!"#!$"%%&$'%()*+$!%,-./.,*.$$ 01$23+$0144$ "/35),6$7%*3($"%%&$8%/9:;%<$

!

$

!

"#$%$&'#!()*)+$,&)%-!./!01.&'%2!/-1.-)23!0$1!.(*$#.#3!

4'/,.-#5)/!01$&!6'#5'2.%!

$

!

7$#.+!8$$(!9$+'#3!:(*$#.#3!;$$+<'-!

$

$$

$

!%,=.,=:$

$

9.1-%)1/5',!&.,,'%2!-$$+/!

#%*)%>.*%(%6)*3($53<$$

?.*)</%*3($<3/=,./:;)<$53<$$

!

=.&,+)!+)2'/+.-'*)!.(*$#.#3!($#>&)%-/!

#35<(.$%,.><36./:@$=.:=)5%,+@$(.==./:$=%$&.*):)%,>539./:@$%<>.&:@$3,&$

=3(9),6$<%),=:$-/%5$=;.$A,)B./:)=+$%-$2)*;)63,$#*;%%($%-$'CD()*$E.3(=;$

!

=.&,+)!,$+'#3!.2)%(./$

2)*;)63,$F%%&$"%%&$!;3/=./$GH.*C=)B.$#C553/+$

E.3(=;+$I)&:@$E.3(=;+$2)*;)63,$'%()*+$J6.,&3$

!

=.&,+)!/>##)//!/-$13$

E.3(=;$K5</%B.5.,=$'(3,$#C**.::$#=%/+L$M%N,=%N,$O<:)(3,=)$"3/5./:$

23/9.=$

!

=&.1-!?5.1-!0$1!.(*$#.#3!,+.%%'%2$P#<)=-)/.$#=/3=.6).:Q$

!

7'/-!$0!.(('-'$%.+!1)/$>1#)/!

$ ?.-./.,*.&$%/63,)R3=)%,:@$*3:.:$3,&$5%&.(:$

$ J&B%*3*+$=%%(9)=:$3B3)(3D(.$%,(),.$

$ ?.<%/=:@$D%%9:$3,&$%=;./$/.:%C/*.:$

$

Socio

-Ecolo

gic

al M

odel

!"#!$"%%&$'%()*+$!%,-./.,*.$

01$2

3+$0144$

"/35),6$7%*3($"%%&$8

%/9:;%<$

! ! ! ! ! ! !

!

!

!

Ind

ivid

ua

l In

terp

ers

on

al

Org

an

iza

tio

na

l C

om

mu

nity

So

cie

ty

Chapter

2

57Community Organizing in Community Gardens

Volunteers,

intergenerational work

Creative outlet, learning

opportunities

Location for meetings

Watchful, family

presence

Ladies Bridge

Club

Retirement

Center

Local

Hospital

Police

Artists

Youth

Center

Local

Retailers

Church

Therapy activity

Volunteers, wisdom

Donations, check on garden

Alternative activity to violence

Comm

unity E

conomic

Developm

ent

Pu

bli

cit

y,

ou

tre

ac

h

Mem

bers,

ser

vice

site

Mee

ting s

pace,

donations

Therapy/rehab resource

First aid su

pplies

Scu

lptu

res,

art

for g

ard

en

Ou

tlet

for c

ra

fts,

netw

ork

Mapping reciprocal partnerships

C om m u n ity G a rd e n

Schools

Bank

Teach

ing s

ite,

fie

ld t

rips

Volu

nteer

s, s

pace,

reso

urces

$, skill

s, sc

holarsh

ips

Good food, skills training

Skills, volunteers

Su

pp

lie

s, d

on

ati

on

s Land, m

embers, skills,

leaders

Persons w/

disabilities

Affordable

Housing

Community integration

CONNECTING THE DOTS:CONNECTING THE DOTS:CONNECTING THE DOTS:CONNECTING THE DOTS:CONNECTING THE DOTS:Mapping Reciprocal PartnershipsMapping Reciprocal PartnershipsMapping Reciprocal PartnershipsMapping Reciprocal PartnershipsMapping Reciprocal Partnerships

asset-based community developmentworkshop handout

American Community Gardening AssociationGrowing Communities Curriculum 105

G arden

CommunityGardenProject

SourSourSourSourSource: John Krce: John Krce: John Krce: John Krce: John Kretzmann and John McNight, Building Commetzmann and John McNight, Building Commetzmann and John McNight, Building Commetzmann and John McNight, Building Commetzmann and John McNight, Building Communities frunities frunities frunities frunities from the Inside Out: A Path Tom the Inside Out: A Path Tom the Inside Out: A Path Tom the Inside Out: A Path Tom the Inside Out: A Path Towowowowoward Fard Fard Fard Fard Finding and Mobilizing ainding and Mobilizing ainding and Mobilizing ainding and Mobilizing ainding and Mobilizing aCommunity’s AssetsCommunity’s AssetsCommunity’s AssetsCommunity’s AssetsCommunity’s Assets

Compiled 7/24/08

Jenifer J. Martin, J.D.

Director, Government Relations

University of Michigan School of Public Health

These are examples of the types of written communication materials that are useful in

advocacy efforts.

! One-Pagers: A one-page summary of your issue and objective is the most important

advocacy tool. You will use this in all of your "leave behind" materials you provide to

policymakers and their staff. Two of these "one-pagers" advocate for specific funding

requests by UMSPH to the Congress for Prevention Research Centers, and Centers for

Public Health Preparedness. Note that the UM SPH advocates for the nationwide

network of Centers that provides funding for centers housed here at the School. We

first explain the need for the network, then highlight what's going on here in Michigan

– constituent Members of Congress care about what's happening in their home State.

The third one-pager was written by Students Against Secondhand Smoke and

advocates for passage of the smokefree workplace legislation here in Michigan. We

used this in visits with policymakers last spring.

! Testimony: Testimony to relevant committees is extremely important, because it goes

into the public record on the issue. The first example advocates for a policy change –

enactment of smokefree workplace legislation. Note that Dean Warner explicitly

refutes the opposition's arguments – especially the argument asserted by the Michigan

Restaurant Association that sales will be adversely affected with passage of the bill.

Also, he builds support for his arguments using the examples of other countries'

experiences, as well as citing survey results. The second example of testimony

addresses an appropriation, or funding issue – the impact of cuts in funds for tobacco

prevention and chronic disease prevention programs. Note that he bolsters his

arguments using very compelling statistics to illustrate his points.

