free (00:27:00:00)
The sergeant told the others a lot about what was happening in
Southeast Asia although he was a quite guy and he did not talk a
lot about what he actually did, apart from the benefits he received
and the environmental issues he faced while living over there
(00:27:28:00)
o Tuck was originally supposed to go to Da Nang Air Force Base, where at
the time, they were bombing right of the end of the runway because the
enemy was so close to the base (00:28:15:00)
o He had a thirty day layover in Denver for a refresher course for
conventional munitions and during that time, his orders where changed to
go to Takhli Air Force Base in Thailand because the unit he had been
assigned to, the 366th Tank Fighter Squadron, had moved to the base
(00:28:27:00)
Takhli (00:28:48:00)
When he arrived at Takhli, they were still renovating the base, meaning that they
did not have any of the comforts that they would eventually have (00:28:48:00)
�
He worked nights from six pm to six am and they were loading aircraft all night
long (00:29:05:00)
There was also a contingent of Air America at the base, which was an interesting
operation to watch (00:29:20:00)
o The pilot would taxi up to their loading area, stick his head out of the
window while smoking a cigar, reverse the spin of the propellers and back
the plane up to where others would load the plane with supplies, including
chickens, pigs, bombs, munitions, and rice (00:29:28:00)
o The pilot would get out of the aircraft with bandoliers across his chest,
pistols on his hips and wearing Bermuda shorts and flower shirts
(00:30:01:00)
o The others on the base knew that they were flying goods into the
Montagnard people in the Highlands (00:30:35:00)
Tuck did know what the missions were of the planes that he was loading with
munitions (00:31:48:00)
o The planes were doing a lot of bombing and he saw of the strike films
because his portion of the operation was in direct support of the activity
and if there were any munitions that did not perform, he needed to know
(00:31:51:00)
o There was a count taken after every mission and if on occasion the
munitions came back, they met the planes when they landed (00:32:10:00)
o They had aircraft returning damaged and Tuck’s roommate said that
seeing a SAM fired looked like a white picket fence coming towards the
aircraft (00:32:30:00)
If the missile did not impact, they had a proximity fuse that caused
it to explode and throw shrapnel into the aircraft (00:32:54:00)
They also had a squadron of F-111s on the base as part of the Air Force’s
determination of the effective ability of the rapid dispersement of the F-111,
which was relatively new to the Air Force inventory (00:33:07:00)
o They were supposed to have the eight aircraft fly across the ocean, land,
reload the aircraft, and immediately turn around and do another mission
within twenty-four hours (00:33:35:00)
o On the first mission, of the eight aircraft, they launched three and only one
returned (00:33:55:00)
o It was interesting to hear how the pilots claimed the others were shot
down, which they claimed was the golden BB (00:34:05:00)
The planes had terrain-following radar and they flew just above the
tree tops, so someone happened to fire up and hit something in the
right place (00:34:12:00)
o On the second mission, one plane came back and the entire bottom of
aircraft was torn up; there was not a single square inch of metal that was
not twisted or destroyed (00:34:40:00)
Tuck talked with the pilots, who explained that they “experienced
some turbulence” and they had no idea the bottom of the aircraft
looked the way it did (00:34:57:00)
�
They had received missile lock-on warnings, jettisoned their
bombs, dove to avoid the missiles and ended up running into their
own bombs as they impacted the ground below (00:35:11:00)
He saw a lot of aircraft that he was amazed could even return to the base
(00:35:35:00)
They lost just a few aircraft; it was not very often that they lost an aircraft
(00:35:45:00)
o However, one time he had a pilot talk to him, questioning how the bombs
were hung on his plane; he was carrying napalm canisters which have a
white phosphorous fuse that was set up differently then other fuses
(00:35:53:00)
o That plane did not return from the mission and that was one time that Tuck
personally talked to someone that they lost (00:36:30:00)
At Takhli, they lived in barracks built with slotted exterior walls and were
partially screened (00:36:53:00)
o It was an experience sleeping in them, especially during the day because it
was so hot that that they just laid on the sheets after wiping off the gecko
dung because geckos lived in the rafters of the barracks, eating the bugs
(00:37:08:00)
Also, the Thai Air Force had old F-86 aircraft and they did practice
flying over the barracks and it woke the men up when aircraft
when screaming over the buildings (00:37:36:00)
o Tuck would get off at six o’clock in the morning and try to get as much
sleep as he could before it became super hot (00:38:04:00)
Takhli was about eighty kilometers north of Bangkok (00:38:23:00)
o There was a fairly sizable town right next to the base and once in a while,
some of the men would go down and eat at a local restaurant
(00:38:31:00)
o He had a chief master sergeant assigned to the squadron whose girlfriend
was a wealth Thai lady, who would come to the base with her Mercedes
and chauffer to pick the sergeant up and take him into town (00:38:47:00)
She owned a fleet of five hundred vehicles that were leased the
U.S. military to use on the base (00:39:05:00)
They had two parties in the town that she paid for in celebration of
the sergeant’s birthday (00:39:16:00)
Takhli was a base of pretty good size; they had five squadrons of F-4s, although
one was in revetments but when he got to Udon, all the squadrons were in
revetments (00:39:43:00)
o Udon Air Force Base was a larger, better built base that had been in place
for a long period of time (00:40:12:00)
He had a couple of incidences at Takhli that scared him (00:40:21:00)
o One night he was doing his monitoring of the loading crews when he
drove up behind one of the door crews and he could see that they were
loading the wrong side of the aircraft but they were too far along for him
to stop them (00:40:28:00)
�
Just as he drove up, they positioned the munitions to be locked into
place on the pylon and the other part of the lift truck punctured the
wing tank on the F-4, shooting fuel out twenty feet and all over the
bomb lift truck driver (00:40:57:00)
Tuck called for a wash-down truck and the flight ops people came
down in their van while the fuel leak had spread to around sixty
feet in diameter (00:41:22:00)
When one of the flight ops men got out of the fan, he threw down
his cigarette right in the middle of the fuel leak and Tuck thought
that they were done for but the man put the cigarette out
(00:41:45:00)
o Another night, he was driving down the flight line monitoring the aircraft
and he saw a bomb convoy, aircraft tow vehicles used to pull bomb
trailers, trucking down the line when one of the bomb trailers detached
(00:42:01:00)
Tuck is following behind and calling the op’s people
(00:42:35:00)
