PLEASE SUPPORT BUMI SEHAT
Please help the Bumi Sehat clinic:
-improve the health of new borns and mothers
-to obtain necessary medical supplies
-to foster HIV/AIDS outreach and education
As many of you know I had the privilege of volunteering at the Bumi Sehat clinic in Bali and Sumatra in 2005. The mission of this clinic is to provide health care to low-income women and children within Indonesia. I have been fortunate enough to gather an array of medical supplies for this clinic over the course of the last year. However, additional supplies are in constant demand.
Now I am embarking on the task of getting these desperately needed supplies to Indonesia. I have set a goal of raising $6,000 – this money will go towards purchasing medical supplies I was unable to get donated, getting the medical supplies to Indonesia in January 2008, as well as assisting with the clinic’s own transportation needs.
Bumi Sehat is a non-profit organization of committed families, teachers, midwives, doctors, nurses and caring citizens from many countries. The clinic advocates for the reproductive rights of displaced, marginalized, and low-income women and their children of all cultures and ethnic backgrounds. They work hand-in-hand with the communities they serve in order to establish sustainable health care, educational projects, and HIV/AIDS prevention programs.
In Bali they are achieving a higher standard of maternal and child health through culturally sensitive prenatal care, birth and postpartum services, and support of breast-feeding. By promoting natural Family Planning they empower families who may have no access to pharmaceutical methods of birth control.
It is essential to gain support for this clinic so that they can continue the important work they have set out for themselves. They are still working fervently with the Indonesian tsunami victims in Aceh, Sumatra as well as continuing their vital services for various communities within Bali.
To find out more about this clinic: www.bumisehatbali.org
Questions
nicole@gracefulfusion.com <nicole@gracefulfusion.com>
mercredi 21 novembre 2007
lundi 19 novembre 2007
Third Culture Kids!! That's me!!
Third Culture Kids (abbreviated TCKs or 3CKs or Global Nomad) "refers to someone who [as a child] has spent a significant period of time in one or more culture(s) other than his or her own, thus integrating elements of those cultures and their own birth culture, into a third culture".
The composition of TCK sponsors changed greatly after WWII.
Prior to WWII, 66% of TCK's came from missionary families and 16% came from business families. After WWII, with the increase of international business and the rise of two International Superpowers, the composition of international families changed. Sponsors are generally broken down into five categories: Missionary (17%), Business (16%), Government (23%), Military (30%), and "Other" (14%).
Since the term was coined by sociologist Ruth Hill Useem in the 1960's, TCKs have become a heavily studied global subculture. TCKs have more in common with one another, regardless of nationality, than they do with non-TCK's from their own country.
Origins and research
Sociologist Ruth Hill Useem coined the term "Third Culture Kids" after spending a year on two separate occasions in India with her three children, in the early fifties. Initially they used the term "third culture" to refer to the process of learning how to relate to another culture; in time they started to refer to children who accompany their parents into a different culture as "Third Culture Kids." Useem used the term "Third Culture Kids" because TCKs integrate aspects of their birth culture (the first culture) and the new culture (the second culture), creating a unique "third culture". Sociologist David Pollock describes a TCK as "a person who has spent a significant part of his or her developmental years outside the parents' culture. The TCK builds relationships to all of the cultures, while not having full ownership of any. Although elements from each culture are assimilated into the TCK's life experience, the sense of belonging is in relationship to others of a similar background." In order to be a TCK, one must accompany their parents into a foreign culture. Entering another culture without one's parents, such as on a foreign exchange program, explicitly does not make one a TCK.
Research into Third Culture Kids has come from two fronts. First, most of the research into TCKs has been conducted by adult TCKs attempting to validate their own experiences. This research has been conducted largely at the University of Michigan where Dr. Useem taught for over 30 years. Second, the U.S armed forces has sponsored significant research into the U.S. military brat experience. Most TCK research on adults is limited to those people whose time in a different culture occurred during the school age years.
Research into TCKs has either studied students currently living in a foreign culture or years later as adults. Since the only way to identify somebody who grew up in a foreign culture is through self-identification, scientific sampling methods on adults may contain bias due to the difficulty in conducting epidemiological studies across broad-based population samples.
While much of the research into TCKs has shown consistent results across geographical boundaries, some international sociologists are critical of the research that "expects there to be one unified 'true' culture that is shared by all who have experiences of growing up overseas."
