“A Washington state law states that if you steal a tree or tree limbs you can be penalized three times the assessed amount of the damaged tree,” Shores said.  “Many of the trees damaged would assess at more than $1,000, meaning the fine could be $3,000 or more.”

Here is the actual language from the law:

“Whenever any person shall cut down, girdle, or otherwise injure, or carry off any tree, including a Christmas tree as defined in *RCW 76.48.020, timber, or shrub on the land of another person, or on the street or highway in front of any person’s house, city or town lot, or cultivated grounds, or on the commons or public grounds of any city or town, or on the street or highway in front thereof, without lawful authority, in an action by the person, city, or town against the person committing the trespasses or any of them, any judgment for the plaintiff shall be for treble the amount of damages claimed or assessed.”

The trees are one of the things that make the 91̽��campus beautiful, and Shores hopes people will leave them alone for others to enjoy.

At about two and a half minutes, this silent 16 mm film from 1958 shows people walking into and out of buildings we assume to be the UWs Friday Harbor Laboratories. A man sits on a tree stump reading a book. A family walks along the lane between buildings. A stationwagon pulls a small motorboat to the shore. Three people in a boat appear to be conducting an experiment.

This is one of hundreds of reels of film that Hannah Palin, film archives specialist with 91̽��Libraries Special Collections, is trying to identify for archiving purposes. She has film clips from the late 1930s through the 1970s — some from research projects, some from campus events and some from commercial films or original productions.

In the case of this late 50s epic, Palin wonders if the buildings shown are residence halls for researchers — is the larger building a meeting hall, or a caretakers house or cafeteria? Did families visit the Friday Harbor Laboratories and does anyone have memories of that experience? And can anyone identify the people in the clip? What kind of experiment is being conducted?

If you can answer these questions or provide any other information about the film, please write your comment below.

Previous Lost and Found Films:

Nov. 17:

Nov. 10: Chemical engineering

Nov. 3. .

Oct. 27: , 1958.

Oct. 20:

Oct. 13: (Originally thought to be the UWs Glenn Hughes.)

Oct. 6:

Sept. 29:

Aug. 18:

Aug. 4:

July 27:

July 21:

July 14:

July 6,

June 30:

At the meeting they will discuss:

• Construction phases and schedule
• Expected street, sidewalk, and parking closures
• Construction wall plans
• Construction noise
• Methods of preventing and mitigating impacts to neighbors

The new station will be on Brooklyn Avenue NE where the University District branch of Chase Bank was formerly located.

Called “Operation Cooperation,” this is a sepia-toned 16 mm. black and white film about three and a half minutes long. We see young people standing on a sidewalk as a parade of vintage (even for then) vehicles rolls by. Looks like Woodland was the place to be that Saturday night.

After more parade footage (including an arty-looking shot from inside a store), we see a woman show a man a pin and then attach it to his shirt pocket. He pays her, and then we see the buttons message up close: Operation Cooperation.

This is one of hundreds of reels of film that Hannah Palin, film archives specialist with 91̽��Libraries Special Collections, is trying to identify for archiving purposes. She has film clips from the late 1930s through the 1970s — some from research projects, some from campus events and some from commercial films or original productions.

Palin would like to know where the parade was, what Operation Cooperation was, and more generally, what was going on in this oddly interesting footage. If you can answer these questions or provide any other information about the film, please write your comment below.

Oct. 20:

Oct. 13: (Originally thought to be the UWs Glenn Hughes.)

Oct. 6:

Sept. 29:

Aug. 18:

Aug. 4:

July 27:

July 21:

July 14:

July 6,

June 30:

The new building will be located on the site of the original center, at the corner of Brooklyn Ave NE and NE 40th Street.

Representatives from the student legacy groups involved in the founding of the original ECC in 1972 participated in the ceremonial “dig.” Those groups included the Black Student Union (BSU), M.E.Ch.A. (Movimiento Estudiantil Chicano/a de Aztlan), First Nations, Filipino American Student Association (FASA), and Pacific Islander Student Commission (PISC). The OMA&D Vice Presidents Student Advisory Board (chair Dalia Amin), AS 91̽��(President Conor McLean and Director of Diversity Efforts Jonathan Winn), and the Graduate Professional Student Senate were also represented.

