Episode 207

From Dublin Beaches to Global Classrooms: The Story Behind Picker Pals by Patrick Jackson

Episode Summary: In this episode of CarbonSessions, we chat with Patrick Jackson, the creative mind behind “Picker Pals,” an innovative environmental program for children. Patrick shares his journey from creating educational materials to becoming an environmental advocate.  

Patrick discusses the Picker Pals initiative, which engages children in litter-picking activities through a compelling mix of storytelling, practical activities, and classroom tools. With Picker Pals now active in 70% of primary schools in Ireland and expanding globally, Patrick emphasizes the importance of empowering children and communities to take action against environmental degradation. 

Listen to this episode to learn about: 

  • The origins and impact of Patrick’s eye-catching “cloak of debris” 
  • How Picker Pals integrates environmental education with hands-on activities 
  • The challenges and successes in spreading the Picker Pals program across different countries 
  • Patrick’s creative approach to engaging children in environmental stewardship through storytelling and interactive learning 
  • Expanding Picker Pals to schools and communities worldwide 
  • Insights into Patrick's creative process and future plans for the program 

  

Connect with Patrick:  

Picker Pals Website 

Picker Pals on Instagram 

Patrick Jackson on LinkedIn 

Watch Patrick in Action   

-----  

Featuring Carbon Almanac Contributors Leekei Tang, Jenn Swanson, Tania Marien, Kristina Horning and Barbara Orsi.  

Leekei is a fashion business founder, a business coach, an international development expert, and podcaster from Paris, France.  

From Langley in British Columbia, Canada, Jenn is a Minister, Coach, Writer, and community Connector, helping people help themselves. 

From Riverside, California, Tania is an independent environmental education professional and hosts and produces The Talaterra Podcast.   

Kristina has a background in architecture and engineering. Currently in Prague (that it is where she is originally from) and her base is US. 

Based in Milan, Italy, Barbara is a mom and marketing executive who has been actively involved in building a better and brighter future for our planet since November 2021. She has contributed to the Carbon Almanac and serves as the Italian coordinator for the Carbon Almanac Network. During fall 2023, she co-founded Generation Carbon Italy, the Italian spin-off of the Carbon Almanac Network  

----- 

For more information on the project and to order your copy of the Carbon Almanac (one of Amazon best-selling books of the year!), visit thecarbonalmanac.org 

Want to join in the conversation? 

Visit thecarbonalmanac.org/podcasts and send us a voice message on this episode or any other climate-related ideas and perspectives. 

Don’t Take Our Word For It, Look It Up! 

-----  

The CarbonSessions Podcast is produced and edited by Leekei Tang, Steve Heatherington and Rob Slater. 

Transcript
Speaker:

Hi, I'm Christina.

2

:

I'm from Prague.

3

:

Hi, I'm Jen, and I'm from Canada.

4

:

Hi, I'm Oladunji, and I'm from Nigeria.

5

:

Hello, I'm Liki, and I live in Paris.

6

:

Hi, I'm Brian, and I'm from New York.

7

:

Welcome to Carbon Sessions.

8

:

A podcast with Carbon Conversations,

for every day, with everyone,

9

:

from everywhere in the world.

10

:

In our conversations, we share ideas,

perspectives, questions, and things we

11

:

can actually do to make a difference.

12

:

So don't be shy and join our Carbon

Sessions, because it's not too late.

13

:

I'm

14

:

Liki.

15

:

Hi, I'm Patrick.

16

:

Hi, I'm Tonya.

17

:

Hi, I'm Christina.

18

:

Hi, I'm Jan.

19

:

Today, we have a guest that I have met

a couple of months ago at Change Now.

20

:

And, um, I didn't talk to

him directly because he was

21

:

busy talking to other people.

22

:

Everybody wanted to talk to him

because he was wearing this very,

23

:

very, very interesting jacket.

24

:

And the crown.

25

:

And so maybe we can start off with

this, Patrick, and tell us what you

26

:

were wearing at Change Now and, and why?

27

:

Well, firstly, I'd love to say thank

you for having me on your podcast.

28

:

This is extremely exciting

to have a chance to talk to

29

:

people that's so far away.

30

:

Normally, I'm talking to kids

in a classroom and they're right

31

:

like on Did that right there.

32

:

So this is brilliant.

33

:

Um, so the cloak, uh, as I call

it, uh, is, uh, here behind me.

34

:

Uh, can you see it?

35

:

Um, and it's a garment which I made

from, sad story really, because it's

36

:

made from all the pieces of debris

that I found on the beach near my home,

37

:

um, over the last five or six years.

38

:

You're home in Ireland.

39

:

In Ireland.

40

:

I live in Dublin.

41

:

I live in the north side of Dublin.

42

:

And, um, I go and pick, I, I

litter pick a lot, uh, on my beach.

43

:

And I find a lot of bottles and cans,

bottle tops, um, bits of fishing

44

:

gear, fishing net, uh, plastics of

all sorts broken down into various

45

:

size pieces, um, a lot of wet

wipes that come out of the river.