The trailer traveled two or three hundred feet and it sheered off the
nose cone off of the nose cone of the tip tank of an F-4, dumping
out all three hundred gallons of fuel and stopped an inch or so from
the nose gear of the plane; thankfully nothing happened
(00:42:42:00)
They had around one hundred airplanes, fully fueled and armed
and an explosion could have been a problem (00:43:15:00)
There were military police with dogs that monitored the perimeter of the base and
every once in a while, they would hear bullets hit the metal roof of the building
(00:43:38:00)
o However, the bullets were fired from so far away that all their momentum
was sent (00:43:53:00)
o They never had an issue at Takhli (00:44:02:00)
Udon (00:44:12:00)
At one point, they did a rapid deployment from Takhli to Udon with one of their
squadrons (00:44:12:00)
o They were all marshaled to C-123 aircraft and in the plane were nothing
but cargo palettes and the men had to sit on the palettes and although they
flight was not long, it was an experience (00:44:24:00)
His son was born while he was in Thailand and he received R&R and an
emergency return to the United States (00:45:17:00)
o He flew from Thailand to Vietnam to the Philippines to Guam in the back
of a C-141 aircraft, sitting on a fold-down shelf next to a jet engine, before
going to the United States (00:45:27:00)
The Thai people were really friendly (00:46:05:00)
o He had maid service for his quarters for eight to ten bucks a month; the
maid washed his clothes, shined his boots and swept out the room and she
�
spoke enough English so that Tuck learned a little about the local culture
(00:46:12:00)
o He never saw any hostility from the locals, even when he took a three day
R&R to Bangkok (00:46:45:00)
He had an accommodating taxi driver whose fee was only two or
three bottles of cheap booze and he drove Tuck everywhere that
Tuck wanted to go (00:46:57:00)
The taxi driver set up the hotel for Tuck and even negotiated the
price (00:47:38:00)
Tuck found the driver by chance when he arrived at the bus depot,
which had a mob of taxi drivers around it and when Tuck asked the
man’s price, he said he wanted the booze, so they went to the base
PX and Tuck bought three bottles of the booze (00:47:52:00)
The driver even took him to a nice French restaurant, although
Tuck suspects that all the places the driver took him gave the
driver kick-backs for delivering a customer (00:48:26:00)
The driver took him to the water gardens and waited while Tuck
took the tour (00:48:38:00)
The main thing the men were taught regarding keeping safe when off base was
dealing with hookers and drugs (00:49:02:00)
o The Air Force gave them an indoctrination at each base, telling them
where the problems were, certain areas outside the gate that they did not
want to use the taxi and in what locations to stay away from the women
(00:49:12:00)
o The men were told that they could get anyone killed for a carton of
cigarettes but if the men were smart about what they were doing, they
could avoid all that (00:49:41:00)
One time, he took a ride in a pedal powered cab down a highway, something that
he will never do again because riding in the cab with truck convoys and the large
amounts of traffic was quite an experience (00:50:01:00)
The drainage ditches were sewage and the water was so filthy that he could not
see the bottom and could see the water moving from insects (00:50:36:00)
o Once, he was on a boat near the market when a young boy dove into the
dirty water and swimming up to the boat, tried to sell things to the
passengers (00:51:02:00)
He rode a train from Udon down to Bangkok for his flight out on one R&R where
he went back to the United States and people were cooking in woks in the middle
of the cars and the train stopped at every road crossing, making an eighty to
ninety mile trip take thirteen hours (00:51:34:00)
The men in his unit were very similar to the men he had served with back in the
United States, just more of them (00:52:24:00)
o When he moved from Takhli to Udon, he became the munitions services
officer, who was in charge of loading operations, the weapons systems
maintenance operation and the weapons reload operation, and he had
almost five hundred soldiers working for him (00:52:30:00)
�
The first experience of going to Udon was quite a big one because the morning
after his first night on duty, he had to go and talk with the squadron commander, a
major (00:53:07:00)
o He went into the major’s morning briefing room and all the senior NCOs
and officers assigned to the squadron were in the room in a circle and
Tuck read them the statistics from the previous missions, including how
many planes they had loaded and a list of accomplishments (00:53:25:00)
o As Tuck reported, the major exploded and gave a tirade for a few minutes
before storming out the door; the room was silent for a moment then
everyone laughed and they told Tuck he had been initiated (00:53:54:00)
Turned out that the major’s tour was short-lived because a few days later, the
inspector-general arrived at the base, the first time this had ever happened
(00:54:23:00)
o The major met the inspector-general, a colonel, on the flight line and after
a short conversation where the major berated the colonel, the colonel said
that he wanted the major off the base by sundown; it was the quickest
justice Tuck ever saw in the military (00:54:43:00)
o The next morning, Tuck received a call from the wing commander,
wanting to know where a representative from the munitions squadron was
at the wing commander’s briefing (00:55:11:00)
o Tuck went to the major’s office where the major’s assistant, a captain, was
out cold drunk on the floor and Tuck went to the wing commander’s
meeting and explained what was going on (00:55:28:00)
Things settled down at Udon following the incident with the major (00:55:58:00)
o The next officer turned out to be a former missile launch officer who had
been in a missile silo in the Western United States for eighteen years and
in charge of only a very small contingent of people (00:56:03:00)
o At Tuck’s first briefing, he went in and gave the officer a rundown of the
night before, including the number of men in jail and the number of men
in the hospital for VD treatments (00:56:19:00)
The officer just sat there shaking his head, looking at the desk and
saying “you’re trying to get me fired” repeatedly (00:56:38:00)
The officer had a real awakening because he had never been in
charge of a munitions operation of six hundred soldiers, which
involved a lot of responsibility and although he grew into the role,
it was initially a shock to his system (00:56:49:00)
However, there still were accidents on the flight line (00:57:26:00)
o One day, Tuck was driving down the line monitoring the crews and down
the line, he saw a crew unloading a “Mur”, six five-hundred pound bombs,
from a trailer, with three bombs on each side (00:57:33:00)
One of the crew took the tie-down strap and threw it over the side
of the trailer while the lift truck was picking up the six bombs and
backing away; the tie-down accidentally hooked itself onto the
“Mur” and also a “Tur” (00:57:58:00)
�
A “Mur” is six bombs loaded onto a rack that locked
center-line on the F-4; A “Tur” is three bomb clusters that
locked onto the wing pylon (00:58:22:00)
Tuck watched in slow motion as the load truck backed up and the
“Tur” tipped over and smashed the fuses on the front of the bomb
(00:58:49:00)
It was a “thanks” moment where they were thankful that they had
really good fuse designs that required arming before they would
detonate (00:59:03:00)
o Another incident occurred at night when a weapons maintenance crew was
checking the arming system on an aircraft (00:59:21:00)
One of the crew unscrewed the cartridge retainers on the pylon and
one came out without any cartridge in it (00:59:44:00)
The man assumed that they had forgot to put the cartridge in
initially when in fact the cartridge had stuck inside the container
and when the man signaled the pilot to test, the cartridge shot off in
his face (00:59:52:00)
The man was shivering and shaking in shock because he thought
he was going to die although the wounds turned out to be
superficial (01:00:18:00)
After taking the man to the hospital, Tuck reported to the squadron
commander, who was drinking with the his second in commander
and did not seem to care (01:00:31:00)
Was in Thailand from 1972 to 1973 (01:01:08:00)
The politics came to light towards the end of his assignment in Southeast Asia
(01:01:26:00)
o When he became the munitions services officer and got more involved
with the operations and missions and saw some of the strike films, there
was a lot more talk of the politics of the war, especially [Johnson’s]
philosophy and how it was relayed to the men (01:01:36:00)
[Johnson’s] philosophy was that the Communists know the
Americans have the ability to wipe them out and since they know
that, then the Communists should just give up (01:02:11:00)
o There was discussion toward the later days of the war that the American
prisoners were being treated well because the Communists though the
American military was going to go in and take over Hanoi when all of the
sudden, the United States changed gears and pulled out when they could
have essentially won the war (01:02:39:00)
The missions that Tuck saw towards the end of the operation were ridiculous
(01:03:14:00)
o He saw pictures of airports were nothing but a series of craters and they
would stack up three or four squadrons of fully-loaded F-4s that would
spiral around the airport and drop their bombs because theoretically there
was a line through the craters were a MiG fighter could take off and make
a strike (01:03:24:00)
�
o They also saw pictures of the Ho Chi Minh Trail and those roads and trails
were bombed extensively, to the point that they were merely rearranging
the craters (01:04:05:00)
The North Vietnamese were moving all the cargo on bicycles, so
all they did was go around the new craters (01:04:26:00)
o Thousands of tons bombs were dropped on similar targets, where if the
bombs had been dropped on primary targets, the war would have been
over sooner; the politicians did not want to bomb the targets that made a
difference (01:04:36:00)
o They seemed to blow up a lot of jungle and nothing was accomplished
(01:04:52:00)
However, he did see some strike film where there were against some meaningful
targets (01:05:00:00)
o One of the films was after they had the Maverick missile assigned to the
war environment (01:05:06:00)
The Maverick was a TV monitored and targeted missile in which
the pilot used a small TV screen to target where he wanted the
missile to go (01:05:18:00)
One of the strike films showed the pilot targeting a tunnel opening
in the side of the mountain and they saw the missile fly into the
opening and a few seconds later, the entire top of the mountain
came off because there was a large munitions dump within the
mountain (01:05:32:00)
Because the targeting was all central-seeking, the missile followed
all the way through the mountain until it found the target
(01:05:57:00)
o Eventually the decree came down from command that since each
Maverick cost $25,000 apiece, they could only use the missile against
targets that were more valuable than the missile (01:06:13:00)
Politics played a huge role and were usually to the detriment of accomplishing the
mission (01:06:28:00)
o It did not really have much effect on the men; day in and day out, they did
their job without much grumbling (01:06:43:00)
o Usually it was more an issue of Tuck not letting them take naps inbetween servicing aircraft (01:06:54:00)
There was very little drug use; largest problem was alcohol and they later found
that some alcoholics hid bottles of liquor on the flight line and were drunk to the
point that they did not know which aircraft to load the munitions on
(01:07:32:00)
Race was hardly ever even talked about; they had a mixed race make-up of the
crews and he never really saw problems (01:08:20:00)
o He did have a tech sergeant at Wurtsmith who he had to discipline because
the sergeant was a alcoholic African-American who claimed that their
decisions were based on race, although the decisions were not and the
sergeant ended up being forced out of the Air Force (01:08:39:00)
�
Always viewed the Air Force as the elite of the military; they operated under a
much more business-like environment than the other armed forces (01:09:48:00)
o He did not know a lot about the Air Force before signing up (01:10:12:00)
o He had some fascination with the airplane aspect of the military and the
Air Force seemed like a much better way to go than the Infantry
(01:10:21:00)
o He never cared much for the water, so he the Navy was out (01:10:43:00)
One humorous event happened in Thailand (01:11:08:00)
o One day he was driving around the end of the runway to get to the
operations side of the base from the housing side to get to work, a three or
four mile ride on a bicycle (01:11:12:00)
o He had bought a ten-speed Japanese bike and had ridden it for several
months, meaning he was in good condition, and on the way to work, he
got behind a Thai biker with his wife sitting in the back of the bike
(01:11:33:00)
o Tuck decided to go around him and when he pulled out to go around the
Thai biker speed up and kept ahead of Tuck (01:12:02:00)
o Tuck pedaled a little faster and shifted down a gear while the wife sat on
the back of the bike smiling; for the next two miles, Tuck pedaled flat out
and the Thai biker kept ahead of him (01:12:12:00)
o The Thai biker chuckled, waved, and rode off, which humiliated Tuck
because he could not keep up (01:12:37:00)
Another assignment he had was investigating crimes on base and one time there
had been the theft of all furnishings inside a building on the base, so Tuck was
called in to do the investigation review and give a recommendation (01:13:07:00)
o There were two guards posted at the end of the driveway across the road
from the building that was burglarized and Tuck’s recommendation was
that the two guards be required to ask people who were moving equipment
on or off base because there had been a crime committed in full view of
guards on base and no one said anything (01:13:32:00)
Usually their most exciting, or apprehensive, issues occurred at the end of the
runway (01:14:18:00)
o One time they had a returning aircraft landed and the bombs dropped off
the pylons and slid down the runway towards Tuck’s crew, arming as they