Joining the student leaders in the ceremony were OMA&D Associate Vice President Gabriel Gallardo, ECC Interim Director Maggie Fonseca and the project architects, Sam Cameron, 75, and Alex Rolluda, 89. Both Rolluda and Cameron utilized the ECC while students at the UW. Representatives from Andersen Construction were also on hand.

Prior to the demolition of the old building, the walls containing the from the building and transferred to a facility where they will be stored under archival conditions until they are reinstalled in the new building.

The ECC currently serves approximately 70 student groups and has been a “home away from home” for students of color since its inception. The new building will be about 2 ½ times the size of the old facility. In the interim, the seventh floor of Condon Hall is serving as the location for ECC activities.

For more details visit the

Today, though, the garden runs the width of a block at 23^rd Avenue South and South Main Street in Seattles Central District. Its the centerpiece of a new low-income housing complex built by Catholic Community Services.

Daniel Winterbottom, a 91̽��professor of landscape architecture, and 12 of his students worked with Allen, director of Catholic Housing Services Village Spirit Center, and a group of her residents, to design and build the 6,000-square-foot garden.

“I wanted a place where families could unwind,” said Allen, director of Monicas Village, which includes 51 apartments ranging from studios to three bedrooms.

Named after the mother of St. Augustine, Monicas Village houses people who have been homeless or are at risk of being so. Catholic Community Services wants to decrease homelessness via a package of support services that go with apartment rentals.

To rent an apartment, the person must first have a dream, indeed real desire, to change whatever prevents him or her from having a stable life. And a garden can be a place to encourage that desire, to reconstitute oneself and ones family, said Winterbottom, who specializes in therapeutic gardens.

The garden at Monicas Village includes three “rooms”: a play space with a rubberized floor; a gathering area with benches and cooking space; a quiet arbor tucked away at the rear.

To encourage community pride, pictures and quotations from well-known Northwest figures — people like jazz musician Quincy Jones — have been stamped onto brushed stainless steel pillars and planted around the garden. A map of the Central District with key African-American places such MLK Way and the Douglass Truth Library is painted onto the playground surface.

The garden has turned out well, but designing and building in a third-floor courtyard was a challenge, Winterbottom said. Nothing, for example, could be massively heavy because the garden sits atop a parking garage. And since watering must be done by hand, plants had to be drought-resistant. There also needed to be both communal and individual gardening space. A series of raised beds have been set aside for the community, and galvanized metal tubs have been assigned to individual residents.

Several months after the spring dedication, Winterbottom returned to the garden. Surveying the work, he said, “A house is a roof over your head. A home is a community, a place to encourage that desire for community and a place to nurture it.”

Persi Diaconis will speak on The Search for Randomness at 7 p.m. Wednesday, Oct. 12, in 130 Kane. He is the first of three lecturers in conjunction with the Common Book.

When 91̽��Physics Professor Vladimir Chaloupka was a young scholar, he was invited to give a lecture at California Institute of Technology. He was both thrilled and apprehensive, because he knew the Nobel Prize-winning physicist Richard Feynman — who taught there — was likely to be in the audience, and hed heard that Feynman was capable of utterly demolishing a speaker.

When the fateful evening arrived, Feynman was indeed there, seated in the front row. “He was genuinely interested in the subject, his questions were friendly, and after the talk, after everyone else was gone, he spent nearly an hour with me at the blackboard, exploring the implications of the experiment,” Chaloupka wrote in his book, .

So Chaloupka was a natural choice when the UWs Common Book Committee wanted someone to create a study guide for this years , . The book is based on three lectures that Feynman gave at the 91̽��in 1963 as part of the .

“I feel powerfully attracted by the complexity of his personality and of his life,” Chaloupka said of Feynman, who died in 1988.  “It is as if in him, in a single person, much of the human condition could be studied and eventually better understood.”

