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Sept. 14 2005: Lecture 4:
Introduction to Mathematica III
Simplifying and Picking Apart Expression, Calculus, Numerical Evaluation
A great advantage of using a symbolic algebra software package like MATHEMATICA® is that it reduces or even eliminates errors that inevitably creep into pencil and paper calculations. However, this advantage does come with a price: what was once a simple task of arranging an expression into a convenient form is something that has to be negotiated with MATHEMATICA®. In fact, there are cases where you cannot even coerce MATHEMATICA® into representing an expression the way that you want it.
A MATHEMATICA® session often results in very cumbersome expressions. You can decide to live with them, or use one of MATHEMATICA®’s many simplification algorithms. Section 1.4.5 (or Help Browser/The Mathematica Book/A Practical Introduction/Algebraic Calculations/Advanced Topic: Putting Expressions into Different Forms) of the MATHEMATICA® book has a good summary of frequently used simplification algorithms. Another method is to identify patterns and replace them with your own definitions.
MATHEMATICA® has its own internal representation for rational functions (i.e., $\frac{\text{numerator expression}}{\text{denominator expression}}$) and has special operations for dealing with these.
MATHEMATICA® Example: Lecture-04
Operations on Polynomials
Expand, Factor, Coefficients
Operations on Rational Expression
Together, Apart, Numerator
MATHEMATICA® is very fastidious about simplifying roots of numbers. Unless, it is specified otherwise, MATHEMATICA® makes no assumptions about whether a variable is real, complex, positive, or negative.
“Deep Blue” is a program that is very very good at playing chess, perhaps better than any human. However, it uses an algorithm that is very different from humans to play. Analogously, MATHEMATICA® is very very good at doing calculus—and it too uses algorithms that would not be useful for most humans. Nevertheless, it is nice to have a partner who can integrate, differentiate, and perform Taylor expansions on anything that you can—and also quickly and accurately.
Calculus: Limits, Derivatives, Integrals
Limit, D, Integrate
Calculus: Series expansions about a value
Series, Normal, fitting functions
MATHEMATICA® solves equations and, if possible, for each solution gives you rules that you can apply. It is generally a good idea to name the solution so that you can use it to apply its rules. This is a powerful aspect of MATHEMATICA®: it allows you to tackle solutions that would be very onerous otherwise.
Sometimes, no closed form solution is possible. MATHEMATICA® will try to give you rules (in perhaps a very strange form) but it really means that you don’t have a solution to work with. One usually resorts to a numerical technique when no closed form solution is possible—MATHEMATICA® has a large number of built-in numerical techniques to help out. A numerical solution is an approximation to the actual answer. Good numerical algorithms can anticipate where numerical errors creep in and account for them, but it is always a good idea to check a numerical solution to make sure it approximates the solution the original equation.
Of course, to get a numerical solution, the equation in question must evaluate to a number. This means if you want to know the numerical approximate solutions $x(b)$ that satisfy $x^6 + 3x^2 + bx = 0$, you have to iterate over values of $b$ and “build up” your function $x(b)$ one $b$ at a time.
Sections 1.6.1–1.6.7 (or Help Browser/The Mathematica Book/A Practical Introduction/Algebraic Calculations/Numerical Mathematics) of the MATHEMATICA® book have an overview of frequently used numerical algorithms.
1. You will want to save your work.
2. You will want to modify your old saved work
3. You will want to use your output as input to another program
4. You will want to use the output of another program as input to MATHEMATICA®.
You have probably learned that you can save your MATHEMATICA® notebook with a menu. This is one way to take care of the first two items above. There are more ways to do this and if you want to do something specialized like the last two items, then you will have to make MATHEMATICA® interact with files. Because an operating system has to allow many different kinds of programs interact with its files, the internal operations to do input/output (I/O) seem somewhat more complicated than they should be. MATHEMATICA® has a few simple ways to do I/O—and it has some more complex ways to do it as well.
It is useful to have a few working examples that you can modify for your purposes. The examples will serve you well about 90% of the time. For the rest of the 10%, one has to take up the task of learning the guts of I/O—hopefully, beginners can ignore the gory bits.
There are a number of packages that come with MATHEMATICA® (and more that can be bought for special purposes). You should look through the various packages in the help browser to get an idea of what is there—it is also a good idea to take a look at the inside of a package by editing a package file with an editor. By doing this, you will see some of internal structure of MATHEMATICA® and good examples of professional programming.
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* ARIZONA ARBOR DAY *
WHEREAS, it is important that all citizens acknowledge the important role that trees play in our lives whether by providing oxygen, combating air pollution, offering a shady place to rest, supplying a more comfortable place to live or contributing to the splendor and viability of our forests; and
WHEREAS, it is essential that all citizens realize the importance of proper tree care throughout the life of a tree, and that trees and humans share an interdependence that should be nurtured; and
WHEREAS, trees are recognized throughout our Nation on this Arbor Day; and
WHEREAS, trees are not only beautiful and majestic treasures, but they are a vital, life-sustaining element of our ecosystem reducing energy required to heat and cool buildings and providing food and shelter for wildlife, thereby enhancing the biological diversity of our environment;
NOW, THEREFORE, I, Janice K. Brewer, Governor of the State of Arizona, do hereby proclaim March 20, 2009 as
* ARIZONA ARBOR DAY *
IN WITNESS WHEREOF, I have hereunto set my hand and caused to be affixed the Great Seal of the State of Arizona
Janice K. Brewer
GOVERNOR
DONE at the Capitol in Phoenix on this twenty-third day of February in the year Two Thousand and Nine and of the Independence of the United States of America the Two Hundred and Thirty-third.
ATTEST:
Ken Bennett
Secretary of State
* PROCLAMATION IN SUPPORT OF SUPER BOWL XLVII *
WHEREAS, the National Football League (the “League”) owns, produces and controls the annual professional football championship game known as the “Super Bowl”; NFL Properties LLC (“NFLP” or, together with the League, the “NFL”) owns, produces and controls the “NFL Experience”, and along with other NFL Affiliates owns, produces and controls certain other events (“Official Events”) associated with the Super Bowl; and
WHEREAS, the State of Arizona has within its jurisdiction facilities and their premises, access roads, thoroughfares and other areas which may be used for the purposes of organizing, financing, promoting, accommodating, staging, and conducting Super Bowl XLVII and its related Official Events and activities; and
WHEREAS, hosting the Super Bowl and Official Events will generate goodwill, enhance the worldwide renown and prestige of the State of Arizona, create temporary jobs and create substantial beneficial economic and fiscal activity; and
WHEREAS, the NFL has requested a declaration of support from the State of Arizona and certain guarantees concerning the performance of reasonably necessary governmental services in connection with the Super Bowl and related Official
Events as part of the formal bid made by the State of Arizona to be designated as a site for Super Bowl XLVII; and
WHEREAS, upon designation of Arizona as a site for Super Bowl XLVII, and at times thereafter until one week after Super Bowl XLVII has been played, the State of Arizona, and its agencies, departments and personnel, agree to provide all governmental services (including without limitation public safety, security, fire and medical emergency, traffic, decorative display and public works/street maintenance services and supplies) reasonably necessary to the success of Super Bowl XLVII and related Official Events within its jurisdiction, including all planning, training or deployment activities related to the provision of such services, all at no cost, expense, or liability to the NFL or the two participating Teams; and
WHEREAS, the State of Arizona agrees that neither the NFL, the Teams, nor any director, shareholder, officer, agent, employee or other representative of the NFL or the Teams shall be held accountable for or incur any financial responsibility or liability of any kind or nature whatsoever in connection with the governmental services planned/or provided relating to Super Bowl XLVII and related Official Events; and
WHEREAS, the State of Arizona further agrees that it shall not authorize any sponsorships of the State of Arizona during the two weeks prior to, through the week following, Super Bowl XLVII and related Official Events.
NOW, THEREFORE, I, Janice K. Brewer, Governor of the State of Arizona, do hereby declare that the State of Arizona welcomes Super Bowl XLVII and related Official Events to its jurisdiction, and to that end, declare its full support of the efforts of Arizona Host Committee to have Arizona selected as the site for Super Bowl XLVII in this
* PROCLAMATION IN SUPPORT OF SUPER BOWL XLVII *
IN WITNESS WHEREOF, I have hereunto set my hand and caused to be affixed the Great Seal of the State of Arizona
Janice K. Brewer
GOVERNOR
DONE at the Capitol in Phoenix on this twenty-fourth day of February in the year Two Thousand and Nine and of the Independence of the United States of America the Two Hundred and Thirty-third.
ATTEST:
Ken Bennett
Secretary of State
* YOUTH SCIENCE AND ENGINEERING AWARENESS MONTH *
[MO9-71]
WHEREAS, one of our most important resources is our youth who represent the future leadership of our state, and who will inherit our businesses and government; and
WHEREAS, science and engineering play a vital role in developing an innovative culture and positive impact on our economy; and
WHEREAS, developing this vital role to significantly influence youth to pursue careers as successful Scientists, Engineers, and Technicians in the state rests with teachers, mentors, and citizens of Arizona who choose to have an active role in guiding our youth in pursuing these types of careers; and
WHEREAS, the Arizona Science and Engineering Fair is making great strides in improving education for all our youth by providing opportunities in and outside the classroom for an inviting learning environment; and
WHEREAS, the teachers and mentors who interact directly with our youth provide for the best education and research experience, and instill the fundamentals upon which our youth will develop these interests; and
WHEREAS, the love of learning and attitude embraced by each child to pursue these careers comes directly from the teacher, mentor, and programs like the Arizona Science and Engineering Fair across Arizona; and
WHEREAS, effective and dedicated teachers and mentors, committed to quality education and research for nurturing and developing our youth, are essential to the quality of education for each child; and
WHEREAS, teachers, mentors, businesses, and the Arizona Science and Engineering Fair have accepted the challenge to provide the best education and research opportunities to our youth and to achieve excellence in learning while developing career goals in science, math, engineering, and technology; and
WHEREAS, the Arizona Science and Engineering Fair staff, advisory board, and mentors are extremely active not only in classrooms throughout the state, but as allies with government and businesses in generating greater resources for teachers and students to enhance learning.
NOW, THEREFORE, I, Janice K. Brewer, Governor of the State of Arizona, do hereby proclaim March 2009 as
* YOUTH SCIENCE AND ENGINEERING AWARENESS MONTH *
IN WITNESS WHEREOF, I have hereunto set my hand and caused to be affixed the Great Seal of the State of Arizona
Janice K. Brewer
GOVERNOR
DONE at the Capitol in Phoenix on this twenty-fourth day of February in the year Two Thousand and Nine and of the Independence of the United States of America the Two Hundred and Thirty-third.
ATTEST:
Ken Bennett
Secretary of State
* ARIZONA AGRICULTURE DAY *
WHEREAS, Arizona enjoys year-round agricultural production, including enough beef to feed over 7 million persons; and
WHEREAS, Arizona’s farmers and ranchers produce a wide variety of agricultural products – ranging from artichokes to zucchini – to feed and clothe the residents of Arizona; and
WHEREAS, Arizona producers also provide trees, shrubs and flowers to beautify the homes and landscapes of the State; and
WHEREAS, this industry constitutes a major segment of the state’s economy, annually providing some 77,500 jobs and making a multi-billion dollar economic impact in Arizona; and
WHEREAS, the agriculture industry includes not only farmers, ranchers, dairymen and nurserymen but also farm workers, scientists, processors, shippers, marketers and retailers; and
WHEREAS, the Five C’s of Arizona, Cattle, Copper, Cotton, Citrus, and Climate, continue to be vital to Arizona’s economy and prosperity; and
WHEREAS, the careful stewardship of land by Arizona’s agricultural producers maintains a healthy and sustainable environment; and
WHEREAS, this renewable and essential industry is vital to the well-being and quality of life of the State of Arizona.
NOW, THEREFORE, I, Janice K. Brewer, Governor of the State of Arizona, do hereby proclaim March 7, 2009 as
* ARIZONA AGRICULTURE DAY *
and urge all Arizonans to recognize the importance of agriculture as a major contributor to the economic vitality of the State and the role of agriculture in assuring Arizona’s future progress and prosperity.
IN WITNESS WHEREOF, I have hereunto set my hand and caused to be affixed the Great Seal of the State of Arizona
* FOREIGN LANGUAGE WEEK *
WHEREAS, Alpha Mu Gamma is the national collegiate foreign language honor society of the United States; and
WHEREAS, Alpha Mu Gamma has 332 chapters across the United States and the United States Virgin Islands, that work diligently to honor students for outstanding achievement during their first year of foreign language study in college; and
WHEREAS, since 1957, National Foreign Language Week has been proclaimed to stress and highlight the importance and need of languages study; and
WHEREAS, National Foreign Language Week shows how the study and appreciation of other cultures and languages is important in promoting a lasting relationship among peoples through direct and more accurate communication, thus contributing to world peace, understanding and international harmony.
NOW, THEREFORE, I, Janice K. Brewer, Governor of the State of Arizona, do hereby proclaim March 5-11, 2009 as
* FOREIGN LANGUAGE WEEK *
IN WITNESS WHEREOF, I have hereunto set my hand and caused to be affixed the Great Seal of the State of Arizona
Janice K. Brewer
GOVERNOR
DONE at the Capitol in Phoenix on this twenty-fifth day of February in the year Two Thousand and Nine and of the Independence of the United States of America the Two Hundred and Thirty-third.
ATTEST:
Ken Bennett
Secretary of State
* 100TH ANNIVERSARY OF GREENLEE COUNTY *
WHEREAS, Greenlee County was established March 10, 1909, from the eastern part of Graham County as prescribed by an act of the 25th territorial assembly, making it Arizona’s 14th county, and is celebrating its 100th Anniversary; and
WHEREAS, Greenlee County is named after Mason Greenlee, an early day mining man, is 120 miles wide, covers 1,837 square miles, is home to 8,605 people and Clifton, Arizona is the County Seat; and
WHEREAS, Greenlee County is responsible for providing approximately 18 percent of the world’s supply of copper production, and for the past 130 years copper has been an important industry for this region of Arizona; and
WHEREAS, Greenlee County is not only rich in cattle and copper, but its diversity is also attracting visitors to the area to experience dramatic environmental changes ranging from desert terrains and river valleys to high mountain ranges.
NOW, THEREFORE, I, Janice K. Brewer, Governor of the State of Arizona, do hereby proclaim March 10, 2009 the
*HEMOPHILIA AWARENESS MONTH*
WHEREAS, hemophilia is the name for several hereditary illnesses that impair the body’s ability to control bleeding; and
WHEREAS, hemophilia is defined as excessive, uncontrollable bleeding that is caused by missing or low-levels of clotting factor in the blood; and
WHEREAS, bleeding may occur even when there is no injury and most often occurs in the joints and in the head; and
WHEREAS, hemophilia almost exclusively affects males (1 in 1,500) and is found in all populations; and
WHEREAS, an estimated 1,000 Arizona residents are living with hemophilia; and
WHEREAS, there is no cure for hemophilia; it is a lifelong condition that can be controlled with regular injections of the deficient clotting factor; and
WHEREAS, innovations in treatment over the past several years have greatly improved the lives and lifestyles of individuals impacted by hemophilia.
NOW, THEREFORE, I, Janice K. Brewer, Governor of the State of Arizona, do hereby proclaim March 2009 as
*HEMOPHILIA AWARENESS MONTH*
IN WITNESS WHEREOF, I have hereunto set my hand and caused to be affixed the Great Seal of the State of Arizona
Janice K. Brewer
GOVERNOR
DONE at the Capitol in Phoenix on this second day of March in the year Two Thousand and Nine and of the Independence of the United States of America the Two Hundred and Thirty-third.
ATTEST:
Ken Bennett
Secretary of State
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Susquehannock State Park, a family retreat
BY SUSAN KAUFFMAN
Staff Correspondent
This month of May marks the sixteenth anniversary of the opening of Lancaster County's only state park.
For these last sixteen years, this seemingly quiet and peaceful state park has remained practically unknown to most of the surrounding community area. Local neighbors often picnicked, hiked or played ball there but it was not until the publicity that the park would be bought by Philadelphia Electric that it made its mark in the public eye.
According to park foreman, Oliver Sheaffer, the 224 acre Susquehannock State Park opened to the public in May of 1965. Sheaffer has been foreman there for the last ten years. He has seen the park grow in size and expand gradually over the last decade. He also noted the great surge of interest generated in the locally non-commercial park since the recent announcement of the possibility of the park's being acquired by Philadelphia Electric.
After holding public hearings and considering all sides of the issue, the State continued to maintain Susquehannock Park as its sole Lancaster County state park. Local residents and outsiders as well were heartened by the news that the park would remain in the state's Department of Environmental Resources and therefore remain a natural setting for family and group recreation.
According to the park for photographic purposes, there is present plenty of evidence to support the notion that the park is indeed a beautiful hut of nature saved for drinking in the beauty of rolling, grassy hills which are traversed by forested trails with trails for hiking and horseback riding.
The dogwood bloomed thus May, according to Sheaffer prettier than any of the other springs in the ten years he has worked there. The fields of dogwood were strikingly reminiscent of Valley Forge, better known for its natural beauty than for its general history.
With the recent attention of the possible purchase, the park has, almost suddenly it seems, just been discovered by the people in the surrounding area. Until recently, it was used for family gatherings and local scout and church organizations.
Sheaffer noted that many Amish gatherings especially during their spring and fall festivals use the park for recreation as well. Hitching rails are provided for the horses of Amish and riding club groups and ample parking lots are provided for automobiles. Much of the park, however, is accessible only by foot or horseback trails.
The Susquehannock State Park is located on a wooded plateau high above the Susquehanna River in the center of the county.
Beautiful trees, the Susquehanna River flowing in the background, self-guided tours and clean grounds all grace the State Park in Lancaster County.
Southwest Lancaster County. It rises out of the Ridge Hills area and commands a scenic spot from which to view the river. Several sites along the ridge boundary are from the overlook area of the park.
From this overlook one can easily see across the river to the two largest nuclear power plants in the world. The Peach Bottom, York County plant is currently under construction in operation since the early sixties. It is owned and operated by PECO.
Also a part of the Philadelphia Electric's enterprises in the area is the Conowingo Dam reservoir. The backed-up water from the high dam-breast built in Maryland just below the state line is fourteen hundred feet long and deep. The "lake" has a maximum depth of 109 feet. Small boats operated by private individuals may be seen plying their way up and down and across the lake.