! Letters: The first letter is from Dean Warner to Senator Stabenow, urging her to

cosponsor legislation to expand federal preventive medicine residency programs. This

is a very common way of trying to get policymakers to advance your cause. The

second letter is from Senators Stabenow and Levin to the new Director of the National

Institute of Environmental Health Sciences, part of NIH. He had solicited input to his

strategic plan for the agency; I wrote the letter to urge continued support for

community-based participatory research – something that's very important to our

faculty. Then I lobbied the Senators' offices to send the letter – you can see that

Director Schwartz responded.

! Op-Eds: The first example is an op-ed written by Dean Warner advocating for passage

of the smokefree workplace bill. The second includes two opinions – one for, one

against – passage of the controversial "shield" law. I think it includes excellent

examples of how to anticipate and respond to the opposition's points of view.

Compiled 7/24/08

! Talking Points: Talking points are very helpful to organize your thoughts and

emphasize main messages. I always type up talking points in preparation for meetings

or even phone calls. This is especially useful when there is more than one person in

the meeting – it's helpful to split up the discussion and allow everyone to talk, without

duplicating topics.

Finally, I have included a "checklist" of how to organize any advocacy communication –

whether a letter, meeting talking points, or a one-pager. Always begin with a thank you!

Draft, 2/27/05

Background: Centers for Public Health Preparedness (CPHP) The nationwide network of Centers for Public Health Preparedness (CPHP) includes 27 competitively awarded centers housed at accredited schools of public health. These centers comprise a workforce development initiative designed to ensure that frontline public health workers are prepared to respond to bioterrorism and other health crises caused by SARS, West Nile virus, or pandemic influenza.

The CPHP network is funded by the Centers for Disease Control and Prevention (CDC) state and local capacity program. Congress provided approximately $28.6 million in FY 08 funds for the CPHP network; the President’s budget requests $28.5 million for this program in FY09. The University of Michigan School of Public Health, as part of the Association of Schools of Public Health, urges Congress to provide $48.6 million for the CPHP network in the FY 09 Labor/HHS appropriations legislation. This increase of $20 million will meet the directives of the Pandemic and All-Hazards Preparedness Act (PAHPA), including new research addressing gaps in the scientific knowledge base relating to preparedness and public health systems’ effectiveness, as recommended by the Institute of Medicine.

Impact: Michigan Center for Public Health Preparedness ! The Michigan CPHP (MI-CPHP) works in partnership with the Michigan Department of Community Health

and the Michigan Association for Local Public Health (representing Michigan’s local health departments) to provide high-quality, competency-based training to Michigan’s state and local public health workforce. Since October 2002, the MI-CPHP has delivered more than 30,000 direct training contact hours, reaching more than 8,000 public health workers across the State. Specific accomplishments include:

! Surge Capacity Training for CDC Quarantine Stations to respond to public health emergencies. The MI-CPHP trained the response team for the Detroit Quarantine Station at Detroit Metropolitan Airport, and provided training in 2007 to U.S. Public Health Service Commissioned Corps Officers. An online version of the course is being developed for use at quarantine stations across the country.

! Great Lakes Border Health Initiative Annual Tabletop Exercises attended by federal, state, and local health officials in the U.S. and Canada. The exercises focus on testing communication plans among leaders in Michigan, Minnesota, New York, Wisconsin, and Ontario. Topics have included pandemic influenza, viral hemorrhagic fever, and food borne illnesses.

! Region 2 South Symposium, "Public Health…The Next Generation of First Responders Forging the Alliance in Emergency Response," held in Farmington Hills in March 2007 to inform and improve collaboration of emergency response protocols between the public health and public safety communities.

! Applied Incident Command for Public Health designed to give public health professionals a highly interactive opportunity to experience the Incident Command System (ICS). Participants are led through an illness event from the vantage point of a public health responder, and have the opportunity to discuss the process of an ICS-based response to a public health emergency.

! Tools for Investigating Outbreaks – a hands-on session which teaches public health professionals to develop and analyze questionnaires using Epi-Info, a CDC tool for investigating outbreaks.

! Global Public Health Preparedness Symposium brought international experts together to discuss issues related to preparing for catastrophic health events, addressing multi-drug resistant tuberculosis, and sustaining the public health workforce in the international community.

! Pandemic Influenza Preparedness Exercise to test the functionality of the University of Michigan Executive Officers’ Emergency Operations Center.

! Public Health Action Support Team (PHAST), opportunities for public health graduate students to assist health departments in meeting the demands of public health events, disasters, and investigations.

Contact: Matthew L. Boulton, MD, MPH; 734-936-1623 ; www.mipreparedness.org

The University of Michigan School of Public Health Urges Congress to Provide $48.6 Million in FY 09 Funds for

Centers for Public Health Preparedness

Background: Prevention Research Centers (PRCs) o The nationwide network of Prevention Research Centers (PRCs) includes 33 academic research centers

that conduct participatory, community-based prevention research to prevent disease and promote health; and translate that research directly into public health programs and policies. This collaboration of academic, public health, and community partnerships links science to practice by engaging communities to develop and evaluate community-based interventions addressing the leading causes of death and disability. Each center receives approximately $745,000 in annual funding.

o The PRC network is funded by the National Center for Chronic Disease Prevention and Health Promotion

at the Centers for Disease Control and Prevention (CDC). Congress provided approximately $29.1 million in FY 08 funds for the PRCs; the President’s FY 09 budget recommends $29 million for the network. The University of Michigan School of Public Health, as part of the Association of Schools of Public Health, urges Congress to provide $39.1 million for the PRC network in the FY 09 Labor/HHS appropriations legislation. This additional $10 million includes funds to create new centers and expand support for the existing centers.