Though Feynman was a physicist, his lectures, as transcribed in the book, were not about physics. Subtitled “Thoughts of a Citizen Scientist,” the book takes on diverse matters, from the conflict between science and religion to the validity of faith healing and telepathy.

“This book was very exciting to us because not only does it have a whole set of important questions that it brings up, but it was delivered here on campus in 1963,” said Christopher Campbell, special assistant to the vice provost in Undergraduate Academic Affairs and co-chair (with Lisa Oberg) of the Common Book Committee.  “So it has a great connection to the history of the University in this 150^th anniversary year and it has these wonderful themes to put in front of the students.”

The 91̽��Common Book program has a simple purpose: Provide entering first year students with an initial shared experience built around the reading of a common text.

For Chaloupka, the major theme that runs through this book is the importance of doubt. About doubt, Feynman wrote:

“Scientists, therefore, are used to dealing with doubt and uncertainty. All scientific knowledge is uncertain. This experience with doubt and uncertainty is important. I believe that it is of very great value, and one that extends beyond the sciences. I believe that to solve any problem that has never been solved before, you have to leave the door to the unknown ajar. You have to permit the possibility that you do not have it exactly right. Otherwise, if you have made up your mind already, you might not solve it.”

Campbell said he thinks thats a pretty interesting theme to talk about with first-year students. “When youre coming out of high school, youre often told the purpose of education is to find answers,” he said. “What were saying here is, to get to answers, you first have to ask questions. So the first thing is to consider what questions to ask, how to ask them. What are the things we dont know and how do we reach out into these areas that might be new to us so we can discover things about the world and about ourselves?”

There is a lecture series connected with the Common Book this year, and the first speaker will deal directly with the idea of uncertainty.  Persi Diaconis will speak on The Search for Randomness at 7 p.m. Wednesday, Oct. 12, in 130 Kane.  Diaconis, a magician as well as a mathematician, will discuss the connections between his work and Feynmans physics. What are the physics of coin tossing? What does it mean to be random? How can we use randomness to understand the world around us and how do you make decisions in the face of uncertainty?

The series continues on Jan. 12 with author Amy Tan speaking on Creative Minds Do Not Think Alike and on April 17 when astronomer Chris Lintott speaks on What to Do with 500,000 Scientists. These are also collaborations with the Graduate Schools public lectures.

Campbell said Undergraduate Academic Affairs is working with Housing & Food Services to spark some activity around the Common Book in the residence halls. The idea is that after the lectures, the students could come back to the residence halls and continue the conversation with food. There will be a post-event discussion for 91̽��students after the Diaconis lecture over coffee, tea and pastries. It will be in Poplar Hall and is open to all students, wherever they live. UAA is also actively recruiting student groups to put on their own related activities.

“We have what we call student ambassadors — undergraduates — and their job is to go out to student organizations and talk about the book and brainstorm with them about how their organization can connect with this book, then help them apply for money that we have available,” Campbell said. “Were interested in events, projects, performances, displays. There are a lot of things students can do.”

Last year, for example, students in the Cuisine Club were doing a sushi night and decided to incorporate haiku to go along with the poetry-themed Common Book that year. Campbell hopes that this years events will be similarly original.

Chaloupkas guide, meanwhile, is designed to open the world of Richard Feynman to anyone who is interested. “The emphasis of the Common Book has been on first-year students, but I think anyone can learn from this book,” he said.

Chaloupka believes, however, that people should read the book before looking at the study guide, because he doesnt want his own views to color what other people see. The guide, which is being prepared for the web by UAA Communications Director Kirsten Atik, includes an annotated listing of all Feynmans books, many of which are compilations of essays or talks, as well as books about him. There are several biographies of Feynman, including one in comic book form, and a (mostly) one-character play. Chaloupka also includes related readings, study questions and suggested physics experiments.  The study guide will be posted on the by Oct. 21.

For Chaloupka its been a labor of love, because even though he disag
rees with Feynman about many things — both within and beyond physics —he pronounces himself “deeply appreciative” of the man. Its something to say, considering what Chaloupka learned sometime after his lecture at Cal Tech.