As the boats reach the upper end of the "lake" and draw almost directly opposite from the westbound Peach Bottom Atomic Power plant, the boats will pass by an island which appears to be nearly round in circumference and ranging in the center to a perfect cone shape.
The name of this island, so close to the early nuclear power plant, is the "world's first Bald Eagle National Sanctuary." The island is called Mt. Jackson Island.
At the base of the steep hill atop which the outlook rests are the Pennsylvania Railroad tracks laid in 1877 and now operated by Conrail.
Prior to the railroad's coming through the county, the river was used as a primary means for transporting goods into the Commonwealth through a series of canals on the Western shore in York County. The Susquehanna Canal was put into operation in 1840 and taken out of service in 1894.
(Turn to Page C4)
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### Part 1: Atom Properties
Fill in the blanks for the elements listed below.
| Element | Element Symbol | Number of Protons | Number of Neutrons | Number of Electrons | Mass Number | Atomic Number | Symbol w/ AN and MN |
|-----------|----------------|-------------------|--------------------|---------------------|-------------|---------------|---------------------|
| Sodium | Na | 11 | 12 | 11 | 23 | 11 | $^{23}_{11}\text{Na}$ |
| Calcium | Ca | 20 | 20 | 20 | 40 | 20 | $^{40}_{20}\text{Ca}$ |
| Nitrogen | N | 7 | 6 | 7 | 13 | 7 | $^{13}_{7}\text{N}$ |
| Neon | Ne | 10 | 10 | 10 | 20 | 10 | $^{20}_{10}\text{Ne}$ |
| Oxygen | O | 8 | 8 | 10 | 16 | 8 | $^{16}_{8}\text{O}^2$ |
| Copper | Cu | 29 | 35 | 29 | 64 | 29 | $^{64}_{29}\text{Cu}$ |
| Fluorine | F | 9 | 10 | 9 | 19 | 9 | $^{19}_{9}\text{F}$ |
| Aluminum | Al | 13 | 14 | 10 | 27 | 13 | $^{27}_{13}\text{Al}^{+3}$ |
### Part 2: Isotopes
Fill in the blanks for the elements listed below. Remember not to change atomic number or number of protons for atoms of the same element!!
| Element | Number of Protons | Number of Neutrons | Number of Electrons | Mass Number | Atomic Number | Symbol w/ AN and MN |
|-------------|-------------------|--------------------|---------------------|-------------|---------------|---------------------|
| Carbon-12 | 6 | 6 | 6 | 12 | 6 | $^{12}_{6}\text{C}$ |
| Carbon-13 | 6 | 7 | 6 | 13 | 6 | $^{13}_{6}\text{C}$ |
| Carbon-14 | 6 | 8 | 6 | 14 | 6 | $^{14}_{6}\text{C}$ |
| Chlorine-35 | 17 | 18 | 17 | 35 | 17 | $^{35}_{17}\text{Cl}$ |
| Chlorine-37 | 17 | 20 | 17 | 37 | 17 | $^{37}_{17}\text{Cl}$ |
| Argon-36 | 18 | 18 | 18 | 36 | 18 | $^{36}_{18}\text{Ar}$ |
| Argon-38 | 18 | 20 | 18 | 38 | 18 | $^{38}_{18}\text{Ar}$ |
| Argon-40 | 18 | 22 | 18 | 40 | 18 | $^{40}_{18}\text{Ar}$ |
1. Describe the force that keeps the electrons from leaving the atom.
Electric Force keeps the e⁻ from leaving the atom.
- acts between charged particles, in this case p⁺ & e⁻ (opposites attract)
- The nucleus of the atom is positive & attracts the negatively charged electrons.
2. Describe the force which keeps the nucleons bound together.
The strong force holds the p⁺ & n⁰ together in the nucleus. It is 100x stronger than the electric force & is extremely short-range. The strong force attracts p⁺ & p⁺, n⁰ & n⁰, and p⁺ & n⁰.
3. If the electromagnetic force is not strong enough to keep electrons in the cloud, what happens as a result?
If the electric force isn't strong enough to keep the e⁻ in the cloud, e⁻ may be lost. This forms a positive ion.
4. If the strong nuclear force is not strong enough to keep the nucleons together, what happens as a result?
If the strong nuclear force isn't strong enough to keep the nucleons together, the nucleus will be unstable & break down (decay).
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Opposition to Millennium Garden Threatens Funding
The proposed funding for the Millenium Garden at the top of Methley Terrace has been put into question following objections from Methleys residents living near the site.
The objectors sent a petition signed by 91 people, mainly living in Methley Grove, Methley Terrace, School Lane and Henconner Lane, to various official bodies and public representatives. (See page 3 for details of the petition, and a full description of the proposed garden, and the arguments for and against)
The Countryside Commission, who had previously agreed in principle to the funding, spoke to some of the objectors and then wrote to the pro-garden group saying that funding would be withdrawn unless some resolution could be found.
A pro-garden representative said "We would like to discuss the objections that people have. Nothing has been decided, and we want to have an open discussion about the garden."
The petition was sent after a public meeting held on January 16th. at the school.
Meeting disagreement
The meeting was held in Chapel Allerton Primary School to discuss the possible siting of the Garden at the top of Methley Terrace. The garden has been in the planning stage for some time now. The Countryside Commission, under their Millennium Greens Programme, were particularly interested in plans for a garden in such a densely populated urban area.
Up until a short time before the meeting on the 16th no detailed plans of the garden existed. The 'Garden Ideas' exercise at the Neighbourly Nosh in the summer was the start of the community deciding what form the garden could take. Over the past couple of months there had been a lot of informal discussion about the garden and its pros and cons. The idea of this meeting was to sit down and talk through all the different issues raised. (Cont.p4)
The meeting was run by a facilitator from outside the
MNA wins award
Methleys Neighbourhood Action has won the top £1,000 prize in a competition for community action groups in the Yorkshire and Humberside Region. The prize has been awarded by The Times and National Westminster Bank.
Linda Strudwick, secretary of MNA, said "We are really pleased that the judges recognised the work that everyone has done in the Methleys. Things happen in the Methleys because people are willing to contribute
Core Group* meeting 29 April, 8.00 to 10.00 at 86a Potternewton Lane (next to B.Autos, bottom of Methley Place.) All Methleys residents welcome. We'll be
* See page 4 for more info! about the Core Group
Home Zone: latest news
One of the main campaigns by MNA has been to establish a Home Zone in the Methleys. Here is an update on what is happening.
One of the questions asked at the Garden Meeting was 'why not look at other sites in the Methleys?'. Well one of the answers to that one is ... we are! - under the Home Zone plans.
A Home Zone is a neighbourhood with a very low speed limit and pedestrian priority (like making the whole neighbourhood into a giant zebra crossing but without the black and white stripes).
The Department of the Environment, Transport and the Regions (DETR) define a Home Zone as a residential street or streets in which the road space is shared between motor vehicles and other road users, with the needs of pedestrians, including children and cyclists coming first".
Sounds too good to be true - but it has been working well all over the rest of Europe and it looks like it's coming this way!
The DETR has asked local councils (including Leeds) to submit proposals to them to run pilot Home Zones. They want to evaluate the effectiveness of about six schemes nationally and there is no doubt that the Methleys could be one of them.
What might a Home Zone mean for the Methleys?
- Traffic in the Methleys will probably have to travel more slowly (possibly 10 mph), and give way to pedestrians in the street.
- The entrances into the Methleys will probably be marked in some way to show motorists that they are entering an area different from a normal road.
- There may be road markings, or different road surfaces, to show motorists that they must drive slowly. Some roads or entrances to roads may be narrowed to encourage traffic to slow down while in the Methleys.
- If you live in the Methleys and park your car in the street, that won't change.
There will be a consultation process so that people can have a chance to see what is being proposed for the neighbourhood and for individual streets, and to discuss ways that we can resolve major problems like the school
School Head's statement
Shirley Watson, the Head of Chapel Allerton Primary School gave us this message for the newsletter:"Chapel Allerton Primary School fully supports the development of a community garden. For us it would be a wonderful resource to allow small groups of supervised children to read, discuss ideas, listen to stories in a calm, relaxing environment. It would allow us to deliver elements of scientific and geographical study and allow a range of art studies - sketching, painting, making sculptures etc from the children's firsthand experience of nature. Pupils in our school desperately need a garden area and we don't have the space within our own grounds (we have to leave enough space for the children for outdoor play and activities). We expect to be fully involved in the maintenance of the garden in coming years."
Garden meeting (cont.)
should be conducted: this included an agreed set of notes of what people said. The meeting started with presentations from the three architects who have been working closely on the project. In addition a model of a possible garden plan was on display which had incorporated changes in response to some concerns raised. The presentations gave everyone attending the meeting a chance to see and hear:
i) how the idea of a garden had taken shape
ii) how the wildlife/environment would be changed as a result of a garden
iii) how the community would benefit from a garden
iv) what a possible garden would look like and how it might allay some of the concerns expressed by residents.
After the presentations the meeting was open for discussion. There were strong objections to the garden from residents near the proposed garden site. We have set out the arguments that were written down for and against the garden, and the details of the initial proposed design in the centre pages of the
MNA Bits and Pieces
MNA coordinators
Thalia Savva 64 Methley Place
Paul Doney 16 Methley View
Adrian Sinclair 32 Methley Terrace
Dave Williams 84 Potternewton Lane
MNA Core Group
The MNA Core Group comprises people who are involved in some MNA campaign or activity, or who want to be involved in what's going on. Anyone can come to meetings to find out what's going on, and decide whether they would like to contribute. You can be involved as much or as little as you want.
em@il!
Are you on email? Do you want to get news about what's happening in the Methleys? Send an email to email@example.com. We won't spam you!
Do you have WWW skills?
We are thinking about doing a Methleys website, because there is so much interest in what's going on here. If you have Web skills, such as HTML, graphics, or technical skills, and would like to be involved, send an email to firstname.lastname@example.org
Published by Methleys Neighbourhood Action 32 Methley Terrace Leeds 7
The Pro-Garden viewpoint
The pro-garden arguments raised at the public meeting on January 16 were recorded as follows:
1. The garden will provide opportunities for the children of the community to learn about wildlife/environment.
2. Very useful facility for children at the school who would use the garden with adult supervision on a regular basis during term time.
3. The current plan for the garden seems to have addressed a number of the concerns raised by the residents who don’t want to see change.
4. It may be possible to lock the garden at night.
5. A garden is an investment for the future when the A pro-garden representative gave us this statement:
We believe that the garden would be an excellent way of improving the physical environment and the bio-diversity in the area at the same time as creating an ideal learning tool for children in the school. The site for the garden includes some road space, car park and underused green space currently owned by the school and the Nursing Home. These are ideally right next to each other in these areas. We believe that by creating a garden ourselves we are investing in the fabric of the neighbourhood and encouraging all residents, children and adults, to take responsibility; to maintain the garden and to keep it free of litter.
The area in front of the nursing home is planned as a quiet ‘wildlife’ area with limited gated access. The plan includes development of the natural variety of planting at ground level under the trees and to create a direct wheelchair-accessible route for residents of Harrogate Lodge. We are currently talking about detailed ideas with the Home Manager, staff and residents.
Inspector Kevin Spencer from Chapeltown Police attended the meeting and was asked about the issue of vandalism and gangs. He felt that it was an issue that should be taken seriously but that it should not put us off from creating a garden because there are ways of dealing with the issues. He said he could point to lots of examples of successful gardens. MNA will be talking closely with Inspector Spencer as the designs for the garden are developed.
The Highways Department at the Council support the idea of making the top half of Methley Terrace one-way with a single line traffic on the corner of Methley Terrace and Zermatt Mount. Both the School and the Council are convinced that this will ease the chaos outside the school gates and of course this will be legally enforceable (the current zigzag lines are only advisory).
With regard to the location of the garden, it should be pointed out that much of the garden is within the school grounds and that they are offering access to people in the community. The garden design should also be seen in the context of the Home Zone plans that MNA has been developing which also looks at the creation of Methley Grove at the bottom of Methley Terrace and Methley Drive. Residents are also currently discussing possible alternative uses for the land at the bottom of Methley Place and there are other small environmental improvements that have been suggested in other parts of the neighbourhood. The Government have just announced that they will be supporting pilot Home Zones and are asking local authorities to nominate schemes by April (see
The Millenium Garden: The Proposals and the Arguments
The plan shown below is the latest idea for how the garden could look, taking into account objections.
Current trend is towards urban degeneration.
Garden would have shrubs and raised beds Nursing for residents to enjoy Home
School Lane
4 car parking spaces used for children’s garden
Existing Nursery Playground
The wall would be kept and repaired
All existing trees would be kept but one or two may have to be cut down because they are in poor condition
Street features, including water sculpture
One way traffic up Methley Terrace
School
Methley Place
What the garden would be like
Architects Eddy Walker and Mike Middleton and Landscape Architect Chris McKenzie Davey have been working on the Garden Designs. Here are their current ideas…
The garden would have our different areas:
1. **The Woodland Green** in the bottom of the current Nursing Home garden would become a more natural woodland (similar to a wild bluebell wood) with the existing trees maintained and enhanced by extra planting. The existing walls would be repaired.
2. **Zermatt Mount.** The road between the tops of Methley Place and Methley Terrace would be made one-way around from the Terrace and would be narrowed, with the pavement along the existing wall widened.
- The gable end of Methley Terrace/Place would have artwork/sculpture by local people and climbing plants on trellis.
3. **The Top of Methley Terrace, by the School**, would have:
- A parents’ and children’s waiting area.
- A curved wall/trellis to shield the garden from the road.
- A pool crossed by a footbridge leading to the retained footpath to Harrogate Road, a canopy each side of the existing brick/stone wall, and a water sculpture giving the sound of flowing/trickling water.
4. **The Water Garden** on part of the existing car park area (moving 4 spaces) and extending into the school’s existing Nursery area, would feature:
- The existing large trees retained.
- The existing footpath to Harrogate Road maintained but surrounded by scented flowering plants on a pergola, and better lit at night.
- A pond full of wild plants and animals (typical pond life), with access deck and beach, for schoolchildren to study and maintain.
- A stepped area where teachers can talk to small groups.
- Various seating areas.
Safety and Security
The various areas may be closed off at night by gates if this is necessary. The pool/pool would be surrounded by barriers to prevent access by toddlers on their own.
The Green would:
- NOT be a dedicated children’s playground although they would use it.
- NOT involve demolishing the existing brick/stone wall at the bottom of the Nursing Home garden. But it would be repaired and only a short length, at the
The Objections
The objections raised at the public meeting on January 16 were recorded as follows:
1. Nursing home residents enjoy quiet environment with wildlife at present
2. Worry of more litter etc. from passers-by.
3. Vandalism
4. Congregating of gangs
5. Increased publicity for the area has changed the ‘outside view’ of the neighbourhood bringing increased rents and a change in the type of people who can afford to rent
6. People in cars may ignore the traffic markings.
7. Concerns about children free to roam the streets using the garden without supervision.
Many people in the streets around the proposed garden site, and in Henconner Lane, already suffer badly from school traffic, and are concerned that the change to one-way traffic on Methley Terrace would make things worse.
Concern has also been expressed that wildlife in the proposed pond would be vulnerable to attack from vandals.
After the public meeting, a petition was sent to Fabian Hamilton MP, Cllr. Garth Frankland, The Countryside Commission, Leeds City Council, Harrogate Lodge Nursing Home, Sandown Group (owners of the nursing home), Chapel Allerton Primary School, and the Committee of Methleys Neighbourhood Action.
The cover of the petition said:
Please find enclosed a copy of a recent poll taken amongst the local community from people who would be most at the receiving end of any consequences of a Millenium Garden on the current proposed site, and who have decided that they are not happy about endorsing such a project, whether it turned out to be a huge success or a gigantic failure. There are alternatives for the Pro-Gardeners. There would be none for those living close by if it went ahead- their choices would have disappeared by its very construction.
The petition itself was headed:
Re. A proposed Millenium Garden Funding Application put forward by the Methley Neighbourhood Action Group.
We, the undersigned, wish to make our position clear regarding the above application to yourselves. Whilst we are not against the idea of a Millenium Garden in our community, we do not support the current possible site under discussion. We have various reasons for this which have been articulated to the MNAG on more than one occasion. If there is any understanding on your part that this venture is fully supported by our community we wish to let you know that this is not so. We are absolutely against it, and will continue to voice this.
The petition was signed by 91 people, living in 18 households in Methley Grove, 11 in Methley Place, 9 in School Lane, 12 in Henconner Lane, 2 in Potternewton Gardens, 1 in North Grove flats, and 1 in Newton Villas.
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4-H Heritage Arts: Ethnic Arts
MJ0708
Member’s Manual
Colorado State University Cooperative Extension
ACKNOWLEDGMENTS
The Colorado State 4-H Heritage Arts committee prepared the 4-H Heritage Arts series. The committee includes: Linda Carlson, curator and lecturer, Historic Costume and Textiles, and Kathleen Williams, Extension specialist and lecturer, Design, Merchandising and Consumer Sciences Department, College of Applied Human Sciences; Carol Schneider, 4-H Extension agent, Weld County; and Sue Cummings, Extension specialist, 4-H Youth Development, Colorado State University.
Edited by Dell Rae Moellenberg, Public Relations Department, Colorado State University, layout and design by Karen Cagle, 4-H Youth Development Program, Colorado State Cooperative Extension, and illustrations by Ruth Orton. Graphics courtesy of ClickArt® 125,000 Deluxe Image Pak™; © 1997, T/Maker Co.
PERMISSION TO REPRODUCE PUBLICATION
Requests for permission to reproduce any parts or all of this Colorado 4-H Youth-Development publication should be directed to
Publications Liaison
State 4-H Office
Colorado State University Cooperative Extension
140 Aylesworth, N.W.
Fort Collins, CO 80523-4050
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture, Milan A. Rewerts, Director of Cooperative Extension, Colorado State University, Fort Collins, Colorado. Cooperative Extension programs are available to all without discrimination. To simplify technical terminology, trade names of products and equipment occasionally will be used. No endorsement of products named is intended nor is criticism implied of products not mentioned.
Introduction
Welcome to the 4-H Heritage Arts project. Without interested individuals, such as yourself, many historic arts and crafts would be lost with the passing of generations.