46

:

Um, and so generally speaking, the

things I find are kind of gross.

47

:

And then occasionally I find

something that's curious.

48

:

So, you know, maybe an old doll's head,

or, you know, there's everything here.

49

:

Um, you know, some colorful things,

strange things, things I'm not quite sure

50

:

what they are, pieces of Lego, um, and

90, I'd say 90 percent of them, yeah,

51

:

99 percent of them probably, there's

about a thousand pieces now on it, um,

52

:

and they're mostly made of plastic.

53

:

So it's a dramatic way of showing

people Um, and interacting with the

54

:

issue in a very, uh, well, in a very

physical way, uh, and literally when

55

:

you put the cloak on people, which

is what I, you know, people, people

56

:

wear it when I visit a classroom.

57

:

I often put it on the

teacher or on the children.

58

:

Um, and then we have a ceremony.

59

:

We have the crown, um, which,

uh, which, which goes with it.

60

:

Yeah.

61

:

Um, and.

62

:

So I'm not completely crazy.

63

:

There is a method to my madness, but, um,

so this ceremony we, we do, um, it, it's

64

:

kind of fun, but it really brings it home

to, to the people, um, whoever they are.

65

:

And, and in Change Now, I, I was

really surprised and happy that

66

:

this had a similar effect to

a whole bunch of other things.

67

:

seven year olds, um, even

though they were all grown up.

68

:

So it was, you know, it

just kind of happened.

69

:

I started it, but I started, what

happened was I started by bringing

70

:

these interesting pieces to classrooms.

71

:

Because they were all separate everyone

would just take pieces and it was

72

:

too difficult to actually control it

So by putting them onto this cloak

73

:

it It became an easy way to display

it and then actually it's turned

74

:

into a bit of a art piece So I've

exhibited it in the gallery and so on.

75

:

So it's, it's, it's just the way

my life turned out, uh, I guess,

76

:

and, and I have met other cloak

owners, uh, and, and such people.

77

:

There is a small niche community

of coat and cloak wearers, you

78

:

know, including bishops and kings,

popes, um, and, and other lunatics.

79

:

Um, so yeah, it's a thing.

80

:

And funnily enough, the.

81

:

You know, you understand, because

when you put on the cloak,

82

:

it completely changes you.

83

:

Uh, and people put it on,

and they become different.

84

:

You know, their inhibitions disappear,

and they become, you know, they

85

:

have to stand up straight, and,

uh, they, It's very noisy as well.

86

:

The cloak is noisy.

87

:

So if you jump up and down,

you just stop any room.

88

:

You know, everyone's like, who is that?

89

:

What's that?

90

:

You know?

91

:

So yeah, it's worked

as a awareness raising.

92

:

But maybe you can tell us what you

do in classrooms because this is

93

:

where we were supposed to start with.

94

:

But, uh.

95

:

But then here we go.

96

:

Okay.

97

:

You mean, why am I allowed

into classrooms at all?

98

:

I, I know what you're saying.

99

:

Okay.

100

:

I, I get it.

101

:

Um,

102

:

well, let me rewind a little bit.

103

:

Um, so in my life, when I

was a normal, human being.

104

:

Um, I was, uh, an author of educational

materials for primary school children.

105

:

So I, I lived in Japan.

106

:

I moved to Japan and, uh, lived there

for a long time teaching English.

107

:

And then I started writing storybooks and

exercise books for kids to learn English.

108

:

And that became my career.

109

:

And my books are actually published

by Oxford University Press.

110

:

And that was, I was spent many years,

um, doing that as, uh, for my living.

111

:

Um, and I still do, actually.

112

:

Uh, although my new kind of role

has kind of taken over with the

113

:

When I became a litter picker.

114

:

So then I thought, okay, is there a way

of, I became inspired of litter picking,

115

:

is there a way of connecting my two, um,

things, you know, my, my career as it

116

:

was with, with inspiring children to.

117

:

Actually go out and clean litter.

118

:

So I came up with this, uh, program,

which is called Pick Up pals.

119

:

And, um, pick Up PALS is an environmental

program for six to nine year olds.

120

:

And it, the idea is that we motivate them

to actually go out with their families

121

:

and, uh, do actions in their local areas.

122

:

And what we have, so we

have, uh, let me show you.

123

:

This is a pack, which.

124

:

Um, goes into the classroom and in

the pack there is all the kit you

125

:

need for a litter picking adventure.

126

:

So there's an adult and a child tool, you

know, picker upper, uh, vests, gloves,

127

:

safety information, and all that stuff.

128

:

And so the teacher holds that up

and says, Okay, who wants to bring,

129

:

you know, they introduce it and

they're, Who wants to bring this home?

130

:

Who wants to?

131

:

And everyone goes nuts.

132

:

Um, you know, all the children

want to be that person.

133

:

Um, and so picker pals works

very well because there's

134

:

only one pack in the class.

135

:

And it works that each week,

a different child takes it

136

:

home and goes to their class.

