environmental brigades at uc san diego - winter 2009 brigade report

Version 1.5 | Last Updated: March 13, 2010

“Sustainable Energy” Project

Nusatupu Island

Kuna Yala, Panama

December 2009

University of California, San Diego

2

2

Contents

Page Title

3 …………………………………………… About Global Brigades

4 …………………………………………… Project Summary

5 …………………………………………… Community Overview – Panama, Partner Organizations, Kuna People & Land

6 …………………………………………… Community Overview – Community Background & Issues

7 …………………………………………… Preparations – Pre‐Departure Logistics

8 …………………………………………… Project Processes – Panama’s Geologic History and Biodiversity

9 …………………………………………… Project Processes – Kuna Cultural Learning



12 …………………………………………… Project Processes – Installing the Photovoltaic System

13 …………………………………………… Project Processes – Educational Skits, Activities, & Lesson

14 …………………………………………… Project Processes – Trash Cleanup & Environmental Documentary

15 …………………………………………… Evaluations – Community Impacts

16 …………………………………………… Evaluations – Challenges & Different Approaches

17 …………………………………………… Evaluations – Tips for Future Brigaders

18 …………………………………………… Evaluations – Conclusion & Plans for Next Brigade

19 …………………………………………… Memories – Various Photographs

20 …………………………………………… Contact & Support

“Sustainable Energy” Project – Nusatupu, Panama | Global Environmental Brigades at UC San Diego | ucsdgeb.blogspot.com

3

3

About Global Brigades


Overview of Global Brigades

Global Brigades is a volunteer student‐based collaborative dedicated to the research, design, and construction of

socially responsible, environmentally sustainable solutions to problems in the developing world. Ultimately, extended

relationships between brigades and communities will result in not only the implementation of a variety of projects, but

also the accumulation of a vast wealth of knowledge from which future students and communities can learn. Global

Brigades is a U.S.‐based nonprofit that unites volunteers around the world to help communities in the developing world.

Global Brigades has improved the lives of people through medicine, business, environment, architecture, and law.

Subsidiaries of Global Brigades are located on more than 100 university campuses. Each year, over 4,000 student

volunteers travel to Honduras and Panama to take part in eight‐day brigade trips. These trips are highly intense

community immersion experiences where students work with local residents, community organizations, government

agencies, prominent local NGOs, and international NGOs, including Peace Corps Panama, CHF International, Japanese

International Cooperation Agency, and Earth Train, to create positive social impact.

Global Brigades Programs

Architecture Brigades Design and construct socially responsible and sustainable

architecture solutions in developing nations

Business Brigades Provide business consulting and strategic investment to support

under resourced micro‐enterprises in developing countries

Dental Brigades Provide urgent and preventive dental services in communities with

limited access to healthcare

Environmental Brigades Develop sustainable environmental solutions to mitigate ecological

degradation in bio‐rich, but economically disadvantaged

communities

Law Brigades Provide legal strategies and pro bono services to remote

communities to foster human rights and support sustainable

development

Medical Brigades Develop sustainable health initiatives and provide relief where

there is limited access to healthcare

Water Brigades Design and implement water systems to prevent illness in

communities with limited access to clean water

Public Health Brigades Empower under resourced communities to decrease life

threatening disease by improving home infrastructure and

providing public health education

Microfinance Brigades Provide poverty‐stricken communities with the educational,

financial, and organizational resources necessary to sustainably

drive their own economic development

Learn more at: www.globalbrigades.org

4

4

Project Summary

Overview

Project Title: “Sustainable Energy” Project

University: University of California, San Diego

Student Group: 16 (UCSD) + 2 (Panama)

Initiatives: Photovoltaic System Installation

Environmental Education

Capital Investment: $1,500.00

Dates: December 13–20th, 2009

Community: Nusatupu, Comarca Kuna Yala

Brigade Coordinator: Anna Pasternak

Club President: Jonathan Lee

Partnership: Congreso General de la Cultura Kuna

Future Project(s): Summer (and Winter) 2010

Waste Management & Disposal

Climate Change Education & Response

Global Environmental Brigades (GEB) at University of California, San Diego visited Panama for their very first brigade to assist the indigenous Kuna people install a photovoltaic system. The solar panels were installed on the school rooftop on the island of Nusatupu, and the power generated will power lights not only in the school but also in the congressional building where important meetings are held for community discussions and decision‐making for political and social issues. This project allows the Kunas to not rely on unsustainable power sources such as batteries or diesel‐powered generators for their electrical needs, while at the same time significantly reducing the amount of toxic pollutants, such as lead, cadmium, carbon monoxide, etc., released into their surroundings. These substances can adversely contaminate the environment and leak into the Kuna’s food and water supplies to negatively affect their health. The group of 16 undergraduates and alumnus also spent time introducing basic concepts effects of climate change, water and nutrient cycles, as well as the importance of waste reduction to both the kids and adults. Last, but not least, an informative workshop was held to teach the Kunas how the photovoltaic system functions and about basic diagnostic procedures in the event of a failure. This brigade also serves as an initial assessment of the Kunas’ other environmental and social needs through observations and discussion in the community. The next step is to build upon what we have learned in addition to the trust earned in interactions with the Kuna people.

Even though the Kunas are traditionally known to be conservationists who genuinely value the richness of their land, it is GEB’s goal and hope that the current as well as future generations will gain a fresh perspective of their natural environment and the imminent weather shifts through the educational activities that were implemented. And because the group was not there as tourists but as brigaders who embarked into Kuna Yala with the priority of making culturally sensitive and sustainable positive change, the Kuna people embraced the outsiders warmly with open minds, a display of their rich culture & traditions, and even a journey to a sacred area deep in the rainforest. It was a time of immense cultural exchanges, spectacularly gorgeous sceneries, as well as hands‐on learning experience in an environment that magically promotes awareness of natural systems and the anthropogenic responsibility in maintaining such delicate balance. The implementation of this project took place over a one‐week period in December 2009. The entire project will evolve into two or possibly three brigades, and the expected return periods are June and December 2010.