went (01:14:34:00)
The bombs stopped just before they got to the area where they
would have gone off if they had been contacted (01:14:50:00)
The bombs did not drop off when the ejector cartridges activated,
which was why the bombs returned on the aircraft (01:15:07:00)
The racks have cams that went down and locked onto the bomb
and for whatever reason, the cams did not release (01:15:23:00)
There were scary moments that were almost bad things, although there had been
incidents in Vietnam earlier in the war when the bombs used were from World
War II and had been shipped in from Europe (01:15:59:00)
o The explosive liquid leached out of the filler used to make it into a safe
compound, essentially creating nitroglycerine, and whenever the liquid
�
came out of the filler plugs, it crystallized and if anything jolted the
bombs, they exploded (01:16:15:00)
o They saw film of instances when the forklift dropped the bomb off into the
munitions revetment, the nitroglycerine exploded and the crews working
at the time evacuated to protection (01:16:49:00)
However, the pressure wave from the explosions flipped their
vehicles over and killed them all (01:17:28:00)
o In another case, one of the bombs dropped in the middle of the flight line
and took out all of the aircraft (01:17:38:00)
By the time he received his orders to return to the United States, Tuck was ready
to go home because a year was long enough (01:17:59:00)
o He received a new assignment to report to missile defense command at
Griffiths Air Force Base in New York, which was a whole different
operation; the squadron’s mission was to essentially repel Soviet “Bear”
bomber attacks on the east coast (01:18:08:00)
o He was the munitions services officer and reported directly to the wing
commander; on previous assignments, he had had a senior officer between
him and the wing commander and this would be his final assignment
(01:18:41:00)
o Griffiths was just about in the middle of the state, in Rome, New York
(01:19:12:00)
o He had had some training opportunities there for the 106 aircraft and they
also had inventory from Bangor, Maine (01:19:24:00)
He had another experience with politics in the upper echelon of the military that
occurred at Griffiths (01:19:43:00)
o They had a surprise inspection of the base from the inspector-general and
they came in and inspected the base a week after Tuck arrived
(01:19:53:00)
o They came in an inspected the base based on depot-level maintenance
criteria rather than on fuel-level criteria; it was obvious that the whole
intent was to remove the wing commander from the position and eliminate
his possibility of becoming a general (01:20:07:00)
o Tuck had to respond to the inspector-general on the majority of the issue
that were classified as so serious that they that could not complete their
mission; when they did research on the criteria from the depot-level
maintenance books, it was clearly a mechanism to get rid of the wing
commander (01:20:31:00)
o Within the thirty days that they had to correct the deficiencies, they
changed the processes to meet the criteria (01:21:04:00)
o It was interesting to see how the process worked and the politics that when
through the upper echelons to get positions (01:21:25:00)
Discharge / Post-Military Life (01:21:47:00)
At the time, there was an effort to get the non-pilot personnel out of the military
because as the Vietnam War slowed down, there were a large number of pilots
coming back to the United States without positions to fill and because they had
�
spent so much developing the pilots, the Air Force wanted to find them positions
(01:21:47:00)
o One decision that was poor on Tuck’s part after he got out was that he was
offered a position teaching at Michigan State in the ROTC program but he
was in the middle of building a house and he passed (01:22:12:00)
He probably would not have joined the military had there not been a draft going
on at the time (01:22:52:00)
The total experience of management was greater than anything he had ever
received; when others question how he can stay calm in stressful environments,
he tells them that they have no idea what real stress is (01:23:06:00)
o He gained a level of maturity that sometimes takes a lifetime to
accomplish (01:23:43:00)
When he got out of the military, he went to work for his wife’s uncle in a
manufacturing process making pre-cast concrete products and pre-cast countertop
systems (01:23:57:00)
o He went on to become a licensed residential builder, which was what his
degree from Michigan State was and in a slow period in building, he was
asked to take on the role at the NA lumber yard as the general manager
(01:24:11:00)
o Later, he was offered the position of a rehabilitation loan officer for the
city of Battle Creek, which he did for four years, when one day his boss
came in, said that they had fired the supervisor for the inspection division
and told Tuck to go down and take the job until they found a replacement;
he had the job for the rest of his career with the city (01:24:45:00)
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Veterans History Project
Creator
An entity primarily responsible for making the resource
Grand Valley State University. History Department
Description
An account of the resource
The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1914-
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Subject
The topic of the resource
Afghan War, 2001--Personal narratives, American
Iran Hostage Crisis, 1979-1981--Personal narratives, American
Korean War, 1950-1953--Personal narratives, American
Michigan--History, Military
Oral history
Persian Gulf War, 1991--Personal narratives, American
United States--History, Military
United States. Air Force
United States. Army
United States. Navy
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
World War, 1939-1945--Personal narratives, American
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives
Contributor
An entity responsible for making contributions to the resource
Smither, James
Boring, Frank
Relation
A related resource
Veterans History Project (U.S.)
Identifier
An unambiguous reference to the resource within a given context
RHC-27
Language
A language of the resource
eng
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a>
Oral History
A resource containing historical information obtained in interviews with persons having firsthand knowledge.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
TuckK
Title
A name given to the resource
Tuck, Kim (Interview outline and video), 2009
Creator
An entity primarily responsible for making the resource
Tuck, Kim
Description
An account of the resource
Kim Tuck was born in 1946 in Battle Creek, Michigan. After graduating from Michigan State University, he enlisted in the Air Force and completed officer training as a munitions officer. Following training, he served as a munitions officer at several bases around the country and the world, including a year's tour at bases in Thailand from 1972 to 1973.
Contributor
An entity responsible for making contributions to the resource
Smither, James (Interviewer)
Subject
The topic of the resource
Oral history
Veterans History Project (U.S.)
