Harvest of Hope: Cultivating Learning Gardens

Speaker: Sunday HarrisonWritten by: Sheena Jain & Esha Jain

What if you could find a system to empower urban children, the youth and their families to learn about growing and preparing fresh food in a cultivated environment? Well, Ms. Sunday Harrison has created just that, by bringing the concept of “learning gardens” to local elementary schools as an after school program. Her objective is to generate a fun and experimental learning environment to help develop the palate of children and the youth, so that they are willing to try new foods and essentially make healthier choices.

Ms. Harrison’s Green Thumb Model consists of implementing learning gardens in a cluster of elementary schools near the Centre for Social Innovation Regent Park (CSI-RP). Within this model one garden and one food educator is designated to serve up to four schools. The garden is designed to be managed by each school at least once per day, which in other words means that a total of 4 classes are allocated to the garden per day and as much as 400 students are involved in the cultivating process per week.

            Although this idea may seem unfamiliar to some of us, there is a variety of research available depicting the benefits and importance of learning gardens. Some of these research findings include:

• Nutrition programs with and without a school garden; more effective with gardens (Morgan 2010, 127 Grade 5 students, 10 week program)
• Interest and willingness to try new fruits and vegetables increases with the use of gardens in institutions (Libman 2007, Morgan et al. 2010, Radcliffe et al. 2011)
• Interventions that target children living in low income urban communities are particularly important because adult eating patterns are developed early in life (Radcliffe et al. 2011)

Learning gardens are also beneficial as they help children and the youth develop food literacy. The best way to learn the language of food is to directly be involved in the harvesting process. By understanding the vocabulary, people gain a better idea as to what is involved in food systems, including its production, distribution, control and essentially how the food we eat gets to our plates. Children and the youth also acquire knowledge regarding seed saving and the annual cycle of vegetables in a season. This concept encompasses both math and science because it also provides a greater understanding of the growth of more seeds with each plant that grows. Normally, people are unaware of what is present in the food that they are consuming, including the negative effects of Genetically Modified Organisms (GMO’s). However having direct involvement in the gardening process gives individuals the ability to completely identify the contents within their food. Playing an active role in cultivating food also allows direct interaction with pesticides/fertilizers. This therefore demonstrates the necessity of fertilizer use to prevent the erosion of soil health and to destroy microbiota of systems in order for plants to adequately extract nutrients from the soil. Additionally, it allows a greater understanding of water conservation, where rainwater can be utilized for hydration instead of excess use of municipal water. Exhibiting this same system of learning gardens in low income urban environments can also counteract organic premium inequality where populations unable to afford organic foods would normally have limited access to them.

Since climate change education starts in middle school, learning gardens implemented within the curriculum can further assist in demonstrating the effects of seasonal change on cultivation. Currently there are limited resources concerning climate change available. A google search for “climate change” between kindergarten to 8th Grade science only yields 6 matches. Furthermore searching “mitigation” yields no matches. Therefore employing learning gardens into the school system can be very beneficial in providing knowledge regarding local foods that grow in Ontario, what seasons they typically develop in and what adapts to our microclimate in Ontario. Additionally, they can also mitigate climate change by allowing for use of locally grown foods as opposed to transporting foods from more distal locations and by sequestering carbon. If these practises were executed by more people, they would have an even greater impact possibly on a global scale.

Typically up to 40% of food grown is wasted in landfill emitting methane gas, as opposed to being properly composted. Therefore educating students on appropriate techniques of composting on school grounds can also prevent agricultural waste.

In addition to learning gardens, Ms. Harrison’s Harvest of Hope program also offers after school youth programs for individuals between the ages of 15-19. Volunteer programs are also available to provide opportunities to children interested in getting involved and they even offer grown-up gardens and placement to attract more diverse age groups. They also provide summer programs for the youth and intergenerational programs for family harvesting in order to encourage the growth of crops rich within the summer months. In addition to managing gardens from seedlings to harvest, they also offer a youth enterprise which is a partial farmers market available in order for extra produce to be utilized rather than wasted.