5

Community Overview

Country Background

Situated in Central America, Panama exists as a stretch of land between the Pacific Ocean and the Caribbean Sea. Since the 16th century with the Spaniard explorations, Panama evolved into an important trade and transport center in the Western Hemisphere. Panama’s strategic importance on the world market was solidified upon the construction of the Panama Canal by the United States in 1914. Panama’s unilateral control of the canal since 1999 has ushered in an economic boom. Unfortunately, the prosperities and opportunities are concentrated solely within Panama City. The urban beacon stands orphan amongst disparities of the surrounding countryside. Geologically, Panama is the youngest area of land in the Americas, having emerged from the oceans approximately 3‐10 million years ago. In biological terms, the fact that Panama linked the landmasses of the two Americas helps explain its incredible biodiversity. Despite its small size, Panama is home to more than 10,000 varieties of plants and more than 1,000 species of birds. Panama City is the only major Latin American city with a rainforest that is only minutes from downtown.

Partner Organization

Global Brigades has established a formal partnership with the Congreso General de la Cultura Kuna (www.congresogeneralkuna.org) to allow us to work in the islands of San Blas in Kuna Yala. Based on the Kunas’ governmental structure, the two main powers they have are the Cultural Congress and the General Congress. The Cultural Congress, Global Brigades’ current partner, takes care of the spiritual, cultural, and traditional aspects that directly influence the daily life of the Kunas. The General Congress mainly deals with political issues from the Panamanian government. These two authorities look over the welfare of the islands, which at the same time, have their own internal Congress. In the community of Nusatupu, for example, they have their congress, which consists of men who hold a range of positions, from the head Sahila (chief) to the spokesman. These leaders decide on the allocation of community funds and ensure that the community is running smoothly. The Congreso General de la Cultura Kuna in support of the community of Nusatupu asked Global Environmental Brigades to help improve the sustainability of their energy situation.

Kuna Yala and Culture

Peppered by numerous island chains, Kuna Yala stretches along the Caribbean coast from Panama’s city of Colon to the Columbian border. Established in 1938, the Comarca consists of a strip of land stretching 232 miles (373 km) along the Caribbean coast of Panama, bordering Colombia and the province of Darién. The San Blas Islands, also known by the Kunas as “Kuna Yala” is an archipelago of 365 islands, which runs along the coast. Kuna communities inhabit about 36 of the islands. An additional 13 communities are located on the mainland coast, for a total of 49 communities. The autonomous Kunas fiercely defend their culture. Nature becomes a very important part of Kunas religion and legends. The Kunas believe in Papa, a creator God, his first creation and wife Nana, and a spiritually power Mu. Various myths pertaining to spirits and the children of Papa and Nana develop the Kuna identity and connection to nature. Each family

owns its respective house; the community, however, owns the ground underneath. This philosophy permeates into a community of sharing, whereby resulting in no definitive separation of wealth. The Kuna Comarca is divided into 4 districts, each administrated by an elected chief, and referred to as the “Cacique”, in the grand Congreso. In addition, each island has its own Sahila who presides over nightly meetings held in the Congreso. Each member of the Congreso represents a figure, symbolizing the metaphor of a community working as a whole; without one, the entire community fails.


5

6

Community Overview

Community Background

The island’s community consists of about 400 inhabitants, in which approximately 40% are children. Their main exports include crab and coconuts. Their main sources of income include taxing ships that either come into the Comarca region or dock on the island. Nusatupu is part of the Kuna Yala Comarca of Panama. Kuna Yala is self‐governing and made up of an archipelago and strip of coast. It is inhabited by the Kuna people who are known to be an insular community with a fascinating history and impressive ability to retain their cultural identity amidst our increasingly globalized world. Officially, Eugenio Chiari serves as the director of the local public school on the island of Nusatupu.

Mr. Chiari, along with the Sahila Atilio Rivera (the political and spiritual leader) and the community director Leoncio Bolivar Jr., are Global Briagdes’ contacts in the community. Nusatupu is densely packed with people and consists of one small school, a scarcely used hotel which is privately owned, a dock, and a high concentration of Kuna‐built houses. The community is growing rapidly and has discussed expanding to other islands or the mainland. Nusatupu farms yucca and plantains among other foods on the mainland nearby for their own subsistence, and a small income is gained from the sale of coconuts to passing Colombian trade ships. Besides farming, artisan crafts such as the sewing of molas, boat making and some tourism make up the activities of the community.

Community Description

Given Nusatupu’s location on a small island, communication and social services are difficult to attain. However, the General Kuna Congress is incredibly organized, which has helped them in the past to stand up to the Spanish and other threatening visitors, and these otherwise ignored communities have benefited greatly from this organized central body. This highly evolved organization of the Kuna people trickles down to the community level, for each decision in Nusatupu is made as a community with the help of designated leaders called Sahilas. Many members of the community along with the leaders unite during community meetings to discuss important matters and seek proper solutions. Nusatupu lacks proper power sources to provide lighting for community meetings and activities in their congress meeting house. Meetings are held at night because the community is working during the day on essential activities such as food‐gathering. Hence, they have to be carried out with no light or borrowed light from the small motel which they do not run. The community members agree that the installation of solar panels in the meeting house will not only help them become more organized as a community through meetings, but will enable them to have more cultural events, and possibly extra classes for the school‐aged children. Another large problem on the island is the lack of basic environmental knowledge and awareness. The teachers do not currently incorporate any subjects pertaining to environmental studies into their curriculum. Due to the fact that these youngsters have the ability to greatly affect their natural surroundings and are more directly in contact with nature than their Panamanian urban counterparts, it is pertinent that environmental studies be an integral part of their education.