Impact: Prevention Research Center of Michigan o The Prevention Research Center of Michigan (PRC/MI) has developed strong and committed partnerships

among community-based organizations, health departments, health advocacy groups, health service providers, and academic institutions. Research projects have focused on adolescent risk behaviors, asthma, obesity, physical activity, violence prevention, and infant mortality. Current projects include:

o Youth Empowerment Solutions for Peaceful Communities (YES) connects middle school students

with adults from neighborhood organizations to design, carry out, and evaluate community improvement projects to create safer and healthier environments. The project is based in Flint, MI. The youth and adults revitalize parks, create community gardens, and spearhead neighborhood clean-ups. In its first three years, 180 young people and 85 adult volunteers participated. To measure its effects, the project is tracking crime and environmental indicators, and student behaviors in the intervention and comparison communities. Preliminary results indicate that youth from the program area have more positive perceptions of their neighborhoods than youth from the comparison area.

o The PRC/MI is evaluating the Genesee County REACH 2010 and REACH U.S. Initiatives, which

focus on reducing disparities in African American infant mortality by improving baby care systems, mobilizing the community, and reducing racism. Notably, the African American infant mortality rate in Genesee County decreased from 22.1 per 1000 live births in 2004 to 15.2 per 1000 live births in 2005, representing a 30% reduction from the average African American infant mortality rate in the previous five years. Preliminary data compiled by the Genesee County Health Department indicate that the improvement in African American infant mortality rate was sustained in 2006 and 2007.

o The PRC/MI's Speak to Your Health! Community Survey was instrumental in obtaining funding to support the Genesee Health Plan (GHP), community-sponsored health coverage for the uninsured. These data were used to determine the number of uninsured and to conduct actuarial analyses to estimate the cost of providing coverage. This information was essential in obtaining $1.7 million in start-up funding over a three-year period. The data were also provided to the County Commissioners in support of a decision to place a millage on the 2006 ballot to fund the health plan. The ballot initiative was a success, providing $11.5 million over three years to support GHP. 28,000 residents are currently enrolled in GHP. Results from the PRC/MI Community Survey are also being used to evaluate the effects of GHP coverage on the health of the Genesee County population.

TheThe=

Contact: Susan Morrel-Samuels, 734-647-0219, sumosa@umich.edu, www. sph.umich.edu/prc

The University of Michigan School of Public Health Urges Congress to Provide $39.1 Million in FY 09 Funds for CDC

Prevention Research Centers

smokefreemichigan@umich.edu

University of Michigan School of Public Health Students Against Secondhand Smoke

Urge Senate Passage of House Bill 4163 to Make Michigan Smoke-free

Students Against Secondhand Smoke are committed to enacting meaningful legislation to make Michigan's air smoke-free. We strongly oppose any weakening amendments or alternative bills that do not mandate the elimination of secondhand smoke. Secondhand smoke has a detrimental impact on the health and economic interests of Michigan's citizens.

Secondhand Smoke: Impact on Health

! Smoke contains more than 4,000 chemical compounds of which more than four dozen are known carcinogens (including Polonium 210, arsenic, ammonia, and carbon monoxide)

! Secondhand smoke is the second leading preventable cause of death

! Secondhand smoke is proven to cause heart disease, lung cancer, emphysema, and asthma

! 2,400 Michiganders die each year due to secondhand smoke

! Nonsmokers regularly exposed to secondhand smoke suffer 30% higher death rates than unexposed nonsmokers

! Food service workers are 50% more likely to develop lung cancer due to exposure to secondhand smoke

Secondhand Smoke: Impact on Michigan’s Economy

! Numerous studies show that revenues from restaurants and bars do not decrease after smoking bans are instituted in states and municipalities

! The Environmental Protection Agency estimates the cost savings of eliminating secondhand smoke in the workplace to be between $35 and $66 billion a year

! Nationally, businesses spend up to $158 billion annually in direct costs associated with smoking, including higher health, life, and fire insurance premiums; higher worker absenteeism; lower work productivity; and higher workers' compensation rates

! 80% of Michigan voters would go to restaurants “more often” or “just as often” if they became smoke-free, according to a statewide poll conducted in March 2005

! $3.80 billion = annual smoking-caused productivity losses in Michigan ! $3.40 billion = annual health care costs in Michigan directly caused by smoking ! $1 billion = annual health care costs to Michigan’s Medicaid program caused by smoking ! $637 = annual state and federal tax burden to each Michigan household from smoking-caused

government expenditures

Students Against Secondhand Smoke includes graduate students from the University of Michigan School of Public Health and the Gerald R. Ford School of Public Policy. Members are residents of Michigan as well as the smoke-free states of Illinois, Ohio, New York and California. We strive to create a smoke-free Michigan by supporting legislative efforts and raising awareness through media.

Detroit Free Press June 18, 2007 Monday ! METRO FINAL Edition EDP; EDITORIAL; Pg. 14

SMOKE-FREE OR DIE SMOKING BAN WILL SAVE LIVES KENNETH E. WARNER Every time you enter a Michigan restaurant or bar that allows smoking, you inhale the same radioactive element - polonium 210 - that killed the former Russian spy earlier this year. You also draw into your lungs formaldehyde, which is used to preserve dead bodies, and benzene, arsenic, ammonia, carbon monoxide and dozens of other chemicals that cause cancer. There are more than 4,000 chemical compounds in cigarette smoke, and until we pass smoke-free air legislation in Michigan, every citizen patronizing restaurants and bars that permit smoking will be forced to breathe those chemicals. Whether you smoke or not, citizens unfortunate enough to work in bars and restaurants that allow smoking are themselves de facto smokers, inhaling those chemicals for eight or more hours a day. Waiting kills Our state will eventually go

smoke-free. It is not a question of if, but when. Every year that our lawmakers fail to act on this issue, hundreds if not thousands of Michigan citizens will die from completely preventable, premature deaths because of secondhand smoke. Conversely, our current Legislature has a historic opportunity, by passing smoke-free legislation, to affect the greatest life savings ever achieved by Michigan lawmakers. As they debate the wisdom of a smoke-free workplace law, our legislators should consider this: Secondhand smoke is the single deadliest environmental exposure the average person confronts. Until the law changes, we are accepting arsenic as a part of our meal when dining out, and we are tacitly endorsing the presence of hydrogen cyanide in the air of bars. Michigan law not only permits but effectively requires us to inhale those chemicals. House Bill 4163, which is scheduled for a second committee hearing on June

