MariposaPaulette - The Blog

Entry # 44 Know your farmer! Community Supported Agriculture provides access to locally produced, fresh, organic foods.

Sun, 16 Aug 2026 21:45:06 GMT

Currently, people across the U.S. hesitate to purchase many fresh fruits and vegetables at their local grocery stores because of outbreaks of Cyclospora, E. coli, and Salmonella. Community Supported Agriculture (CSA) provides a way to purchase locally produced foods instead of foods from unfamiliar producers across the U.S. and the world. A CSA allows participants to know exactly where their food comes from and how it was produced. There are many different models across the U.S., and I have had the privilege of participating in two of them: the Michigan State University (MSU) program through the Student Organic Farm and Bluegold Blueberry Farm in Douglas, Michigan.

Previously, I enjoyed a CSA share through the Michigan State University Student Organic Farm. (See entry #26 within this blog www.mariposapaulette.com). The MSU students sell shares at a set price per quarter. The program gave me wonderful fresh food at reasonable prices. It’s great for a family. Moreover, each week I received a wide variety of vegetables, some of which led me to try new recipes. I also loved the fact that the program was year-round. Yet, it had some minor drawbacks for me as a single person at the time. There were no discounts for weeks when I could not pick up the food, and quantities and types of produce offered were fixed. I gave up my share after a few years because it gave me too much food each week even when I shared it with a neighbor.

Currently, I participate in a CSA in Douglas, Michigan that operates on a different model: Bluegold Blueberry Farm CSA. I was married two years ago, and Bluegold has done well for the two of us. John Alan Smith owns and operates the farm with his family. (Photo of John Smith and LuAnn Smith, his sister.) We invest in the CSA before the farm market season begins, and we receive a credit on our account to be used over the farm season. Each investment brings a 10% bonus. For example, with a $200 investment, John puts $220 in our account. If we run out, we invest more during the season.

Each weekend, I get an email from Devin Matthes, John’s daughter and the farm manager, with a list of the week’s offerings. I place an order online and pick up our fruits and vegetables at the farm market two blocks from our home on Tuesday, farm market day. This season we are enjoying the following and more: tomatoes, herbs (dill, basil, cilantro, chives, oregano and more), strawberries, cucumbers, potatoes, zucchini, kale, green beans, and, of course, lots of blueberries.

I love it for many reasons. Most importantly, we enjoy fresh, healthy organic, regenerative-certified fruits and vegetables. (Regenerative certification goes far beyond the requirements for organic certification.) Second, if a product such as strawberries is in short supply, CSA participants get priority. Third, the CSA is flexible. We order exactly what we want and can skip a week if we are out of town. A fourth important bonus that is also true for the MSU Student Organic Farm CSA is that each we interact in person with kind, friendly people who are dedicated to caring for the earth. Our interactions with John and his family are part of what makes me delighted to be part of the Douglas community.

The CSA allows me to practice my core values in environmental protection and the grassroots tools of sustainable development When I asked Devin about her family's decision to transition to organic, regenerative farming, she explained: “Once we became aware of the connection between soil biology, plant biology, and human biology all linked simultaneously to overall health, there was no turning back to commercial farming methods."

Regenerative methods are being adopted by thousands of farmers worldwide. Therefore, I will do another post soon about regenerative-certified produce and Bluegold's participation in that program.

Meanwhile, I am grateful for access to healthy, fresh, and delicious food. I have the privilege of a wonderful alternative to the grocery store, and I thank John and his family for their daily work making that possible while protecting our precious earth.

#bluegoldregenerativeorganics
#DevinMatthes
#douglasfarmmarket
#johnalansmith
#regenerative
#organic

Entry #43 Mexico 2025 and The Art of Yucatan: Senora Chan's Hammocks

Tue, 03 Jun 2025 00:42:55 GMT

During my trip with my Michigan State University students to the Yucatán in January of 2025, we visited with the Señora Chan in the village of Ek Balam. She makes gorgeous cotton hammocks. Some people in the Yucatán sleep in them. In older homes and hotels, hammock hooks are built into the walls of bedrooms. Today there are lots of hammocks in the gardens of hotels and private gardens, but, generally, hooks are not built into walls of newer hotel rooms and houses.

I have owned several full - sized handmade hammocks from Mexico, but I don’t have a place to hang them where I live now. Nevertheless, small ones serve purposes other than as a “bed.” In the past, I heard vendors call out selling tiny “hamacas para Barbie.” I don’t have Barbies to put in them, but I use the mini-hammocks in my pantry to store onions and potatoes.

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At the left is a photoe of our visit with Señora Chan. Above are two small hammocks I brought home to Michigan.

Entry #42 Spartan Global Development Students Recognized as "Social Contributor of the Year" for Second Time in Two Years

Tue, 03 Jun 2025 00:29:10 GMT

Congratulations to my Spartan Global Development Fund students. This is their second "Social Contributor of the Year" award in two years. This is an annual award in the Broad College of Business, Michigan State University.

I am SO proud of our current student team, past students, and the hard-working alumni on our board of directors: Nikolai Wasielewski, Nicole Whaley Gorton, Himani Rajput, Kyleen Hall, and Zoe Linko. I am grateful to each of you for your hard work and passion as you make a difference in the lives of others around the world.

Entry #41 Spartan Global Development Fund (SGDF) Students Speak: What SGDF means to me.

Tue, 09 Aug 2022 17:55:42 GMT

As we approached the 2022-2023 academic year, I asked returning student members of our Spartan Global Development Fund the question, “What does Spartan Global Mean to you?” Although I have written about SGDF in various articles and on this blog, I wanted to share the students’ words directly. (See entries ## 20, 31, 32, 33 and 34 for my stories about SGDF and microfinance.)

In their responses, which are the basis for this essay, students offer thoughtful observations about their experiences while making microloans. We continue to make direct loans to small businesses in Guatemala facilitated by our own field partners, and we make loans around the world through the online lending platform KIVA. (To learn about Spartan Global's activities, go to
Spartan Global’s website at www.spartanglobalfund.org. Also, see our team’s page on the KIVA website at https://www.kiva.org/team/spartanglobal to learn about how we participate in their lending programs. With 70 KIVA team members, we have contributed to at least 3,243 loans through that program.)

I am proud of our students and their dedication to extending economic opportunity to small entrepreneurs across the world. A small loan makes a major difference in the lives of individuals, their families, and their communities.

The entries below reflect the passions of young people who take great satisfaction in making a difference for others. Although we are based in the Broad College of Business at

Charlotte Cox, a Junior with a major in International Relations and a minor in Spanish will serve on our Marketing and Communication Team for 2022-2023. She observes:

SGDF is like no other organization [at MSU] in that it gives me a direct relationship with people in other countries. Spartan Global has shown me how my own actions and the actions of my fellow members can produce visible results, because we are able to interact with the people who receive microloans. Spartan Global promotes the idea of “small is mighty,” and we put that idea into action by funding microloans!

Marissa Thome, a junior majoring in Marketing in the Broad College of Business, began to serve as our Member and Donor Relations coordinator in 2021, and she will continue to serve through the 2022-2023 academic year. She observes:

As a freshman studying from home during Covid (2021-2022), it was hard to get involved in things at school. Yet, I knew I wanted to be a part of something. When I saw what Spartan Global was all about, I knew that was “it.” During my freshman year, having everything on Zoom was different, yet I was always excited to go to meetings and learn how we have helped and continue to help others. I love being a part of Spartan Global, and I will continue to participate with enthusiasm throughout my years at Michigan State.

Sam Bacarella will graduate in 2023 with a major in Cognitive Neuroscience in the College of Natural Science and is our treasurer for 2022-2023. He consults with an experienced mentor: Nicole Whaley, a CPA and a member of the 501(c)(3) Board. Sam says:

SGDF is one of the most open and welcoming groups of people I have met at MSU, and I am so glad that I joined an organization with such driven people. I have learned great deal from our members and board members. I love SGDF’s mission. I love the fact that we can meet our field partners and loan recipients in Guatemala through Zoom calls. I can't wait for this coming year!

Matthew Emery will graduate in 2023 with two majors and two minors. His majors are Global and International Studies in the College of Social Sciences and International Development and Women’s and Gender Studies in the College of Arts and Letters. His minors are in Peace and Justice Studies and Leadership of Organizations. For 2022-2023, he will serve as Director of our Marketing and Communication Team. Matthew states:

SGDF is extremely important to me because I get to see, firsthand, how microfinance works and the importance of empowering marginalized communities. Moreover, the way we carry it out using field partners and working through our non-profit organization is highly equitable. SGDF gives me an outlet to pursue my interests in human rights and community and economic development while our work produces long-lasting, sustainable effects within communities worldwide.

Andrew Blankenship. a senior Finance Major in the Broad College of Business with a German minor, is our President for 2022-2023. He works closely with SGDF’s faculty advisor (that’s me!) and meets regularly with our 501(c)(3) board of directors. Andrew says:

Spartan Global has been a particularly important part of my college experience. I look forward to meetings every week because I get to know everyone in the club, and we take action to help other people. I've learned so much about how business works throughout the world and the challenges that arise. Working within Spartan Global, I have learned in ways that are not possible through a conventional business education.

I encourage you to support and appreciate our committed young leaders!

*That’s all for now! I hope you are inspired by the words of experienced SGDF members who will be returning to campus and continue to share their talents, time, and knowledge. They are making a difference in the lives of individuals, their families, and their communities by extending economic opportunity to small entrepreneurs around the world.

If you are a student at MSU and you are inspired by what you have read in this essay, please join us. We welcome undergraduate students at all levels and from all majors.

Whatever your background as a reader, I trust that this essay is a reminder that there are young people at MSU who are making the world a better place.

P.S. My next blog will feature words from recent MSU graduates who served others through SGDF during their undergraduate years. Please come back to read their words about the difference SGDF has made in their lives.

Copyright ©2022 by Paulette L Stenzel, Professor Emerita, International Business Law and Sustainability, Michigan State University.

Entry #40 Reflections on Critical Thinking

Sat, 25 Jun 2022 00:26:30 GMT

Introduction: Why does critical thinking matter?