TCKs share some common characteristics amongst the subcategories such as multilingualism, tolerance for other cultures, a never-ending feeling of homesickness for their adopted country and a desire to remain in close contact with friends from their adopted country as well as other TCKs that they have grown up with. On the other hand, moving from country to country often becomes an easy thing for such individuals.
Many TCKs take years to readjust to their passport countries and often suffer a reverse culture shock on their return to their ancestral culture. This is due to their having lived in many countries away from home and acculturated to adapt to these new cultures. This leaves them with a bit of everything. Compared to their peers who have lived their entire lives in a single culture, these TCKs would have a globalized culture. Many choose to enter careers that allow them to travel frequently or live overseas. There is a growing number of online resources to help TCKs deal with issues as well as stay in contact with each other. Recently, blogs have become a helpful way for TCKs to interact. The unique experiences of TCKs among different cultures and various relationships at the formative stage of their development makes their orientation to the world different from others. However, this also makes it difficult for them to have in-depth communication with those who have not experienced similar conditions.
While Third Culture Kids usually grow up to be fiercely independent and cosmopolitan, they are more culturally sound and sensitive. They also tend to get along with people of any culture. TCK's tend to be very privileged, and will live in their own sub-culture, sometimes excluding native children attending their school.
As Third Culture Kids grow up they become Adult Third Culture Kids (ATCKs).
Some of them come to terms with the tremendous culture shock and loss that they have experienced. They gain a broader understanding of the world through their varied experiences, while others spend most of their adult life trying to come to terms with those same issues.
Many Third Culture Kids face an identity crisis: they don't know where they come from. It would be typical for a third culture person to say that he or she is from a country but nothing beyond their passport defines it; they usually find it difficult to answer the question.
The term "Third Culture Kid" was coined by Ruth Hill Useem in the early 1960s. She and her husband studied children who grew up in two or more cultures, including their own children, and termed them simply "third culture kids". Their idea was that children from one culture who live in another culture become part of a "third culture" that is more than simply a blend of home and host cultures.
Children and adults of the third culture share similar identities. Useem defined a third culture kid as
"[A] person who has spent a significant part of his or her developmental years outside the parents' culture. The third culture kid builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the third culture kid's life experience, the sense of belonging is in relationship to others of the same background."
Two circumstances are key to becoming a third culture kid: growing up in a truly cross-cultural world, and high mobility. By the former, Pollock and van Reken mean that instead of observing cultures, third culture kids actually live in different cultural worlds. By mobility, they mean mobility of both the third culture kid and others in their surrounding. The interplay between the two is what gives rise to common personal characteristics, benefits, and challenges. TCKs are distinguished from other immigrants by the fact that TCKs do not expect to settle down permanently in the places where they live.
Third culture kids grow up in a genuinely cross-cultural world. While expatriates watch and study cultures that they live in, third culture kids actually live in different cultural worlds. Third culture kids have incorporated different cultures on the deepest level, as to have several cultures incorporated into their thought processes. This means that third culture kids not only have deep cultural access to at least two cultures, this also means that thought processes are truly multicultural. That, in turn, influences how third culture kids relate to the world around them, and makes third culture kids' thought processes different even from members of cultures they have deep-level access to. TCKs also have certain personal characteristics in common. Growing up in the third culture rewards certain behaviors and personality traits in different ways than growing up in a single culture does, which results in common characteristics. Third culture kids are often tolerant cultural chameleons who can choose to what degree they wish to display their background.
As a result, Pollock and van Reken argue, third culture kids develop a sense of belonging everywhere and nowhere. Their experiences among different cultures and various relationships makes it difficult for them to have in-depth communication with those who have not experienced similar conditions. While third culture kids usually grow up to be independent and cosmopolitan, they also often struggle with their identity and with the losses they have suffered in each move. Some may feel very nationalistic toward one country, while others call themselves global citizens.
There are different characteristics that impact the typical Third Culture Kid:
TCKs are 4 times as likely as non-TCKs to earn a bachelor's degree (81% vs 21%)
40% earn an advanced degree (as compared to 5% of the non-TCK population.)
45% of TCKs attended 3 universities before earning a degree.
44% earned undergraduate degree after the age of 22.
Educators, medicine, professional positions, and self employment are the most common professions for TCKs.
TCKs are unlikely to work for big business, government, or follow their parents' career choices. "One won't find many TCKs in large corporations. Nor are there many in government ... they have not followed in parental footsteps".