26, would outlaw smoking in the workplace, including bars and restaurants. Our lawmakers will not fulfill their constitutional obligation to protect the health and welfare of Michigan citizens until they vote to pass such smoke-free legislation. There is massive public support for laws protecting innocent people from secondhand smoke. Half the states now ban smoking in workplaces, including restaurants and bars. Over a dozen countries have gone or will go smoke-free within months, including England and France. Ireland went smoke-free in 2004. Surveys of the Irish citizenry consistently find that overwhelming majorities of both nonsmokers and smokers express enthusiasm for their newly smoke-free pubs and restaurants. No safe levels There is no safe level of exposure to secondhand smoke, and studies have shown that even the most sophisticated ventilation

system is inadequate. Adults who don't smoke but are exposed to secondhand smoke have a 25%-30% greater chance of developing heart disease, and a 20%-30% greater chance of developing lung cancer. Studies show that children exposed to secondhand smoke have an increased risk for sudden infant death syndrome (SIDS), acute respiratory infections, more severe asthma, and ear problems. Several studies have found that communities that have gone smoke-free have experienced significant decreases in heart attack hospitalizations and deaths. In addition to health benefits, there are economic upsides. Multiple studies show that restaurant sales are not hurt - and may even increase - as a result of smoke-free policies, while cleaning costs decline. And right now, Michigan is losing convention business from the numerous professional associations that have adopted policies requiring them to hold their annual meetings in smoke-free states. Does this make sense in a state suffering from severe economic trauma? When a former Russian spy is poisoned with polonium 210, it's front-page news. Yet when a child in Michigan is forced to inhale that same polonium 210 in a

restaurant, no one seems to notice. It's time for Michigan's voters to notice. Tell your state lawmakers that you will no longer tolerate the daily poisoning of our citizens. KENNETH E. WARNER is the dean of the School of Public Health at the University of Michigan and an internationally known expert on tobacco-related health and policy issues. He has been on the U-M faculty since 1972 and devoted much of the last 30 years to tobacco-related research. Write to him in care of the Free Press Editorial Page, 600 W. Fort St., Detroit 48226 or oped@freepress.com ILLUSTRATION: Drawing MIKE THOMPSON Detroit Free Press

Checklist of Points to Include: One-Pager/Meeting Talking Points/Letter

! Thank you for your consideration/support of this proposal/issue…thank you for taking the

time to meet with me today regarding…

! Upfront, state "the ask" – be sure to be very clear on what you're asking the

policymaker/decisionmaker to do (I'm writing to request your support for…or, I urge you to

vote "no" against the proposed amendment offered by Rep. Martin…)

! If appropriate, include the specific legislation/vehicle that addresses the issue – bill number,

amendment number, etc (H.R. 2031/S. 12) and say who the lead is (introduced by Senator

Carl Levin…)

! Include the context for consideration – will this issue be considered as part of a hearing,

markup, or on the floor of the legislative body, or is it purely an administrative/executive

order issued by the Governor/President

! Name the specific account or program where your project is located/overseen (for example, if

something is a CDC program, which agency or division oversees it?)

! If you are asking for funding, cite the exact amount you are requesting, and provide exact

funding amounts that have been received in previous funding cycles/years and who provided

them (do the work for them!)

! Provide information on the timing – is this issue coming up for debate or a vote? Or, is it an

issue that is just beginning to surface, and you are educating the decisionmaker for future

activity – if so, offer yourself as a resource and make yourself available to share expertise

! Define the problem your "ask" will solve – (for example, x is a terrible problem/disease that

impacts x number of people)

! Provide substantive background on the issue. Include research findings, demonstrate a

credible analysis of the topic, including points that refute your opposition's points (While

some may argue x, research demonstrates y….)

! Include statistics/data that is specific to Michigan or the policymaker's constituency if

possible (for example, if this is a county issue, have data specific to that county)

! Propose your solution. Describe the impact you will make, and how you will solve the

problem – (for example, this project will address the problem by developing a meaningful

intervention that achieves x for x number of people…..)

! Compelling statistics that highlight why your proposed solution will work, how it has worked

previously, what your plans are for the future, etc

! Conclude with -- thank you for your attention/time/support.

Barely into a new millennium, the need for a thriving economy, equity and sustainability for all of Michigan and its people rings truer than ever. As part of achieving these goals, we need to grow, sell and eat “good food” – food that is healthy, green, fair and affordable. By reemphasizing our local and regional food systems, alongside the national and global ones, we have an opportunity to create a system based on good food in Michigan and achieve a healthier, more prosperous and more equitable state.

Consider the irony:

! Michigan has the second most diverse agricultur-al production in the country, and yet 59 percent of our residents (distributed across each of our 83 counties) live in a place that has inadequate access to the food they need for a healthy daily diet.

! Currently, it is often easier to buy food from another continent than from a farmer in or near your community.

! Consumer interest in local and farm-direct foods is growing rapidly, and yet mid-sized farms are disappearing at an alarming rate and many farms cannot support themselves without off-farm work.

What is the Michigan Good Food Charter?

The Michigan Good Food Charter presents a vision for Michigan’s food and agriculture system to advance its current contribution to the economy, pro-tect our natural resource base, improve our residents’ health and help gen-erations of Michigan youth to thrive. The charter outlines a sequence of steps we can take over the next decade to move us in this direction.

We need to enact policies and strategies that make it just as easy to get food from a nearby farm as from the global marketplace and that will as-sure all Michiganders have access to good food and all Michigan farmers and food businesses have entrepreneurial opportunities.

Photo by Cara Maple.

Vision and GoalsWe envision a thriving economy, equity and sustainability for all of Michigan and its people through a food system rooted in local communities and centered on good food.

By 2020, we believe we can meet or exceed the following goals:

1. Michigan institutions will source 20 percent of their food products from Michigan growers, producers and processors.

2. Michigan farmers will profit-ably supply 20 percent of all Michigan institutional, retailer and consumer food purchases and be able to pay fair wages to their workers.

3. Michigan will generate new agri-food businesses at a rate that enables 20 percent of food purchased in Michigan to come from Michigan.

4. Eighty percent of Michigan residents (twice the current level) will have easy access to affordable, fresh, healthy food, 20 percent of which is from Michigan sources.

5. Michigan Nutrition Standards will be met by 100 percent of school meals and 75 percent of schools selling food outside school meal programs.

6. Michigan schools will incor-porate food and agriculture into the pre-K through 12th grade curriculum for all Michigan students and youth will have access to food and agriculture entrepreneurial opportunities.

Good food means food that is:

HealthyIt provides nourishment and enables people to thrive.

GreenIt was produced in a man-ner that is environmentally sustainable.

FairNo one along the produc-tion line was exploited dur-ing its creation.

AffordableAll people have access to it.

Adapted from the W.K. Kellogg Foundation

Michigan Good Food

CHARTER EXECUTIVE SUMMARY

1. Expand and increase innovative methods to bring healthy foods to under-served areas as well as strategies to encourage their consumption.