United States--History, Military
Michigan--History, Military
Veterans
Video recordings
Vietnam War, 1961-1975--Personal narratives, American
United States. Air Force
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a>
Type
The nature or genre of the resource
Moving Image
Text
Relation
A related resource
Veterans History Project (U.S.)
Date
A point or period of time associated with an event in the lifecycle of the resource
2009-08-05
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/0cce45217c5687ac6307272f84a406ed.jpg
6e39e31cb5362c64c4ad4c829a46559e
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Summers in Saugatuck-Douglas Collection
Creator
An entity primarily responsible for making the resource
Grand Valley State University. Kutsche Office of Local History
Description
An account of the resource
Collection contains images and documents digitized and collected through the project "Stories of Summer," supported by a National Endowment for the Humanities Common Heritage Grant. The collection aims to document the twin lakeshore communities of Saugatuck and Douglas, Michigan, as they transformed through the state's bustling tourism industry and acceptance of minorities.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1910s-2010s
Source
A related resource from which the described resource is derived
Various
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Subject
The topic of the resource
Michigan
Saugatuck (Mich.)
Douglas (Mich.)
Michigan, Lake
Allegan County (Mich.)
Beaches
Sand dunes
Outdoor recreation
Publisher
An entity responsible for making the resource available
Grand Valley State University Libraries. Allendale, Michigan
Contributor
An entity responsible for making contributions to the resource
Saugatuck-Douglas History Center
Identifier
An unambiguous reference to the resource within a given context
Stories of Summer (Common Heritage project)
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
application/pdf
Type
The nature or genre of the resource
Image
Text
Language
A language of the resource
English
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
DC-07_SD-FosterR_0001
Creator
An entity primarily responsible for making the resource
Foster, Raymond
Title
A name given to the resource
Tuckers Boat
Description
An account of the resource
Black and white photograph of a couple sailing upon a small sailboat in Saugatuck. The writing at the bottom of the photograph reads "Tuckers Boat" and the dance hall known as the "Big Pavilion" can be seen in the background on the shores of the Kalamazoo River and Lake Kalamazoo.
Subject
The topic of the resource
Michigan
Saugatuck (Mich)
Allegan County (Mich)
Kalamazoo River (Mich.)
Outdoor recreation
Sailing
Lakes
Dance halls
Black-and-white photography
Source
A related resource from which the described resource is derived
Digital file contributed by Raymond Foster as part of the Stories of Summer project.
Relation
A related resource
Stories of Summer (project)
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/UND/1.0/">Copyright Undetermined</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
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/7d8aa068590991f7e5c676603ab03245.jpg
2a31ec80ecb1effa5a0d102f43c98c78
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_X1051
Title
A name given to the resource
Tudor 2 British transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
Tudor 2 British transport, March 1, 1954.
Subject
The topic of the resource
United States. Navy
Military education
World War, 1939-1945
Slides
Airplanes, Military--Recognition
Great Britain
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1954-03-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/a9ae9f9a7ee5cb4a2d73c7df3b8d73b7.jpg
4f6fbd6b4d9c7d6f56b7289be64fceaf
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_970
Title
A name given to the resource
Tudor 4 transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
Tudor 4 British trasnport, September 1, 1955.
Subject
The topic of the resource
United States. Navy
Military education
World War, 1939-1945
Slides
Airplanes, Military--Recognition
Great Britain
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1955-09-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/e512ba194f77fe69781c7d05cdaccfb6.jpg
c7ca2441d0b16cde6c0313bb4d5922e0
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_1193
Title
A name given to the resource
Tudor II civil transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
Tudor II British civil transport, October 1, 1947.
Subject
The topic of the resource
United States. Navy
Military education
Airplanes, Military--Recognition
World War, 1939-1945
Slides
Great Britain
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1947-10-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/0ce3400985eab2311e56522ca4576456.jpg
27c434f71449bf94a77be549cebb3631
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Naval Recognition Training Slides
Subject
The topic of the resource
Slides
Military education
Airplanes, Military--Recognition
Warships--Recognition
World War, 1939-1945
Description
An account of the resource
Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.
Creator
An entity primarily responsible for making the resource
United States. Navy
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-04-04
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
RHC-50
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1943-1953
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Source
<a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-50_1182
Title
A name given to the resource
Tudor VII transport
Creator
An entity primarily responsible for making the resource
United States. Navy
Description
An account of the resource
Tudor VII British transport, October 1, 1947.
Subject
The topic of the resource
United States. Navy
Military education
Airplanes, Military--Recognition
World War, 1939-1945
Slides
Great Britain
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Source
A related resource from which the described resource is derived
Naval recognition slides (RHC-50)
Date
A point or period of time associated with an event in the lifecycle of the resource
1947-10-01
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/8fa2176bb0cdbb07135276e6bf20936c.pdf
45f61e00024adcae376cda5390b82454
PDF Text
Text
Tuesday March 97.
by windoworks
As it appears I am increasingly confused as to how many days I have been writing the Pandemic Diary, I
think I will just note the date going forward . Of course there is no such day as March 97, it just feels that
way. Today is the last day of March (31). The latest projections this morning have us inside now until
summer when the experts THINK that the virus might struggle to survive . But then , they THINK it
might roar back in the fall and winter. These are just well informed educated theories, and a good theory
is able to be tested. The CDC is positing that this will be a 24 month affair. (Moan).
Now we are being asked to stay home until at least the end of April and I have read posts which suggest
Governor Whitmer will close all schools for the rest of the school year (that is, until June when school
vacation starts). I can hear a lot of home schooling parents wailing at this news. Suddenly everyone is
realizing what a hard job it is being a teacher.
You may not know that I was an elementary school teacher myself. You cannot teach if you do not love
the job. If you do not love it, it becomes soul destroying. Teachers are amazing people. I think everyone
has one teacher that had a positive effect on their life. Mine was a one armed English teacher from Oxford
England who taught me in high school. He was not particularly handsome, he always smelt of cigarettes
and we all adored him. I think it was the way he brought the classics to life. I have always loved reading
books but Mr Allen really enhanced books for me. I can’t believe I just remembered his name.
