16 24 26018 https://digitalcollections.library.gvsu.edu/files/original/9586b9d2ccc016ce7378e09d532e212b.jpg 488449967ce1914e4d02b83fc69d2709 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_245 Title A name given to the resource AD-1 Skyraider US Navy attack bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-1 Skyraider US Navy attack bomber, October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/d7cdeb9defe7f10fe62077d38c91d2b0.jpg f30635d4d0313a5f805b605927838eb5 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_247 Title A name given to the resource AD-1 Skyraider US Navy attack bomber Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-1 Skyraider US Navy attack bomber, October 1, 1947. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Airplanes, Military--Recognition Slides Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/bf44279dc93af071d2cfbf425b4893b1.jpg 0267f688eddf051fcf32dc1c07d6f5ae Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X76a Title A name given to the resource AD-2 Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-2 Skyraider US attack. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b4dd59e6fd9f51f4a200247b05a4e266.jpg 72d9e7c26e046ba5772e4ad33439c54c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X77a Title A name given to the resource AD-2 Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-2 Skyraider US attack. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/80ba660abd8ca9f9ded468c3d2e680e1.jpg aa708dbf2d683f972b451b61f8937486 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X81a Title A name given to the resource AD-2 Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-2 Skyraider US attack. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition United States. Navy Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/76709ae6461d23b485d8ce8ffdc5f859.jpg deba07d67ab25a58971037bdb8a8a9f6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X236 Title A name given to the resource AD-3 Skyraider attack fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-3 Skyraider US attack fighter, April 1, 1953. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/f0b810d6c8a4ad1a395c5a732d59badb.jpg e603a3ef0d60a38754658a23b9bf7413 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X247 Title A name given to the resource AD-3E Skyraider attack fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-3E Skyraider, US attack fighter, September 1, 1952. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1952-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9d06a5528530b28790d89cadb63b6b7d.jpg 48cd8e0e5200464e0703eac98848e8e3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X285 Title A name given to the resource AD-3W Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-3W Skyraider, US attack, January 1, 1951. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1951 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/67d196c13f86e4e96b43953887691224.jpg 2279e49161447768e19c96514b684100 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X283 Title A name given to the resource AD-3W Skyraider attack fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-3W Skyraider, US attack fighter, January 1, 1951. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1951 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/3eedf8b41804475da1d2849bbdb9028a.jpg e8e36e6dcb1d71f8debb01df3e35020a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X284 Title A name given to the resource AD-3W Skyraider attack fighter Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-3W Skyraider, US attack fighter, Jaunary 1, 1951. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1951 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/90ad071062c95b0d2c77c010c3b9305e.jpg c180281f33b17346caaf4484a956de95 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X265 Title A name given to the resource AD-4N Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-4N Skyraider, US attack, September 1, 1952. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1952 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/e9ba11bb54a988510962deeb0787e5ad.jpg d75fb7fac376a4c95968b0687d98ffa1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X253 Title A name given to the resource AD-5 Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-5 Skyraider, US attack, April 1, 1952. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1952-04-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/98f2405a59f69f38a2d3d4a16142bbcd.jpg c88c3940c016e9a644dc0dc42d158ae6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X260 Title A name given to the resource AD-5 Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-5 Skyraider, US attack, September 1, 1953. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4a7dca29b41df2fa89c425e281acaf61.jpg a4ae9b736950a7e38f923ada6912e91f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X261 Title A name given to the resource AD-5 Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-5 Skyraider, US attack, September 1, 1953. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1953-09-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/ba92d49e69d8f9a7604d7411ad79d555.jpg d576a16107ca842ab0733f0c4f486a9c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X288 Title A name given to the resource AD-5 Skyraider attack Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-5 Skyraider, US attack, September 1, 1952. Subject The topic of the resource United States. Navy Military education Airplanes, Military--Recognition World War, 1939-1945 Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1952 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c6f859e037c5b9f44ba1e2db4912ea5a.jpg bd77e92e378c0065c2f2f3590b24551e Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_X251 Title A name given to the resource AD-5 Skyraider US Navy attack aircraft Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource AD-5 Skyraider US Navy attack aircraft, March 1, 1954. Subject The topic of the resource United States. Navy Military education World War, 1939-1945 Slides Airplanes, Military--Recognition Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1954-03-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6465aa4cb5294f7646827f875ec4e7db.pdf d432a7e358b4fc96317ac494cd5475a8 PDF Text Text Young Lords In Lincoln Park Interviewee: Ada Nivìa López Interviewers: José “Cha-Cha” Jiménez and Melanie Shell-Weiss Location: Grand Valley State University Special Collections Date: 8/24/2012 Biography and Description Ada Nivìa López was born in Puerto Rico and moved to Chicago with her family in 1956. She describes life in Lincoln Park in those early days, including her father’s leadership in Latino community and his run for alderman in the early 1960s. She became active in her community at an early age and describes how, shortly after starting college, she and a group of students approached the local ASPIRA Association office, to demand that they become more accountable to the local community. ASPIRA responded by offering her a job, which she accepted. Ms. López continued her activism throughout her college years, working closely the Young Lords. She ultimately earned a B.A., cum laude, and a master’s degree from the University of Illinois at Chicago, specializing in cross-cultural communication and bilingual education.Ms. López was a founding member and commissioner of the Mayor’s Advisory Commission on Latino Affairs, which was designed by the Young Lords and created in partnership with Mayor Harold Washington’s office. The group later became the Chicago Commission on Human Relations. She has served on the Chicago Board of Education. In 1992, Ms. López became the first Latina to win a statewide election to the Board of Trustees of the University of Illinois where she was instrumental in positioning the university to play a prominent role in addressing urban issues. She is currently a liason between the National Conference on Puerto Rican Women and the National Hispanic Leadership Agenda, promoting policies on education, health, and employment. She is also a nationally and internationally renown �specialist on issues pertaining the Latino community and women.Ms. López’s current work, a significant photography collection and anthology entitled, …y así somos/who we are, focuses on Puerto Rican life both on and off the island. �Transcript MELANIE SHELL-WEISS: Okay. So my name, for the record, is Melanie Shell-Weiss. And I’m here today talking with Ada López at her office on LaSalle in Chicago, Illinois. It’s Friday, August 24, 2012. And Ada, for the record, would you mind spelling your full name? ADA NIVÍA LÓPEZ: Ada, A-D-A, Nivía, N-I-V-I-A, López, L-O-P-E-Z. MSW: Terrific. And tell me about where you were born and when, and where you grew up. AL: I was born in Arecibo, Puerto Rico. And do you want me to tell you about that, or just -- MSW: Please. AL: -- talk to you? And I lived with my mother and grandmother in her home as part [00:01:00] of an extended family. Nearby were a couple of uncles, and it was a community, on the north shore, you know, by the ocean. My -- during that time, during the time when I was a young girl, I knew that my father was abroad. Later, I understood that my father was serving in the US Army during Korea. And when he went back to Puerto Rico, he found unemployment, like many did. So he started -- he had been corresponding with a friend that -- a man that he befriended in the army, an Italian [00:02:00] American. And this Italian American was encouraging him to come to Chicago. At the same time, the recruitment for the steel mills was taking place in Puerto Rico. This was early ’50s. And I think - you know, I never spoke to my father specifically about this, but I think what 1 �happened is that he responded to the recruitment effort, and he came, and my uncle came with him. And it was in 1959. I was about seven, six and a half, when he sent for my mother and myself. But by that time, he was no longer living in Indiana and [00:03:00] working in the steel mills. By that time, he had, through his friend’s help, he had found an apartment in what is Ukrainian Village, at the border of the Italian neighborhood, and the Ukrainian neighborhood, and the Polish neighborhood. So that triangle there was still predominantly ethnic White, what we call now ethnic White. MSW: And this was in Chicago at this point? AL: This was in Chicago in the -- next to Division Street, except Division Street was the port of entry, and most Puerto Ricans were either coming to Division Street or that surrounding -- you know, surrounding Division Street, or if they were very Black, if they were dark, they sometimes were at Cabrini. You know, because [00:04:00] one of the things I think happened is that because of the different phenotypes, we had access to different neighborhoods. My mother, being very fair and European-looking, and the Italian helping my father broker the apartment, that gave us access to the neighborhood, where otherwise we wouldn’t have been able to move in. It was common for me to walk to school and walk in the neighborhood and see the rent signs, for rent signs, in the ethnicities of language, you know, mostly in Polish or Ukrainian. And that was a signal to us that we were not welcomed, not to even bother knocking [00:05:00] on the door. So it was a harsh reality in many ways, because the racism and the rejection of Puerto Ricans was very overt. You know, that’s not to say that there weren’t 2 �individuals who, as this Italian American, who did welcome people just based on their goodness, and maybe their past experiences, also, because at that time, the Italians were not seen as, you know, as the same as other ethnicities that were blonde or blue-eyed. I mean, that’s the whole history of race in the [00:06:00] U.S., how groups like Italians and Jews and others were not even considered Whites until a certain point in history. So that was my experience. And I came here at a very interesting time, because for one, Puerto Rico was more Latin American, and I say that in the sense that our culture -- we were conscious, aware, that our culture was Latin Americanist, that our roots were in Spain. It was also a time when you did not have access to the technology that you have today, the world wide web. We did not have the connection with Hollywood and the [00:07:00] media, the U.S. media, that you have today. Our Hollywood was Mexico City. And through Mexico City, we would be able to get the films. We would be able to see films, you know, Jorge Negrete, Pedro Infante, Libertad Lamarque, the Argentinian. And we saw these musicals of very Hispanic-looking people, by the way. You know? So the world for us was Hispanic, right? And culturally, we still dressed like they did in Spain. We still strolled in the plaza like they did in Spain. And as a family that had access to the city, [00:08:00] because we weren’t that far, we participated in that world. And I remember, on one hand, I had the rural experience, because my grandmother was a widow and had a small farm. My uncle had sugarcane and hired my other uncles who had nothing. So right there in our family, we had a difference. I have an aunt who had her own store. My mother was the youngest and the first one 3 �who worked outside the home in the needlework industry, which was award winning in Puerto Rico, the fine needlework of the women in Puerto Rico at that time. [00:09:00] So my mother was the one who had the opportunity to work in the industrialized, more urban industrialized. She was one of the first. So this was, you know -- so I had no television. I could walk to my uncle’s home, the one who had the store and the sugarcane, and look at television when it was available. We listened to the radio, and the family provided its own music and entertainment, you know, by playing instruments, and singing, and telling stories. And some of my favorite memories are of me standing [00:10:00] while my grandmother sat in her rocking chair at the end of a very long day that started at five o’clock, and I could -- and I remember standing and just looking at her head of hair, standing behind her, and then just looking at how the moon highlighted the silver strands of her very gray hair, and the silkiness of that. This might have been at six, six-thirty, when it’s dusk. And then she would tell me stories. That was my favorite time of the day. Sometimes she would send me up to the attic. It was an attic not like American atti-- not like the attics we know that are finished, but this was a cross-space between the wooden ceiling and the roof, and they used to hang tobacco. [00:11:00] And she would send me up the ladder to fetch her a tobacco leaf, so that she could smoke her only rolled cigarette after dinner. And of course, that was my greatest adventure, because sometimes you had bats up there, and I had to dodge the bats. MSW: (laughs) Right. AL: So, you know, this was life, and this was entertainment. And the extension of the 4 �home, you know, the outdoors was the extension of a home, and it was my playground. Of course, I had my pets, the hen that was my pet that no one could eat, and the other hens that I chased for dinner. This was my life. So when my father sends for us [00:12:00] in -- we -- I started first grade here. My mother had taught me enough of what she thought would be kindergarten, and then I started first grade. My first experience with the African American was a negative one, because it was a little first grader that would bully me. So my aunt had sent me an umbrella from Puerto Rico, a cute little girl’s umbrella from Puerto Rico, plastic, transparent plastic. And one day, I came home crying, and my father said, “You have to learn to stand up and defend yourself. You can’t come home [00:13:00] and cry like this. You have to learn. You have to remember that your name is Ana Nivía López. Do not be embarrassed. You have to go out there and be” -- you know, so he gave me a pep talk like that. So next morning, I beat her with the umbrella (laughter) when she bullied me. And that was the -- I skipped a part there, because that was the first time we came. Then we left to Puerto Rico. When I came back, that’s when I was a little older then, and we came back to the Ukrainian, Polish, and Italian area. MSW: Just let me interrupt you for one second just to clarify. So how old were you when you first came to Chicago? Was that 1959? AL: Six and a half. MSW: And that was about 1959? AL: No, that was -- MSW: Or earlier? 5 �AL: You know, I can’t remember really well. But I remember in -- [00:14:00] I think what happened is that we moved there first, and then we moved to the area I was telling you. MSW: And so where did you first -AL: So I was still like six, six and a half. MSW: Ok. AL: Yeah. And then by the time I -- then when I was a little older, like, I don’t know, seven or so -- I have to check with my mother, who has a great memory, better than mine -- then I moved into the Ukrainian Village area. So we went to what is now Uptown first, Lincoln Park. That’s where Lincoln Park comes in, because that was Uptown. And my sister was born there. And the neighbors were very nice people, and they were from Wisconsin. And I remember that I [00:15:00] didn’t know any English at all, and it was the first time I had seen a television with English in it, being spoken. And I thought, This is an interesting kind of radio, you know? Because you see the people, and they’re different. And I remember the cultural experiences. I remember that the little boy in the front door, the apartment in front across the hall, was -- a little boy was there, and I was little, too. And he signaled with his hand, you know? And I went running. And then he pushed the door in my face. And the reason was because he signaled with his hand in a way that means “come here” in Spanish and in Puerto Rico, [00:16:00] but here it means “bye-bye.” So these were my first -- so as a young girl -- I guess my point is that as a young girl, I arrived at a time when you had no exposure to English, so English was stranger and foreign as foreign can be to 6 �anyone. And I don’t even think that there’s any place now where you have those experiences, because in the most remote mountains, somebody will have a TV, a fax, a computer, and there’s an exposure to the world that did not exist for us at that time. So I come here, and it’s the first time I hear this foreign language, first time I see this, and that’s when my cultural -- my training in cross-cultural communication begins. MSW: Absolutely. AL: You know? [00:17:00] And I always felt more comfortable with the Italians, of course, than with the Polish or Ukrainian. I never understood why until I was older. But still, we had -- the majority of people in the school were Polish or Ukrainian, and some Italian, and we had to deal with that environment. There were only three girls in the school, three Latinas. This was Chopin School, which must be like a hundred percent Latino now. And there were three Latinas. Two were the daughters of another veteran that my father had met and had also been able to move into the neighborhood. And the other was me. And early on, I remember that [Rosa?] became [Rose?], and she kept insisting that I called her Rose. And I was experiencing all of this. But then when [00:18:00] I got home, my father would always help me pronounce my name correctly, and tell me not to be embarrassed of who I was, and my mother would teach me Spanish, written -and reading in Spanish. I was not allowed to speak English at home. And without knowing it, they were creating the greatest immersion Spanish-language program that you can have. But I didn’t understand most of this. I just obeyed, because it was a time when you just obeyed your parents. Otherwise you felt 7 �that the sky would open and you would be punished directly by God. So you just obeyed, you know, and you trusted them. You know? You trusted the parents. And what you didn’t understand, you looked upon with awe, but you didn’t [00:19:00] go any further. So this was my life. And then at one point, I remember my -- I hang onto memories, and I realize how important, and this goes back to what we were talking about, how important the environment is in the construction of one’s identity. I remember this Polish American teacher asking me to tell her my full name, how I pronounce it. And I did, you know, timidly. And she said, “Well, that’s a beautiful name, and it’s so different.” And I hung on that for the longest time, because usually it was just people struggling to say my name, you know? But I collected these memories, [00:20:00] and they end up serving as support, as lifesavers in the ocean as you hang on to these things. And I remember my experience of just not understanding anything, moving my head up and down and just going for trial and error. And without remembering how, I eventually learned English, you know, and the rest is history. But you know, later, when I was high school age or after high school, I was already an activist. And I think that came about through the civil rights, [00:21:00] because my father had -- during that time that he was here, my father was always looking to organize the community. So he was a respected community organizer. MSW: And what was your father’s name? AL: Graciano López, Graciano López. Graciano López Agosto, yeah. The mother from Utuado, and the father from Arecibo. So he had -- as I’m in school and I’m 8 �living this life of struggling to do the cultural brokering and find my way, he’s participating in the American Legion, the Boricua Post [00:22:00] of the American Legion. JOSÉ “CHA-CHA” JIMÉNEZ: AL: Expand on that. And the Boricua post served as a center of the community. It was also a cultural hub where the families would gather, and besides having the meetings, the American Legion meetings, they also used it to celebrate the family traditions. You know? They would do fundraising. They would help each other. People would walk down the street, and if they spotted someone that looked Puerto Rican that was freezing, they would make sure that person got a coat. They would -- got him a pair of shoes, [00:23:00] and they would just serve as a -- they would welcome and serve as a support group for others. We had -- we celebrated the birthdays, the Christmas parties. And it was our cultural centers, you know, in the community. MSW: Where was it located? AL: I don’t remember, but some of them were -- I don’t remember, but as a child, I remember that there were families around Polk and Western Avenue, and they were going -- the parish was Precious Blood, and [00:24:00] there was a community there. But because the leadership lived in different places, also, although not that far by today’s (laughter) standards, they also reached out across the communities. My father -- the Caballeros de San Juan had their first parade -- and this has always been debated, who was really the first, right? So the Caballeros de San Juan, I think, had their first parade on Madison Avenue, 9 �because that was a community. There was a Puerto Rican community there. And I remember I even went to Precious Blood at times, although we were from Holy Family -- [00:25:00] no, not Holy Family. Holy Rosary on Western and between Grand and Chicago. That was -- and then Saint Mark’s, they had -people were going -- Puerto Ricans were going to Saint Mark’s, but that was a very harsh experience, because initially, that was Polish and German, and whatever else, a little Irish. And originally, they were not allowed into the church. They had to -- they gathered in a tent outside the church. So, you know, it was a hard time with a lot of overt racism. The people like my father who -- I think they’re the ones that, kind of, landed on the beach [00:26:00] and took the beach, make sure that it was safe enough for the other troops to arrive, you know? But they confronted a lot of overt racism. Paradoxically -JJ: Talk about your father. Talk about him. AL: So my father was -- had a lot of leadership qualities, and my father was one of the ones that had the most formal education. Not that he was the smartest, you know, I’m, sure, but (laughs) that he had the most formal education. So people looked to him a lot to serve as a bridge between the community and what we would call today the grassroots, and the [00:27:00] city officials and other institutions. And they respected him a great deal. He also had friends who then went on to Waukegan, but still, they continued their relationship. And when the Caballeros de San Juan joined my father’s group, and they got together to continue with this Puerto Rican parade – and now I’m in the early ’60s, right? The people of Waukegan, like Sebastian Rivera, would come to Chicago and 10 �have meetings. [Edwin Montalvo?] would come to Chicago and have meetings, and together, they would work [00:28:00] on the Puerto Rican parade and also on developing their organization, Puerto Rican Association or something, in Waukegan. So, you know, when my father was in the hospital dying of -- you know, I asked him -- oh, he said, “You know, what I can’t understand is why, now that there are so many educated Puerto Ricans and people that are active, Puerto Ricans, and there are so many resources, it seems so much more difficult to organize,” he said. And all I could say was, you know, I said, “You know, I think it’s because [00:29:00] you had your own communities, and the dynamics was as it is for any –- you know, as human, right? You have your own families, your own community, your own ways of doing things.” But I said, “But it’s like a house with walls. And during your time, the walls were low, and you could still look across the way. The fences were low. And now they are of a greater magnitude.” And I think -- that was an interesting observation for me, because I thought it was so wise, and it was right on target, you know? And it caused me reflection. But they did a great deal. They created about -- I think I counted, on my father’s resumé, about, I don’t know, 15 or 20 [00:30:00] organizations, Puerto Rican organizations, because the reality was so harsh that it -- I think it was clear that if you didn’t organize and take care of others who were less fortunate or were having a harder time, there was no other institutions. You didn’t have the infrastructure. There were no institutions that would do it for you, so you had to take it upon yourself. And in the early days, the Catholic Church was very difficult to work with, but a lot of these people were people of a great 11 �faith who brought their Catholicism from the mountains of Puerto Rico. And they were people of great faith, [00:31:00] great strength, and I admire them, because they really made an impact and transformed those churches and made them more welcoming for everyone. And if you hear about Saint Mark’s story of how they started in the ’50s in outdoor tents because they weren’t welcomed, and how then through their efforts, they opened the door for themselves, and they transformed the culture of the church, and the church became richer and recognized it. Then later, Saint Mark’s was known for the cathedral [00:32:00] of the Puerto Rican people in Chicago, and that was where you knew you had to go to get baptized. You knew you -- everyone would come from all over to Saint Mark’s, and they called it the cathedral of the Puerto Rican community. And it’s