You will be given the opportunity, through the Heritage Arts project, to choose from a variety of fiber, fabric, yarn arts and crafts. The projects and activities you experience depend upon your enthusiasm and the availability of resources within your home and community.
*Heritage Arts* is defined as the practical skills passed down from proceeding generations that were developed to provide basic family needs, such as apparel, home furnishings, or decorations. It also is defined as a traditional craft and the methods that have been maintained throughout history and passed on to others, often by observation and example.
Classes on traditional crafts are available in many communities, taught by skilled local artisans. The techniques taught often incorporate new techniques and materials with the old, traditional methods to enhance the craft.
Project Objectives
The Heritage Arts project is designed to help you:
- Learn about a variety of historic arts and crafts.
- Create a craft that connects you to the past.
- Learn about historic influences on arts and crafts.
- Have fun learning.
- Gain skills that might lead to a home-based business.
Project Expectations
Members are encouraged to learn about and try a variety of different historic crafts. Think of fun places in your community where you can learn more. Ask about interesting, creative artisans who are willing to share their skills with you. Take a field trip to local museums that feature historic fabric and yarn displays. Take a trip to the library and look up interesting facts about a craft that is of particular interest to you. Evaluate or judge fabric and yarn crafts and do a demonstration to share your skills with others. The more activities you do, the more you learn.
To complete your project, respond to all questions on the Heritage Arts Record. Check with your Cooperative Extension office for county fair requirements *if* you want to exhibit your project.
Textile Crafts
What is a textile craft? It is defined as any method of creating a unique design with fiber, fabric or yarn. Patchwork and applique quilting are examples of textile crafts that use fabric as the main design ingredient. Needlepoint, embroidery, crochet and weaving are textile crafts that use yarns as the design tool. All textile crafts have one thing in common—they use fibers, fabric or yarn to create a design.
With some textile crafts, it means making the fabric, such as weaving, crochet or needlepoint. With other textile crafts, an already existing fabric is changed into something quite different. Quilting and embroidery can change the appearance of a fabric to create an exciting, imaginative design.
Creating a Design
Once you decide on a heritage craft, it’s time to think about the design. Many books show how to create a pleasing design. There also are many printed patterns that can be purchased. There’s no better way to enjoy and understand design than to try it! Designing, like most activities, can come naturally once you understand what you are doing.
A design is really a plan—a plan for using all materials so that they look good together. To begin planning the design, examine your materials—whether they are yarns or fabrics or some other material—in a special way. For example, regardless of what materials are used, these basic ingredients are the design:
- line
- shape
- space
- texture
- color
These ingredients are called the *elements of design* and they are important to your plan because they are the visible details of a design. Without a design plan, these elements may seem haphazard or clash. Let’s take a closer look at each of these elements of design.
- **Line**
Line is an element that’s found everywhere around us. In a garment, lines are created by a seamline, a hem, a dart, a row of trim, a plaid or stripe. A row of embroidery stitches creates a line, as does a row of crochet stitches or the pattern in a quilt square. Some lines are straight and angular, others are curved. Some are thick and sturdy, others fine and delicate. The kind of lines used in a design will affect the character of that design.
- **Shape**
When lines are connected and overlapped, they create shapes: squares, circles, triangles, any shape imaginable. The outline of an applique is a shape, the pieces in a patchwork quilt are shapes, the outline of a garment is a shape, and so on. Just as lines create feelings, so can shapes.
• **Space**
When we talk of space, we mean the actual space an object or a design occupies. When we design, we work within a specific space; so not only must the design itself be well thought, out but so must the space around it. That space might be an individual quilt square or entire quilt.
• **Texture**
Texture is the surface characteristic of an object; it may be smooth, fuzzy, soft, pebbly, scratchy, or one of many other textures. Sometimes we don’t have to touch an object to know its texture—we can *see* the texture. In planning a design, texture is important to think about because each one we see has a character or feeling, just as lines and shapes do.
• **Color**
When we think of colors, we usually think of color names (or hues) like red, green, yellow or blue. We can create different feelings in a design on the colors we use together. For instance, a design in yellow and green will give you a different feeling from the same design in purple and blue. But, there are other ways we use colors to give a design the feeling we want. The way we use color *values* also can affect a design (value refers to the lightness or darkness of a hue). The same hue can have lots of different values.
Think about all the different kinds of blue (baby blue, light blue, sky blue, peacock blue, navy blue and royal blue). Value can affect the feeling of a design too. Try to visualize a design in all light colors (like lime green, pink, light blue, lemon yellow). Now visualize that same design in dark green, navy blue, dark red, and gold. Does it seem different? How about the same design in lime green and navy blue? Does it seem different in style? The *intensity* of the hues we use in a design also affect the feeling we get from it. Intensity refers to the brightness or dullness of a color. Imagine a design in all bright colors—usually a design made of bright colors is more than our eyes can take! So, use bright colors sparingly!
**Evaluate Your Plan—Pattern to Follow**
Take a look at the materials you plan to work with—fibers, yarns, fabrics, or threads. What kind of feeling do you want to create with your design? Do the materials create that feeling in their textures and colors? Can you create the kinds of lines and shapes you want with your materials? Are the materials suitable for the space in which you’ve chosen to create? If you can say “yes” to these questions, you’re on your way to a well-designed piece.
But it doesn’t stop there. Because even with all the right materials together, designers still need some guidelines on *how* to use them together. You can think of these guidelines as a recipe for deciding just how much of each ingredient (colors, textures, lines, and other elements) to use and where to add them. These guidelines are called principles of design.
Principles of Design
• **Proportion**
Proportion is the relationship of all the parts of a design to each other and to the whole garment or article. Each part needs to be in proportion to the rest of the design. No part should overpower the others. If a garment does not have proportion, one part of the design might be too big for the rest of the design. Or, the design may be too big or too small to look good on the garment, or, there may be too much bright, shiny color that overpowers the other colors. Or, if the design is the entire garment or article, it may lack proportion because it is too overpowering for the person wearing it, or the decor in which it will be used.
• **Balance**
Balance is a feeling of steadiness, of everything in the design looking like it belongs. Balance can be formal (each side of the center is identical) or informal (the sides are different, but “weigh” the same).
• **Emphasis**
Emphasis is the creation of a center of interest. Without the center of interest, a design may seem cluttered and busy, or boring and uninteresting. If a design is not well-planned and is missing emphasis, it may be cluttered with too many colors, different textures, different lines, shapes or sizes. Or, there may not be sufficient contrast to attract attention.
• **Rhythm**
When we look at a design, the eye follows a certain route around the design. It notices differences in lines, shapes, textures, colors, and spaces. The route the eye follows is known as rhythm. In a well-planned design, the eye is led from one to another to the point of emphasis. That rhythm is created in a design by repeating something throughout the design—color, texture, shape, or size. If an item misses rhythm, it may have too many unrelated parts—too many unrelated colors or textures, shapes, lines or sizes. Or, the design may be placed so that it is spotty or scattered and doesn’t seem to fit together.
• **Unity**
When we say that a design has unity, we mean that it is complete. Unity is the all the materials fitting together in a pleasing combination. If unity is missing, the characters of colors, textures, lines, shapes and spaces are not compatible, or there may not be a central theme.
Inspiration Sources
Now that you have learned something about a well-planned design, it’s time to begin thinking about developing your *own* designs. How do you start?
Actually, there are several ways to begin. One of them is to become aware of the design of the objects around us. Take a good look; there are examples everywhere! Look at the grain of the wood on a table top. What kind of lines or shapes are created? How does the rhythm in the grain move your eye over the design? Can you create a similar design—perhaps with weaving or needlepoint or with embroidery?
There are many places to get ideas. Look outside at the patches of grass for ideas on shapes and colors, look at the sunsets and clouds for shapes and colors, or the cracks in sidewalks, the frost on windows, the bark on trees. Everywhere you look, there are ideas for colors and textures, shapes and lines. Design examples aren’t limited to nature. Look at designs in things around the house like baskets or pictures. Perhaps there’s a design on pottery that you’d like to try in embroidery, or the shape of an old bottle gives you an idea for an applique. You can find ideas in magazines, wallpaper and comic books. There are ideas everywhere if you’ll just use a little imagination!
Doodle on paper to develop and crystallize a design, or try arranging yarns or scraps of fabric. Try cutting out shapes from construction paper to experiment with a design. It does not matter how, but it is important to plan a design first!
The designer whose work shows fine quality, adapts and stylizes a design to suit the materials used. A designer does not attempt to imitate real objects, such as flowers using thread. Instead, if a flower idea is chosen as a theme for the design, the designer alters it to suit the shape of the article, its purpose and the limitations of materials and tools.
Resources
There are lots of good sources to help you with the “How-to’s” of the textile crafts. Your Cooperative Extension agent can help you locate commercial leaflets available for 4-H members on specific textile crafts. You may want to supplement the leaflets with films and slides. Some are available through your county Cooperative Extension office.
Your talents are an excellent resource for the club. Share your know-how and special interests to help others. Bring the tools and let everyone experiment. Bring in others from the community to share their craft knowledge. A local craft or fabric store may work with you or help you contact someone with an interest in a specific textile craft. Members may decide to make a sampler, shawl, handkerchiefs, or monograms utilizing the various techniques.
Libraries can be an excellent source of information. You can broaden your knowledge of why and how heritage crafts began by reading through historic publications. Magazines are also a terrific source of ideas. Internet web pages provide lots of interesting information as well. Perhaps you will want to clip and file ideas to share and talk about. There also are many craft magazines and pattern books that can be good sources too. Craft Organizations and Councils often provide specific information that may be helpful. Check with your county Cooperative Extension office, library or craft store for contact information.
Sharing What You Have Learned
Now that you have learned many new things about a heritage craft, why not share? This helps you learn more about the topic and become more comfortable teaching others. Making an exhibit to show at the county fair is another way to share with others. You also may share your knowledge by giving a demonstration and show how to do something.
Demonstration
Select a topic that relates to something you learned about your project and plan a demonstration. Some ideas include:
- Use of design principles and elements
- Selecting fabric or yarn for a project
- Sharing the history of a craft
- Purchasing supplies
- Steps to complete a craft item
- Can you think of others?
Evaluation or Judging
Learn the standards of quality for your craft. The exhibit item will be compared to these standards at a fair or during craft competitions. Standards are printed in the 4-H craft project guidelines, or may be found in craft publications or fair judge’s guides available through your county Cooperative Extension office. When you apply the standards to a craft item, you judge or evaluate that item against the standard of quality. Evaluating your project yourself will enable you to see how well you applied the skills you learned. How well did your item compare to the standards? What did you do well? Where can you improve? Answers to these questions will help you do a better job next time.
Community Service
You can learn a great deal about your community when you get involved to help others. You can:
- Make lap robes for elderly people or AIDS victims
- Make quilts for a homeless shelter
- Work on a fund raiser for a local cause
- Go to a local nursing home and visit residents
- Help an elderly or lonely neighbor with household chores
- Help younger members with their projects
- Can you think of others?
Fair Exhibit
Remember to record all of your activities during this year. It’s easier to write them down as soon as you do them rather than wait until the end of the year and try to remember them. Be sure to include in your story not only the things you made, but the experiences you had, special things you learned and how you felt about them.
You must complete the History Page of the record. Plan early to begin your search for historic information. You have several options as to what you can learn about and share. You can find historic information on:
- the craft itself,
- tools used,
- new techniques developed,
- special uses of the finished items,
- influences of wars or trade,
- interesting artisans within the community, or
- any other related topic.
The key is that the information you provide is directly related to the craft you are exhibiting.
Two photos of your finished product(s) are optional. However, photos of Heritage Arts exhibits enable judges to see how well the items fit your intended use.
Projects will be divided into three age categories for exhibit based on age of the exhibitor as of December 31 of the year prior to the show. Age categories are:
Junior—8 to 10 years of age
Intermediate—11 to 13 years of age
Senior—14 to 18 years of age
All exhibit items are to be fiber-, fabric- or yarn-based arts and crafts. Crafts exhibited must be those traditional crafts which have been passed down through generations. For a complete listing of Fair Exhibit Requirements, see page 2 of your *Heritage Arts Record Book*, RJ0700.
Introduction
Through ethnic arts you will learn to express your creativity in a constructive way while developing a skill that is relaxing and fun. You will also have the opportunity to learn more about the history of the ethnic group you have selected and how they used fibers, fabrics and yarn to enrich their lives.
Explore the variation within each ethnic group to see how similar crafts may have been done differently across their culture. Check to see if those who may have lived in the northern regions of the country have the same crafts and/or techniques as those that live in the southern region. Visit with people in your family or community who have knowledge of ethnic crafts to see what projects they have completed and what suggestions they would have for you as a beginner. Check for additional resources in your local Cooperative Extension office, the Internet, library or yarn shops to get new ideas. More importantly, have fun!
Project Evaluation
Skeins of yarn will be evaluated on:
Overall Appearance
- Clean and neat
- Suitability of materials
Overall Appearance
- Use of texture, colors, materials
- Compatibility with ethnic group
Workmanship
- Construction is appropriate
- Suitable for intended use
- Finished and complete
Note: Exhibited items must be fiber, fabric or yarn based.
History of Ethnic Arts
The Ethnic Arts project enables members to explore a wide variety of crafts from across this country and the world. Because of the variety of possible crafts used by different ethnic groups, we have not tried to include a brief historic background in this section. Rather, we encourage you to explore the multitude of resources available to help you find interesting information about your chosen craft. Write a brief, one-page history of the ethnic craft. Where was the craft used, by whom, as decoration, or for use as clothing or a body covering, or to enhance the living area, etc. Share where you got information so that others can learn more about the chosen craft as well. We encourage you to have fun learning about the group you have chosen and their crafts!
4-H PLEDGE
I pledge my head to clearer thinking,
my heart to greater loyalty,
my hands to larger service,
and my health to better living,
for my club, my community, my country, and my world.
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Follow the path that curves right and then continue ahead at a crossing path. This takes you over a low rise to a second crossing path where you turn left, heading downhill to a plank bridge over a ditch, visible from the junction above. Turn right onto a broad grassy ride and continue ahead to a complex junction of paths by an information board. Fork left onto the path immediately left of the board, another grass ride, and follow it to a junction with a surfaced path at the north-western edge of the wood where there is another information board.
Turn left and follow the path into Otford, passing between residential gardens and crossing a driveway to emerge onto a road (Tudor Drive). Do not follow the path across the road but instead turn right, passing a few houses to a second path on the left. This leads to the eastern entrance to Otford Station. To reach the ticket office on the far side follow the path out to the road and cross the bridge. Otford village can be reached via a five-minute walk by turning left out of the main station entrance.
*Alternative finish - ignore the turning into Oxenhill Shaw, continue along the track, passing under the Otford to Sevenoaks railway and reaching a small group of buildings including a converted oast house. Turn right off the track here and follow a faint grass path across fields towards houses at the southern end of the village. A gap in a hedge leads to the end of a residential road, The Old Walk. Pass the Archbishop’s Palace on your left before crossing the end of a drive to enter the corner of a churchyard with the parish church, St. Bartholomews, ahead.
At a T-junction, there is the option to turn left into the centre of the village, passing the church and continuing to the pond. For the station, turn right and follow the path out of the churchyard and between gardens and open land to reach the station car park with the station entrance ahead and to the left.
The Darent Valley Rail Trails have been created by the Darent Valley Landscape Partnership Scheme. DVLPS is led by the Kent Downs AONB, working throughout the Darent Valley to conserve the area’s rich heritage landscapes and encourage people to enjoy, explore and connect to them www.darent-valley.org.uk
A selection of the Rail Trails are available to use on the Darent Valley Trails app, available free of charge on the App Store and Google Play. With special thanks to Sarah Newman for devising this trail.
Co-financed by the European Union and the European Regional Development Fund
Otford village boasts a wealth of heritage to explore including the Archbishop’s Palace, Otford Heritage Trail and even a listed duck pond! The North Downs Way National Trail also passes through Otford as well as the Darent Valley Path which hugs the River Darent through this stretch north to Shoreham. Look out for the 10 numbered information boards around the village along the Otford Heritage Trail.
**Start point:** Bat and Ball station
**End point:** Otford station
**Length:** 2.5 miles / 4km
**Terrain:** Some pavements but also fields and tracks. Undulating path. Road crossings, walking through an active quarry site (along a marked trail)
**Accessibility:** There are gates and two stiles on this walk
**Toilets / refreshments:** Available at the stations during opening hours and in Otford village
**What3Words:** ///goals.above.video
**OS Explorer map:** 147
---
**On The Way**
- Discover the historic Bat and Ball station
- Walk through Sevenoaks Quarry
- Walk through an area of naturally regenerating woodland at Oxenhill Shaw and Meadows
- Enjoy the wealth of heritage in Otford village centre (via the alternative finish)
---
**Before starting the walk, it is worth pausing for a look at Bat and Ball station. Opened in 1862, this was the first station in Sevenoaks and marked the end of a branch line from Swanley. It was another six years before Sevenoaks station and the main line connection to London was completed.**
---
1. Turn left out of the station, following the road parallel to the railway past commercial buildings. Just before a footbridge, turn right into Watercress Drive and follow it to a T-junction where you turn left onto Farm Road, a cul-de-sac. A footpath continues from the end of the road leading into Sevenoaks Quarry.
2. Follow the path onto an internal road to reach the site of the processing plant, through which a route has been signposted for walkers’ safety. A wide track leads through a gate heading gently downhill with the footpath initially running parallel to keep walkers from quarry traffic. The route passes a waste disposal site on the left and a water-filled pit on the right eventually reaching the Otford to Maidstone railway. Cross the line by a footbridge and then go into a meadow.
3. Cross the field diagonally to reach a stile at the opposite corner. Maintain that direction in the next field heading towards the end of a surfaced track. Turn right onto the track, crossing another stile at a gate, to bridge over the M26 motorway. On the far side, the track bends left and almost immediately a kissing gate appears on the right. Go through the gate and into Oxenhill Shaw.