Yesterday in Michigan the number of positive cases jumped to 6498 and the deaths reached 184. In Kent
County we have 99 confirmed cases but still only 1 death although Dr London is warning us that this will
probably change dramatically. The CDC is also considering issuing a recommendation that we all wear
cotton masks when outside. This is because many more people have the virus with no symptoms and this
would stop it spreading as easily. I have a couple of masks I wore when gluing windows and CB has some
he uses for painting walls, so I guess we better find them and get them ready.
Remember I told you that CB had ordered hair clippers? Well now they won’t be delivered until April 16!
Why? Has everyone decided to shave their heads as they can’t get to the hairdresser or barber? Yesterday I
asked for help on line with seeing what I might look like with grey hair. To explain, I have been dyeing
my hair for most of my adult life. In fact, I have no idea what my real hair color might be. As the dye
grows out each time I see a little silvery streak appear on each side of my face but I have no confidence the
rest of my hair is that color.
As my hair grows (and mine grows fast) I will develop a patch of who knows at the hairline. By the time
this is over I might have dirty grey hair with burgundy tips. My choices are to shave my head (shouldn’t
be too extreme in summer) or wear hats or scarves everyday. So when I asked for help, AW doctored a
photo I sent her but then another friend JR doctored a photo of me that she found. I sincerely hope thats
�the natural color of my hair. Thanks AW and JR. I’ll not be posting any photos of me until I can get back
to my hairdresser. (Hello BSB, I hope you and your family are doing well).
In Australia my nephew SM, the doctor, recommended that everyone have a flu shot and so ZB asked her
doctor about OB (8 months old today - yay!). Apparently they are designing a flu vaccine for babies under
1 year and so when it is available, OB will have it. My brother-in-law DB who is a lead cameraman for
Channel 9 in Sydney appears to be filming from the lead journalists spare bedroom. I guess the show must
go on. He organized 2 teams (cameraman, sound person etc) so that if someone tests positive they have the
other team in place. I keep thinking about McGyver and a ball of string, tape, a hairpin and a child’s toy.
Remember that original series?
I have friends making washable cotton masks for medical staff and one of my friends was unable to get any
more elastic - so she crocheted the straps! So impressive. I have another friend with a large collection of
wind up toys and she posts a video of a new one every day with any amusing commentary. It’s so
heartening. Tomorrow (Wednesday) we are all asked to put a luminary or candle on our front walk at 7pm
to thank all the medical staff. I’m going to put out a tin Mexican luminary that I have .
Today’s flashback
�This is December 2016 and the family (L to R: AW, CB, ZB and ZL) are preparing to climb up to and
explore the 3 (or 4) ruined castles of Lastours. These were castles on mountaintops and therefore more
easily defended and they were Cathar castles. Cathar religion challenged the authority of the Catholic
Church. They criticized the church for their hypocrisy, greed and lechery. Not surprisingly, the Catholic
Church condemned them as heretical and organized a crusade which massacred as many Cathars as
possible and devasted towns, cities and the culture of Southern France (1209-1229CE)
CB an I had climbed up to these castles before the children arrived, so while he led the group I stayed
down in the village and read my book in the sunshine. I just loved that whole area of France.
Till tomorrow then. Get your masks ready.
Tuesday March 97.
by windoworks
As it appears I am increasingly confused as to how many days I have been writing the Pandemic Diary, I
think I will just note the date going forward . Of course there is no such day as March 97, it just feels that
way. Today is the last day of March (31). The latest projections this morning have us inside now until
�summer when the experts THINK that the virus might struggle to survive . But then , they THINK it
might roar back in the fall and winter. These are just well informed educated theories, and a good theory
is able to be tested. The CDC is positing that this will be a 24 month affair. (Moan).
Now we are being asked to stay home until at least the end of April and I have read posts which suggest
Governor Whitmer will close all schools for the rest of the school year (that is, until June when school
vacation starts). I can hear a lot of home schooling parents wailing at this news. Suddenly everyone is
realizing what a hard job it is being a teacher.
You may not know that I was an elementary school teacher myself. You cannot teach if you do not love
the job. If you do not love it, it becomes soul destroying. Teachers are amazing people. I think everyone
has one teacher that had a positive effect on their life. Mine was a one armed English teacher from Oxford
England who taught me in high school. He was not particularly handsome, he always smelt of cigarettes
and we all adored him. I think it was the way he brought the classics to life. I have always loved reading
books but Mr Allen really enhanced books for me. I can’t believe I just remembered his name.
Yesterday in Michigan the number of positive cases jumped to 6498 and the deaths reached 184. In Kent
County we have 99 confirmed cases but still only 1 death although Dr London is warning us that this will
probably change dramatically. The CDC is also considering issuing a recommendation that we all wear
cotton masks when outside. This is because many more people have the virus with no symptoms and this
would stop it spreading as easily. I have a couple of masks I wore when gluing windows and CB has some
he uses for painting walls, so I guess we better find them and get them ready.
Remember I told you that CB had ordered hair clippers? Well now they won’t be delivered until April 16!
Why? Has everyone decided to shave their heads as they can’t get to the hairdresser or barber? Yesterday I
asked for help on line with seeing what I might look like with grey hair. To explain, I have been dyeing
my hair for most of my adult life. In fact, I have no idea what my real hair color might be. As the dye
grows out each time I see a little silvery streak appear on each side of my face but I have no confidence the
rest of my hair is that color.
As my hair grows (and mine grows fast) I will develop a patch of who knows at the hairline. By the time
this is over I might have dirty grey hair with burgundy tips. My choices are to shave my head (shouldn’t
be too extreme in summer) or wear hats or scarves everyday. So when I asked for help, AW doctored a
photo I sent her but then another friend JR doctored a photo of me that she found. I sincerely hope thats
the natural color of my hair. Thanks AW and JR. I’ll not be posting any photos of me until I can get back
to my hairdresser. (Hello BSB, I hope you and your family are doing well).