2. Improve school food environments and reduce school sales of low- nutrient, high-sugar, high-fat and calorie-dense foods through snack and vending machines or competitive food sales.

3. Maximize use of current public benefit programs for vulnerable populations, especially children and seniors, and link them with strategies for healthy food access.

4. Provide outreach, training and technical assistance to launch new grocery stores and improve existing stores to better serve underserved people in urban and rural areas.

5. Establish food business districts to encourage food businesses to locate in the same area and to support their collaboration.

6. Use policy and planning strategies to increase access to healthy food in underserved areas.

7. Review and seek appropriate revisions to state and local land use policies to preserve farmland and blend protection with farm viability programs.

8. Encourage institutions – including schools, hospitals, colleges and universities – to use their collective purchasing power to influence the food supply chain to provide healthier food and more foods grown, raised and processed in Michigan.

9. Expand opportunities for youth to develop entrepreneurship skills and learn about career opportunities related to good food that support youth and community economic development.

10. Establish Michigan as “the place to be” for culturally based good food that is locally grown, processed, prepared and consumed.

11. Incorporate good food education into the pre-K-12 curriculum for all Michigan students.

12. Implement a reimbursement program to provide an additional 10 cents per school meal, as a supplement to existing school meal funds, in order to purchase locally grown fruits and vegetables.

13. Amend Michigan’s General Property Tax Act to exempt certain on-farm renewable energy installations.

14. Set targets for state-funded institutions to procure Michigan-grown, sustainably produced products.

STA

TE

WID

E A

GE

ND

A P

RIO

RIT

IES

LO

CA

L A

GE

ND

A P

RIO

RIT

IES

Leg

isla

tion

-ba

sed

Bus

ines

s or

n

on-p

rofi

t-b

ase

dM

ark

et-

ba

sed

Lan

d u

se-b

ase

d

C

omm

unit

y-b

ase

d

Please note that agenda priority numbers do not reflect rank order.

AGENDA PRIORITIES AT A GLANCE

SCALE TYPE FOOD SYSTEM AGENDA PRIORITY ARENA

STA

TEW

IDE

AG

EN

DA

PR

IOR

ITIE

S

Rese

arc

h-b

ase

d

Sta

te a

gen

cy-b

ase

d

15. Direct $10 million to regional food supply chain infrastructure development investments through the Michigan state planning and development regions or other regional designations.

16. Implement a food safety audit cost-share or reimbursement program targeted at small and medium-sized farms and work to ensure that audits are conducted in the context of the farm scale.

17. Provide financial incentives for farmers and for development of food system infrastructure to support institutional local food purchasing programs.

18. Develop a farm-to-institution grant program to provide planning, implementation and kitchen or cafeteria equipment grants to maximize the use of locally grown, raised and processed foods in institutional cafeterias.

19. Direct state agencies to maximize capital access through state- sponsored programs that provide farm financing.

20. Ensure that all state and higher education business, work force and economic development programs include farming and agriculture in their target audiences for programmatic development, training, investment and technical assistance.

21. Contingent upon further market assessment, establish a state meat and poultry inspection program in cooperation with the federal Food Safety and Inspection Services (FSIS) to spur new meat processing infrastructure.

22. Include Michigan food and agriculture in state marketing efforts, such as the Pure Michigan campaign, to build awareness of the state’s great variety and quality of local food products and farm amenities.

23. Charge business support entities, such as the 18 Michigan Technical Education Centers, with identifying and supporting the equipment and process engineering needs of farmers and other agri-food enterprises, and ensure that food and agriculture are included in state and local economic development plans.

24. Examine all of Michigan’s food- and agriculture-related laws and regulations (food safety, production, processing, retailing, etc.) for provisions that create unnecessary transactions costs and regulatory burdens on low risk businesses and ensure that regulations are applied in a way that acknowledges the diversity of production practices.

25. Develop systems for collecting and sharing production and market data and other data relevant to regional food supply chain development.

SCALE TYPE FOOD SYSTEM AGENDA PRIORITY ARENA

Youth Food system infrastructure

Good food access Institutions

Farms and farmers

AGENDA PRIORITIES AT A GLANCE

What Needs to Change?

Current policies, practices and market structures keep us from realizing these opportunities. For example, some zoning regulations limit growing food in cities; high quality, healthy food is not always available at places where people use public benefits to purchase food; and institutions, especially K-12 schools, face restrictive budgets for school meals.

Michigan buyers and farmers have limited opportunities to connect direct-ly with one another. Regulations are typically more easily implemented by large-scale farms and markets. Food safety requirements are often inflex-ible and can be cost-prohibitive for small- and medium-scale growers.

Farmland is unaffordable in many cases. New farmers face challenges in accessing capital to begin their operations and thus have difficulty developing a market.

What Can We Do?

We can address these barriers through specific, strategic state and local actions, and we can forge new partnerships centered on the values of good food. We can raise public and private policymakers’ awareness of these issues and make Michigan good food policies and practices a priority at all levels of decision making.

The 25 policy priorities outlined here offer specific strategies for reaching our goals in the next ten years.

Photo courtesy of Blandford Nature Center.

By the NumbersIn 2007, the average age of Michigan farmers was over 56.

Michigan loses an average of 30,000 acres of farmland every year.

Farms between 100 and 999 acres decreased 26 percent between 1997 and 2007.

Nearly 59 percent of all Michigan residents live in what are considered “underserved areas” with limited access to healthy and affordable food.

Roughly 65 percent of adults and nearly 30 percent of youth in grades 9-12 are overweight or obese.

Only about 14 percent of Michigan farmers’ markets accept Bridge Cards (which replaced food stamps) for food purchases.

It costs about $2.90 to prepare a school meal, but the current federal reimbursement for a “free” meal for qualifying students is only $2.57.

USDA food safety good agricultural practices (GAP) and good handling practices (GHP) audits cost $92/hour, including travel time for audi-tors to get to farm locations. Total costs in 2009 ranged from about $92 to $1,600 per farm.

the c.s. mott groupfor Sustainable Food Systems at MSU

The following have led the process of developing the Michigan Good Food Charter: The Michigan Good Food Charter is made possible through principal funding from:

CONTACT: Kathryn Colasanti at 517.353.0642 or colokat@msu.edu.