The future of the program is headed towards a transition from school gardens to ecologically friendly trades. This new direction will also offer youth training and good green jobs in addition to food and urban agriculture and ecological landscape gardening without the use of machinery and pesticides.

DISCUSSION QUESTIONS:

1)   What effects do learning gardens have on children with attention disorders?

Many research findings have supported the attention restoration theory, where nature as a whole and gardens in particular have been shown to restore the directive attention of individuals and therefore improve their mental acuity. (Berto, 2005)

            Children with attention deficit hyperactivity disorder (ADHD) have also been seen to present with fewer symptoms when exposed to green space (Kuo and Taylor, 2004) and in particular learning gardens. Many teachers have also reported that students with ADHD and other disorders seem to thrive and perform better mentally in the engaging nature and greenery provided by learning gardens. (Wells, 2000) These students have also demonstrated fewer disciplinary issues in this setting as “invisible walls” can be created to help establish a sense of boundaries.   

2)      What are some possible impacts community gardens can have on the elderly population?

Studies have shown that offering community gardening clubs to the elderly population could essentially reduce the need for more costly and intrusive care alternatives for dementia patients. (Kane and Cook, 2013)

Providing gardening opportunities to the elderly population would allow them to get involved in the activities required for its maintenance and could be a non-pharmacological strategy used to address some of the difficulties in daily living encountered by dementia patients. This can help with maximizing independent activity, increasing adaptability, enhancing function, minimizing the need for support and overall improving the quality of life for this population. (NICE, 2011)

There are many studies available, demonstrating the advantages of horticultural therapy and garden settings in improving attention, controlling agitation, reducing pain, stress levels and falls in addition to decreasing the need for medications including antipsychotics. These can especially be beneficial to the elderly population suffering from dementia. (Detweiler et al., 2012, Gitlin et al., 2012)

One study that was conducted compared the effects of planting, cooking and crafting activities on adult day service participants with dementia to the effects of horticultural based activities on randomly assigned participants from 8 home care facilities. The findings showed that horticultural activities were more effective in both active and passively involving participants who are otherwise difficult to engage and resulted in greater levels of adaptive behaviour. (Jarrot and Gigliotti, 2010) The outcome of this study coincided with Yasukawa’s (2009) findings, where Alzheimer’s patients participating in horticultural activity over a span of 3 months demonstrated improvements in their communication, engagement, behaviour and cognitive abilities.

 Additional studies have further confirmed the benefits of gardening therapy on the quality of life of dementia patients. D’Andrea et al. (2007) found that horticultural activities led to higher levels of functioning, as well as the maintenance of memory and sense of wellbeing in Alzheimer’s type dementia patients. Another study demonstrated that outdoor activities such as gardening resulted in the decline of verbal agitation and considerable improvement in the sleep patterns of nursing home residents with dementia compared to indoor activities. (Connell et al., 2007) Luk (2011) measured the effects of gardening activities amongst nursing home residents with dementia in Hong Kong and found a substantial reduction in aggressive behaviour but no significant decline in agitation.

Finally, Hewitt et al. (2013) concluded that individuals with early-onset dementia in a year-long structured gardening environment experienced positive impacts on their wellbeing, cognition and overall mood. The study also demonstrated that wellbeing maintenance could be possible even in the presence of cognitive deterioration. Involvement in the gardening process provided participants with a sense of self-identity and purposefulness as it allowed them to feel useful, valued and a sense of accomplishment.   

3)   What are some possible benefits of implementing learning gardens in juvenile facilities?