In Australia my nephew SM, the doctor, recommended that everyone have a flu shot and so ZB asked her
doctor about OB (8 months old today - yay!). Apparently they are designing a flu vaccine for babies under
1 year and so when it is available, OB will have it. My brother-in-law DB who is a lead cameraman for
�Channel 9 in Sydney appears to be filming from the lead journalists spare bedroom. I guess the show must
go on. He organized 2 teams (cameraman, sound person etc) so that if someone tests positive they have the
other team in place. I keep thinking about McGyver and a ball of string, tape, a hairpin and a child’s toy.
Remember that original series?
I have friends making washable cotton masks for medical staff and one of my friends was unable to get any
more elastic - so she crocheted the straps! So impressive. I have another friend with a large collection of
wind up toys and she posts a video of a new one every day with any amusing commentary. It’s so
heartening. Tomorrow (Wednesday) we are all asked to put a luminary or candle on our front walk at 7pm
to thank all the medical staff. I’m going to put out a tin Mexican luminary that I have .
Today’s flashback
This is December 2016 and the family (L to R: AW, CB, ZB and ZL) are preparing to climb up to and
explore the 3 (or 4) ruined castles of Lastours. These were castles on mountaintops and therefore more
easily defended and they were Cathar castles. Cathar religion challenged the authority of the Catholic
Church. They criticized the church for their hypocrisy, greed and lechery. Not surprisingly, the Catholic
�Church condemned them as heretical and organized a crusade which massacred as many Cathars as
possible and devasted towns, cities and the culture of Southern France (1209-1229CE)
CB an I had climbed up to these castles before the children arrived, so while he led the group I stayed
down in the village and read my book in the sunshine. I just loved that whole area of France.
Till tomorrow then. Get your masks ready.
�
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
COVID-19 Journals
Creator
An entity primarily responsible for making the resource
Grand Valley State University. University Libraries
Description
An account of the resource
This collection of journals and personal narratives was solicited from the GVSU community by archivists of the University Libraries during the events of the 2020 COVID-19 global pandemic. During this unprecedented crisis the university closed suddenly, following federal and state guidelines of social distancing to reduce the spread of the novel coronavirus. The university closed its campuses on March 12, 2020, and quickly moved students out of campus housing. Faculty swiftly transitioned to fully-online teaching for the remainder of the Winter 2020 semester, and all campus events, including commencement, were cancelled.
The purpose of the COVID-19 Journaling Project was to document the individual and personal experiences of GVSU’s students, staff, faculty, and the wider community during this time of international crisis. Some project participants were university student employees who were compensated for their journaling. Other participants were granted stipends or extra credit for submitting entries to the archives. Still others participated without any compensation or credit. The University Archives remains grateful to all who submitted journals, for helping us to understand the impact of this crisis on our community.
Date
A point or period of time associated with an event in the lifecycle of the resource
2020
Source
A related resource from which the described resource is derived
University Archives. COVID-19 Journaling Project
Subject
The topic of the resource
Epidemics
Grand Valley State University
College students
Personal narratives
COVID-19 pandemic, 2019-2020
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.
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
COVID-19_2020-03-31_BenjaminPamela_PD-Day-20-Tuesday-March-97
Creator
An entity primarily responsible for making the resource
Benjamin, Pamela
Date
A point or period of time associated with an event in the lifecycle of the resource
2020-03-31
Title
A name given to the resource
Tuesday March 97.
Description
An account of the resource
Daily journal entry of Pamela Benjamin, spouse of GVSU history professor, Craig Benjamin, during the COVID-19 pandemic. Originally self-published on WordPress.
Subject
The topic of the resource
COVID-19 pandemic, 2019-2020
Epidemics
Grand Valley State University
Grand Rapids (Mich.)
Personal narratives
Source
A related resource from which the described resource is derived
University Archives. COVID-19 Journaling Project
Publisher
An entity responsible for making the resource available
Grand Valley State University University Libraries. Special Collections and University Archives.
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
-
https://digitalcollections.library.gvsu.edu/files/original/feb84f2cdeec74f96c179ffd282242e6.jpg
d5530b8e5cb20cbd9c74aa3bab8e2eab
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 & Information Services. University Photographs. (GV012-01)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-03-03
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
GV012-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960s-2000s
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Local Subject
Subject headings specific to a particular image collection
1970s
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/.
Date
A point or period of time associated with an event in the lifecycle of the resource
circa 1970s
Title
A name given to the resource
Tug of War on campus
Type
The nature or genre of the resource
Image
Identifier
An unambiguous reference to the resource within a given context
GV012-01_UAPhotos_001669
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">News & Information Services. University Photographs. (GV012-01)</a>
Description
An account of the resource
Students playing a game of "Tug of War" while a crowd watches outside the dorms.
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Language
A language of the resource
eng
Subject
The topic of the resource
Grand Valley State University
Michigan
Allendale (Mich.)
Universities and colleges
Students
Events
Dormitories
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>
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/52d4c0ec420f87552c6e78b468ae608f.jpg
71a7424c3af9a629f1a2611d5f61d0a7
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 & Information Services. University Photographs. (GV012-01)</a>
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections & University Archives.
Date
A point or period of time associated with an event in the lifecycle of the resource
2017-03-03
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a>
Format
The file format, physical medium, or dimensions of the resource
image/jpg
Language
A language of the resource
eng
Type
The nature or genre of the resource
image
Identifier
An unambiguous reference to the resource within a given context
GV012-01
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960s-2000s
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Local Subject
Subject headings specific to a particular image collection
1970s
Source
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41">University photographs, GV012-01</a>
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
GV012-01_UAPhotos_000860
Title
A name given to the resource
Tug-of-war contest during Spring Fling
Description
An account of the resource
A game of tug-of-war during Spring Fling.
Subject
The topic of the resource
Grand Valley State University
Grand Valley State College
Michigan
Allendale (Mich.)
Universities and colleges
Students
Language
A language of the resource
eng
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en">In Copyright - Non-Commercial Use Permitted</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
black and white photo
-
https://digitalcollections.library.gvsu.edu/files/original/a2d874aff921318db7f3dfb99a6273f6.jpg
35e636ddbf5e71a7565c8fa122332af3
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Douglas R. Gilbert Photographs
Creator
An entity primarily responsible for making the resource
Gilbert, Douglas R., 1942-2023
Description
An account of the resource
Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183).
Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023.
Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections.