to the credit of the people who came who were -- who came not because they rejected their culture, not because they rejected who they were -- not all of them. I’m sure there were some, right? But the leadership did not reject the culture. The leadership came because it was clear to them that they had to find economic opportunities. They had to find jobs. But that was their motive. It’s not that they were trying to discard their heritage or their culture. So this combination, then, [00:33:00] you know, gave them a great deal of resolve to not only find their way, but also not discard their culture and insist on being represented in other people’s agenda. You know? Not because they were assimilating passively, but because they also felt pride. So then now you -- well, from Saint Mark’s Cathedral, which it was called, to masses in Spanish, to then deacons, Puerto Rican deacons that came out of Saint Mark’s. So that’s just one example. If you 12 �use one institution, that’s one example. Now, the Puerto Rican parade in the ’60s, when my father was organizing it, going back to that, [00:34:00] you see the same kind of parallel, you know, in that institution, where my father and others see that there are parades, ethnic parades and others. And then they form a delegation. You know, they were not aldermen officially, but they form a delegation. They figure out how to organize the community and how to enlist the support of city hall and the other officials in organizing a parade that would highlight the pride and the -- what they considered the best of the Puerto Rican culture. And my father then became the first president of that parade. You know, people always say he was [00:35:00] the founder and first president of the first parade, but if you say it’s the first parade, then you find people that will say, “Well, no, there was one on Madison Avenue.” So you know. But I think that he represented an interesting juncture where you see the transformation of what was more spontaneous of a parade to a parade that bases -- that roots itself or bases or finds itself connected to the formal social political agencies and structure. MSW: The infrastructure. AL: The infrastructure. So they connect themselves that way. [00:36:00] That’s how I see that juncture. And there, too, you see how, again, it’s to be involved. Like my father used to say, to show our pride, the best of our culture, and be involved in the civic, social, and political life of the city. And that was the goal. But never denying one’s roots. You know? And then in 1975, he ran for -- he decided to run for office as alderman. What [00:37:00] I think -- well, after that, there were 13 �the Puerto Rican riots in 1966, and my father was -- I think my father was president of the parade. I’m not too sure. But if he wasn’t president, he was surely still the main player, one of the main players. During that time, I was going back to school to college. And I didn’t live near Division Street. MSW: And where did you go to college? AL: I started at University of Illinois at Chicago. And I remember I used to listen to the radio. And that evening [00:38:00] of the riots, I heard Elias Diaz y Perez -Elias? Yeah -- switch his program and start reporting spontaneously from -about the riots and all that. So I called my father. I called my father and said, “You know, there’s something happening,” and he went out there. Now, I didn’t go. I wasn’t out there. But he went out there. And then out of that came a different type of effort to -- that was intensified. I think that their awareness of and their desire to serve the community through social and civic activities, that meant doing dancing, and fundraising, and helping the church, and helping [00:39:00] through the American Legion, these efforts, again, moved to a different level. Now it moved to -- and the frustrations came to a head. And they knew they had to then work with the city in a different way. When I was -- you know, and I say this because if you look at it, it’s -- I don’t think it’s just my story, ’cause I talk to people my age, and a lot of ’em say, “Oh, yeah, my parents didn’t let me speak English in the house either, you know? And they kept their language, too, you know?” And I think it’s really -- if you see it, it’s a parallel, I mean, [00:40:00] between our individual experiences and what’s happening in the communities and in the city, and in the world. There’s an interesting parallel 14 �that one doesn’t really see. At the same time you’re living it, you don’t really understand it, but you look back and you say, “Oh, no wonder.” You know? And this is all interesting for me, because it’s -- when I was starting to study, I got a job -- this is in the ’70s, you know, ’70, ’71. I got a job at ASPIRA, and a parttime job as a club organizer. The way I got that job as a club organizer is that [00:41:00] we went to confront the ASPIRA office that was at Ogden and Chicago Avenue. And we went to confront them and ask them, what did they have in mind in terms of meeting the needs of the students, of the college students, you know? MSW: Now when you say we, who is we? AL: Well, it was a group of -- it was all part of what we were doing, I think. It was part of the -- you know, ’cause my generation -- see, now, I was talking to you about my father. But at that point, we’re -- well, let me finish with my father. So my father then -- [00:42:00] after the Puerto Rican parade, my father ran for alderman in 1975, right? Okay. So that -- before that, we were aware of the civil rights movement, the Vietnam War, the women’s movement, and then, of course, in Lincoln Park -- we had friends in Lincoln Park, and we knew that the Young Lords were in Lincoln Park, and that that was an effort for some of the same kind of social justice, to realize this idea of social justice that, for many of us, had started when we first came here and experienced the difficulties [00:43:00] with the language, the poverty, the -- and the struggle to make our way and to realize those ideas of having a job and providing for the family. And not all of it was as it was painted, because of course, in the recruitment of -- to the steelworkers and 15 �others, it was all painted very -- it was all made to -- the people were told that they would come and find all that infrastructure and all those jobs, and the good paying jobs, and all of that. And they found a very harsh reality. But anyway, so our generation, the first [00:44:00] generation here, sons and daughters of immigrants, we have this experience that shapes our worldview and our sense of what is right. And even today, there are people who may not even know Spanish, but if you talk to them, you know that they have that sense of pride, you know? And I say it’s because, you know, they came, but they didn’t come because they were -- they came to find a living, but they were not -- they didn’t buy into denying who they were. You know? Not all of them, of course. I’m just talking from my experience and the people I know. MSW: Sure. (laughter) AL: [00:45:00] This is really nonscientific. MSW: But can I ask you this for a minute? At what point did you realize -AL: Jump in and ask me questions, ’cause I’m just -- MSW: No, this is wonderful. AL: –- I’m reminiscing. (laughs) (inaudible) MSW: This is exactly what I want you to do. At what point did you realize that what your father was doing and what you were experiencing in your household, your worldview, was part of this larger generation? At what point for you did you make that connection and realize this was part of something that was not individual? Was there a moment or a series of moments that you can think of? AL: You know, I think that in those ’60s, I think it was a combination of -- you know, 16 �during this period leading up to the riots, but because of -- [00:46:00] and the civil rights movement, because the civil rights movement, you know -- I think for a lot of Latinos, the civil rights movement threw us into -- forced us to -- called us to reflect on our own reality as Puerto Ricans, and then -- and you start trying to understand the civil rights movement, which was on television, at the same time that we are, in our communities, also struggling for these kind of human rights. [00:47:00] But we begin tying it to a homeland, you know, Puerto Rico. And that’s where this idea of self-determination not only applies to the here and now, you know, and the communities, what Stokely Carmichael called the internal colonies of the U.S., and the activity in the Lincoln Park area, but also, it also throws in another dimension, which is the race question. You know? And it gets us to become more aware of that bigger picture. But of course, you know, all we have to do is then reflect. All I have to do is then remember [00:48:00] how difficult it was for my parents, for my mother. My mother got sick and invited a Puerto Rican friend to babysit us while she was in the hospital for two days. And the landlady chewed her out, because she was allowing Blacks to come into the apartment. We all looked at each other, and we said, “Blacks?” We didn’t know what she was talking about. And then I, as a young girl, I realized that she was talking about [Leti?], my mother’s friend. And we thought Leti was Puerto Rican, but now I learned that she’s Black. So we start -- this country has made our [00:49:00] consciousness of color more of a -MSW: A dichotomy, yeah. AL: -- dichotomy, Black and White. Whereas -- you know, I tell people it’s like falling 17 �in love with someone that’s ugly, you know? People see that they’re ugly, but you don’t. You know? And, it’s like, you’re blind. You’re blind, in that sense, because other attributes of the person is what you perceive first. But anyway. So, you know, the civil rights reminded me then of those experiences, too, you know? And made us more aware of the bigger picture in the United States, and the war in Vietnam, and how the Puerto Rican men were being drafted tied us to the war in [00:50:00] Vietnam, how people who had no idea of English, didn’t know any English, they were drafted, and there they were, you know, trying to understand English through those walkie-talkies. (laughter) So that tells you a little bit about me. I continued working at ASPIRA and studying. MSW: So I want to make you back up a little bit, though. So going back to how you got the job at ASPIRA. So you and others marched down to the offices. AL: Yeah, and said, “Here we are.” MSW: And these were classmates or other friends from the neighborhood? AL: No, these were students. At the time, we started at Loop Junior College, which is now Harold Washington Community College. [00:51:00] And while we were there, we organized a group called HOLAS, I believe it was, HOLA or something. JJ: Yeah, HOLAS. AL: HOLAS. And that group is the one that continued participating in the community and with community groups that were organizing, you know, like Young Lords, because at that time, you have to -- you know, you have to remember how the ’60s were. I mean, they were really quite different than now. And we saw -- we were the first generation that went into these -- that had this consciousness and 18 �went into the universities. And as our parents had gone -- just like our parents, we were breaking new ground in these universities, because it was really the civil rights [00:52:00] movement and all that effort, all those who participated in civil rights, and all the different groups that participated in human rights, civil rights, those were the ones that got the policies in place that then were transformed into programs. You know? Affirmative action programs. And the affirmative action programs opened the door, and there were monies allocated. So I was studying, and I wanted to be a lawyer, because my father wanted to be a lawyer, and I thought that -- and at home, they always said that I argued a lot and that I should be a lawyer. So I was convinced, you know, and I wanted to be a lawyer. And [00:53:00] I took a -- as a young student -- I mean, it’s amazing how young I was, right? As a young person -- I must have been in my early 20s, mid 20s -- I took a job translating for a lawyer at Cook County Jail, ’cause I wanted to get my first insights, right? And I saw so much brokering and so many 20-dollar bills being switched from one pocket to the other that I thought, This is not about justice, you know, social justice. This is not what I thought it would be, and I’m not sure I want to do this. You know? And not having any counterargument, you know, not having any -- like what we call today role models or lawyers that could give me a different perspective, I stayed with my doubt. And then when I was -- when we confronted [00:54:00] ASPIRA, that’s when my life started to change career-wise, because we were at the meeting with ASPIRA, and Sylvia Herrera [de] Fox was the first director. They hardly even had furniture yet. They had just opened the office. But we had heard about this new office that was opening, and that they 19 �were going to work with students. And we said, “Well, wait a minute. Here we are, and no one has contacted us. What kind of work are they prepared to do? It must not be so smart if they have not even (laughter) called us!” You know? ’Cause I don’t think we were even sophomores, so, you know, this is how you think when you’re a student, and it’s the ’60s, and you’re, you know, standing ready to change the world. [00:55:00] So we went, and she was very gracious and sat back with a big smile, and asked what she could do. And we started giving her our presentation. And she listened to all of us. And then she said, “Well, you know, what you describe as a program is exactly what our mission is.” And then she was very clever, because she offered me -- she offered us jobs. And she said, “And you’re welcome to work with us.” You know? And, you know, and just –- I guess not clever. Clever’s not the right word. Seriously, she was very sensitive to us, and of course, she understood her mission [00:56:00] as it came from our voice. You know? Which was the way it should have been. It was perfect. And again, it’s one of those times when you have people -- this time it was from New York -- and you had us in the schools, in the colleges, and then the Young Lords were still in the neighborhood, and we were all finding a new vehicle, a place to shape the same type of work. And I continued studying, and I took a job part time. And then one day -- as I worked part time, I was able to use my own experience with the -- [00:57:00] you know, I used the sensitivity that I had developed as a person not knowing the language, as a person here, and all the community activities, I was able to use that organizing the ASPIRA clubs. My favorite was Saint Michael’s, because they were an all-boys school, 20 �and they were always ready to, you know, start up a revolution against the nuns, (laughter) who they found were very oppressive and insulted them by saying things like maintaining that Puerto Rico did not speak standard Spanish, that we were a dialect. You know? Because these are the things that people thought. I mean, and it’s amazing. It wasn’t that long ago, and when you read those texts, it’s amazing what people were learning [00:58:00] in the universities. So one day, when I was working, Sylvia Herrera Fox sat me down, asked me to come into the office and said, “You know, I’ve been working with UIC, the federal government, and one of the nuns,” from the same school (laughs) or some person that she -- a friend. They had written a proposal to prepare a group of teachers. This group of teachers were to be the first teachers prepared in bilingual, bicultural education. And she said, “They’re going to give a merit scholarship, and this merit scholarship will also provide for a stipend [00:59:00] to live, and it’s a great opportunity.” And I said, “Yes, except I don’t want to be a teacher.” But she persuaded me, because she said, “Ada, as a teacher, you can influence and you can teach the people that you have been supporting and the students. You go in as a club organizer, but imagine what you can do as a teacher.” And I said, “I’ll think about it,” you know? And what really sold me, to tell you the truth, is that then she said, “And besides, Ada, you’re young. If you don’t like it, you could always come back, and you can be a lawyer.” And I said, “Okay, that” -- so I took back the two ideas, right? The difference I could make as a teacher with my sensitivity [01:00:00] and all my -- and my experience that I was bringing to the table, and this idea that, hey, I can discard it and do what I 21 �wanted to do, which was be a lawyer. Okay. So I thought about it, and I read up on it. And I thought -- and then one evening, I thought, My God, I’m interested in Puerto Rico and self-determination for Puerto Rico. I remember my father’s lessons well, even if he, in his later days, may have forgotten them a little bit and became more a part of -- (laughs) you know, and thought I was too radical. But I remember them, and my mother’s lessons well, too, and I could do that for others. And then I read some more, and I said, “Ah! I could help. [01:01:00] I could help the students to guard themselves against this cultural assimilation and domination (laughter) that is happening in the schools.” So I got this big idea, you know? And that really motivated me, because I said, “The decolonization of the mind,” I thought, (laughter) and granted, I had not even studied pedagogical anything or educational philosophy, but I thought of -- you know, I guess because I had teachers. You know, my parents, my extended family were my -- as, you know -- I mean, it sounds like a cliché, but it is true. They were my first teachers. And [01:02:00] they were the ones who provide that environment at home. No English. Learn the Spanish, and my mother teaching me. The trips to Puerto Rico all the time, the ties with the family. And of course, when I got to Puerto Rico, my aunts were so proud of me. You know, they would show me off. Like, “Look how she speaks Spanish,” you know? Not like others who come and are ashamed. You know? So I was encouraged a great deal, and this is what I wanted to give to my students. You know? And if they didn’t want to follow my path or feel the same way I did, because for whatever reason, I still wanted them to have an appreciation, and I wanted them to do it consciously, not just to forget 22 �of their cultural value, what is [01:03:00] of value, just because they were under pressure. You know? So I wanted them to have a teacher that would pronounce their name correctly and say, “That’s a beautiful name.” You know? Because that was an accident, but what a nice -- because she was, I think, Polish American, but she had the sensitivity to say that to me, that teacher when I was in, like, seventh grade. And she had the sensitivity to say that to me. And a lot of good teachers. There was no Latino anything at the time, but there were good people, and if they happened to say the right thing at the right moment, it would take you a long way. You know, great music teachers. I remember one teacher that really kept my idea of -- my passion for [01:04:00] social justice and doing -and she was Italian American. You know? And she was in love with Italy and her cultural roots, and would teach us Italian and Italian songs. And she would talk about her pride and about her -- but it was interesting, because what I understood from her -- I mean, was that what I felt was also valid, because that’s how I felt about Puerto Rico. So, you know, this thing is transferrable. This love of home and all that, these values are transferrable. So this was encouraging. And I did well. I did well in school. But I always knew that doing well did not mean that I could -- [01:05:00] that I needed to discard, you know, what my family valued and what I considered beautiful of my homeland and of my history. So that’s -- and I became a bilingual teacher, bicultural teacher. It was one of the most -- and I think -- and between all this time, though, I’m participating in the neighborhood with the Young Lords, and not -- but because I’m so busy, you know, I wasn’t -- I didn’t dedicate a lot of time, but I would be supportive. I would 23 �be supportive in different ways. And at the time, it was -MSW: Can I ask how you would provide support? AL: Yeah. It’s -- well, Cha-Cha would -- we would -- [01:06:00] I would rely on ChaCha to pull me into certain activities. And he would draw me into activities that had to do with children and with food, and culture things of that nature. And I remember the meetings we had, and participating in the meetings. But as I said, I wasn’t in charge of any one program or committee, because I was studying, and I -- MSW: I’m sure doing student teaching at some point too. AL: And I had -- yeah, and my daughter, Deborah, was small. And I was managing all that. MSW: That’s a lot. AL: And I was organizing on campus too. So -- but at that time, during this period, [01:07:00] all over the world, you saw that the students on campus would spill over into the neighborhood, because we did not see ourselves disconnected from the community. We were aware from the get-go that the reason we had been able to enter the university, being -- well, anyway, that we were able to enter because of the movements that had taken place. So when we go into the university, we go with a social consciousness, and a sense of fairness, and a commitment to give back that was not there with -- let’s say your foreign students who came from Latin America, or [01:08:00] Puerto Rican upper middle class, or other Latinos in the US who had been totally assimilated into the American way of thinking, and that they had bought into being White Anglo-Saxon Protestant, 24 �and took pride in not remembering how to speak Spanish, and took pride in not remembering where their parents were from. And of course, there were people who encouraged that, because it was their way of survival. And, you know, all over the world immigrants take two routes, you know? Either one where they want to keep some of their ties to the homeland -- hopefully now with globalization, there will be more -- [01:09:00] and others who want to just assimilate and forget. And sometimes they leave realities that are so harsh that that’s the only way they could survive. But anyway, so I became a teacher. So I’ve always had this parallel, three-tier life: my personal growth, the professional and the community. And I’ve always worked them together, parallel. So it’s very difficult for me to talk, because I’ve always done the three. Like, you know, three-layer chess games, you know, like three chess games at the same time. So it’s been very rich. [01:10:00] So I become a teacher. It was the most controversial thing at the time, because bilingual education was seen as unAmerican by the mainstream. It was seen as a way of -- people said it would balkanize the communities. And it went against the heart of the American individualism. It also went against, unknowingly, it went against what the African American community was doing, because they wanted to -- it was Brown v. the Board of Ed. And they were looking to integrate, and we were talking about creating classrooms [01:11:00] where our children could speak Spanish together, so they sometimes saw it as segregation, because they were going into the other spot, you know. It’s like when people think we should be a state, because they think that’s the maximum, most ultimate, wonderful thing you could do for a 25 �country, and we say, “Well, wait a minute. There’s more.” You know? “There’s more. Stop, there’s more.” And this is the same thing. They saw it as, if we can assimilate and get into these schools. And of course, that was part of the history, and that’s what they felt was needed. And I admire their struggle. But we were looking for our own answers. Again, that idea of succeeding, but not forgetting the language and knowing our history, and all that. So that was very controversial. So I became an activist, you know, for [01:12:00] bilingual education, and on my own time, after teaching. MSW: And where did you teach, if I could press you on some of those details? AL: In Humboldt Park, in the Humboldt Park area. MSW: What was your first school? AL: I organized my first school. MSW: Yeah? AL: Yeah. It was Lakeview Community School, because it was a storefront we found in Lakeview. And again, these were ideas that were prevalent in the ’60s, to organize your own school, and that again, the Young Lords, in one way or another, supported, because it was about self-determination. It was teaching one’s self to counteract the negative, the -- [01:13:00] to resist being defined, you know, by a culture that was antagonistic to all that was home to us. It was, you know, a struggle for maintaining our self-esteem and for being part of constructing our own identity, and not just being labeled and categorized and put on a shelf, in a book by someone else that is antagonistic. These were the days when scientists were studying how we were incapable of abstract thinking. What 26 �was that guy in California? Jensen, I think, was his name, who became a failure later on [01:14:00] in life. And the guy who he sued, the Black person who he sued, became an extraordinary doctor. And then this was -- and check all this when I say, because I don’t remember very well the names. But it was also a time when I sat in the classroom, in the university, and we were -- and we studied these culturally deprived groups of people. MSW: So even as you’re studying to be a bilingual, bicultural educator, you’re being taught something that would really run against this. (laughs) AL: I’m learning to become this bilingual, bicultural educator, because the federal government is responding to the social forces. [01:15:00] And ASPIRA has this vision and grabs on to this money, and then this is housed at a university, who wants the grant. And we’re housed there, right? And then they brought an anthropologist from Mexico, a mathematician from Canada, a historian from Puerto Rico, an American Indian from the Southwest, a Black woman from the South Side of Chicago, and they formed an interdisciplinary cohort group of professors to teach us. Right? Because no one knew what this was about. The world knew about bilingual education, but the U.S. did not know that much about bilingual education. And this [01:16:00] was going to be a model. So I really loved the way I studied with all these incredible scholars and people who had a really wonderful worldview, open mind. And what was your question? You asked if I had -- MSW: My question was about -- exactly that. AL: Oh, yeah. I was talking about this, how hurtful that was, how hurtful that was. So 27 �here I am with only one other Latina in a classroom of 150 or so, and we’re sitting there feeling odd, as if all eyes are on us. My friend from Texas, Maria Mangual, who went on to found and lead the Mujeres Latinas en Accion, she was the only [01:17:00] other Latina. And we both had dark hair, but she was more than look-she was darker, you know, and had a black head of hair. And I could just pick her from far, and I knew it was -- and then I looked at her, and we became friends, you know, like two children in school looking for each other, because there was nothing. And there were walls around the university, you know, brick, keeping everyone -- the city out. The university was an enclave, mostly of downstate Republicans. But it was a great -- it’s always been a great university. But anyway, so then this becomes part of -- so again, there’s a duality. There’s a dual consciousness that is always there. There’s a duality. You know you have to [01:18:00] work hard and succeed in this environment, which constitutes your concrete reality and all that. But then at the same time, you know you have to sift through what is being taught, because what’s coming out of the books and out of -- is not your -- does not represent your reality. You know? It’s something that is being done by others from the outside. And I worked as a teacher for many years. I was part of the union. I was active in the teachers’ union, so I was prolabor. And then I became a bilingual coordinator, you know, went up -- I studied epistemology, because I was rejecting the idea that our [01:19:00] students could not learn, and so I wanted to understand how man learns, you know, and I wanted -- I was always interested in the big questions. Why do people drop out of school? You know, all that stuff. So I enjoyed my teaching years a great deal. 28 �I really enjoyed it. Many times, many times I thought how lucky I was that I did not go back to ASPIRA and ask for help to become a lawyer, because I was really happy with teaching, and I recommend it now to everyone. It’s the only place you can close the door. You close the door, and you’re the CEO instantly, you know? MSW: (laughs) That’s true. AL: So -- my work, my professional work as an educator, has been very rich, and not because the opportunities were there all the time, but because [01:20:00] I made them. And as a professional, I gave up salary, and I gave up opportunities that would lead to more salary, because I had to feel that I had the balance of -- that I had to have the space for being creative and interjecting some of my thinking and my worldview, and making a difference. So my work has been creative and avant-garde, and I’ve really enjoyed it. Now, in 19-- MSW: Just to ask you for a second real quickly now. Your work has not only been creative and avant-garde, but you’ve been a renowned leader in the field of education in so many ways, as well, right, including serving on the school board? AL: [01:21:00] Well, yeah. Now we’re getting closer. MSW: And other positions, so... AL: We’re getting closer to Cha-Cha. You have to bear with me, but I did -- MSW: Not at all. This is perfect. AL: -- (laughs) I did -- and then -- MSW: No, this is exactly right. This is about you. JJ: [You’re doing well. This is?] (overlapping dialogue; inaudible) 29 �AL: Yeah, and then please edit -- JJ: (overlapping dialogue; inaudible) AL: -- almost everything except the good stuff. (laughs) JJ: (Spanish). MSW: But this is about you. This is exactly what -JJ: Yeah, [this is what we want?]. AL: So this -- so then I -- in 19-- let’s see. In the 1980s, early ’80s, then there’s -- we hear of this man who -- a Black man who, the rumor is, is interested or could be mayor. And I knew a little bit through my [01:22:00] work in bilingual education, through my civil rights work in the community, with the Black community a little bit, through the -- well, following the women’s issues and the union and all that, I knew that this congressman was -- had supported the same causes. You know? So I thought that was a really good, interesting proposition. I was very skeptical. I really didn’t -- at that time, I really didn’t see that it would happen. But it didn’t matter, because I never participated in electoral politics. You know, we often -we saw. We saw what happened in the electoral politics, the gerrymandering, the exclu-- you know, [01:23:00] the manipulation of the ballot boxes, and we didn’t -- and it wasn’t -- it wasn’t something that we saw -- I mean, that I saw as -electoral politics at that time didn’t seem to be a vehicle for making a difference. You know? I mean, this was civil rights. Right? Blacks weren’t voting, and Puerto Ricans were voting sometimes. So I wasn’t that keen on electoral politics. But when this man -- when the talk started, then I thought, Well, I don’t know. It doesn’t seem -- it’s a long shot, but on the other hand, it’s still an interesting 30 �[01:24:00] thing to do, because it’s an exercise in democracy, you know, in trying to expose. I thought it would be interesting. And then one evening, one night -then I started hearing that Cha-Cha Jiménez, José “Cha-Cha” Jiménez, was back and was looking to become alderman, and that he also was involved with Harold Washington. And then Reverendo Morales at San Lucas. And it started to -- the groundswell began. And to make [01:25:00] these stories shorter, I -MSW: You don’t need to. AL: No? (laughs) Okay. MSW: No. AL: I went to -- one evening, I was called to a meeting. And I don’t know if you called directly or I got word. I don’t remember that exactly, but I know it was the evening. And I went to a meeting that Cha-Cha had convened. You know, typically -- I mean, in his typical style, I don’t remember him saying much, but he had, like, a big idea. He had a big idea. And you knew he had a big idea. And you knew that he was gonna say something simple, but it was a big idea, and it was profound, and it was well thought through [01:26:00] someplace in his mind, ’cause we -- and you kinda trusted that, you know? You trusted that, because he wasn’t one to waste your time. That’s my experiences. So I remember him saying, “Ada, there’s talk about a commission. I’m participating in talks. And there’s a commission that may be formed to work with Harold Washington. And I thought of you to represent us. You have the background. You know how to work at that level. And I think [01:27:00] it would be really good,” or something like that, and just kinda wrapped it up like that. So I said, “Okay.” And I started. 31 �You know, and I started. I attended meetings on Pilsen, Little Village, on 18th Street. And this was different community leaders. Rudy Lozano was one of the leaders within that group. And we started developing the idea of a commission, how the commission would -- how we would represent the different issues; at the same time, represent the different ethnicities within the Latino community, [01:28:00] and the different areas of the city. And we wanted the people at the table to have that capacity to be polyfaceted, multifaceted, and to be able to do this in the different layers. So of course, I was representing Puerto Ricans. I was representing the area, the general area of the Northwest, you know, Lincoln Park, as much as we could, and education, and woman, gender. So, you know, we tried to get people that could do all of those, who had all those voices. And we -- and it was [01:29:00] difficult, because at the same time, there were Latinos who had already gotten in on board with the -- because I think -- well, Harold had been elected. I know you were active in mobilizing in your area, and he was elected in ’83. And then we were working the idea of the commission. But there were other Hispanics that were -- other forces that were already trying to work as brokering, as bridging, Latinos like us with the mayor. And of course, we rejected that type of process, because [01:30:00] we wanted to have a meeting with Harold himself, because we felt we were empowering -- you know, we were offering him something very unique and extremely powerful at a time when we only had one alderman, Miguel Santiago, and that alderman had become alderman through a different historical process that did not include the empowerment of the Latino community. So we wanted to get Harold to meet 32 �with us. And we developed an idea for a commission, which was and still is very unique, because our idea was to democratize [01:31:00] policymaking. And the way we envisioned ourselves democratizing policymaking was to have town hall meetings in the different communities with a facilitator. That input from the different grassroots and also what they call grasstops, you know, leaders, the more professional agency types -- we would take their input, their voice, give it to another person, and that person would translate it into policy recommendations for the mayor. And the mayor [01:32:00] then would have his commissioners meet with committees that came out of those town hall meetings. We would form committees right there, and then those commissioners would meet with those committees and our facilitator. So we were not only gathering the input of the community leadership, translating -- formulating the policy recommendations, giving it to the mayor, but then the facilitator would meet with the community group and go before the commissioners to have a say on the execution. Okay? So if you look [01:33:00] at all the mayoral commissions in the country at that time, there’s nothing like it. MSW: No, that’s right. This is really [unique?]. AL: And there’s still nothing like it, I don’t think. And it was just pure genius that came out of this group. And then what happened is that that commission then created opportunities for others to see themselves working in city government. So some of the commissioners, like Jesús Garcia, the former senator who is now Cook County commissioner, he became commissioner of the water department. And [01:34:00] Miguel del Valle became a senator. Now, a lot of this was done 33 �by the guys. The women did not participate as fully as they did. You know? So when they were talking about Miguel del Valle being senator, that was done in the meetings, and then we would hear about it, but we were not, like, there all the time, you know? But anyway, that’s the gender question. MSW: Why was that? Why the difference in what men and women were doing? AL: Well, that’s just your typical gender, you know, phenomena. There’s -- [01:35:00] you know, it’s the cultural spillover, if I can just sum it up that way. It’s the cultural spillover. I think that if you look at the times, if you look at it in terms of the times, some of us had more participation than our mothers did. Our mothers cooked for the activities, and they did a lot of things that were tied to their role in the home. You know, and others were more entrepreneurial and had sales ability, so they would sell things, too, to fundraise. You know, the women also had a lot of talent, and it was diverse, but in terms [01:36:00] of the hardcore strategies, I think we had less participation than men, but more than our mothers, I’d say. But I say that because, you know, if you ask me more than what I’ve told you, I won’t know. That’s why I said that. (laughter) MSW: So it’s a disclaimer, is that the -AL: Yeah, that’s why I said that, ’cause I kinda wanted to tell you more of how that happened, but no, I can’t. I wasn’t there. But it was a very exciting time. We not only -- our commission -- oh. So the way this commission was established was that one evening, we called the mayor and said, “We’re ready with our plan,” and he said, “Well, we’re going to send So-and-so over.” And we said, “Oh, no, we need to meet with you.” And he says, “Well, let me see.” And then other people 34 �became involved and started [01:37:00] trying to persuade us differently. And they came to Pilsen, where we used to meet, and it was a long, long meeting. We were there under some kind of rainstorm. There used to be -- I remember snowstorms and rainstorms while meeting at night, and a picket, also, from the opposition of Harold Washington. Someone picketed, and we were being picketed. So it was significant, you know, and people knew it was significant. So then we said -- we caucused, and the guy waited outside, and we caucused. He came back in, and we said, “Here’s the deal. We’re going to be on the second floor of City Hall at ten o’clock Tuesday. And we’re calling a press conference. Let [01:38:00] the mayor know that he can be there or not, but we’ve got to go through with this, because it will also discredit him if we don’t go through with this, because he’s enjoyed our support, and this is something that we know is important for our community, and it goes along with what he promised.” So we did do that, and the mayor came in with a big smile, because, you know, there’s one thing about Mayor Harold Washington. You knew that he was mayor, and he couldn’t speak openly -- he couldn’t speak as if he were a community organizer. He was a mayor. He was a statesman. [01:39:00] But you always knew that he admired the people when they came together and when they spoke, as he used to say. He used to say, “Ada,” when I consulted with him because I had some concern or didn’t know how to go about something, he said, “Ada, let your people speak.” And, you know, he was not afraid of knowing that the community, the Puerto Rican community, was organizing, that the Puerto Rican community had demands. He treated us with respect, and he knew it was 35 �the -- like the right thing to do, because -- he didn’t say this, but you sort of knew that he was sensitive to it, and that he saw himself in that other chair once upon a time. (laughter) [01:40:00] And we had difficulty. I mean, it wasn’t easy for us sometimes, because we admired the mayor and his intelligence, and the way he was bringing the different groups together in the city, but -- and people were just more comfortable with being differently -- different ethnicity was being comfortable with each other. And the African community would be more open and ask me about the difference between one Latino group, another Latino group, and there was a more open -- I would ask them about, “Tell me about the South Side history versus the West Side,” and there was an openness that his leadership allowed for. [01:41:00] Once in a while, I would call Cha-Cha. Once in a rare while, I would call him or see him somewhere, and give him a little report on what I was doing. I’d say, “You know, that was really” -- I think once I went to your office, right? I said, “You know, I’m working on that, and it’s really important. And this was wonderful that we did that.” And so we follow like that. Right? But it kinda -- I knew he knew I was doing my work, and I knew he was doing his thing, and thinking about another big idea. So my role as a commissioner of the Mayor’s Commission on Latino Affairs is another, in a way, [01:42:00] consequence of all the leadership that was developed in the Lincoln Park area and in the -- because I think it was through the Lincoln Park and the Young Lords that we had the space to ask the questions that had to do with community self-determination, empowerment, the status of Puerto Rico. And these were the harder questions and the more controversial questions that the 36 �other groups that were working at the same time in a parallel fashion, that the other groups shun away from, because for whatever reason, either they had committed to the agenda of the church that they belonged to and they [01:43:00] were -- and their activity was framed by that agenda, like the Caballeros de San Juan, although they did very similar things. You know? They visited people in the hospitals. They dealt -- you know, the food was a concern, the health care, people not having translations to go here or there, referrals, serving as a bridge for people with agencies. The groups did a lot of similar things. But I believe that it’s only the Young Lords that puts the big questions, and at the time the more controversial questions, on the map for the Puerto Rican people, and reflects more of what was happening in the ’60s in terms of -- [01:44:00] I should say I saw -- I remember seeing it as parallel. The work was parallel to a lot of the other groups that were also active in organizing at that time. So there was this ethos in the city and in the country that allowed for, again, moving forward historically even to a greater degree of consciousness, you know, of who we are. And, you know, we become more aware of diaspora, that word that is being used so much, the diaspora. We started becoming more aware [01:45:00] of this, because then the people from New York came to Chicago, and they created a Young Lords in Chicago and in other cities, and now we see how we can -- the same way as the Chicanos in the Southwest and others, we see how we the Puerto Ricans can take a point of view and some guiding principles and extend them in the United States. You know? At the same time that you’re positioning some of the people that share this worldview in key positions. So later, when -- 37 �after the mayor died, [01:46:00] the board of education -- well, just to sum it up, as a member -- to be a member of the board of education, I had to resign my job, ’cause I was a teacher and I was a bilingual coordinator. I had a nice administrative position. And I took a risk, you know? I took a chance, and I resigned my position. That’s why earlier I said, some of these -- we have to sacrifice in some of these things. It costs you money. And the reason I resigned is because I went through a selection process that the mayor had created, where you went before [01:47:00] a committee of mainstream leaders. And I thought I did a great job at the interview, because I prepared well. And I had made the decision to take a leave of absence, because others had done it that way, and I had researched it. So I went. I did an interview. I thought it was fine. And I didn’t go through. I was not selected. And I couldn’t figure out why. So they opened the process again, so I resubmitted, and I thought, I’ll do a better interview. And I gathered letters of support from the League of Women Voters to the women in trades, to everyone that felt they had not [01:48:00] had a voice. You know? I got a letter from them. I mean, all walks of life, all ethnicities, all kinds of leaders and organizations. I had the most letters that anyone ever had had of support. And it took -- and one evening -- the second time, I [didn’t?] go through. So then I called around. And someone said, “Well, you have some opposition from an organization, a Latino organization, not a Puerto Rican organization but a Latino organization.” And I said, “Really? Well, are you guys meeting?” This was a political meeting. This was at Raymond [01:49:00] Figueroa’s office on Pulaski and North Avenue. So, you know, I turned to my 38 �husband, Otto Pikaza, who was a founder of Latin Americans studies at the University of Illinois and a history professor, Latin Americanist. I turned to him, and I said, “You know, don’t worry about me. I’m gonna take the car. I’m gonna go west on North Avenue to Pulaski. I’m gonna make a right. And Raymond’s office is right there.” This was the days of no cell phone, right? “So Raymond’s office is right there, and I’m going to go in there, because I want to know what’s going on, ’cause so many people want me, and then I can’t get through.” [01:50:00] Oh, ’cause the mayor also kept throwing back names, too, you know? He -- every -- so then I found out at that meeting -- so I bogart the meeting. I sat at the table. I said, “I’m not moving until I get an explanation. I gotta know what’s going on.” So I did get the explanation. And then I got angry. This is to tell you why. In the next time I went, the third time before the committee, you know, someone looked at me sinist-- someone looked from across the table and said, “Well, you know, I think we can -- I don’t have any problem selecting -- you know, voting for you, but we talked, and we need you to resign from your [01:51:00] position, because this could be embarrassing for the mayor, that you are still an employee.” And I said, “Yeah, but Alderman Eisendrath didn’t have to resign. He took a leave of absence.” He says, “No, but we have to.” And as I argued the point, I saw that the guy was feeling relaxed and happy, and I then looked at him straight in the eyes, and I said, “No problem. I’m happily married. My husband will be happy to support me.” And he almost fell off that chair. And I -- you know? So I had a good tenure. I had seven schools built. I rolled up my sleeves, ’cause [01:52:00] I wasn’t working, right? (laughs) So I worked. I rolled 39 �up my sleeves. I had seven schools built. I worked with youth guidance, and we got Pritzker, the father, to -- and the CEO of the old Bell and Howell company, and we went to work. And we established the culinary arts program at Clemente High School. And that was the first, most wonderful partnership, three-way partnership, that was done, and it’s a partnership that is the way they should be, you know, where the people aren’t [01:53:00] subsidizing anyone, but it’s truly a partnership for the good of the school. And things like that occurred. Partnership with the park district. And I like to think that -- and this was before the talk of partnerships, because now, I mean -MSW: Now it’s everywhere. (laughs) AL: Yeah. In ’99, I mean, I don’t know. Under Bill Clinton, I remember, it was made into a movement. But this wasn’t a partnership of just PR, you know? This was real. And, you know, again, these are ideas and things that seemed so natural to do, because of our experience in the community, because if you look at them, it’s really essentially the same thing, the same ideas, right, of collaboration, because [01:54:00] I don’t -- despite the tensions that sometimes ensued and the direct action and demonstrations of the times, there was a lot of negotiation, there was a lot of collaboration that existed, that perhaps is not highlighted as much, because of course -- but there were -- otherwise, you know, things wouldn’t have been -- programs wouldn’t have been established, or the influence wouldn’t have been there. So that was -- I had a great opportunity serving as a board -- first of all, being a commissioner, and then later on the board of education. And then in 1992, [01:55:00] through that same community work and those same 40 �relationships, I learned that there was going to be an election for trustees of the University of Illinois. It was a statewide election. And I consulted both with Puerto Rican community, others, you know, that I -- at that time, I was more involved in a city, in citywide -- and with the African American community. And then I decided to run for office. To my surprise, because after the worst strikes in history on the board of education, [01:56:00] and the mayor dying, and my taking from an incredible fall, I said to myself, “My gosh, you know, I must be nuts. I can’t do this again.” You know? But then I started thinking, Wow, to be a trustee of the university, a university that I studied in, that became part of my identity, and that still has a long ways to go, I thought, I could do so much to support the programs like LARES, Latin American Recruitment and Educational Programs [Services], the Black Studies programs, all these programs that were created on campus. So I thought of an opportunity. My husband was founder of the Latin American studies program, and [01:57:00] so there was always that connection and that familiarity with the campus, and the professors, and the issues, and all that, because he was an activist, too, a professor slash ac-- and this was a great time, you know. A great deal has been contributed. And I did what I set out to do. Not all of it, you know, because I did want to transform the curriculum for teacher preparation to make it more multidisciplinary, because I thought the way I studied was the way that this globalization, this global world, this world needs to prepare teachers. Anyway, and I think teachers are --[01:58:00] poor communities not only need wonderful doctors and homes, but they need the best teachers -- 41 �MSW: Absolutely. AL: -- that a country can provide, you know? So I didn’t do that, but I did -- I was able to give real support to all those programs. And in light of the movements to do away with ethnic programs and affirmative action and all that -- MSW: Right. AL: -- they were -- they’re still there. We no longer talk about affirmative action on campus, but -- and sure, I think that ground has been lost, because we know that diversity does not mean the same thing. MSW: Right. AL: But I think that, you know, the voices are still there. We’re still vigilant. [01:59:00] And there is a lot of programs that exist to help the communities. I think those linkages between the people in the institutions and the community, and that camaraderie or mutual respect that existed between those who organized and those who were part of institutions -- I don’t think that exists in the same way. There are efforts, you know. But I still see them more traditional, where professors come and do the research, and then -- and the proposals are written. But there’s leadership in [02:00:00] the community that is not free, you know, free to organize in the same way, don’t feel free to organize in the same way. I think the system has become more centralized in many ways. You know, not necessarily better or worse, because if we compare social injustice now and social injustice then, I’m not sure how that compares. You know, I haven’t done that. But just through our daily living, when you want to find someone who can serve as the voice of a community or provide the consensus, and who do not 42 �have any ties to the institutions’ or the foundations’ limitations, [02:01:00] you know? They’re not limited by those -- for me, it seems harder to find that now. And before, it was a wonderful time when it was happening. It was bubbling from the bottom up, and it was -- and we were searching for creative ways of dealing with this. Whether it was institutions or outside, we were all part of a process where we had to find the answers we didn’t know. It wasn’t about, “Go talk to this bilingual teacher.” It was about, like, Bilingualism? What’s that? And then the courts, you know, the cases going into court and the Supreme Court, Lau v. Nichols. You have to teach the children in a language they can understand. And it’s been -- and all that was happening. [02:02:00] Recently, I saw a documentary where John [sic] Marshall speaks of how the couple, the Latino couple in California -- Westminster, or something like that? MSW: That’s right, yeah. AL: Yeah, were the ones who, thanks to them, a Puerto Rican woman, Mexican husband, how they were the ones who created the foundation for the African Americans to integrate the schools. MSW: It was Thurgood Marshall’s first desegregation case, and it was the foundation for Brown v. Board of Ed. Right. AL: Yeah, yeah. And as we grow and we go from the more specific to -- and take [02:03:00] a long view and a wide view, we can see how program initiatives and movements that start pretty much spontaneous in a community like Lincoln Park, how that has ramifications and manifests itself in so many ways later on, as people grow and occupy different places in the society. But, you know, you have 43 �those experiences. I mean, I think those experiences in the Lincoln Park community were very transformational. I was at a point in my life where I thought, you know, [02:04:00] boiling, frying, and mashing beans was something quite strange. You know? And then you go to Lincoln Park, and there, there’s Cha-Cha Jiménez, and there’s Free Puerto Rico, and the self-determination of the Puerto Rican people, and all this is happening. But you have a mix, you know? You have a mix of ethnicities. And wow, what -- how awesome is that, you know, to be a young Puerto Rican and see that a Puerto Rican, another young Puerto Rican, is a leader and is moving an agenda that is both [02:05:00] local and attracts different ethnicities and races, but is also committed to Puerto Rico, the homeland, and how the Puerto Ricans can be leaders that can move the agenda of what is best for their homeland and have others join in that movement. So I think those times were transformational. You know? I think they were transformational. And I think that the work that we do to -- whether it’s in teaching, to make sure that students have a clear consciousness, that they can make choices, not to allow themselves to be indoctrinated, [02:06:00] ideas about democratic classrooms. We didn’t invent those things, but certainly we were thinking in the same lines. You know? And health care. The Mayor’s Commission on Latino Affairs created the position for the first Hispanic top executive to work parallel, to work hand in hand with the commissioner on health in the city. You know? So there’s a lot of -- the history is with us. History is with us. And the gentrification. You know, there are [02:07:00] still -- that’s still something that communities are having to deal with, and the Young Lords serves 44 �as a point of reference for the first struggle. For many years, they were the first point of reference. You know, remember the corner of Halsted and Armitage, what was to be a tennis court. And sure, you know, when you struggle against big business and government forces, sure, you lose many times, [02:08:00] but that doesn’t make your struggle any less worthy or admirable. So that was a point of reference, you know? And then later -- now later in history, we see it on Division Street, where people are working with Paseo Boricua, but we know it well, because it started in the ’60s. And when we see it in Puerto Rico, you know, over there by Canteras, Santurce, in that prime land, when we see it in Loíza, it’s still -- you know, has it really changed? Has it really changed? It has, [02:09:00] in a lot of ways, in form, but essentially, has it really changed? You know? And I hope that others take -- I hope that others, when they look at the history, they take away some inspiration, and they look at the models, not because we can repeat them, you know, because it’s a different world, but that they take the essence, and they understand, and they can look at one essence, another essence, and then find their own way of continuing to struggle for social justice and for making sure that we have a homeland that is -- [02:10:00] where people have a clear sense of their identity, and that it’s an identity rooted in the history of Puerto Rico going back more than 500 years, and that they don’t allow -- just like the Young Lords did not allow, when they raised questions -- that they do not allow for the media or the big business or the marketing people to define what is their identity and who they work for, and who they should work for. And when they get up in the morning, what is their purpose? That they’re not defined 45 �by [02:11:00] others, but they say, You know, how far does my heritage go? Who am I, and what is the value of having my language? And what can I contribute to the world as a Puerto Rican? And if I want to be bilingual, and if I want to be bilingual bicultural, how are other countries doing it, like Italy? How is Italy being bilingual? How is it that they learn English but have no problems being Italian? You know? So I -- this is why I feel, you know -- that I regret that I didn’t have time enough to work on [02:12:00] those teachers, because the teachers are very, very important. (laughter) How teachers are prepared, you know? And the theories that drive the elite schools of the country, you know, the Latin School here in Chicago, the Montessori schools, the schools founded at the University of Chicago by John Dewey’s philosophy, those were all meant for everybody. You know? MSW: That was supposed to be the promise of American public education. (laughs) AL: That was the promise of American public education. That’s right. And I hope that in Puerto Rico, the promise -- you know, that there are some that can point to that. And is education going to be to democratize, are our institutions going to be to democratize, or are we going to have, you know, more and more [02:13:00] centralized government? And do Puerto Ricans start emulating the elite schools and turn their back on the others? What are we going to do? And it’s good. It’s good that we have a history, you know, that we can reflect on. It tells us that it’s not impossible, that things aren’t impossible. It tells us that we can do great things when we organize, when we come to a consensus, and when we have coordinated action, whatever that action is in that particular moment. I mean, the 46 �saving of Saint Francis -- I was gonna tell you about that. Well, I was -- as a trustee -- [02:14:00] you know, as a trustee, I worked hard to be fair with everyone, because as a trustee, that’s what you have to do, right? So I took my charge very, very seriously. I wasn’t a Latina and I wasn’t just a Puerto Rican. I was a trustee. But because I’m Hispanic, first of all, I ran for office statewide. The Democratic Party arranged for me to go around the state of Illinois campaigning. I had the opportunity to campaign with all the -- many of the people that were campaigning at the time, because it was a presidential election. So Bill -MSW: And what year was this? AL: Ninety-two. MSW: Ninety-two. AL: [02:15:00] So Hillary Clinton was Bill Clinton’s surrogate, and she was the one that campaigned with us in Illinois. But Dawn Clark Netsch and other leaders of the Democratic Party. During my campaign, I would speak to the advance people, and I would ask them -- and I just asked them -- I would just suggest that since I was going to a certain place and there were Latinos there, that if they could please arrange for having Hispanics there, too. You know? So I -- so speaking about accessing people and democratizing, that’s the first thing. First thing in campaigns, I would go, and I’d see one group or another group. And I said, “Wait a minute. I want to campaign with different community -- [02:16:00] go be for different communities.” Right? So I even went before the women’s group at the East-West Corridor, which is a Republican area. You know, but out 47 �of respect, I went before that group, and I campaigned. And some of the women came to me afterwards and said, “You know, I’m going to vote for you.” So -MSW: Marvelous. AL: Yeah, you know? Because people really need to hear. So I really enjoyed campaigning. It was very hard, and sometimes I wondered if it was sane, what I was doing, because it’s volunte-- there’s no salary attached to that, and you do kind of risk your life on the airplanes. But I campaigned. And then the first issue was getting -- addressing [02:17:00] an issue that followed me. It was -- because the students had protested against what they considered racism on campus in Urbana. And they were very angry, and they protested. It was a student protest that included Asian and Blacks. I didn’t follow. All I knew is that it had been very -- how do I say -- confrontational, and that the students were protesting for things in Urbana that we already had on the Chicago campus. And I thought, Well, that’s not that hard. It’s 1992. (laughter) It’s not that hard. There must be a misunderstanding or something. [02:18:00] And I didn’t want to deal with it on the campaign trail, because I didn’t know enough. But then when I was elected, I did. And then I had the discipline procedures reviewed, and their records were expunged so that they would not have a record. And then the other thing -- and then there are many ways that I think I contributed. Affirmative action, more women and more Latinos in faculty, strengthening programs at a time when the university was under a lot of pressure to do away with all programs. So it was -but one of the things that I will always remember is the controversy around Saint Francis. Saint Francis is a Catholic church that had landmark status. It was the 48 �first church in Chicago that gave [02:19:00] mass in Spanish. And this was a church that had a large Puerto Rican congregation, because these were the Puerto Ricans that I talked to you about that were, like, around Madison Avenue and Roosevelt, and many of them had worked their way up into Chicago from the steel mills, also. And then the church was, before that, Italian; before that, it was -- it had other groups that had gone there. But a beautiful little church, you know, that served as a point of reference. Four thousand parishioners. They have to take turns. They start mass on Fridays, because they don’t fit, and there’s so many people that come. So this is a thriving -- this was a thriving church, unlike others in the area. And [02:20:00] when the University of Illinois decided to have its master plan for expansion, part of the plan was to level -- to take away Maxwell Street, and this church is right there, you know, between the university and Maxwell Street. So that was part of the plan. The parishioners began to contact the Latino elected officials, and they also contacted me. So as a trustee, I took this very seriously, and I started looking into it. And it seemed that the university, the city mayor, and the archdiocese had all agreed to close this church, level the [02:21:00] property, so that the development could start there on Roosevelt instead of starting half a block inward. Well, it got the point that -where the parishioners started protesting. Well, one of the roles I played was to have the parishioners come before -- now, I was elected with almost three million votes statewide, so it was a political process, although I believe it was more of a democratic process than it is now, ’cause now you get a phone call from the governor. They changed the law, you know. And now you get a phone call from 49 �the governor, and before, you had to really work at it, you know, and put yourself out there, your position out there. But anyway, but because it was a political process, [02:22:00] I was able to get support during another election on the board of trustees so that we could review that process. Speaking again about democratizing the process, you know, from those past experiences, I had meetings with the parishioners, and I had to explain to them what the board did, the board of trustees did; what our role, our responsibilities were; what we could, what we could not do. And they learned a great -- I mean, they learned how the meetings worked, and they got a petition of [02:23:00] four thousand people and brought it to the board. That’s part of what they did. And then the dynamics changed, and the archdiocese abandoned the property, and there was an opportunity for the university to buy it. So I said to the congregation, “As a trustee, I don’t feel comfortable going against the idea of purchasing land for the university and allowing a developer to buy it.” And they said, “Okay. We’ll have to think of what to do.” And that was my role in it. But what happened next is that they occupied the church for about -- speaking about occupations of churches -- they occupied [02:24:00] the church for about thirteen days in the coldest winter. This church had no heat nor benches nor windows. It was stripped of all that. The bulldoze-- they were in the church. They had a committee come. They had different committees come and give them water, electric, heat, and all that. And then the bulldozers came. In this coldness of dark and winter, you know, in January, the bulldozers came, and the people stood. The congregation came. They stood. They held hands. They prayed. 50 �And they stood there in the cold until the bulldozers withdrew. And then I helped the group. I connected the group -- [02:25:00] you know, I facilitated the early meetings so that the committee that was working with the community -- a committee of more sophisticated parishioners then started meeting with the university, and they did a land swap. And they built a little more. By that time, I was off the -- I was no longer a trustee, because I was a trustee for six years. MSW: Okay. And this was what years? AL: This must have been like 1996 or something like that. So that would be, like, when that master plan -- but this was very difficult for me, because what happened is that the Latino groups who had an interest in that expansion and were working with the developers [02:26:00] organized against me, and went to City Hall and had a press conference denouncing me for being against affirmative action, which was silly, because I was the chair of affirmative action, ’cause nobody wanted to do it. (laughter) Yeah. No, and people appreciated, because I didn’t -- I wasn’t angry about affirmative action. I was working within the paradigm of the institution and their mission, and I knew how to work on this, because we had done it so often before, you know, with the mayor of the city, with the board of education. I mean, I had experience. So I had no difficulties in the committee. But I did know the law. And when they wanted me to come out and promise [02:27:00] jobs, I knew that was not the law of the land at the time, and I knew that the university couldn’t deliver either, so whoever promised them that, you know, was not correct. So it was very difficult during that time. But the church people prevailed, and the church is still there. And that’s the story of 51 �Saint Francis. It’s another example of how, in another -- it’s another example of what happens when you can work in a coordinated fashion, you know, and with the community, with communities. And it’s the way [02:28:00] that institutions can be democratized, by allowing the voices of the people they serve to translate into policy. And sure, it has to be rational, and you can’t satisfy everyone, and there are conflicting goods, so you can’t do it all, but it’s better than the alternative, which is making decisions in an alienated fashion and playing one community against the other by pointing the finger and saying, “Well, you don’t have anything because the other community has everything.” You know? So it might benefit others, but it doesn’t benefit us. So those are some of my stories. MSW: Those are wonderful. AL: You’re hungry? You want to go downstairs? JJ: (Spanish) -- if we have anything else to add, we’ll add it, any further [thoughts?]. AL: Yeah, or you could call me on the phone. JJ: No, no, no. No, no. MSW: [We could?]. AL: Oh, you can come back? JJ: [02:29:00] Should we eat? AL: Let’s go downstairs. JJ: Should we eat, or...? MSW: Absolutely (overlapping dialogue; inaudible). AL: Let’s go downstairs. JJ: Because we still gotta get the -- we still got some stuff we gotta -- 52 �MSW: Okay. END OF AUDIO FILE 53 � https://digitalcollections.library.gvsu.edu/files/original/cca2d9f509895905ba0d3537df7edb0f.mp3 dbe971bb6026c45c0a85d9a112e33bad Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Young Lords in Lincoln Park Collection Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Personal narratives Social justice Community activists--Illinois--Chicago Description An account of the resource Collection of oral history interviews and digitized materials documenting the history of the Young Lords Organization in Lincoln Park, Chicago. Interviews were conducted by Young Lords' founder, José “Cha-Cha” Jiménez, and documents were digitized from Mr. Jiménez' archives. The Young Lords in Lincoln Park collection grows out of the ongoing struggle for fair housing, self-determination, and human rights that was launched by Mr. José “Cha-Cha” Jiménez, founder of the Young Lords Movement. This project is dedicated to documenting the history of the displacement of Puerto Ricans, Mejicanos, other Latinos, and the poor from Lincoln Park, as well as the history of the Young Lords nationwide. Creator An entity primarily responsible for making the resource Jiménez, José, 1948- Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park collection (RHC-65)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-25 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Format The file format, physical medium, or dimensions of the resource video/mp4 application/pdf Language A language of the resource eng spa Type The nature or genre of the resource Moving Image Text Identifier An unambiguous reference to the resource within a given context RHC-65 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 2012-2017 Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Título Spanish language Title entry Ada Nivía López vídeo entrevista y trancripción Sujetos Spanish language Subject terms Young Lords (Organización) Puertorriqueños--Estados Unidos Derechos civiles--Estados Unidos--Historia Lincoln Park (Chicago, Ill.) Puertorriqueños--Relatos personales Justicia social Activistas comunitarios--Illinois--Chicago Educación--Illinois--Chicago Chicago (Ill.)--Política y gobierno--1951- Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/491">Young Lords in Lincoln Park (RHC-65)</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-65_Lopez_Ada Title A name given to the resource Ada Nivía López audio interview and transcript Creator An entity primarily responsible for making the resource López, Ada Description An account of the resource Ada Nivía López was born in Puerto Rico and moved to Chicago with her family in 1956. She describes life in Lincoln Park in those early days, including her Father´s leadership in Latino community and his run for alderman in the early 1960s. She became active in her community at an early age and continued her activism throughout her college years, working closely the Young Lords. Ms. López was a founding member and commissioner of the Mayor´s Advisory Commission on Latino Affairs, which was designed by the Young Lords and created in partnership with Mayor Harold Washington´s office. Ms. López became the first Latina to win a statewide election to the Board of Trustees of the University of Illinois where she was instrumental in positioning the university to play a prominent role in addressing urban issues. Contributor An entity responsible for making contributions to the resource Jiménez, José, 1948- Shell-Weiss, Melanie Subject The topic of the resource Young Lords (Organization) Puerto Ricans--United States Civil Rights--United States--History Lincoln Park (Chicago, Ill.) Puerto Ricans--Personal narratives Social justice Community activists--Illinois--Chicago Education--Illinois--Chicago Chicago (Ill.)--Politics and government--1951- Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Date A point or period of time associated with an event in the lifecycle of the resource 2012-08-24 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/793af802d4b44eafbf19c4534da7732a.pdf 03fe9675742fffbb96773415dc79e81a PDF Text Text Ada Township Cotnprehensive Plan Executive Sutntnary �Ada Township Cotnprehensive Plan Executive Surrtinary July, 1985 �I I I I I I I I I I I I I I I I I I TABLE OF CONTENTS INTRODUCTION 1 ADA - PAST AND PRESENT 2 PEOPLE 2 LAND USE 2 NATURAL FEATURES 2 TRANSPORTATION 4 COMMUNITY SERVICES AND FACILITIES 4 BUSINESS DISTRICT 4 ADA - FUTURE 5 PROSPECTS FOR THE FUTURE 5 LAND USE 5 TRANSPORT ATI ON 8 COMMUNITY SERVICES AND FACILITIES 8 BUSINESS DISTRICT 9 �I I INTRODUCTION I The purpose of the Township's Comp re hens i ve Pl an is to guide 1and use and development-related decisions. It provides an overall framework for those decisions shaped by the trends of the past and the goals for the future. The plan should be consulted as part of all zoning decisions in the community. Despite its long-range emphasis, however, the Plan should be frequently evaluated and updated as necessary to ensure its continued applicability and usefulness as a policy guide. Considerable effort went into the preparation of .the Comprehensive Plan. The Township Planning Commission worked for over eighteen months analyzing data, considering citizen input, and evaluating alternate plans. The Township Board, likewise, carefully studied draft versions of the plan and worked with the Planning Commission to refine those drafts into the final adopted Plan. Citizen involvement was stressed throughout the planning process, as well. A community attitude survey, frequent meetings with the Ada Business Association, and several public meetings all provided valuable input for the final Plan. This summary is a condensed version of the Township's Comprehensive Plan. provides the highlights but not the detail of the complete Plan document. - 1 - It �ADA - PAST AND PRESENT PEOPLE I I I I I I I I I I I I I I I In recent years, Ada Township's population has mushroomed. Having grown from a sparsely settled rural town of less than 2,000 people (1,966) in 1950 to a suburb of 6,472 people in 1980, Ada Township is among the fastest growing communities in Kent County. While numerically it is smaller than many other area communities, Ada's rate of growth is substantial. Increases of nearly 50% have been the norm every decade since 1950. TABLE 1 POPULATION GROWTH TRENDS UNIT OF GOVERNMENT 1950 Ada 1,966 Cannon 1,600 Cascade 1,691 Grand Rapids Township 9,241 Grattan 1,022 Kentwood N/A Lowell Twp. 3,534 Plainfield 6,021 Vergennes 760 Kent County 288,292 State of MI 6,371,800 1960 % CHG. 1970 2,887 2,525 3,333 46.8 57.8 97.1 4,479 3,690* 5,243 16,738* 1,346 N/A 1,567* 11,680 945 363,187 7,823,200 81.1 31. 7 N/A -55.7 94.0 24.3 26.0 22.8 6,823 1,893 20,310 2,160* 16,935* 1,400* 411,044 8,879,862 % CHG. % CHG. 1980 55.1 46.1 57.3 6,472 4,983 10,120 44.5 35.0 93.0 9,294 -59.2 2,575 40.6 30,438 N/A 3,972 37.8 20,611 45.0 1,819 48.1 44,506 13.2 13.5 9,262,078 36.2 36.0 49.9 83.9 21. 7 29.9 8.1 4.3 Source: U.S. Census * Affected by Annexation or Incorporation LAND USE The transformation of Ada in the past 20 years from farm community to suburb is quite evident when actual land use comparisons are made. Obviously, the most significant change has been the increase in residential land use with a corresponding decrease in the amount of vacant land. Industrial and business uses also increased significantly. Despite the presence of one very large employer and a number of much smaller ones, Ada is primarily a bedroom community, i.e., people live here and work elsewhere. Therefore, residences (almost entirely conventional single family homes) occupy considerably more land than any other for~ of development in the community. NATURAL FEATURES According to its residents, Ada's greatest assets are its natural features. In a survey of community attitudes, 75% of the respondants cited the Township's "rural environment" as the most important reason for selecting Ada as their place of residence. In the same survey, 85% of the people felt that "preserving - 2 - �~ II I COMPARISON OF PERCENT OF LAND OCCUPIED BY VARIOUS USES - 1963 AND 1982 ---._,,_ 59.4 I 24 23 22 21 20 19 I I I I I I I 18 --- 18.7 18.0 1= 17 16 0... 15 ...... :::c 14 z & V) 3 0 t- 13 ......J 12 t0 t- 11 LL 10 c:( 0 tz w u 0::: w 0... ;I ii 1-~ 24.0= & 9 8 7 6 5 4 3 2 1 0 o.8 0.8 0.1 0.0 0.2 0.1 I• D 03 · ~ 0.0 ......I ......J V) ...... => c:( c:( tz w 0 ...... w u ...... V) LL LL 0::: 0 w V) V) >- C' ...___ w 0::: z ...... t- uu V) ............ V) 0 => co => z ...... ......J ......1 z 0 ...... tc:( w 0::: co co u 0... 0... 0::: => => w w 0::: => z t- 0 ...... => u ......J t- u c:( 0::: ...... 0::: t.!:l c:( t>< w ......J ...... 0 z c:( 0::: c:( ...___ ......1 V) tw w 0::: t- V) 0::: V) c:( 0 0 3 w t3 0 t- z u c:( > c:( �I I I I I rural areas" should be the most important goal of the Township. The abundance of natural features in a relatively unspoiled setting is a strong attraction to prospective residents. Rolling hills, dense forests, dra~atic views rushing streams and rivers, deep ravines, and many other cherished aspects of country living combine to create a truly unique living environment. This natural bounty is, of course, the irony of Ada's growth. While it is the natural beauty and country setting that attracts new residents to the area, each new resident in some way diminishes these assets. The continuation of past rural development trends is not compat·ible with the goal of preserving rural areas. TRANSPORTATION Because of its nature as a suburban satellite community, Ada is dependant upon efficient road links with the City of Grand Rapids and other commuter destinations within the metro area. Convenient, safe, and efficient access is also important, however, to serve those people commuting into Ada to places of employment. Ada's natural features pose a serious impediment to convenient traffic movement. Hilly terrain, wetlands, and, of course, the Grand and Thornapple Rivers dictate roadway locations. The area south of M-21, however, is generally more accessible and better served by the roadway network than the area north of M-21. This is only logical as the southern part of the Township is where the majority of the population resides and where future urban growth is likely to continue. The northern two-thirds of the Township is developing but still sparsely populated. In this area, rural two 1ane roads are adequate to handle traffic and are in character with the rural environment. Less direct travel through these areas may be irritating at times but the mi nor inconvenience is more than offset by preservation of the country charm of rural Ada--a major feature which drew the new residents to the area. COMMUNITY SERVICES AND FACILITIES As a rural community facing the growing pains of urbanization, Ada is com i ng to grips with the increased demands of its new residents for a variety of public services and facilities. A certain paradox exists as residents who move to Ada to escape the congestion and problems of "city life" increase in number and thereby begin to seek the services and conveniences often taken for granted in the "city". Police, refuse collection, and other urban services are frequently cited as inadequate by Township residents. BUSINESS DISTRICT Ada's business district is in what was the original settlement of Ada. Even now many of the buildings reflect the character of that early period. Businesses range from personal services to retail shops to professional offices. While it has many features which attract people and create a sense of place - - an identifiable character--that character has not fully emerged; problems exist; and improvements should be made. - 4 - �I I I I I I I I I I I I I I I I I ADA - FUTURE PROSPECTS FOR THE FUTURE Based on the growth of previous years, the abundance of undeveloped land, and the availability of utilities, Ada can expect to experience continued growth. The purpose of this Plan, therefore, is not to stifle such growth but to direct it where it can be easily accommodated and serviced without disruption to the natural environment. The accompanying figure illustrates the effect of three growth alternatives. For planning purposes, the third alternative (which projects a population of 10,400 by the year 2000) is considered most reasonable. LAND USE The Plan for future use of the Township's land resources attempts to balance two broad interests -- providing for continued growth and protecting the natural character and beauty of the community. These need not be mutually exclusive interests and the Plan provides for both. The physical character of Ada combined with current land use and available public services naturally delineates certain broad areas that are obviously suited to development. Whereas, it is equally obvious that other areas should remain undeveloped or sparsely developed. Therefore, the Plan establishes a framework for future land use by establishing what might be called "development areas" and "preservation areas". Within each of these areas varying levels of deve 1opment intensity are recommended so that even the "preservation area" can accommodate some new development, but at a level that will not be disruptive to the natural attributes of that area. - Goals Provide distinct living environments within the Township ranging from urban neighborhood to rural countryside. Preserve the Township's rural character where urban services are not already programmed or land use changes have not already occurred. Provide for alternative housing types to satisfy the varying lifestyles of existing and future residents. Strengthen the village business district as the focal point for the Township and the primary location for new business and activity in the community. Confine commercial development along M-21 to those areas where it already exists and avoids any tendency toward extending commercial development outward along the street. Provide for limited expansion of office and industrial development in appropriate areas without diminishing the basic res i dential character or high standards of livability of the Township. - 5 - �I I I I I I I I I I I I I I I I I I ADA TOWNSHIP POPULATION PROJECTIONS 1980 TO 2000 14500 14000 13500 13000 12500 12000 11500 11000 10500 10000 9500 9000 8500 8000 7500 7000 6500 6000 5500 5000 4500 4000 3500 3000 2500 2000 1500 14,300, •• ••• •• ••• •• ••• • •• • •• ••• •• ••• • 10,400 ••• • . 