MORE INFORMATION: For the complete Michigan Good Food Charter, including references for the numbers cited above, supporting documents and tools, please see: www.michiganfood.org

Healthy Kids, Healthy Michigan !"#$%&'()*+$,*-(&.'/0*1(23/'*24*5/2.",(4**

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

Healthy Kids, Healthy Michigan !"#$%&'()*+$,*-(&.'/0*1(23/'*24*5/2.",(4**

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

Healthy Kids, Healthy Michigan !"#$%&'()*+$,*-(&.'/0*1(23/'*24*5/2.",(4**

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

$$$

!"#$%#&'()*+$,-.(/011"&#,#*23(

!"#$%"#$&'()*+,$%*&-,./0.)1&2,.30%!

!""#$%&'$(')*"+,'-%.'/01-23'405%(05%'6#+$2-%($')-*7"*8+'9-*:"(!

"#$%&'()#*!'$$&((!+,!-&'.+-/!0,,1(!)(!'!2%)3'%/!-&'.+-!)32%,4&3&#+!(+%'+&*/!5#1&%!6'/!

$%';-+,("%-5'<0=%(>?'@05'$%'$(+'A(,'+"-+0%B'(,"'405%(05%'6#+$2-%($')-*7"*+8'9-*:"(B'

3'#'*&1!7/!8%,6)#*!9,2&!6)+-!+-&!(522,%+!,0!:'(-+&#'6!;,5#+/!<57.)$!9&'.+-=!>?@A

BC+&#(),#=!'#1!+-&!D2().'#+)!E,,1!;,A,2=!$,#+)#5&(!+,!*%,6!'#1!+-%)4&F!G-&!HIIJ!(&'(,#!

7%,5*-+!'!()*#)0)$'#+!)#$%&'(&!)#!+-&!#537&%!,0!4&#1,%(!'#1!$5(+,3&%(=!+,+'.!('.&(=!'#1!

2'%+)$)2'+),#!)#!0,,1!'(()(+'#$&!2%,*%'3(!'(!+-&!3'%K&+!$,#+)#5&1!+,!%,,+!)+(&.0!'(!'!!!!

(+'2.&!,0!+-&!1,6#+,6#!75()#&((!'#1!(,$)'.!0'7%)$F!G-&(&!)#$%&'(&(!'%&!L,)#+./!15&!+,!!

+'%*&+&1!3'%K&+)#*!&00,%+(!'#1!+-&!'$$535.'+)#*!&#+-5()'(3!0,%!.,$'.!'#1!0%&(-!0,,1!)#!

+-&!D2().'#+)!$,335#)+/F!!

M5%)#*!)+(!!0)%(+!/&'%=!+-&!3'%K&+!%'#!6&&K./!N5#&!

+-%,5*-!O$+,7&%=!7%)#*)#*!'#!'4&%'*&!,0!PQ!4&#1,%(!

'#1!HRI!'++&#1&&(!&'$-!6&&KF!"#!HIIJ=!)+(!+-)%1!!!

(&'(,#=!+-&!3'%K&+!6'(!,2&#!>'/!+-%,5*-!O$+,7&%=!

6)+-!HH!4&#1,%(!'#1!'.3,(+!RII!'++&#1&&(!&'$-!

6&&K=!)#$.51)#*!3'#/!0')+-05.!%&*5.'%!$5(+,3&%(!6-,!

$'3&!&4&%/!6&&KS!(,3&!6&&K(!('6!,4&%!JII!'++&#A

1&&(!,#!'!()#*.&!'0+&%#,,#T!!

C,"'405%(05%'6#+$2-%($')-*7"*+8'9-*:"('D46)9E'

-$7+'(0'$7#*0F"'G00.'-11"++'$%'6#+$2-%($8+'.05%(05%'-%.'(0'(,"'+=**0=%.$%&'%"$&,H0*I

-,,1(=!6-&%&!3'#/!%&()1&#+(!2'%+)$)2'+&!)#!0,,1!'(()(+'#$&F!G-&!MDE>!6'(!+-&!+-)%1!

3'%K&+!)#!>)$-)*'#!+,!'$$&2+!BUGVE,,1!?+'32(VU%)1*&!;'%1!W#,6!(&4&%'.!,+-&%!3'%K&+(!

'.(,!'$$&2+!BUGX!5()#*!'!6)%&.&((!+&%3)#'.!+-'+!'11)+),#'../!'$$&2+(!$%&1)+V1&7)+!$'%1(F!!

!

!"#$%&"'(%"()*+,-*.,"+%%'.,/,-#%"(%0#+#1,.%1("2%3*.*4%5*(.+#($6,5$4%"(%$.(*.#),#$%"11#(#3%.6("')6%.6#%7#*/.6%825("9#2#+.%

:/*+%"1%;*$6.#+*<%="'+.&>%%81%$"4%.6"$#%#11"(.$%?*+%0#%1#*.'(#3%,+%*+%'5?"2,+)%#3,.,"+%"1%78:%@'??#$$%@."(,#$A%%@##%0#/"<%

1"(%?"+.*?.%,+1"(2*.,"+B%

Y,.53&!P=!Z537&%![!

N5./!HII\!

G,!.&'%#!3,%&!'7,5+!9"<=!'$$&((!9"<!1'+'!&.&$+%,#)$'../=!,%!7&A$,3&!'!2'%+#&%=!2.&'(&!*,!+,!-++2]VV-)2F&6'(-+&#'6F,%*F!

?)#$&!P\\R=!+-&!:'(-+&#'6!

;,5#+/!<57.)$!9&'.+-!M&2'%+A

3&#+!-'(!.&1!9"<=!'!$,5#+/6)1&!

2'%+#&%(-)2!6-,(&!25%2,(&!)(!+,!

0'$).)+'+&!+-&!1&()*#!'#1!)32.&A

3&#+'+),#!,0!$,335#)+/A7'(&1!

1)(&'(&!2%&4&#+),#!'#1!-&'.+-!

2%,+&$+),#!(+%'+&*)&(!+-%,5*-!

.,$'.!-&'.+-!'((&((3&#+=!1'+'!

'#'./(&(=!,7L&$+)4&!(&++)#*=!$,'A

.)+),#A75).1)#*=!'#1!!2%,3,+),#!

,0!&4)1&#$&A7'(&1!(+%'+&*)&(F!

G-&!HIIR!9"<!?5%4&/!6'(!

05#1&1!7/]!

!"@#)4&%()+/!,0!>)$-)*'#!9&'.+-!

?/(+&3!

!";-&.(&'!;,335#)+/!9,(2)+'.!