During the first week of class each semester, I
ask, “Have you heard of critical thinking?”
In response, nearly every hand goes up.
Next, I ask, “Have any of your professors
used the term ‘critical thinking’ in classes?”
Most hands go up. Finally, I ask students to
write their own definition of critical thinking in
their notes without looking up anything on
the Internet, and I call on individuals to read
their definitions. Most or all are at a loss to say anything specific.

My point is that the term “critical thinking” is often used but seldom defined, and it becomes a “buzz word” like terms such as “green,” "natural," and “ethically sourced.” Yet, critical thinking skills are essential for any participant in our society, and the importance of critical thinking is magnified by the fact that it is essential to the practice of ethical behavior. (For discussion of this symbiotic relationship, see The Thinker’s Guide to Ethical Reasoning: Based on Critical Thinking Concepts and Tools, by Richard Paul and Linda Elder.) Therefore, I am writing this essay to provide ground for conversations about it. I will begin with an introductory definition and discuss several essential characteristics and practices of critical thinkers.

Defining critical thinking

Recently, a friend asked me “What is critical thinking?”, and I responded with a brief statement about its characteristics while acknowledging that I cannot give a succinct, universally-recognized definition. Upon reflection, I decided that it would be helpful to respond to her question in an essay. As background for my perspective, I have read a several books and taken a weeklong workshop about critical thinking with Dr. Richard Paul, founder of the of the Center and Foundation for Critical Thinking.

In pursuit of a definition, Dr. Paul said: “Critical thinking is the art of thinking about thinking in an intellectually disciplined manner…they [critical thinkers] analyze thinking, they assess thinking, and they improve thinking (Paul, 2005).” That provides a starting point, but, as a learner and teacher, I want to know “How do we accomplish that analysis, assessment, and improvement?” In response, here is some of what I have gathered regarding that question.

Intellectual Standards Practiced by Critical Thinkers:

Critical thinkers adhere to some commonly recognized standards. The list I use comes from the work of Dr. Richard Paul who spoke of universal intellectual standards requiring the pursuit of that which is clear, accurate, precise, relevant, broad, in-depth, logical, significant, and fair. https://www.criticalthinking.org/pages/richard-paul-memorial/1231. Of course, Dr. Paul recognized that this list is not a comprehensive list.. Yet, it provides a solid starting point. Therefore, I include the list on the syllabus for each class I teach, and I remind students that I use these standards as I evaluate their papers and answers on exams.

Characteristics of Critical Thinkers' Thoughts, Speech, and Writing:

In addition to adhering to intellectual standards, critical thinkers exhibit common characteristics in their thinking, speaking, and writing. Here are three important ones: [i]

First, a critical thinker is intellectually humble. This aligns with what I have learned in life: “The more I know, the more I know that I don’t know.” The concept has been attributed to Aristotle and, later, to Einstein and others. (See https://philosophy.stackexchange.com/questions/46282/did-aristotle-say-the-more-you-know for a discussion of the origins of this phrase and similar phrases.). When we acknowledge that we don’t know, we broaden our lenses and are open to more learning. Moreover, we avoid overconfidence in our knowledge an abilities.[ii]

Second, a critical thinker avoids mere opinion and considers multiple perspectives before reaching a well-reasoned judgment. Here are two examples of practices I use in class to encourage students to do that. First, I assign only a few articles that I have written, because I want students to consider the perspectives of others. I have never written a textbook to sell to my students because, in using it, I would be missing the opportunity to expose students to differing perspectives. Similarly, instead of using a textbook by one author, we use articles and books by multiple authors. I add my viewpoint through lectures and class discussion.

Another tool that promotes critical thinking is my use of “informed contributions.” After reading a book for our class, each student finds a current news article to provide additional background. That article can support or contest the assertions made in the book, or it can provide an update on a topic raised in the book. The student writes a short paper summarizing the article, explaining its relevance to our class, and critiquing it. In class discussion, the student gives a brief summary of his or her paper. Thus, students choose materials for learning, and everyone learns about the perspectives of multiple authors. By hearing about what classmates have read studied, I am encouraging students to avoid relying on one person, radio or television station, newspaper, website, or similar.

Third, a critical thinker “Asks the right questions.” That means he or she knows enough about an issue or topic to be able to ask questions that will elicit the information needed to reach a well-reasoned judgment. (To explore this concept see Asking the Right Questions: A Guide to Critical Thinking, by Stuart M. Keeley and M. Neil Browne.)

Conclusion:
As a teacher, I strive to help my students develop critical thinking skills that they can use throughout life. In this essay, I have introduced four concepts to help learners understand the nature of critical thinking. To begin, a critical thinker adheres to widely recognized intellectual standards. Additionally, a critical thinker exhibits at least three characteristics in their thinking. First, a critical thinker is intellectually humble. Second, the critical thinker avoids mere opinion and examines multiple perspectives before reaching a well-reasoned judgment. Third, the critical thinker “asks the right questions” to elicit relevant information that enables the thinker to reach that well-reasoned judgment.

I have written this article because many people use the term “critical thinking” without having a clear definition. Therefore, this essay provides a common a starting point for discussion.

Copyright ©2022, for the photo and words by Paulette L. Stenzel, Professor Emerita, Michigan State University.

P.S. I cannot always find a photo that addresses the topic of my blog post, so this one is "for fun." The rowboat is part of an art installation in Douglas, Michigan as of June 2022.

[i] Just as there is no one precise definition of critical thinking, there is no universally recognized list of traits. For example, here is a link to list of traits of a critical thinker compiled by Lee Crockett of Future Focused Learning: http://blog.futurefocusedlearning.net/7-characteristics-effective-critical-thinkers

[ii] The Dunning-Kruger effect is relevant here. It “is a cognitive bias in which people wrongly overestimate their knowledge or ability in a specific area. This tends to occur because a lack of self-awareness prevents them from accurately assessing their own skills.” See https://www.psychologytoday.com/us/basics/dunning-kruger-effect for discussion of the Dunning Kruger effect.

Entry #38 Ritual Helps Us Build a Learning Community.

Sat, 21 May 2022 20:32:07 GMT

As I reflect on my efforts to cultivate a strong and cohesive learning community in each class I teach, I realize that many of my practices become rituals for students and myself.   In this essay, I will discuss the concept of ritual and describe several rituals that help us build our learning community. Those practices include, but are not limited to, music, a greeting in the Tupi language, use of the talking stick, and "take-aways."

I have taught at Michigan State University (MSU) for forty years, stepping back to part time recently. I continue to teach International Business Law and Sustainability, a senior (400-level) class that is also open to M.S. in Accounting and MBA students.   But my methods could work at any level of education.

People often associate ritual with religious practices, but all humans use ritual, whether we are conscious of it or not. According to Casper Van Kuile, a ritual is a practice that crosses over from every day activity to something with deeper meaning.   Ritual is created when we act with intention and we pay attention to what is happening. Some rituals, such as journal writing or the morning cup of coffee, may be individual, but many are shared and remind us that we are not alone. Activities such as dance, cooking, and singing give us a fast track to community, and ritual does that, too. (For further discussion of the nature of ritual, listen to “The Power of Ritual by Casper Ter Kuile,” at https/www.calm.com/ [paywall].) Rituals in the classroom help us connect with each other, and they help students know what to expect in our learning community. When they know what to expect, they relax, and learning is easier.

By sharing music at the start of class, I set the mood for the day and encourage conversation. When I walk into my classroom and some students have already arrived, most are silent.   As soon as I start the music, the room starts to buzz with conversation. Often, I use music to tie subject matter to the culture of a country involved in our studies for the day. (See Entry #37 below for more in-depth discussion of the multiple benefits of music in the classroom. http://www.mariposapaulette.com/the-blog/entry-37-music-in-our-learning-community )

As we start class, I greet students with “a-ba-bar-ay” (phonetical spelling), and I ask that students repeat it in response. They do after a bit of prompting the first day, and it becomes our ritual in succeeding classes.   The word is from the Tupi language of Southern Ecuador and Northern Brazil and means “good morning, good afternoon, welcome to my world” and even “I love you.” I learned it during a workshop on sustainability in Costa Rica nearly twenty years ago, and I have carried it to my classes since them.[1] I give my students the translation on our first day and occasionally remind them of that translation during the semester. When I first used the word to start class, I felt shy about saying “I love you,” but I got past that feeling quickly. My greeting is sincere, and my students understand that.

Another ritual in my classes is use of the “talking stick.” Whoever holds the stick has the floor, and it is a reminder to everyone to focus on the words of the person who holds the stick.   It promotes courtesy and respect for each other, and it helps students be better listeners and learners.   My talking stick has been in the hands of thousands of people at Michigan State University as well as people who have attended my talks across the U.S. and in other countries including the UK, Ecuador, Mexico, Nicaragua, and Guatemala.   (See Entry #14 below: The Talking Stick in this blog at http://www.mariposapaulette.com/the-blog/the-talking-stick for further discussion.) Because of Covid-19, I do not pass the stick currently, but I carry it to class as a reminder of its significance, and I tell students about it. Meanwhile, I look forward to the day we can use it again.

A fourth ritual in my classes is the use of “take-aways” from the day’s discussion and readings. Near the end of class, I ask each student to write out two or three “take-aways” or questions, and then each student shares one of them aloud with the class.

Some of our rituals, such as music and the greeting, work in a class of any size. With forty students in a class in which I require discussion involving everyone, I can do all of what I describe in this essay. Discussion of take-aways and the talking stick would have to be modified in a large lecture setting.

At the end of the semester, I require that each student list and write about four practices, experiences, or insights from our class that they expect to remember in five years. “ A-ba-bar-ay,” the talking stick, music, and take-aways are on many of their lists. As life goes on, I am delighted when a former student greets me with “a-ba-bar-ay” or reminisces about using the talking stick.   It means that we shared something special that is worth remembering.

Copyright ©2022, for photo and text by Paulette L. Stenzel, Professor Emerita of International Business Law and Sustainability, Michigan State University.

[1] The workshop was led by John Perkins, author of The New Confessions of an Economic Hitman. I cannot find the word online to confirm its origins. Nevertheless, the word unites us in the classroom.

