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CENTER FOR INTERNATIONAL EDUCATIONAL EXCHANGE (CIEE) The Rasi Salai Learning Center Proposal Submitted By Larissa Gaias Ann Kam Bijal Makadia

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Page 1: The Rasi Salai Learning Center Plan - WordPress.com  · Web viewThe Rasi Salai Learning Center Proposal. ... and the story of the communities can be created in order to spread the

CENTER FOR INTERNATIONAL EDUCATIONAL EXCHANGE (CIEE)

The Rasi Salai Learning Center Proposal

Submitted By

Larissa Gaias

Ann Kam

Bijal Makadia

For

Final Project

Spring 2010

May 7, 2010

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CONTENTS

I. Letter from the Authors………...…...…………………………………………………………..3

II. Learning Center Goals…………………………………………………………………...…….4

III. Learning Center Buildings

(1) History and Culture Building…………………………………………………...……..6

(2) Environment Building and Agricultural Research Space……………………………..8

(3) Youth Center…………………………………………………………………………10

(4) Wetlands Research Center…………………………………………………………...12

(5) Wetlands Trail………………………………………………………………………..13

(6) Sala…………………………………………………………………………………...14

(7) Reception……………………………………………………………………………..15

(8) Guesthouse/Camping Space………………………………………………………….16

(9) House and Parking Lot……………………………………………………………….16

IV. Strategies for Spreading Awareness about the Learning Center……………......…………...17

V. Appendices

(1) Appendix A: Map of Proposed Learning Center……………………………………18

(2) Appendix B: Collaborative Community Consultation (CCC): Rasi Salai…………..19

(3) Appendix C: “Voices from the Margin: Rasi Salai Dam”…………………………...20

(4) Appendix D: Timeline of Rasi Salai Movement……………………………………..21

(5) Appendix E: Compilation of Villagers’ Profiles……………………………………22

(6) Appendix F: “Dams, Rivers and Rights: An Action Guide for Communities Affected

by

Dams”……………………………………………………………...23

(7) Appendix G: Executive Summary from Thai Baan Research (English)……………..24

(8) Appendix H: Executive Summary from the Thai Baan Research (Thai).....................25

(9) Appendix I: Screenshots of Google Interactive Maps………………………….……26

*Note on Appendices: Some of the documents are photocopied since there are no existing electronic copies. Therefore, some appendices may be longer than they are represented in the Contents page and are not represented in electronic copies of this document.

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Letter from the Authors

Dear Reader,

The proposal in front of you was created through collaboration amongst CIEE students,

residents and leaders of the Rasi Salai and Hua Na villages, and NGOs that help dam-affected

communities. The idea for it began in March 2010 when 11 CIEE students, their program

facilitators, and a few translators went to consult with NGOs and villagers in Surin and Siskaet

Province.

What began as a three-day trip turned into a powerful discussion about how the students

could help Rasi Salai Village. The villagers informed students that the provincial government

had just given them 30 rai of land to build a learning center. The villagers spoke about their ideas

for how the learning center would educate visitors about the region’s culture and environment,

but they needed the students’ help to bring it to life. Thus, the students left with the task of

conducting research about learning centers around the world.

A month later, students returned with creative ways to incorporate all the important

aspects of the wetlands culture, livelihood, environment, and the villager’s struggles in the

learning center. This unique document is a compilation of all those ideas. It includes a map of the

learning center (Appendix A), a detailed description of proposed exhibits, next steps students can

take to further develop the center, and appendices that contain valuable research and information.

However, this plan and proposal is nothing without future action. These words will sit on

this page until the vision is formed into buildings, youth networks, research displays, and

handicrafts demonstrations. The future of the learning center now lies in the hands of upcoming

CIEE students, villagers, village leaders, and NGOs. Its importance is evident, but with more

fighting, brainstorming, fundraising, community organizing, and dedication, and with the help of

a few screws and nails, the potential of the learning center can be realized.