*There is an alternative finish of the route here (see number 6)*
---
**Operated by Tarmac, this is an active quarry providing gravel for construction work. The walk goes through the site past a converted oast house and the processing plant then passing both restored and unrestored areas.**
---
**Located between Otford and Kemsing, Oxenhill Shaw is a small mature wood while the meadows to the north and west is an area of self-seeded trees and shrubs that is being allowed to revert to woodland. The whole area is open to the public and is crossed by a dense network of informal paths. The route described is one of many that could be followed crossing the Shaw and Meadow from south to north.**
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PEOPLE TO PEOPLE
JEWS – KIELCE – MEMORY
KIELCE 2009
Copyright © 2009 by Stowarzyszenie im. Jana Karskiego
Photographs from the archives of the Jan Karski Association
Authors of texts: Wojciech Lubawski, Marek Maciagowski, Bożena Szaynok, Bogdan Białek.
English translation/proofreading: Ewa Kanigowska-Gedroyć, Simon Wloch
DTP: Adam Cedro
ISBN 978-83-923016-2-2
Printed by Drukarnia im. A. Półtawskiego, Kielce
Publisher:
Stowarzyszenie im. Jana Karskiego
25-512 Kielce, ul. Warszawska 6
tel. 041 343 28 40
fax 041 343 28 49
On 11 September, on the fifth anniversary of the New York tragedy, a monument “Homo Homini” was unveiled in Kielce. This is a work in commemoration of the victims of terrorism, created by a world renowned sculptor, Prof Adam Myjak.
At a press conference the same day one of the journalists asked me a question, “World terrorism and Kielce… why such a monument in Kielce?”
I find the answer quite obvious. Here in Kielce we not only have the right but the duty to cry out whenever there are innocent people killed. Right and duty, as we ourselves have experienced the great drama of “Cain’s sin”.
The “Homo Homini” monument is dedicated to the innocent and murdered, but for us, the people of Kielce, it is also a symbol of historical truth and a guardian of memory.
Wojciech Lubawski
Mayor of Kielce
Jews in Kielce
Marek Maciągowski
Prior to World War II, there were about eighteen thousand Jews in Kielce. They were rightful and active citizens of the city, which they considered their home. Not many people realised that this was one of the youngest Jewish communities in Poland.
For many years, Jews were prohibited from settling in Kielce. They had lived for hundreds of years in nearby towns, such as Checiny, Chmielnik, Pińczów, Raków, Wierzbnik, and Ostrowiec but the owners of Kielce, the Krakovian bishops, did not allow Jews to set up permanent residence in the city. This prohibition was finally lifted after the Tsar’s imperial edict on the equality of rights for Jews in 1862.
In 1876, a decision to build a railway line from Dęblin to Dąbrowa Górnicza stimulated an increase in Jewish settlement in Kielce. In 1860, 2640 Jews were living in the city. They were predominantly involved in trade, which was a poorly developed industry in Kielce, and the newly-established companies quickly built up a solid reputation even with Polish clients. It took the townspeople a long while to come to terms with their Jewish competition.
The following quarter century was a period of tumultuous development for the city. Kielce’s population had tripled since 1905 and now stood at nearly 30,000. In this period the number of Jews in the city increased four-fold, reaching 10,587.
Jewish traders were present in all areas of trade. Handicrafts were advancing, and cottage industry was undergoing large scale expansion. The period also saw the establishment of industrial plants, which had been absent from Kielce until that time. Above all, there was an abundance of natural resources and wood to be utilized, and the Jews built the foundation for Kielce’s wood and lime industries. Leather tanneries, small soap and candle manufacturers, small accessories producers as well as mills emerged. Kielce also became a city of cobblers.
The religious and social lives of Kielce’s Jewish residents were overseen by the synagogue. In 1868, the first rabbi of Kielce district was appointed – Gutman Rapoport, and in 1878 a plot of land was purchased on Warszawska Street to serve as the location for a synagogue. At this time, members of the intellectual class started pouring into the city and two worlds clashed. One was the world of tradition, represented by Jews from the provinces raised in the age-old tradition. The other was of the world of modernity, represented by those who arrived in Kielce from other cities of the Russian empire. Until the end of the 19th century, the attitudes of Kielce’s Jewish community were governed by tradition and Orthodox law, but the turn of the 20th century saw the emergence of a new generation who were open to the growing ideas of Zionism and socialism.
The community of Kielce Jews was for the most part poor. There were barely thirty wealthy families of industrialists and wholesalers, and about one hundred intellectual families lived at a decent level. But the vast majority of Kielce Jews lived very humble lives. Over one hundred families required permanent support from the district, and 1901 saw the establishment of the Society for the Aid of the Mosaic Poor.
At the beginning of the 20th century, the Jews of Kielce undertook their construction project of the century – the building of their own synagogue. In 1901, Estera and Mojżesz Pfeffer donated a large square near Nowowarszawska Street as well as 20,000 rubles towards the cost of construction. The synagogue was ceremoniously opened in 1903. At this time, the rabbi in Kielce was Mosze Nachumem Jerozolimski.
After a great fire which destroyed the town of Chęciny in 1905, a significant part of the town’s Jewish population relocated to nearby Kielce. The number of Jews in Kielce increased by seven thousand in the ten years between 1905 and 1915. Many Hasidic Jews came to Kielce during this time. Reb Chaim Szmul Horowicz, the great-grandchildren of Zaddik Icchak Horowicz – the Seer of Lublin, one of the foremost representatives of Hasidism in Poland; Reb Motele Twerski, known as Rebbe of Kuzmir (from Kazimierz) the grandson of Mordechaj Motele and great-grandson of Nachman, known as Magidem of Czarnobyl; as well as Reb Chaim Majer Finkler, the brother of Zaddik Hilel of Radoszyc were among those who lived in Kielce.
With the arrival of the new century, the world of religion and tradition began to recede into the past and the new generation took over. They shunned submissiveness to the authorities and boldly stood up for their rights. A cinema – the first in Kielce – was established, Jewish political parties came into being, and cultural and sport associations were founded. Non-practicing Jews began to set up organisations for the advancement of Jewish culture.
The growth of Jewish trade and industry impeded the operations of the National Democratic party, which had a strong presence in Kielce. In 1912,
slogans encouraging the residents to boycott Jewish retailers, such as “Keep to your own”, began to surface, and a portion of the city’s population started to avoid Jewish stores, handicrafts enterprises and wholesalers.
Despite the offensive from the Kielce press, the boycott had little resonance with the citizens of Kielce. Jewish trade did not succumb during the boycott and new stores and wholesalers even opened. In 1914, Jews owned 276 stores in Kielce, including 85 groceries, 42 textile shops and 33 leather and shoe shops. The boycott didn’t affect the handicrafts market either.
In 1916, after the death of Rabbi Mojżesz Jerozolimski, the position of Rabbi was filled by Abela Rapoport. By then, Kielce was home to 16,000 Jews.
The situation in Kielce became very grave after Poland regained her independence. Hunger abounded, medicine was scarce, unemployment was rampant and the merchants became impoverished. The difficult times, coupled with the National Democrats’ efforts, brought about a rift between the Jewish and Polish communities. Even though the city had up to that point never experienced anti-Semitic disturbances, just a spark was enough during the tense political situation. On November 11 of 1918, an anti-Jew street riot erupted in Kielce, resulting in the deaths of 4 Jews and injuries to over one hundred. After the police investigation, several people were arrested on charges of robbery. The delicate situation between the Poles and Jews would continue for another several months, resulting in Poles avoiding Jewish stores and vice versa. However, the situation shortly returned to normal.
Despite the tension, the Jews of Kielce voiced their support for the establishment of an independent Polish nation. The Jews celebrated the anniversaries of Poland regaining her independence on November 11 and of the constitution on May 3, which was accompanied by a festive service at the Kielce synagogue. The sentiment of unity with Poland was especially pronounced after Hitler’s rise to power in Germany.
The Kielce Jews were owners of industrial plants, steelworks, timber mills and quarries, and Jewish trade had expanded even further. The already existing stores, wholesalers and warehouses solidified their positions in the economy. Jews were at the forefront of the coal, building supplies, steel and paraffin trades and owned as many as 189 grocery stores. But trade in
Poland was generally small-scale, with handicrafts also suffering, and the proposition of a boycott on Jewish trade didn’t catch on among the city’s residents.
In the twenty year period between wars, the Kielce Jewish community was incredibly diverse, which was not without impact on political and social life. All of the existing organisations, from the communists to the orthodox radicals, were vying for attention. Jewish education developed and in 1918 the Jewish Denomination Middle School for boys, which enjoyed a high level of prestige, had around 200 students. The teachers of Jewish schools were very active in all of the social and cultural initiatives as well as in the Jewish community council. There were also a dozen or so private schools, of which Adolf and Stefani Wolman’s eight-class school for girls was especially popular.
The Jews of Kielce also very actively participated in municipal government through their presence in the City Council, on which members of the Jewish intellectual class had made a significant mark. In addition, Jews were involved in freelance and self-employed fields, with Jewish doctors enjoying a great level of prestige and esteem.
Jews never constituted a majority in Kielce; they accounted for about one third of the city’s population. But relations between Poles and Jews, although not without problems and occasional antagonism or reluctance resulting from the difficult living conditions, were generally acceptable.
The census of 1931 indicated that Kielce had a population of 58,236, of which 18,073 were Jews. It was a society comprised predominantly of small plant workers, petty merchants and craftsmen. For a large number of them, Kielce was just a stop on the road to a better life, which they hoped to find not only elsewhere in Poland but also abroad. Many Jews were leaving Kielce for larger cities or emigrating, chiefly for economic reasons.
EXTERMINATION
Shortly after they entered Kielce in September of 1939 the Germans initiated a reprisal against Poles and Jews. German soldiers robbed Jewish homes, organised raids and imposed forced labour. The Jews were made to do the most difficult work and forced to wear the six-pointed star on their clothing. Already by November 1939, Jews with the best homes in the centre of the city, which was designated as the German quarter, were being forced to leave their homes. In mid-December of that year, the Germans began to seize Jewish wealth, quarries, mills, brickworks and lumber mills, whose owners were immediately shipped off to concentration camps. Every Jewish store in the city centre was closed down.
Dr. Mojżesz Pelc acted as the chair of the Judenrat – the German-imposed Jewish Council, but eventually stepped down owing to his unwillingness to carry out German orders. He was replaced by Herman Lewi.
Food rationing stamps were introduced. From September 1940, a person was allowed a ration of 2.8 kg of bread, 200 g of sugar and 160 grams of grain coffee per month.
Throughout 1940 the Jews were being robbed of their property by the Germans and in 1941 the Germans took over even the small stores and workshops. All the while, more and more displaced people, for whom food and lodging had to be provided, were being brought to Kielce. The entire Jewish population was now enrolled in forced labour. During the round-ups, Jewish youths were mainly selected and sent off to labour camps.
On March 31 1941, an order was issued to create a “Jewish quarter in the city of Kielce”. The ghetto was located in the poorest part of the city, where most of the houses had no running water or sewage. There were 500 buildings within the area, which could accommodate about 15,000 people, yet the number of Jews in the city, including those brought in, was already at 27,000.
The Polish residents of that part of town were given three days to vacate their homes, from April 2 to April 5. All of the Jews had to move into the district. Poles were strictly forbidden, under penalty of having their homes confiscated, to provide the Jews with any kind of shelter. All Jewish stores and workshop outside the Jewish quarter were shut down. An old age home and an orphanage were relocated to the ghetto.
In April of 1941, a transport of one thousand Jews reached Kielce from Vienna, and the living conditions deteriorated even further. More and more people were relying on the soup kitchen near the synagogue. There were always very long queues of starving people at the cheap meal distribution points. The old age home and orphanage were still in operation, although it was becoming harder and harder to keep them running.
The Kielce ghetto was fenced in by a wall made of boards and barbed wire. Jews could only leave the ghetto if they had a pass. At first, Poles were allowed to enter the ghetto without any interference but it started to become dangerous because of the frequent checks carried out by the military police.
The Germans banned gatherings and prayers and the synagogue was converted into a warehouse. The situation in the ghetto was getting worse by the month. The price of food was increasing at an alarming rate. The Judenrat distributed soup but the lines were so long that people had to wait two hours for a bowl. The penalty for leaving the ghetto was death by firing squad. The executions took place was at the cemetery in Pakosz.
It became clear in the summer of 1942 that the Germans are planning to physically eradicate the Jewish population. The first transport took place on August 20 at 4 am. Around six thousand Jews were shipped out on that first day. The Germans killed the old and the sick on the spot. The young and healthy were kept behind to work.
On August 22, people were taken from the area known as the little ghetto. Another six thousand were taken on that second transport. Among them was Rabbi Abela Rapoport, with his wife Sara, sons Boruch and Mordechaj, and daughter Zysla. The Rabbi walked wearing his Tallith and reciting the Widduj pre-death prayer and the Shema. The Germans killed around 500 people that day, mainly the old and sick, as well as children from the Jewish orphanage.
On August 23, the Germans killed all of the residents of the Jewish old age home, and ordered all of the patients of the Jewish hospital to be killed by poison.
On August 24, 7000 people were taken away in a third transport. Thirty pregnant women were shot to death at the wall of the synagogue.
The Nazis killed around 1200 people on the day the Kielce ghetto was liquidated. They sent another 21,000 to their deaths in Treblinka.
Around 1500 to 2000 people remained alive – those who were young and able to work. They were locked in a camp between Stolarska and Jasna streets. They were not paid for their work, only fed. Poles were not allowed to enter the camp or even approach the fence. Several people were shot and another dozen or so were sent to Auschwitz for trying to sneak food to the prisoners.
After the ghetto was liquidated, the Nazis claimed all Jewish real estate as “unowned property”. The lumber mills, quarries, lots and bank deposits belonging to Kielce Jews were confiscated.
On May 23 1943, the Nazis shot and killed 45 children at the Pakosz cemetery. The children were aged 18 months to 13 years and had lived at the work camp with their parents. The Stolarska/Jasna camp was shut down at the end of May 1943. Some of the prisoners were sent to camps in Skarżysko, Pionki and Starachowice, and the rest were divided among three camps near the Kielce industrial plants that were being used for the production of war supplies. They worked 12 hour days with one half-hour break in exchange for 200 grams of bread and a bowl of soup.
The camps operated until the summer of 1944, after which the workers were sent off to Auschwitz. Some of those who remained ended up in camps at the arms factories and others were sent to Buchenwald. Around 200 people were killed at these camps and dozens died of hunger and exhaustion.
Of the city’s twenty-some-odd thousand Jewish inhabitants, only around 500 survived the war and occupation. Those who survived attribute their survival largely to Poles. Among the passive and indifferent there had also been those who had risked their lives trying to help their Jewish neighbours. During the existence of the ghetto, Poles tried to commission jobs to Jewish craftsmen, paying them in food. Poles also arranged Arian documents for their Jewish acquaintances, thanks to which a dozen or so families survived the occupation.
After World War II, the Kielce Jewish community no longer existed.
ANTI-JEWISH POGROM IN KIELCE, 4 JULY 1946
Bożena Szaynok
On 4 July 1946, an outbreak of anti-Jewish violence took place in Kielce and claimed the lives of almost 40 Jews. In fact, there were 42 Jewish victims of the pogrom as several of the injured later died in hospital\(^1\). The victims included a child, a newborn, a pregnant woman, and youths – 16 and 17-year-old members of the kibbutz. These events were sparked by a rumour that a Polish child had been abducted by Jews. The pogrom began in the morning and lasted for 6 hours, but the anti-Semitic atmosphere and attempts to incite more incidents lasted until evening. Most of the turbulence took place at a building on Planty Street, where the accused Jews resided. The attacks on the Jews were provoked by the actions of the communist police and the army through their authentication of the child’s abduction and their incompetent handling of the aggressive mob that had gathered on Planty Street. In addition, it was the police and army who were the first to shoot at the Jews and their actions were seen as a justification for civilians to join in the violence. It is important to mention the impunity of those who committed the murders and looting against the Jewish community during the pogrom. It was shocking how utterly ineffective the city authorities, political parties and head of the Kielce security council, who at the time possessed the highest degree of authority, were in getting the situation under control. Residents of Kielce were involved in the murders from the beginning of the pogrom, but the second phase began when workers from the steelworks arrived in the afternoon.
The hatred and cruelty displayed on that day are described in eye-witness accounts. We hear about innocent victims being shot, about young girls being thrown from a second story window only to be finished off by the crowd gathered below, about a young man being stoned to death. Most of the tragic violence happened near and around the building on Planty but Jews were being murdered in the entire city of Kielce as well as on trains passing through the city.
Even such a brief account of the events in Kielce is enough to demonstrate how tragic the situation was. It had an enormous impact of Jews in all of Poland and on Polish-Jewish relations. For those who miraculously survived those extermination attempts in Kielce it was a confirmation of Poland’s anti-Semitism and an acknowledgement of the fact that Poland was not a safe place for them. The pogrom led to a higher rate of Jewish emigration from Poland, and it sparked even those who had previously decided to stay in Poland to leave. It should be emphasised here that the emigrating Jews took with them the worst possible image of Poland and Polish people. In order to understand the Kielce incident, it is important to recall the state of Polish-Jewish relations up to July of 1946, which had laid the groundwork for the eruption on the day of the pogrom.
The killings in Kielce occurred just over a year after the end of the war. It is crucial to remember what had happened between Poles and Jews during the war and even in the period “just after the war”. The war had huge implications to Polish-Jewish relations. The policy of the Nazis clearly indicated that it was acceptable to strip a people of their rights and condemn them to extermination; that it was acceptable to eliminated “strange” and “other” peoples on the basis of “moral obligation”; and that these peoples could be robbed, humiliated, beaten, and murdered. Gradually, interaction between Poles and Jews was being limited and a public space into which the Jews were not allowed eventually became the normal reality of German-occupied Poland. The forced marking of the Jewish community with armbands with the star of David on them at every turn underscored the “alienness” of the situation the Jews found themselves in. And all the while anti-Jew propaganda was manipulating the population. The consequence of the Nazi policy was isolation, e.g. the establishment of ghettos resulted in Jews disappearing from neighbourhoods of which they had previously been active residents.
An important aspect of the occupational reality was the legitimisation of corrupted attitudes and the empowerment on the part of the authorities of criminal actions towards the Jews, as well as the abuse by certain Poles of the Jews’ predicament. Equally important was the fact that such behaviour was permitted and that the representatives of the new authorities actively participated in the looting and killing.