Entry #37: Music in Our Learning Community

Mon, 04 Apr 2022 16:30:43 GMT

I play music as students enter my classroom each day to study International Business Law and Sustainability.   Music helps me as a teacher in several ways. It promotes informal conversation, creates a shared experience, and sets a mood for the day.   It may even tie into the content of the day’s readings and discussion. This daily practice is one of many tools I use to facilitate a welcoming and cohesive learning community.

Before I start the music, those who are already in the classroom are usually silent. At best, there may be some hushed conversation. When the music begins, the room starts to buzz with conversation. Hurray! That means my students have an opportunity to get know each other.

In my class of forty students, I rely heavily on discussion. Discussion helps students process their readings, my presentations, and words of guest speakers. It also helps me gauge their learning before we get to exam days.    When students converse with each other informally before class, they are more comfortable speaking in small and large groups during class.   Familiarity prompts students to respect and listen to each other during class.

I choose music based on the topics we are studying that day. For example, for our first class, I play “La Bikina,” one of my favorite traditional Mexican tunes. I use it to introduce the fact that we use Mexico and Romania as focus countries during the semester. When I teach about Fair Trade and microfinance, I use a recording by my friend Oscar Santillán, an indigenous leader from Agato , Ecuador. (Here is a link to his words about his music. https://www.youtube.com/watch?v=vGnULTwQmSw.) Oscar hosted me for a research trip, and he has visited my classes on his trips to the U.S. I choose a variety of types of music, because I do not want students to think only of folk music associated with a country. So, my choices range from folk music, to classical, to current popular and Indie music, and beyond. On at least one day, I play a recording of the Jackson Symphony Orchestra. (I am a violinist in the orchestra.) Sharing our music gives students a chance to know something about me and opens the door to conversation after class about shared interests and experiences in music. (Here is a link to our March 26, 2022 concert. https://www.youtube.com/watch?v=TXJNYX-SjeI&list=RDTXJNYX-SjeI&start_radio=1&rv=TXJNYX-SjeI&t=1 .)

By playing music before class, I open the door to informal conversation that sometimes leads to friendship. At a minimum, conversation lets students start to get to know each other so that they will be more at ease and participate actively in class discussion. Music also brings a cultural element to our study of international law and foreign law (the laws of other countries). In short, music helps us develop our learning community each semester.

Copyright ©2022, by Paulette L. Stenzel, Professor Emerita of International Business Law and Sustainability, Michigan State University

Entry #36 -- Earth Week 2021: Celebrating Youthful Leadership on Climate Change

Wed, 21 Apr 2021 16:05:28 GMT

The COVID-19 pandemic has slowed life in many ways, yet Okemos High School junior Bernadette Osborn and her classmates in the Lansing area have moved quickly and energetically to confront the challenges of climate change. Osborn first heard about climate change when Hurricane Sandy hit her family’s home in Gunpowder Falls State Park, Maryland, in October 2012. In 2015, she moved to Michigan with her family and took a Physical Science course at Okemos High School with teacher Dave Chapman where she was inspired to learn more about the challenges related to climate change. In the spring of 2020, Osborn decided that she wanted to start a Lansing area chapter of the Climate Reality Project, and she realized that goal in September. Since then, the chapter has grown and launched several campaigns. During Earth Week 2021 the chapter has launched a new campaign on water conservation and a new blog.

During the spring of 2020, while businesses were shutting down and schools were moving to online teaching, Osborn saw an advertisement on Instagram for former Vice-President Al Gore’s Climate Reality Project. She said she was “looking for something meaningful to do.” She was soon off and running, using her free time to make a difference at the
grassroots level. She and her fellow climate activists have worked on climate education and initiatives in the Lansing-area community and across the world through the Internet. During Earth Week 2021, they are launching a new campaign focusing on water conservation. The launch includes daily presentations to help members and others learn about the relationship between climate change and Michigan’s waters.

When Osborn set out to form the Lansing area chapter, she learned that a team of five people is required to start a chapter and that the President of a chapter must be

Network Climate Citizen’s Lobby focusing on legislative efforts. The Lansing Climate Reality chapter was officially recognized by Gore’s organization and launched in September 2020. Randall now chairs the Lansing Chapter, while Osborn serves as Vice-Chair and Presentations Committee Chair. Three Okemos High School students lead three additional committees: Aiko Major (Marketing and Communications Committee Chair), Allison Schoen (Campaigns Committee Chair), and Anna Hicks (Membership Committee Chair). The 33 current members of the group include 19 high school students, two college students, and members of all ages from the general public.

The group holds monthly meetings. Osborn also hosts a series of weekly webinars on topics related to climate change. Presenters include members as well as non-members. Since September, Osborn has given nine presentations on topics including “Current Climate Legislation” and “The Steps to Marine Conservation.” Those presentations reach 33 members and 20 non-members. Some attend the “live” Zoom presentation each Saturday at 5 p.m., while others watch from a link provided following the presentation. (The participating non-members are ineligible for membership in the chapter because they live outside the Lansing area.)

The Presentations and Education Development program comprises one of the Chapter’s campaigns. Other campaigns include, “Our Climate Moment: Let’s Get to Work,” “Plastic Pollution Reduction,” and “Water Pollution.” Activities related to the campaigns include participation in a postcard project. In cooperation with the Lansing-area Citizens Climate Lobby, members write to legislators to encourage them to support climate-related legislations. Lansing Climate Reality Chapter members have joined the Meridian Conservation Corps in weeding and removing invasive species on Meridian Township lands. They worked outside, six feet apart, and wore masks to follow COVID safety protocols. Additionally, they are building relationships with like-minded people in groups including Michigan State’s Student Sustainability Leadership Council and the newly-formed Michigan State Climate Reality Project–Campus Corp.
When I asked Osborn about her motivation and goals, she explained that she was surprised when she came to Michigan and learned about the pressing need for change in response to climate change. Many people in Maryland, her previous home state, did not think a lot about it despite hurricanes and oil spills that, directly or indirectly, are exacerbated by climate change. When I asked Osborn about her career goals, she responded, “I am dead set on this: I want to be a scientist, and my dream job will be in marine conservation. I have known that this is what I want to do since about second or third grade.”

Learn more about the Lansing Chapter of the Climate Reality Project’s work. I will be watching and cheering for them, as they make a difference, one conversation, one blog post, one letter, and one webinar at a time. We need our young leaders more than ever to make a difference. Based on what Bernadette Osborn and her teammates have accomplished despite COVID-related restrictions, I am convinced that they will continue to make a significant difference as we move beyond this pandemic. During these challenging times, Osborn and her teammates are making a significant difference through education and action.

Copyright©2021, by Paulette L. Stenzel, Professor of International Business Law and Sustainability, Michigan State University.

Entry #35 - Teaching Online: Retooling, Flexibility, Resilience, and Silver Linings

Mon, 30 Nov 2020 21:45:16 GMT

Maya, my sweet companion while I teach online, is all set for a rainy day.

*When I planned for my retirement to begin at the end of spring semester 2020, I expected to continue to teach my International Business Law and Sustainability class “as usual.” I had no idea that our academic world would shift drastically with the Covid-19 pandemic, compelling me to learn significant new skills. I have learned to use many tools on Zoom and our Michigan State University (MSU) learning platform called “D2L” (Desire to Learn). That learning took dozens of hours.
I also retooled my teaching methods. This has caused me to devote nearly twice as much time as normal to teach one course. I have done my best to be resilient, and my students have joined me. Fortunately, we have found unexpected silver linings within online teaching and learning. This essay describes some of them.

Varying group sizes and individual contact.
Online teaching affords me the opportunity to divide the class into groups of varying sizes. Alternating on various days, I lead the entire class in session, convene teams of ten in “breakout groups” in the midst of a session with everyone, or split the class into two groups, each meeting for half of our regularly scheduled time.   Online teaching makes it easy to communicate with individuals informally. Here are details:
The entire class.
A significant benefit of being online with the entire class is that I can bring in guest speakers who would not otherwise be able to join us. For example, Dr. Cynthia Balthazar and Mr. Pierre Balthazar, founders and leaders of the group Return2Haiti (https://www.return2haiti.org/)   They joined our class to explore sustainable development in the context of a severely underdeveloped country.   Imam Kamau Ayubi joined us during our unit on comparative law, helping my students learn about shari’a and shari’a law as well as Islam.
Groups of Ten.
Our class meets for 80 minutes twice each week. When I teach in person, I break things up by having students turn to one or two classmates to discuss a question. Discussion between or among only two or three people would be unmanageable online, but my substitute works well.   I assign students to teams of ten that remain constant throughout the semester. This has several advantages:

There is continuity in discussion because students get to know each other’s background and perspectives. In contrast, in the classroom, seating is random each day, and, therefore, small breakout groups differ from one class session to the next.
Within the group of ten, students who are reticent about using video when the entire class meets are often willing to be “seen” on video.
I assign questions over outside assignments to be answered before class. In class, students use their notes to process the responses with their teammates. This is more intense and more productive with four groups engaged in discussion simultaneously instead of one person out a group of forty speaking. Another benefit is that I can join one of the four breakout groups. This gives me an opportunity to get to know the individuals better and ask questions or add comments to deepen discussion. During the breakout session, one person takes notes for the team and posts them in the “chat” feature of Zoom. Then we regroup and hear the highlights from each team’s note-taker. Additionally, this provides a study tool when my Teaching Assistant (TA) posts the comments on our D2L site.