Juvenile offenders in agricultural training programs demonstrated improvement in their job skills, a peaked interest in further education and ideas for possibly pursuing green careers. (Flagler, 1995)

Juvenile offenders enrolled in Green Brigades program involving learning gardening techniques and participating in community landscaping were seen to develop increasing levels of self-esteem (Cammack, Waliczek & Zajicek, 2002a), horticultural knowledge, positive attitudes towards the environment (Cammack, Waliczek & Zajicek, 2002b) in addition to improvements in their mental health and well-being. (Ulrich, 1999)        

Sources:

1)      "Benefits of School Gardening." Untitled Page. N.p., n.d. Web. 29 Nov. 2016. (http://web3.cas.usf.edu/tbsg/benefitsofschoolgardening.aspx)

2)      "Fact Sheet Summarizes Benefits of Gardening for Children." Children & Nature Network. N.p., 08 Aug. 2016. Web. 29 Nov. 2016 (https://www.childrenandnature.org/2009/08/02/fact_sheet_summarizes_benefits_of_gardening_for_children/)

3)      "Half an Hour of Gardening Has Potential to Combat Ill Health and Improve Wellbeing." Nursing Standard 30.11 (2015): 15. Web. 29 Nov. 2016. (http://www.farmtocafeteriacanada.ca/wp-content/uploads/2014/06/GrowingHealth_BenefitsReport.pdf)

Human Health Conditions Related to the Environment

Speaker: Dr. Chelsea SchreinerWritten by: Sheena Jain & Esha Jain

The nature versus nurture controversy has been argued for as long as we can remember. Even when it comes to our health and the reasons why we develop certain health conditions this discrepancy does not cease to exist. Although it is debatable as to whether genetics or the environment is the main source of the majority of our health conditions, studies have shown that both are equally responsible for many of the issues that we encounter.

Genetics aside, if we were to strictly isolate the environmental factors contributing to the detriment of our well-being, the manner in which external activity enters our bodies and affect us, raises additional concerns. If we outlined a simplified version of the overall process it would consist of the following:

• Source Activities (i.e. industry/energy factories, transportation, domestic activities, waste management, agriculture, nature, radon, forest fires & volcanos etc.) →  Emissions → Environment (concentrated in air, water, food, soil) →  Exposure → Dose, Absorbed dose, Target organ dose → Health conditions (subclinical, morbidity, mortality)

The environmental sources become far more complex once we try to define how “toxic” the substances emitted into the atmosphere need to be and the amount of exposure time required in order for them to negatively impact us. Furthermore, many times we assume that we are only being exposed to 1 substance and fail to acknowledge the synergistic effects of the numerous toxins that coexist in the environment. We also seem to neglect the multisystem effects that these harmful agents have on our bodies. What is even more complicated is the fact that it is difficult to isolate the substances that we are being exposed to. Since we live in a global village where produce can be imported from across the ocean and transportation can travel from miles away, we are typically affected by the toxins emitted from across the globe. Just because certain practises release harmful agents in one side of the world, it does not mean that we are safe from its exposure. Lastly, if we were to revisit genetics for just a moment, the issue becomes even more multifaceted as genetic predisposition can cause some individuals to develop various health conditions at far lower amounts of toxin exposure compared to others.

What exactly is it about these chemicals that are so damaging to our bodies? Well, these agents commonly target our endocrine system, the powerhouse encompassing many of our fundamental hormones. The effect on one hormone can essentially be the beginning of a chain of events further impairing the function of far more hormones. For instance Bisphenol A (BPA), a chemical commonly found in plastic material, epoxy resins and thermal paper receipts has estrogen mimicking affects, in particular it binds to estradiol receptors. This cannot only affect the reproductive system and mammary glands but it can also cause a decline in aldosterone and cortisol levels in addition to causing the thyroid to suffer by binding to body proteins.

The following describes additional hormonal effects of toxins that we are commonly exposed to:

Organ System	Chemicals & Their Effects	Tests	Preventative Actions
Thyroid	Polybrominated Biphenyl (PBBs): - Men: Thyroid CancerEstrogenic Chemicals (BPA, Methylparaben, Triclosan, PBDEs): - Disrupt thyroid hormone   → (↑estrogen levels leads to ↓ thyroid hormone         levels) Heavy Metals: - Hypothyroidism (possibly even Hashimoto’s     Thyroiditis)   → Mercury can trigger Hashimoto’s Disease          because Mercury takes up iodine and therefore        the thyroid is unable to make any more thyroid        hormone	- Thyroid Exam - Labs - Thyroid   Ultrasound - Blood  → Metal &         Chemicals        levels	- Avoid Heavy Metals
Reproductive	Flame Retardants (PBBs) - Fibroids, Endometriosis, Menstrual Irregularities - Women: Breast Cancer - Little Women: Precocious Puberty  → Young girls are exposed to chemicals longer          than they should be therefore they develop       breast budding and early menarcheDioxins [in PVC pipes & papermills] - Fibroids, Endometriosis, Menstrual Irregularities - Little Women: Precocious Puberty Phthalates, Parabens & BPA - Fibroids, Endometriosis, Menstrual Irregularities - Little Women: Precocious Puberty - Breast Cancer, Uterine Cancer	- Saliva  (preferred)   or Blood    → Hormone          Levels    → Chemicals    → Genes    → Detox	- Avoid  Plastics - Use safer   Plastics   (i.e. coded           2, 4, or 5) - Use plastic   Alternatives    → Glass    → Stainless         Steel
Respiratory	Asthma Inside: Dust                → Dust sticks to various chemicals from                        off-gassing                     (i.e. flame retardants) Outside: Polycyclic aromatic hydrocarbons                 [from coal, gas, tobacco and diesel                                  exhaust] Toxic Trespass: Dichloro-diphenyl-trichloroethane(DDT), Benzene	- Blood  → IgE levels  → Chemical        levels	- Avoid air   Filters - Wash   bedding &   clothing   regularly

Conditions Developed from Toxin Exposure	Symptoms	Test	Preventative Actions
Multiple Chemical Sensitivity/ Environmental Illness	- Headache - Pain - Sensitivity to perfumes & certain      foods - Fatigue - Fainting/Dizzy Spells - Speech Abnormalities  → Change in        Rate, Rhythm & Volume - Behavioural changes   → Jittery   → All over the place- Impaired detox ability	- Genetics - Detox   Chemicals	- Avoidance
Electro-hypersensitivity Syndrome	- Affects functions of electronics - Dizzy/Spacey spells - Vibration sensations - Pain - Affects Digestion & Hormones	- Heavy Metal  levels  (in body)	- Avoid Heavy  Metals  → do not use       heavy metal        spring beds - Turn off Wi-Fi
Cancers (Causes: BRCA gene, PBBs, Parabens & Phthalates)	Cancers are a state of progression: 1) Energetic disturbance → 2) Functional disturbance → 3) Structural/physical disease →   4) Cancer- Symptoms are based on organ of   disease		Prevention via: - Avoidance - Proper nutrition - Lifestyle  Modifications - Taking care of  emotional health

As demonstrated there are numerous conditions affiliated with the exposure of the countless toxins released into our atmosphere from our everyday activities. The best way to prevent these ailments from developing inside us personally is to take precautions to ensure that we make safer choices on a daily basis. Some of these practises include: ensuring adequate water and indoor air quality, quality food sourcing, using body care products that are free of harmful toxins, as well as preventing exposure to electromagnetic fields by turning off Wi-Fi and avoiding the use of heavy metal spring beds. Additionally, frequent testing of our genetic susceptibility, hormone levels within our saliva, as well as metal, toxic, and chemical levels within our blood cannot only give us a better idea of the harmful agents that already exist within our bodies but also allows us to manage them before they start becoming detrimental to our health. Routine detoxifications can remove these agents from our blood and tissues before they can accumulate and develop into a life threatening condition. Overall, as long as we remain aware and make a conscious effort to protect ourselves from what is preventable, we will be one step closer to keeping ourselves healthier within a toxin infested environment.   

DISCUSSION QUESTIONS

1)   What research exists regarding the correlation between mercury and the development of Hashimoto’s Thyroiditis?

There is conflicting evidence available regarding the correlation between mercury and the development of Hashimoto’s Thyroiditis. A study conducted on 1352 females ages 16-49 demonstrated that low concentrations of methylmercury (the form of mercury typically found in fish) was associated with subclinical autoimmunity. It was concluded that the exposure of methylmercury could potentially be the reason behind the development of autoimmune disease later in life.

Another study found that mercury exposure was related to increased autoantibody levels and therefore presumed that mercury exposure was the source of autoimmune dysfunction.