!"?')#+!N,(&2-!>&%$/!9&'.+-!

?/(+&3!

!"<0)^&%=!"#$F!

!"@#)+&1!:'/!,0!:'(-+&#'6!

;,5#+/!

!":'(-+&#'6!;,5#+/!<57.)$!

9&'.+-!!

!"#$%&'()*+(

!"#$%&'"()*+,'%-)*$.+'/0)1/#&"#&)2/#3)4.+5/6&"!!

!

7)/')8)#$%&'(!$)!*)'!+,'!,*)%+-!.-/(01#&!#1'020'/!!

9)/'):)#$%&'(!$)!*)'!1)*(%3,!,*)%+-!45%0'(!#*$!2,+,'#6&,(!!

;)/'):)#$%&'(!#5,!)2,57,0+-'!)5!)6,(,!!

7)/');)#$%&'(!-#(!-0+-!6&))$!.5,((%5,!!!

"#$%#&'(!)*%'+#,-!.#/0!1'$2,-!34-+*56!7889!!

(

!!

<_8B!H!

4*$*5+&,(6767()89(:;<*=,#5*2(

)>?@A)B(?CD@AE(

!" "#$%&'(&!+-&!2%,2,%+),#!,0!'15.+(!6-,!

$,#(53&!0)4&!,%!3,%&!(&%4)#*(!,0!0%5)+(!

'#1!4&*&+'7.&(!2&%!1'/!0%,3!HR`!+,!

aa`F!

)>?@A)B(F8CE(

!" "#$%&'(&!$,#(532+),#!,0!0)4&!,%!3,%&!

(&%4)#*(!,0!0%5)+(!'#1!4&*&+'7.&(!2&%!1'/!

0%,3!Pa`!+,!HJ`!)#!$-).1%&#!bAPQ!/&'%(F!(

)>?@A)B(/:GGDH8A>E(

!" "#$%&'(&!0,,1!!(&$5%)+/!)#!%&()1&#+(!6)+-!

0')%!,%!2,,%!-&'.+-!0%,3!Q[`!+,!\R`F!!

((((I0$"1*(JK(H"1;*L(M(

A-+&N2O(?2&$)'.!+-'#K(!+,!!N&##'!U'$,.,%!,0!

:'(-+&#'6!;,5#+/!<57.)$!9&'.+-!

!6-,!2%,4)1&1!)#0,%3'+),#!0,%!+-)(!!!!!

(5$$&((!(+,%/F!

;,..'7,%'+),#!)(!c&/!!

>5.+)A(&$+,%!2'%+#&%(-)2(!'%&!)32,%+'#+!0,%!$,335#)+/!-&'.+-!)32%,4&3&#+!)#)A+)'+)4&(F!U5).1)#*!9&'.+-/!;,335#)+)&(!4'.5&(!!)+(!2'%+#&%(!]!

!" 8%,6)#*!9,2&!

!" D2().'#+)!E,,1!;,A,2!

!" >?@!BC+&#(),#!

!" :'(-+&#'6!;,5#+/!:";!

!" :'(-+&#'6!;,5#+/!<57.)$!9&'.+-!

!" )-*7"*+8'9-*:"('J"%.0*+!

!" )-*7"*+8'9-*:"('K,0##"*+!

!

9"<!9&.2(T!L-*(%"*+'0G'(,"'405%(05%'6#+$2-%($')-*7"*8+'9-*:"('(*-%+2-(".'

9"<!:*(.+#($6,5$4%!*.*4%*+3%@.(*.#),#$%)#+,!'!(5$$&((05.!$,335A

#)+/!-&'.+-!)#+&%4&#+),#F!

!

M"*"8+',05'MNL',"2#".3!

!" 9"<!2'%+#&%(-)2(!6&%&!.&4&%'*&1!+,!L,)#+./!)1&#+)0/!%&(,5%$&(=!2.'#=!

)32.&3&#+=!'#1!#,6!(5(+')#=!+-&!3'%K&+F!

!" 9"<!(5%4&/!1'+'!6'(!'#'./^&1!+,!*')#!)#()*-+!'7,5+!-&'.+-/!&'+)#*!

2%'$+)$&(!'#1!0,,1!'$$&(()7).)+/!)#!+-&!D2().'#+)!'%&'F!!

!" O"+('#*-1($1"+'G0*'G-*7"*8+'7-*:"('+=+(-$%-H$2$(>'-%.'+"*F$%&'205'

)#$,3&!2,25.'+),#(!6&%&!2%,4)1&1F!(

)-*7"*+8'9-*:"('M$&,2$&,(+3!

!" K$%1"'(,"'7-*:"(8+'$%1"#($0%'$%'PQQRB'SRTBUAA''0G'201-2'-%.'+(-("'

05#1(!-'4&!7&&#!.&4&%'*&1F!!

!" MDE>!2'%+)$)2'+&(!)#!+6,!$,52,#!4,5$-&%!2%,*%'3(!+-'+!'..,6!.,6!

)#$,3&!0'3).)&(!'#1!(&#),%(!+,!75/!>)$-)*'#A*%,6#!2%,15$&]!:";!

<%,L&$+!EdB?9!'#1!?&#),%!<%,L&$+!E%&(-F!!

!" VL*"+1*$#($0%'G0*'M"-2(,BW'-'#*0&*-7'0GG"*".'H>';-+,("%-5'

;,5#+/!<57.)$!9&'.+-=!1)(+%)75+&(!3'%K&+!+,K&#(!W6-)$-!'%&!5(&1!)#!

.)&5!,0!$'(-X!+,!2'+)&#+(!,0!(&4&%'.!$,335#)+/A7'(&1!-&'.+-!$.)#)$(!

(&%4)#*!.,6A)#$,3&!%&()1&#+(F!!!

;,-(')-*7"*+8'9-*:"('1=+(07"*+'-*"'+->$%&X!

VN'#$1:'=#'7>'<KY'D1077=%$(>'+=##0*(".'-&*$1=2(=*"E'F"&"(-H2"+',"*"'

'#1!'.(,!75/!0%,3!,+-&%!4&#1,%(F!"!%&'../!.,4&!+-'+!/,5!6&#+!.,$'.A,#./F!"!

20F"'(,$+'G-*7"*+'7-*:"(ZW'!

VK0'&2-.'(0'+""'(,"';N<'#*0&*-7'("-7$%&'=#'5$(,'(,"')-*7"*+'9-*:"(ZW'!