Date
A point or period of time associated with an event in the lifecycle of the resource
1960-2011
Source
A related resource from which the described resource is derived
<a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a>
Rights
Information about rights held in and over the resource
In Copyright
Subject
The topic of the resource
Photographs
Photography -- United States
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections and University Archives.
Identifier
An unambiguous reference to the resource within a given context
RHC-183
Format
The file format, physical medium, or dimensions of the resource
Image
Type
The nature or genre of the resource
image/jpeg
Language
A language of the resource
eng
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-183_B038-0004
Creator
An entity primarily responsible for making the resource
Gilbert, Douglas R.
Date
A point or period of time associated with an event in the lifecycle of the resource
1961-05-13
Title
A name given to the resource
Tulip Time
Description
An account of the resource
Black and white photograph of two ladies wearing traditional Dutch costumes and smiling while seated among the tulip fields during the Tulip Time festival in Holland, Michigan on May 13, 1961. Photograph by Douglas R. Gilbert. Scanned from the negative.
Subject
The topic of the resource
Michigan State University
East Lansing (Mich.)
Black-and-white photography
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960s
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/d2b6f55de54fc640af87c60f2c391552.jpg
5fb0b59447d4860a1912dea296ae8d32
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Douglas R. Gilbert Photographs
Creator
An entity primarily responsible for making the resource
Gilbert, Douglas R., 1942-2023
Description
An account of the resource
Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183).
Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023.
Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections.
Date
A point or period of time associated with an event in the lifecycle of the resource
1960-2011
Source
A related resource from which the described resource is derived
<a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a>
Rights
Information about rights held in and over the resource
In Copyright
Subject
The topic of the resource
Photographs
Photography -- United States
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections and University Archives.
Identifier
An unambiguous reference to the resource within a given context
RHC-183
Format
The file format, physical medium, or dimensions of the resource
Image
Type
The nature or genre of the resource
image/jpeg
Language
A language of the resource
eng
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-183_B038-0010
Creator
An entity primarily responsible for making the resource
Gilbert, Douglas R.
Date
A point or period of time associated with an event in the lifecycle of the resource
1961-05-13
Title
A name given to the resource
Tulip Time
Description
An account of the resource
Black and white photograph of two ladies wearing traditional Dutch costumes and smiling while dancing arm in arm among the tulip fields during the Tulip Time festival in Holland, Michigan on May 13, 1961. Photograph by Douglas R. Gilbert. Scanned from the negative.
Subject
The topic of the resource
Michigan State University
East Lansing (Mich.)
Black-and-white photography
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960s
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/f2ea5148eec56d66362dbdfa8a1d19ac.jpg
6cbb6ee8727109a960ed5ae9955ab154
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Douglas R. Gilbert Photographs
Creator
An entity primarily responsible for making the resource
Gilbert, Douglas R., 1942-2023
Description
An account of the resource
Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183).
Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023.
Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections.
Date
A point or period of time associated with an event in the lifecycle of the resource
1960-2011
Source
A related resource from which the described resource is derived
<a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a>
Rights
Information about rights held in and over the resource
In Copyright
Subject
The topic of the resource
Photographs
Photography -- United States
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections and University Archives.
Identifier
An unambiguous reference to the resource within a given context
RHC-183
Format
The file format, physical medium, or dimensions of the resource
Image
Type
The nature or genre of the resource
image/jpeg
Language
A language of the resource
eng
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-183_B041-0024
Creator
An entity primarily responsible for making the resource
Gilbert, Douglas R.
Date
A point or period of time associated with an event in the lifecycle of the resource
1961-05-13/1961-05-20
Title
A name given to the resource
Tulip Time crowd
Description
An account of the resource
Black and white photograph of a crowd of visitors at the Tulip Time parade in Holland, Michigan, taken during the week of May 13 and May 20, 1961. In the photograph, a woman can be seen asking directions from a Michigan State Police officer in the middle of the downtown mainstreet and the "Model Drug Store" can be seen in the background. Photograph by Douglas R. Gilbert. Scanned from the negative.
Subject
The topic of the resource
Holland (Mich.)
Parades
Black-and-white photography
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960s
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives
-
https://digitalcollections.library.gvsu.edu/files/original/58bdfa29cdf039de635dbf03a176c12b.jpg
df06f0a9eba1943b26c8b7cbf4d42603
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Douglas R. Gilbert Photographs
Creator
An entity primarily responsible for making the resource
Gilbert, Douglas R., 1942-2023
Description
An account of the resource
Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183).
Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023.
Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections.
Date
A point or period of time associated with an event in the lifecycle of the resource
1960-2011
Source
A related resource from which the described resource is derived
<a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D">Douglas R. Gilbert Papers (RHC-183)</a>
Rights
Information about rights held in and over the resource
In Copyright
Subject
The topic of the resource
Photographs
Photography -- United States
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Special Collections and University Archives.
Identifier
An unambiguous reference to the resource within a given context
RHC-183
Format
The file format, physical medium, or dimensions of the resource
Image
Type
The nature or genre of the resource
image/jpeg
Language
A language of the resource
eng
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
RHC-183_B044-0034
Creator
An entity primarily responsible for making the resource
Gilbert, Douglas R.
Date
A point or period of time associated with an event in the lifecycle of the resource
1961-05-13/1961-05-20
Title
A name given to the resource
Tulip Time Fields
Description
An account of the resource
Black and white photograph featuring the fields of tulips located in Holland, Michigan coinciding with springtime and the Tulip Time festival, taken during the week of May 13 and May 20, 1961. In the photograph, visitors can be seen standing among the tulips in the background and appreciating their beauty. Photograph by Douglas R. Gilbert. Scanned from the negative.
Subject
The topic of the resource
Holland (Mich.)
Parades
Black-and-white photography
Source
A related resource from which the described resource is derived
<a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783">Douglas R. Gilbert papers (RHC-183)</a>
Rights
Information about rights held in and over the resource
<a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a>
Type
The nature or genre of the resource
Image
Format
The file format, physical medium, or dimensions of the resource
image/jpeg
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
1960s
Publisher
An entity responsible for making the resource available
Grand Valley State University. University Libraries. Lemmen Library and Archives