| Last fall I had the honor of meeting Jonathan Lee | | | | the event of a failure. This brigade also serves as |
| on the University of California, San Diego (UCSD) | | | | an initial assessment of the Kunas’ other |
| campus after I finished a presentation on global | | | | environmental and social needs through |
| water issues. As Chapter President of the Global | | | | observations and discussion in the community. |
| Environmental Brigades, Jonathan was planning an | | | | Even though the Kunas are traditionally known to |
| exciting Brigade mission to Panama in December. | | | | be conservationists who genuinely value the |
| In this guest post, Jonathan Lee talks about the | | | | richness of their land, it is Global Environmental |
| group’s experience. | | | | Brigades’ goal and hope that the current as |
| Global Brigades is a volunteer student-based | | | | well as future generations will gain a fresh |
| collaborative that is dedicated to the research, | | | | perspective of their natural environment and the |
| design, and construction of socially responsible, | | | | imminent weather shifts through the educational |
| environmentally sustainable solutions to problems | | | | activities that were implemented. |
| in the developing world. Ultimately, extended | | | | The Power Of Friendship |
| relationships between brigades and communities | | | | And because the group was not there as tourists, |
| will result in the implementation of a variety of | | | | but as Brigaders who embarked into Kuna Yala |
| projects, as well as the accumulation of a vast | | | | with the priority of making culturally sensitive and |
| wealth of knowledge from which future students | | | | sustainable positive change, the Kuna people |
| and communities can learn. | | | | embraced the outsiders warmly with open minds, |
| Heading To Kuna Yala | | | | a display of their rich culture & traditions, and |
| Our team of student volunteers, aka | | | | even a journey to a sacred area deep in the |
| “brigaders”, consisted of 16 UCSD | | | | rainforest. |
| undergraduates and alumnus. The primary | | | | It was a time of immense cultural exchanges, |
| objective of our week-long project was to install | | | | spectacularly gorgeous scenery, as well as hands |
| a photovoltaic system and then conduct | | | | on learning experience in an environment that |
| environmental education sessions at a densely | | | | magically promotes awareness of natural systems |
| populated island in Kuna Yala of Panama, home to | | | | and the anthropogenic responsibility in maintaining |
| the indigenous Kuna people. The project was | | | | such delicate balance. The implementation of this |
| developed by the Environmental Brigades | | | | project took place over a one week period in |
| Coordinator, who has established a fruitful | | | | December 2009. The entire project will evolve |
| relationship with the Kuna Cultural Congress as | | | | into two or three brigades, and the expected |
| well as various Panamanian environmental | | | | return periods are June and December 2010. |
| organizations that have contributed to the | | | | For more information, read the full trip report |
| success of this brigade. | | | | here. Global Brigades Project Overview |
| “In working with Global Brigades, students | | | | * Project Title: “Sustainable Energy” |
| have the unique opportunity to not only travel to | | | | Project * University: University of California, San |
| a foreign country to take on projects that have a | | | | Diego * Student Group: 16 (UCSD) + 2 (Panama) |
| direct impact on the quality of life of local | | | | * Initiatives: Photovoltaic System Installation * |
| communities, but also gain valuable hands-on | | | | Environmental Education * Capital Investment: |
| experience not found in the classroom.” | | | | $1,500.00 * Dates: December 13–20th, 2009 * |
| Renewable Island Energy | | | | Community: Nusatupu, Comarca Kuna Yala * |
| The solar panels were installed on the school | | | | Brigade Coordinator: Anna Pasternak * Club |
| rooftop on the island of Nusatupu. The electricity | | | | President: Jonathan Lee * Partnership: Congreso |
| generated will power lights not only in the school, | | | | General de la Cultura Kuna * Future Project(s): |
| but also in the congressional building where | | | | Summer (and Winter) 2010 * Waste Management |
| important meetings are held for community | | | | & Disposal * Climate Change Education & |
| discussions addressing political and social issues. | | | | Response |
| This project allows the Kunas to not rely on | | | | Winter 2009 UCSD Global Environmental Brigaders |
| unsustainable power sources such as batteries or | | | | * Anna Pasternak – Waili * Santiago Giraldo |
| diesel powered generators for their electrical | | | | – Iguayadikili * Jonathan Lee – Manikepe * |
| needs, while at the same time significantly | | | | Lucas Puttock – Maninubdili * Natasha |
| reducing the amount of toxic pollutants, such as | | | | Ferrer-Perez – Akwanubdili * Acacia Overoye |
| lead, cadmium, and carbon monoxide released into | | | | – Dinubdili * Daniela Kent – Iguanadilli * |
| their surroundings. These substances can | | | | Christianna Savino – Bunaoloyodikili * Rebecca |
| adversely contaminate the environment and leak | | | | Hasegawa – Maninadili * Saki Hashimoto – |
| into the Kuna’s food and water supplies to | | | | Iguananubdilli * Elizabeth Reid-Wainscoat – |
| negatively affect their health. | | | | Awkwa Nubdili * Hanson Cao – Iguadipe * |
| The Importance Of Education | | | | Angeline Ta – Inanadili * Jacqueline Sikkema |
| The Brigaders also spent time introducing basic | | | | – Nabasanudili * Hannah Schnitzler – |
| concepts effects of climate change, water and | | | | Olonubdili * Aaron Lineback – Olokepre * |
| nutrient cycles, as well as the importance of | | | | Atalani Jackson – Olanadilli * Kristin Wong – |
| waste reduction to both the kids and adults. Last, | | | | Inakipe |
| but not least, an informative workshop was held | | | | UCSD’s Global Environmental Brigaders are, |
| to teach the Kunas how the photovoltaic system | | | | without question, Global Patriots! |
| functions and about basic diagnostic procedures in | | | | |