The war-time struggle with the difficulties of everyday life affected the character of Polish-Jewish relations tremendously. People looked out for themselves and became less concerned with the fate of others. This climate only reinforced the distance that had already existed between Poles and Jews before the war and discouraged any attempts to break free of indifference in the most dramatic war-time moments. We must also remember that these types of attitudes overlapped with the sentiments of indifference, animosity and reluctance which had been swelling even before the war. Other factors plaguing the occupational reality, such as the paralysis of civic development and the increasing isolation, contributed to the divide between Poles and Jews.
An important aspect of the war-time relations between Poles and Jews was the necessity of all-around aid from non-Jews. But for the most part, helping Jews was prohibited and punishable, even by death. But a rational justification for denying help did not make the refusal less painful, thus the situation “built” new relations which involved many extreme emotions. The appearances of Jews “on the Arian side” were very dramatic situations, and fear was a significant element in these “encounters”.
The reactions of Poles to the Holocaust were varied. We most often hear about the extremes: Poles helping Jews or Poles taking part in the crimes against Jews. Yet it is worthwhile to mention the other cases which demonstrate the conscious state of the witnesses to the crimes. One of the accounts says that, “people are dwelling on various faults of the Jews in order to alleviate their grief and reduce the amount of pity they feel.” In another we read, “lightning bolts do not come down from the sky to kill the murderers of children, and spilt blood does not call for revenge. Perhaps it is true that the Jew is a cursed creature, against whom crimes go unpunished.”
The awareness of death is ubiquitous in the accounts of the Holocaust. Death loomed for “being a Jew” as well as for sheltering Jews. The recollections are replete with memories of violence. An important part of the accounts concerning the attitudes towards Jews is the feeling of danger among those who decided to help Jews, as well as the feeling of helplessness and feebleness in the face of the gravity of the situation.
The war also dictated that, “one’s life depended on whether he was a Poles, a Jew, a Ukrainian, or a Lithuanian.” A new understanding of the concept of “other” was a consequence of the events described here. One of the war-time accounts recalls a “feeling of strangeness which was not felt toward one’s own people.” Such an atmosphere caused the disappearance of compassion and empathy.
The war-time reality brought about certain phenomena which shattered the prior order, such as the “mildening of death” as a result of public mass executions, life in camps, or from seeing the dead bodies laid out for public display. One of the most significant characteristics of the war-time generation is that they are ingrained with death but also accustomed to it.
New phenomena in cross-ethnic contact also emerged during the Soviet occupation\(^5\). And as was the case during the German occupation, these phenomena had a decidedly negative impact on the relations between the peoples inhabiting the eastern part of the 2nd Republic of Poland. The causes were manifold; ranging from the basic, connected to the difficulty of everyday life, through the most complicated, concerning the participation of certain people in the new Soviet power structure. The consequence to Polish-Jewish relations was the “assimilation of Jews” into the Soviet system and thus the assimilation of the hatred for Soviets with the hatred for Jews\(^6\).
The phenomena of 1939-1946 described above did not subside with the end of the war. “Just after the war” we notice the Polish and Jewish communities confining themselves to their own environments. A martyr mentality, exemplified by the statement, “The camps seemed like the apogee of cruelty so we never even thought twice about the ghetto”\(^7\), emerged along with post-war migration. In a time when thousands of people were forced onto a “wandering path”\(^8\), consolation amidst the difficulty of abandoning a “little motherland” was found in those with common experiences. People sought cultural, religious and historical commonalities.
The political climate in Poland, i.e. the USSR-aided rise to power of the communists, also had a considerable impact on Polish-Jewish relations “just after the war”. Most Poles considered the issue as yet another partitioning of Poland or a new occupation. In respect to Polish-Jewish relations, this belief led to the Jews being identified as the ones responsible for the arrival of the new, unwanted, communist authority, and set the stage for more seemingly-justified criminal behaviour. It is a fact that some of the Jewish leaders and part of the Jewish community supported the new authority, yet some Poles extrapolated this to mean that the entire Jewish community supported the Soviets. This bred a negative opinion of the Jews. The
change in power also ushered in an environment of crime and violence. The depravity of the authorities posed a huge problem – communist police and the army took part in anti-Jew demonstrations, often going unpunished. That aside, the new “just after the war” reality meant looting, robbery and murder on a day to day basis.
These tensions affected the Jews enormously. By July of 1946, attacks on and murders of Jews were occurring in all of Poland. Anti-Jewish riots and attempted pogroms took place in Rzeszów, Tarnów, Kalisz, Lublin, Paczewo and Kolbuszowa. In August 1945 one person was murdered during a pogrom in Krakow. The motivations behind these eruptions were various: robbery, anti-Semitism, the activity of certain Jews within the communist system. Occasionally, rumours of ritual killings acted as the pretext for anti-Jewish uprisings, as was the case in Kielce.
However, in spite of the above mentioned causation, it was of no consequence to a community so crippled during the war whether the murders were motivated by robbery, by an organised initiative, or by the desire to eliminate an entity which was believed to be plotting against Poles. To the Jewish community living in the shadows of the Holocaust, the killing of Jews elicited unequivocal connotations.
In order to understand Polish-Jewish relations after the war it is necessary to consider the stance of the main public bodies of Poland with respect to the problems which were occurring at the time. The communists, who wielded the greatest degree of power to shape public opinion (censorship, media monopoly), focused all of their energies on politics. The subject of Jews also arose in this context. Aside from declarations of sympathy for Jewish comrades or proclamations of compassion for the Jewish community in light of the Holocaust, the communists exploited Jewish issues for the fulfilment of their own political agendas, e.g. the battle with anti-Semitism was used as a pretext for eliminating political rivals, who simply had to be accused of anti-Jewish activity. Such tactics were employed in order to compromise peoples’ confidence in the anti-communist opposition, yet they had the side-effect of ultimately strengthening the negative sentiments associated with Jews in post-war Poland.
The entanglement of Jewish issues in politics forced the remaining participants in the political scene to take action, especially since some of them (the opposition, the Catholic Church) were being blamed by the communists for the anti-Semitic uprisings. Retaliation to the communists’ manipulation was yet another feature of the political tug-of-war that further compromised the chances of a genuine approach to the hostile and unfriendly attitude maintained by a portion of the Polish society towards Jews.
Jewish issues were apparent also in underground independence movement. Here, the attitude towards Jews was a factor of, on the one hand, the complicated political situation in Poland, and, on the other, the political provenance of the various groups. A part of the problem resulted from the fact that some of the groups were involved in initiatives of which the victims were Jews, on account of them being seen as loyalists to the new authorities. To some degree, these complications were linked to the problem of “criminality”, resulting from the impossibility of returning to a normal life, among a portion of the underground fighters after the war.
In addition to the above mentioned political spheres which had influence over how and what Poles felt about their Jewish fellow citizens, it is necessary to talk about the Catholic Church. The Church’s stance after World War II was largely informed by the post-war political reality and experiences during the war. The communist ideologies and administrations were scorned by the Church and it was believed that a confrontation was inevitable.
As a result, the fate of the Jews was a marginal concern in the Church’s post-war initiatives. But the attitude was mixed within this margin: indifference, sympathy and denunciation of the crimes, but also a political exploitation of Jewish issues, such as negative and hostile reports about Jews.
Post-war Polish-Jewish relations is one of the most difficult subjects in recent history. Unfortunately, hostility and hatred towards Jews is a significant part of these relations. Post-war anti-Semitism thrived on the separation and isolation of the Polish and Jewish communities, and continued to develop within the difficult and complicated conditions after the war. Finally, the exploitation of Jewish issues in political manoeuvring prevented the possibility of a rational discourse on the subject.
Most of the phenomena described here are apparent in the days of the Kielce pogrom. The hatred towards Jews, the perception of them as “alien” or “other”, and the conviction that they pose a threat to Poland drove some Poles to take part in the bloodshed. It let others stand by and watch with indifference or voice indictments against the hated Jews. It convinced others still that Jews are bent on killing Polish children. The feeling of impunity and a lack of conscience were parts of that reality. After the pogrom, the Polish sociologist Stanisław Ossowski, wrote in his essay on the Kielce tragedy that it, “to a large degree [...] was a result of conditioning during war – the murdering of Jews was no longer something extraordinary. Why should those people be concerned by the deaths of 40 Jews if they were used to the idea that Hitler had murdered Jews by the millions?”
The indifference on the part of the communist authorities, in whose hands lay the responsibility of preventing the crimes, is not surprising either. The potential of utilizing the crime for political gain, which was already being done two days after the pogrom, was more important than the deaths of those people. In the aftermath of the Kielce tragedy, it was not the fight against anti-Semitism that was a priority, but the fight against political opponents (the manipulation of information, accusations, the polemics limited by censorship...). The fact that the communist authorities abandoned any attempts to quell the pogrom resounds of impunity.
The more unclear and the more manipulated the information about the pogrom by the authorities, the more speculation grew. Knowledge about the Kielce pogrom
was founded on, lies dispersed by the authorities, on the one hand, and suspicions and doubts of the opposition, on the other. Censorship and the limited reach of the free press that remained prevented the majority of the public from being able to form objective conclusions about the tragic events in Kielce. The rejection of the communist version of the story due to the lack of liberal discussion on the pogrom, resulted in a perception of the events that was largely based on gossip, rumours and unsubstantiated information. In the summer of 1946, the fundamental discourse on Polish-Jewish issues, as well as the Kielce tragedy, became entangled in politics and the communists accusations against the broadly-understood opposition thwarted any possibility of addressing the issue of anti-Semitism in Poland. Krystyna Kersten, the outstanding Polish historian, wrote, “the propaganda did everything to establish a myth about the relationship of anti-Semitism and the pogrom with the opposition to the new order, in effect giving the opposition and the Church a devious choice: to either join in the political/propaganda campaign regarding the Kielce tragedy or to themselves become the assailants, in a large degree responsible – if only in a moral sense – for the crime.”\textsuperscript{10}
The fact that the Kielce tragedy became marred in politics cause the emergence of various stances on the issue. This was the case in, for example, the Catholic Church, which was convinced that it was the authorities who should have suppressed the uprising. The Church standpoint was mixed, expressing both sympathy and denunciation of the crime while at the same time describing the Kielce tragedy and post-war Polish-Jewish relations from the perspective of political changes that had taken place since the Second World War. In this description, the Jews were responsible for introducing communism to Poland. In some statements, a sincere belief was expressed that the Jews really abducted Polish children. What was lacking on the part of the Church in this dramatic moment was, above all, a consideration for the Church’s teachings about Jews, called by Isaac Jules “the teaching of contempt”.
It is worth noting that the perception of Polish-Jewish relations “worked out” in the summer of 1946 was “frozen” until as late as the 1980’s due to a lack of access to archival resources and an impossibility of holding independent discussions. The contemporary discourse on the Kielce tragedy also has its limitations owing to our inability to accurately reconstruct all of the events of 4 July 1946, which results from the fact that some of the source material has been destroyed. But above all, and in spite of the historical accounts, we must remember that the pogrom in Kielce was a mass murder of 40 innocent people.
The text was based on the following sources: B. Szaynok, *Polacy i Żydzi lipiec 1944 – lipiec 1946* [Poles and Jews July 1944 – July 1946] as well as *Spory o pogrom kielecki* [Disputes About the Kielce Pogrom] [in:] *Wokół pogromu kieleckiego* [On the Kielce Pogrom], ed. Ł. Kamiński and J. Żaryn, Warsaw 2006. B. Szaynok, *Pogrom Żydów w Kielcach. 4 VII 1946* [The Pogrom of Jews in Kielce. 4 July 1946], Warszawa 1992.
---
1. 2-3 Poles were also killed during the pogrom. Their cause of death was gunshot. The circumstances of their deaths are unknown.
2. *Życie i Zagłada Żydów polskich 1939-1945. Relacje świadków* [The Life and Extermination of Polish Jews 1939-1945. Witness Accounts.], compiled and edited by Michał Grynberg, Maria Kotowska, Warsaw 2003, pp. 42-43.
3. F. Tych, *Dlugi cien Zagłady* [The Long Shadow of the Holocaust], Warsaw 1999, p. 43.
4. K. Kersten, *Miedzy uzwolnieniem a zniewoleniem. Polska 1944-1956* [Between Emancipation and Captivity. Poland 1944-1956.], London 1993, p. 11.
5. On the basis of an agreement between the 3rd Reich and the USSR (Molotov-Ribbentrop Pact) on 17 Sept. 1939 the USSR took control of half of pre-war Poland. The annex by the USSR was followed by repression of Polish citizens. The Soviet occupation lasted until the outbreak of the Soviet-German War in June 1941.
6. M. Wierzbicki, *Stosunki polsko-żydowskie na zachodniej Białorusi w latach 1939-1941* [Polish-Jewish Relations in Western Belarus 1939-1941.] [in:] *Wokół jedwabnego. Studia*, ed. P. Macheciwicz, K. Persaka, Warsaw 2002, p. 154.
7. B. Engelking, *Zagłada i pamięć* [The Holocaust and Memory], Warsaw 1994, p. 247.
8. In the case of Polish citizens, one quarter of the people lived in a different place than they did in the period before 1939.
9. S. Ossowski, *Koszula Nessosa* [The Shirt of Nessus] [in:] “Kuźnica”, 1946, no. 38(56).
10. K. Kersten, *Polacy. Żydzi. Komunizm. Anatomia półprawd 1939-1968* [Poles, Jews and Communism. An Anatomy of Half-Truths 1939-1968], Warsaw 1992, p. 101.
O EARTH, COVER NOT THOU MY BLOOD,
AND LET MY CRY HAVE NO PLACE
Book of Job, 16:18
Bogdan Białek
In the article entitled "Nasza bardzo wielka wina" [Our Very Great Guilt], which I published in the local edition of "Gazeta Wyborcza" daily ("Gazeta lokalna", 27-28 May 1995), I wrote, "Let us be frank. For the people of Kielce the pogrom is a very, very difficult subject. There was no talk about it not only because this was the wish of the communist regime, which could be the reason for the many years of silence in schools and the media. But there was not talk about it in churches and during religion lessons. There was no talk about it at home, in families, among friends. And when finally the talk began, it was that Jews themselves procured this fate, or that it was the Soviets who massacred 42 people in the very center of the city, who kept on killing the entire day through. As if Kielce became deserted for this one day and all the righteous citizens took a day off and left the city for a bit of rest in the Świętokrzyskie Mountains nearby. (...)
The subject is difficult – if only to recall the words of John Paul II in Kielce, who upon his visit here mentioned the pogrom and instantaneously evoked numerous outraged voices – why are WE told this, after all we now have nothing to do with all that. Many of us think that the pogrom of Jews is a dirty trick somebody played on us.
It is difficult – if only to see how the post-communist city authorities, when planning festivities in relation to the anniversary (50th anniversary of the pogrom – from the editor) next year, write in the program of the events that they are expecting «a large number of Jews coming to Kielce» hence they propose to install two plaques commemorating the murder of 26 thousand Jews killed by Germans and Ukrainians, and another plaque on the Jewish cemetery, commemorating the inhabitants of Kielce and the region who have received the title of Righteous Among Nations. Not a word about the pogrom”.
The 50th anniversary of the pogrom did finally take place and the celebration was indeed grand, with many guests from Poland and abroad, with speeches by the then Polish Prime Minister, Włodzimierz Cimoszewicz, who expressed his grief and remorse, and by the Nobel Prize winner, Ellie Wiesel. But even years after the event, in January 2008 at a meeting in Kielce with Jan Gross, the author of “Fear” – a book describing anti-Semitism in Poland after World War II, one of the participants said, "How is it possible that having been born in Kielce years after the war, I did not learn about the pogrom until I was an adult?". In interviews after the Kielce
launch of the book, Gross himself said that, “the Kielce meeting was emotional also because of the fact that both the organizers and we, who were sitting behind the table, were expecting the worst: we were told what to do in case of a bomb attack. Boguś Białek, who has been for years involved in Polish –Jewish issues in Kielce, has had such situations happen to him. But the meeting was fantastic. People were very moved and spoke about the book, showing that the issues discussed have been to a great effect already digested. Of course, there were mad voices too, but it was evident that there was no support for them in the room. The rest was a normal and open discussion.”
The several hundred people who came to the meeting with Gross, to talk and listen to the painful past and the difficult present, no doubt must have disappointed the media who had hoped for a turmoil. Nothing of the kind happened.
Before the state and local authorities announced the festive celebration of the 50th anniversary of the pogrom in 1996, together with a group of citizens of Kielce we addressed the Jewish community with the following letter:
“…we, the people of Kielce, Christians associated in the Civil Association of “Memory – Dialogue – Reconciliation”, express our pain and shame for the events of the past. Regardless of what was the actual mechanism of the crime, nor what was the actual participation of Polish and Soviet official institutions, we fail to understand why our older brothers, fathers, neighbors, having so much suffered during the Nazi and then the Bolshevik occupation, stained their hands and conscience with the blood of their brothers in suffering – the Jews. We are not able to understand nor accept a justification of the situation based on twists of history and turns of politics. We observe that our society was not free – nor is it still, unfortunately – of ethnic and religious prejudices, of an aversion to «others», or even hostility which in 1946 took the form of crime.
We are aware of the fact that NO WORDS CAN ERASE THE SUFFERING AND HUMILIATION OF VICTIMS. Speaking upon the need of conscience we ask, however, the families of the murdered, their kin and all the Jewish community for forgiveness. We ask on our own behalf and on behalf of all those who join us in this act of repentance.” The letter was published by the biggest Polish daily – “Gazeta Wyborcza”.