Best of luck,

Larissa Gaias Ann Kam Bijal Makadia

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LEARNING CENTER GOALS

1) To preserve local wisdom and demonstrate the value of cultural traditionsThe Learning Center will provide a space for villagers affected by the Rasi Salai and Hua Na dams to educate visitors and local youth about the communities’ local wisdom and cultural traditions that have been passed down from prior generations. Some unique aspects of the wetlands culture may be in danger due to flooding and urban migration, but the Learning Center will ensure that no wisdom or traditions are lost forever.

 2) To demonstrate and educate visitors about alternative agriculture and irrigation techniquesThe Learning Center will prove that large-scale agriculture and irrigation projects such as dams are not necessary for the farming needs of villagers in this region. The Learning Center can be self-sufficient in terms of producing its own food and water, this will teach visitors about the communities’ traditional farming practices.

 3) To provide education about the unique environment and ecosystems of the areaThe Learning Center’s wetlands consist of ecosystems rich in biodiversity. Native plants and animal populations provide villagers with benefits such as food and medicinal herbs. Information about the intricacies of the wetlands will educate visitors, youth, and villagers about the environmental benefits and importance of the area.

 4) To highlight the history of villagers affected by the Rasi Salai and Hua Na damsThe Learning Center will educate visitors about the formation, struggles and triumphs of the communities. It will also specifically focus on various human rights issues that have affected the villages’ ways of life and livelihoods. Through these methods, the center aims to strengthen visitors’ bonds to the communities and preserve the villages’ stories for future generations.

 5) To leave a lasting impact on visitorsThe Learning Center will transform how visitors perceive wetlands by giving them a comprehensive view of such an ecosystem. With a trail that goes through The Learning Center’s surrounding wetlands and other interactive exhibits, visitors will gain hands-on experience and valuable knowledge that they will remember after their visit. 6) To provide the communities with leverage when working with other partiesThe Learning Center’s facilities, such as the sala, will allow the communities to build and strengthen relationships with other community members, visitors, and officials. This will bring increased awareness to their movements and further support to their causes. Also, the communities’ leadership roles in creating this center will demonstrate their strengths, sense of empowerment, and ability to organize. This increased unity will serve as a mechanism for negotiation in matters such as compensation and having a greater say in future development projects. 7) To educate other dam-affected communities and create a network amongst villages facing similar development issues The Learning Center will serve as a means for building relationships amongst dam-affected

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communities and will help create a network of resources for villages dealing with similar development issues. Through sharing valuable information- that include the effects of a dam, human rights, and negotiating tactics- the center will allow other affected communities to learn from Rasi Salai and Hua Na’s struggles. Other villages will be able to apply this knowledge to their own circumstances.

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HISTORY AND CULTURE BUILDING Description:The History and Culture Building’s displays aim to educate visitors about the cultural, social and political history of the Rasi Salai and Hua Na Villages. In order to showcase the unique culture of the wetlands communities, the center will have displays of locally made handicrafts, native instruments, and photography and art pieces produced by villagers and CIEE students. In addition, interactive presentations on topics such as folk dance, music, storytelling, and cooking will give visitors hands-on experiences. The exhibit will also illustrate the different social movements that villagers have participated in since the completion of the Rasi Salai dam in 1994 and the Hua Na dam in 2000. A section solely devoted to human rights education will teach visitors about the protests villagers staged to achieve their Economic, Social, and Cultural Rights which include: The Right to Food, Work, and Culture. Additionally, this section should portray the types of media villagers employed to fight for these rights.

The exhibit will have a historical timeline that depicts the long and rich history of this region’s people. Important dates such as when the villages settled, significant events prior to and after the dam’s construction, protests, when compensation was paid, and current struggles will be included in this timeline. In order to bring these events to life, personal testimonies from villagers will be added. The timeline will have extra space for individuals to continue expanding upon the communities’ history. To complement this timeline, there will be an illustration that explains how dams function. Also, a display comparing the Rasi Salai and Hua Na communities, along with before and after displays of the regions, would effectively show how dams affect the environment.  Importance:   Showcasing aspects of the villages’ cultures will emphasize the value of local wisdom and preserve it for future generations. It will also strengthen visitors and villagers’ bonds to the communities. Having a human rights education section will make visitors aware of the human rights violations that have been committed and highlight the struggles villagers have persevered through. In addition, other dam-affected communities can utilize the human rights and community organizing information in their own struggles. Creating a historical timeline will demonstrate the villages’ history and give villagers opportunities to share their personal experiences.  Next Steps:1) Create photo essaysThere are many local traditions that take place in the communities affected by the Rasi Salai and Hua Na dams and photo essays will highlight these unique cultural practices. For example, these villages have ceremonies in which they make merit to the water for giving them food, water, and life. Photos of these events can be added to the Culture and History Building where they will be documented for future generations of visitors and villagers. 

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2) Construct a human rights education displayThe “Voices from the Margin” report written about the Rasi Salai dam by Fall 2008 students gives a comprehensive analysis of the situation (refer to Appendix C). It also goes into great depth about the different Economic, Social, and Cultural Rights that were violated when the government built the dam. Additionally, incorporating the different types of social activist media created by the villagers would make the exhibit more personal and interesting.  3) Create a historical timelineThe document titled “Timeline of Rasi Salai Movement” in KTJ Scott’s “Rasi Salai Dam-affected Network, Srisaket, Roi Et, Surin Provinces, Thailand, August 2004” (refer to Appendix D) gives a in-depth breakdown of what the Rasi Salai community experienced during the years 1989- 2004. Consulting this document and updating it would provide students with the information they need to create a historical timeline.  4) Display villagers’ personal testimonies Look through Appendix E for villagers’ profiles to include in the historical timeline.  These profiles have been taken from the following sources: http://engagetheworld.wik.is/, the “Voices from the Margin” report about the Rasi Salai Dam, Spring 2010’s Collaborative Community Consultation Report (CCC) (refer to Appendix B), and KTJ Scott’s “Rasi Salai Dam-affected Network, Srisaket, Roi Et, Surin Provinces, Thailand, August 2004.” By incorporating villagers’ stories into the Learning Center, visitors will get a sense of how the dam has affected citizens in different ways.  5) Create a display about how dams workMany of the villagers do not completely understand how dams function, and mostly want compensation for their damaged land. Thus, future CIEE students can educate villagers and visitors by creating a display about how dams work. One helpful source to consult when beginning this project is the “Dams, Rivers and Rights: An Action Guide for Communities Affected by Dams” file that can be downloaded from http://www.internationalrivers.org/en/activism/tools-activists. This document discusses (1) how dams work and (2) how dams affect the environment (refer to Appendix F).  

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ENVIRONMENT BUILDING AND AGRICULTURE RESEARCH SPACE Description:The Environment and Agriculture facilities will be an educational space that has information regarding ecosystems, habitats, and wetlands environments. There will be displays of local plant and animal life, including displays that depict the differences between native and invasive species. A food web of the wetlands biodiversity will demonstrate the interconnectedness and the intricacies of such a valuable ecosystem. The benefits of the wetlands environment will be clearly displayed. For example, the food that can be found in the river (fish and shells), the food that can be found on land (animals and fruit bearing trees), and the medicinal herbs that can be found in the wetlands will be displayed and described. Maps will be created to display information that includes the biodiversity in the area (as compared to Southeast Asia and around the world). These maps will show how the environments in the Rasi Salai and Hua Na communities are different from those on the domestic and international levels. Displays of the background of local farming techniques will help preserve local wisdom about agriculture. Additionally, a small farm and irrigation system will teach youth and community members the processes involved in agriculture, thus preserving livelihoods and this way of life. The products grown in the farm can be sold at local markets and provide supplemental income for the Learning Center. The farm and irrigation system will show the government that the villagers can be self-sufficient. The farm will serve as an outdoor classroom and can teach community members and youth the essential skills of making compost, planting, harvesting, and so on.  Importance:With any Learning Center, placing a spotlight on the environmental context of the area is essential. Highlighting the unique benefits of the wetlands will be informative and educational. Traditional farming practices will be preserved and taught through displays in the environment building and interactive work on the farm. The environment and agriculture area will deepen the communities’ connections to their environment and increase their awareness of local resources. Visitors and youth who may not be aware of alternative irrigation methods to dams will learn about the advantages of small-scale irrigation systems. This will also show the government that the villages affected by the Rasi Salai and Hua Na dams do not need such development projects in order to sustain themselves. Teaching visitors about self-sufficient agricultural practices will allow them to take these techniques to their hometowns. Through information presented throughout the learning center, visitors will be motivated to start their own gardens and support their local farms.  Next Steps:1) Thai Baan Research Some of the Rasi Salai villagers collected research about their environment as part of the Thai Baan research project. This research includes information about the society and culture of people who live near the wetlands, the wetlands ecology in Rasi Salai, fish varieties in the Central Mun River, fishing tools, local wisdom, ancient salt resources, wetland agriculture, and water management. However, the information is all in Thai and is just in text form. It would be great to have this research translated and organized into a form that can be displayed in the Environment Building. Finding the holes in the current research and continuing the research with villagers will

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also be a large component of this project. The Thai Baan research can be found on this website: http://www.webcitation.org/5iFlIOWuB. The downloads numbered 1-13 are all components of the research document (refer to Appendix G and H for the executive summaries in English and Thai, respectively).

2) Small- Scale Agriculture and Irrigation SystemA small farm and irrigation system needs to be developed for the Learning Center. This will require more research regarding what types of irrigation is most feasible for the Learning Center, be it rainwater collection or digging individual ponds. A farm would require someone who is dedicated to its overall upkeep, finding a market for its products, or dividing up the harvest amongst villagers. Connections could be made between villagers in Surin and Yasothon, especially since P’Ubon is already aware and supportive of the Learning Center plans.

3) Create mapsCreating maps that display the biodiversity of the wetlands along the Mun River, in Southeast Asia, and around the world give visitors an international view of why these environments are important. In creating these maps, refer to Appendix I for Google interactive maps that were created by former CIEE students.

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YOUTH CENTER Description:The Youth Center will provide the younger generations of communities affected by the Rasi Salai and Hua Na dams with opportunities to empower themselves. This space will allow youth to take control of their education, conduct valuable research, and explore their own heritage, so they can feel deeper connections to the wetlands and their community. In addition, youth will be able to take ownership over their education and utilize the wetlands research center and agricultural research areas to expand upon their knowledge of the environment and traditional farming practices.  The Youth Center will include a lounge with resources such as cameras, arts and crafts materials, books, information on health and nutrition, multimedia, movies, and games. There will be space for youth to interact with tutors and mentors; these individuals can even be older youth helping younger ones with homework and acting as role models. Also, elders of the community, future CIEE students, and the youth themselves can conduct workshops in the youth center. Most importantly, the youth will have the freedom to adjust the center and develop it as they wish so long as it fulfills the Learning Center’s goals. Importance:The youth will learn about the local wisdom and traditions of the communities through exploration of the entire Learning Center. Additionally, youth-oriented workshops can teach children about leadership skills, community organizing, and different cultural skills like making handicrafts. Youth can also work on the farm and assist with the irrigation system in order to learn about alternative agricultural practices, involving them in seeking solutions to the communities’ problems. These experiences will cultivate a greater connection between the youth and the community. In doing so, this will discourage urban migration and motivate youth to focus their energies in their own community.

If empowerment is not carried out to future generations, the success of the Learning Center will be lost within a few years. Allowing youth to take ownership over their education will keep them invested in their communities’ issues. This way, they will continue fighting and strengthening their hometowns. Using the youth is an efficient way to build relationships with other communities. Children can make friends with children from other villages and share stories of common or dissimilar struggles, cultural practices, community festivals, and so on. Such networks can last for many generations. Next Steps:

1) Create a youth networkNot many youth are actively involved with the Rasi Salai and Hua Na social movements. Creating and supporting a youth network for the villages (like CIEE students have previously done in the mine-affected village of Na Nong Bong) will be essential to the success of the Youth Center. The youth need to feel excited about becoming an essential part of their communities, thus the implementation of a youth group or network would empower them to represent their communities.

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For example, 12 year-old Camine, the daughter of the Ban Pun Village leader of Rasi Salai, regularly attends community meetings with her father. She also has a strong relationship with P’Banya, a non-governmental individual (NGI) who lives and works in Rasi Salai. Look at CIEE students and Dao Din’s work with Na Nong Bong for inspiration. Once the youth network is created, a tutoring/mentoring program can be set up between older and younger children.

2) Create a schedule of workshops/demonstrations that community members can hold for the youthTalk to Mae Rampan, a leader of the Wetlands Handicraft Group, about how youth can get involved with the organization (membership is females mostly, but men collect the raw materials used to make the handicrafts). Ask her if she would be willing to hold workshops on how to weave mats and baskets, especially during children’s summer term off from school.

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WETLANDS RESEARCH CENTER Description:The Wetlands Research Center will be a place for villagers to conduct research and examine their findings about the area’s ecology and how the construction of the dam affected it. This center will have the resources to conduct scientific research, including appropriate utilities and instruments enabling villagers to further learn about the wetlands and gather data such as salinity levels and soil quality. Interested community members and youth can explore the wetlands and gather data on plants and animals. The Wetlands Research Center will also keep track of ecological changes that occur over the years, including changes in biodiversity and the impact of invasive species that have been introduced in the wetlands. Importance:The Wetlands Research Center will ensure that these communities are not dependent on outside parties to gather environmental information. Villagers will feel empowered by learning about their ecosystems on their own. The community [and visitors] will have an increased awareness of the connections within the local ecosystems and a greater appreciation for the environment. In addition, the information they gather can be used in negotiations with the government. Such knowledge will further demonstrate the communities’ strengths and capacity for preserving their wetlands. Next Steps:

1) Research existing research centersBefore this project can be developed, there should be further examination of existing research centers in northeast Thailand. For example, the Pak Mun Community has developed the Thai Baan Research Center. This existing center will provide an example of how research centers function in respects to the different types of terrain and wetlands in Isaan.

2) Organize and compile existing researchThe existing data on the area’s wetlands, both from the Thai Baan research project and other sources, should be thoroughly examined and organized in order for the communities to determine what is missing. Once this is determined, CIEE students and villagers can work together to build upon the existing information (refer to Appendix G and H for the English and Thai executive summaries from the Thai Baan research project, respectively).

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WETLANDS TRAIL

Description:The Wetlands Trail constructed in the preserved wetlands area surrounding the Learning Center will give visitors a first hand experience of life in that ecosystem. Informative signs about flora and fauna throughout the trail will educate hikers about the different plants and wildlife that exist in the wetlands. Importance:This interactive component of the Learning Center will further educate visitors and community members about the wetlands and strengthen peoples’ connection to the wetlands. They will leave the center with a better sense of why wetlands are advantageous for the villagers and the environment. Next Steps:Future CIEE students can take pictures of- and research- the flora and fauna in the wetlands and create the trail’s informative signs.

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SALA Description:The Sala will be located in the middle of the Learning Center and serve as the symbol of community unification and pride in this project. It will be a place to host educational speakers, conduct community meetings, celebrate cultural events (e.g. dancing and storytelling), and community events (e.g. parties and weddings). Because of the Learning Center’s close proximity to the Royal Irrigation Department (RID), the sala will be an ideal place to host representatives from the RID. This close proximity will also ensure greater accountability by the RID exemplified by the success of past protests on RID land. Meetings held between RID representatives and local villagers in the sala will further strengthen this relationship. Furthermore, community members can utilize this space on a daily basis to interact with one another. It can also be used as leisure space where youth can play games. Ultimately, the sala can fulfill a variety of community needs. Importance:The sala encourages community interaction, increases pride in the community, and creates a space for further educational growth. It provides an ideal meeting space for the community to discuss important issues and strengthen their unity and organization. The close proximity to the RID will enable villagers to further develop their relationship with the government and strengthen their voice in the region’s decision-making processes. Since government meetings would occur on the villagers’ land, important issues can be discussed in an area that showcases the villagers’ progress and capabilities. Next Steps:

1) Research existing sala designsThe architectural structures of existing salas should be researched in order to choose a design that is most appropriate and functional for this project.

2) Compile relevant contactsEducational speakers such as professors and academics, who give lectures on relevant topics such as the environment and human rights, should be researched and contact information should be compiled in order to organize such lectures for the future. In addition, community members interested in organizing cultural events such as a youth dance, talent show, story telling, and so on should be contacted. 

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RECEPTION Description:The reception building of the Learning Center will be the first stop for visitors. It will include an information desk with hours of operation, directions, and a calendar of events that will occur during that month. In addition, there will be a bathroom, and possibly a refreshments stand. The reception will greet visitors and provide them with a map of the trails. It will also provide information on the Learning Center’s buildings, along with a brief description of each exhibit. Within the reception, there will be display that highlights quick facts and offers a brief history of the Learning Center. Additionally, the reception building will have a museum store that sells handicrafts such as sticky rice baskets, pottery, and weaved mats from the Wetlands Handicraft Group. The reception building will also have a donations box for visitors to contribute to the Learning Center’s funds. Importance:The reception building will provide a basis for the rest of the visitor’s Learning Center experience. It will provide a context and introduction for the visitor so they know what to expect from the Learning Center. The gift shop will enable visitors to take home memorabilia that will remind them of these communities and their experiences, and that will spread awareness of the beauty and uniqueness of these communities’ culture in a sustainable way. The donations box and gift shop will also be a means of generating funds that will help maintain the Learning Center. Next Steps:

1) Compile history of Learning CenterThe history of the Learning Center should be carefully documented and compiled. Dates of when land was awarded, what it took to get the land and the budget, and the processes involved in each step of developing this project should be compiled. P’ Banya has all of this information because he has been involved with every step of the Learning Center’s construction.

2) Contact the Wetlands Handicrafts GroupThe community members in Rasi Salai and Hua Na who are interested in producing and selling handicrafts should be contacted in order to determine the logistics of gift shop items. Rasi Salai’s Wetlands Handicrafts Group would be a great resource for gathering this information.

3) Research existing information desksWhen researching existing learning centers, pay close attention to their reception/information desks. Certain set-ups can work more favorably than others.

4) Create informational brochure for the Learning CenterA map and pamphlet for the Learning Center should be created when the center is close to being completed and as more exhibits are finished. Logically these resources should be updated, on a regular basis as the Learning Center grows and evolves.

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GUESTHOUSES/CAMP SPACE

Guesthouses and camp space on the Learning Center premises will provide accommodations for visitors traveling from far distances and students conducting research for longer periods of time. These facilities can also be utilized for youth camps. 

HOUSE AND PARKING LOT

The house will serve as a ground base for the individual(s) who are responsible for maintaining the Learning Center. The parking lot will provide a space for visitors to park their cars, tour buses, motorcycles, and bikes.

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STRATEGIES FOR SPREADING AWARENESS ABOUT THE LEARNING CENTER

1) Utilizing P’Banya’s media connectionsA commercial or video presentation on the Learning Center can be created for media outlets such as Thai PBS, with whom P’Banya has worked with in the past.

2) News article Magazine and newspaper articles about the Learning Center, what it does, what it accomplishes, and the story of the communities can be created in order to spread the word about the Learning Center and generate attention.

3) CIEEUtilize the connection with CIEE in order to generate an international awareness of the Learning Center which will in turn create local attention. Use CIEE students to spread information about the Learning Center.

4) Learning Center websiteCreate a website with information on the Learning Center and updates of the events that are occurring. This website can be linked on www.esaanvoice.net along with other local websites to generate more attention.

5) StudentsContact and advertise to students studying at the universities in this region who are interested in issues of development, human rights, agriculture, or the environment and would want to work with the Learning Center. This would enable the Learning Center to progress while furthering the education of college students. This would also spread the word to students from different parts of the region. In addition to college students, elementary schools and high schools in the region should be contacted in order to arrange possible field trips to the Learning Center.

6) GuesthousesAdvertise the guesthouses to tourists in the region who may be interested in eco-tourism and learning about the area’s culture, history, and environment.

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APPENDIX A

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APPENDIX B

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APPENDIX C

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APPENDIX D

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APPENDIX E

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APPENDIX F

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APPENDIX G

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APPENDIX H

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APPENDIX I

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