9600,, •• •• • •• •• .... ••• •• ••• ••♦ ♦••• ------- ----- -- ____ . . . . 7600 --- 7000 ALTERNATIVES 1. - - - - - 2. ,.•.......... 3.--1---------------------------- 1950 Source: 1960 WBOC 1970 1980 1990 2000 �I I I I I I I I I I I I I I I I I I I - Rural Preservation In order to ensure a certain level of protection for the rural environment, the Plan contains four classifications based on existing uses and natural characteristics which establish varying levels of development potential. These are described below. Fragile Resource Area: The natural environment in this area cannot tolerate any amount of development, and therefore, none should be permitted. The primary characteristics of this area are water and wetlands and the wildlife found there. One area of the Township has been given this designation--the extensive wetland surrounding Chase Lake in the northeastern part of the Township. Rural Preservation Area: This area generally lies north and east of the Grand River. It contains forest lands, hilly terrain, and extensive public recreation lands. Some development has occurred but tends to be scattered. It residential densities in the Rural Preservation Area be no per five acres. of Conservation Road agricultural lands, non-farm residential is recommended that higher than one unit Rural Development Area: The land south of Conservation Road and the area west of the Grand River is designated for Rural Development. While it exhibits many of the same characteristics as the Rural Preservation Area, the density of development that has occurred is much greater. Though more intense development is to be permitted in this area, because of the already established development pattern, it is still intended to remain rural in character. Recommended density for development is one unit per two acres. Rural View Corridor: This is a designation encompassing the Grand River floodplain and a scenic road network (including designated Natural Beauty Roads) which is intended to preserve the rural scenery and views in certain locations of the Township. It is the intent of the Plan to discourage the encroachment of development within these corridors in order to maintain the image of rural serenity. - Urban Development 1 Not all of Ada is rolling hills and country pastures. Most of the Township s 6,500 people live in a relatively small area of land south of M-21 on lots of one-quarter acre or smaller. Many other uses including industry and business occupy prominent locations along M-21 and elsewhere in the Township. The Plan, therefore, provides for several categories of urban development. Low Density Urban Residential: This category is intended to maintain the low dens 1 ty res, dent, a I character that has been established throughout much of the urban area. Current lot sizes vary considerably from the earliest development to the most recent. However, to remain consistent with the overall average densities, it is recommended that up to four units per acre be permitted. The majority of development in this category will be serviced with public water and sewer. - 7 - �I I Medium Density Urban Residential: This designation is intended to permit flexibility in the design of residential developments and to provide ~ransitional areas between low density and various non-residential uses. It 1s also intended to afford a reasonable use for areas that may be difficult to develop such as sites formerly mined or partially in the floodplain. At a recomme~ded density of up to eight units per acre, these areas could accommodate a variety of housing types to meet local needs. All such areas should be served by public water and sewer prior to development. Office: While offices may be located in industrial or commercial areas, two specific areas of the Township lend themselves to office development, per se. One area is located along Cascade Road where patterns have already been established for office use. This area is not intended to allow retail or other business uses to intrude. The other area is located within the Village business district. Commercial: This term refers to retail and service establishments and similar commercial uses. It is the intention of the Plan to concentrate business activity of a commerical nature within the Ada business district. Some additional business area is designated along M-21 to the extent that businesses already exist in those locations. It is specifically not the intent of this Plan to encourage further commercial development along M-21. Industry: The Plan provides for industrial development in those locations where trends have already been established. An additional area along the western boundary of the Township south of the railroad tracks has also been designated for future industrial development. TRANSPORTATION Based on the projected population growth and the distribution of development throughout the Township, it is unlikely that major new roads will be required. Consideration should be given, however, to constructing a connector between M-21 Thornapple River Drive/Buttrick Avenue east of the Thornapple River. Such a new road would allow thru traffic to avoid the narrow, winding stretch of Thornapple River Drive between the river and Buttrick Avenue and would relieve congestion at the Ada Drive/Thornapple River intersection in the Village business district. Some improvements such as turning lanes and traffic signals may be required along existing roads to handle isolated problems. The major concern relative to traffic and vehicular circulation should be focused on new residential subdivision development. Township review of new plats should thoroughly evaluate circulation and movement to and within those plats. COMMUNITY SERVICES AND FACILITIES While Ada's infrastructure -- sewer, water, streets, etc. -- is generally adequate to serve the projected growth, some of the public buildings in the Township are not adequate and will require renovation or replacement. These buildings include the Township Hall and U.S. Post Office. In addition, a need exists for a new public works building. It is strongly recommended that any future new const ruction or expansion of - 8 - �I I I I the Township Hall or Post Office occur within the Village business district. These uses are centrally located now and serve as "magnets 11 , bringing people into the business district. If the existing Township Hall is expanded, such expansion will likely encompass the existing fire barn. In such case, it is recommended that a new fire barn be constructed within the business district, preferrably next to the Township Hall. The Township is also in need of a public works building. Such a facility need not be located in the business district but could be, if incorporated with the Township Hall and fire barn as a part of a civic complex. Other potential sites include Ada Park or Covered Bridge Park. BUSINESS DISTRICT The fo 11 owing section presents objectives and recommendations for the village business district. These are intended not only to respond to existing problems but to reinforce the assets of the area, as well. The accompanying pl an map illustrates the recommendations described herein. - Goals Strengthen the village's position as the focal point of Ada Township. Provide for business district expansion but within the confines of a cohesive planned district. Preserve and reinforce the turn-of-the-century character of the district. Create a pedestrian-oriented environment. Integrate the business district with other nearby features such as the Thornapple River, covered bridge, and Leonard Park. - Recommendations Land Use. A number of changes are recommended here relative to the mixture of uses and the location of those uses within the business district. The business district should be expanded to encompass the existing mixed use areas north of Thornapple River Drive between Headley and the Thornapple River. The frontage along Ada Ori ve should be devoted to retail or similar uses which require the kind of high visibility location that Ada Drive provides. Other uses such as offices and some services should be located outside this prime area. Headley and Thornapple River Drive offer suitable alternatives for these other uses. Essential public uses such as the Township's Administrative Offices and the U.S. Post Office draw large numbers of users and provide an identity for the community. For these reasons, the Township Offices and Post Office should remain within the business district, though it may not be necessary for them to remain in their present locations. - 9 - �Architectural Style. It is recommended that all future construction or renovation within the business district reflect a single architectural style, as typified by the Franciscan Rhythmns, Ada Cleaners, Tattersol, and others. HOl<'I Z 0NTA L.. 1 -------- 1'-W-!~ -'H ~OuD <::> IDlr-1~ ,..JH l1 E O jL f'A,,Tl=-1--'S 'l'::l11'~1=-~l2i:..Al,J" W'.X)O T 12 •tvl I I I I Streetscape. The term "streetscape" refers to the appearance of the street and those open spaces that 1 i e between the street and the bui 1dings that front on it. Appropriate design of the streetscape is especially important in a setting such as the Ada business district for severa 1 reasons. First, the street scape design can establish an appropriate scale--pedestrian, intimate, village-like. Second, it can create a positive visual impression for visitors. Finally, a well designed streetscape can unify the entire district by providing common physical elements throughout the district. l.-lU{]" IN6r FO F2 cN '::> AND PED J:.-'::>n,.1Ai-.1s 2 1--1 r ·1. · , .1 1,N MA11-,r,A1r--1 ADA' S -HAf2A_,e,,i., I �Expanded Business District * Complement Existing Village Character (Scale &c Character of Structures, Streetscape, Parallel Parking, Etc.) * Separate Retail &. Office Related Businesses - Preserve Prime, High Visibility Locations Along Ada Drive for * Retail &: Service Businesses Provide Additional Parking in Rear Yards &: Share Among Several Neighboring Businesses. Entry Treatment Amway r t~ent Bmc:h on Brick Pad Streetscaee Business District /0~' * Furniture, Signage, Lighting, Sidewalk Encourage Coordinated Streetscape: * * LEGEND D nIIllII !!RI ····· ~ ~ EXISTING BUILDING NEW BUILDING OR EXfANSION OF EXISTING BUILDING BUILDING TO OTHER USE RAZE EXISTING BUILDING SIDEWALKS/ PEDESTRIAN PATHS STREET TREES LANDSCAPING RIVER OVERLOOK Village District ADA Comprehensive Plan * ~:~\rStmJ~~fied Image for ~ ~ •--. Paving, Landscaping and Facade . Treatment Retain Parallel Parking Extend Sidewalks Continue Streetscape Along Ada Drive to M-21 to Define and Extend Village Character and Prevent Major Street from Adversely Affecting Downtown _.,...,o ~ •~ - ,,, Thornap-ple V ~ ~ **-Define Parking to Increase Efficiency Landscaping to Make Area More Pleasant Remove Parking From Near Schoolhouse Develop River Edge for Pedestrian Use: Walkway, Overlooks, Lighting, Tables * * All Buildings Village Park * * ~~~~;;;;e~fJv~~~e ** * Create a More Formal Park, Better Utilization of River Edge &c Improved if· with Walkway, Overlook, Tables and Benches Landscape Screen Along Road Eliminate Ball Diamond Bridge Area North of River - Indude Overlook, Walkway &. Landscaping * * [~~:~~~e1:~~~~~:c1~~:~ * & Benches, Etc. Retain "Village Common " but Buffer w/ Trees and Add an Undulating Within the Area, to Downtown and Define Access from Amway. Remove "Highway Character" and ,Develop the Area as a Visual. Extension of ~--=-·· ~ ~ ........ =-~-=:,-:. ~ - - AJICH!l(("fl �Signage. Signs in the district should be limited to on-site identification signs only. That is, only the name of the business on the premises where the sign is located should be displayed on the sign. A logo or graphic symbol may also be included to identify the type of business. Billboards and portable signs should be avoided. ":::>tvfA,_1-~ :.:;IG,rt---1 HU I'! , ff?/'JM F'i<'AM!:- ["AJNTl:.-P W OOL ·A -=il'I~ ',f,:JT Uc;rHTl:.-t) IF NEL.Ec-., , A k, ~£12 01C;;N 1{)t.N1lfY K-TIYITY Dil2i=C-TL.Y C>N FK.ADf-.. "0W >· fA -, H 1 >NSD'' µ..,TI-HH ., "?T1 ~I.:. , A ? •. ,1c-1-,17 'Trff-, ~,u,_, , ~,16!N HUH~ Fl<OM FA~P e. Signage I I I - 12 - ~our--rrro 0"(MB0i--"=> Lhl::P TO �-------LEGEND------- COMPREHENSIVE PLAN ~ Ii: i ·---=c'-'iiil-==----4000' SCALE 1"•800' RURAL PRESERVATION AREA FRAGILE RESOURCE AREA PARKS & RECREATION RIVER FLOOD PLAIN PUBLIC / QUASI· PUBLIC RURAL VIEW CORRIDOR RURAL DEVELOPMENT AREA LOW DENSITY RESIDENTIAL MEDIUM DENSITY RESIDENTIAL INDUSTRIAL OFFICE COMMERCIAL PROPOSED STREET � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Ada-Twp_Comprehensive-Plan-Executive-Summary_1985 Creator An entity primarily responsible for making the resource WBDC, Inc. Date A point or period of time associated with an event in the lifecycle of the resource 1985-07 Title A name given to the resource Ada Township Comprehensive Plan Executive Summary Description An account of the resource The Ada Township Comprehensive Plan Executive Summary was prepared in July 1985 by WBDC, Inc. Subject The topic of the resource Comprehensive plan publications Ada Township (Mich.) Kent County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/9b8c528adf09a07a87df85e863428947.pdf 1b02cd40fd56e50b2b70178fd69f5c26 PDF Text Text I ½ uarn 3 7 7r.} Pu 73 3 * • :..' /y - THE CONSERVANCY DECLARATION OF RESTRICTIONS LADD LAND CORPORATION of 6300 East Fulton, P.O. Box 241, Ada, Michigan 49301 (the "Developer") desires to impose certain building and use restrictions and related terms and provisions upon the following real estate owned by the Developer and located in Ada Township, Kent County, Michigan ("The Conservancy"): "Lots 1 to 11, both inclusive, of The Conservancy, being part of Section 13, Town 7 North, Range 10 West, Ada Township, Kent County, Michigan, according to the recorded plat thereof" NOW, THEREFORE, the Developer hereby declared The Conservancy will be subject to the following conditions, reservations, restrictions, covenants, terms and provisions ( collectively the "Restrictions"): I. BUILDING RESTRICTIONS 1.1 Minimum Square Footage. No one story residence will be constructed on any Lot with a fully enclosed first floor area of less than one thousand seven hundred (1,700) square feet, exclusive of carport, garage, and open porches. No one and one-half or two story residence will be constructed on any Lot with a fully enclosed floor area of less than one thousand eight hundred (1,800) square feet, exclusive of carport, garage and open porches, including a fully enclosed first floor area of not less than one thousand (1,000) square feet, exclusive of carport, garage and open porches. The height of any building will be not more than two and one-half full stories above ground elevation at building line. If any portion of a level or floor within a residence is below grade, all of that level or floor shall be considered a basement level. No mobile home, tent, shack, barn, temporary building, outbuildings, or guest house will be erected on any of the Lots without the prior written approval of the Developer. 1.2 Approval of Plans. The Developer in designing The Conservancy, including the location and contour of the streets, has taken into consideration the following criteria: (a) The Conservancy is designed for residential living on large residential sites in a rural atmosphere. (b) The existing contour of the land and the existing wooded vegetation should be preserved where practicabl_e. (c) The dwelling site on each of the Lots should be located so as to preserve the existing contours and vegetation where practicable. (d) The architecture of the dwelling and landscaping located on any Lot should be compatible with the criteria as established hereby and also should be compatible and �UBER 3 77 t1 Pu 7 3 4 harmonious to the external design and general quality of other dwellings constructed and to be constructed within The Conservancy. (e) The design and general quality of the construction shall be first class. Consequently, the Developer reserves the right to control the buildings, structures, and other improvements placed on each Lot, as well as to make such exceptions to as the Developer will deem necessary and proper. Each residence must include a garage for at least two vehicles. No building, wall, or other improvement (including storage buildings, playhouses, dog runs and play structures) or landscaping will be placed upon a Lot unless and until the plans and specifications therefor showing the nature, kind, shape, height, color, materials and location of the improvements (including floor plan and exterior colors) and the plot plan including elevations have the prior written approval of the Developer and no changes or deviations in or from such plans and specifications as approved will be made without the prior written consent of the Developer. Approved exterior materials include cedar, brick, field stone, drivit and any other material expressly approved by the Developer in writing. Flat roofs will be approved only in exceptional circumstances in the sole discretion of the Developer and the approved roof pitch is not less than a 8/12 pitch. Two sets of complete plans and specifications must be submitted; one will be retained by the Developer and one will be returned to the applicant. Along with the plans and specifications, the owner will submit the name of its proposed builder for approval. Any such plans for construction or alteration referred to above will include a plan for restoration after construction or alteration to a condition satisfactory to the Developer. Developer may, if it determines that the plans and specifications are inadequate, require that they be submitted in greater detail by either a licensed builder or architect or landscape architect in the case of landscaping. No landscaping may be commenced prior to submission and approval of a landscaping plan by the Developer. Each such building, wall, or structure will be placed on a Lot only in accordance with the plans and specifications and plot plan as approved by the Developer. Refusal of approval of plans and specifications by the Developer may be based on any ground, including purely aesthetic grounds, which in the sole and uncontrolled discretion of the Developer seem sufficient. No alteration in the exterior appearance of the buildings or structures constructed with such approval will be made without like approval of the Developer. If the Developer will fail to approve or disapprove any plans and specifications within thirty (30) days after written request therefor, then such approval will not be required; provided that no building or other improvement will be made which violates any of these Restrictions. The Developer will not be responsible for any defects in plans or specifications approved by Developer or in any building or structure erected according to such plans and . specifications or in any changes in drainage resulting from such construction. Developer may construct any improvements within The Conservancy that it may, in its sole discretion, elect to make without the necessity of prior consent from any other person or entity. 2 �UBER 1 77 L} P6 7 35 1.3 Construction Process. All construction of all buildings and structures will be done only by residential home builders licensed by the State of Michigan and approved in writing by the Developer. When the construction of any building is once begun, work thereon must be diligently continued and must be completed within a reasonable time. In any event, all construction and grass seeding and landscaping must be completed within one year from the start thereof, provided that the Developer may extend such time when in Developer's opinion conditions warrant an extension. 1.4 Garages and Outbuildings. Garages, which will be for the use only of the occupants of the residence to which they are appurtenant, must be attached to the residence and constructed in accordance with the plans approved in Section 1.2. No garage or other outbuilding will be placed, erected, or maintained upon any Lot except for use in connection with a residence on that Lot or on an adjoining Lot already constructed or under construction at the time that such garage or other outbuilding is placed or erected upon the Lot. 1.5 Walls and Fences. No wall or fence of any height will be constructed on any Lot until after the height, type, design, and approximate location therefor will have been approved in writing by the Developer. The heights or elevations of any wall or fence will be measured from the existing elevations of the property at or along the applicable points or lines. Any question as to such heights may be completely determined by the Developer. 1.6 Occupancy. No building erected upon any Lot will be occupied in any manner while in the course of construction, nor at any time prior to its being fully completed and a certificate of occupancy issued by Ada Township. Nor will any residence, when completed, be in any manner occupied until made to comply with the approved plans and all of the Restrictions. 1.7 Elevations. No substantial changes in the elevations of the land will be made on a Lot without the prior written consent of the Developer. Any change which materially affects the surface elevation, grade or drainage of the surrounding Lots will be considered a substantial change. 1.8 Soil from Excavation. All soil to be removed from any of the Lots either in grading or excavating will, at the option of the Developer, become the property of the Developer and when removed will be placed by the owner of the Lot in such place or places within The Conservancy as the Developer will designate at the Lot owner's expense. 1.9 Letter and Delivery Boxes. The Developer will determine the location, color, size, design, lettering, and all other permitted particulars of all mail or paper delivery boxes, and standards and brackets and name signs for such boxes. Each Lot owner will pay to the Developer the cost of the owner's mailbox installed by Developer as reasonably determined by Developer. The owner will maintain the owner's mailbox in its original style and color. 1.10 Lighting. No vapor lights, dusk to dawn lights or other lights regularly left on during the night may be installed or maintained on any Lot without consent from the Developer. Street lights may be installed at the entrance by the Developer. · 3 �UBER 3 7 7 t1 P6 7 3 6 1.11 Fuel Storage Tanks. No oil, fuel or propane gas storage tanks may be installed on any Lot, except one propane gas storage tank on each Lot surrounded by a wooden fence high and solid enough to completely screen the tank from view, and located so that none of the tank or fence is visible from any street in The Conservancy. Because it is believed to be the environmentally sensitive decision and in order to minimize the number and size of propane gas tanks in The Conservancy, it is hoped that most homes will be constructed with heat pumps, but this decision is to be made by the individual Lot owners exercising their own discretion. 1.12 Water Systems. Individual water supply systems will be permitted on a Lot solely to provide water for domestic consumption at the residence on the Lot and for irrigation purposes, swimming pools, or other non-domestic uses on the Lot. Because of elevated levels of hardness that can occur in well water, owners may want to consider installation and utilization of water treatment devices to reduce the hardness concentration. All wells installed for private water supply must penetrate an adequate protective continuous clay overburden of at least ten ( 10) feet in thickness. All wells are to be grouted in accordance with Michigan Department of Public Health water well grouting requirements. The owner of each Lot shall be responsible for the installation, operation, and repair of the water system on the Lot. For informational purposes only, owners are advised that wells adjacent to The Conservancy indicate the water supply appears to be 90 - 100 feet deep. The restrictions imposed in this Section 1.12 by the Kent County Health Department are perpetual and shall run with the land. No part of this Section may be amended, altered, modified or terminated without the prior written consent of the Kent County Health Department. 1.13 Septic Systems. It will be the responsibility of the owner to maintain the septic system in good order and working condition and comply with all applicable governmental regulations and neither the Developer nor the Association will have any responsibility with respect to the septic system on any individual Lot. Each owner must pump out the owner's septic system at least once every three years. With the application to obtain a permit from the Kent County Health Department ("KCHD") for a septic tank and drainfield, the owner will submit to the KCHD a lot development plan drawn to scale which will locate the structure, private drives and right-of-ways, utilities, Lot lines, building site and proposed well and septic location. As part of the application the KCHD may require a topographical map showing existing and proposed contours. Contour intervals will not exceed two feet. Site modification in the area of the initial and replacement wastewater disposal systems (drainfields) may be required by the KCHD whic would typically include soil removal and backfill with approved sand (2 NS) or raised mound type systems. Utilities, buildings, drives or other structures which may interfere with the installation and operation of the on-site sewage disposal system shall not be permitted within the designated and replacement sewage disposal areas as indicated on the permit issued by the KCHD. The restrictions imposed in this Section 1.13 by the KCHD are perpetual and shall run with the land. No part of this Section may be amended, altered, modified or terminated without the prior written consent of the KCHD . 1.14 Paved Areas. All driveways, driving approaches, and off-street parking areas shall be surfaced with an asphalt, bituminous, or portland cement binder pavement. 4 �UBER 3 7 7 ~i P6 7 3 7 1.15 Developer's Option to Repurchase. If a single family residence is not substantially completed on a Lot in accordance with this Declaration within eighteen (18) months from the date the Lot is sold by Developer pursuant to a land contract which grants possession of the Lot to the vendee or from the date on which the Lot is conveyed by the Developer to a purchaser (unless such eighteen (18) months is extended in writing by the Developer), the Developer will have the option to purchase back the Lot from the then current owner. The Developer's option to purchase back the Lot will continue until such time as construction is commenced of a residence which has been approved as contemplated by this Declaration. The option will be exercised by written notice to the owner of record of the Lot and the purchase price will be equal to the net cash proceeds received by the Developer from the sale of the Lot (sales price less closing costs of Developer), without increase for interest or any other charge. If the option is exercised, Developer is to receive marketable title by warranty deed subject only to restrictions or encumbrances affecting the Lot on the earlier of the date of the land contract or date of conveyance by the Developer, and with all taxes and assessments which are due and payable or a lien on the Lot, and/or any other amounts which are a lien against the Lot, paid as of the date of conveyance back to the Developer. The closing of the re-purchase shall take place in Kent County, Michigan at a place and time specified by Developer not later than thirty (30) days after the date of exercise of the option. The then current owner of the Lot will take such actions and shall execute such documents, including a warranty deed to the Lot, as the attorneys for the Developer will deem reasonably necessary to convey marketable title to the Lot to the Developer, free and clear of all liens and encumbrances as aforesaid. II. SETBACKS AND BUILDING LINES 2.1 Setback Lines. The location of any structure constructed on each of Lots 1 through 11 as depicted on the recorded plat of The Conservancy shall be subject to front, side and rear yard setback requirements as specified in the Ada Township Zoning Ordinance for the AG District unless a variance for such location is obtained from the Zoning Board of Appeals of the Township of Ada and further there is obtained a written consent thereto either from the Developer or from the immediately adjoining Lot owners. If the Developer should amend this Declaration as contemplated by Section 9.4(b) to add any or all of the lands depicted on Exhibit A adjoining Lots 1 through 11 to the east as subject to these Restrictions and they are platted and/or parceled as depicted on Exhibit A and the amendment adding such lands makes no different or contrary provision, then the location of any structure constructed on any of such Lots must satisfy the following setback requirements unless a variance for such location is obtained from the Zoning Board of Appeals of the Township of Ada and further there is obtained a written consent thereto either from the Developer or from th~ immediately adjoining Lot owners: (a) Lots 12 through 30 depicted on Exhibit A shall be subject to front, side and rear yard setback requirements as specified in the Ada Township Zoning Ordinance for the AG District. 5 �(b) Parcels A through F depicted on Exhibit A shall be subject to front, side and rear setbacks for principal and accessory buildings as determined by the areas designated as "Building Envelope" on Exhibit A. (c) Minimum setbacks from the South property line as depicted on Exhibit A for Parcels A, B and C shall be 100 feet. 2.2 Swimming Pools. Swimming pools will not be nearer than five feet to any Lot line and will not project with their coping more than two feet above the established grade. No aboveground swimming pools will be permitted. 2.3 Walls, Fences and Hedges. Walls and fences may be erected with the approval contemplated by Section 1.5 and hedges grown but they will be no higher than four feet from the street to the building line and six feet from the building line to the rear property line without the prior written consent of the Developer. 2.4 Waivers. Notwithstanding anything to the contrary herein, the Developer, in the sole discretion of the Developer, may waive or permit reasonable modifications of the setback requirements. ill. USE RESTRICTIONS 3.1 Residential Use. The Lots are for single-family residential purposes only. There will not exist on any Lot at any time more than one residence. No building or structure intended for or adapted to business purposes, and no apartment house, double house, lodging house, rooming house, half-way house, hospital, sanitarium or doctor's office, or any multiple-family dwelling of any kind will be erected, placed, permitted, or maintained on any Lot. No improvement or structure whatever, other than a first class private dwelling house, patio walls, swimming pool, and customary outbuildings, may be erected, placed, or maintained on any Lot. No Lot will be used or occupied by other than a single family, its temporary guests and household employees and no Lot will be used for other than residential use. 3.2 Home Occupations. Although all Lots are to be used only for single-family residential purposes, nonetheless home occupations will be considered part of a single-family residential use if, and only if, the home occupation is conducted entirely within the residence and participated in solely by members of the immediate family residing in the residence, which use is clearly incidental and secondary to the use of the residence for dwelling purposes and does not change the character thereof. To qualify as a home occupation, there must be (i) no sign or display that indicates from the exterior that the residence is being utilized in whole or in part for any purpose other than that of a dwelling; (ii) no commodities sold upon the premises; (iii) no person is employed other than a member of the immediate family residing on the premises, and (iv) no mechanical or electrical equipment is used, other than personal computers and other office type equipment. In no event shall a barber shop, styling salon, beauty parlor, tea room, fortunetelling parlor, day care center, animal hospital, or any form of animal care or treatment such as dog trimming, be construed as a home occupation. Although garage sales are included within the 6 �l!BER 37 7 l} Pu 7 3 9 prohibited uses since commodities are sold at garage sales, garage sales may nonetheless be conducted unless and until the Developer determines to prohibit garage sales, so long as conducted in accordance with any rules or conditions adopted by the Developer. 3.3 Garage Doors. For security and aesthetic reasons, garage doors will be kept closed at all times except as may be reasonably necessary to gain access to and from any garage. 3.4 Recreational and Commercial Vehicles. No house trailers, trailers, boats, camping vehicles, motorcycles, all terrain vehicles, snowmobiles, or vehicles other than automobiles or vehicles used primarily for general personal transportation use may be parked or stored upon any Lot or adjoining areas, unless parked in a garage with the door closed or with the written consent of the Developer, except that a pleasure boat on its trailer may be temporarily parked or stored on a Lot for no longer than an aggregate of two weeks each year without prior written consent. No inoperable vehicles of any type may be brought or stored upon any Lot, either temporarily or permanently, unless within a garage with the door closed. No trucks over 3/4 ton will be parked overnight on any Lot, except in an enclosed garage without the prior written consent of the Developer. No snowmobile, motorcycles or all terrain vehicles will be used on any Lot or any part of The Conservancy without the prior written approval of the Developer. 3.5 Zoning. The use of any Lot and any structure constructed on any Lot must satisfy the requirements of the zoning ordinance of the Township of Ada, Kent County, Michigan, which is in effect at the time of the contemplated use or construction of any structure unless a variance for such use or structure is obtained from the Zoning Board of Appeals of the Township of Ada and further there is obtained a written consent thereto from the Developer so long as Developer owns any Lot and from the immediately adjoining Lot owners. 3.6 Nuisances. No owner of any Lot will do or permit to be done any act or condition upon his or her Lot which may be or is or may become a nuisance. No Lot will be used in whole or in part for the storage of rubbish of any character whatsoever, nor for the storage of any property or thing that will cause the Lot to appear in an unclean or untidy condition or that will be obnoxious to the eye; nor will any substance, thing, or material be kept upon any Lot that will emit foul or obnoxious odors, or that will cause any noise that will or might disturb the peace, quiet, comfort, or serenity of the occupants of surrounding Lots. No firearm will be discharged on any Lot, even though periodically the noise from discharge of firearms is heard in The Conservancy from adjoining properties, including the firing range maintained by the Kent County Conservation League on its property to the east of The Conservancy. No weeds, underbrush, or other unsightly growths will be permitted to grow or remain upon any part of a Lot except to the extent it is natural undergrowth in a wooded area that the owner does not disturb in the construction of the owner's residence and no refuse pile or unsightly objects will be allowed to be placed or suffered to remain anywhere on a Lot. In the event that any owner of any Lot will fail or refuse to keep a Lot free from -weeds, underbrush, or refuse piles or other unsightly growths or objects, then the Developer may enter upon the Lot and remove the same and such entry will not be a trespass; the owner of the Lot will reimburse the Developer all costs of such removal. In addition, if any owner of any Lot fails to mow at least four times each summer, then the Developer may enter upon the Lot and mow the Lot and such entry will not be a trespass; the 7 �UBER 3 7 7 4 PB l l+ 0 owner of the Lot will reimburse the Developer all costs of such mowing. Any firewood stored within a Lot will be in limited and reasonable quantities and kept in a neat and orderly manner, all as may be further specified by the Developer. 3. 7 Existing Vegetation. Existing vegetation on all Lots shall be retained to the extent practicable and portions of each Lot in excess of one hundred feet to the rear of the residence on the Lot shall be retained in a natural condition. Included within the activities not permitted in these areas more than 100 feet to the rear of residences are grass seeding and construction activity or stockpiling, unless the Developer grants prior written approval for exceptional circumstances such as grade constraints. 3.8 Tree Removal. No trees three inches in diameter or larger shall be removed from any Lot unless one of the following conditions exist: (a) It is within 20 feet of a building or permanent structure, (b) It is diseased or dead, (c) It is a hazard to building, structure, or human life; or ( d) I ts removal would encourage healthier growth of surrounding trees. 3.9 Garbage and Refuse Disposal. All trash, garbage and other waste is to be kept only in sanitary containers inside garages or otherwise within fully enclosed areas at all times and will not be permitted to remain elsewhere on the Lot, except for such short periods of time as may be reasonably necessary to permit periodic collection. All trash, garbage and other waste must be removed from the Unit at least once each week. The Developer may adopt rules and regulations to control the style and size of the sanitary containers placed outside of fully enclosed areas for collection and may require specific pick-up times and/or specify a required contractor for all owners to use for waste removal and/or recycling pick-ups. 3.10 Animals. No animals, birds or fowl will be kept or maintained on any Lot, except dogs, cats and pet birds which may be kept thereon in reasonable numbers as pets for the pleasure and use of the occupants but not for any commercial use or purpose. 3.11 Signs. No signs or other advertising will be displayed on any Lot unless their size, form, and number are first approved in writing by the Developer, except that one 'For Sale" and/or one 'Garage Sale" sign referring only to the Lot on which displayed and not exceeding two (2) square feet in size may be displayed without approval. A name and address sign will be permitted after approval of the design by Developer. Nothing herein will be construed to prevent the Developer from erecting, placing, or maintaining signs and offices as may be deemed necessary by the Developer in connection with the sale of Lots. 3.12 Mineral Extraction. No derrick or other structures designed for use in boring for oil or natural gas shall be erected, placed, or permitted upon any Lot, nor shall any oil, natural 8 �UBER 3 7 7 ~ PG 74 I gas, petroleum, asphaltum, or hydrocarbon products or minerals of any kind be produced or extracted from or through the surface of any Lot. Rock, gravel, and/or clay will not be excavated or removed from any Lot for commercial purposes. 3.13 Owner Maintenance. Each owner will maintain his or her Lot and the improvements thereon in a safe, clean and sanitary condition. Also, each owner will use due care to avoid damaging any of the common improvements or systems serving The Conservancy including, but not limited to, the telephone, water, gas, plumbing, electrical or other utility conduits and systems. Each owner will be responsible to reimburse damages or costs to the Developer resulting from negligent damage to or misuse of any of such common improvements on systems by him or her, or their family, guests, uninvited visitors, agents or invitees, unless such damages or costs are covered by insurance carried by the Developer (in which case there will be no such responsibility, unless reimbursement to the Developer is limited by virtue of a deductible provision, in which case the responsible owner will bear the expense to the extent of the deductible amount). 3.14 Storm Sewer and Drain Restrictions. The following restrictions are imposed pursuant to the requirements of the Kent County Drain Commission: (a) A storm water drainage district, which includes all Lots, has been established by the Kent County Drain Commissioner. At some point in the future, the Lots within the drain district may become subject to a special assessment for the improvements and maintenance of the drain serving the drainage district. The drainage district boundary is shown on Exhibit A attached hereto. (b) A few of the Lots are subject to private easements for drainage, or drainage and ponding. Other Lots are subject to broad or very general drainage swale routes. These drainage easements and general drainage swales shall be protected and maintained by all of the affected Lot owners and shall not be the responsibility of the Kent County Drain Commission. The drainage easements, general drainage swales, and the general direction of surface water flow along these routes are shown on the Block Grading Plan, Exhibit B, attached hereto. The easements and drainage swales are for the continuous passage of surface water across the Lots and are for the benefit of all adjacent Lots. The imposition of such easements and the location of the general drainage swales shall not, however, prevent the alteration, development and improvement of the Lots, or the construction of permanent buildings and structures, provided that no such alteration, development, improvement or construction unreasonably interferes with the continuous passage of surface drainage across the Lots. Care shall be taken when final yard grading and landscaping is performed to insure that no major plantings, earth moving, structures, swimming pools, fences or shrubs be installed which will jeopardize the effectiveness of the drainage course or storm sewer system. Each Lot owner shall be responsible to maintain that portion of the drainage swale or easement on his property, except that the 9 �UBER '..:i / / t~ ru ,4 '- cost of repairs to the detention pond and the underground piping shall be the responsibility of the Drain District. (c) To eliminate the potential of flooding from backyard surface drainage of storm water from backyard surface drainage and ponding of storm water, the following Lots shall maintain the minimum building opening elevations listed for each Lot. The elevations listed below are shown on the block grading plan, Exhibit B, and are based on N .G.V. Datum; a bench mark is available in the plat. Lot Number 8 9 Minimum Opening Elevation 840.0 840.0 The foregoing restrictions imposed by the Kent County Drain Commission are perpetual and shall run with the land. They may not be amended or modified without the prior written approval from the Kent County Drain Commission. IV. UTILITIES AND RECEIVING DEVICES 4.1 Utility Lines and Antennas. All electrical service, cable television and telephone lines will be placed underground and no outside lines will be placed overhead without the prior written approval of Developer. No exposed or exterior radio or television transmission or receiving antennas will be erected, placed, or maintained on any Lot without the prior written approval of Developer. Any waiver of these restrictions will not constitute a waiver as to other Lots or lines or antennas. 4.2 Solar Panels and Satellite Dishes. Solar panel and satellite dish installation and location must be approved in writing by Developer prior to construction, which approval may be withheld in the sole discretion of the Developer. V. SUBDIVISION OF LOTS AND EASEMENTS 5.1 Developer. Subdivision of Lots. No Lot will be subdivided except as approved by the 5.2 Future Easements. No Lot owner shall be permitted to grant any right-of-way or easement across the owner's Lot to any person to benefit any parcel of property which is not a part of The Conservancy except as approved by the Developer. This restriction shall not include the usual utility easements. �VI. COMMON AREAS 6.1 Common Areas. 'Common Areas" shall mean all areas within or adjoining The Conservancy reserved for the common use and enjoyment of all Lot owners, such as open space areas, conservation areas, boulevards, and such other areas or facilities (including any later-added recreational facilities, such as a gazebo, picnic area or the like) as may by the Developer (so long as the Developer owns at least one Lot) or a majority in number of the Lot owners be designated as Common Areas in a designation recorded in the office of the Kent County Register of Deeds. 6.2 Maintenance. The Developer shall keep and maintain the Common Areas in a good, clean and serviceable condition and in accordance with this Declaration and such other standards as are from time to time established by the Developer, including maintenance of an entrance sign and decorative fencing and planting, pruning, removal, and replacement of trees and shrubs as determined by the Developer. The Developer shall also be responsible for supervising the construction, maintenance, repair, and reconstruction of any improvements that may from time to time be placed upon the Common Areas. Full rights of ingress and egress for the Developer and Developer's agents, employees and assigns, including any landscaping company hired to maintain the open space area, are hereby reserved over all Common Areas. No Lot owner may construct any improvements or make any change to the grade or plantings in the Common Areas without the prior written consent of the Developer. Each owner of a Lot with a residence either located on the Lot or with a residence under construction on the Lot will reimburse the Developer a proportionate share of the cost of maintenance of the Common Areas, with each such Lot bearing an equal share of such costs. The costs of maintenance will include real estate taxes on the Common Areas and general liability insurance covering the Common Areas. 6.3 Boulevard Maintenance. The Common Areas to be maintained by the Association include the boulevard areas located in the public right of way as shown on the recorded plat. The Kent County Road Commission is to approve the basic landscape plan for the boulevard area and the Association will maintain the landscaping consistent with that plan including pruning to prevent any plantings from being more than three feet high, without the prior consent of the Kent County Road Commission. The Association may replace dead or diseased plants to maintain the approved landscape plan, but any change from the landscape plan as approved will require the approval of the Kent County Road Commission. If the Association maintenance is deficient such that plantings are more than three feet high or lack of maintenance adversely affects safety of the roadway, the Kent County Road Commission will give notice of the deficiency to Ada Township and Ada Township will give notice to the Association. If the Developer or the Association does not perform the necessary maintenance, either the Township or the Road Commission may undertake the necessary maintenance or remove the landscaping and the Association shall pay the cost of such maintenance or removal. If the Association does not pay such cost within ninety (90) days, the Township or the Road Commission may act on behalf of the Association to make an equal pro-rata share of the cost a lien against each Lot subject to foreclosure as provided in Section 7.5. The Association shall also maintain general liability insurance of not less than $1,000,000 per occurrence covering the boulevard area as part of the Common Areas naming the Kent County Road Commission and Ada Township as additional insureds as to the boulevard area. The Restrictions imposed in this Section 6.3 by the Kent 11 �UBER 3 7 7 L} PG 7 4 4 County Road Commission are perpetual and shall run with the land. No part of this Section may be amended, altered, modified or terminated without the prior written consent of the Kent County Road Commission. 6.4 Rules and Regulations. The Developer may establish reasonable rules and regulations concerning the use and enjoyment of the Common Areas. 6.5 Conservation Areas. Some parts of the Common Areas may be designated as conservation areas by the Developer and subjected to recorded conservation easements or restrictions. In the even of a conflict between any provision of this Declaration of Restrictions and such a recorded conservation easement or restriction, the provision of the recorded conservation easement or restriction shall govern as to the Common Areas subject to such recorded conservation easement or restriction without regard to the order of execution or recording. VII. LOT OWNERS' ASSOCIATION 7.1 The Conservancy Association. Every owner of a Lot by the acceptance of a deed or a land contract for a deed, will thereby automatically become a member of The Conservancy Association, a Michigan non-profit corporation organized by the Developer (the 'J'\.ssociation'). The Association will be controlled entirely by the Developer and is expected to be inactive until the Developer no longer owns any property in The Conservancy. After the Developer no longer owns any property in The Conservancy or gives written notice that the Developer is turning over control of the Association to the owners, the owner of each Lot will thereafter collectively have one vote for each Lot owned by voting Association members such as electing the Board of Directors. The owner of each portion of any subdivided Lot will have a fractional vote based on the square feet of the Lot included in each portion. 7.2 Association Facilities. All of the individual Lot owners and members of their immediate families or their tenants or guests will have the right to use facilities owned by the Association subject, however, to such rules and regulations covering the use thereof as may be set forth in the Articles of Incorporation and By-laws of the Association or otherwise established by the Association. 7.3 Dues and Assessments. Each Lot owner in accepting a deed or a land contract for a deed of any Lot, further agrees for himself, his heirs, successors and assigns to pay to the Association annual dues and any special assessments levied by the Association for that Lot, in such amount as may be determined by the Association for each year, for the purpose of paying or creating a fund to pay any taxes and assessments levied on land owned by the Association, maintenance and improvement costs associated with Association facilities, insurance premiums for insurance maintained by the Association and administrative expenses of the Association, provided an equal annual amount is assessed each year against each Lot. Notice of the amount and due date of the annual dues and any assessments will be given to each Lot owner. 12 �UBER 3 7 7 l~ PG 7 4 5 7.4 Collection of Assessments. Each Lot owner shall be obligated to pay all dues and assessments levied with regard to his Lot during the time that he is the owner thereof, and no Lot owner may exempt himself from liability for his dues and/or assessments by waiver of the use or enjoyment of any of the Association facilities. In the event of default by any Lot owner in paying the dues or assessments, the Association may impose reasonable fines and/or charge interest up to the highest rate permitted by law (not exceeding fifteen percent (15%) per annum) on such dues or assessment from the due date thereof Unpaid dues and assessments, together with such fines and interest, shall constitute a lien on the Lot prior to all other liens except sums unpaid upon a first mortgage of record recorded prior to the recording of any notice of lien by the Association. Upon the sale or conveyance of a Lot, all unpaid dues and assessments against the Lot shall be paid out of the sale price by the purchaser in preference over any other assessment or charge. A purchaser or grantee shall be entitled to a written statement from the Association setting forth the amount of unpaid Association dues and assessments against the seller or grantor and such purchaser or grantee shall not be liable for, nor shall the Lot conveyed or granted be subject to a lien for any unpaid dues or assessments against the seller or grantor in excess of the amount set forth in such written statement. Unless the purchaser or grantee requests a written statement from the Association at least five (5) days before sale and pays the amount of the statement from the purchase price, the purchaser or grantee shall be liable for any unpaid dues or assessments against the Lot together with interest, costs, and attorneys fees incurred in the collection thereof The Association may discontinue the furnishing of any services and/or deny access to Association facilities to a Lot owner in default in dues or assessments upon seven (7) days written notice to such Lot owner. A Lot owner in default of dues or assessments shall not be entitled to vote at any meeting of the Association so long as such default continues. 7.5 Lien Foreclosures. In the event of default in payment of any of the Association dues or assessments, the Association, its successors and assigns, may file a notice of claim of lien in the office of the Register of Deeds, Kent County, Michigan, for the amount of the unpaid dues or assessments. The notice of cl~im of lien will state the amount of the unpaid dues or assessment, the legal description of the Lot affected thereby and the name of the delinquent member of the Association. The lien may be foreclosed against the Lot by an action in law or equity or by any other legal proceedings which are or may be permitted by law, including foreclosure in the same manner as a mortgage may be foreclosed under the laws of the State of Michigan; in addition to the foreclosure of the lien, a personal decree for deficiency may be obtained against a member of the Association who is delinquent in the payment of dues or assessments. In an action for foreclosure, a receiver may be appointed and reasonable rental for the Lot may be collected from the Lot owner or anyone claiming under him, and all expenses incurred in collection, including interest, costs and actual attorney's fees, and any advances for taxes or other liens paid by the Association to protect its lien, shall be chargeable to the Lot owner in default. The lien of the Association will not have priority over a recorded first mortgage upon the Lot unless the notice of claim of lien has been filed with the Register of Deeds' Office prior to the date of recording of the mortgage. The sale or transfer of any Lot will not affect the lien of the Association; however, the foreclosure of any such prior recorded first mortgage as 13 �UBER 3 7 74 PG 74 6 permitted by the laws of the State of Michigan or the acceptance of a deed in lieu of foreclosure of such first mortgage will extinguish the Association lien as to payments thereof which become due prior to the expiration of the redemption period under said foreclosure or by the acceptance of a deed in lieu of foreclosure. The foreclosure of any mortgage or the acceptance of a deed in lieu of foreclosure of any mortgage will not relieve such Lot for liability of any assessment thereafter becoming due or from the lien thereof 7 .6 Association as Successor to Developer Rights. The Developer will have the right to assign any or all rights or powers as Developer to enforce these Restrictions or grant approvals, consents, or waivers as provided in these Restrictions to the Association at such time as the Developer determines in the sole discretion of the Developer. Upon such assignment, the Association will have and will succeed to all such granted rights and powers with the same powers as if the Association had been named as Developer in this Declaration. At such time as the Developer has sold by deed or land contract all of the Lots, then whenever in this Declaration consent or approval of the Developer is required or permitted, such consent or approval will be obtained from the Association. 7.7 Common Lands. The Developer may deed any lands within or adjoining The Conservancy to the Association and the Association will accept title and possession of such lands including boulevard parks and Common Areas. VIII. ENFORCEMENT OF RESTRICTIONS 8.1 Remedies for Violations. In the event of a breach or attempted or threatened breach of any Restriction by any Lot owner, the Developer, Association and/or other Lot owners, or any of them, shall be entitled forthwith to full and adequate relief by injunction and all other available legal and equitable remedies from the consequences of such breach, specifically including a court order enjoining commencement or continuance of construction on any Lot if the plans, the builder or any other aspect of construction required to be approved by the Developer prior to commencement of construction by Article I were not approved by Developer as required by Article I or are not being implemented as approved. 8.2 Costs to Enforce. All costs incurred in enforcing the Restrictions, including reasonable attorneys fees, will be reimbursed by the owner of the Lot or Lots in breach of the Restrictions to the Developer, Association or other Lot owners enforcing the Restrictions. 8.3 Payments and Liens. Payment for all reimbursable costs incurred as provided in this Declaration shall be due and payable thirty (30) days after receipt of a statement therefor, which statement shall detail the reimbursement sought, the manner of its calculation, and evidence of payment of the reimbursable costs. Any such claim for reimbursement, together with interest at the rate of seven percent (7%) per annum and actual costs including attorney's fees incurred in efforts to collect such reimbursement, shall be a secured right and a lien therefor shall attach to the Lot, and improvements thereon, owned by the defaulting Lot owner. After written notice to all owners of record and all mortgagees of record of that Lot, the party having paid such costs 14 �UBER 3 7 7 L~ PG 7 4 7 may foreclose the lien established hereby in the same manner as a mortgage may be foreclosed under the laws of the State of Michigan, provided such liens shall be subject and subordinated to any prior first mortgage of record with any purchaser at any foreclosure sale (as well as any grantee by deed in lieu of foreclosure sale) under any such prior first mortgage taking title free and clear from any such then existing lien, but otherwise subordinated to the provisions hereof. 8.4 Failure to Enforce. No delay or omission on the part of the Developer, Association or the owners of other Lots in exercising any rights, power, or remedy herein provided, will be construed as a waiver thereof or acquiescence in any breach of the Restrictions. No right of action will accrue nor will any action be brought or maintained by anyone whatsoever against the Developer or the Association for or on account of a failure to bring any action on account of any breach of these Restrictions, or for imposing Restrictions which may be unenforceable. 8.5 Severability. Invalidation of any one of the Restrictions by a court of competent jurisdiction will not affect any of the other Restrictions which will remain in full force and effect. IX. MISCELLANEOUS 9.1 Binding Effect. Developer hereby declares that this Declaration shall be binding upon the Developer, his grantees, successors and assigns, and that the Restrictions created herein shall run with the land. Each owner of a Lot or any portion of a Lot by acceptance of a deed, land contract or other conveyance to a Lot or any portion of a Lot thereby agrees to all Restrictions. 9.2 Waivers. Notwithstanding anything to the contrary herein, the Developer, in the sole discretion of the Developer, may waive or permit reasonable modifications of the Restrictions as applicable to particular Lots. 9.3 References Lots and to Lot Owners. Each part of The Conservancy conveyed by Developer for construction of a single family residence, whether a platted lot, a metes and bounds parcel, other area or any combination will constitute a 'Lot". Wherever reference is made in this Declaration to the owner of a Lot or a Lot owner, such reference shall be deemed to include all owners collectively with any ownership interest in the respective Lots respectively owned by them, whether there shall be one or more such owners. 9.4 Amendment and Te,::mination. Except as provided in Article X, this Declaration may be amended, altered, modified or terminated only in the following ways and subject to the following limitations: (a) Amendments may be made with the mutual written agreement of all parties, including mortgagees, then owning or having an interest of record in the Lots. 15 �llOER 37 7 I} PG 748 (b) Amendments may be made without the consent of owners or mortgagees of Lots by the Developer alone as long as the amendment does not materially alter or change the rights of the owner or mortgagee of a Lot, including, but not limited to, amendments for the purpose of facilitating conventional mortgage loan financing for existing or prospective owners of Lots and/or to enable or facilitate the purchase of such mortgage loans by any agency of the federal government or the State of Michigan or other third party. Amendments may be made without the consent of owners or mortgagees of Lots by the Developer alone even if such amendment will materially alter or change the rights of the owners or mortgagees of Lots, to achieve compliance with the laws of the State of Michigan or with ordinances, rules, interpretations or orders of any government body or agency or any court of competent jurisdiction, or to amend Exhibit ''A" attached hereto either to remove lands owned by Developer which may be designated as subject to this Declaration or to add adjoining lands which may be designated as subject to this Declaration. Any amendment adding adjoining lands may also amend any of the Restrictions as applicable to such adjoining lands and/or add additional restrictions applicable only to such added lands. (c) Notwithstanding any other provision of this Declaration, the Restrictions contained in Section 1.12 titled Water Systems and Section 1.13 titled Septic Systems may not be amended, altered, modified or terminated without the prior written consent of the Kent County Health Department, the Restrictions contained in Section 3 .14 titled Storm Sewer and Drain Restrictions may not be amended, altered, modified or terminated without the prior written consent of the Kent County Drain Commission and the Restrictions contained in Section 6.3 titled Boulevard Maintenance may not be amended, altered, modified or terminated without the prior written consent of the Kent County Road Commission. 9.5 Notices. All notices, demands, requests, consents and approvals required or permitted under this Declaration shall be in writing and shall be given or served by personal delivery or postage prepaid United States first class, registered or certified ma;!, return receipt requested, to the party at that party's last known address. Notice shall be deemed to have been on the earlier of (a) the date when received, or (b) on the second business day after mailing if mailed in the State of Michigan. 9.6 No Gift or Dedication. Nothing herein contained shall be deemed to be a gift or dedication of any portion of the Lots or other areas in The Conservancy to the general public or for any public purposes whatsoever, it being the intention of the Developer that this Declaration shall be strictly limited to the purposes herein specifically expressed. 9. 7 No Third Party Beneficiaries. No third party, except grantees, heirs, representatives, successors and assigns of the Developer, as provided herein, shall be a beneficiary of any provision of this Declaration. 16 �UBER 3 7 7 t~ PG 7 4 9 9.8 Captions. The captions of the Articles and Sections of this Declaration are for convenience only and shall not be considered or referred to in resolving questions of interpretation and construction. 9.9 Governing Law. This Declaration shall be construed, interpreted and applied in accordance with the laws of the State of Michigan. X. DURATION 10.1 Duration. This Declaration will remain effective for a period of twenty-five (25) years from the date this Declaration is recorded, after which time the effectiveness of this Declaration will be automatically extended for successive periods of ten (10) years except as amended or terminated by an instrument signed by all owners of a majority of the Lots and recorded within one year prior to commencement of a ten year extension, agreeing to amend or terminate the effectiveness of this Declaration in whole or in part, subject to the limitations stated in Section 9.4(c). IN WITNESS WHEREOF, the parties hereto have executed this Declaration of Restrictions the 20th day of J uly , 1995. ::~ Jamie C. Ladd Its President And By: -~-ar--'ga+-~-t..:c...ff .......L-~--=--·d---=UcJd:...._..= _ _ _ __ Its Secretary 17 �UBER 3 7 7 l+ PB 7 5 0 STATEOFMICHIGAN COUNTY OF KENT 2-1/1 ) ) ss. ) ~~ On this ~ay of , 1995, before me, a Notary Public in and for said County, personally appeared J C. LADD and MARGARET P . LADD, the president and secretary, respectively, of Ladd Land Corporation who executed the foregoing instrument and acknowledged that they executed the same as their free act and deed. bci?/4h~r~. ~ Mary L. Grasman 1 Notary Public, Kent County, Michigan My Commission Expires: 10 I26 I96 This Instrument Drafted By: KEITHP. WALKER, ESQ. McSHANE & BOWIE, P.L.C. 1100 Campau Square Plaza 99 Monroe Avenue, N .W. Grand Rapids, MI 49501-0360 Return to draftsman after recording 941229003 -0024-TAB 18 �/-~ --w- -!-- ., ~ .; fc I, fi:\ ) ~ ',i\ ~ ·,0 ( ~ ~ u ( 6 -l -l ~ ,/1 11/~ {J l/ 0 I)) 1"----!--tf-r'+f-1+-,----1 0 [) -J - (J1 .. --- -. ' ·' , rr::-\,.___-;;i~~~:=~et:JEi "'-. . ' / I\ ( ' ~\ ' "II J> i ~ E ~ ~ i ► !I C ; ~ a o--1 ,, 0, "':c JT1 C , 1 ~•• L.7 r-· ,, r JT1 z 0 - - -f I . ~ E- Ll<JE-, ~ ~wY+ • =c 131 -. .' -. r--- , , ~ t"°o~'! 1;.. MC CABE: AVE-. ! �uarn 3 1 7 1} FD 1 5 2 ,/ ~)T r\ l ~. Oi- I ',:CHi(~ ,\N N COUl!TY~lr :<UIT CJ\ 1, D P'"('{' '"'[' .. t ,\.JI\J RECE.IIJ•°Ei'U1i., 96 JAN24 PM 12: 28 --~~--~\ 7 I • '' \) NO SCALE REG. OF DEEOS .... ....9 __ _/· k w ~ .,,/,.940 I B.M. 1 20 ' OAK 0 ~&, +6 - ~ ,I/ 0 I w 2 CD <t /I"' u u :E 11 ~·A . . * BfNCHMARK ELEV. 862.37 R.R. SPIKE IN E. SIOE OF 20·· WALNUT u~ i \ .! ·- - · · - · · - DRAINAGE SWALE = MIN. BUILDING OPENING · □ = 'YARD DRAIN OR STREET CATCH BASIN I I . I I ii-+ EXHIBIT 8~ BLOCK GRADING THE CONSERVANCY IN PART OF SECT., 13, T7N, R tOW ADA TWP.. KENT CO .• Ml. ~ exxel ~ineering ire. 1252 CLYDE PARK, S.W. • IRAND RArlDS. Ml. 41111 PHONE (111) UMHI I LO.CA TIQ.1.'U4AP IDrown b, Appro••dbr Dole CFH NS 4-11- ~~ lfh Hvmber 1Shu I Numbe r 871159E I ol I �1 'l r • • • I . .. BASELINE DATA for the LADD "CONSERVANCY DEVELOPMENT" CONSERVATION EASEMENT Granted By: Ladd Land Corporation, Jamie C. Ladd, President To Grantee: Natural Areas Conservancy of West Michigan, Inc. 1432 Wealthy Street SE, Suite L-3 Grand Rapids, Ml 49506 Compiled By: April Scholtz, December 1995 �Background Information The Ladd Tract to be protected through a conservation easement is 32.68 acres in Section 14 of Ada Township, Kent County, Michigan. It is the western-most part of a 118.5 acre parcel platted for residential development called "The Conservancy". The easement property of 33 acres is an undeveloped, wooded parcel. Undeveloped logging roads and tree stumps from selective cutting are the only evidence of past use. The entire 188.5 acres was formerly part of a farm owned by Vern and John Bigelow. The easement property is mature hardwood and conifer forest on rolling hills. Jamie and Penny Ladd, through their E.L. Ladd Company, designed the "Conservancy" development around the idea that this wooded portion of the property would be preserved, while the remaining acreage would be developed as home sites. They approached the Natural Areas Conservancy with the offer of a donated conservation easement, with the subdivision homeowners association ultimately owning the land. The Ladd "Conservancy" Conservation Easement will protect the natural character of the site, thus providing critical habitat for a variety of flora and fauna. Especially important is the mature nature of the woods, providing habitat for pileated woodpeckers, nesting red tail hawks, and a variety of migrating and resident songbirds. There is considerable evidence of deer and fox~in the woods. White pine is regenerating well in the western portions of the Easement property, especially around the few individual large white pines. The owners of the Ladd "Conservancy" Tract wish to guarantee the preservation of the conservation values of the property in perpetuity by granting a conservation easement to the Natural Areas Conservancy of West Michigan. BASELINE DATA FOR THE LADD "CONSERVANCY" EASEMENT The field work for this baseline data was compiled by April Scholtz on September 29, 1995. The following descriptions of areas in the easement property are intended to set forth the general condition of the Ladd "Conservancy" Tract at the time of the donation of the Conservation Easement. The descriptions, maps, species I ists and other information are by no means complete and are only intended to convey a sense of the property's character and features. Property I ines were located using survey maps, stakes, aerial photos, and by walking the property with the owner and following old fence lines. PHYSICAL AND NATURAL FEATURES 1. Topography and Soils The entire Easement Tract is composed of well-drained Oakville fine sand (source: Soil Survey of Kent County, Michigan, U.S. Department of Agriculture, 1986.) The �club has a shooting range on their property. · Their land was partially cleared to make the shooting ranges, and the more open, scrubby land west of the Easement Tract is probably contributing to the edge effect noted in this part of the woods. MAN-MADE FEATURES 1. Roads There are old two-track roads that wind through the central and eastern portions of the Easement Tract, used until recently for the selective cutting that occurred on the property. There is one primary loop that appears to have been used most frequently. All of the tracks are unpaved, unimproved and can revert back to a more natural condition. 2. Fences Old fencing follows the property boundaries to the north, west and south of the Easement Tract. In many cases the barbed wire was attached to trees, not fence posts. No other fences were found on the property. 3. Signs There are signs on the west boundary of the Easement Tract, warning of the adjacent shooting range and against trespassing. 4. Structures No structures were noted on the property, with the exception of a tree stand used for hunting deer near the northwest corner of the property. It appears that the stand was just south of the north property line of the Easement Tract, although it was so close to this line it was impossible to tell without further investigation. Neighbors who have traditionally hunted this property in the past have been asked to stop hunting, and that the property is now a nature preserve. 5. Other •"- There is a "pit" that is located in the central-northern portion of the property, on one of the ridges. It is about 6 feet in diameter and about 3 or 4 feet deep. Nothing appeared to be in the pit, or around the pit. There was no uprooted fallen tree nearby, but there was evidence of logging nearby and the pit could conceivably be caused by a fallen tree. �On-Site Photographic Documentation of Ladd "Conservancy" Easement Tract Taken 9/29/95 by April Scholtz Number Description 1 NE corner of easement property. Taken just outside of Easement property, looking W/SW at NE corner marker: a double-flagged tree. 2 N boundary line just W of NE corner, showing old 'barbed wire fencing run around tree. 3 N boundary line W of NE corner, showing old barbed wire fencing run between trees (look between lower trunks of two larger trees on right). 4 N boundary just E of NW corner. Salt lick, corn cobs and tree stand on large tree to the right. Salt lick and cobs appear to be on Easement property; stand may be just over N boundary on neighbor's property. 5 Looking N from just E of W boundary line, south of NW corner. Note younger aged forest with many saplings and few large trees. 6 Looking E/N E from W boundary. More mature, less disturbed forest than to north along W boundary. 7 Looking W/SW at W boundary at the "Danger" sign posted on Kent Conservation League boundary. 8 Looking S just E of W boundary at informal trail. May lead from residences to S. 9 . SW corner stake. Taken just W of stake, looking E. Note the back of Kent Conservation League sign posted on tree inside SW corner stake approx. 15'. 10 - not exposed - 11 Looking NE from S boundary, east of SW corner. Taken from top of ridge W of deepest ravine on Easement property. 12 Looking NINE from S boundary, just E of previous photo. Taken in ravine. Note large white pine growing in ravine and on steep slope. 13 Looking SW from S boundary to adjacent house (mostly obscured by leaves, but in right center portion of photo. Light area is opening around �.. . . . I ��#- '- 12.. �·. �#24 �L.&dci DR IICoosQXu~I/ ~ �SE E.\ST-¼EST 1/+ LINE. ·~a"-c:. N88°48::i / C• 14 D 0.8. , ., , 1130.s2 ···N4 ! ' ~ ~ SECTION t. 1/ "- CCJl-<NE..~ 5 8 8•° _ 14 22s •12· T7N Rrnw II ', t I 0 Sketch and description for: 0 ci .,. I") ~ ;;j .,. 0 I • I~ 0 1-,i 0 1~ 0 (/) ''o CD ,.,,., -~ ,- OPEN SPACE AREA c.i w ,.,C) (Pf,Ri OF THE CONSERVAN CY P.R.:J .) • I") 0 ~ (/) O o ~ '-... ,- 0 IC!l 1:- I I O O• w•N ,- z . -~ a, ,0 0 o~...,, ~ii, .\rl z s ,ao:,,,,. 0 o0 oi:-v ~ g n 0 i""1 i""1 W (/) S7<015•:,,,.,_ I I u..i z ::J f-- o· 110.15• u w "' ... N7Jo 40 ,W ""f" '-... ,- 0 0 (/) 245.68' S37°49'51"W ; Description of Open Space Area: That part of the SE 1/4. Section 14. T7N. RlOW, Ada Township; Kent County, Michigan. described as: BEGINNING at a point on the E-W 1/4 line of Section 14, which is S88°48'58"W 225.12 feet from the E 1/4 corner of Section 14: thence S00°40'3l"W 430.00 feet parallel with the East line of said SE 1/4; thence S57°30'E 110.06 feet; thence N85°40'E 73.48 feet; thence S04°20'E 40.00 feet; thence sas 40·w 90.00: thence S54°2o·w 100.00 feet; thence S00°40'3l"W :oo.oo feet; thence S72°15'26"E 235.37 feet to a point on t he East line of said SE 1/4 which is soo 40·31·w 964.97 feet frcm said E 1/4 corner of Section 14; thence S87°49'51"W 245.68; thence N73°40'W 43.48 feet; thence Sl6°2o·w 40.00 feet; thence N73°40'W 110.16 feet; thence S64°40'W 106 .47 feet; thence S00 °40'3l"W 330.00 feet; thence S89°os·os·w 847.30 feet along the South line of the NE 1/4 of said SE 1/4; thence N00°19'12gE 1330.46 feet alona the West line of the NE· 1/4 of said SE 1/4; thence N8§ 43'58"E 1130.62 feet along the E·W 1/4 line of Section 14 to the place of beginning. This parcel contains 32.681 Acres. 0 I~ :. 0 0 . _¼ z~ ~ 0 (/) w I-(/) ·1 sas w·w 10 3: w b~ 90.00· ,n, C ~ '-... ,- ~ • 'J>. Cl~ S ,G 32.681 acres (/) ~i -o~. ou- 73.48' -Jo~ sr ,- _J N85°40'E Ss>o ·06'• ~ 0 I 1 I Ladd Land Corporation ATTN: Hr. Jamie Ladd 6300 East Fulton Ada. HI 49301 < w 0 0 3: ,.., 0 --t" 0 0 0 (/) ---1------------------------~-----S89005'05"'H saur.-1 UNE. NE 847.J0' 1/4, SE 1/ 4, SEC. 14 Scale 1" = 200' D = Deeded di mens ion M = Measured dimension P = Planed dimension • = Set iron stake 0 = round iron stake Q = Concrete monument _x _ Fence Line M ~~;~~!~~~~~'.nE,~~~eos... IN I\ PHONE (616) 531 -3660 File No . : 8 7 11 5 9E ~---------------------------------------------.L___J .~~!",~;.~NN : :'.l \1""'~~ 1 -: Date: Au a 1c;t: 11 . 1q qc; 1 495099724 �,,. , r .. L!EER 3 8 8 1 Pu I I O7 ·• CONSERVATION EASEMENT DATE: July 1, 1996 DONOR: Ladd Land Corporation, a Michigan Corporation Jamie C. Ladd, President 6300 East Fulton, Ada, MI 49301 CONSERVANCY: Natural Areas· Conservancy of West Michigan, Inc. 1432 Wealthy St. SE, Suite L-3, Grand Rapids, MI 49506 PROPERTY: In Ada Township, Kent County, Michigan: That part of the SE 1/4, Section 14, T7N, RlOW, Ada .. • .. Township. Kent County, Michigan, described as: ..-- . ~o BEGINNING at a point on the E-W 1/4 line of ·section-·•' ·:. _:. \ . o"' 14, which is S88°48'58.W 225.12 feet from the E 1/A 2= corner of Section 14: thence S00°40'31·w 430.00 f~et~; -~\ ,parallel with the East line of said SE 1/4: thence : ·s ,2.} . . ··;:: S57°3D'E 110.06 feet: thence NB5°40'E 73.48 feet: .~.:./ /\0' thence S04°20'E 40.00 feet: thence SBS 40'W 90.00: · _:-::1/''£ ) ~ thence S54°20'W 100.00 feet: thence S00°40'31.W 30Qj~~ • . . c.~, feet; thence S72°15'26.E 235.37 feet to a point on t:lle -t~ East line of said SE 1/4 which is S00°40'31 "W 964.97 --~ - · f.: feet from said E 1/4 corner of Section -14: thence S87°49'51"W 245 .68; thence N73°40'W 43.48 feet: thence Sl6°2o·w 40.00 feet; thence N73°40'W 110.16 feet: thence S64°40'W 106.47 feet: thence s00°40'3l"W 330.00 feet: thence S89°05'05"W 847.30 feet along the South line of the NE 1/4 of said SE 1/4; thence N00°19'12"E 1330.46 feet along the West line of the NE 1/4 of said SE 1/4; thence NBB 48'58.E 1130.62 feet along the E·W 1/4 line of Section 14 to the place of beginning. This parcel contains 32.681 Acres. r~.- - 0 I -• I -,-.. < ::r'", l . : ~.: J · .•• ---:, 0 CONVEYANCE: The Donor conveys and warrants to the Conservancy a perpetual Conservation Easement over the Property . The scope of this Conservation Easement is set forth in this agreement. This conveyance is a gift from the Donor to the Conservancy. CONSERVATION VALUES: The Property possesses natural, scenic, open space, scientific, biological and ecological values of prominent importance to the Donor, the Conservancy and the public. These values are referred to as the "Conservation Values" in this easement. PURPOSE OF THIS CONSERVATION EASEMENT: A. The Donor is the fee simple title owner of Lhc Property, :.and is committed to ;; ,, l .:·, · , ,.., "· �1 t / , lr)E[) ') LIU I\ ,.. i ' 0 0 ') ~.J r.J '- ) plU'! I l O8 / preserving the Conservation Values of the Property. This Conservation Easement assures that the Property will be perpetually preserved iI\ its predominately natural, forested, and open space condition. Any use of the Property that may impair or interfere with the Conservation Values is expressly prohibited. The Donor agrees to confine use of the Property to activities consistent with the purposes of this easement and preservation of the Conservation Values. B. The Conservancy is a tax-exempt, nonprofit Michigan corporation qualified under Internal Revenue Code Sections 501(c)(3) and 170(h)(3)°and 170(h)(4)(ii) and (iii); the Conservation and Historic Preservation Easement Act, MCL 399.251 et seq. The Conservancy protects natural habitats of fish, wildlife, plants or similar ecosystems. The Conservancy also preserves open spaces, including farms and forests, where such preservation is for the scenic enjoyment of the general public or pursuant to clearly delineated governmental conservation policies and where it will yield a significant public benefit. C. The Property has the following specific Conservation Values: • The primary Conservation Value is the preservation of a mature forest that provides habitat for wildlife including nesting hawks, pileated woodpeckers, migratory songbirds, fox and deer. • Proximity to the following conserved properties that similarly preserve the existing natural habitat: Seidman County Park, and the Cannonsburg State Game Area. • A scenic landscape and natural character that would be impaired by a modification of the Property. • Biological integrity and open space of other land in the vicinity has been modified by intense urbanization. Conservative estimates indicate that the population in Kent County will grow by 142,000 in the next two decades, with residential development consuming approximately 60,000 acres in Kent County within 15 years. This gives open spaces and sizable blocks of unfragmented, mature forests increasing value. · • It is preserved pursuant to a clearly delineated federal, state or local conservation policy and yields a significant public benefit. The following legislation establishes relevant public policies: the Conservation and Historic Preservation Easement Act, MCL 399.251 et seq; and the Biological Diversity Conservation Act, MCL 299.231. ~ D. Specific Conservation Values of the Property have been documented in a natural resource inventory signed by the Donor and Conservancy. This "Baseline Documentation" consists of maps, a depiction of all existing man-made modifications, prominent vegetation, identification of flora and fauna, land use history, distinct natural features, and photographs. The parties acknowledge that this natural resources inventory (the Baseline Documentation) is an accurate representation of the Property at tne time of this donation. 