Other reports have insinuated that mercury exposure was insufficient in being the sole cause of autoimmunity and that other elements needed to coexist. They suggested that factors such as increased intestinal permeability needed to be present in order for mercury to adequately generate an autoimmune response.

Although one study demonstrated no direct correlation between mercury amalgam fillings and the development of Hashimoto’s Thyroiditis, another report found a relationship in individuals with hypersensitivity to inorganic mercury. The study analyzed 39 autoimmune thyroiditis patients and discovered that those with mercury hypersensitivity, exhibited significant decreases in both their thyroid peroxidase (TPO) autoantibody and thyroglobulin antibody levels, after the removal of their mercury amalgams.

Additionally other research conducted has depicted a direct correlation between mercury exposure and the thyroid gland. Some studies have shown decreases in T3 and T4 levels due to mercury. There has also been evidence demonstrating that exposure to low concentrations of mercury vapour can directly affect the function of type I iodothyronine deiodinase, one of the enzymes necessary for thyroid hormone formation.  

2)      What are the effects of electromagnetic field exposure on infants and children?

In recent years, it has been found that cell phone use by pregnant women has been related to the development of hyperactivity and emotional issues in their children. This could potentially explain the current rise in children suffering from attention deficit hyperactivity disorder (ADHD). One study found that school children in Switzerland experienced increased concentration problems, ADHD symptoms and a decline in academic performance after turning on nearby cell towers. Additionally, research conducted on the Skrunda radar station in Latvia in the 1990’s found that children in close proximities to the station demonstrated decreased levels of attention, memory and learning abilities in school.   

Other research findings have demonstrated a direct correlation between electromagnetic fields and the development of autism. One study conducted by Dietrich Klinghardt measured the amount of body voltage and microwave power density levels in pregnant women, depending on their sleeping locations. He then compared these levels in pregnant women who gave birth to healthy children versus those who later gave birth to autistic children. His findings concluded that pregnant women exposed to greater amounts of body voltage and microwave power density gave birth to autistic children. His reasoning behind these findings was that wireless radiation promoted the growth of molds and bio-toxins responsible for autism. Another analysis performed in 2007, implied that wireless technologies prevented the excretion of heavy metals, like mercury in autistic children.  It was further suggested that electromagnetic fields were responsible for potentially opening the blood brain barrier, increasing the concentration of toxins that permeated into the brain and enhanced their toxic effects. It was also proposed that by reducing glutathione levels, electromagnetic fields interfered with the body’s natural defenses, which was needed to combat toxin exposure. Finally, regarding the relationship between electromagnetic fields and autism it was hypothesized by Andrew Goldsworthy that microwaves played a role in disrupting the neuronal pruning process and were therefore responsible for causing autism. More recently, the Bioinitiative Report in 2012 provided addition information correlating microwave exposure and autism.  They illustrated additional theories regarding the manner in which electromagnetic fields caused autism. Some of these included: reducing glutathione levels and therefore increasing oxidative stress, interfering with calcium signalling, causing cell membrane peroxidation, affecting the blood brain barrier, disturbing immune function, being genotoxic, causing mitochondrial and melatonin dysfunction as well as causing damage to the brain cells.

Finally, a study conducted in Vernon, New Jersey discovered a rise in Down syndrome among children living in close proximities to satellite uplinks in microwave bands and in children of radar operators.

3)   What are some effects of electromagnetic field exposure seen in animals?

Animal	Electromagnetic Field Effects
Monkeys	- Behavioural Disturbances
Pigs	- Miscarriages
Cows	- Conjunctivitis - Itching - Reproductive Problems   → Decreased Milk Production - Behavioural Disturbances   → Dancing/Weaving in stalls   → Tilting head away from transmission towers   → Nervousness & Disoriented
Horses	- Behavioural Disturbances    → Nervousness & Jumpy    → Volatile Behaviour - Loss of Balance - Abnormal Gait - Increased infection
Birds	- Abnormal Neuronal Firing -  Abandoned nest sites near cell towers   → Fewer eggs   → Decreased population      → due to a combination of cell tower collections & Electromagnetic                    waves interfering with navigation - Lower productivity in nests - Plumage deterioration - Chick deformities - Partial Albinism
Bees	- Abandoned Beehives    → Nearby cell towers can interfere with their navigational skills - Lower honeycomb weights - Disorientation - Impairs susceptibility to viruses, fungi and other microorganisms     → Increased sensitivity of bee’s NADH oxidase enzyme to          electromagnetic fields which interferes with their nitrogen monoxide          system and disrupts their:          learning capabilities, olfactory orientation & immune systems
Insects & Worms	- Heat shock responses in:    → Soil nematode Caenorhabditis elegans    → Fruit flies

SOURCES:

1)    "Can Mercury Be A Trigger For Hashimoto’s Thyroiditis and Graves’ Disease?" Can Mercury Be A Trigger For Hashimoto's Thyroiditis and Graves' Disease? N.p., n.d. Web. 30 Nov. 2016. (http://www.naturalendocrinesolutions.com/articles/can-mercury-be-a-trigger-for-hashimotos-thyroiditis-and-graves-disease/)

2)    "EMFWISE." Scientific Research on Wireless Health Effects. N.p., n.d. Web. 30 Nov. 2016. (http://www.emfwise.com/science_details.php#arrhythmia)

3)   "Hashimoto's Thyroiditis and Mercury Toxicity." Hashimoto's Disease. N.p., 03 Sept. 2016. Web. 30 Nov. 2016. (http://drhedberg.com/hashimotos-thyroiditis-and-mercury-toxicity/)

Buying Organic: The Ripple Effect

Speakers: Steven Bourne & Brandon HeborWritten by: Sheena Jain & Esha Jain

Many times we are unaware of what is entailed to get the food we eat onto our plates. What we do not realize is the numerous issues that are encountered in the process. This includes the loss of nutritional value that occurs in produce that is required to travel long distances in order to become accessible to us. Other issues that arise involve land degradation, growing cities, soil erosion and the increased use of Genetically Modified Organisms (GMOs). Additionally, seasonality also raises concern, as the Canadian climate creates boundaries and limits the amount of time during the year in which produce can actually be sourced in Canada. Therefore, during off-seasons we are required to rely on other areas to receive our produce. In retrospect, there may essentially be a 1200 km distance between the location of where the initial seed was harvested to its yielded produce appearing on our plates. At the same time, numerous amounts of carbon are also being emitted into our atmosphere in the process.

Another factor that is influencing the way our produce is managed is the high demands that our daily reliance on fast food, places on farmers. In order to accommodate us and our needs, farmers are required to speed up the harvesting process to the best of their abilities. For instance, our tomatoes which are imported from Mexico are clipped from the stem while they are still green to ensure that we receive them on time to fulfill our fast food necessities. They do not ripen until they are already halfway to us. By modifying Mother Nature and defying standard growing techniques we are not only affecting the produce but also the environment in which it is cultivated. This is also seen with our current usage of tillage and crop covering leading to soil erosion, where as in the past we would have strayed away from using such methods.

            When we put all of these challenges into prospective, it is no wonder that Mr. Bourne and Mr. Hebor developed The Ripple Effect and promote the importance of buying organic. The goal of their Ripple Farms is to drive positive change by emphasizing the significance of cultivating produce locally and reconnecting the population with food. Their objective is to educate the public regarding the food they consume as well as the process in which it is harvested and becomes accessible. This will allow them to encourage the population to make better food choices. They intend on achieving this by creating a hands-on learning experience. Furthermore they plan to promote agricultural innovation to individuals of all ages by using vertical growing technologies, such as apps indicating pH and micronutrient levels in order to involve millennials as well. Essentially, their aim is to bring the farm to the city instead of bringing people of the city to the farm.

            Their method involves the use of aquaponics, a soilless closed-loop system using fish feces to nourish plants that essentially recycles back into fish tanks. This technique uses only 3% of water used in traditional farming and has been found to be 97% efficient. This tactic also uses vertical growth in order to conserve space and yield as much produce as possible. Furthermore, simulating these methodologies within a greenhouse also allows the growth of produce all year round, creating a competitive edge and preventing us from having to rely on other places to gain access to food.