“Split class”
Larger classes make it difficult to keep everyone engaged in a lengthy disscussion. In the past, I have had about 23-30 students in my class. This semester enrollment went up to 40. With the added challenge of discussion online, I decided not to try to engage all actively for eighty minutes. That’s difficult for the professor and students! Instead, for in-depth discussion such as to process a book, I schedule a “split class.” Teams 1 and 2 meet for the first 40 minutes of our assigned class time, and teams 3 and 4 meet for the second forty minutes. Students prepare outside assignments in lieu of attending for the entire 80 minutes. As compared to working with a group of 40, discussion is more focused, and there is time for each student to speak one or more times.
Individual contact
The “chat” feature on Zoom allows students to ask questions during class. Sometimes my Teaching Assistant (TA) can answer them. If appropriate, my TA can bring a question to me at any point. Moreover, a student can convey a message to me privately. Meanwhile, if I need to speak with a student privately after class, I can send him or her a note.
Additionally, I invite students to stay after class to chat. Sometimes students pose questions. Others stay to hear what others have to say and socialize. I appreciate getting to know my students that way.
Silver linings
Would I prefer to be face-to-face with my students? Yes, of course. But, there have been some silver linings being online. Here are a few examples:

I have a name for the student online at all times. I don’t have to stumble as I try to learn names.
Within a large college such as ours, students seldom know more than a few others at the start of the semester. Online, students can see each other’s name, and this speeds up introductions. In some ways, while online, students get to know others on their team better than would be the case in an in-person class.
Students attend class when they might otherwise not be able to do so. This semester I have seen my students “attend” class from cars, airports, and even outdoors. Attendance levels, overall, have been high.

My students and I enjoy saving the time it would take to commute to campus, find a parking space, and walk to class.
I smiled when I saw two of my students who live across the street from each other joined class sitting outside together. Of course, I hope they are being careful to limit contacts with others during this pandemic.
Sometimes we see each other’s pets; they have been dogs and cats so far. I am waiting for snakes, gerbils, or other visitors. Seeing my students’ pets online provides a welcome touch of humanity (or, I should say, puppydom or kittydom) during these unusual times. When I introduced my puppy, Maya, at the end of a couple of sessions, there were lots of smiles.

In closing, none of us chose to be online this semester, but there are benefits. When we return to in-person teaching and learning, I will integrate some of my new teaching tools and methods with those I have used for many years in the classroom. My students and I are changed in long-lasting ways in classes and beyond.
November 30, 2020
*Note: I wrote this blog post before holding an end-of-semester discussion with my students in which we reflected on our progress as a learning community. My students contributed thoughtful comments about their experiences with online learning in our class. Many of their comments echo my words, and they added some new observations. Therefore, I will post another essay soon in which I summarize their comments.
Copyright © 2020 by Paulette L. Stenzel, Professor Emeritus of International Business Law and Sustainability, Michigan State University

Entry #34 - Spartan Global Students Support The Black Lives Matter Movement

Sun, 25 Oct 2020 23:09:39 GMT

Continuing my discussion of the flexibility of our Spartan Global Development Fund (SGDF) members during this year of turmoil (see entry #33), this essay includes my SGDF students’ statement on Black Lives Matter. The statement expresses our respect for others no matter what their race, ethnicity, or background. This is deeply important to SGDF members internally and in our interactions with others around the world.

SGDF funds microloans around the world for people of diverse races and backgrounds. Our direct loans totaling over $30,000 have gone to indigenous citizens in Nicaragua and Guatemala. Additionally, SGDF and members of our KIVA lending team have made at least 2,947 loans totaling $78,525 to small businesses in 82 countries. (See
https://www.kiva.org/team/spartanglobal/impact. ) Moving forward, we will continue to strive to be as inclusive and diverse as possible in all of our activities.

Here is the thoughtful statement compiled by my SGDF students. I am proud of them for their accomplishments and their commitment to the plans described below.

Friends,
Spartan Global is an economic development organization. This is our simplest definition. Its implication is that inequality not only exists in the world but that inequalities are often rooted in injustice, thus warranting action to rectify them. To be a member of Spartan Global, a student must accept this premise.

We are a cosmopolitan association. We do most of our work in other nations. However, moral consistency requires that we view injustices in the United States through a similar lens. For centuries, the United States has been riddled with institutional patterns of violence against the Black community. The protests following George Floyd’s murder at the hands of police officers are an unprecedented reaction to these injustices.

Spartan Global values diversity in opinion, race, ethnicity, and background. We will never discriminate against a partner or member based on such characteristics. However, there is such a thing as evil. What happened to George Floyd was evil, no political allegiance or neutral stance alters that fact. The actions taken by protesters in order to combat this evil are unequivocally justified and they have our total support.

Spartan Global will take action to educate its members and community about the importance of diversity as well as racial injustices that plague America. We will strive to improve our members’ awareness of these issues in order to create a more effective team. We are searching for an MSU professor who specializes in racial issues and Black history in America to give a guest lecture to Spartan Global’s members in the fall. We will also be revamping our New Member Program to include educational material on the topic of racial injustices Black Americans experience every day.

Spartan Global’s goals are to create lasting relationships, enable sustainable development, and do our part to foster a more equitable world through micro-finance. It is time for us to focus on what is happening in our own backyard. To continue doing business as usual and ignore these issues would be to undermine our mission. This statement is our promise to never settle and to always push our members and Spartan Global community to be more aware, educated, and compassionate. We will be composing letters to our local, state, and national government representatives illustrating the changes we want to see in our community, state, and nation.

These changes have been focused on our internal dynamics as an organization, however, we are in the process of developing external projects that will pursue our updated commitments. There will be updates when we are ready to unveil these long-term efforts. Until then, please educate yourself, your family, and your friends through the following resources.

Keep fighting for what is right.

In solidarity,
The SGDF team
Links:

Blacklivesmatters.carrd.co This link provides links for several other resources, such as petitions, phone numbers for the Minneapolis District Attorney and Mayor, donation links, links to educational resources, Black mental health resources, voting resources, information for protestors, among many other things.
www.Blacklivesmatter.com Black Lives Matter website
https://www.change.org/p/mayor-jacob-frey-justice-for-george-floyd Petition for Justice
https://www.gofundme.com/f/georgefloyd GoFundMe for the George Floyd Memorial Fund
https://docs.google.com/document/d/1t3xIBIgSwJDEaa37jJRyKG8XAMFvlBtTLFdo7jjTK5U/mobilebasic A list of Black-Owned Restaurants and More in the Lansing Area
https://www.nbcnews.com/news/us-news/map-protests-rallies-george-floyd-spread-across-country-n1220976 A map showing protests around the country
https://www.aclu.org/ Donate to the American Civil Liberties Union.
https://bailfunds.github.io/ A list of bail funds for cities across the country, including Detroit

Books:

White Fragility: Why it’s so Hard for White People to Talk About Racism by Robin DiAngelo
How to Be an Antiracist by Ibram X. Kendi
Between the World and Me by Ta-Nehisi Coates

Entry #33 - Flexibility and Creativity: Meeting the Needs of Small Entrepreneurs in Guatemala in Times of Covid

Sun, 18 Oct 2020 22:22:32 GMT

During the Covid-19 pandemic, Spartan Global Development Fund (SGDF) students at Michigan State University have found ways to be creative and flexible in their service to others. (See www.spartanglobalfund.org.) Spartan Global works to expand awareness and support for microfinance while building lasting partnerships in the quest for permanent solutions to global poverty. We aim to educate, inspire, and enable tomorrow’s agents of global change by raising funds locally to offer interest-free microloans to aspiring entrepreneurs throughout developing regions of the world.

We founded SGDF in 2009 by making contributions to four different microloans through the KIVA.org online lending platform (See https://www.spartanglobalfund.org/.) Kiva works with field partners around the world, who administer loans on-site. In 2011 SGDF expanded its activities by forming a companion 501(c)(3) non-profit organization. The 501(c)(3) enables us to make loans through our own field partners. Between these two channels (KIVA and loans using our own field partners), we have made over $110,000 in loans. As Covid-19 came upon us, we adapted our practices to meet the needs of many of microloan recipients.

This came about because I led a study abroad program to Guatemala during spring break this year. The program complements SGDF, allowing MSU students to learn about the Guatemalan economy, the need for sustainable development, Fair Trade, direct trade, and microfinance.   While in Guatemala, we met with entrepreneurs in small businesses who have received microloans through SGDF. We returned to the U.S. on March 9, 2020, only days before borders were locked down because of the pandemic

After we returned, we learned of the hardships facing our microloan recipients. Borders between municipalities were locked down to prevent the spread of Covid-19.  Citizens were under a strict 4 p.m. to 4 a.m. curfew. And, with major food shortages and a stifled economy (meaning no income for many people), families resorted to hanging a white cloth from their doors to indicate that they had no food. (See https://www.theguardian.com/global-During the Covid-19 pandemic, Spartan Global Development Fund students at Michigan State University have found ways to be creative and flexible in their service to others. (See www.spartanglobalfund.org.)

Therefore, my students shifted their efforts from fund-raising for microloans to a campaign to make sure that our Guatemalan loan recipients and their families had food. As of October 2020, we have raised over $7,600 for basic food supplies, the majority of which were delivered by August, although fundraising proceeds to meet continuing needs. (See https://www.spartanglobalfund.org/donate to donate or for the current total.) The deliveries, costing about $50 US dollars, provide staples such as rice, oil, corn, and beans. That feeds a family of four for about two weeks.  We also delivered small amounts of cash–$100–to some of our Guatemalan loan recipients to enable them to continue to meet basic necessities.

The photos above, taken at the time of the food deliveries, show members of the largest cooperative with which we work:  San Antonio de Chacayá community on Lake Antigua, Guatemala. We have a special connection to the farmers and their families because they hosted our education abroad students in March.

Leonzo Vasquez, President of the Chacayá cooperative, responded to the food delivery as follows: “En nombre de los productores, muchas gracias por esa gran ayuda que nos mandaron en espacial a usted y Alós estudiantes mil gracias. “ (In the name of the producers, many thanks for this great help that you sent, especially to you and the students. A thousand thanks.) The farmers of the cooperative added a touch of sweet humor, too, teasing that their Michigan State friends are trying to turn them into Italians.  Why?  For a recent set of deliveries, beans were not available at the markets, so our on-the-ground partners substituted pasta and cornmeal.

As we became immersed in our fall 2020 semester, SGDF students renewed their focus on micro-finance education (here) and micro-lending around the world (with a focus on Guatemala). Yet, I am proud of them for stepping aside from "business as usual" over these past few months to respond with kindness and compassion toward "our folks" in Guatemala.

