October 1976 RAIN Page 21 Omitting examination of social impacts implies that there are no significant social effects of different sources of people's livelihood. Yet, if people are dependent upon an institution need also to be examined. Making clear on what grounds and in what ways visitors will be accepted can strongly affect tourfor their income (as with tourism on PEl); can they fairly evaluate and regulate that institution? If people are largely self-reliant, either individually or as a community' do they develop a deeper and more rewarding understanding and relation with the ecologicfl.l and cultural webs that support and nourish them? Do the trappings of wealth; such as television, fancy clothes and houses, and big cars create different social impacts than the leisure to enjoy other p'eople, to have satisfying . ism patterns. Promotion of at-home vacations, local resorts and improvement of communities can reduce the need and desire to travel.'Inns and guest houses can replace motels; franchise businesses can be banned on both economic and social·grounds; "working" vacations, person-to-person visits, baris on non-resident cars, and dozens of other measures can be developed to allow tourism to dperate at a scale and in ways that provide opportunity for visitors and Islanders to enjoy and benefit each other on a non-exploitive and nondominating basis. places to spend time, and to enjoy the dignity and self-confidence ·of forming one's life and surroundings that a slower, less materialistic way oflife may offer? Is the additional effort necessary to obtain fair representation in the operation There needs to be a right as well as a necessity to maintain a society based on deep ·and loving relations between people and between people and land; based on the ability to relate of large scale econbrhic and social patterns greater than the benefits received? . ' , . · . . To be of real value, a study of the impacts of tourism needs . to explore and lay out meanirygful options in addition to a thorough analysis of the impacts of tourism itself. Such options need to include the implications of alternative means of livelihood-small scale, self-reliant patterns of fulfilling the Island's owh needs as well as options for livelihood other than tourism within larger economic patterns. Options for modifying tourism·in socially responsible way's to people according to what they contribute to your life rather than to your pocketbook; and based on chosen rather than imposed economic and social patterns. True accounting of the operation of such a society as opposed to that of an economic-exchange based society would probably show it to be less costly to operate as well as providing more satisfaction, well-being and happiness for.all concerned. That kind of social accounting rather than superficial economic analysis is necessary to evaluate the fundamental changes that tourism brings to PEl or any other place. Tom Bender (LEARNING ) Last issue of RAIN ran a listing 'on · · Zephyros De School Primers. Our friend. Trudy reminded us of a similar project coming out of Portland which stresses the idea of teachers starting their own exchanges of curriculum' · material. Teacher Works 2136 N.E. 20th.Ave. Portland, OR 97212 Teacher Works began in 1971, when a group of Pprtland-:area teachers decided to open a teacher center. That ran into pmblems, and so.from 1972-75, Teacher Works orchestrated a national grassroots teacher exchange of curriculum materi-. als. TW members sent in m*a*g*i*c les~ sons (things that work with kids), which were then printed up and sent back to members twice a year in Teacher Works in a Box. Each sheet bears.an anti-copy- . right: "This material may be reproduced by any mean~ as often as necessary." All 6 editions of the .Sox are sold out, but The Best of Teacher Works in a Box is available for $6.50. It contains 130 lessons, contributed by over 100 teachers, in a convenient 8-112" by 11" format. Teacher Works also wants to spread the idea of a grassroots, d.ecentralized exchange. The TW mailing list was sent to all memqers so they could start their own local exchanges, and TW has prepared a packet of "how-to" information to get others started (a~ailable for $1 ). In addition, TW is working with the two local teacher organizations in Portland, . as well as consulting with the Development Center of the State Department of Edu.cation in Oregon, suggesting ways that teachers can share and help each other, without lots of funding, central administrative supervision; rigid proced- . ures, or reams of paper work. TW lacks some of the flash of an exchange like Zephyros (TW and Z trade materials · back and for~), but it is like a pair of sensible shoes-practical and down to .earth. A good example of appropriate . technology for teachers. (Trudy Johnson-Lenz) · AERO New Western Energy Show, 2day, 3Smm slide and videotape,"howto-do-it" workshop now available. A $100/d~y honorarium (plus travd, room ·and board) is requested from government agencies; $SO/day honoraria (plus travel, room and board) from 'nonprofit organiZation's. Contact: Kye Cochran, Dir!'!ctor AERO Stapleton Building .· Billings, MT 59101 Many state energy offices and other energy organizations have asked AERO how they can put together similar traveling theatre-exhibit "energy shows."· After a successful energy chautauqua around Montana, Kye is now available to explain how to do such shows, their . ,possibilities and problems, scheduling and transportation hints, how to deal with people. RAIN and ECOTOPE GROUP highly recommend both Kye and the AERO energy show, especially to state energy offices working on public education programs. (LJ) "Tools for Transition II," a 3-credit series of 9 Thursday evening classes codirected by Evan Brown and Tony Angell, beginning October 7, 1976, at which time tuition of $51 for the course is due. To enroll, send a selfaddressed, stamped envelope with name, I address, zip code, phone number and a short paragraph on your interests to: ECOTOPE/Tools for Transition II P.O. Box 12002 Seattle, WA 98112 206/322-3753 Topics covered by Seattle·area resource people indude: DESIGN- gaming and decision-making (Len Dawson); EDUCATION-policies and programs for envirOnmental equity (Tony Angell); APPROPRIATE TECHNOLOGY- food, shelter, transportation, solar, wind and bioconversion energy, greenhouses and energy conservation experiences (ECOTOPE GROUP); URBAN AGRICULTURE-home or "P-Patch" community gardening, bulk buying, food co-ops, .overpackaged arid overprocessed foods, container reuse and recycling (Chris Peterson, Edith Walden); PUBLIC POLICY-transition tools for policy changes aimed at energy efficiency (Ni~k Licata, David Baylon, Mike Hilt). (LJ)
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