V[=$(-*'#2->"*+B'#*0.=1"B'-%.'10%F"%$"%1"'-*"'&*"-(ZW'!

!

!

!"#!$"%%&$'%()*+$!%,-./.,*.$$ 01$23+$0144$ "/35),6$7%*3($"%%&$8%/9:;%<$

!%5<)(.&$=+>$$

?.)/&/3$#@%*953,,A$B53,&3$C&5%,&:A$#;3/%,$#;.(&%,A$"/3,$D3(:53$E$"%%&$#+:@.5$C*%,%5)*$'3/@,./:;)<$"%%&$'%()*+$!%55)@@..$

7F!B7$"FF?$'F7G!H$B?IF!B!H$JC#FKJ!C#$$$

!"#"!"$%"&'(!)*$+,*-+($./'%*.".'012'3(&"4.'

*11'*5675'896:;<'.<=77:>'?@::1@>>'87:;<A>$33<:L940L5)LM:N33<:N=%.L<%()*).:N=%.O<%()*+OP111OQO:@M&.,@RPS11$$

)57B;1C'D7E@>$6/%T),6;%<.L,.@$$$

#772'.A>F@G'"<717G;<'805F1@5>=;E>$-:.<5)*;)63,L%/6$

D@0:F=A'H;2>/'D@0:F=A'3;<=;C01I'5)*;)63,L6%UN;9;5$'

3;<=;C01'+1>F;F9F@'J75'%:;1;<0:'012'D@0:F='!@>@05<='K3+%D!L>$5)*;/LM5)*;L.&M$$

3;<=;C01')772'#772'%=05F@5'M'%0GE0;C1>$5)*;)63,-%%&L%/6$$

?0>=F@10B'%791FA'896:;<'D@0:F='&@E05FG@1F>$.T3:;@.,3TL%/6N6%U./,5.,@N&.<3/@5.,@:N<M=()*O;.3(@;$$

$

*&N(%*%O'-((4H+-.''

D@0:F=A'%7GG91;F;@>'-77:'H;F>$5);.3(@;@%%(:L%/6N&%*M5.,@:NV.3(@;+!%55M,)@).:D%%(9)@OT.=L<&-$$

• !;3<@./$4>$W'/)5./$%,$G,-(M.,*),6$'%()*+$?.*):)%,:X$

3;<=;C01'&@E05FG@1F'7J'%7GG91;FA'D@0:F=>$5);.3(@;@%%(:L%/6N5);*$$

• !;.*9$%M@$@;.$,M@/)@)%,$3,&$.,U)/%,5.,@$3::.::5.,@$@%%($YZCBD[L$$

$0F;710:'.9>F0;106:@'*C5;<9:F95@'*>>7<;0F;71>$:M:@3),3=(.36/)*M(@M/.L,.@N@39.Q3*@)%,N3&U%*3*+Q@%%(9)@N$

• "%*M:.&$%,$-.&./3($<%()*+$3&U%*3*+A$<(M:$%<Q.&$T/)@),6$

.E;FJ;5@'.F50F@C;@>>$:<)@-)/.:@/3@.6).:L*%5$$

• "/..$@%%(:$3,&$/.:%M/*.:A$3,&$*%,:M(@),6$:./U)*.:$-%/$,%,</%-)@$3&U%*3*+$

?.(3,+A$!%(),$Y0144[$W-=@'-77:>'012'-0<F;<>'7J'(1:;1@'87:;F;<0:'*2P7<0<AI'(1:;1@'87:;F;<>'QRQLX$

.<%()@)*:L*%5N%,(),.<%()@)*:414L<&-$$

• 23,+$%-$@;.$@%%(:$3,&$@3*@)*:$3<<(+$@%$3&U%*3*+$6.,./3((+A$=M@$3$(%@$%-$),-%/53@)%,$:<.*)-)*$@%$

@;.$&)6)@3($3/.,3L$

#;M53,A$2)*;3.(L$W.G0::S305F'!@P7:9F;71'%=@<T:;>F>LX$:53((Q53/@L%/6N3*@)%,Q():@:$$$

• "/..$&%T,(%3&$*%5<3,)%,$@%$#;M53,\:$=%%9$!"#$$%&''()&*+,-#./'0+1/23,4/5,6/7&',

80912#99#9,&*#,8#&+12:,+"#,;'/<&',=7/2/%>L$$

$

!"8(!-'

K#?B$"%%&$VM=:$J.:.3/*;>$=(%6:LM:&3L6%UN0141N40N4]N6.@@),6Q@%Q:*3(.QT)@;Q/.6)%,3(Q-%%&Q;M=:N$$

• D;):$=(%6$<%:@$),*(M&.:$@;.$K#?B$&.-),)@)%,$%-$W-%%&$;M=:AX$(),9:$@%$:.U./3($.^35<(.:$-/%5$

3/%M,&$@;.$*%M,@/+A$3$:()&.$:;%T$3,&$3,$3/@)*(.$<M=():;.&$),$-0*&',?//@#*&+1.#9L$

$

U((H.'

V%.--./A$J)*;3/&$Y011_[$!"#$%&%'()*&%+,%-(.$*(/$%,&0(123+,%-A$7+*.M5$`%%9:A$G,*L$

• D;):$=%%9$):$@3/6.@.&$@%$:%*)3($T%/9./:A$=M@$3<<().:$=/%3&(+$3@$(%*3(A$:@3@.$3,&$-.&./3($(.U.(:L$

83((3*9A$73T/.,*.A$.@$3(L$Y4aaa[$!4(!"#$%&+-53(62,"-(+$(7$*8,49(:,+;(+;-(<-",&L$#36.$'M=()*3@)%,:L$$

• F/63,)b.&$3/%M,&$41$9.+$/M(.:$-%/$:%*)3($*;3,6.Q%/).,@.&$5.&)3$3&U%*3*+$

$

(-D"!'!".(V!%".'

7%*3($3,&$J.6)%,3($"%%&$#+:@.5:>$G,)@)3@)U.:$3,&$J.:%M/*.:L$!%/,.(($K,)U./:)@+$7)=/3/+$cM)&.L$

6M)&.:L()=/3/+L*%/,.((L.&MN(%*3(O-%%&$$

• G,*(M&.:$3$():@$%-$6.,./3($3,&$-%%&Q:<.*)-)*$(%*3($.*%,%5)*$&.U.(%<5.,@$/.:%M/*.:L$