The process of recovering and taming the memory of the pogrom has been long and complicated and is still pending. The first public act of memory took place in 1981 upon the initiative of local Solidarity – it was a holy mass dedicated to the victims of the pogrom celebrated at the Kielce Cathedral by the then parish priest and later bishop, father Mieczysław Jaworski. This was unfortunately a one-time event, never repeated. In the following years individual people tried to annually, on 4 July, commemorate the pogrom – either in front of the house on Planty street, or at the Jewish cemetery. The secret security police always tried to prevent
these events from happening. A larger manifestation of several dozen took place in 1986 – also stifled by secret security services. The following year was pivotal – a large group of Jews, former inhabitants of Kielce, came to town after a renovation and a rededication of the Jewish Na Pakoszu cemetery (the Communist authorities refused to grant them entry the previous year, in 1986, on the 40th anniversary). In his address at the cemetery, David Blumenfeld, a rabbi from Kielce, appealed for reconciliation. Many local scientists, such as Krzysztof Urbański, Zenon Guldon, Regina Renz, Stanisław Markowski or Marta and Stanisław Meducki began systematic studies on the Jewish history in Kielce and the region. Unfortunately, apart from a voluminous work by Stanisław Meducki and Zenon Wrona, the difficult Polish-Jewish topics, including the pogrom of 1918, the times of occupation, namely the problem of “szmalcownictwo” [a pejorative Polish slang word used during World War II that denoted a person blackmailing hiding Jews or blackmailing Poles who protected Jews during the Nazi occupation – from the translator, following Wikipedia], or the pogrom of 1946, were omitted. The mentioned work by Stanisław Meducki and Zenon Wrona (*Antyżydowskie wydarzenia kieleckie 4 lipca 1946* [Anti-Jewish Events in Kielce of 4 July 1946]) was a magnificent exception. Prof father Jan Śledzianowski offered an original take on pogrom in his publication *Pytania nad pogromem kieleckim* [Questions on the Kielce Pogrom] with echoing journalistic publications by Jerzy Daniel (*Żyd w zielonym kapeluszu* [A Jew in a Green Hat]) and Tadeusz Wiącek (*Zabić Żyda* [Kill a Jew]), in which the authors also try to grapple with the difficult and painful history. Increasingly more texts began to appear in the press: reportages, interviews, some perhaps a tad sentimental but recalling the Jewish history of the city, the Jewish presence and coexistence with Poles.
In 1990 two commemorative plaques were placed on the wall of the building on Planty street – the scene of the crime. The first one was founded upon the initiative of Lech Wałęsa, who was then the chairman of Solidarity. From that year on the local and regional authorities have been coming to the place on 4 July with flowers and candles. Upon the initiative of Methodist pastor Janusz Daszuta and myself, Memory Marches are organized each year, beginning 2000. The trail leads from Planty street to the Jewish cemetery, to the mass grave of those murdered in 1946. 100 people participated in the march in 2008 – a clear sign of memory which is increasingly accepted by the inhabitants of the city. Even if it is not the number of participants that counts, the annually increasing group of pilgrims is reason for joy.
The Jan Karski Association was established in 2005 as a continuation of the “Memory – Dialogue – Reconciliation”. This was preceded by naming one of the schools in Kielce after Jan Karski, an event which took place with the participation of a special guest, Dr Marek Edelman – the legendary commander of the insurgence in the Warsaw Ghetto. He addressed the youth of Kielce with the following words:
“I was in Kielce the day after the pogrom. I saw dead people, blood on the pavements. I never came back here again. 50 years have passed. Time has eradicated evil from this town. Kielce now is a different, better city.”
The same year, together with a group of people, we have founded (founders included Marek Jach, Sławomir Burnsztejn, Leszek Walczyk, and myself) a monument of Jan Karski, located in the center of the city. A year later Kielce hosted the Ninth National Day of Judaism which is celebrated in only two other local churches: Italian and Austrian. The Jan Karski Association was the initiator and organizer of the event. Members of the Polish Council of Christians and Jews came to Kielce, where they met with school youth, participated in joint prayer sessions, scientific meetings, and concerts. Michael Schudrich, the Chief Rabbi of Poland, addressed the people of Kielce and the media, “We can get to know each other and be open. Because history is not only all that is good, but also what is atrocious. We say how it was. We do not forget but we also say: not everything was bad. This is a chance. It is important that we are saying this in Kielce. After all the history of Kielce is not only this terrible hour from 60 years ago.”
The Jan Karski Association also came up with the initiative to place a plaque on the building on Planty street with the expiation prayer written by John Paul II which the Holy Father put in the crack of the Western Wall in Jerusalem. The celebration was attended by Bishop of Kielce, Prof father Kazimierz Ryczan. When unveiling the plaque, Prof. Władysław Bartoszewski, an honorary citizen of Israel and a Righteous Among Nations, said,
“It must be clearly said: those who live in Kielce today bear no responsibility for what happened here in July 1946. This city is absolutely different from the one 60
years ago. Kielce, which has become a sad symbol, is today an example for others. This is the first Polish city which began to speak about truth after the war, a city which has found a way out of lies and falsehood. It was here, in 1996, that truth about the pogrom was told. The words of the prayer of John Paul II, engraved in the plaque on the wall of the building at Planty, is a sign that the seed of the Pope’s thought has fallen on fertile soil – here in Kielce. The citizens of Kielce can walk with their heads up high as they have shown how to cope with the difficult problems of history.”
The same year, an official celebration of the 60th anniversary of the pogrom was held. A (somewhat controversial) monument by the American artist, Jack Sal, “White Wash II”, was unveiled. Apart from the many distinguished guests from Poland and abroad, the event was also attended by many citizens of Kielce. The festivities, organized by the Jan Karski Association with a huge support and engagement of the Mayor of Kielce, Wojciech Lubawski, included a fantastic concert of the greatest Jewish cantors at the local amphitheatre.
In 2007, in the year of the 65th anniversary of the liquidation of the Kielce Ghetto and genocide of over 20,000 people of its inhabitants, the Association founded a “Menora” monument by Marek Cecuła, a world renowned ceramist, a native of Kielce and survivor of the Holocaust and pogrom. The celebration reminded the people of the town that there was a ghetto in Kielce and that the Holocaust of the Jewish nation took place also on these territories.
Kielce has become a town which is free and open, free from hatred and open to others. For a very long time there have been no chauvinistic incidents, no anti-Semitic graffiti on city walls. There are many people and institutions who are involved in different pro-reconciliation and pro-dialogue activities on a daily basis – meetings, discussions, performances, books – all without pomp and circumstance. And even if we do not always think along the same lines, and for many the subject of the past is difficult, there is more that unites us than divides us. And there is always the common love for the place.
In 2006 minister Ewa Junczyk-Ziomecka, representing the Chancellery of the President of the Republic of Poland, wrote in a letter to Mayor Wojciech Lubawski and me, chairman of the Association:
“I deeply appreciate the involvement, work, and respect shown to both victims and the present citizens of Kielce. (...) the efforts undertaken by the city and the association can serve as an example for all those who want to face the past in the spirit of reconciliation, striving for historical truth. (...) positive effects are already visible. The celebration was met with gratefulness of different communities in Poland, Israel, and the United States. I have received many such signals.”
We have not forgotten. And we shall remember.
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Malaysia is embarking on an ambitious plan to plant 100 million trees in the next five years to reverse biodiversity loss and climate change from deforestation.
A RECENT Facebook post showing an image of the trunk of a massive cengal tree, a rare tropical hardwood species, stripped of its branches and strapped atop a trailer flatbed had many Malaysians dismayed and up in arms.
Uploaded on May 23, the picture of the trailer purportedly parked along the side of the Federal Highway near the East Coast Expressway near Temerloh, Pahang, was shared more than 5,400 times and received over 12,000 reactions.
Posted by Khadiir Ahmad, a freelance journalist known for his coverage of environment news on the East Coast, the post drew the ire of conservationists too, especially after it was discovered that a 500-year-old tree in the Gunung Niah Forest Reserve has been felled in logging approved by the Terengganu government.
The tree, only in Peninsular Malaysia, Singapore and Thailand, cengal, or *Neobalanocarpus heimii*, is known to have a lifespan of over a 1,000 years and can grow up to 60m tall. It is classified as critically endangered on the International Union for Conservation of Nature (Red List of threatened species. The oldest cengal tree, also found in Terengganu in 1999 and fondly dubbed cengal jambul, is believed to be over 800 years old.
In a year in which Malaysia kicked off its ambitious 100 Million Tree-Planting Campaign, the sight of that felled cengal certainly feels like a jarring reality into our reality.
This is particularly so when we make more sense to conserve and protect the country’s existing forests and ecosystems such as the Central Forest Spine, rather than plant trees to replace whatever has been felled.
It makes more economic sense, too.
Conservation in Malaysia, according to one forestry official, can amount to RM25,000 per hectare, in addition to the time that it will take for a forest to restore itself, somewhere between 30 and 40 years on the ground.
However, if done right, restoring natural landscapes damaged by human exploitation can be one of the most effective and cheapest ways to combat the climate crisis, according to a study highlighted in the journal *Nature Climate Change*.
Scientists contend that if a third of Earth’s most degraded areas are restored – on top of conserving existing forests – it would remove enough carbon to balance human-caused greenhouse gas emissions since the Industrial Revolution in the 19th century. The research shows that this can even prevent up to 70% of predicted species extinctions.
‘Crown shyness’ demonstrated by white meranti trees at the Forest Research Institute Malaysia. — Handout
> TURN TO PAGE 2
The tree planting campaign, which will run from 2021 until 2025, is not the first that Malaysia has embarked on, although it’s the most impressive yet. Between 2010 and 2016, the country held a campaign every 26 months, and between 2015 and 2019, we targeted five years.
But just how effective these efforts have been is debatable. So what and how will it be different this time?
**Making an impact**
For one thing, this time, the Federal Government is engaging conservation groups on how best to achieve the target of 100 million trees in the shortest time for the campaign to have an actual impact on the environment.
“While we have a long way to go to achieve the targets, I’m assured that the government is not only looking at the numbers,” said Dr Farrah Shameen Ashray, Energy and Natural Resources Ministry under-secretary in her opening remarks during the Greening Malaysia 100 Million Trees Campaign webinar on May 25.
“I think we have a lot of concerns about whether or not we know there are many sceptics.”
“We’re doing a campaign, knowing there are many lessons to be learned, knowing that we have a lot of things to be improved along the way,” she said.
Also present during the two-hour webinar was the Deputy Department of Peninsular Malaysia deputy director-general (forest) Zahari Ibrahim, Sarawak Forest Department director Datuk Hamidah Binti Mohd Zahir, Forestry Department Corporate Communications and Information Division head Kamal Abd Samad, Habitat Foundation’s Dr Ahmad Zahir Abdul Wahab, and Tropical Rainforest Research Centre executive director Dr Dzamri Dzulkefly.
Jointly organised by the Habitat Foundation and the Star’s Conservation Centre, the webinar was part of a series designed to encourage discourse between the ministry and environmental groups on how to make the campaign a success.
One thing that the ministry has learnt from previous campaigns, said Farrah, is that much work done by government and state departments working in silos.
“This needs to be done in a more structured and strategic approach,” she said, adding that the ministry also wants the initiative to be “society-wide”.
Conservation groups, companies, organisations, societies, even individuals – anyone and everyone – can participate in the campaign by registering at the ministry’s website 100jutapokok.gov.my, and the mobile phone app, Penghijauan Malaysia.
Elaborating later during the webinar, Forestry Department of Peninsular Malaysia’s Zahari says some of the lessons learnt from previous campaigns are the fact that such campaigns need more manpower, more funding, and more aggressive use of research and development if they are to succeed.
He also stressed the importance of being aware of the importance of using quality planting stock.
“The main thing we need to understand is the complexity of our tropical rainforests,” he said.
The campaign was launched by Prime Minister Tan Sri Muhyiddin Yassin, who planted a merbau sapling on the grounds of Seri Perdana on Jan 5.
Farrah said that the 100-million-tree campaign has so far registered 8.56 million trees to be planted. This is 42.8% of the target of planting 20 million trees a year, with the top two states being Sarawak with 1.75 million and Selangor with 1.43 million registered.
On Jan 9, Malaysia’s Forestry Department director Datuk Mohd Rizua Awang was reported by Bernama as saying that some of the trees planted include some of the merbau, meranti tembaga and meranti putih species, and that RM60mil would be allocated for saplings, planting work and to upgrade nurseries.
The Forestry Department currently has some 45 nurseries nationwide.
**Missing the forest for the trees**
Botanist Dr Francis Ng thinks that simultaneously with the campaign, the natural forests should be protected to conserve the thousands of species of other plants and animals and other forms of life that are not trees.
He says that any big trees over 60cm in diameter should be left to act as “mother” trees to reduce the damage when large logs are dragged out of the forest during logging.
“Only medium trees below two feet (60cm) in diameter should be felled. Leaving them untouched will ensure better forest regeneration and environment protection.
“It would be wonderful if the Forestry Department could be reformed, as the Department of Forest Conservation and for the first time, allow the planting of trees from production forests to be changed in keeping with modern environmental values and expectations,” says the former deputy director-general of the Forestry Department of Malaysia in response to queries from The Star.
Tropical Rainforest Conservation Research Centre’s executive director Filipe Ng says that it’s still so much easier and cheaper to maintain natural ecosystems. He says that there is a tipping threshold when the costs of restoration to make degraded forest more functional become too high, he says it is important for any tree-planting campaign to develop a strategy to avoid.
“We look for sites that can serve multiple benefits, but that when a tree-planting programme is taking place, it can tick many different boxes.
“For example, planting trees in wildlife corridors identified by the Department of Wildlife and Nature initiative can mean that we are not only planting trees but improving habitat for endangered wildlife.
“Next, we look into ticking the boxes for nature conservation goals as well. For example, we have seen that planting trees could improve their population by selecting endangered trees to
Along with the tree-planting campaign, Ng thinks that existing forests should be protected to conserve biodiversity. — Filepic
Penang Island City Council landscape department staff and members of several NGOs planting *rhizophora apiculata* (bakau minyak) in Kuala Sungai Pinang, Baik Pulau, in December last year. The new tree planting campaign aims to be effective by ensuring departments and agencies will not work in silos. — ZAINUDIN AHAD/The Star
planting the canopy species at lower densities.
“So different sites will require different species, different densities and different approaches,” he says, urging for the use of technology to collect more precise data to identify the priority areas.
**Seeds of change**
While the target of “100 million trees” has a nice and punchy motivation ring to it, even one million trees a year is not very difficult to achieve presently, points out Ng.
“To raise one million trees to a height of three to five feet (about 150cm) for planting, the number of seeds needed will be about three million, all else being equal.”
“Private commercial nurseries can easily produce that many seeds. The bulk of the work will need the involvement of the Forestry Department in setting up or enlarge tree nurseries in every forest district.
“The department has access to seeds from forests and easier access to land and water compared with private nurseries,” he says.
To do the planting, the load, he adds, will have to be shared among large property developers and town and district councils.
“In the long run, when the state reaches its target of planting 35 million trees in the next five years, Sarawak Forest Department’s Hamden says the first thing his department did was set up nursery capacity for producing 600,000 seedlings at one time.
“With private nurseries, we cannot carry out the campaign,” he admits, adding that the local community will also be encouraged to be sold to the state government.
The state needs to be focusing from a more realistic angle on logs and timber for revenue to conservation, identifying at least 200,000ha of degraded forest land for reforestation and even planning its own tree planting campaign with earlier input by the Malaysian Forestry (2018-2025).
However, the main worry that concerns Hamden is the time lost due to the recent respiratory tragedies by the Covid-19 pandemic, thus has gravely affected the progress of the campaign, he stresses.
“We are trying to continue with the conventional way of planting trees as it involves many people,” he says.
The department is now exploring “unconventional methods”, such as custom-made drones for “seed bombing”, as is done in some countries.
**All is not lost**
In Sabah, where there is a reforestation effort near Kaboi Lake in the Lower Kinabatangan area, Dr Regrow Goosen says the government initiative to plant 100 million trees “is welcome if, and only if, it is done right”.
Goosen is the director of the Borneo Giraffe Conservation Centre which is undertaking a reforestation and carbon mitigation project by Regrow Borneo, a university’s Sustainable Places Research Institute and community-based organisation called APFL Bhd.
Projects that plant millions of trees can have the majority die whereas projects that plant a few hundred trees can become important sources of biodiversity or carbon sequestration, he says.
“Numbers are not always correlated with numbers. It is therefore important to adopt an approach that favours long-term monitoring of the planted trees.”
Funding, says Goosen, remains an obvious challenge for the project although solar power is not an issue.
As at September 2020, Regrow Borneo had planted 3ha of degraded forest land with native trees such as the fast-growing but hardy bongkok, mangkapan and salangapid.
There are a lot of reforestation projects in Malaysia, including Regrow Borneo’s, so I think that, overall, the goal is achievable.
“However, it’s even more important to stop forest destruction and deforestation, and avoid compensating it by replanting somewhere else.
Anyone wishing to take part in the 100 million Tree Planting Campaign can visit its website, 100tapulokok.gov, or download the mobile app, Penghijauan Malaysia, from Google Play or Apple’s App Store.
LARGE-scale tree-planting campaigns, which may be imbued with good intentions, don’t always work. The scientific community is littered with arguments for and against such campaigns, but not all of them actually benefit the climate.
Critics have pointed out how the introduction of *Prosopis juliflora*, a woody shrub from Central and South America that was introduced to parts of Barwon County in the 1890s, has devastated indigenous biodiversity and started local landslides.
In February, a group of scientists from the University of New Royal Botanic Gardens in Britain and Botanic Gardens Conservation International (BGCI) set out 10 “golden rules” for reforestation, published in an open access article in the journal *Global Change Biology*:
> **Protect existing forests first:** Because living trees are long-term carbon sinks, old growth or primary forests have better resilience to climate change threats such as fire, storm damage and drought. They can also help adjacent replanting sites recover.
> **Maximise participation of local people:** Involving the local community is important as they will often know what happens after the forest, preparing the land, planting the trees and maintaining the site. This will also allow for employment opportunities in rural areas.
> **Maximise biodiversity recovery to meet environmental, social and economic goals:** Reforestation should not only be about mitigating climate change, but also about conserving species, improving economic conditions for local communities, food security and maintaining the stability of soil and water systems.
> **Select the right site for reforestation by planting trees in the right forested area:** The best area is previously forested land that has been deforested. Landscapes such as natural wetlands, savannahs and grasslands should be avoided.
> **Use natural forest regrowth where possible:** Natural regeneration can be achieved by simply protecting the area from further damage, especially in areas close to existing forests. In some cases, it can be cheaper and more effective than planting trees.
> **Use native tree species to maximise biodiversity:** Use a mix of both rare and endangered species that are typical of the local natural forest ecosystem. Exotic species should be avoided as they can become invasive.
> **Ensure that trees are resilient to future climate change:** Use tree seeds with genetic traits that ensure diversity suited to the local climate to ensure the survival and resilience of a planted forest.
> **Plan ahead on how to care for seedlings and saplings:** Infrastructure such as nurseries and seed supply systems are essential to the success of any tree-planting programme.
> **Combine scientific knowledge with local knowledge:** This combination of skills is important, especially about important biodiversity indicators, while science can help in the planning of tree planting.
> **Think about a source of income for stakeholders:** The sustainability of any reforestation depends on the income generated from it over that of other land uses, whether land use, and for this to be shared fairly. Among such measures are ecotourism.
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AGENDA
| TIME | AGENDA ITEM | PRESENTERS |
|------|-------------------------------------------------|---------------------|
| 5 | I. Introductions | Jaime Jenett, H3 |
| 10 | II. Awards | Jaime Jenett, H3 |
| 10 | III. Toolkit | Jaime Jenett, H3 |
| | a. ENGAGE | |
| | b. LEARN | |
| | c. CELEBRATE | |
| 15 | IV. Video | Jaime Jenett, H3 |
| 20 | V. Community Meeting (11/7) | |
| 10 | VI. BOS presentation (11/14) | Jamie Schecter, H3 |
| | a. Presentation | |
| | b. Resolution | |
| 20 | VII. Memorial event (12/21) | All |
| | a. BOS Resolution | |
| | b. Event | |
| 5 | VIII. Next Steps | All |
| | a. Agenda for next meeting | |
| | b. Working Group Meetings | |
| | i. Video | |
| | ii. Community meeting | |
| | iii. Memorial | |
Working Group meetings will take place the 2nd Wednesday of the month from 3- 4:30 pm
| Topic | Notes |
|--------------------------------------------|-------|
| LEARN | |
| Data on Homelessness | |
| Data on Housing Needs | |
| Connecting to Services: General | |
| Connecting to Services: Families with Children | |
| Connecting to Services: Transition Aged Youth | |
| Connecting to Services: Older Adults | |
| Connecting to Services: Veterans | |
| Services Available | |
| Coordinated Entry | |
| What Cities Are Doing | |
| Spotlight on Equity | |
| Spotlight on Project Roomkey | |
| ENGAGE | |
| Calendar of Events for November | |
| How to Help: Volunteer | |
| How to Help: Donate | |
| Guidance on Clothing Donations | |
| How to Help: Landlords | |
| How to Help: Faith Community | |
| Speak Up | |
| RECOGNIZE | |
| R.O.O.T.S (Reflecting On Our Truth And Stories).- Video | |
| Recognition: Thriving in the Face of Homelessness | |
| Recognition: Outstanding Volunteer | |
| Recognition: Outstanding Landlord | |
## R.O.O.T.S.: Reflecting On Our Truth and Stories
| Section | Content | Time |
|---------|------------------------------------------------------------------------|------|
| Intro | For Homelessness Awareness Month | 4 |
| | We wanted to share the stories of 5 people in our community | 4 |
| | As they reflect on how they lost their housing | 6 |
| | | 14 |
| Jo | I don’t understand how my family was the way that it was… | 6 |
| | and nobody asked questions or said, “Hey do you need help?” | 6 |
| | One day I started defending myself and started to hit back. | 6 |
| | Growing up, I was safer on the train tracks than I was at home | 6 |
| | I did my very first sexual act [at age 11] because I needed food. | 4 |
| | When my relative died, we lost our lease | 6 |
| | I made the choice to not go back to an abusive household | 6 |
| | Where I was the abuser. | 4 |
| | I ended up in my car. | 4 |
| | | 54 |
| Jad | The biggest factor was being a drug addict | 4 |
| | I had some mental health problems, lack of therapy, lack of treatment | 6 |
| | I lost the trust of everyone that was close to me. | 6 |
| | I was out on the street all night, no bed, no place that I could call home | 6 |
| | no support, no money for a hotel. | |
| | Even as your life gets worse, you want to stop | 6 |
| | but it gets to a point where it’s not a matter of will anymore. | |
| | I would wake up trying to figure out how where I’m going to end up sleeping | 8 |
| | or if I’m just gonna be on the streets. | |
| | As a man I just felt like… | 8 |
| | “I don’t want to turn for help from other people, I’d rather figure this out on my own” | |
| | | 58 |
| Juno | I became officially homeless when I was at a private religious university. | 6 |
| | There was no place or office you could go to for support with homelessness | 6 |
| | I would have to spend all my work study paycheck for my housing. | 6 |
| | My friends didn’t know how to handle seeing somebody struggle like this.| 6 |
| | I exhausted my places to go | 6 |
| | I ended up dropping out | 6 |
| | I had to sleep on the street sometimes, but I would eventually find a couch or a bed to rest on | 8 |
| | I was doing survival and I felt like I was doing it okay | 6 |
| | I didn’t feel like I was homeless | 4 |
| | I grew up in religious communities | 6 |
| | I often felt like an outsider because I’m a non-binary trans person | |
| | It didn’t feel safe to ask for help | |
| | | 64 |
| Debbie | | |
| • A year after he asked for the divorce, | 6 |
| • the house was getting sold, and I had to move. | |
| • I remember thinking I’m almost fifty. I’m too old to be homeless. | 4 |
| • I could only work part-time because I was getting my hours as a Marriage and Family Therapist. | 6 |
| • I couldn’t afford rent. | 4 |
| • There were people in my life that I thought would help me. | 6 |
| • They didn’t. | |
| • It never occurred to me that I would not find my own place to live. | 6 |
| • At one point, I had to sleep in the same bed with this grown ass woman I barely knew. | 6 |
| • We did whatever we had to do. | 6 |
| | 44 |
**Candace**
| • I first started experiencing homelessness when I was 18 | 6 |
| • I didn’t qualify for a lot of the services because I was in foster care before my 13th birthday | 8 |
| • There weren’t enough supports to bridge the gap | 8 |
| • Between foster care and young adulthood [ask CW if okay] | |
| • I couldn’t talk to somebody because being at home wasn’t safe | 8 |
| • living with a family friend wasn’t safe | |
| • Where else am I supposed to go? | 6 |
| • I found myself sleeping on a park bench | 6 |
| | 42 |
**Closing**
| • To hear more about the experiences of | 6 |
| • Candace, Jo, Jad, Debbie and Juno | 6 |
| • Come to our CoC Learning Hub on November 14, 2022 from 1 pm -3 pm | 8 |
| • LINK | |
| • To get help: FLYER | 8 |
| • Acknowledgements: | 6 |
| | Total 40 |
TOTAL LENGTH: 316 seconds= 5.2 mins
CoC Learning Hub: R.O.O.T.S- Reflecting On Our Truth and Stories
The Contra Costa Continuum of Care (CoC) Learning Hubs are biannual topic specific stakeholder meetings designed to increase learning about issues related to homelessness.
Monday, November 14, 2022; 1:00 pm – 3:00 PM
ZOOM REGISTRATION:
https://homebaseccc.zoom.us/meeting/register/tZcuuivvrD4sGtEp4caj9PT_nipGBImoEXHe
IN PERSON LOCATION: County Administration Office, 1025 Escobar Conf. Rm 110A, Martinez
AGENDA
| Agenda Item | Presenter | Time |
|----------------------------------------------------------------------------|---------------------------------------------------------------------------|------|
| Welcome and Introductions | - Juno Hedrick, Council on Homelessness Chair | 2 |
| Recognition Ceremony | - Juno Hedrick, Chair and Jo Bruno, Vice Chair | 30 |
| • Thriving in the Face of Homelessness | | |
| • Volunteer | | |
| • Landlord | | |
| Panel Discussion: R.O.O.T.S- Reflecting On Our Truth and Stories | - Moderators: Keva Dean, Community Representative and Wayne Earl, Faith Community Representative | 70 |
| | - Panelists: Candace Wade, Debbie Thomas, Jo Bruno, Juno Hedrick | |
| Questions & Answers | - Moderators: Keva Dean, Community Representative and Wayne Earl, Faith Community Representative | 15 |
| | - Panelists: Candace Wade, Debbie Thomas, Jo Bruno, Juno Hedrick | |
| Closing | - Juno Hedrick, Council on Homelessness Chair | 3 |
WHEREAS, the month of November is recognized as Homelessness Awareness Month in the United States; and
WHEREAS, the purpose of the proclamation is to educate the public and advocate with and on behalf of people experiencing homelessness about the many reasons people are homeless, including the shortage of affordable housing in Contra Costa County; and to encourage support for homeless assistance service providers as well as community service opportunities for students and school service organizations; and
WHEREAS, there are over twenty organizations in Contra Costa committed to sheltering, providing supportive services, and/or basic resources to people experiencing homelessness; and
WHEREAS, Contra Costa County recognizes that homelessness continues to be a serious problem for many individuals and families in Contra Costa; and
WHEREAS, WHEREAS, 10,600 individuals accessed homeless services in Contra Costa in 2021, making up 7,725 unique households\(^1\); and
WHEREAS this was a 3% increase in households served since 2019\(^2\); and
WHEREAS, 41% of the individuals served were Black/African American\(^3\); 4x the Black/African American population in the county in 2022\(^4\); and
WHEREAS, 8% of the individuals served were American Indian/Alaskan Native\(^5\); 7x the American Indian/Alaskan Native population in the county in 2022\(^6\); and
WHEREAS, there was a 36% increase in people aged 65+ between 2019 and 2022\(^7\); and
WHEREAS, there was a 21% increase in Transition Aged Youth (ages 18-24) between 2019 and 2022\(^8\); and
WHEREAS, 69% of the CoC households had a disabling condition\(^9\); and
WHEREAS, 20% of people who accessed crisis response programs reported surviving domestic violence at some time in their lives and 37% of those people were fleeing domestic violence at the time they enrolled into the program\(^{10}\), and
\(^1\) 2022 Annual Report, Contra Costa Continuum of Care, p. 2
\(^2\) Ibid, p. 1
\(^3\) Ibid, p. 44
\(^4\) Ibid, p. 2
\(^5\) Ibid, p.2
\(^6\) Ibid, p.44
\(^7\) Ibid, p. 41
\(^8\) Ibid, p. 41
\(^9\) Ibid, p. 51
\(^10\) Ibid, p. 53
WHEREAS, the Contra Costa Coroner reported 106 people experiencing homelessness who died during calendar year 2022, a 38% increase from 2019\(^{11}\); and
WHEREAS, almost half (44%, n=3,370) of all households served in the CoC during 2022 were housed on exit or maintained housing\(^{12}\); and
WHEREAS, in Contra Costa, renters in Contra Costa County need to earn $41.77 per hour - 2.7 times minimum wage - to afford the average monthly asking rent of $2,172.\(^{13}\); and
WHEREAS, asking rents in Contra Costa increased by 5.3% between Q4 2020 and Q4 2021\(^{14}\); and
WHEREAS, people in Contra Costa can access homeless services by 1) calling 211, 2) by visiting a CARE (Coordinated Assessment Resources and Engagement) center in Richmond or Walnut Creek or 3) by connecting with a CORE (Coordinated Outreach Referral and Engagement) mobile outreach team by calling 211;
NOW THEREFORE BE IT RESOLVED that Contra Costa County hereby proclaims November as Homelessness Awareness Month.
BE IT FURTHER RESOLVED that Contra Costa County encourages all residents to recognize that thousands of people in Contra Costa do not have housing and need support from government, citizens and private/public nonprofit service entities to address the myriad challenges of homelessness.
\(^{11}\)Ibid, p.61
\(^{12}\) Ibid, p. 56
\(^{13}\) Contra Costa 2022 Affordable Housing Needs Report, https://1p08d91kd0c03rlxhmhtydpr-wpengine.netdna-ssl.com/wp-content/uploads/2022/05/Contra-Costa_Housing_Report_2022-AHNR-rev.pdf
\(^{14}\)Ibid
| Time | Agenda Item | Presenter |
|------|-----------------------------------|---------------------------------------------------------------------------|
| 3 | I. Welcome | Juno Hedrick, Chair and Lived Experience Advisor Representative |
| 5 | II. Housekeeping | Jo Bruno, Vice Chair and Lived Experience Advisor Representative |
| 5 | III. Opening Prayer | Wayne Earl, Faith Representative, and Pastor, Rock Harbor Christian Church|
| 15 | IV. Speaking on Grief | Vita Buynevich, Grief and Service Outreach Coordinator, Contra Costa Crisis Center |
| 7 | V. Ancient Stories of Homelessness| Noach Lawrence, Rabbi, Temple Isaiah |
| 10 | VI. Eulogy | Leslie Takahashi, Pastor, Mt. Diablo Unified Unitarian Church |
| 20 | VII. Reading of Names and stories | Multiple |
| 1 | VIII. Moment of Silence | Wayne Earl |
| 7 | IX. Reading of Kaddish | Noach Lawrence, Rabbi, Temple Isaiah |
| 7 | X. Opportunities for Action | Juno Hedrick, Chair, Youth Representative |
| | | Jo Bruno, Lived Experience Advisor |
| 5 | XI. Prayer of Action | Payton Silket, Faith in Action |
DRAFT Homeless Person’s Memorial Day Resolution
RESOLUTION NAMING DECEMBER 21, 2023 NATIONAL HOMELESS PERSONS’ MEMORIAL DAY
WHEREAS, December 21, 2023 marks the first day of winter and is the longest night of the year; and
WHEREAS, the National Coalition for the Homeless and the National Health Care for the Homeless Council have designated December 21, 2023 as National Homeless Persons’ Memorial Day; and
WHEREAS, the Contra Costa Coroner reported 106 people experiencing homelessness who died during calendar year 2022, a 38% increase from 2019¹; and
WHEREAS, there was an 85% increase in the number of drug and alcohol related accidental deaths between 2019 and 2022 and a 25% increase in the number of deaths by natural causes among people experiencing homelessness in Contra Costa²; and
WHEREAS, 10,600 individuals accessed homeless services in Contra Costa in 2021, making up 7,725 unique households³; and
WHEREAS, homelessness raises one’s risk of illness, injury and death; and
WHEREAS, Contra Costa County encourages all residents to recognize that thousands of people in Contra Costa do not have housing and need support from government, citizens and private/public nonprofit service entities to address the myriad challenges of homelessness; and
WHEREAS, the Council on Homelessness is both an Advisory Board to the Board of Supervisors and the planning body for the Contra Costa Continuum of Care and coordinates the community's policies, strategies, and activities toward preventing and ending homelessness in Contra Costa County and welcomes community participation and engagement; and
WHEREAS, the Health, Housing and Homeless Services Division of Contra Costa Health, which staffs the Council on Homelessness, is committed to making homelessness short-lived and non-recurring by ensuring an integrated system of housing and support services for persons experiencing homelessness in Contra Costa County; and
WHEREAS, the Council on Homelessness Person’s Memorial event will take place on Thursday, December 21, 2023 at 3 pm to remember those who died while experiencing homelessness; and
WHEREAS, by joining together and remembering our neighbors, we can honor their lives by working to provide solutions to end homelessness within the County;
NOW, THEREFORE, BE IT RESOLVED BY THE CONTRA COSTA BOARD OF SUPERVISORS
That December 21, 2023 is hereby named National Homeless Persons’ Memorial Day in Contra Costa County, to remember those who have died while experiencing homelessness, to encourage residents to come together to celebrate their lives, and commit to working to resolve factors that lead to homelessness within the County.
¹ 2022 Annual Report, Contra Costa Continuum of Care, p.61
² Ibid., p. 61
³ Ibid., p. 2
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Harnew Elementary School - Oak Lawn, IL
School Supply List for the 2020-2021 School Year
The following is a basic supply list for each respective grade. Please replenish your child’s supplies as needed during the school year.
| Grade | Items |
|-------------|----------------------------------------------------------------------|
| **Kindergarten** | 1 PAIR HEADPHONES (No Ear Buds) |
| | 20 SHARPENED PENCILS |
| | 4 BOXES OF CRAYONS & COUNT (No Jumbo) |
| | 4 FOLDERS 3-PRONG |
| | 3 SPIRAL NOTEBOOKS (70 Pages, Wide-Ruled) |
| | 8 LARGE GLUE STICKS |
| | 1 PAIR OF SCISSORS—SHARP |
| | 1 HAND SANITIZER |
| | 1 PACK OF WASHABLE CRAYOLA MARKERS (8 Count) |
| | 1 HIGHLIGHTER |
| | 1 ROLL OF PAPER TOWELS |
| | 2 BOX OF KLEENEX |
| | 2 YELLOW HIGHLIGHTERS |
| | 1 PAIR OF SCISSORS—SHARP |
| | 2 BLACK DRY-ERASE MARKERS |
| | 1 PINK ERASER |
| | LABEL FOLDERS, HEADPHONES AND NOTEBOOKS |
| **First Grade** | 1 PAIR HEADPHONES (No Ear Buds) |
| | 1 SCHOOL BOX 8” x 5” |
| | 5 FOLDERS DOUBLE POCKET 3-PRONG—1 RED, 1 BLUE, 1 PURPLE, 1 YELLOW, 1 GREEN |
| | 2 SPIRAL NOTEBOOKS (70 Pages, Wide-Ruled) |
| | 4 BOXES OF CRAYONS (24 Count) |
| | 36 SHARPENED YELLOW PENCILS |
| | 2 PINK ERASERS |
| | 1 ROLL OF PAPER TOWELS |
| | 2 BOXES OF KLEENEX |
| | 2 YELLOW HIGHLIGHTERS |
| | 1 PAIR OF SCISSORS—SHARP |
| | 2 BLACK DRY-ERASE MARKERS |
| | 8 LARGE GLUE STICKS OR 16 SMALL GLUE STICKS |
| | 1 LINED COMPOSITION BOOK |
| **Second Grade** | 1 PAIR OF HEADPHONES (No Ear Buds) |
| | 4 FOLDERS DOUBLE POCKET PLASTIC 3 PRONG, 2 RED, 1 BLUE AND 1 GREEN |
| | 24 SHARPENED PENCILS |
| | 1 PACK OF COLORED PENCILS |
| | 1 PAIR OF POINTED SCISSORS |
| | 2 BOXES OF KLEENEX |
| | 1 ROLL OF PAPER TOWEL |
| | 4 SPIRAL NOTEBOOKS (70 Pages, Wide-Ruled) 1 RED, 1 BLUE, 1 GREEN |
| | 1 HIGHLIGHTERS AND 2 DRY ERASE MARKERS |
| | 8 ELMER’S GLUE STICKS OR 16 SMALL GLUE STICKS (NO LIQUID GLUE) |
| | 1 PENCL CASE CLOTH WITH ZIPPER EXTRA-LARGE (NO BOXES) |
| | 1 PENCIL SHARPENER |
| | 1 PINK ERASER |
| | 1 PACK OF MARKERS |
| | 2 BOXES OF CRAYOLA CRAYONS 24 COUNT |
| **Third Grade** | 1 PAIR OF HEADPHONES (No Ear Buds) |
| | 4 Folders Double Pocket |
| | 1 Purple, 1 Red, 1 Yellow, 1 Blue |
| | 4 Spiral Notebooks (70 Pages, Wide-Ruled) |
| | -1 Purple, 1 Red, 1 Yellow, 1 Blue |
| | 2 Box of Crayons (24 Count) |
| | 1 Pack of Colored Pencils |
| | 1 Box of Markers |
| | 1 Soft Pencil Case (No Boxes) |
| | 4 Glue Sticks |
| | 1 Pencil Sharpeners |
| | 1 Highlighter |
| | 1 Pair of Pointed Scissors |
| | 2 Boxes of Kleenex |
| | 1 Pack of Colored Pencils |
| | 1 Box of Crayons (24 Count) |
| | 1 8-Pocket Accordion Folder |
| | 1 1in Binder 3-Ring (No Larger) |
| | 1 Set of Dry Erase Marker (Black, Red, Blue, Green) |
| | 1 Set of Multiplication Flash Cards |
| | 24 Pencils (Sharpened) |
| | 1 Pack of Loose Leaf Paper |
| | 5 Single Subject Spirals |
| **Fourth Grade** | 1 PAIR OF HEADPHONES (No Ear Buds) |
| | 1 Handheld Pencil Sharpener |
| | 1 Large Zippered Pencil Case |
| | 1 Pink Eraser |
| | 6 Glue Sticks Jumbo |
| | 2 Pocket Folders |
| | 1 Roll of Paper Towels |
| | 1 Bottle of Elmer’s White Glue (Medium) |
| | 1 Box of Crayons (24 Count) |
| | 1 Pair of Pointed Scissors |
| | 1 Pack of Highlighters |
| | 1 Pack of Crayola Markers |
| | 3 Boxes of Kleenex |
| | 1 Pack of Colored Pencils |
| | 1 Box of Markers |
| | 5 Red Pens |
| | 4 Highlighter- Different Colors |
| | 1 Pair of Pointed Scissors |
| | 2 Bottles of Elmers Clear Liquid Glue |
| | 4 Glue Sticks |
| | 1 Box of Crayons 24 Count AND 1 Pack of Crayola Markers |
| | 1 Box of Notecards with Plastic Case |
| | 2 Pocket Plastic Folders with Fasteners |
| | 5 Spiral Notebooks (70 Pages, Wide Ruled) |
| | 1 Pack of Dry Erase Markers (Thick) |
| | 1 Roll of Paper Towels |
| | 1 8-Pocket Accordion Folder |
| | 1 Package of Wide Ruled Loose Leaf Paper |
**Fifth Grade**
| Items |
|----------------------------------------------------------------------|
| 1 SET OF ADDITION/TRACTION FLASHCARDS |
| 1 SET OF SUBTRACTION FLASHCARDS |
| 1 EAR BUDS OR HEADPHONES IN ZIPLOC BAG |
| 1 DICTIONARY & THESAURUS (PAPERBACK) |
| 2 PENCIL POUCH WITH ZIPPER (1 LARGE FOR ART SUPPLIES) |
| 10 PENS BLUE OR BLACK (NOT ERASABLE) |
| 24 #2 PENCILS AND 1 COVERED PENCIL SHARPENER |
| 1 PACK OF COLORED PENCILS |
| 3 PINK ERASER |
| 3 BOXES OF KLEENEX |
| 5 RED PENS |
| 4 HIGHLIGHTER- DIFFERENT COLORS |
| 1 PAIR OF POINTED SCISSORS |
| 2 BOTTLES OF ELMERS CLEAR LIQUID GLUE |
| 4 GLUE STICKS |
| 1 BOX OF CRAYONS 24 COUNT AND 1 PACK OF CRAYOLA MARKERS |
| 1 BOX OF NOTECARDS WITH PLASTIC CASE |
| 2 POCKET PLASTIC FOLDERS WITH FASTENERS |
| 5 SPIRAL NOTEBOOKS (70 PAGES, WIDE RULED) |
| 1 PACK OF DRY ERASE MARKERS (THICK) |
| 1 ROLL OF PAPER TOWELS |
| 1 8-POCKET ACCORDION FOLDER |
| 1 PACKAGE OF WIDE RULED LOOSE LEAF PAPER |
**NO ROLLING BACKPACKS or BOOKBAGS ~ PLEASE LABEL EVERY ITEM WITH THE CHILD’S NAME**
|
<urn:uuid:5884f6e1-f282-4326-a5a9-cf57663a0060>
|
CC-MAIN-2020-45
|
https://www.ridgeland122.com/cms/lib/IL01905207/Centricity/Domain/127/Supply%20List%202020.pdf
|
2020-10-20T11:05:56+00:00
|
crawl-data/CC-MAIN-2020-45/segments/1603107872686.18/warc/CC-MAIN-20201020105000-20201020135000-00374.warc.gz
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Closing the loop: the power of circular public procurement
The experience of Centro Region, Portugal
Centro Region - Context
GDP PER CAPITA:
EUR 18,000 in 2019 [source]
EMPLOYMENT/ UNEMPLOYMENT RATES:
69,4% (2020) [source], 5,6% (2020) [source]
MAIN SECTORS OF THE ECONOMY:
Higher education, research and development, healthcare, information technologies, biotechnology, forestry, agriculture, fishing and tourism
REGIONAL COMPETITIVENESS INDEX:
197/268 (2019) [source]
DISTANCE TO ACHIEVING THE Sustainable Development Goals:
- Goal 12 “Responsible Consumption and Production”: 93/100
- Goal 13 “Climate Action”: 64/100 [source]
TOTAL COHESION POLICY FUNDING 2014- 2020:
- Regional Development Fund (ERDF): EUR 1,814,311,682
- European Social Fund (ESF): EUR 340,719,349 [source]
Main facts of the pilot
Circular Procurement is a key priority area in Centro’s Regional Agenda for Circular Economy. To implement this priority, the Centro Region launched the Centro Green Deal for Circular Public Procurement on 8 April 2019, led by the Centro Regional Coordination and Development Commission (CCDRC). Each signatory to the Centro Green Deal committed to launch at least two public procurement tenders that apply the principles of circular economy and to share all the knowledge acquired through the workshops organised during the preparation of these tenders, contributing to a collaborative learning network. Tenders were launched in various fields, such as provision of school meals, purchase of electric vehicle for healthcare service delivery, renting and maintenance service of uniforms and purchase of reusable and recyclable materials, among other examples.
SCOPE:
Incorporating the principles of circular economy into concrete procurement procedures, focusing on the pre-tender stage and the evaluation framework as well as driving local supply chains into circular business models.
STAKEHOLDERS
> CCDRC
> Signatories to the Centro Green Deal:
- 5 inter-municipal communities
- 3 municipalities
- 2 polytechnic schools
- 1 university
- 1 hospital
12 local entities benefited from the pilot
14 tenders already launched
6 Framework Agreements addressing 68 municipalities
Strategic elements of procurement
Strategic pre-tendering activities
Market engagement is an important tool in enabling circular procurement. It helps public buyers understand what alternatives are available in the market. Circular procurement requires a shift from technical specifications being set solely by the procurer, to a process where specifications are set following exchanges with potential suppliers. Using market engagement, even the simple ‘show & tell’ approach, can improve the quality of tenders, increase competitive and valid bids during the tender phase.
Evaluation framework
Implementing circular procurement means going beyond the lowest price at purchase. The contracting authority have to evaluate the quality and circularity aspects of the tenders and take account of life-cycle costs.
Community of practice
CCDRC created a network of entities in the Region (the Centro Green Deal Network) that brings together public entities participating in the Centro Green Deal. The Network works as an active community for the Signatories to share experience and learn from each other how to implement circular procurement.
Assessing the impact
- **Impact on public services delivery**
Each circular product/service that Signatories purchased boosted the demand for goods and services aligned with the circular economy principles in the Region. CCDRC, the Centro Green Deal’s driving force, has built a community of practice in the Centro Region, and promoted the results on national level ensuring spill over effects.
- **Impact on competitiveness of the market**
Market engagement activities carried out with potential suppliers for the tenders contributed to a mutual learning process between the public and business sector, and increased the level of competition and quality of bids.
- **Impact of including social considerations**
The inclusion of circular principles in tenders promotes the maintenance/creation of jobs (e.g. promoting short circuits fosters local economy and employment), an inclusive community (e.g. electric vehicles for healthcare service delivery) and raising social awareness (e.g. reusable and recyclable materials distributed among students).
- **Impact on environment**
Circular procurement can make a difference by closing energy and material loops within supply chains and minimising negative environmental impacts and waste creation.
- **Impact on regional development and effectiveness/efficiency of Cohesion policy investments**
The community of practice raises the quality level of the tenders and harmonises circular criteria in the Region. The National Monitoring Group has a potential for future scale-up and ensuring the replicability across the countries.
LESSONS LEARNED
- Even small contracting authorities, with limited workforce dedicated to public procurement, can be champions for circular procurement if they receive support.
- A more strategic approach to public procurement can make circular economy a reality. However, it should be embedded in other local, regional and national policies like climate change strategy, guaranteeing a significant contribution to promoting the efficient use and productivity of resources.
- Building a community of practice help sharing experiences and transferring knowledge: a network like the one created by the Centro Green Deal allow participants to learn effectively, as a group and an institution as the CCDRC can be a powerful engine for creating a community of practice and a safe learning environment.
For more information:
[Public procurement to pursue cohesion policy objectives](#)
|
<urn:uuid:65c41e68-3301-422c-812d-a002dc606c37>
|
CC-MAIN-2023-50
|
https://www.oecd.org/gov/public-procurement/country-projects/public-procurement-and-cohesion-policy-objectives/Factsheet-centro-portugal-circular-procurement.pdf
|
2023-12-04T22:10:47+00:00
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Minnesota Territory. The later years are entirely divorced from Indian affairs.
The Adams Papers are, I believe, valuable. Mr. Adams was Indian Agent at the Wahpeton and Sisseton Agency from 1872, until, I believe, 1879. The great bulk of his correspondence as Indian Agent is included in the files we have at the Minnesota Historical Society. To date, I have covered the material to 1873. There are no concrete, specific mentions of Sitting Bull, but there are numerous references to Indian conditions, the half-breeds and traders who lived on the edge of the reservation, and the general condition of the Indians themselves. Are you particularly interested in the condition of the Indians at this Agency during this period? For your benefit, here are some particular references which might be of interest:
In June, 1872, Mr. Adams wrote to General Hancock at St. Paul saying, "In view of the present state of Indian affairs west and south of this particular reservation, allow me to recommend that the military force at Fort Wadsworth be increased at least one company above the number usually stationed at that Post as a necessary precaution to any invasion of Western Hostile bands of Indians.
All quiet with our Indians on the Lake Traverse Reservation. A general desire and determination is expressed by these Sisseton and Wahpeton bands to lead peaceable and active working lives and ask to be protected in their persons and property."
Two days later, on June 3, 1872, he expressed the same sentiment in a letter to his friend, the Reverend S. B. Treat.
On June 18, 1872, Mr. Adams wrote to the Commissioner of Indian Affairs complaining of visits of vagrant Indians who "have been accustomed to come dancing for food, clothing, horses, guns and ammunitions.
This class annoy our working Indians in various ways - as in feasting, and begging, Sabbath desecration and thieving. -----I hope the day may soon come when such lazy, vagrant and vain squads of heathenish Indians may not receive encouragement to paint their faces and go from house to house and military post to military post making demands upon civilized people for permission on the same - and obtaining them."
In July, 1872, Mr. Adams was appointed to act with Wm. H. Forbes, James Smith on a committee to "investigate the title of the Sioux Indians to certain lands" described in the treaty of 1867. His report, dated October 4, 1872, is included in the papers.
On September 1, 1872, begins the story of victimizing of the Indians by the half-breeds, when Moses N. Adams made his initial report to the Commissioner. He speaks of the activity of the Browne family, (Joseph Renville) in supplying the Indians with liquor, and generally fostering discontent.
|
<urn:uuid:a509139a-fb7d-4e9f-9e2b-aa02348da99a>
|
CC-MAIN-2020-45
|
https://digital.libraries.ou.edu/utils/getfile/collection/CampbellWS/id/5045/filename/5031.pdfpage/page/3
|
2020-10-20T12:46:10+00:00
|
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Course Title: AP Language and Composition - 10th grade
Course Prerequisites: Refer To Registration Presentation
Rising sophomores are cautioned against taking this class too early. A score of 3 or below will not secure college English credit.
Course Description: AP English Language and Composition is a college-level composition course in which students study various domains of writing—primarily narrative, informational, argumentative, and persuasive—in a range of non-fictional texts such as letters, speeches, diaries, blogs, magazines and others. In preparation for the AP exam in May, student essays are focused on developing three types of writing: synthesis, rhetorical analysis, and argumentation. To this end, students learn to synthesize information from a range of texts in support of an original claim about a predefined subject, to analyze the rhetorical strategies an author uses to create a persuasive text, and to create their own compelling arguments using effective rhetoric and rhetorical strategies. AP Lang and Comp students who earn an A or B each semester may continue their English studies in the IB SL English class. AP L&C prepares students for the AP Language and Composition exam.
Students entering this course should have a mastery of the following concepts and demonstrate the following skills:
- Able to read, analyze and understand, a wide variety of complex (post-high school), non-fictional texts from the 16th century forward
- Able to work confidently and independently on a range of projects (oral and written) and essay types
- Able to evaluate complex texts for content and structure
- Able to write analytical essays based on a non-fictional text or texts within a class period (without prior preparation or outside help)
- Able to use language flexibly and skillfully to create a compelling argument
- Able to demonstrate foundational knowledge of and skill in inquiry (research), rhetorical analysis, and informed argumentation
- Able to work on essays and projects with minimal instructional scaffolding
- Able to demonstrate advanced skill with the mechanics of language
- Able to prepare persuasive oral arguments and present them in a classroom setting
- Able to analyze a variety of multi-modal texts for rhetorical features
Workload Expectations for this course:
- Write multiple in-class essays each semester
- Pass multiple AP reading tests each semester
- Assemble and present at least one well researched persuasive oral presentation
- Weekly quizzes in vocabulary, rhetorical devices, and reading comprehension
- Weekly independent reading of a variety of texts
- At the teacher’s discretion, other written and oral projects may be assigned throughout the year.
- Maintain an A or B in the course throughout the school year.
|
<urn:uuid:99115eb5-b8f2-4257-8800-2f977b9167b1>
|
CC-MAIN-2023-50
|
https://www.fjuhsd.org/cms/lib/CA02000098/Centricity/domain/199/course%20profiles%202018/english/AP%20Language%20and%20Composition.pdf
|
2023-12-04T23:04:48+00:00
|
crawl-data/CC-MAIN-2023-50/segments/1700679100535.26/warc/CC-MAIN-20231204214708-20231205004708-00809.warc.gz
| 859,388,028
| 525
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|
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|
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WHAT CAN BE RECYCLED?
1. METAL
- Metal lids of glass jars
- Food tins
- Aluminium cans
- Cold drink and Beer cans
- Paint, oil and aerosol cans (leave labels on)
- Rusty cans can also be recycled
2. GLASS
CAN BE RECYCLED:
- Food jars like mayonnaise and jam bottles
- Beverage bottles
CANNOT BE RECYCLED
- Drinking glasses
- Light bulbs - ordinary and fluorescent lights and tubes (take them to drop off points at Woolworths and Pick n Pay)
3. PAPER
CAN BE RECYCLED:
- Cardboard (cereal boxes too)
- Magazines and books (not laminated)
- White office paper
- Newspaper
CANNOT BE RECYCLED
- Stickers
- Punch confetti
- Laminated or waxy paper
- Carbon paper
4. PLASTICS
The easiest way to recycle plastic is to look for its recycling logo. There are 7 different plastic logos and each type of plastic is recycled separately.
- Polyethylene terephthalate (PET or PETE or polyester)
EXAMPLES
Bottles, microwaveable meal trays, detergent and cleaner containers
- High density polyethylene (HDPE)
EXAMPLES
Plastic bags, bleach, detergent and shampoo bottles, yoghurt and margarine tubs
- Polyvinyl chloride (V or Vinyl or PVC)
EXAMPLES
Toys, clear food packaging, squeeze bottles, shower curtains, blood bags and “pleather” clothing
- Low density polyethylene (LDPE)
EXAMPLES
Coating for paper milk cartons, food storage containers and container lids
- Polypropylene (PP)
EXAMPLES
Food containers, medicine containers and baby bottles
- Polystyrene (PS)
EXAMPLES
Styrofoam food containers, egg cartons, disposable cups and bowls and packaging
- Other (O)
EXAMPLES
All plastics not identified as number 1 - 6
5. TETRAPACK
Fruit juice and milk containers are lined with aluminium foil and must be recycled separately. Tetrapak has a small-scale recycling facility in Germiston, Johannesburg.
NO!
- Carbon Paper
- Food Wrappers
- Paper Towels
- Photographs
- Hazardous Waste
YES PLEASE
- Plastic bottles, tubs, trays and containers
- Glass bottles and jars
- Aluminium and steel tins and cans
- Clean, dry paper and card
- Food and drink cartons
NO THANKS
- Food waste
- Garden waste
- Clothes and shoes
- Nappies
- All plastic film and bags
Reuse, Reduce, Recycle and Respect your Environment
economonkey RECYCLING
HELPING YOU GET YOUR RECYCLING SORTED
firstname.lastname@example.org / WWW.ECOMONKEY.CO.ZA
Tel: 011 4777 332
Home, Office and Complex, Recycling Collection Service
REUSE REDUCE RECYCLE
|
<urn:uuid:fe471d3d-fba0-47dc-98dc-2a3c33b435db>
|
CC-MAIN-2023-50
|
https://www.ecomonkey.co.za/files/What-to-Recycle-Please-.pdf
|
2023-12-04T23:56:35+00:00
|
crawl-data/CC-MAIN-2023-50/segments/1700679100535.26/warc/CC-MAIN-20231204214708-20231205004708-00805.warc.gz
| 815,784,651
| 652
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|
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| 0.96195
|
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| 0.96195
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