“I mentioned the story [of my lecture] to an older colleague,” he said. “And he told me that as far as he knew, Feynman was mercilessly critical only to people at or near his own level — to all others he was very kind, provided they were not conceited fools.”

So, Chaloupka said, Feynmans lessons for him were about both exuberance and humility.

Honerkamp-Smith earned her master’s and doctoral degrees in chemistry from the 91̽��and is now a postdoctoral research associate at the University of Cambridge. Her dissertation was titled “Static and Dynamic Properties of Critical Concentration Fluctuations in Lipid Bilayers.” Grigoryeva recently received her master of arts degree in sociology from the 91̽��and is pursuing her doctorate here. “Parenting, Child Disclosure, and Delinquency: A Structural Equation Panel Model” was the title of her thesis.

The Graduate School also recognized John Hoekman with its 6th Chapter Award for his dissertation, “The Impact of Enhanced Olfactory Deposition and Retention on Direct Nose-to-Brain Drug Delivery.” The 6th Chapter Award recognizes outstanding and exceptional doctoral scholarship and research that encourages commercial enterprise, technology transfer models, pedagogical innovations or work that translates basic scholarly and scientific insights into policy, program or practice initiatives. The award includes an honorarium of $1,000 and recognition by the Graduate School.

Based on his research that revealed the limitations of nose-to-brain drug delivery methods, such as nasal sprays, Hoekman co-founded Impel NeuroPharma, a company that is developing a device that will more rapidly deliver drugs to the brain through nasal passages. Hoekman earned his doctorate in pharmaceutics from the 91̽��and, along with a graduate student in business, won the Foster School of Business’ business plan competition in 2008.

The Graduate School nominates the dissertation award winner each year to the Council of Graduate Schools/University Microfilms International Distinguished Dissertation Award competition, and nominates the thesis award winner each year to the Western Association of Graduate Schools/University Microfilms International Distinguished Master’s Thesis Award competition.

This is one of hundreds of reels of film that Hannah Palin, film archives specialist with 91̽��Libraries Special Collections, is trying to identify for archiving purposes. She has film clips from the late 1930s through the 1970s — some from research projects, some from campus events and some from commercial films or original productions.

This reel was found in the 91̽��Audio Visual Services Materials Library, but no one knows for sure if it was shot by anyone at the University. “Its pretty easy to identify the activity — townspeople cleaning up abandoned cars, falling-down shacks, and various debris, presumably left during construction of the Grand Coulee dam — but we are looking for any information or stories that will confirm this assumption,” Palin said. “Also, were interested to learn if theres any connection between this film and the University.”

If you can answer these questions or provide any other information about the film, please write your comment below.  When 91̽��Today presented earlier films from Special Collections, readers provided important information, and Palin hopes shell get a similar response now.

Previous Lost & Found Films:

Some previous Lost and Found Films:

June 30:

July 6:

July 14:

July 21:

Aug 4:

Aug. 11:

Aug. 18:

“The whole series seems to have been professionally shot, with certain scenes or sequences staged for the camera,” wrote Film Archives Specialist Hannah Palin. For example, she said, in one reel there are quite a few takes of a man in what appears to be traditional dress pulling water from a well and drinking out of a ceramic cup. The man is obviously cooperating with the filmmaker, performing the action several times to get just the right shot for the camera.  There is also a sequence in what appears to be a village square with the assembled men slaughtering a goat and women working outdoors near cookstoves.

Kazakh Reel 6 is one of hundreds of reels of film that Palin is trying to identify for archiving purposes. She has film clips from the late 1940s through the 1970s — some from research projects, some from campus events and some from commercial films or original productions.

Can you help Palin figure out whats going on in these forgotten campus clips? For Kazakh Reel 6, she would like to know the location being depicted. What were the researchers hoping to accomplish and who is in the clip? Was it for research or part of a longer film?

Anyone with answers for Palin should enter a comment in the form below. When 91̽��Today presented earlier films from Special Collections, readers provided important information, and Palin hopes shell get a similar response now.

Some previous Lost and Found Films:

June 30:

July 6,

July 14:

July 21:

Aug 4:

Aug. 11: