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By Millie Khosla

Kenyan culture has been highly masculine for generations. Hofstede Insights, an online publication which tracks national culture through factors such as power distance and individualism, rates Kenya as a 60/100 on the masculinity scale compared to a perfectly equitable score of 0/100. Although the average masculinity score for most countries in Africa lies between 40/100 – 60/100, Kenya remains on the higher side of this range. According to this index, this means that Kenya is a “masculine society” in which social behavior is mostly driven by male influence. However, this patriarchal structure puts an immense burden on male behavior, creating exceptionally challenging social and professional burdens.

Let’s take a look at precisely what these are:

In 2021, researchers examined the effects of income and social issues in Africa to determine how they contribute to toxic masculinity. This study found that Kenya ranks near the bottom of the Human Development Index, meaning that Kenyans face more poverty, alcoholism, and crime than the average person. This results in a lack of male role models available to Kenyan men, which then results in a lack of positive representation for male behaviors (Letarte). Furthermore, Healthline reports that toxic masculinity can result in increased mental health problems for everyone in a society, including stress and depression. Furthermore, they also reported that men who grow up in a highly masculine society “are more likely to feel lonely, hostile… [and lack] loving social bond[s]”

Jones Obiria, the School Director of Nyamboyo Technical School, has experienced the challenges of living in a highly masculine society. As a school leader and father of three, Obiria is forced to carry immense social pressure silently while also leading a community and a family. In a brief video, he explains some of these pressures, saying that men aren’t supposed to express discomfort when they’re sick or even after circumcision. This societal pressure then rolls into Kenyan family dynamics, where men are expected to maintain this air of strength by providing for and heading their families (“Kenyan Culture”). In fact, speaking about this social role is viewed as taboo in Kenyan culture, making Obiria a pioneer in breaking this cycle. 

Collectively, the social pressure put on men can be exceptionally debilitating, leading to broken family dynamics which are worsened significantly by poverty. Currently, over a third of Kenya lives at or below the world poverty index (Merchant). So, how can this social dynamic be changed to yield a less pressured lifestyle for men?

The UN writes an interesting article describing how education is linked to fighting highly masculine societies. Specifically, education helps to socialize both men and women together in an equal environment – what they call “gender socialization.” Gender socialization leads to the breakdown of gender stereotypes and is described as being the most important factor in challenging culturally-based discrimination (Karam). Furthermore, Harvard Medical School also holds that education itself is linked with increased feminist values and a lower likelihood of committing sexual assault (Curan). Additionally, a study performed in sub-Saharan Africa, reports that religious institutions can also play large roles in reducing toxic masculinity by focusing more on education and family values (Letarte). By educating young men in Kenya and improving advocacy for attending school, we can begin to tackle the negative aspects of masculine culture.

Nyamboyo Technical School is also working to change this by launching a reproductive education program focused on reducing these social pressures on men. Specifically, the program will create a safe place for young men to discuss the various issues they face when transitioning from adolescence to manhood and openly examining their highly masculinized culture. This program is being developed in partnership with the NGO Afripads where NTS’ female students are being supplied reusable sanitary pads.  Both groups will have health and reproductive education, both together and separately. Collectively, this program will allow for the social progression of both men and women, taking another step to address gender equality in Kenya’s masculine culture.

Sources

Curan, Terrence. “Comprehensive Sex Education as Violence Prevention.” Harvard Medical School, Harvard Medical School Primary Care Review, 29 May 2020 – info.primarycare.hms.harvard.edu/review/sexual-education-violence-prevention#:~:text=Teaching%20consent%20is%20key%20to%20preventing%20sexual%20violence.&text=Healthy%20relationships%20are%20an.

Karam, Azza. “Education as the Pathway towards Gender Equality.” United Nations, The UN Chronicle –  www.un.org/en/chronicle/article/education-pathway-towards-gender-equality.

“Kenya.” Hofstede Insights – www.hofstede-insights.com/country/kenya/#:~:text=Kenyan%20culture%20measures%20high%20on,%E2%80%9Cthe%20winner%20takes%20all%E2%80%9D.

“Kenyan Culture.” Cultural Atlas – culturalatlas.sbs.com.au/kenyan-culture/kenyan-culture-family.

Letarte, Martine. “Combatting toxic masculinity in Africa.” IDRC, 19 Nov. 2021 – www.idrc.ca/en/stories/combatting-toxic-masculinity-africa.

McCarthy, Kevin. “‘Toxic Masculinity’ Leads to Mental Health Problems for Men.” Healthline, 16 Dec. 2016, – www.healthline.com/health-news/toxic-masculinity-mental-health-problems-for-men#:~:text=These%20masculine%20norms%20correlated%20with,of%20strong%2C%20loving%20social%20bonds.

Merchant, Amelia. Borgen Project, edited by Amelia Merchant, Global Poverty, Kenya, 14 Sept. 2018 –  borgenproject.org/tag/poverty-in-kenya/#:~:text=Around%2035.5%25%20of%20Kenya’s%20population,the%20population%20living%20in%20poverty.

By Millie Khosla

In Kenya, sexual violence remains a traumatic norm for women, with men being the perpetrators in the majority of cases. Today, nearly half of married women have experienced domestic or sexual violence with nearly the same percentage of men viewing this as permissible. To determine why this is the case, one must explore why exactly this cultural phenomenon exists. Simply blaming men for sexual violence is a short-sighted approach and will not lead to discovering the cause of rampant sexual assault. 

A 2016 study describes a number of cultural factors as to why sexual assault is so rampant in Kenya, with most of the causes stemming from sexism. Although women compose half of the population in Kenya, women only make up 30% of the labor force, Women are pushed into the more “stereotypical” roles of homemaking and childcare. The study posits that this lack of representation in the workforce then solidifies the dominance men have in Kenyan culture, ultimately leading to an imbalanced power dynamic between men and women in Kenyan society. Finally, the study describes how violence towards others is used by men as a form of social control. A documentary from the BBC elaborates on this; several men are interviewed, all of whom claim that beating one’s wife serves as her “initiation” to marriage and teaches her “discipline.” This combination of women being excluded from the labor force, long-held cultural biases against women, and the expression of male dominance through violence ultimately culminates in a society which makes sexual violence exceptionally prevalent.

Since there is little legal protection for women against sexual violence, legal punishment is a limited option, particularly in remote areas where there is not access to a sophisticated legal system. Therefore, the study posits that societal change is the easiest form of prevention and awareness.        The gold standard for reducing sexual violence (and ultimately reshaping how violence is viewed) is programming that educates men, helping them to build empathy for victims.  This training breaking down myths about rape and physical abuse, as well as trains bystanders to intervene in potential assault situations.  The few programs in existence have been exceptionally successful in creating a culture which both supports survivors of sexual assault and reduces the prevalence of sexual violence. 

But, establishing such programs in a society with such heavy biases can be difficult due to cultural push back. The United Nations funds several NGOs such as the UN Action or the Rape Network which enter third-world countries in an effort to correct cultural biases against women. Although establishing these programs nationwide will be difficult,  Nyamboyo Technical School is committed to building an all-gender curriculum modeled after such programs, offering it to both male and female students. This will not only improve the safety of students, but also serve as one of the first steps towards change. 

Sources:

https://theconversation.com/violence-against-women-in-kenya-data-provides-a-glimpse-into-a-grim-situation-170109

https://www.haven-oakland.org/assets/media/pdf/ChangingMen-best-practice-in-sexual-violence-education.pdf

https://www.communitypractitioner.co.uk/resources/2016/02/physical-and-sexual-violence-against-children-kenya-within-cultural-context

https://crimesolutions.ojp.gov/ratedpractices/91#pd

https://www.bbc.com/news/av/world-africa-60089165?ns_mchannel=social&ns_source=twitter&ns_campaign=bbc_live&ns_linkname=60089165%26Domestic%20violence%3A%20Kenya%E2%80%99s%20%27hidden%20epidemic%27%262022-01-24T00%3A00%3A52.000Z&ns_fee=0&pinned_post_locator=urn:bbc:cps:curie:asset:7a54ceb7-2eba-453c-b700-51cdfb6a103c&pinned_post_asset_id=60089165&pinned_post_type=share

By Jones Obiria

What do you do when the government closes schools for a month with only a few days’ notice?  When students who attend your school, depend on you, not just for education but also for the food, the vital nutrition to grow in mind and body?  Hungry bodies are vulnerable – to COVID, malaria, and other temptations that pray on teens.

Two weeks ago, the Kenyan government announced that schools in affected areas would close  for a month.  Why?  Malaria.  East Africa has been tormented by malaria this year, set off by unseasonable rains, then drought, then rains.  A perfect breeding ground for mosquitoes.  Another unkindness of nature after two years of Covid.

Once again, the strategy is to shut things down, this time allowing the government to spray while the community cleans out all possible mosquito sources.  Mosquitoes breed everywhere – in puddles, pipes, bushes, and trash.  All villagers have been called upon to clean up their homes, street, and community common areas while the government, little by little, sprays each neighborhood to eliminate the mosquito population.

But at NTS, our students depend on us for food.  After every school break, it is not unusual to see weight loss – sometimes dramatic – as families go hungry.  It is not only heartbreaking but preventable.

So, enter the twice-weekly NTS Breakfast Club.  Every Monday and Thursday morning, students come to school for a hearty breakfast and a school update.  They hear about their programs, meet new teachers and staff, see friends, and share a healthy meal.  As they leave, they are given a 2-kilo bag of rice and beans – enough to get their family through the few days until the next breakfast club.

Rice and beans form a “perfect” protein.  While it’s hardly a feast, it keeps our sworn enemies, hunger and malnutrition at bay. Students get out of the house and have social time, positive contact with teachers and friends.  And families know that when their students come home, there will be sustenance for all. 

A full belly and a happy heart keep us all on track.

By Millie Khosla with research by Vivian Msafiri

In Kenya today, women struggle greatly with financial independence. According to the World Bank, two-thirds of the unbanked population are women. This inequality trickles into the social fabric where women lack funding for opportunities and as well as representation. To correct this income inequality within Africa, a grassroots organization called Village Community Banks, or VICOBA, has stepped in with a microfinance model that emphasizes female empowerment.

Specifically, VICOBA offers short-term loans to low-income people so they can use to pursue employment opportunities or domestic stability.  These loans, and the VICOBA process strengthens the community by creating a financial system within rural communities that promotes accountability and good governance.

VICOBA in Shinyanga – A Case Study

VICOBA has been particularly successful in the Tanzanian region of Shinyanga, approximately 500 miles from the Kenyan border. This VICOBA group, called the Rising Star Women, have been operating a VICOBA program for more than 8 years. In Shinyanga, the 30 female members meet monthly to take loans from VICOBA with a 10% interest rate. There is no limit to how much a member can borrow, which allows for members to have the financial freedom to purchase resources like food, water, and other essentials. Additionally, participating members pay into an emergency community fund which is used to pay for unforeseen circumstances, such as child delivery or medical costs. To further ensure accountability, three “referees” from the group of 30 are held responsible for the repayment of each loan.

Using this highly structured process, VICOBA has yielded significant results. In the Shinyanga, numerous women have testified that VICOBA brought life-changing financial assistance into their lives. Furthermore, the program’s reach has allowed communities to realize tangible improvements in children’s education, housing, and female leadership skills.

To join, a community must be referred by inside members or have a large party of individuals wanting to join. Once this is in place, sometimes an entrance fee must be paid to join – all of which is put back into VICOBA to benefit its members. The VICOBA branches which require an entrance fee base this price on the financial status of the prospective members – usually around 10,000 Tsh, equivalent to $4.30 –  which is detailed in that branch’s constitution. For more information, visit this link: http://kitegacc.org/campaigns/village-community-banking-vicoba/.

The collective impact of VICOBA has been widespread female empowerment and a movement towards female financial independence as more and more women are freed from pressing financial burdens compounded by a lack of access to capital that previously impacted them. VICOBA’s success can be seen in its rapid growth.  In five years, membership grew to over 50,000 members, accounting for nearly 30% of rural communities that were underserved by financial institutions. Furthermore, since its inception, VICOBA has been able to collect 30 billion Tanzanian shillings (Equivalent to 1.2 million USD) in a rotating fund for members. VICOBA’s highly organized model has been truly successful in empowering women and poorer communities across Africa and continues to grow today. 

By Megha Rana

Gender stereotypes are generalizations and/or assumptions made in regards to roles that women and men play, respectively, in a culture. While they differ from culture to culture and region to region, a shared and defining trait is how deeply ingrained these stereotypes have become in individual cultures and larger societies around the world. 

In Kenya and other East African countries, the traditional female role has been to run the household, to both grow and cook food, to bear and raise children, to carry water, and to be obedient to the husband.  In general, children have spent a majority of their time with their mothers or female relatives. In large families, it was not uncommon for older female siblings to help raise the children, sometimes pausing or completely sacrificing their education.  

The conventional male role has been to protect the family, providing safety and material support.  While the family structure depends to some degree on the tribe, men have generally headed the household, earning the majority of the money and making the important household decisions. 

Enter the modern, interconnected world and the pressures of modernization.  Today in East Africa, men and women alike are growing out of their ‘traditional’ roles. 

In Kenya, for example, there is a husband who works as a cattle broker and his wife is a schoolteacher. The husband does work which a decade ago would have been unthinkable:  He washes the dishes, does the laundry, and brings home firewood.  Why?  Because his schoolteacher wife is pregnant with their second child and he believes they should share the household workload. Or consider a retired secondary school principal in a rural region who has trained his wife in finances and now involves his wife in important family financial decisions. He is also helping his daughters develop their own voices through financial and leadership training. 

Most notable in East Africa is the growing numbers of female entrepreneurs.   Women are beginning to create their own solutions to problems, both by developing community services and businesses.  For instance, a local teacher in Tanzania saw a need for greater educational services in her community and spearheaded the movement to build a nonprofit school that she now leads. 

Increasingly, as climate change impacts the planet, gender roles must shift to keep cultures alive.   In Kenya, women from the ethnic Maasai tribe were forbidden to work.  Home was their sole sphere of influence.   Men were responsible for earning money, mainly through cattle rearing. However, recent recurring droughts have devastated many of the herds, resulting in women creating trades such as beadwork to provide a steady income.   In fact, in some Masaai communities it is now the women who go to work while the men stay at home to care for the home and family. 

A balance in long-held gender roles will take time. Altering centuries-long societal norms will require patience and developing a community-wide tolerance for discomfort. However, with the speed of change in our world no one is immune from shifting roles. As Robin Sharma eloquently sums it up, “Change is hard at first, messy in the middle, but beautiful in the end.”

Sources: 

https://www.voanews.com/a/kenya-changing-gender-roles/6366764.html

https://brighter-tz-fund.org/Blog/4902092

https://www.globalcitizen.org/en/content/rural-kenya-traditional-gender-roles-equality/

By Megha Rana

The Maasai tribe of Kenya is a strict patriarchal society, where the men lead and hold all decision-making power. Traditionally, the woman’s role is to follow all male decisions while staying at home, tending to children and performing household duties.

Maasai women are deeply connected to their land and efforts to preserve their communities.  They have in-depth knowledge of local wildlife and the local ecology, making them ideal candidates to work on conservation efforts. But until recently, the community structure has denied them the opportunity to use their unique skills at a professional level.

In 2019, a group of young Maasai women stepped forward to challenge these  long-held gender roles.  Sponsored by the International Fund for Animal Welfare (IFAW), they created Team Lioness, the first unit of all-women rangers in Kenya.

The women of Team Lioness are part of a ranger unit that protects the traditional land surrounding the Amboseli National Park. They are trained as anti-poaching rangers, acting as a first line of defense against the poaching of elephants, lions, giraffes, cheetahs, and other wildlife.

(Paolo Torchio/IFAW)

These Maasai women were the first females in their community’s history to secure employment. They are determined to shift gender roles so women have opportunity.  According to Purity Lakara, one of these first proud Maasai rangers,

“Women are only allowed to stay at home, looking after their kids and giving birth. We are not meant to stay just at home. No. We are educated to come and change the world. So that’s what we are doing right now.”

IFAW’s East African director, James Isiche, said this project was a tough pitch to the elders of the Maasai community. The patriarchal structure made it difficult to  convince them to allow IFAW to recruit Team Lioness.

In the end, Team Lioness has become so successful that there are plans to recruit even more women of the Maasai community, as well as create similar anti-poaching squads in other areas around Africa.  Ultimately, Team Lioness is breaking boundaries and building opportunities for not only themselves, but also for other women of the Maasai community.

Sources:

https://www.cnn.com/travel/article/maasai-women-kenya-safari-reopening/index.html

https://www.cbsnews.com/news/kenya-maasai-women-defy-gender-norms-anti-poaching-rangers-team-lioness/

https://www.ifaw.org/projects/team-lioness

By Petra from Sparkley.eu   www.sparkley.eu

How has the quality of education in Kenya changed since 2003?  Why isn’t it working?

When free primary education became available in 2003, Kenyan schools were unprepared for the huge student influx.  Between 2003 and 2012, the number of students attending Kenyan primary schools increased by more than 3 million.  7,000 primary schools were added nationwide.  However, the facilities, staffing and supplies were far from sufficient to accommodate all interested students. 

Since 2012, the pupil-teacher ratio has steadily increased.  By 2015, World Bank data revealed a ratio of 31 students per teacher.  But according to a 2015 BBC report, classroom size was vastly underreported.  One Nairobi school, the Olympic Primary School admitted that some classes have as many as 120 pupils in one room, handled by one teacher. 

Moreover, it is reported that more than half of the teachers in public schools do not attend classes, with 15% of teachers not coming to school at all and 45% teachers being present at school, but in fact not teaching.  In 2021, the Kenyan Teachers Service Commission reported a teacher shortage of 104,000 instructors – over 46,000  at the primary school level and close to 58,000 in post-primary schools.  

This situation is tragic. Children hoping to overcome poverty through education find themselves in schools where the number of teachers is not sufficient.  Teachers are overloaded and report “burn out” within a few short years.  So, understaffed schools find themselves not only short-staffed but also with many absent teachers, forcing class sizes to balloon beyond management.  

Therefore, Kenyans with the financial means enroll their children in private schools where they are guaranteed a quality education.  Private school fees range from around $6,000 to $27,000 annually.  Two thirds of Kenya’s population live on less than $2 per day. Therefore, access to education by low-income families is an impossibility. As the world develops and becomes increasingly connected and computerized, low-income children, fall further and further behind. 

In Nyamboyo Village, a rural area of Kenya where most of our students live without basic modern necessities such as electricity and running water, the problem is more acute.  This is a community based vocational school, like NTS is so important.

NTS provides a 3-year professional education to youth aged 14-20 completely free of charge. There are NO hidden fees.  We also realize that student retention depends upon health and well-being.  If students are hungry, it is difficult to learn.  If students are not safe, it is hard to stay focused.  If young women fear an embarrassment during their period, they will not come to school.  We have taken it upon ourselves to eliminate stigmas, obstacles and barriers where ever possible.

NTS supports our students by providing:

• 3 meals a day presenting a full 2,000 calorie diet;
• High quality education provided by local experts with small classes of 20 students, usually being further divided into smaller groups;
• A structured, daily curriculum and 6-hour school day
• English-as-a-Second Language classes;
• Computer literacy classes;
• Classes on nutrition and health;
• Individual and group counselling aimed at raising mentally resilient and positive youth;
• Female empowerment programming to support the special needs of female students;
• Sanitary products for our female students;
• Uniforms, so students have professional clothing for school;
• And a lot of friends and personal support to improve the quality of their lives.

NTS is focusing on providing not only high-quality education, but also raising strong and healthy young adults by improving their overall living conditions.

At the end of the 3-year studies, NTS students obtain a professional certification from the Kenyan National Industrial Training Authority (NITA) – the gold standard in Kenya! Once they graduate, they either get a job placement or decide to begin their professional journey as entrepreneurs. Careers in hairdressing, electrical, carpentry, or tailoring will secure a stable income not only for our graduates, but also for their families.

Families who experience the kind of transformation a free education from NTS can offer, are eager to enroll another child, improving their lives further. We are a model for Kenyan education, one student at a time.

NTS free education is helping pull an entire community out of poverty.

Would you like to support our cause? Contact us at info@nyamboyotechnical.org to discuss collaboration and volunteer opportunities.

References:

https://medium.com/edwell/how-kenya-became-the-strongest-education-system-in-africa-70cdc72024c4 

https://studyinkenya.co.ke/blog/the-kenyan-education-system

https://wenr.wes.org/2015/06/education-kenya

https://www.britannica.com/place/Kenya/Education 

https://education.stateuniversity.com/pages/774/Kenya-SECONDARY-EDUCATION.html 

https://knoema.com/atlas/Kenya/Pupil-teacher-ratio-in-primary-education 

By Petra from Sparkley.eu   www.sparkley.eu

How does the education system in Kenya work? 

In 2003, Kenya made public primary education free to all citizens.  This meant that every child, not just those who could afford tuition, would now receive a basic education through grade 8.  School became mandatory beginning at age 6.  And at the end of their 8 years, children would take a national exam.  If they passed the exam, they could enroll in a 4-year secondary education, followed by 4 years of higher education.

In 2008, the Kenyan government claimed to make secondary education free-of-charge.  However, most children who live in poverty have had their education cut short, due to poor primary education and the hidden costs imbedded in secondary education.  This leads us to ask the question:

Is public secondary education in Kenya really free of charge?

Unfortunately, it is only the classroom that is subsidized by the government.  Parents are obliged to pay fees for lunch, uniforms, and transportation, as well as grey areas such as school administration and management. In 2020, it was determined that the government’s subsidy per student amounts to $205 annually whereas parents must pay from $320 – $420 depending on the school type and location.

For families where the primary earners are peasant farmers and day laborers, this is a king’s ransom. These families often live at or below the poverty level of $1.90 a day. They do not earn enough to fully feed their families.  Paying for the secondary education of their children is impossible. 

Without proper education, children in poverty have little chance for advanced training and, as adults, lack the skills to earn a liveable and stable income for themselves and their families. Consequently, they perpetuate this cycle, living in the same poverty as their parents, and raising their children without access to secondary education. This is the vicious circle of poverty that NTS is combatting by offering not only free education, but also a completely free experience that includes clothing, food and home necessities to help families. 

NTS is a rarity in Kenya.  With opportunity for advancement for those born into poverty so limited, it raises the question: How has the quality of education in Kenya changed since 2003?

See our next post for answers…

by Megha Rana

Menstruation is a natural process that occurs monthly for all people with a uterus. Most will first get their period between the ages of 10 to 15, and will menstruate, on average, for 40 years. For some, menstruation is a celebration of a young woman in the making, but for others it is the beginning of a life-long struggle with  period poverty, or the inadequate access to menstrual hygiene tools and education 

At any one time, more than 800 million women across the globe are menstruating. Despite this, periods are often drowned in secrecy, shame, and silence. Not having the basics to make menstruation manageable, such as clean menstrual products, , people to talk to, or even the dignity of privacy,  has led to  global health issue. Many women, especially those across Africa and Asia, struggle with period poverty.

According to a 2017 Time Magazine article, “when a girl misses school because of her period, cumulatively, that puts her behind her male classmates by 145 days.”

The outcomes of period poverty in Africa include:

• Girls missing one or more school days – 1 in 10 girls in Africa do not go to school during their menstruation period because of a lack of access to menstrual products and/or because there are no safe and private toilets to use at school. 
• Lack of access to clean menstrual products – 50% of school-aged girls in Kenya do not have access to menstrual products nor can they afford them.  Transactional sex in in exchange for menstrual products is also widely reported.
• A feeling of shame and fear towards one’s period – Sociocultural norms, and taboos often lead women and girls to fear others “discovering” their soiled period products. Girls may even burn evidence of their periods as a way to remove traces of their menstrual blood, for fear of shame, bullying, or even violence against them.

(Statistics according to Action Aid and Down to Earth.) 

Menstrual health hygiene remains an issue layered with negative perceptions and limited understanding due to the taboo and stigma behind it in communities across Africa. However, a concrete understanding of how to manage menstruation is vital. There are many efforts that can provide sustaining and successful solutions: a good education on menstruation, addressing stigma/shame, healthy menstrual health management, supply distribution, as well as eliminating tax on menstrual products. This spring, NTS will begin providing reusable pads to our female students.  We will also begin a reproductive health program.  Our goal: No NTS will ever again miss school again because of her period.

Together, we can overcome period poverty and create period equity for all.

So, now that we know how to replenish our electrolytes quickly, how do we keep a daily balance both during this heat wave and in general?  As Courtney Hamilton, NTS nutritionist tells us, the most important electrolytes are:

Sodium: We lose this in the highest concentration when we sweat.  Just adding more salt to our food during the heat will help replenish sodium.

Chloride:  This is also lost in high concentrations when we sweat but is harder to replenish.  The best food sources are tomatoes and lettuce.

Potassium:  This is lost very quickly in the heat and causes weakness, fatigue, and cramping.  The best local food sources are oranges, melons, potatoes, green leafy vegetables, avocado, and beans.  Fortunately, most are readily available at our markets.

Calcium: This seems to be a mineral everyone knows.  The best sources are milk and green leafy vegetables.  Many of us have cows at home so have ready access to milk.

Magnesium:  This helps with fatigue.  The best sources are green leafy vegetables, nuts, peanut butter, beans, and lentils.  Nuts and peanut butter are a favorite student food.

We’re not in citrus season so we’re relying on banana peels in our water.  However, oranges and lemons peels also release electrolytes in water so their peels so in a few months, we’ll welcome citrus water as a new taste treat.

Now you have an idea of what you’ll see on our plates as our brutal summer unfolds.  While we’ve never seen snow, it sounds awfully nice…