6


7

Depart for Panama

7

Preparations

Recruitment & Club Meetings

In the months leading up to the Panama brigade, potential brigaders were recruited by first requiring the filling out of a questionnaire which asks for past experience in other volunteer work, environmental & cultural interests as well as related studies. 1‐on‐1 or small group meetings were then scheduled with the club president to gauge the students’ level of interest, intent, and ability in working as a group. Those who are committed began attending weekly preparation meetings where the attendees are taught or reminded of pre‐departure necessities such as immunizations, awareness of Kuna cultural differences and history, as well as coordinating fundraisers and work parties for creating educational materials. Accepting applicants from a variety of interested students allowed UCSD GEB to compile a team of dedicated, environmentally‐minded students from diverse majors and backgrounds. The executive board included a President, Fundraising Chair, and Organization & Public Relations Director. Nonetheless, non‐principle members have the full and equal rights to contribute their ideas and thoughts. A vote involving all participating members was utilized to determine our project for this particular brigade.

Advertising & Communication

In order to minimize the amount of printed materials used, UCSD GEB relied heavily on in‐person or online means for marketing, communication, and presentations. With the exception of printing flyers for fundraiser events (necessary to receive a % of total revenue of the restaurant), no physical flyers were used simply to advertise upcoming info sessions. Even so, an extensive interest list was built up over time – emails distributed to all students in environmentally‐minded majors such as Earth Sciences, Environmental Chemistry, Ecology & Evolution, in conjunction with postings on the weekly electronic student flyer, and simple word‐of‐mouth accounted for a great majority of successful outreaches. A Facebook group and blog was also created to have consistent sources of information for prospective brigaders. Emails were extensively used to schedule info sessions, pre‐trip preparation workshops, and to send out updates on costs, fundraising plans, as well as links about the Kuna people on the internet.

Conference Calls & Staff Support

Conference calls during group meetings as well as with only the officers allowed the UCSD GEB team to frequently touch base and keep progress in check with the Global Brigades staff. Michelle Menclewicz is the U.S. Program Director for Developmental Brigades (Business, Law, Environmental, and Architecture) and she gave much advice on the procedures in getting the freshly‐created club off the ground. Anna Pasternak is the Environmental Brigades Director and works in Panama City. Her established local contacts and partnerships with a number of environmental groups and indigenous communities have enabled the creation of several projects for future brigades. Anna and her intern, Santiago Giraldo, were also responsible for ensuring smooth logistics with transportation, lodging, food, and even entertainment throughout the week in Panama.


8

Learning about Panama

The UCSD GEB team began their week‐long trip in Panama by first learning about the rich biodiversity and important geologic history of Panama. A visit to the Metropolitan Nature Park brought us to José Deago, a forester for Planting Empowerment, which connects local farmers and investors via sustainable forestry projects in Panama. José has over 15 years of experience in community forestry and is regarded as an expert on native tree species. José explained the rich abundance of flora in Panama, and how each species of plant and animal has developed a unique niche by relying on others for survival – whether it be physical support, nutrient supply, chemical deterrent for hostiles ‐ the list goes on and on. A zoo without walls and fences is how this place would be best described! The next destination was Punta Culebra Nature Center, which is a non‐profit initiative of the Smithsonian Tropical Research Institute. The Center is on an island right off the coast of Panama City, offering views of the cityscape and the Pacific entrance to the Panama Canal. José Deago is working to bring back biodiversity on the island, which was greatly impacted by anthropogenic activities such as construction. By focusing on planting flowers and trees that bring in foragers to spread the plants and encourage growth in the area, Jose’s work was already noticeable as butterflies are seen fluttering between the newly planted “live fence” bordering the road to the center, and pelicans perched in the trees alongside iguanas. We were also able to talk to the Environmental Education Director of the institute, who talked about the marine ecology of Panama and showed the exhibits geared so the team could gather more ideas for the educational presentations to the children of Nusatupu.

A visit to Biomuseo (www.biomuseopanama.org) started with a hugely informative presentation by Lider Sucre, one of the directors of the museum. Lider walked us back in time via the geological history of the rise of the Isthmus of Panama 3‐10 million years ago, and its enormous impact on global ocean circulation. Since the Pacific and Atlantic were no longer in physical contact with each other, the waters of the Pacific became cooler and less saline (and hence the absence of corals and other tropical marine organisms), while the waters of present‐day Caribbean grew warmer, more saline and therefore denser than before and was subsequently forced to flow northeast along the United States' east coast and across the Atlantic. The immense amount of heat carried by this new ocean current, or the Gulf Stream as it is known today, essentially defrosted northwestern Europe and allowed for much more mild weather at such latitudes – as compared to Canada, etc.

Scientists have estimated that without the heat brought in by the Gulf Stream, these parts of Europe could see a temperature drop of around 10ºC! The changes in the climate system have consequently shaped the evolution of numerous marine and terrestrial organisms, even including our ancestors in central Africa. Therefore, the rise of the Isthmus of Panama is viewed as one of the most significant geologic events of earth, and hence all people can be considered as “Panamanians!” The driving point and the museum’s story to tell as its completion in 2011 will bring is that all living organisms have had to adapt to the changing life on the planet, and all that is present today are the result of such adaptive behavior in the earth’s long history.

Angel David Arcia Gil, one of GEB’s local contact and

recent alumni at the Catholic University of Santa Maria la Antigua who studied electrical engineering, hosted an educational workshop for the UCSD students to learn about the basics of a photovoltaic system. Angel and his classmates described the essential components needed and administered hands‐on installation procedures. Since only one person out of the entire group is of engineering major, this workshop was extremely helpful in ensuring that everyone would have the appropriate level of familiarity with installing the actual system on Nusatupu.

Project Processes

8


9

9

Project Processes

Learning about the Kuna Land and People

Migdalia, our Kuna mother and a leader from the Congreso General de La Cultura Kuna, helped us to learn and understand the Kuna people and the culture they embrace. She introduced us to Kuna history, tradition, and culture during the boat ride along the Caribbean coast of Panama towards Nusatupu. We learned that the nature and their surrounding environment are an integral component of daily life for all the Kuna people and that the basic structure of government is lead by the Sahilas, elected leaders of the community. She was always making sure we understood what was happening in Nusatupu and pointing out all the important and valuable things within the Kuna culture. This included the traditional clothing that the adult Kuna women wore, the proper etiquette during meals, the importance of arts and crafts (especially molas) to the Kuna culture, and wide variety of indigenous plants and natural resources used for natural healing for the mind, body, and soul. During our boat ride to Nusatupu and hike to the sacred waterfall, Migdalia taught us several Kuna words, such as “nuwedi,” which means hello, as well as other communication methods that the Kunas use. For instance, they use animal‐like calls to determine how far away and in which direcetion another group was. Her beautiful mind and willingness to share us what she knows about the Kuna culture enriched our experience and ability to better communicate with the people of Nusatupu.

Cultural Exchanges

Kuna Naming Ceremony

The first night in Nusatupu concluded with a Kuna naming ceremony which took place in the Congress house. The ceremony began by the Sahilas lighting a candle and enlightening us with various stories and how vastly important the natural world is to them. Each person on the brigade including Angel, Santiago, and Anna, got a name derived from an important part of Kuna life ‐ the names of the stars, characters in their legends, or from the natural world. One by one, we got called up, given a slip with our Kuna name, and asked to announce it. Having a Kuna name is a privilege and an honor that the people of Nusatupu gave us. This was our first real eternal connection to the community of Nusatupu and there is nothing but gratitude from us.

Hike

Following a fairly satisfying breakfast of coffee and eggs with bread, we all set out in a canoe led by several of the Sahilas over to the mainland for a beautiful hike up through the tropical rain forest to one of the most amazing hidden treasures: the waterfall. We spent hours swimming around, diving off of the rocks, and getting to relax in the water. Antonio, one of the head Sahilas of Nusatupu who accompanied us to the waterfall, taught us about an old Kuna myth about mermaids of the waterfall that has been passed on from his ancestors as part of their oral tradition. He explained that two mermaids lived under the rocks of the waterfall in a hidden cave and that they come out at midnight only during a full moon. He described the mermaids as having white skin and showed us one of the rocks that the mermaids use as a plate. The insight into the culture and tradition of the Kuna in the middle of the rain forest at a sacred waterfall was truly a magical experience for all of us. As we climbed back through the rain forest to our canoe, we were able to see a glimpse of the vast green mountain range as well as the many islands, including Nusatupu, which are home to the Kuna.


10

10

Project Processes

Cultural Exchanges (continued)

Food!

The food prepared by the Kuna people at Nusatupu and was handed out with the utmost care by the Kuna women in their vibrant traditional outfits who would always greet us with a calming smile. They were very kind about accommodating the vegetarians and those that cannot eat fish or shellfish. Our breakfast primarily consisted of bread sticks and eggs with our choice of coffee or tea. We were greeted with an abundance of dishes during lunch and dinner that consisted of conch, beans, and lentils as well as the delicious coconut rice with fresh thirst quenching Tang. On occasion we would were served chicken or fish. They were extremely gracious to us and made sure we were full and satisfied. Every meal, at least one Sahila joined us, and as we quickly learned, one of the cultural etiquettes practiced by the Kuna was to not leave the table until the Sahila finishes eating and decides to leave.

Open Discussion with Sahilas

That night, after completing our photovoltaic system project, we joined the Kuna elders in a deeper question and answer session. We learned more about their educational system that consisted of teaching Spanish to the children at 9 years old and making sure all knew their traditional Kuna language: Duleigaiya. Furthermore, through this, we found that the major islands in the Kuna nation were literally filled to the brink with houses and people. As we later learned, flooding has only been a recent disaster (within a decade) that has increased in severity with each year likely do to global warming. Between overpopulation and climate changes, it was clear to everyone that they would have to soon move their community to the mainland.

We also noticed that they had not really thought about waste disposal or environmental impacts very much and that they were skeptical of western influences because many people had told them to change, but never really bothered to help them or explain why. In dealing with trash, Sahila Antonio told us that some people told him to just dump it, others told him to burn it, and now we were telling him to bury it. We also asked him about the Kuna’s eventual move to the mainland and once again, he expressed there had been a lot of talk, but no action. In fact, his main point was that people talk about taking initiatives, but very rarely do they actually show up and help the Kuna people to achieve this. It seemed to us he felt somewhat abandoned and wished for nothing more than a helping hand to get things started anew for his community. After all of our questions, they in turn asked us about ourselves and what we will tell others. Each member of GEB gave thanks to the community for their kind reception, hospitality, and sharing their beautiful surroundings with all of us. The people of Nusatupu shared their land, houses, food, beautiful forests and waterfalls, and treated us with honor. After we finally did finish, they were silent for a while before standing up to speak again. The Sahila seemed very pleased with our comments and offered to take us fishing the following day.

PB&J

As a token of our appreciation and week‐long hospitality provided by our friends of Nusatupu, we prepared a plate full of something we Americans know how to make very well: some delicious peanut butter and jelly sandwiches! The children and even the elders showed extreme interest in trying this simple yet foreign mix of pleasantry. It proved to be quite popular as our batch of several hundred sandwiches quickly disappeared in a matter of minutes.


11

11

Cultural Exchanges (continued)

Dinner with Host Families

On our last night in Nusatupu, the community decided to invite us to a more personal dinner hosted by several families on the island. Dinner with the host family entailed a variety of unique experiences that was a night of just amazing insight into the lives of the Kuna people living on Nusatupu. The vegetarian crew went to the cook's house for dinner. Not only were they treated out to a story about the four women and four men who many Kuna people get their names from, they were involved in the naming of a new born Kuna after one of the brigaders, Acacia. Other brigaders went either alone or as pairs and were treated out with a delicious plate of the families’ most confident dish – usually freshly fried fish with fried yucca. Interestingly, most of us were left alone to ourselves under a dim light source (likely running on batteries) to eat our food at small table in a somewhat mysterious atmosphere and slightly confused about what was taking place.

This seemed to be the respect and considerate gesture from the host family towards us. Every so often, a young lady would come in and check on us to see if we wanted more food or re‐fills for our drink. As we finished our meals, our respective host families brought us soap and water to clean our hands.

Kuna Dance, Music, Conch Shell Ceremony

Here, in the middle of the amazing island of Nusatupu in Kuna Yala, under the surreal array of shooting stars and ever so gallant crescent moon, one could hear the sounds of traditional music, sounds preserved across the time in Kuna history. We were greeted to a dance, a celebration, a part of Kuna tradition that will forever last in our memories. In the middle of the island on the dirt basketball court surrounded by bamboo huts is where everything took place. The Kuna men with the bamboo panpipes (flute) and the Kuna women with their rattles together created a melodious, harmonic tone of music filled with depth and tradition as they moved swiftly back and forth, moving in unison to create various patterns cued by different moments of the song. At the height of the dance and music, a slight drizzle of rain began, as if the Kuna gods and ancestors were responding to a call by the Kuna dance. The rain ended almost simultaneously as the dance came to an end, with the people of Nusatupu unified. This was definitely a night to remember and the dance was only a prelude. It was followed by an unexpected presentation by the people of Nusatupu celebrating us and our presence, the family from UCSD. Each of us was called up in front of the people of Nusatupu and presented with a conch shell, a memoir of the island of Nusatupu from the food to the surrounding natural beauty, by the kind Kuna ladies. The shell was inscribed with our actual name, our Kuna name, and Nusatupu. Yet another unexpected gift of tradition was displayed to us, and even to the community of Nusatupu. One of the elder Sahilas pulled out a harmonica! His songs and dance moves, including his body shake, touched all of our hearts as he sang of his lost love.

There is so much great tradition and culture in the lives of the Kuna people. They took us in with open arms and an open mind, gave us an insight into their tradition, food, and culture. The music, dance, and a sense of unity taught many of us the strength of community and friends. At the end of the night, as we snuck off into our hammocks inside the Congress house, I could hear some of us whistling the traditional Kuna music. Kuna tradition and heritage is something that cannot be lost and this night taught us exactly why we should do everything possible to protect and help the people of Nusatupu and Kuna Yala to do so.

Project Processes


12

12

Implementation & Action Plans

Installing the Photovoltaic System

We installed two solar panels on top of the school roof; one of the panels came from on top of the hotel on the island, and the other was the one we purchased and brought with us to the island. It was necessary to build a frame on the bottom of both of the panels since they could not be simply attached to the corrugated metal roofing as they originally stood. A supporting frame of wooden planks were nailed and lashed together to the underside of the panels before being hoisted onto the roof of the school. Once on the roof, we had to figure out which way to angle the panels so that they would get the most sunlight and to figure out how to balance them on the roof top so that they would be stable during turbulent weather and rain. We finally decided to tie them down, using rope and securing them to beams of the school.

Subsequently, one of the most important things was discussing, planning, and implementing housing for the

batteries, inverters, and charge controllers. Among other things, we had to work collectively with the Kuna elders who took long, group discussions to come to an agreement (the long political process evident even in a small community!). Instead of being inside the congress house, the equipment was to be placed against the wall on the backside of the school. Two of the older batteries likely weighed more than sixty pounds each, and our new one was about forty pounds. The original planning for the supporting housing was really just three or four boards put together, so we had to redesign and construct a new support that would still be raised (due to flooding waters) yet sturdy enough to carry the three batteries and the rest of the electronics. After the base was finished and the electronics installed on boards into the wall, we had to complete the wiring between the battery, inverter and controller to the solar panels. As the final touch, housing around the equipment was needed as extra protection from ocean spray and rain.

We learned how to lash reeds and bamboo together to form the protection using a traditional Kuna tying method used to construct their homes. Following the installation of the photovoltaic system, we focused on wiring and installing the light bulbs in the congress house and classrooms. When we first went inside house on the day of our arrival, they only had two light bulbs installed there, and used gas generators as a power source. With Angel's instructions from the university and on‐site guidance, four additional light bulbs were wired in parallel into the congress house. This required “monkeying” up some of the support beams to wire the lamps up closer to the roof. After it was completed, we had a total of six light bulbs and three switches, which operate different sets of lights in the congress house. Additionally, there used to be light available in only 1 of 4 classrooms. Installation of the light fixture in each of the remaining classrooms was a bit more complicated than wiring in the congress house. Since the light bulb bases were susceptible to swaying from wind through the open walls, they needed to be secured up near the ceiling. We had to come up with a solution with the limited available resource, and eventually came to the consensus to secure the light bulbs to the center support beam in the ceiling. This involved stacking desks and chairs to finally lash the light bulbs up top. Once everything was finished, we repaired, cleaned, and tightened up some of the older wire connections. The result is a total of seven new lights hooked up to the clean‐producing photovoltaic system!

Project Processes


13

13

Coloring & Drawing Activities

We worked with the kids and handed them worksheets to learn about which foreign objects (various trash) do not belong in the ocean. Later, we dyed some sand and helped the kids make and create some fantastic sand art projects. We posted all of the work they had done throughout the day in the classrooms of the school. The kids really enjoyed the ability to be creative and seemed really proud that their artwork was on the wall of their classroom.

Photovoltaic Lesson for the Sahilas

Angel gathered the elders and leaders of the community to talk in more detail and to provide a lesson for the Sahilas in case a problem does arise in the future. The objective was to empower the elders with adequate knowledge of the photovoltaic system and to ensure that it will be operating sustainably for years to come. Angel went through a step‐wise explanation, talking about each connection in the photovoltaic system, and how energy is created from sunlight. One of the telling signs that the elders were engaged and really wanted to understand the system was the process of communication where Angel would describe a process in Spanish and another Sahila would translate what he heard and re‐explain back to the rest of the Sahilas in Kuna.