            Overall, this system of harvesting non-genetically modified crops locally year round will generate produce with greater nutritional value than that found in both genetically modified and imported foods. By educating the public, increasing their food literacy and encouraging everyone to pay attention to labels not only increases purchasing power but also allows our population to become more unified. This can shift the demands made on markets that grow food and increase their organic supply.

            We as a population can take further initiative by supporting our local farmers, asking them how our food is grown and prepared in addition to reducing our meat intake.

DISCUSSION QUESTIONS:

1)   Are any pesticides used when organic foods are being grown?

Although organically grown foods still utilize pesticides, the concentrations in which these pesticides are used are significantly low. Additionally, organic farms use naturally-derived pesticides compared to the synthetically-derived pesticides used in conventional farms.

The advantage of naturally derived pesticides is that they are less toxic. Though some naturally-derived pesticides have been shown to produce health risks, consuming organic food exposes us to less harmful toxins compared to conventionally grown foods.      

2)      What makes organically grown produce more expensive than foods that are conventionally grown?

Since the cultivation process of organic foods requires the use of low concentrations of naturally-derived pesticides, natural fertilizers and no other chemicals or drugs, they are more labour intensive. Since organic farms are typically smaller in size compared to conventional commercial farms, costs are fixed for organic farms. They also lack government subsidies and their overhead expenses must be distributed across smaller produce volumes. Additionally, obtaining organic certification is also more expensive.

3)      Are organically grown produce all GMO-free?

There are different classifications of organically grown foods. Typically purchasing 100% organic, certified organic as well as USDA Organic-labeled products are usually free of genetically modified ingredients. American and Canadian laws do not mandate produce companies to label products as 100% Organic and Certified Organic unless they completely lack any trace of GMOs.  

The following demonstrates what to deduce from different types of organic labels:

Label	Meaning
100% Organic	- Completely organic ingredients    → EXCEPT water & salt - Completely GMO-free ingredients
Certified Organic/ USDA Organic	- At least 95% of ingredients are organic (by weight)    → EXCEPT water & salt - Remaining ~5% are ingredients approved on USDA’s National list - USUALLY GMO-free ingredients
Made with Organic	- 70% of ingredients are organic - USUALLY GMO-free ingredients

SOURCES:

1)   "Is Organic Always GMO Free?" GMO Awareness. N.p., 08 May 2015. Web. 01 Dec. 2016. (https://gmo-awareness.com/2011/05/05/is-organic-always-gmo-free/)

2)   "Organic Foods: What You Need to Know About Eating Organic." Organic Foods: What You Need to Know About Eating Organic: The Benefits and Basics of Organic Food and How to Keep It Affordable. N.p., n.d. Web. 01 Dec. 2016. (http://www.helpguide.org/articles/healthy-eating/organic-foods.htm)

You're Invited! Toxic Talks Series - Monday, Nov. 21st at 6:30pm

https://www.meetup.com/WannabeToxicFree/events/234974807/  

You're Invited to Wannabe Toxic Free - Monday, November 21st at 6:30pm

“O-M-G, this affects my health. I #WannaBeToxicFree!”

Come to #Wannabe Toxic Free monthly event featuring different engaging speakers who highlight the links between our health and the environment.

We will get down to the naked truth about the toxic chemicals we encounter in our daily lives, and what actions we can take to reduce exposure. This event is for people who believe that the current status quo needs a makeover and our actions can make the world a healthier place.

Upcoming Event: Monday, November 21st: 6:00 - 9:00 pm (Talks from 6:45pm-8:00pm) CSI Innovation Lab, 4th Floor (215 Spadina Avenue, Toronto)

Why Come? Experience A-HA moments - new ideas, new perspectives, and new thoughts! Meet old and new friends who get you! Enjoy free delicious food (with a small environmental footprint, of course) - remember to bring your own glass/water bottle for drinks!