2 �L\8ER 3 8 8 3 PU I I O9 THE PARTIES AGREE TO THE FOLLOWING TERMS OF THIS CONSERVATION AGREEMENT: 1. PROHIBITED ACTIONS. Any activity on or use of the Property inconsistent with the purposes of this Conservation Easement or detrimental to the Conservation Values is expressly prohibited by the Donor, successive owners, and any members of successive owners (such as the members of an Association). By way of example, the following activities and uses are explicitly prohibited: a. Division. Any division or subdivision of the Property is prohibited. b. Commercial Activities. Commercial or industrial activity is prohibited. c. Construction. The placement or construction of any man-made modification, such as buildings, structures, fences, roads and parking lots is prohibited, with the exception of a footpath and gazebo and boundary fencing, as ~rmitted herein. d. Cutting Vegetation. Any cutting of trees or vegetation is prohibited, except to maintain access along a designated footpath as permitted herein. e. Land Surface Alteration . Any mining or alteration of the surface of the land is prohibited, except in the course of an activity permitted herein. f. Dumping . Waste and unsightly or offensive materials is not allowed and may not be accumulated on the Property. g. Off Road Vehicles. Motorized and non-motorized off-road vehicles, such as bicycles, snowmobiles, dune buggies, all terrain vehicles and motorcycles may no{ be operated on the Property. · h. Billboards. Billboards and signs are prohibited. A sign may, however, be displayed to state: • • • • • The name and address of the Property. The owner's name. The area protected by this Conservation Easement. Prohibition of any unauthorized entry or use. An advertisement for the sale or rent of the Property. 2. RIGHTS OF THE CONSERVANCY. The Donor confers the following rights upon the Conservancy to perpetually maintain the Conservation Values of the Property: a. Right to Enter. The Conservancy has the right to enter the Property at reasonable times to monitor or to enforce compliance with this Conservation Easement. The Conservancy may not, however, unreasonably interfere with the Donor's use and quiet enjoyment of the Property. The Conservancy has no right to permit others to enter the Property. The general public is not granted access to the Property under this Conservation Easement. 3 �./ / / . uarn 3 8 8 3 Pu \ \ \ o :: b. Right w Preserve. The Conservancy has the right w prevent any activity.on or use of the Property that is inconsistent wich the purposes of this easement. _, .. c. Right to Require Restoration. The Conservancy has the right to require restoration of the areas· or features of the Propercy that are damaged by activity inconsistent with this Conservation Easement. d. Signs. The Conservancy has the right to place signs on the Property that identify the land as being protected by _.this Conservation Easement. The number and location of any signs are subject to Donor's approval. · 3. PERMITIED USES. :bonor retains all ownership rights that are not expressly restricted by this Conservation Easement. In particular, the following rights are reserved: a. Right to Convey. The Donor retains the right to sell, mortgage, bequeath or donate the Property. Any conveyance ·will remain subject to the terms of this Conservation Easement and the subsequent owner will be bound by all obligations in this agreement. b. Right to Add Designated Structures or Uses. The Donor retains the right to add the following structures, modifications or uses to the Property with the prior written approval of the Conservancy: "' A non-motorized recreational trail. This ·trail would not have an improved or hardened surface, and would be sited so as to minimize negative environmental inipact and to avoid active nest sites of hawks, pileated woodpeckers, owls, and other fauna of significance. · .· ·· •.··, ·. ,., , _ * A .gazebo or picnic area, not to exceed 1 acre in size; located along the trail and sited to avoid environmentally sensitive areas, including hawk nesting areas.* Not more than 5 benches along the trail, sited to avoid environmentally sensitive areas, including nesting areas. . *Installation, repair or maintenance of fencing along the boundary of the easement property. NOTICE OF. INTENTION TO lJNDERT AKE CERTAIN PERMITIED ACTIONS . . The purpose qf requiring the Donor to notify the Conservancy prior to undertaking certain· permitted activities is to afford the Conservancy an opporturuty to ensure that the activities in question are designed and carried out in a manner consistent with the purpose of this Easement. Whenever notice or written permission is required, the Donor · shall notify the Conservancy in writing not less than thirty (30) days prior to the date the Donor intends to undertake the activity in question. The notice shall describe the nature, scope, design, location, timetable, and any other material aspect of the proposed activity in sufficient detail to permit the Conservancy to make an informed judgement as to its consistency with the purpose of this Easement. 4. · · ca. Conservancy's Approval. Where the Conservancy's approval is required, the Conservancy shall grant or withhold its approval in writing within thirty (30) days of receipt of the Donor's written request. The Conservancy's failure to respond within thirty (30) days shall be deemed as approval from the Conservancy. The Conservancy's approval may be �ll□rn 3 0 R1 Pu I I I I withheld only upon a reasonable determination by the Conservancy that the action as proposed would be inconsistent with the purpose of this Easement. 5. CONSERVANCY'S REMEDIES. This section addresses cumulative remedies of the Conservancy and limitations on these remedies. a. Delay in Enforcement. A delay in enforcement shall not be construed as a waiver of the Conservancy's right to eventually enforce the terms of this Conservation Easement. b. Acts Beyond Donor's Control. The Conservancy may not bring an action against the Donor for modifications to the Property resulting_from causes beyond the Donor's control. Examples are: unintentional fires, storms, natural earth movement, trespassers or even a Donor's well-intentioned actions in response to an emergency resulting in changes to the Property. The Donor has no responsibility under this Conservation Easement for such unintended modifications. c. Notice and Demand. If the Conservancy determines that the Donor is in violation of this Conservation Easement, or that a violation is threatened, the Conservancy may provide written notice to the Donor unless the violation constitutes immediate and irreparable harm. The written notice will identify the violation and request corrective action to cure the violation or to restore the Property. d. Failure to Act. If, for a 28 day period after written notice, the Donor continues violating this Conservation Easement, or if the Donor does not abate the violation and implement corrective measures requested by the Conservancy, the Conservancy may bring an action in law or in equity to enforce the terms of this Conservation Easement. The Conservancy is also entitled to enjoin the violation through injunctive relief, seek specific performance, declaratory relief, restitution, reimbursement of expenses, or an order compelling restoration of the Property. If the court determines that the Donor has failed to comply with this Conservation Easement, then the Donor also agrees to reimburse all reasonable costs and attorney fees incurred by the Conservancy. e. Unreasonable Litigation. If the Conservancy initiates litigation against the Donor to enforce this Conservation Easement, and if the court determines that the litigation was without reasonable cause or in bad faith, then the court may require the Conservancy to reimburse the Donor's reasonable costs and attorney fees in defending the action. f. Donor's Absence. If the Conservancy determines that this Conservation Easement is, or is expected to be,. violated, the Conservancy will make good-faith efforts to notify the Donor. If, through reasonable efforts, the Donor cannot be notified, and if the Conservancy determines that circumstances justify prompt action to mitigate or prevent impairment of the Conservation Values, then the Conservancy may pursue its lawful remedies without prior notice and without awaiting the Donor's opportunity to cure. The Donor agrees to reimburse all costs associated with this effort. g. Actual or Threatened Non-Compliance. Donor acknowledges that actual or threatened events of non-compliance under the Conservation Easement constitutes immediate and irreparable harm. The Conservancy is entitled to invoke the equitable jurisdiction of the 5 �court to enforce this Conservation Easement. h. Cumulative Remedies. The preceding remedies of the Conservancy are cumulative. Any, or all, of the remedies may be invoked by the Conservancy if there is an actual or threatened violation of this Conservation Easement. 6. OWNERSHIP COSTS AND LIABILITIES. In accepting this Easement, the Conservancy shall have no liability or other obligation for costs, liabilities, taxes or insurance of any kind related to the Property, unless directly caused by the Conservancy's actions. The Conservancy, its members, directors, officers, employees and agents have no liability arising from injury or death to any person or physical damage to any property on the Property unless directly caused by their actions. The Donor agrees to defend the Conservancy against such claims and to indemnify the Conservancy against all costs and liabilities relating to such claims during the tenure of the Donor's ownership of the Property. Subsequent owners of the Property will similarly defend and indemnify the Conservancy for any such claims arising during the tenure of their ownership. 7. HAZARDOUS WASTE. The Donor agrees to indemnify the Conservancy for any liability caused by the presence of hazardous waste or hazardous materials used or disposed of on the Protected Property since the Donor or its affiliates acquired ownership of the Protected Property unless such waste or material is there as a direct result of activities conducted by the Conservancy. The Donor agrees tci include the Conservancy as an additional insured on any pollution liability insurance ·policies covering the Protected Property, to the extent of its insurable interest. · 8. CESSATION OF EXISTENCE. If the Conservancy shall cease to exist or if it fails to be "a qualified organization" for purposes of Internal Revenue Code Section 170(h)(3), or if the Conservancy is no longer authorized to acquire and hold conservation easements, then this Conservation Easement shall become vested in another entity. This entity shall be a "qualified organization" for purposes of Internal Revenue Code Section 170(h)(3). The Conservancy's rights and responsibilities shall be assigned to the following named entities in the following sequence: (1) Another nearby land trust, such as the Southwest Michigan Land Conservancy, Inc. (2) Any other entity having similar conservation purposes to which such rights may be awarded under the cy pres doctrine. 9. TERMINATION. This Conservation Easement may be extinguished only by an unexpected change in condition that causes it to be impossible to fulfill the Conservation Easement's purposes, or by exercise of eminent domain. a. Unexpected Change in Conditions. If subsequent circumstances render the purposes of this Conservation Easement in1possible to fulfill, then this Conservation Easement may . be partially or entirely terminated only by judicial proceedings. The Conservancy will then be entitled to compensation in accordance with the provisions of IRC Treasury Regulations 6 �/,.,/, 1//,,1/ Section l.170A-14(g)(6)(ii). b. Eminent Domain. If the Property is taken, in whole or in part, by power of eminent domain, then the Conservancy will be entitled to compensation by the same method as set forth in IRC Treasury Regulations Section l.170A-14(g)(6)(ii). 10. LIBERAL CONSTRUCTION. This Conservation Easement shall be liberally construed in favor of maintaining the Conservation Values of the Property and in accordance with the Conservation and Historic Preservation Easement Act; MCL 399.251 et seq. 11. NOTICES. For purposes of this agreement, notices may be by personal delivery or by mailing a written notice to that party (at top of this agreement, or at last known address of a party) by First be complete upon depositing the properly addressed notice with the sufficient postage. provided to either party the address shown at the Class mail. se·rvice will U.S. Postal Service with 12. SEVERABILITY. If any portion of this Conservation Easement is determined to be invalid, the remaining provisions will remain in force, 13. SUCCESSORS. This Conservation Easement is binding upon, and inures to the benefit of, the Donor's and the Conservancy's successors in interest. All subsequent owners of the property are bound to all provisions of this conservation easement to the same extent as the current property owner. 14. TERMINATION OF RIGHTS AND OBLIGATIONS. A party's future rights and obligations under this easement terminate upon transfer of that party's interest in the Property. Liability for acts or omissions occurring prior to transfer will survive the transfer. 15. MICHIGAN LAW. This Conservation Easement will be construed in accordance with Michigan Law. 16. ENTIRE AGREEMENT. This Conservation Easement sets forth the entire agreement of the parties. It is intended to supersede all prior discussions or understandings. 7 �; / . ,, / WITNESSES: (*print/type names under signatures) DONOR: Ladd Land Corporation, a Michigan ~K~ . -~~✓ ~ By: Its: * Keith P. W a l ~ ~a-~ Jamie C. Ladd President * Toni A. Buys STATE OF MICHIGAN ) ) COUNTY OF KENT ) Acknowledged before me on _ _J_u_l..,_v_ll_ _ _ _ _ , 19 96, by Jamie C. Ladd - ~~ ~~x My commission expires: 5/J /98 Toni A. Buys, Notary Public, Ionia Co., MI Acting In Kent Co. Natural Areas Conservancy of West Michigan, Inc. ,a Michigan nonprofit corporation WITNESSES: (*print/type names under signatures) ~ STATE OF MICHIGAN COUNTY OF -I<. ror ) ) ) Acknowledged before me on ,..1 lf L-'/ fl:, , 191l, by /.,(,1r{IL/JfE;, A-- 1/-A-/UJl~-W known to me to be the 1-tfJ/!..JL- A • Sc/ft)/...{7-of the Natural Areas Conservancy of West Michigan, a Michigan .nonprofit corporation. Notary Public, Kent County, Michigan. My commission expires: -lc.f-1? o3 PREPARED BY: ~ April Scholtz Natu_ral Areas Conservancy of West Michigan 1432 Wealthy SE, L-3, Grand Rapids, MI 49506 8 MATILDE A. HARDmr:Ai~ NOTARY PUBLIC • l(El !T COUl~1Y. Ml MY COMMiSSION [;.(PlliES <13/141:18 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Wyckoff Planning and Zoning Collection Creator An entity primarily responsible for making the resource Planning & Zoning Center (Lansing, Mich.) (Organization) Wyckoff, Mark A. Description An account of the resource Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Michigan Date A point or period of time associated with an event in the lifecycle of the resource 1960/2023 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Subject The topic of the resource Michigan Comprehensive plan publications Master plan reports Zoning--Michigan Zoning--Maps Maps Land use--planning Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Identifier An unambiguous reference to the resource within a given context RHC-240 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Ada-Twp_Easement-Reports_1995-1996 Creator An entity primarily responsible for making the resource Keith P. Walker, Esq. April Scholtz Date A point or period of time associated with an event in the lifecycle of the resource 1995-1996 Title A name given to the resource Ada Township Conservation Easement Reports Description An account of the resource The Ada Township Conservation Easement Reports are dated from 1995-1996 and were prepared by Keith P. Walker, Esq. with the assistance of McShane & Bowie, P.L.C., and by April Scholtz for the Ladd Land Corporation. Contributor An entity responsible for making contributions to the resource McShane & Bowie, P.L.C. Subject The topic of the resource Conservation report series Ada Township (Mich.) Kent County (Mich.) Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870">Planning and Zoning Center Collection (RHC-240)</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-US/1.0/">No Copyright - United States</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/8531a6c67128d6afb521853d269fd813.mp3 b82415156cb286fcaf18a64b8e174f10 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Pentecost V Series The Human Story: Paradigms of Grace Scripture Text Genesis 2:17, Revelation 22:2 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19950709 Date A point or period of time associated with an event in the lifecycle of the resource 1995-07-09 Title A name given to the resource Adam and Eve - Mudslide or Emergence? Creator An entity primarily responsible for making the resource Richard A. Rhem Publisher An entity responsible for making the resource available Grand Valley State University Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on July 9, 1995 entitled "Adam and Eve - Mudslide or Emergence?", as part of the series "The Human Story: Paradigms of Grace", on the occasion of Pentecost V, at Christ Community Church, Spring Lake, MI. Scripture references: Genesis 2:17, Revelation 22:2. https://digitalcollections.library.gvsu.edu/files/original/290ad0f1f8dac47853b640d4bacc2682.pdf 5c9c6e03ee61adcb32391b54efd8005d PDF Text Text The Nokomis Foundation Lecture Series West Michigan Women's Studies Council Presents: ELAINE PAGELS Adam, Eve and the Serpent Thursday October 4, 2007 7:00 p.m. Talk to be followed by a reception and book signing Fountain Street Church 24 Fountai n Street NE, Grand Rapids, Ml 49503 FREE AND OPEN TO THE PUBLIC Sign Interpreter For more information go to http://www.wmwsc.org or call GVSU Women's Center (616) 331-2748 Media Sponsor ~ MICH IGAN ~. R ADIO Community Partners AQ!:_JI NAS COLLEGE Graphic design: Lisa M. Varos! <.__:A I. V J N � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_2007_InvitedSpeaker_ElainePagels_Poster.pdf Creator An entity primarily responsible for making the resource Women's Center Date A point or period of time associated with an event in the lifecycle of the resource 2007-10-04 Title A name given to the resource Adam, Eve and the Serpent Description An account of the resource Poster of the event, as well as the location, time and date of the event. Subject The topic of the resource Community centers Women's studies Lectures and lecturing Source A related resource from which the described resource is derived Women, Gender, and Sexuality Studies Department Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/c9a66efb57d894e9f7ef7a64dbd9e75f.jpg 2d9a232806754d5a4ee4fe54875343d6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_NE_53_1917_008 Date A point or period of time associated with an event in the lifecycle of the resource 1917-10-31 Title A name given to the resource Adams cottage looking north Description An account of the resource Black and white photograph of a man standing in front of a collapsed beach cottage. Subject The topic of the resource Macatawa, Lake (Mich.) Michigan Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/78ca4037f8bc6b66e018a4dfd3f81493.jpg 05c62ac1c1fe4cbc16672415e9ec4354 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert H. Merrill photographs Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Date A point or period of time associated with an event in the lifecycle of the resource 1909/1950 Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Identifier An unambiguous reference to the resource within a given context RHC-222 Description An account of the resource Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner & Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Merrill_NE_53_1917_009 Date A point or period of time associated with an event in the lifecycle of the resource 1917-10-31 Title A name given to the resource Adams cottage looking south Description An account of the resource Black and white photograph of a collapsed beach cottage. Subject The topic of the resource Macatawa, Lake (Mich.) Michigan Source A related resource from which the described resource is derived Robert H. Merrill papers (RHC-222) Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Creator An entity primarily responsible for making the resource Merrill, Robert H., 1881-1955 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/6b51be0fe9fc973b82361a0c0a02a9ab.mp4 aba7f3f665522908192edfb3f500c5bc https://digitalcollections.library.gvsu.edu/files/original/d303bd07faa10f8e9a85893c061b51cd.pdf bd7dd9628b41e7822d57aec1a03f228f PDF Text Text Grand Valley State University Veterans History Project Interview Name of War: Iraq Interviewee Name: Michael Adams Length of Interview: 00:30:35 Background  He wanted to be in the armed forces since he was six or seven. In his junior year, he began researching the different branches and decided on the Marines. Training (1:02)        He trained in boot camp in San Diego, CA. He was there for 13 weeks. While he was there he spent about 80% of his time in a classroom. It is just a myth that when you are there you run all the time. At first it was hard to get used to someone yelling at you inches from your face, but then by the last third of boot camp, it became humorous. After boot camp he spent eight weeks in infantry training. There he learned how to fight and use his weapons. He would then proceed to a specialty school for three weeks, in which he learned antitank assault. He would then be transferred to Chesapeake, VA where he would learn security force assault training, or SWAT school, after which he would work SWAT on and off for three years. He would go back and forth to VA for three years going to school and getting more training. (6:10) When he worked on the SWAT team, they would train all day and then work out in the evenings. Active Duty (10:25)          In spring of 2003, he was sent to Kuwait, to serve in “Operation: Iraqi Freedom” He spent six weeks at Camp Ripper, and trained for chemical warfare while they waited. When it was time to invade Iraq, they actually heard that they were invading through a broadcast over the BBC before they were told by their commanders. When they were in combat they spent most of the time on the offensive because of their aggressive colonel. His first experience on Iraqi soil was coming out of an Amtrak and seeing a woman and her child there. He did not expect any civilians. While he stayed with the civilians, he found that they were very pro-American. (15:45) When his team entered Baghdad, his team was greeted by the local population who asked them to tear down the statue of Saddam Hussein, so they did. His team never stayed in one place more than two days and they always slept in foxholes. When they got to different cities they would enter, sweep through it and clear it the best they could and left. The units behind them would occupy the cities. (20:23) �   When the statue came down they thought the war was over, so they set up camp in the middle of the desert and ran security for six weeks. When he was there the whole Marine Corps unit was stopped by a huge sandstorm. It was difficult to keep everything clean. Most could not go outside their vehicles or they would suffocate in the sand. After six months of service they took Kuwait public buses back to Kuwait and flew home to CA in civilian planes. After Active Duty (25:45)    When he was home he and his team spent their time preparing to go back. Most of his team did end up going back but he got out of the Marines a year after returning. The last four months he spent going to different funerals for the people who were killed in his unit. He spent some time visiting injured Marines as well. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Veterans History Project Creator An entity primarily responsible for making the resource Grand Valley State University. History Department Description An account of the resource The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1914- Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Afghan War, 2001--Personal narratives, American Iran Hostage Crisis, 1979-1981--Personal narratives, American Korean War, 1950-1953--Personal narratives, American Michigan--History, Military Oral history Persian Gulf War, 1991--Personal narratives, American United States--History, Military United States. Air Force United States. Army United States. Navy Veterans Video recordings Vietnam War, 1961-1975--Personal narratives, American World War, 1939-1945--Personal narratives, American Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Contributor An entity responsible for making contributions to the resource Smither, James Boring, Frank Relation A related resource Veterans History Project (U.S.) Identifier An unambiguous reference to the resource within a given context RHC-27 Language A language of the resource eng Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project interviews (RHC-27)</a> Oral History A resource containing historical information obtained in interviews with persons having firsthand knowledge. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Adams, Michael (Interview outline and video), 2010 Creator An entity primarily responsible for making the resource Adams, Michael Description An account of the resource Michael Adams was a marine who served in Operation: Iraqi Freedom in 2003. He served as a security forces specialist who would be one of the first team of Marines to enter Baghdad. He reports observing the destruction of the statue of Saddam Hussein in Baghdad. His unit mostly patrolled in the desert after the fall of Baghdad, and he does not report problems with local civilians. Contributor An entity responsible for making contributions to the resource Oberlin, Cody (Interviewer) Higley, Blake (Interviewer) Subject The topic of the resource Oral history Veterans History Project (U.S.) United States--History, Military Michigan--History, Military Veterans Video recordings Iraq War, 2003-2011--Personal narratives, American United States. Marine Corps Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Type The nature or genre of the resource Moving Image Text Relation A related resource Veterans History Project (U.S.) Date A point or period of time associated with an event in the lifecycle of the resource 2010-05-13 Identifier An unambiguous reference to the resource within a given context AdamsM Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455">Veterans History Project collection, (RHC-27)</a> Format The file format, physical medium, or dimensions of the resource application/pdf video/mp4 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives