Category: Multimodal Composition 2

What are community gardens? Community Gardens are, in essence, a piece of land that is cultivated or “gardened” by an individual person or a group of people. There are a few aspects of community gardens that distinguish them from your typical backyard garden. For example, in community gardens land is usually divided into individual plots or sections of land with each plot having an individual gardener assigned to it. With this, community gardens may have certain rules and regulations to preserve and maintain the overall productivity of the garden.

Community Gardens have a great relevance and significant impact on the local and rural communities that they may be found in. This project details these benefits and the complexity of this unique way of agriculture.

Community Garden Stakeholders

Stakeholders are people, groups or even other organizations that have a vested interest or tether to a particular business project or organization. In the case of community gardens some stakeholders may include the homeless who may benefit from community gardens as they may offer resources and /or opportunities that provide rehabilitation. For example, “The Garden Project” — a local community project oriented around gardening located in Santa Cruz, California, offers a rehabilitating environment that allows homeless people to work on an organic, three-acre farm to support agriculture and the community while providing open job opportunities and access to produce (- ANONYMOUS TRAINEE; “Programs – SUPPORT SERVICES” PG. 1&4 ).

Neighboring Communities

While the local community might receive the ‘cream of the crop’, there are many surrounding communities that may benefit from a nearby community garden as well, these effects can be seen in, but aren’t limited to, the social atmosphere, the quality of living, the quality of education among neighboring educational institutions and much more (- Besty; “Programs – “Volunteer and Community Education” pg. 7). Examples of these include lower crime rates in populations surrounding community gardens by fostering relationships with community members as the benefits remedy many factors following poverty as well as increased opportunity for hands on education for those wanting to study bioscience or agriculture.

Systems

Water Retention/Food Desert

After researching into the field of combating food deserts, which are defined as areas where it is difficult to purchase healthy and or fresh food at an affordable price (Community Gardens: Exploring Race, Racial Diversity and Social Capital in Urban Food Deserts). These are most common in urban areas or places with a minority-dense population. This lack of quality food can lead to a whole host of issues, such as obesity, vitamin deficiencies, diabetes, and even some cancers. Members of food desert communities help combat this by communicating with food stores and gardeners to help create community gardens. When assistance for food deserts came in Baltimore, Maryland, a study found that, in the long run they proved beneficial in the endeavor for food security (Food Deserts in Baltimore). Another study in the field of Urban Agriculture found that growing food crops in and near cities contributes to healthy communities by engaging the community in recreation that improves the public well-being in the long term (Urban Agriculture: Growing Healthy, Sustainable Places). In addition, community gardens may reuse pre-existing land not only to aid in food production but also with energy conservation, waste management, biodiversity, community interaction, public health, and education. The water retention aspect of these findings can be defined in using stormwater or rainwater that would have normally been wasted in floods could be reused in sustaining community gardens. Community gardens require total collaboration from the community around them, as well as a multitude of resources to make up for the deficits, one of these is the most important resource: water. Water is the source of all life on earth, and this is another disadvantage those in underserved communities face, poor water quality.

https://planning-org-uploaded-media.s3.amazonaws.com/publication/book_paperback/PAS-Report-563.pdf

Food Deserts in Baltimore

https://www.proquest.com/openview/278c23a68ad66830fec4cdf39d832d9e/1?cbl=18750&pq-origsite=gscholar

Causal Chain Analysis

After conducting a causal chain analysis, we found that community gardens are driven by the people in the garden’s communities. These people include the homeless, local organizations, schools, as well as other groups. The role these people and groups play in community gardens are that they invest their time and resources to maintaining the gardens. How the homeless population contributes has been previously explained, however, local organizations and schools contribute as well. For the organizations, they help to educate the community about horticulture, which is the practice of garden cultivation and management, as well as provide funding to create and maintain the gardens. An example of this is the American Horticultural Society.

Their website says that “AHS connects people to gardening, raises awareness of earth-friendly gardening practices, introduces children to plants, brings together leaders to address important national issues, and showcases the art and practice of horticulture.” (American Horticulture Society). Lastly, the role that schools play in community gardens is similar to the other stakeholders because they create and maintain gardens on campus for educational purposes as well as sustainability purposes. An example of this is the Pomona College Organic Farm where they use the garden as a part of their Environmental Analysis program.

It is said that “students have the opportunity to not only maintain the plots, but also test real soil for soil sciences courses” (Robbie). So, to summarize, the causal chain analysis of community gardens is that local organizations educate the community and provide funds for the creation of the gardens, and schools, the homeless population, and other groups put in the time and effort to maintain them.

“American Horticultural Society.” American Horticultural Society – Improving Life Through Plants and Gardening, 3 Jan. 2024, ahsgardening.org/about-us/. Accessed Nov. 5, 2024

Robbie. “3 Universities with Exceptional Community Gardens.” NationSwell, 19 Nov. 2014, nationswell.com/colleges-getting-green/. Accessed Nov. 5, 2024

Drivers

After doing research on direct drivers regarding a prosperous and flourishing community or rain garden, we have come across a few drivers that are very impactful. The main thing we’ve found when researching what directly impacts a community or rain garden is several physical characteristics that are very important to having a good garden. The soil needs to be well drained, moist, and running a PH test of the soil is important to determine the quality of the soil. Also, the best plants for a community garden are plants that don’t require a lot of water. Plants like cabbage, sprouts, and cauliflower can do well with a little amount of water. The location of the planting containers should be near a clean water source if the plants are to be eaten to make watering convenient and easy. If creating a rain garden, lower water quality is allowable to retain flood water. Both a community garden and rain garden are going to need to have access to a lot of sunlight. These gardens need at least 8–10 hours of sunlight each day. Gardens operate best when they have a lot of space, so finding somewhere that has a lot of space for the plants to grow would be the most beneficial. Most importantly, the main thing that drives a good community garden is the community itself. Without the community being dedicated to the garden, it won’t remain in good condition and won’t be beneficial for the community. I will go into each of these in more detail below.

The soil is the most important part of the garden, which is the first river. Good soil needs to be well drained and moist. Soil needs to drain water, but it can’t too fast because it will dry out. If soil has too much water in it, the roots can rot. Next, you need to know the soil ph. The pH of the soil affects how plants grow. For example, putting smashed eggshells in a garden can help plants grow because they have sulfur in them, which can alter the ph. The best way to improve soil is compost, which keeps the plant healthy and promotes growth because it provides nutrients.

Picking the right plants for a community garden is essential. You must pick plants that can grow in the conditions of your garden. For example, if you don’t have a lot of water, you will need to pick plants that don’t need a lot of water. Plants that do not need a lot of water are cabbage, cauliflower, kale, and sprouts. These plants can grow if it’s dry outside at certain times of the year. Following the patterns of the weather seasons is good to know so you can plant accordingly. Since you need to know how many plants you need, you also need to know what your water source will be. The best way to have easy access to an easy and clean water source is to put it next to something like a water hose or well. A good way to save water is to put mulch over the soil. One water system I know that is used for plants is a drip irrigation system because delivers water straight to the plants and wastes less water. Plants need sunlight to grow. Most vegetables need at least 6 to 8 hours of direct sunlight each day. Without enough sunlight, plants will grow slower. Make sure you put the garden in hours that have a lot of shade. If the area is shady, you can plant spinach and lettuce. It is important to make sure you don’t block short plants with tall plants. Which leads to having good spacing and having a good layout. Plants need room to grow, and they also need good air circulation. The best way to have space for a layout is to design your grid as such. Grouping plants together that have the same needs makes the best layout possible. Taking out over abundant crops and new crops keeps the soil healthy.

Finally, the most important part of creating and maintaining a community or rain garden is having good community involvement. Getting together with people like Heartlands Conservancy or getting with schools are in need of food or enrichment activities can develop a sense of community. The people a community garden could affect the most are people living in food desserts. A rain garden would benefit anyone that is dealing with flooding. A garden will only do well if the people that are responsible for it are involved and committed. Having organization and making sure everyone knows their task improves the chance of the garden’s success. You can build a strong sense of community by having a workshop and showing firsthand what type of food can be made from it. The garden should be available to all in the community.

After research, a community garden has a lot of drivers: healthy soil, the right plants, good water access, sunlight, space, and community involvement. When all of these drivers are put together, the garden will produce food and good community inclusion.

“How to Start a Community Garden in Your Neighborhood.” Garden Savvy, gardensavvy.com/gardening-blog/gardening-tips/how-to-start-a-community-garden-in-your-neighborhood/.

Stone, Lucy. “How Much Sun Do Vegetables Need to Grow.” Veggie Knowledge, 17 Mar. 2023, veggieknowledge.com/how-much-sun-do-vegetables-need-to-grow/. Accessed 20 Nov. 2024.

Weiland, Libby. Community Garden Irrigation — Vermont Garden Network. vtgardens.org/community-garden-irrigation/.

The “drivers” in getting the community interested in water are influential figures and organizations that play a crucial role in raising awareness and fostering a sense of responsibility towards water conservation. These drivers include community leaders, non-governmental organizations (NGOs), educators, and the media. In this circumstance, it is very important to identify the drivers because we never fully know who we’re all working. 

Community leaders, such as mayors, council members, and other public officials, are active in influencing public opinion. They have the authority and platform to promote water conservation policies and take part in awareness campaigns. By setting an example and prioritizing water issues in their agendas, they can motivate the community to act. Their involvement often lends credibility to the cause and can significantly amplify its reach and impact.  According to Baer, Katherine. “Creating Connection between Community and Water Utility Leaders – What We’re Learning.” River Network, 2 Aug. 2022, www.rivernetwork.org/creating-connection-between-community-and-water-utility-leaders-what-were-learning/. Accessed 13 Nov. 2024, it says “We learned in our research that community organizations with a deep grasp of what the utility does allows these groups to hold the utility accountable, identify positive aspects of the utility operations and be empathetic to challenges facing utilities” This helps to prove with the work of everyone’s help things can get done and it gives us essential idea of how to go about the problem.

Non-governmental organizations (NGOs) specializing in environmental and water resources bring ability and resources to the table. They are adept at organizing educational programs, workshops, and community activities that highlight the importance of water conservation. NGOs often collaborate with local communities to implement sustainable water management practices, thereby fostering a sense of ownership and active participation among community members. These organizations work on community development and can help mobilize community support, provide funding and facilitate training and education programs. 

Educators also play a vital role by integrating water-related topics into the school curriculum. By educating students about the significance of water conservation from an early age, they instill a sense of environmental stewardship that can last a lifetime. School projects, science fairs, and field trips related to water conservation can actively engage students and their families, spreading awareness beyond the classroom.

The media, with its vast reach, is another powerful driver. Campaigns on radio, television, and social media can give information about the importance of water and how to conserve it. The media can keep water issues on the public agenda, ensuring that they receive the necessary attention and action.

To keep community interest, continuous education, community involvement, incentives for conservation practices, and transparent communication about water management challenges and progress are essential. By combining these efforts, the community can remain engaged and committed to sustainable water conservation practices.

Creating a stakeholder profile for community engagement in water infrastructure involves finding and detailing the roles and contributions of various groups and individuals. This important because effective community engagement in water infrastructure projects relies on understanding and addressing the diverse needs and concerns of different stakeholders. By creating stakeholders we can enforce communication, build trust within the community, identify key influencers, address potential issues early to avoid conflicts and delays, and enhance project success. 

These would include the residents and community members, who are the primary users of the water infrastructure. They can provide firsthand knowledge on the patterns of water use, problems, and community needs. This helps in the tailoring of solutions for the improvement of water services, ensuring that they are user-friendly. In engaging them, publicity on surveys, public meetings, focus groups, and social media platforms can be used in soliciting input and keeping them abreast of happenings.

The contribution of local government officials, however, lies in serving as policy maker and administrator for local development. This may involve policymaking, securing approvals from regulatory agencies, providing funding, and considering larger community plans. In so doing, they signal their participation through collaborative planning sessions, public consultations that enhance accountability and transparency.

The role of Environmental Groups is to advocate for sustainable and eco-friendly practices. Their contributions offer expertise in areas of conversation, sustainability practices, and protection of local water resources. Strategies for their engagement involve partnerships in environmental impact assessments, workshops, and educational campaigns on sustainable water management practices.

The involvement of Health and Safety Agencies is very instrumental. It is supposed to act as the guardian of public health and safety standards. Their contributions ensure that water infrastructures meet set health and safety standards, preventing contamination that will make supply unreliable. Their strategies for engagement include compliance checks and public health campaigns to inform the community about safe water practices.

The role of Educational Institutions has to do with research, innovation, and education. They could begin to conduct research on water management, come up with innovative solutions, and spread awareness among the students and the community. Their strategies of engagement in this case would include things like collaborative research projects, educational programs, and outreach initiatives in the community.

NGOs can be relied upon to advocate for community development and support. This may include community support, funding, and holding training and education programs on water management. Regarding strategies of engagement, they may provide community workshops, advocacy campaigns, and engagement with local authorities.

These very important agencies in this case are the Media and Communication Outlets. This is where, for instance, their role is that of informers and educators of the public, in helping to send information, awareness, and keeping the community informed of progress and the benefits accruing thereof from water infrastructure projects. Their engagements may include press releases, media briefings, and public information campaigns. By doing so, this ensures that their involvement secures comprehensive engagement by these parties in terms of meeting the needs and concerns of all parties in the development process of water infrastructure.

Our ultimate goal is to implement more water infrastructure education for the youth, influencing a new generation to become further aware of issues regarding all-around water infrastructure in the future—complex systems are composed of many interconnected parts. Simple systems are systems in which components interact with each other to serve a purpose but aren’t connected in a way like complex systems. Understanding water equity amongst youth is essential because “although we can certainly do our part to conserve this valuable resource, today’s youth will ultimately be responsible for sustaining Earth’s future water supply” (KEYE). 

When it comes to water infrastructure, constructing awareness about the importance of conserving water is vital especially for the youth. Eventually, we will put the importance of water infrastructure in the hands of a new generation. Therefore, we must teach them the reasons behind water conservation and practical usage. Water infrastructure is complex; if one factor changes even the slightest bit, the rest of the system can easily be thrown off. This is why we need to aid in introducing water infrastructure to the youth, and this must be done in interactive ways. Interactive activities, keep people engaged and active in the topic of conversation.

Students are among our most significant stakeholders in this project. Allowing the younger generation to be involved not only helps our water but also helps the environment overall. In addition, better water quality leads to improvement in the overall health of the community. Abbas Hassan states, “The youth demographic represents a dynamic force characterized by enthusiasm, energy, and a deep desire to make a difference. Engaging young people in WASH (water, sanitation, and hygiene) initiatives taps into their passion for social change and their ability to challenge conventional thinking”(Hassan). These initiatives are essential for human health, well-being, and development. Another stakeholder is taxpayers; their money funds the school and plays a massive part in its budget. JJK and Heartlands are also stakeholders. In particular, JJK participates in your education at their center, so they are particularly important.  Asma Bachikh states, “Stakeholder participation is at the core of effective water and sanitation management. Many countries—83 percent of 94 countries surveyed in 2013-2014—now have stakeholder participation in policies andx/or laws” (Bachikh). This quote shows how much of a role stakeholders, like students and taxpayers, can play in water infrastructure. 

            Youth education influences water infrastructure, and we need to identify the drivers. According to our book Sustainable World by Sonya Remington-Doucette, human actions have become central drivers of changing a system (page 124). There are two types of drivers: direct and indirect. “Direct drivers, drivers that clearly and unequivocally influence the behavior of a system. Indirect drivers are drivers that influence the behavior of a system more diffusely by altering one or more direct drivers” (page 123).  Some drivers in our system of how youth education is influential are the community, government, JJK FAN School, and the education system. For example, in the article “Impact of Youth Education in ASCE Library,” the authors want to let the public know that the youth is underrepresented in discussions regarding the community’s future, even though they are the community’s future (McKoy and Vincent 2007). The communities are an indirect driver as they affect how children interact with the people around them, like their city and counties. Still, it doesn’t directly affect their education on water infrastructure. Other factors related to the same article are cost, benefits, site conditions, and local community factors. 

In the article “Water Accessibility, use and Conservation among Youth: A Comparative Study,” by George Morrara Ogendi and Isaac Ongn’oa, the authors inform readers that education on sustainable water should be taught locally and globally (Ogendi and Ongn’oa). This allows students to become pragmatic leaders and stars and learn to appreciate the environment with a deeper understanding. In our case, the JJK FAN school education system is a direct driver as they interact with the youth and can influence their knowledge of the environment and water infrastructure. Also, going back to cost and site conditions, if JJK FAN can’t obtain the funds, it could affect youth education. If they can’t be taught about the environment and water infrastructure, they do not have a chance to expand their language to others.  

Teachers, students, parents, and the community can come together to improve water infrastructure for the youth. There are various ways to take action since water equity is a complicated issue with many layers. A few examples include extracurricular activities, technology integration, and engaging curriculum. The diagram above shows the connections between the drivers. Each driver plays into the other. For example, JJK and Heartlands can work with the government to produce a curriculum. The teachers teach the curriculum to the students, and eventually, the parents will pick up on what their child is learning. 

The big idea is to incorporate these things into one water infrastructure course for the youth. On the website Thought Exchange, there is a piece that references community involvement’s impact on youth education. “Community is all about creating a sense of belonging. Having a sense of belonging means that students feel accepted, valued, and included by their teachers and peers and consider themselves an important part of their academic community. They are motivated to learn and engage with their course, leading to greater attainment, progression, and improved academic achievement” (Daly). Regarding JJK, getting students involved with the community (and vice versa) benefits their learning potential and many other skills. 

JJK, for example, could start small by creating a gardening club or a science club where they volunteer in the community and test water quality or a research-oriented club where they all come together to combat this wicked problem. Another idea regards technology integration. In this day and age, new technology is popular. Using virtual reality technology, for example, can allow students to see water treatment plants or play games regarding water quality. This will excite kids about using technology while educating them about water technology in their community. JJK has excellent potential to create a great education system focused on water quality. Their new campus will be catered to learning about water and horticulture and will raise a new generation to take pride in our environment. Putting all these together, teachers, parents, and the community can unite to educate everyone about water infrastructure.

Works Cited

Daly, Catherine. “How Community Involvement in Schools Enhances Student Success.” ThoughtExchange, 13 June 2022, https://thoughtexchange.com/blog/community-involvement-in-schools/. Accessed 29 October 2024.

Hassan, Abass. “Empowering Change Agents: Youth Engagement in Wash Initiatives.” LinkedIn, 9 Aug. 2023, www.linkedin.com/pulse/empowering-change-agents-youth-engagement-wash-abass-hassan-#:~:text=Young%20minds%20are%20inherently%20curious,drive%20innovation%20and%20push%20boundaries. 

KEYE. “Cultivating sustainability: Why we should educate youth about water usage and conservation.” CBS Austin, 3 June 2024, https://cbsaustin.com/sponsored/spotlight/cultivating-sustainability-why-we-should-educate-youth-about-water-usage-and-conservation. Accessed 29 October 2024.

McKoy, and Vincent. “Impact of Youth Education.” ASCE Library, 2007, https://ascelibrary.org/doi/10.1061/JWRMD5.WRENG-6315#core-c17. Accessed 29 October 2024.

Water Accessibility, use, and conservation among youth: a comparative study.

https://brill.com/edcollchap/book/9789086866915/BP000026.xml

Chapter 19, Page 221-227  Author George Morrara Ogrndi and Issac Ong’oa

Sustainable World by Sonya Remington- Doucettle  2016

Page124 “Youth and the Integrated Management of Water Resources.” United Nations, United Nations, www.un.org/en/chronicle/article/youth-and-integrated-management-water-resources. Accessed 3 Nov. 2024.

Current State Analysis

Audience: Community Partner

In Chapter 3 of our book (p. 119-174), we learn how to analyze the current state of a problem, including its direct and indirect drivers, causal chains, and the stakeholders involved in and impacted by the problem. Write your own current state analysis that either 1) defines the system and classifies its drivers, 2) conducts a causal chain analysis, or 3) conducts a stakeholder analysis. (Your responsibility for 1, 2, or 3 will be assigned in class). Write your composition with our community partner as our audience.

This multimodal composition should add to our work to define and understand the problem our research team is exploring. Your entry may include images, video, external links, or data. It should be between 800-1,000 words.

Submission instructions: Submit your multimodal composition as a post and choose the “Multimodal Composition 2” category.