Spots are limited, RSVP now!

We are excited to announce our incredible line up of November speakers!  

1. Sunday Harrison, Green Thumbs Growing Kids "Harvest of Hope: Cultivating Learning Gardens"

2. Dr. Chelsea Schreiner ND, River Rock Health "Human Health Conditions Related to the Environment"

3. Steven Bourne and Brandon Hebor, Ripple Farms "Buying Organic: The Ripple Effect"

Entrance Pay what it's worth to help us keep our important work going. $10 (suggested donation) will get you a cool WTF button $25 will get you a button and a WTF t-shirt!

Agenda 6:00pm - 6:30pm - Doors Open, Networking 6:30pm - 6:45pm - Introductions & Community Announcements 6:45pm - 8:00pm - Talks 8:00pm - 9:00pm - Networking

About WTF WannabeToxicFreeTO is a monthly event with four featured speakers delivering TED-style talks (15 min presentations) to inspire people to take action to make changes in their homes, workplaces, and communities.

Each event includes engaging speakers from different sectors so the topics vary -- we do this to keep you on your toes!

WTF is a project of the Women’s Healthy Environments Network

Toxic Trespass Film Screening and Discussion

Green Neighbours 20Seaton Village ∙ Annex ∙ Harbord Village ∙ UofT Kensington ∙ Baldwin Village Alexandra Park∙ Grange Park ∙ CityPlace ∙ Entertainment District

Time: 7pm, November 30^th, 2016

Location: 6th Floor LHAE - (see signage for room number) Ontario Institute for Studies in Education (OISE) University of Toronto 252 Bloor Street West (above St. George subway station) Synopsis of Toxic Trespass: This NFB co-production is an investigation into the effects of the chemicals we are all exposed to in our daily lives. The film begins with the filmmaker Barri Cohen’s own 10-year-old daughter, whose blood carries carcinogens like benzene and the long-banned DDT. Then, it heads out to Windsor and Sarnia: Canadian toxic hotspots, and highlights the devastating health impacts effecting the Aamjiwnaang First Nations Community of Sarnia surrounded by refineries and petrochemical plants. The film presents passionate activists working for positive change, along with doctors and scientists who see evidence of links between environmental pollution and health problems and helps us learn about and act on the implications of environmental racism and the need for environmental justice. Carried by Cohen's passion for truth and her disarming openness, this moving documentary is essential viewing for anyone concerned about the effects of pollutants on our - and our children's - very DNA. An accompanying resource guide for using the film as a tool for education and social change can be found at, www.toxictrespass.ca.

Join Green Neighbours 20 for this film screening of the award-winning documentary, Toxic Trespass. We will have a follow-up discussion with the film’s executive producer and primary research consultant, Dorothy Goldin Rosenberg and Heather Marshall from Toronto Environmental Alliance, who will tell us about the INHALE project. This is a great opportunity to learn about air quality in our city, actions we can take, and green initiatives we can join in as Green Neighbours 20 to mitigate air pollution. We will also learn how we can be in solidarity with Indigenous communities who are the most impacted by the effects of toxic pollution from oil and gas production and are on the frontlines of struggles to protect their land, the water, and the air we all breathe.

Awards and Screenings of Toxic Trespass

• CLIFF Award for Best Health and Safety Documentary from the Ontario Workers Health and Safety Centre, 2009
• Honourable Mention, Best Science and Technology Film, Columbus Film and Video Festival 2009
• Nominated for Golden Sheaf Award, Best Documentary, Yorkton Film Festival, 2009
• winner, Best Writer Award for Documentary Film Writers Guild of Canada, 2008

Film Festivals the film has been invited to: Sudbury Cinefest, Doxa International Film and Video Doc festival, Environmental Film Festival, Paris, Flagstaff festival, Arizona, Silverdocs Festival, Calgary International Film Festival, Planet in Focus International Film and Video Festival, Yorkton Golden Sheath Awards Short Film and Video Festival, Chris Award for Best Envrionmental/Science Film, Paris International Environmental Film festival, Fourth Annual Colorado Environmental Film Festival.