Educational Skits

The skits were meant to make environmental sustainability accessible to a younger audience. We were greatly helped by the presence of kids’ school teacher who translated what we said in Spanish into Kuna for the younger students who had not learned Spanish yet. Three different skits aimed to address the major environmental issues that Nusatupu is facing: (1) throwing trash in the ocean, (2) improper disposal of extremely harmful toxic waste such as batteries, and over‐fishing. This first skit was to illustrate the fact that the trash that is thrown in the ocean doesn't just go away. It will stay until someone cleans it up. One of us played the polluter and another took the role of the ocean. As a young woman the polluter threw trash into the ocean. To show the detriment of the trash the ocean acted depressed. Next, the polluter returned as an old lady to the same spot and realized her trash was still in the ocean. When she then tried to pick it up she was too old to take it out of the water. At this point, the old woman called to the students of the class to help her pull the trash out of the water, and several volunteers obliged. The second skit was again about water pollution, but instead of the ocean, it was about the mainland water and how pollution can cause bad drinking water. We had someone be the river water, and other people play the pollutants. As the river water swam, the pollutants would grab on and by the time the water got to the cup of an individual, it was not just water, but everything else it had collected along the way. The third skit was about preserving their ocean's animals. They fish for lobsters and turtles, which are facing a decline in overall population. We learned that there are restrictions on when you can fish for lobsters, but they are not strictly enforced. One person was designated the fisherman and the others were split up into three animal groups: sea turtles (tortugas), fish (pescados), and lobsters (langostas). First, we showed the kids what not to do, which was to capture all the sea creatures. Then, we showed them what they should do instead having the fisherman only take one of each species so that they could understand why they would want to limit their catches. This skit illustrated the fact that overfishing will eventually leave no food in the ocean. On our final day we taught the kids the skits, rehearsed with them, and later that night, they successfully performed it to their elders and community following the amazing Kuna dance.

Project Processes


14

14

Trash CleanUp & Burial

Following our skits, we decided to do a group activity which turned out to be a community activity. We divided up the kids into groups of ten for a trash hunt competition with two brigaders as part of the team directing them what to consider as trash and want was not trash. We went with the kids to collect trash from all over the island. Rather than lead the kids around the island, we were following them and trying to keep up with their enthusiasm. At the end, we gave each kid a sticker when they had finished, signifying a job well done. We collected about six full bags of trash, and noticed how much cleaner the island looked after even only a half‐an‐hour of trash collection.

Disposing the collecting trash properly was a big topic of debate. Over the years, the Sahilas had heard a variety of methods just to hear us from UCSD GEB tell them that burying was the preferred method over burning or throwing into the ocean primarily because toxic waste would be released. Unfortunately, the community didn’t have a better option of starting a compost or bringing the trash to the mainland to properly dispose it. So rather than create waste and cause harm to the environment, we determined that the best method would be to bury the trash.

After we had collected trash from the island with the kids, a group of the brigaders went with two elders to bury it on the mainland. Our initial problem was finding a place far enough away from the shore because the mangroves were very thick. Eventually we found a little cove protected by the mangroves that we thought would work. Some designated themselves to digging a hole while others went around the shore collecting trash that had been dumped there previously. We ran into several obstacles including what we think was a coconut shell and an ant nest, but we managed to finally dig a big enough hole. Eventually we managed to dig a big enough hole, get all the trash in the hole through persistent stomping, and completed the burial with sand. We then asked the elders to come look at it and they were very surprised. They didn't think our idea would work, but after seeing the finished project they were very impressed and realized that this is something they can realistically do.

Movie Night – ‘HOME’

‘HOME,’ a documentary by Yann Arthus‐Bertrand (www.home‐2009.com), shows the diversity of life on Earth and how humanity is threatening the ecological balance of the planet. The version we showed is in Spanish, and because the movie is an hour and a half long, it was surprising to see how many children stayed until the end. The video talked about many of the important environmental issues occurring around the globe including climate change and deforestation. One of the topics that the Kuna people and the community of Nusatupu wanted to learn in particular more about was climate change and its various effects. We believe that this movie brought full attention to the villagers on the issue of sea level raise, and as we discovered soon later, that significant flooding takes places during the wet season and has been noticeably worse in recent years. The elder members of the community found the movie to be very informational and even suggested getting it translated into Kuna. And of course, in the spirit of sustainability and truly tying the ends to our projects, the electricity used to power the DVD player and television was produced by the very solar panels we installed.

Project Processes


15

15

Evaluations


Community Impacts

The short and long‐term impacts of the installed photovoltaic system in addition to the implementation of

environmental education and activities are highlighted below, based primarily on our observations during the week in

Nusatupu, along with some educated speculations from group discussions back in the states. The need to evaluate actual

changes in the community, both physically and mentally, will be something that we must do in our return brigade.

Impacts of the Photovoltaic System

Positives Negatives

Short Term Long Term Short Term Long Term

o Increased availability of artificial lighting

o Community meetings no longer restricted to daytime

o Better perception of foreigners and especially towards Global Brigades

o Various electronic devices can now be used and charged on‐demand

o Decreased reliance on batteries and diesel‐powered generators, also leading to decreased toxic waste and emissions from used batteries and burning of fossil fuels

o Possibly decreased amount and chance of toxic chemicals being leaked into the Kunas’ water and food supply

o Ability of Kunas to perform basic diagnosis and maintenance

o Possible cultural preservation by allowing more opportunities for nightly communal gatherings and story sharing

o More economically sound

o Openness for environmental advice and projects in the future with Global Brigades

o The 10:00pm lights‐out rule may be breached

o Kunas may not understand enough to rewire, reinstall, or relocate the system in the future, leading to the discarding of the photovoltaic system components

o Kunas may begin using and become dependent on more electronic devices that put stress on the system, and take away from their traditional culture of group gatherings

Impacts of Environmental Education and Activities

Positives Negatives

Short Term Long Term Short Term Long Term

o Both kids and adults obtain basic understanding of their built environment and their impact on it

o Building a sense of community through sharing results and artwork with peers and elders

o Awareness of the amount of trash that exist on their island

o Information retention and foundation‐building through repeated exposure and hands‐on activities

o Empowering the villagers to take on environmental issues and apply it in their daily habits

o Raising curiosity to learn more about the Kunas’ impact on their surroundings and effects of climate change

o Sahilas feel that they are overwhelmed with the amount of information presented

o Sahilas also feel conflicted with the different approaches presented to them about trash disposal

o Information provided may not have applicable, long‐term solutions for mitigating the effects of climate change

o Confusion and possibly frustration to the rising sea levels and their need to relocate

16

16

Challenges & Different Approaches

Some of the challenges we faced during our week in Panama included the following:

o Lack of time for debriefing of daily activities along with sense of being rushed in the short period of time on the island o Language barrier since a majority of the group did not speak sufficient Spanish to communicate with the Kunas,

bringing bottleneck to communication and putting higher stress for the few translators o Some meanings lost in translation (Kuna <‐> Spanish <‐> English) o Possibly preconceived notions about culture and the Kuna people due to lack of detailed (Nusatupu‐specific)

information prior to the brigade o Kuna’s reluctance of accepting trash collection and in‐ground burial due to lack of authoritative “teacher” on best

methodology of waste disposal and the inconsistent message taught by foreigners before us o Limited resources and technology to work with while in‐country o Finding a solution that is most sustainable environmentally and with regards to Kuna culture

After our brigade and evaluating both the things that did and did not work from beginning to finish, we have listed the

things we could have done better or differently to make our future brigades operate more smoothly and truly integrating environmental and social‐sustainability into our projects in Kuna Yala. The two categories are: pre‐departure (preparations) and in‐country (implementation).

PreDeparture InCountry

o Gain a clearer idea of community’s current conditions and its priority environmental and social needs.

o Have better direction and assignment of roles of how the environmental skits are to be implemented.

o Require participation from every brigader by assigning responsibilities such as cultural researcher, carpool organizer, fundraiser promoter, education director, etc. while bearing in mind each brigader’s specialties and strengths.

o Have a pre‐departure meeting attendance minimum, especially for UCSD students, to ensure commitment and sufficient pre‐trip preparation.

o Hold a Spanish/Kuna language workshop to teach simple and useful words and phrases.

o Plan more group events to better synergize brigaders in working and trusting one another.

o Schedule more fundraisers by planning ahead and involving the entire group to minimize the financial burden the trip has on brigaders.

o Print, laminate, and bring more informative materials (in Spanish) for the Kunas. *

o Create a clear and comprehensive packing list for brigaders, especially useful for first‐time travelers.

o Book airplane tickets earlier!

o Spend more time with Kuna teacher in creating an environmental curriculum for all grade levels.

o Give the Kuna teacher and adults, especially the Sahilas more informative materials to read and refer to on the environmental topics mentioned in the skits, activities, and movie, as well as on the photovoltaic system. *

o Spend more time in the community by one of or both ways – 1) cutting our stay in Panama City by one day; 2) extending our brigade by one to several days. This will avoid the feeling of being rushed and lacking the necessary time to reflect on our work with the Kunas.

o Make more personal connections with the Kuna community, especially the elders, by having more overall interactions – whether through conversations, physical activities, home visits, and cultural exchanges. Take advantage of their curiosity!

o Have formal gatherings and discussions with the entire community on the importance of our activities (ex: trash pickup) immediately following their implementation, instead of simply holding an informal meeting in the open.

o Create a sense of urgency and promote information retention by clearly conveying the message of ‘Why’ rather than just showing the ‘How.’

o Empower members of the community to monitor the issues and resulting changes (if any) discussed and seek their opinions on next steps.

* These two things go hand‐in‐hand. Printing & lamination (to prevent deterioration) may require significant funding.

One possible solution is to utilize clear packaging tape to cover exposed paper; another is to seek partnership with local print shops – something that UCSD GEB is currently working on!

Evaluations


17

17

Tips for Future Brigaders

As this trip will most likely place one in an environment very different than anything in the United States, letting go

of expectations and being flexible will be helpful in handling whatever comes along. Since Global Environmental Brigades

operates in Panama and has student volunteers live side by side with the local communities, specific traditions and rules

must be respected by everyone in the group. The difference in pace and the language barrier may initially cause

frustration. By being patient and open to others' viewpoints, one can more easily come to an understanding on the

situation and work towards a solution. A positive attitude and having the ability to laugh at the little surprises can go a

long way!

Since Panama is located in a tropical region with diseases not commonly found in the United States, vaccinations and

other precautions are recommended (but not mandatory) for brigaders prior to leaving the country. For a list of

recommended vaccinations to take, please visit UCSD GEB’s website (ucsdgeb.blogspot.com), which has information

taken from the CDC (Center for Disease Control and Prevention), or visit your doctor.

In sum:

o Do Your Homework – Prior to the brigade, be prepared physically and emotionally by learning

about the nature of the project as well as the community’s history & culture.

o Be Flexible – Not everything is going to go your way. Adapt to the situation and try to forgo

high expectations.

o Never Assume – Seek answers to any unclear questions before thinking something is right.

o No Single Solution – There will be almost always be multiple approaches to different issues.

Carefully consider both short and long term consequences before deciding on a “fix”.

o Having an Open Mind – Many things you will experience will be new and likely unfamiliar to

what you have been used to. Embrace these fresh experiences with a light heart and enjoy the

moment.

o Cultural Sensitivity – Remember that the Kunas (or any indigenous/local communities) have a

set way of life that could differ tremendously from our own. Respecting their traditions and

always keeping in mind how our actions may impact their culture in both the short and long

term is very important as we develop our projects.

Evaluations


18

18

Conclusion & Plans for Next Brigade

To conclude our very first Environmental Brigade, as well as that of Global Brigades as an entity of student volunteers from across the United States, Canada, and the United Kingdom, we are ecstatic to report that this week‐long trip has shown not only in what a group of students can accomplish in Panama, but also how their work can positively influence the well‐being of local communities internationally with respect to their culture and surrounding environment. During that 7‐day period in December 2009, 16 of us – undergraduates and alumnus from University of California, San Diego – embarked on an immensely rich experience that has opened our eyes and minds to the tropical beauties of Panama and personal lives of the indigenous Kuna people. The Kunas’ physical and spiritual proximity and their daily reliance on the built environment for shelter, food, along with recreation, make it much more so apparent for one to be aware of the positive feedback loops that tie different natural systems together. Imbalances brought into such systems, whether incremental or in bursts, such as accumulation of man‐made wastes, resource exhaustion, unsustained food production, and climate change, can cause irreversible deterioration of the environment that negatively affect the very livelihood of the people and other living organisms in it.

One mitigation effort our group has introduced onto the island of Nusatupu is the installation of a new photovoltaic panel and electric system. Energy capture in the daytime will be stored in a 12V car battery, which will power small electronics plus lights in the school and Congress meeting house. This renewable energy source will greatly lower the need for the Kunas to utilize diesel fuel‐powered generators and single‐time use batteries for electricity, both of which contain toxic fumes and/or pollutants that leak into the environment and possibly into the Kunas’ food and water sources. Since there currently is no set system of waste disposal, batteries in conjunction with both organic and inorganic wastes are regularly thrown into the ocean or near the shore on the mainland. Our group’s educational activities – skits showcasing the importance keeping the oceans free of non organic wastes, island trash pickup with emphasis on eliminating plastics, demonstration of underground trash burial, and lesson on the operation of the photovoltaic system – served as a vital introduction for the Kunas to become aware of the immediate and indirect influences they have on their environment and, more importantly, some of the ways they can begin to control them.

As a pilot project and with the limited time we spent with the community at Nusatupu, the short‐term environmental and social impacts of our project may seem insignificant, but our quest for sustainable positive change does not stop here. In the coming months or perhaps even years, Global Environmental Brigades, and more specifically our chapter at UC San Diego, plan on revisiting the same community to conduct follow‐up brigades in order to further empower the Kuna people to utilize and be able to maintain their renewable energy source and adapt sustainable, environmentally‐friendlier methods of living without taking away the very essence of their established traditions. Since this brigade’s primary objective was the installation of the photovoltaic system and the assessment of their environmental needs through observation in conjunction with basic education, the next logical step is to build upon what we have learned and the trust earned in working with the Kunas.

A Summer Brigade in 2010 has already been set with the goals of: 1. Discussing and gathering support for a viable solution for

the Kunas to bury their wastes, both organic and inorganic, on the mainland

2. Further exploring the issue of climate change and seeking methods of a large scale migration to the mainland

3. Having open conversations with Kuna people on neighboring islands regarding the topics discussed above.

While always bearing in mind the importance of cultural

sensitivity, our group will access both the short and long‐term impacts of these future endeavors, and at the same time keeping our ears open for any proven methodologies and scientific research applicable to advancing sustainability in a rural setting. We hope to build a strong and fruitful relationship with the warm and highly capable Kuna people, who are most certainly facing the dire consequences of global climate change and rising sea levels. The magnificent Kuna Yala awaits us once more!

Evaluations


19

19

Memories


20

There are many ways to support the efforts of University of California San Diego Global Environmental Brigades. Donations can include monetary contributions, business services, and offering professional advice. Members of UCSD GEB are some of the most inspired and environmentally‐responsible students of the school. Companies or individuals who contribute to our cause will have the opportunity to network with motivated students who are eager to make a positive impact in the world. Moreover, supporters will have the chance to speak at club meetings and promote opportunities at their respective organizations.

For more information on how you or your organization can contribute, please contact the chapter president. We thank you for your support in advance!

Contact Website:

ucsdgeb.blogspot.com

Inquries:

[email protected]

Jonathan Lee

Chapter President

[email protected]

Natasha Ferrer‐Perez

Fundraising Chair

[email protected]

Lucas Puttock

Organization & Public Relations Director

[email protected]

Anna Pasternak

Environmental Brigades Director

[email protected]

Michelle Menclewicz

Global Brigades Program Director

[email protected]

Winter ’09 Brigaders (English & Kuna Names) Anna Pasternak – Waili

Santiago Giraldo – Iguayadikili

Angel David Arcia Gil

Jonathan Lee – Manikepe

Lucas Puttock – Maninubdili

Natasha Ferrer‐Perez – Akwanubdili

Acacia Overoye – Dinubdili

Daniela Kent – Iguanadilli

Christianna Savino – Bunaoloyodikili

Rebecca Hasegawa – Maninadili

Saki Hashimoto – Iguananubdilli

Elizabeth Reid‐Wainscoat – Awkwa Nubdili

Hanson Cao – Iguadipe

Angeline Ta – Inanadili

Jacqueline Sikkema – Nabasanudili

Hannah Schnitzler – Olonubdili

Aaron Lineback – Olokepre

Atalani Jackson – Olanadilli

Kristin Wong – Inakipe

We believe that love for this beautiful planet and ever‐expanding knowledge should not be limited to the classroom and laboratory, and through Global Environmental Brigades, environment and sustainability‐minded students can truly make a positive impact on an international scale. In addition, members of GEB can:

o Learn about pressing environmental issues affecting different regions and groups of people in the world

o Gain valuable hands‐on experience helping those who are in need and immerse into their unique cultures, traditions, and foreign landscapes

o Network with environmental professionals and fellow students

UCSD GEB consists of a diverse group of students from all areas of study. Prospective students do not have to be environmental majors or be a current student at UCSD. Rather, a diverse group of students with a wide range of skills will make the brigade that more successful. We look forward to recruiting students and principle members for this summer and upcoming year. Please contact our officer team with any questions! Learn more on our website at: ucsdgeb.blogspot.com

Special appreciation goes out to my mother, who financially and mentally supported me through the whole way, Anna & Santiago, who spent months in Panama creating the amazing itinerary with true dedication, Michelle, for keeping the establishment progress of GEB and my sanity (at the airport) in check, Regina, who was able to find everyone reasonably‐priced airplane tickets despite the ridiculous holiday season, Angel, who magically made the solar panel installation a complete breeze, Migdalia & Gregorio, who showed us the beauties of Kuna Yala and its people, Daniela, who voluntarily took the position as our primary translator, Nikki & Lucas, for their states‐side planning assistance, and to Rebecca, Saki, Acacia, Liz, Hannah, Aaron, Jackie, Hanson & above all, Lucas, for their contributions in the writeup of this report.

‐ Jonathan

Support

Join Our Team

20

environmental brigades at uc san diego - winter 2009 brigade report

Documents