90% feel "out of sync" with their peers.
90% report feeling as if they understand other cultures/peoples better than the average American.
80% believe they can get along with anybody.
Divorce rates among TCKs are lower than the general population, but they marry older (25+).
Military brats, however, tend to marry earlier.
Linguistically adept (not as true for military ATCKs.)
A study whose subjects were all "career military brats"—those who had a parent in the military from birth through high school—shows that brats are linguistically adept.
Teenage TCKs are more mature than non-TCKs, but ironically take longer to "grow up" in their 20s.
More welcoming of others into their community.
Lack a sense of "where home is" but often nationalistic.
Some studies show a desire to "settle down" others a "restlessness to move".
Depression and suicide are more prominent among TCK's.
http://en.wikipedia.org/wiki/Third_Culture_Kids
The composition of TCK sponsors changed greatly after WWII.
Prior to WWII, 66% of TCK's came from missionary families and 16% came from business families. After WWII, with the increase of international business and the rise of two International Superpowers, the composition of international families changed. Sponsors are generally broken down into five categories: Missionary (17%), Business (16%), Government (23%), Military (30%), and "Other" (14%).
Since the term was coined by sociologist Ruth Hill Useem in the 1960's, TCKs have become a heavily studied global subculture. TCKs have more in common with one another, regardless of nationality, than they do with non-TCK's from their own country.
Origins and research
Sociologist Ruth Hill Useem coined the term "Third Culture Kids" after spending a year on two separate occasions in India with her three children, in the early fifties. Initially they used the term "third culture" to refer to the process of learning how to relate to another culture; in time they started to refer to children who accompany their parents into a different culture as "Third Culture Kids." Useem used the term "Third Culture Kids" because TCKs integrate aspects of their birth culture (the first culture) and the new culture (the second culture), creating a unique "third culture". Sociologist David Pollock describes a TCK as "a person who has spent a significant part of his or her developmental years outside the parents' culture. The TCK builds relationships to all of the cultures, while not having full ownership of any. Although elements from each culture are assimilated into the TCK's life experience, the sense of belonging is in relationship to others of a similar background." In order to be a TCK, one must accompany their parents into a foreign culture. Entering another culture without one's parents, such as on a foreign exchange program, explicitly does not make one a TCK.
Research into Third Culture Kids has come from two fronts. First, most of the research into TCKs has been conducted by adult TCKs attempting to validate their own experiences. This research has been conducted largely at the University of Michigan where Dr. Useem taught for over 30 years. Second, the U.S armed forces has sponsored significant research into the U.S. military brat experience. Most TCK research on adults is limited to those people whose time in a different culture occurred during the school age years.
Research into TCKs has either studied students currently living in a foreign culture or years later as adults. Since the only way to identify somebody who grew up in a foreign culture is through self-identification, scientific sampling methods on adults may contain bias due to the difficulty in conducting epidemiological studies across broad-based population samples.
While much of the research into TCKs has shown consistent results across geographical boundaries, some international sociologists are critical of the research that "expects there to be one unified 'true' culture that is shared by all who have experiences of growing up overseas."
TCKs share some common characteristics amongst the subcategories such as multilingualism, tolerance for other cultures, a never-ending feeling of homesickness for their adopted country and a desire to remain in close contact with friends from their adopted country as well as other TCKs that they have grown up with. On the other hand, moving from country to country often becomes an easy thing for such individuals.
Many TCKs take years to readjust to their passport countries and often suffer a reverse culture shock on their return to their ancestral culture. This is due to their having lived in many countries away from home and acculturated to adapt to these new cultures. This leaves them with a bit of everything. Compared to their peers who have lived their entire lives in a single culture, these TCKs would have a globalized culture. Many choose to enter careers that allow them to travel frequently or live overseas. There is a growing number of online resources to help TCKs deal with issues as well as stay in contact with each other. Recently, blogs have become a helpful way for TCKs to interact. The unique experiences of TCKs among different cultures and various relationships at the formative stage of their development makes their orientation to the world different from others. However, this also makes it difficult for them to have in-depth communication with those who have not experienced similar conditions.
While Third Culture Kids usually grow up to be fiercely independent and cosmopolitan, they are more culturally sound and sensitive. They also tend to get along with people of any culture. TCK's tend to be very privileged, and will live in their own sub-culture, sometimes excluding native children attending their school.
As Third Culture Kids grow up they become Adult Third Culture Kids (ATCKs).