Copyright ©2020, by Paulette L. Stenzel, Professor Emeritus, Michigan State University

*Entry #32: Spartan Global Development Fund Reaches a Milestone and Honors SGDF Member Mitchell J. Taylor

Fri, 27 Jul 2018 20:04:06 GMT

One of the greatest joys of my life, personal and professional, is working with Spartan Global Development Fund (SGDF), our Michigan State University-based microfinance organization, and I am delighted to report that SGDF has reached a significant milestone: Since we made our first package of four $25 loans on July 4, 2009, SGDF has extended over $101,000 in loans to small entrepreneurs across the world. Our latest package of loans totaling $3,370 has been sent to Guatemala to assist five new or developing small businesses. This landmark set of loans is even more special to us because the loans are dedicated to the memory of Mitchell J. Taylor (pictured above), beloved member of the SGDF Fundraising and Development Team. With these loans, we celebrate Mitchell’s smile, laughter, and dedication to making life better for others.

Our latest package of loans assists five small businesses in Guatemala. First, Angel, an aspiring farmer focusing on coffee and avocado production, will use his $750 loan for crops and fertilizer. Second, members of the San Antonia Weaving Cooperative will use their $1,050 loan to create new textile patterns to stimulate sales. The funds will pay artists for their unique designs. Third, the Nahuala Cooperative is a small weaving cooperative that is experiencing high demand from wholesalers. A $625 loan will enable the group to market new designs.

Fourth, and finally, is a two-stage loan. SGDF has loaned $673 to Giovanni Caseres, an auto mechanic with many years of experience, for the purchase of an engine hoist. This equipment will enable him to offer full engine rebuilds as compared to only top engine rebuilds that he was able to offer prior to this loan. This loan is unique in that, when repaid by Giovanni after only three months, the funds will be loaned to immediately to pottery artist Elvira. She will use funds for two purposes: mentoring in business financial management and to purchase materials for unique collectible items related to coffee such as coasters.

These loans demonstrate SGDF’S careful and respectful approach to micro-lending. Working with As Green as it Gets (AGAIG), our field partner in Guatemala, we enable small entrepreneurs to help themselves. Loans are made to meet needs identified by the entrepreneurs themselves, and our terms are tailored to meet the specific needs of the borrower. For example, repayment terms for these five loans range from three months to five years according to the needs of the borrower and type of business involved. For example, the loan to Giovanni Caseres, the auto mechanic who is using is loan to purchase equipment, is for only three months. In contrast, Angel needs three to five years for newly planted coffee plants to yield a marketable crop, and it takes that long or longer for avocado seedlings to mature and produce fruit.

Beyond meeting the specific needs of borrowers, our loans are always interest-free. Moreover, upon repayment, funds are loaned to another aspiring entrepreneur to establish or expand his or her business. When each of these loans totaling $3,370 is repaid, we will lend the funds to another small business person in memory of Mitchell J. Taylor, providing a lasting memory of his contributions through SGDF. With a repayment rate of over 99.9% since SGDF made its first group of loans on July 4, 2009, we know that our programs are sustainable for the long run. #microfinance; #microloans

Copyright ©2018 by Paulette L. Stenzel, Professor of International Business Law, Michigan State University, and advisor to Spartan Global Development Fund.

*This blog post is also available on the Spartan Global Development website. Please visit www.spartanglobalfund.org to learn more about the passion, hard work, and accomplishments of our MSU students and young alumni who work tirelessly and with great passion to help small entrepreneurs gain access to capital through microloans.

Entry #31 Coffee Direct from Guatemala, Success for a Small Entrepreneur and His Family, and Joy for Michigan State's Spartan Global Students

Tue, 03 Apr 2018 18:26:50 GMT

This coffee was roasted and packaged by Sr. Victor Cataví of San Miguel Escobar, Guatemala in early January. He was assisted by our Michigan State University Spartan Global Development Fund (SGDF) students who visited Guatemala over the holiday break 2017-2018. Students learned about the intricacies of and hard work involved in planting, tending, harvesting, sorting, roasting, and packaging coffee. Several of our students stayed with Sr. Victor Cataví and his family while in Guatemala. This gave them an opportunity to nurture friendships and experience family life in Guatemala. I am advisor to the student-led SGDF and a member of the board of directors for its non-profit companion organization, so, of course, I traveled with the group.

Señor Cataví became involved in the coffee industry about around 2015 with the help of SGDF’s field partner, As Green as it Gets (AGAIG). Sr. Cataví did not have any land to grow coffee, so he decided to enter the coffee processing business. This is fitting because coffee is part of his

family's heritage. The photo on the bag shown above honors Don Beto, Sr. Cataví’s father who was a coffee farmer.

In early fall of 2016, SGDF made a $1,300 loan to Sr. Cataví to help him purchase equipment to begin processing coffee fruit and to package it for sale. The loan period was set for 24 months, with one lump sum due in August of 2018. To our delight, during our visit in Guatemala, he repaid SGDF in person with $1,300 cash—six months early! What a surprise to receive early payment! And, it is a joy to see him and his family doing so well!

We tailor our loans to fit the needs of each loan recipient. A coffee plant takes about three years from planting to start to give a substantial yield. So, our loan terms gave Sr. Catavi time to find a supply of coffee from nearby coffee farmers, purchase processing equipment, and learn the ins and outs of coffee processing and roasting. In light of the facts that coffee is harvested only once each year and he had no knowledge or capital at the beginning of the loan period, he would not have been able to make monthly payments. Moreover, SGDF does not charge interest. A traditional lender would never have loaned money to a low-income small entrepreneur, and a loan without interest would have been unfathomable.

Moving on, SGDF has already signed a contract loaning some of the $1,300 Sr. Cataví repaid to us to a cardamom farmer. There are new markets for cardamom oil today, and our loan will help a small farmer enter those markets. Moreover, we are recycling our funds and working on other loans.

Thank you for supporting our SGDF students. They are making a difference in the lives of small entrepreneurs and their families and communities in Guatemala and beyond with every loan they make. It’s about giving a hand up, not a hand out. And, if you get a chance, please check out our website: www.spartanglobalfund.org.

Many thanks for your support!
Copyright c 2018 by Paulette L. Stenzel, Professor of International Business Law and Sustsainabilty, Michigan State University

Entry #30 Group-Lending in Tanzania: A Foundational Tool in Microfinance

Sat, 08 Oct 2016 03:27:49 GMT

I visited the village of Naitolia in Northern Tanzania (near the Serengeti) in May of 2016 on a Michigan State University (MSU) faculty team. Our visit was part of an on-going Tanzania Partnership Program (TPP) that MSU has conducted for over five years, and our objective was to explore the potential to assist citizens of Naitolia through microfinance. During our visit, we learned that citizens of Naitolia are already involved in one of the most basic forms of microfinance: group-lending. It is a tool involving extremely small loans among members of a group. The loans are not enough to support significant entrepreneurial projects, but

they are a “first step.”

My work with microfinance prior to my visit to Naitolia involved loans to small entrepreneurs who were already engaged in business. For example, our own Michigan State University-based Spartan Global Development (SGDF) fund (a Registered Student Organization – RSO) recently made a $1,500 loan to a cooperative of coffee farmers in Guatemala for the purchase of a coffee roaster. (See http://www.spartanglobalfund.org/.) SGDF also contributes to loans through KIVA in $25 increments. (See https://www.kiva.org/.) Additionally, we recently contributed to a loan to a farmer in Ecuador to help him buy organic compost and fungicides for his tomato fields.   (I say “we,” because I am the advisor to SGDF, and I serve on the board of directors for the 501(c)(3) organization that is a companion to the RSO.)

In Tanzania, I learned about more basic financial and educational needs that are met, at least in part, through group lending. People in in Naitolia and other villages of Tanzania have limited access to cash and seldom have access to credit. Yet, to develop their economy, folks will need financial skills and experience with credit.   Therefore, the international non-governmental group (NGO) ORGUT, set out to help villagers through a program called the “Village Community Banks ICOBA Program” (VICOBA) which operated from April 1, 2008 to March 31, 2011. The project set was designed to create 2000 VICOBAs to serve about 60,000 people in rural Tanzania. Through the program, ORGUT sent trainers to hundreds of villages. In turn, the trainers assisted villagers in setting up and running lending groups. (For more about ORGUT see http://www.orgut.se/.    To learn about VICOBA, see Structure and principles of VICOBA, Social and Economic Development Initiatives of Tanzania (SEDIT) VICOBA, http://www.seditvicoba.or.tz/index.php/what_we_do/.)

Naitolia is among the villages served by the program. In Naitolia, as well as other villages, some groups are made up of men only, some are co-ed, and others are women only.   Most have about 15 to 25 members.
Citizens in rural villages of Tanzania have no access to banks, and, traditionally, they avoid debt. Therefore, through the group-lending program, Naitolia’s citizens are learning new ways of handling money.   In the absence of banks, each group’s funds are kept in a safe designated for that group only. It is only opened during the group's meetings, and multiple keys are required to open the two or more locks. Each key is held by a different group leader.
Members invest, as able, in the group’s fund. Each member carries a book in which his or her investments, loans, and payments are recorded. The "Teach your Self" message shown in my photo of the front cover of an individual’s book reflects the basic premise of lending groups in Tanzanian villages. Participants are learning in community.
Another photo shows an inside page of a personal group-lending book. Note that the words in the lending book are in Swahili, one of the two official languages of Tanzania, with the other being English. Yet, many people cannot read and write. Therefore, this group also records the purchase of a share with a fish stamp.

Naitolia’s lending groups deal in amounts that are tiny from the perspective of citizens of the U.S. For example, 2,000 TZ (Tanzania shillings) = $0.91 U.S. The amounts recorded on the page in the photo, therefore, are 200TZ= .09 U.S. and 100 TZ= 0.045 (4.5 cents). For this particular lending group, a person who has invested 2,000 in the group may be eligible for a loan of up to 6,000 TZ ($2.70 U.S.)   Loans are made internally to members of the group. For example, a woman whose husband has passed on or abandoned his family may borrow funds to feed her family.

The longest repayment period permitted is usually four months. Groups disband after about a year, at which time members who have invested in shares receive their principle plus a portion of any interest collected. Interest is calculated according to the number of shares each owns.