Some of them come to terms with the tremendous culture shock and loss that they have experienced. They gain a broader understanding of the world through their varied experiences, while others spend most of their adult life trying to come to terms with those same issues.
Many Third Culture Kids face an identity crisis: they don't know where they come from. It would be typical for a third culture person to say that he or she is from a country but nothing beyond their passport defines it; they usually find it difficult to answer the question.
The term "Third Culture Kid" was coined by Ruth Hill Useem in the early 1960s. She and her husband studied children who grew up in two or more cultures, including their own children, and termed them simply "third culture kids". Their idea was that children from one culture who live in another culture become part of a "third culture" that is more than simply a blend of home and host cultures.
Children and adults of the third culture share similar identities. Useem defined a third culture kid as
"[A] person who has spent a significant part of his or her developmental years outside the parents' culture. The third culture kid builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the third culture kid's life experience, the sense of belonging is in relationship to others of the same background."
Two circumstances are key to becoming a third culture kid: growing up in a truly cross-cultural world, and high mobility. By the former, Pollock and van Reken mean that instead of observing cultures, third culture kids actually live in different cultural worlds. By mobility, they mean mobility of both the third culture kid and others in their surrounding. The interplay between the two is what gives rise to common personal characteristics, benefits, and challenges. TCKs are distinguished from other immigrants by the fact that TCKs do not expect to settle down permanently in the places where they live.
Third culture kids grow up in a genuinely cross-cultural world. While expatriates watch and study cultures that they live in, third culture kids actually live in different cultural worlds. Third culture kids have incorporated different cultures on the deepest level, as to have several cultures incorporated into their thought processes. This means that third culture kids not only have deep cultural access to at least two cultures, this also means that thought processes are truly multicultural. That, in turn, influences how third culture kids relate to the world around them, and makes third culture kids' thought processes different even from members of cultures they have deep-level access to. TCKs also have certain personal characteristics in common. Growing up in the third culture rewards certain behaviors and personality traits in different ways than growing up in a single culture does, which results in common characteristics. Third culture kids are often tolerant cultural chameleons who can choose to what degree they wish to display their background.
As a result, Pollock and van Reken argue, third culture kids develop a sense of belonging everywhere and nowhere. Their experiences among different cultures and various relationships makes it difficult for them to have in-depth communication with those who have not experienced similar conditions. While third culture kids usually grow up to be independent and cosmopolitan, they also often struggle with their identity and with the losses they have suffered in each move. Some may feel very nationalistic toward one country, while others call themselves global citizens.
There are different characteristics that impact the typical Third Culture Kid:
TCKs are 4 times as likely as non-TCKs to earn a bachelor's degree (81% vs 21%)
40% earn an advanced degree (as compared to 5% of the non-TCK population.)
45% of TCKs attended 3 universities before earning a degree.
44% earned undergraduate degree after the age of 22.
Educators, medicine, professional positions, and self employment are the most common professions for TCKs.
TCKs are unlikely to work for big business, government, or follow their parents' career choices. "One won't find many TCKs in large corporations. Nor are there many in government ... they have not followed in parental footsteps".
90% feel "out of sync" with their peers.
90% report feeling as if they understand other cultures/peoples better than the average American.
80% believe they can get along with anybody.
Divorce rates among TCKs are lower than the general population, but they marry older (25+).
Military brats, however, tend to marry earlier.
Linguistically adept (not as true for military ATCKs.)
A study whose subjects were all "career military brats"—those who had a parent in the military from birth through high school—shows that brats are linguistically adept.
Teenage TCKs are more mature than non-TCKs, but ironically take longer to "grow up" in their 20s.
More welcoming of others into their community.
Lack a sense of "where home is" but often nationalistic.
Some studies show a desire to "settle down" others a "restlessness to move".