My photos show interaction at a meeting of one of Naitolia’s lending groups. On our trip we met Mosesi Tayi Kisila, the trainer for the lending groups in Naitolia. He is pictured in two photos with Dr. Diane Ruonavaara, director of MSU’s TPP. I want to honor and recognize Mr. Kisila’s devotion to his fellow citizens. When ORGUT’s three year project ended in 2011, his pay ended, yet he continues to counsel the groups.

In summary, lending groups serve multiple purposes.   Members learn to keep records, calculate interest, and make decisions about lending. Simultaneously, they provide regular social interaction among members as they learn to trust each other with their investments. Lending groups are a small, yet important, beginning step that can help citizens of rural villages prepare to enter a wider financial world that, in the future, could include more substantial loans to fund their developing businesses.

copyright© 2016 by Paulette L. Stenzel for text and photos. All rights reserved.

Entry #29: Giving Legal Rights and a Voice to Mother Nature

Fri, 03 Jul 2015 22:20:31 GMT

Should we give rights to trees, rivers, and other entities of nature? Indigenous people in Ecuador, Bolivia, and New Zealand have convinced their governments to pass laws designed to protect Mother Earth.

I was introduced to the movement to protect Mother Earth through law by indigenous friends in Ecuador when I did research on sustainable development in that country in 2008. To this day, I continue my conversations with them. Ecuador is one of the most bio-diverse countries in the world; its territories include Andean mountains and valleys, Pacific coastal zones, Amazon rain forests, and the Galapagos Islands. Vast numbers of endemic species, many of which are endangered, live in the Galapagos which is where Charles Darwin conducted research leading to his theory of evolution through natural selection.

Indigenous people view Pachamama (Mother Earth) as a living being who is at the center of all life. In their spiritual view, humans are equal, not superior, to other living beings. In response to a movement led by her indigenous people, Ecuador approved a new constitution on September 28, 2008 that includes a provision giving legal rights to nature.

Ecuador’s protections for nature remind me of the words of one of my heroes from the U.S. Supreme Court: Justice William O. Douglas. In 1992, he wrote a (now famous) dissent in Sierra Club v. Morton asserting that trees should have “standing” (recognition under the law) to be protected and represented in U.S. courts.

The case focused on a battle over the Mineral King Valley of Sequoia National Forest in California's Sierra. The Sierra Club contested U.S. Forest Service’s decision to sell the fragile valley to Walt Disney Enterprises; the company wanted to build a ski resort. The Sierra Club documented ecological and aesthetic damage that would occur to the valley. Disney and the Forest Service argued that the Sierra Club had no "standing" to participate in the proceedings because it did not own or have another economic interest in the property in the area. The first time the case reached the U.S. Supreme Court, the majority of Justices agreed with Disney and dismissed the case.

When he wrote his dissent, Douglas was influenced by the words of law Professor Christopher Stone in a 1972 essay entitled "Should Trees Have Standing?. Stone argued rivers, trees, and other objects of nature should be protected by legally appointed guardians who can speak for them, just as guardians protect the rights of children in the U.S. court system. Justice Douglas argued for direct protection of nature instead of requiring that the Sierra Club engage in circuitous arguments demonstrating threats to economic interests. He said that trees should have “standing.” But, Justice Douglas stood alone in his opinion.

Therefore, the Sierra Club filed another case in a lower court. In the second case, it asserted that Sierra Club members used the lands to hunt, fish, and camp. Therefore, disruption of those activities would constitute an economic harm. On that basis, the Supreme Court agreed to hear the case. In other words, the Sierra Club had “standing” to present the case because its members would suffer economic harm if Disney built the ski resort.

If the majority of the Supreme Court had agreed with Justice Douglas in the first case, the years and litigation and associated monetary costs would have been avoided. Moreover, by following Justice Douglas’s lead, the Court would have recognized the value and interests of the environment (Mother Nature), even though the environment is not a human being (a “natural person” as lawyers say). This would parallel the way we extend legal rights to corporations.

Since 2008, when Ecuador amended her constitution, at least two other countries have changed their laws in similar ways. Bolivia changed its constitution in 2009 and passed laws in 2010 giving rights to Pachamama. Protected interests include, for example, the right to continue natural cycles free from human alteration, the right to clean air and clean water, the right not to be polluted, and the to be free of genetic modification. See Bolivia enshrines natural world’s rights with equal status for Mother Earth http://www.theguardian.com/environment/2011/apr/10/bolivia-enshrines-natural-worlds-rights (Sept. 10, 2011).

In 2012, after lengthy litigation, the government of New Zealand and the Whanganui River Iwi (Maori) people signed an agreement to protect the Whanganui River, the third largest river in the country. The river was given the status of an “integrated, living whole.” Two guardians are appointed, one by Iwi people and another by the New Zealand government, and they are charged with protecting those interests. To learn more, see http://voices.nationalgeographic.com/2012/09/04/a-river-in-new-zealand-gets-a-legal-voice/ (Sept. 4, 2012).

Have these efforts by Ecuador, Bolivia, and the Iwi people of New Zealand led to significant change and strong protection of nature? No. Yet, the symbolism and first steps taken by Ecuador, Bolivia, and New Zealand go far beyond what we have done in the United States.

Copyright ©2015 by Paulette L. Stenzel for text and photographs.

Entry #28 Monarchs, Milkweed, and Sustainability

Fri, 07 Nov 2014 15:25:14 GMT

Monarchs, Milkweed, and Sustainability

How many monarch butterflies did you see during the summer of 2014? Most people in Michigan and the rest of the Midwest would answer, “Fewer than ever before.” That is true, but they may not know why. In fact, their dwindling numbers are closely related to unsustainable activities and practices of humans. Did you know that the activities and practices that are killing butterflies also contribute to the rapidly accelerating climate change we are experiencing?

In October of 2014, I participated in workshops at the Omega Institute for Sustainable Living in Rhinebeck, New York. The conference was entitled “Where we go from here?” and the workshops focused on “Building the Collaborative Commons.” They were led by world leaders in the field of sustainability includeding Bill McKibben, Jeremy Rifkin, Vandana Shiva, David Bollier, Bob Berkebile, David Orr, Skip Backus, and others.

At the workshops each year, other participants and I experience a roller coaster of thoughts and emotions. I feel despair in response to the stories of severe damage already inflicted on Earth. For example, at our October 2014 workshops we learned the stories of the people of the Maldives whose homeland is being enveloped by rising oceans caused by climate change. Yet, the presenters’ and attendees’ stories about collaborative effort to find more sustainable ways of living gave me hope that we can change our ways. The presenters and attendees came from diverse, yet interconnected, fields including agriculture, energy, architecture, water preservation, and more. Our varied backgrounds help us to approach the problems we face in holistic ways.

During each of my visits to Omega Institute over the past eight years, I have gotten a henna “tattoo" of a butterfly on my hand. I chose the butterfly because butterflies, especially monarchs, are special in my life. (See Blog Entry #2 October, 2, 2010.) The henna butterfly reminds me of the inspiration I carry from Omega each year, and it was particularly fitting for 2014.

As usual, people at the meeting saw my hand asked, "What is that? Why a butterfly?” My response: It is one of our "caged canaries in the cave"[1] in the midst of severe climate change. Many die through exposure to unusually cold temperatures in their winter home in Michoacán, Mexico. Others die because extensive illegal cutting of timber has destroyed their habitat in Mexico. Additionally, they die from exposure to pesticides in fields as they travel from Texas to the Midwest United States and Ontario. Moreover, monarchs lay their eggs on the underside of milkweed leaves, and milkweed has been cut down to make way for massive fields of single crops (monoculture) across the United States.

Skip Backus, CEO of Omega Institute and founder of the Omega Center for Sustainable Living (OCSL), closed our final session on October 26, 2014 by reminding us that we must take action at home, working for sustainability according to our unique interests and talents. He added that someone had given him a handful of milkweed seeds the preceding day, and he had planned on going to plant them for the monarchs. I plan to plant some milkweed too, and I hope others will join us.

To learn more about the challenges we face and actions each of us can take to live more sustainably, please visit http://www.eomega.org/online-workshops/where-we-go-from-here#-workshop-description-block to view presentations from Omega’s 2013 “Where we go from here” sustainability conference as well as the 2015 "Building the Collaborative Commons" sessions. In keeping with its mission of sustainable living, Omega offers access to the video recordings without charge.

As we continue to educate ourselves, each of us must help others learn about the challenges we face and ways we can make a difference. We must tell our stories of the Earth and those who share the Earth (butterflies and all lives, whether people, trees, plants, or animals)!

To learn more about the life cycle of the monarch butterfly and for information about an engaging film about the monarchs entitled “Flight of the Butterflies,” visit http://www.flightofthebutterflies.com/life-cycle/ .

Copyright©2014 by Paulette L. Stenzel for text and photos.

[1] Allusion to caged canaries (birds) goes back to days when workers carried birds into mine tunnels.   If dangerous gasses such as carbon monoxide were present, the gasses would kill the canary before killing the miners, thus giving the miners warning that they must leave the mines immediately.

Entry #27 Can you name a cooperative?

Wed, 15 Oct 2014 14:18:11 GMT

Can you name a cooperative? A presenter at the 2014 International Summit of Cooperatives in Quebec, Canada, (October 5-9, 2014) reported that 78% of those people she surveyed in various countries could not name even one cooperative. In October of 2014, I gave a presentation on sustainability before a group of 119 undergraduate business students. In response to my written survey at the start of our session, 85% could not name a cooperative. Fortunately, that lack of familiarity is likely to change.

I have just returned from the 2014 Summit in Quebec. It was attended by over 3,500 people from more than 85 countries, and I am excited by what I learned through presentations and interactions with participants. Those in attendance at the Summit share a vision of a world in which cooperatives play an increasingly important role as builders of a sustainable economy.

The Summit was a follow-up to the United Nations' 2012 Year of the Decade, which culminated with publication of the “Blueprint for a Co-Operative Decade.” The Blueprint is a plan to increase public awareness and understanding of cooperatives, promote the formation and growth of cooperatives, and encourage governments to adopt laws and policies to support cooperatives.

If you are from the United States, you may be familiar with one or more cooperatives without realizing it. For example, credit unions, housing, and food cooperatives are spread throughout the country. Or, you may have heard of one of the following cooperatives: Land O’Lakes, Ocean Spray; Blue Diamond Growers (walnuts); Ace Hardware; Sunkist Growers, Inc.; Welch’s (Welch Foods, Inc.); and REI (sporting goods).   CHS, Inc., the largest U.S.-based cooperative, is owned by farmers, ranchers, and co-operatives from across the nation.   Over 100 million people belong to 47,000 cooperatives in the U.S., and those cooperatives provide goods and services in nearly every sector of the economy.

Cooperatives are far more prevalent in many countries as compared to the United States.   According to the Worldwatch Institute, as of 2012, cooperatives had 1 billion members around the world. In India, 67% of rural households are served by cooperatives, and 40% of households in Africa belong to one. Mondragon is one of the most well-known cooperatives in Europe and beyond. It is the largest business group in the Basque Country and seventh largest industrial group in Spain. Mondragon includes 74,060 employees working in 257 businesses and cooperatives, and it has subsidiaries and offices in 41 countries.

Awareness and knowledge of cooperatives is increasing each month; I see more and more articles in newspapers and magazines. Meanwhile, next time someone asks you to name a cooperative, you will be able to do so. Additionally, here are two websites to help you learn more: (1) the Quebec 2014 International Summit of Cooperatives:   http://www.intlsummit.coop/cms/en_CA/sites/somint/home.html, and (2) the International Cooperative Alliance: http://ica.coop/.

Copyright ©2014 by Paulette L. Stenzel for text.

Entry #26: I love my Community Supported Agriculture (CSA) Share!

Thu, 07 Nov 2013 15:42:36 GMT

On Thursdays I pick up my CSA share from the Michigan State University (MSU) Student Organic Farm. My share includes the freshest possible organic vegetables, varying each week according to the season. I love it for multiple reasons that I will explain in this essay.

The foods are of the highest quality in appearance and taste, and it is reasonably priced. At the MSU farm, the full-year share costs $540 for each sixteen-week cycle. I split my share with a friend, so about $16.50 per week gives me a bag or two (or sometimes three) of fresh, locally produced goods. Organics from a grocery store would cost much more, and they would be of a lower quality in appearance and nutrition because of time elapsed through shipping. It is fun to receive some foods I have never tried or would not usually find at the grocery store. That encourages me to be more creative in cooking, and the variety leads to better nutrition. An added bonus is my weekly visit to the farm (near campus) where I enjoy the room full of fresh, colorful produce and connect with friendly people.

The MSU Student Organic Farm Offerings and Facilities: The MSU program offers both summer shares and year-round shares. At various times of the year, extras are available for purchase on “pickup” day. Such extras include raspberries, pears, strawberries and truly free-range eggs. The MSU farm has four passive greenhouses and two additional greenhouses that are heated for starter plants. To learn more about MSU’s program see http://www.msuorganicfarm.com/

How does a CSA program operate?

Payment and operations: A CSA member makes a single payment at the start of a season or cycle. This payment allows the farmer to purchase seeds, meet expenses during the growing season, and purchase and repair equipment. Some CSAs are for the primary growing season from about June through October. Others are year-round and offer root vegetables and greens raised in passive solar greenhouses (hoop houses) during the cold season.

Delivery: Many CSAs require that the member pick up the share each week at the farm or other designated location. In some cities such as New York and Chicago, delivery to the member’s doorstep is offered for an additional small fee.

CSAs around the United States: The USDA estimates that there are about 2,500 CSAs in the U.S. . For more information see: What is a CSA?, CSA in NYC, http://www.justfood.org/csa (last visited Nov. 6, 2013).

Copyright © 2013 for photos and text by Paulette L. Stenzel

Entry #25 Coffee as a vehicle to make positive economic change

Sat, 29 Jun 2013 19:16:41 GMT

“Coffee is just a vehicle to make positive economic change”- Matt Early, co-founder of Just Coffee.

In May of 2013, I visited Madison, Wisconsin to learn about cooperatives and Fair Trade in that city. It was my pleasure to meet with Matt Early, co-founder of Just Coffees. Matt is a close friend of Chris Treter, founder of Higher Grounds Coffee of Traverse City Michigan. (See entry #14 of January 11, 2011.) Both men are committed to Fair Trade as a vehicle for economic and social change, and each supports and speaks highly of the other. What is special about Just Coffees and Higher Grounds? There are many attributes, but as an introduction I will focus on the words of Matt Early: "It’s all about Transparency, Cooperatives, and Small Farmers.”

Complete Transparency: The Just Coffee website gives the price per pound paid to producers. In addition, Just Coffee posts contracts, invoices, bills of lading (including shipping costs), and organic certification documents. Currently, there is a number on each bag of coffee that allows the consumer to look up the origin of that coffee on the company’s website. Soon, the company will offer QR (Quick Response) codes, readable on a smartphone, on the bags to give consumers an even easier way to get that information about the product. For more information about Just Coffee, its mission, practices, and projects, see http://www.justcoffee.coop/.

Commitment to small farmers (producers): The Fair Trade community is currently divided by recent changes by the certifier Fair Trade USA. As of December 31, 2011, Fair Trade USA resigned from membership in the Fair Trade Labeling Organization (FLO), a worldwide organization that certifies Fair Trade through the Fairtrade trademark. As part of its “Fair Trade for All Campaign,” Fair Trade USA decided to certify coffee plantations as part of its “Fair Trade for All” campaign. The organization asserts that its move will help double the impact of Fair Trade by 2015. (For discussion of potential consequences of Fair Trade USA’s decision, see http://www.fairtraderesource.org/2011/10/14/some-insights-into-what-ftusa-leaving-flo-means-for-producers-and-the-movement-part-1-with-ftusa/ )

Leaders of many mission-based Fair Trade organizations, including Just Coffee and Higher Grounds, are deeply concerned that Fair Trade USA’s new policies show that Fair Trade is being co-opted by conventional businesses that have entered Fair Trade for profit-based reasons. This is part of why Just Coffee and High Grounds are no longer using Fair Trade USA certification and turned to the new Small Producers Organization, which launched a “Small Producers Seal (SPS) in 2010. The organization is devoted to increasing the visibility of small producers in the Fair Trade marketplace. For more information about the Small Producers Association and the SPS see http://fairworldproject.org/voices-of-fair-trade/small-producers-organizations-at-the-forefront-of-fair-trade/

Cooperatives? That’s a highly significant topic that I will cover in another blog soon!

Copyright© 2013 by Paulette L. Stenzel for text and photo.

Entry #24: Elvia's Guatemalan Textile Creations - A Grassroots Enterprise

Sat, 23 Mar 2013 17:59:21 GMT

This is Elvia Minas of San Miguel Escobar. I met her on a research trip to Guatemala during the summer of 2012 when I traveled there to learn about the Direct Trade Coffee Cooperative known as As Green as it Gets. I was delighted by the beautiful patterns as well as the quality of Elvia’s creations and purchased several for myself and family members. After seeing mine, some of my friends even purchased items from Elvia, and I continue to put others in contact with her.

Elvia's creations: Elvia Minas purchases used huipiles (blouses) and cortes (skirts) in the markets of Guatemala. The cloth for huipiles and cortes is made on a backstrap loom and is highly durable. (See http://www.youtube.com/watch?v=6oewvqPF9JU for a video demonstrating the process) The embroidery is all by hand, and the colors and patterns are unique to each village. Thus, indigenous people of the villages of Guatemala can identify a person's home by looking at his or her clothing. Men have their own distinct clothing with patterns that are unique to each village, although men are more likely to wear contemporary clothing today.

Elvia's participation in direct trade: Elvia is the daughter of Timoteo Minas, one of the seven original farmers in the Direct Trade Coffee Cooperative of As Green as it Gets (AGAIG). (See my Blogs #22 and #23 to learn more about AGAIG.) Elvia’s small business is one of many direct Trade projects facilitated by AGAIG. Direct Trade cuts out the middle person and returns the proceeds of the sales of a product to the producer as much as possible. Like Fair Trade, Direct Trade helps promote economic security (fair wages and reliable income) and social equity. Both are part of the Triple Bottom Line.

For more information about AGAIG and its producers, including Elvia Minas, see http://www.asgreenasitgets.org/.

Copyright© 2013 by Paulette L. Stenzel for text. Photo by AGAIG.

Entry #23: Love doesn’t figure on the balance sheet, but it’s the only thing that makes a difference.

Thu, 01 Nov 2012 19:54:50 GMT

"Love doesn’t figure on the balance sheet, but it’s the only thing that makes a difference."

I attended the national Net Impact Conference in Baltimore October 25-27, 2012. As a side note, I am grateful that I got out of Baltimore on one of the last flights on Sunday, October 28 before the airport closed because of Hurricane Sandy. Hurray! But, let’s continue to think about and help those on the East Coast who are digging out from the losses.

At the conference, I met some people who are truly devoted to sustainability and heard some amazing speakers, but it was a study in contrasts. It was frustrating in some ways because there was a lot of spin from corporate managers about their sustainability efforts. I need to learn about that, of course, because I teach future business leaders.

The conference ended with inspiring words. Auret van Heerden, the closing speaker, was amazing, and his story was totally humbling. If you Google his name you can learn some basics about his life of service, beginning when he spoke out against Apartheid in South Africa following the massacre in Soweto in 1976. Van Heerden about risks and decision points in one’s career. One of his major decision points was his choice not to “confess” even when arrested as a result of his participation in organizing student-led protests. He was interrogated and tortured for seven weeks, followed by 100 consecutive hours of even more horrific torture. He said that the only way he got through it was with “pure, unadulterated love.”

Van Heerden’s address brought a standing ovation from the audience. He ended with, "You will face such decision points in your personal and professional lives. Take it. Make that decision. I urge you to make it with love. Love is unusual and odd... it doesn't figure on the balance sheet. It doesn't figure in minds of most corporate executives. But it is the only thing that makes a difference."

What a breath of fresh air and truth! I am thankful that he was our closing speaker.

To learn more about Net Impact, visit http://netimpact.zerista.com/. I am advisor to MSU’s chapter of Net Impact.

Entry #22: Direct Trade & Creative “Vertical Integration”

Fri, 27 Jul 2012 16:21:04 GMT

Meet Filoberto Salazár: Sixty-year-old Sr. Salazár has been a coffee farmer all of his life. In the spring of 2012, he became a co-owner of a coffee house in Antigua, Guatemala called “Whiskey ADentro” or the “Whisky Den.”

Why is the Whiskey Den unique? It is owned and operated by farmers from “As Green As It Gets “(AGAIG) (www.asgreenasitgets.org ). Sr. Salazár is one of a group of seven coffee farmers who originally joined the cooperative “As Green As It Gets” in San Miguel Escobar, Guatemala, in order to trade directly with consumers. (This is sometimes called “direct trade.” See my blog #21.) As of July 2012, the group includes twenty coffee farmers, three of whom are women. Each farmer grows coffee on his or her dedicated plot of land and each has learned to process, roast, and export his or her own coffee. The coffee is hand grown, hand processed, and sun dried. The coffee shop is the final step in the total vertical integration of this supply chain. At the coffee shop, farmers plant the coffee, tend and harvest the beans. They also process, roast, and package them. Finally, they brew the coffee and serve lattes, cappuccinos, espressos, “American” style coffee, and more to coffee shop customers. The coffee shop is an inviting place to visit with friends either in a cozy indoor area or in a lovely outdoor patio.

What is vertical integration? My students in Michigan State’s College of Business learn that vertical integration is a kind of management that involves uniting all of the operations in a supply chain through a single managing entity. Sometimes this goes even further such as when one owner controls all parts of the supply chain. An early example of this is the industrial giant Ford Motor Company, which began to make some of its own steel in the 1920s rather than buy it from suppliers. The clothing manufacturer American Apparel is a fashion manufacturer and retailer that is often used as an example of vertical integration in the twenty-first century.

Why is vertical integration a great idea for coffee farmers in Guatemala? Coffee farmers in Guatemala and other developing countries work long hours, often hiking an hour or more to reach their plots of land. According to human rights organization Global Exchange, farmers in Guatemala typically receive about thirty-five to forty cents per pound if they sell their coffee to intermediaries in Guatemala, traditionally the only market available to them for their crops. For those farmers who find ways to export directly to the international market, the price is sixty to seventy cents per pound. (See http://www.globalexchange.org/fairtrade/coffee/cooperatives#6.) Through AGAIG’s direct trade approach, the coffee sells for US $8.00/pound in Guatemala and the farmer receives every penny. It sells for $12.25 in the U.S. because of costs to ship to a distribution point in the U.S., but the farmer still receives approximately US $8.00 per pound. (See http://www.asgreenasitgets.org/shop/coffee/bags.html for mail order prices.) However, the $8 is not pure profit, because there are a lot of expenses involved in cultivating coffee. Nevertheless, it is a much more profitable business model as compared to conventional coffee trade. Moreover, it is based on the producers' existing lifestyles and skillsets. Adding wages and tips from work as a barista to the $8.00 per pound for coffee, each farmer is able to raise the standard of living for his or her family. For AGAIG families, this means money to send children to school; to replace the dirt floors in their homes with cement; and to build indoor bathrooms with sinks, toilets, and showers.

Copyright© 2012 by Paulette L. Stenzel for text and photo.   Thank you to Stephen Kelly, J.D. Candidate, Boston College Law School, for editorial assistance.

Entry #21: As Green as it Gets - and My Introduction to Direct Trade

Tue, 10 Jul 2012 22:18:59 GMT

Entry #21: As Green as it Gets - and My Introduction to Direct Trade

Background: Earlier this year, Stephen Kelly, a Boston College law student contacted me to discuss a mutual interest: helping small entrepreneurs in developing countries throughout Latin America. My background is in Fair Trade and microfinance. Before law school Stephen volunteered with As Green As It Gets (AGAIG), a non-profit organization operating from San Miguel Escobar, Guatemala that focuses on “direct trade.”

One thing led to another, and I was able to travel to Guatemala this month to learn more about the organization and the practices of direct trade. I am now a fan of “direct trade” as well as Fair Trade. I am extremely grateful to Stephen Kelly, Franklin Voorhes (Director of AGAIG), coffee producers Freddy and Miguel Gonzalez, and many others who welcomed me and helped me learn so much!

What is Direct Trade?   In short, it is a term used by an increasing number of organizations that disagree with some of the practices of some (not all) Fair Trade organizations. The objective of direct trade is to get as many of the proceeds of a sale directly to the producer instead of to intermediaries, which is also a goal of Fair Trade. Folks in direct trade are concerned about insufficient Fair Trade premiums for coffee farmers, marginal differences in prices comparing Fair Trade-certified coffee to conventional coffee, and the fact that Fair Trade certification creates a new class of intermediary. Moreover, Fair Trade certification is expensive for small producers. For one organization’s perspectives on direct trade, see http ://www.ethicalcoffee.net/direct.html.

Perspectives on As Green as it Gets: I will share more about AGAIG and direct trade on this blog and in my public presentations soon. In the end, whether it is direct trade, Fair Trade, microfinance, or some other tool to promote sustainability, the success of a program depends on the transparency and honesty of good people working to help small entrepreneurs develop and run their own businesses independently and sustainably. I am enthusiastic about direct trade as it is practiced by As Green as it Gets. For more information about AGAIG, see http://www.asgreenasitgets.org/.

Photo: (Left to Right) Miguel Gonzalez, Stephen Kelly, and Freddy Gonzalez on a visit to Freddy's and Miguel’s coffee cuadros (parcels of land).

Copyright© 2012 by Paulette L. Stenzel for text and photo.

Entry #20: Small Steps Get Things Done: Microfinance

Wed, 09 Nov 2011 23:50:05 GMT

Entry #20: Small Steps Get Things Done: Microfinance

Background: When I speak with student groups or give public presentations, I often hear individuals remark that they feel overwhelmed by the multiple economic, social, and environmental problems we face in this world. They feel that their contributions would be too small to make a difference. My students prove otherwise. Anyone can do something to make this world more sustainable.

This little piggy - is from the Spartan Global Development Fund (SGDF). SGDF raises funds for microloans to give to small entrepreneurs in the United States and around the world. I am the advisor to this group, and I serve on the Board of Directors. My students began with four micro-loans of $25 each through KIVA (www.kiva.org) in July of 2009. As of November 2011, the group has extended over 300 microloans to small entrepreneurs in developing countries around the world. Along the way, SGDF has been granted 501(c)(3) non-profit status by the U.S. Internal Revenue Service, and now raises funds for other projects. Some contributors have contributed substantial sums. For example, merchants in the East Lansing and Lansing area have allowed SGDF to set up the green piggy banks, donated by MSU Federal Credit Union, around our community to collect coins to help fund loans. It is a team effort every step of the way.

As a result of fund-raising, SGDF has signed an agreement with the non-profit group Esperanza en Acción, (www.esperanzaenaccion.org), a Fair Trade organization based in Nicaragua with which I have worked for several years. SGDF will help Esperanza’s producers by funding microloans at no interest.

My students’ work through SGDF is an example of how small steps and synergies among individuals and groups lead to big results. Please visit the SGDF website at www.spartanglobalfund.org to learn more about these projects and many more being carried out by young people from MSU who care about making a difference in this world. Additionally, the website gives more information about the wonderful groups and individuals who support their work.

Copyright© 2011 by Paulette L. Stenzel for text and photo.

Entry #19: Why should I buy organic bananas?

Wed, 19 Oct 2011 01:59:41 GMT

An experience: While I was selecting my breakfast from a buffet table at Omega Institute in Rhinebeck, New York last summer, a young lady was overseeing the apples and bananas. A woman approached and remarked, “Why would they bother with organic bananas?” The young lady responded that she wasn’t quite sure, so I spoke up.

Background: Some magazines and blog sites suggest that, if one is going to buy organics, the money may be better spent on fruits that carry more pesticides such as apples, cherries, grapes, raspberries, and strawberries. http://www.fitsugar.com/Bananas-Organic-vs-Conventional-1568020. An article published on-line by Bloomberg Businessweek asserts that, “[A]t the Atlanta Whole Foods, organic bananas cost 78 cents a pound, 30 cents more than regular bananas. But there's almost no health benefit to buying organic in this case, according to Charles Benbrook, technical director of the nonprofit Organic Center for Education & Promotion, founded with the support of the industry's Organic Trade Assn. Any pesticide residue is probably discarded along with the peel.” http://www.businessweek.com/magazine/content/04_36/b3898129_mz070.htm

What’s wrong with that approach? The idea that we can throw away the peel from a non-organic banana and have the same benefits as compared to an organic one ignores an important group of people: the workers on the banana plantations who are exposed to highly toxic chemicals. In addition, it ignores the fact that pesticides contaminate the eco-systems of banana-growing regions. NaturalNews.com in June of 2011 asserted that “Twenty-five percent of the world's pesticides are used in third world countries and this is where over 99% of pesticide related deaths occur.” http://www.naturalnews.com/032683_Nicaragua_Nemagon.html

So, at breakfast at Omega, I explained why Omega would choose to serve organic bananas. Serving organic foods has to do with keeping up with sustainable practices, and on its website Omega lists “sustainability” among its values. “We consider the impact of our actions. We advocate for fairness in the treatment of all species, make decisions for the common good, and encourage activism as a means to social justice.” http://eomega.org/omega/about/mission .

Yes, I buy organic bananas whenever I can find them. I can almost always find them where I shop. I purchase as many organic fruits and vegetables as possible, and that has become easier month by month and year by year. As more people have become aware of the reasons to buy organics, more of us have decided to spend the extra cents to protect ourselves, producers, and the natural environment from harmful chemicals. In addition, as the market for organics grows, prices come down. Sometimes, I buy organic produce that costs no more than non-organic. This is especially true at our local farm markets.

Copyright© 2011 by Paulette L. Stenzel for text and photo.

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