Depression and suicide are more prominent among TCK's.
http://en.wikipedia.org/wiki/Third_Culture_Kids
jeudi 8 novembre 2007
mercredi 7 novembre 2007
Freiburg im Breisgau
Europe’s eco-cities
The German city of Freiburg im Breisgau is leading the way in sustainable local development. Although it is not an isolated case, more European towns and cities need to follow its example
With over 80% of the population of the European Union living in metropolitan areas, environmentally friendly practices in an urban context are vital to improving Europe’s impact on the environment. The concept of ‘eco-cities’, which incorporate an extensive and popular public transport network, recycling initiatives and renewable energy sources, is thus gaining ground. The Green cityFor several decades Freiburg has been a stronghold of the German Green Party. In the 2002 elections the Greens got almost 25% of the vote there, and Dr. Dieter Salomon became the city’s Green Mayor. Since the early 1970s Freiburg has been continually implementing and extending new environmentally friendly, and often very innovative, measures. Between 1970 and 1973 cycle lanes were established, the city’s tram network was improved, and the entire city centre was turned into a pedestrian zone. Following this, a flat-rate ‘Regional Environment Card’ was launched in 1991, offering unlimited use of public transport in the city and its surroundings. Cycling is central to Freiburg’s transport system. In the last three decades the city’s cycle lane network has grown from 29 km to over 500 km in length. The Freiburgers themselves like pointing out that there are three bikes to every two residents – an impressive, if somewhat bewildering statistic! Key to the success of the transport network is the way the different modes of transport interconnect so effectively. For example, the main railway station sports both bus and tram stops, and a range of cyclist’s facilities, including 1,000 parking spaces for bikes. The extensive cycle lanes and tramlines, as well as ‘park-and-ride’ and ‘bike-and-ride’ initiatives make public transport not only efficient but attractive. Further developments include the new €400 million ‘Breisgau S-Bahn’ – a fast suburban railway linking Freiburg with nearby towns and villages. Renewable energy tooKnown as Germany’s ‘Solar City’, Freiburg has also invested heavily in renewable energy. Leading solar research institutes are based in the city and its use of solar power puts it at the top of the German ‘Solar League’. At present, almost 5% of Freiburg’s electricity comes from sustainable energy sources, and the city is on track to meet its aim of 10% by 2010, with subsidised solar panels on the roofs of houses, schools and businesses. Waste sorting and recycling facilities are also highly developed, and recently built neighbourhoods in Freiburg’s suburbs have been planned and built with environmental concerns in mind. The districts of Vauban and Rieselfeld together consist of around 6,500 energy efficient homes, incorporating solar technology and connected to the various parts of the Freiburg public transport system.But these various measures have more than just a positive environmental effect – they improve the standard of living as well. According to one resident, “living in an ‘eco-city’ like Freiburg inspires a positive, forward-thinking outlook”. Efficient public transport, the community spirit engendered by Freiburg’s ambitions and achievements, and cleaner surroundings can all take part of the credit for this. As a student at Freiburg University pointed out, “being devoted to improving our environment gives us a greater feeling of allegiance to our city”. Just the start?Freiburg, however, is not alone. Although few (if any) towns or cities can really compare in many aspects of environmental protection, several can still be counted as fellow ‘eco-cities’ for their progress in certain areas. The Bavarian town of Erlangen, for example, implemented a pro-bicycle policy soon after Freiburg, subsequently seeing a 75% increase in bike use. The town also has a low rate of water consumption and has made progress in the field of solar power. The three winners of the 2003 European Sustainable City Award – Ferrara, Heidelberg and Oslo - have also made significant progress. Ferrara’s recycling system is particularly impressive, Heidelberg stands out for its energy saving activities (led by the city authorities and the university – reducing their Carbon Dioxide emissions by 35% and 13% respectively), and Oslo’s public transport system and waste-reduction programmes are both very successful. Another Scandinavian city known for its environmentalism is Stockholm – generally considered the world’s most environmentally conscious capital city. Meeting the requirementsWhat these cities show us is that it is possible to make real progress in helping the environment by making the task attractive to the public – without popular support public transport, recycling, waste-reduction and renewable energies would not work. Generally, authorities cannot force people to take part in all these areas, but establishing a community-led effort to do so can overcome peoples’ initial reluctance. To do this, commitment is needed from of city authorities, especially financially. It is worth noting that all of the above ‘eco-cities’ are located in some of the wealthiest areas of Europe – and many of the schemes mentioned are not cheap. However, for Europe’s impact on the environment to be improved, our governments need to give the necessary support, investing in the transformation of many more urban areas into ‘eco-cities’ like Freiburg. It’s no good waiting for people to make their lifestyles more sustainable themselves; authorities should bring environmental consciousness to the masses, and if this comes at a price, it is a price worth paying.
Jeremy Cliffe - London - 11.4.2005
The German city of Freiburg im Breisgau is leading the way in sustainable local development. Although it is not an isolated case, more European towns and cities need to follow its example
With over 80% of the population of the European Union living in metropolitan areas, environmentally friendly practices in an urban context are vital to improving Europe’s impact on the environment. The concept of ‘eco-cities’, which incorporate an extensive and popular public transport network, recycling initiatives and renewable energy sources, is thus gaining ground. The Green cityFor several decades Freiburg has been a stronghold of the German Green Party. In the 2002 elections the Greens got almost 25% of the vote there, and Dr. Dieter Salomon became the city’s Green Mayor. Since the early 1970s Freiburg has been continually implementing and extending new environmentally friendly, and often very innovative, measures. Between 1970 and 1973 cycle lanes were established, the city’s tram network was improved, and the entire city centre was turned into a pedestrian zone. Following this, a flat-rate ‘Regional Environment Card’ was launched in 1991, offering unlimited use of public transport in the city and its surroundings. Cycling is central to Freiburg’s transport system. In the last three decades the city’s cycle lane network has grown from 29 km to over 500 km in length. The Freiburgers themselves like pointing out that there are three bikes to every two residents – an impressive, if somewhat bewildering statistic! Key to the success of the transport network is the way the different modes of transport interconnect so effectively. For example, the main railway station sports both bus and tram stops, and a range of cyclist’s facilities, including 1,000 parking spaces for bikes. The extensive cycle lanes and tramlines, as well as ‘park-and-ride’ and ‘bike-and-ride’ initiatives make public transport not only efficient but attractive. Further developments include the new €400 million ‘Breisgau S-Bahn’ – a fast suburban railway linking Freiburg with nearby towns and villages. Renewable energy tooKnown as Germany’s ‘Solar City’, Freiburg has also invested heavily in renewable energy. Leading solar research institutes are based in the city and its use of solar power puts it at the top of the German ‘Solar League’. At present, almost 5% of Freiburg’s electricity comes from sustainable energy sources, and the city is on track to meet its aim of 10% by 2010, with subsidised solar panels on the roofs of houses, schools and businesses. Waste sorting and recycling facilities are also highly developed, and recently built neighbourhoods in Freiburg’s suburbs have been planned and built with environmental concerns in mind. The districts of Vauban and Rieselfeld together consist of around 6,500 energy efficient homes, incorporating solar technology and connected to the various parts of the Freiburg public transport system.But these various measures have more than just a positive environmental effect – they improve the standard of living as well. According to one resident, “living in an ‘eco-city’ like Freiburg inspires a positive, forward-thinking outlook”. Efficient public transport, the community spirit engendered by Freiburg’s ambitions and achievements, and cleaner surroundings can all take part of the credit for this. As a student at Freiburg University pointed out, “being devoted to improving our environment gives us a greater feeling of allegiance to our city”. Just the start?Freiburg, however, is not alone. Although few (if any) towns or cities can really compare in many aspects of environmental protection, several can still be counted as fellow ‘eco-cities’ for their progress in certain areas. The Bavarian town of Erlangen, for example, implemented a pro-bicycle policy soon after Freiburg, subsequently seeing a 75% increase in bike use. The town also has a low rate of water consumption and has made progress in the field of solar power. The three winners of the 2003 European Sustainable City Award – Ferrara, Heidelberg and Oslo - have also made significant progress. Ferrara’s recycling system is particularly impressive, Heidelberg stands out for its energy saving activities (led by the city authorities and the university – reducing their Carbon Dioxide emissions by 35% and 13% respectively), and Oslo’s public transport system and waste-reduction programmes are both very successful. Another Scandinavian city known for its environmentalism is Stockholm – generally considered the world’s most environmentally conscious capital city. Meeting the requirementsWhat these cities show us is that it is possible to make real progress in helping the environment by making the task attractive to the public – without popular support public transport, recycling, waste-reduction and renewable energies would not work. Generally, authorities cannot force people to take part in all these areas, but establishing a community-led effort to do so can overcome peoples’ initial reluctance. To do this, commitment is needed from of city authorities, especially financially. It is worth noting that all of the above ‘eco-cities’ are located in some of the wealthiest areas of Europe – and many of the schemes mentioned are not cheap. However, for Europe’s impact on the environment to be improved, our governments need to give the necessary support, investing in the transformation of many more urban areas into ‘eco-cities’ like Freiburg. It’s no good waiting for people to make their lifestyles more sustainable themselves; authorities should bring environmental consciousness to the masses, and if this comes at a price, it is a price worth paying.
Jeremy Cliffe - London - 11.4.2005
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