137

:

And then they lead their family

on a litter picking adventure.

138

:

So that's been a great hit.

139

:

It's people love it.

140

:

And it's now in 70 percent of

the primary schools in Ireland.

141

:

So the other aspect of it is

the education, you know, the

142

:

kind of environmental education.

143

:

And we like to do that

through a a story world.

144

:

So there's a, there's the, the world

of the picker pals who live on a

145

:

flying island and somewhat like,

you know, Jonathan Swift inspired

146

:

and they travel around and they

come down and then they do actions.

147

:

Uh, you know, they find the places being

littered and they do things and there's,

148

:

there's a whole bunch of characters.

149

:

So now we have about 50, uh,

different pick a pal characters.

150

:

So if you want to be a character,

you can just send me whatever animal

151

:

you would like, DK, and you will

be created in pick a pal form.

152

:

Um, and yeah, so the kids identify

very strongly with the kids

153

:

really get into the characters.

154

:

And we have Craig, who's a crab,

and he goes around with me.

155

:

He visits, I'm showing you

this lovely little puppet, yes.

156

:

He comes around and he visits the schools.

157

:

And we also have a syllabus of

pillars of different, um, Not just

158

:

litter picking, so it's, you know, we

have nine pillars of Picapel's, uh,

159

:

you know, kind of curriculum about

recycling or leave no trace in the

160

:

places you are and that kind of thing.

161

:

And then we have storybooks.

162

:

So, um, this is a new book, Junk in the

Jungle, about the characters Kai and Wai,

163

:

who go off to the jungle and then they

save the day, they do some upcycling,

164

:

and we have Picker Power, which is about

a crab and lobster who go to the beach,

165

:

and they, um, Uh, no surprises really,

the stories are kind of, yeah, uh, they

166

:

find lots of litter and they save the

day, um, and then we have, yeah, we

167

:

have another book about, uh, a seagull

which is trapped in, uh, seagull which

168

:

is trapped in, in, um, fishing line.

169

:

And really that's actually

what happened in real life.

170

:

So that this book is

called Flip Flap Flop Fly.

171

:

Is it?

172

:

Flip Flop Flap Fly.

173

:

And it's about me, finally, I became

a character in Pick Up Out, so I'm,

174

:

this is the rhinoceros called Patrick.

175

:

And, and he meets a seagull, and so,

yeah, we, we, when I visit the kids

176

:

I tell them I freed this seagull,

and the seagull pecked me really

177

:

hard on the finger, which is true.

178

:

And then told me to do

something about the litter

179

:

and they believe it and I kind of

believe it myself now actually.

180

:

You tell the story enough times, you know.

181

:

So I see everyone with a big

smile and everyone is in awe.

182

:

So maybe, you know, someone wants

to chime in and ask a question.

183

:

Please.

184

:

Yeah.

185

:

I'm curious when, uh, how long ago did

you start it and did you start it in Japan

186

:

also or, uh, did you start it in Ireland?

187

:

I, I moved back to Ireland in about

:

188

:

the odd sort of beach clean with

friends and so on, but the pick

189

:

up house really goes back to 2019.

190

:

Um, and then that was just in one school.

191

:

So the, the story I like to tell

kids is that this started with one

192

:

school, the school down the road.

193

:

Yeah.

194

:

Yeah.

195

:

And then we asked, uh, a local business,

would you give us enough money to

196

:

make ten schools worth of this stuff

and we can deliver it to ten schools.

197

:

And then we went to the local council

and they gave us another ten schools.

198

:

And then we went to four other

local councils and they gave

199

:

us, so we got to two hundred.

200

:

And then we went to the government

and they gave us, they said, will

201

:

you do a thousand classrooms?

202

:

So it's this, this, um, asking, I mean,

I, I just say to the kids, when I go

203

:

visit schools, you know, if I say one

thing that you remember that might

204

:

change your life, ask for stuff, because

people want to help if you have an idea.

205

:

Oh, that's beautiful.

206

:

That's wonderful.

207

:

And have you followed anybody from

the kids that they continue to work?

208

:

Um, yes, they all work in waste

management for the local council now.

209

:

It's an amazing resource.

210

:

They're only like 11, but you

know, um, but actually, no, the

211

:

first, this is something that we

really want to do because we have

212

:

tons of like, uh, what's this?

213

:

Uh, qualitative.

214

:

uh, evidence of this work, you know,

it's great and we picked up loads of

215

:

literature and stuff um, and lots of

anecdotal evidence, but we really,

216

:

really want to um, do a quantitative

study, which would, show us that, you

217

:

know, because we've now, I think there's

something like 250, 000 people have done

218

:

this over the last four or five, well,

really mainly over the last three years.

219

:

Um, so cause each classroom is that each

this year, we're doing:

220

:

and there's 25 kids and then they all

go home and that's another 25 adults.

221

:

And then there's another siblings and

we don't count dogs or, or parrots, but

222

:

we, uh, we reckon we've put, we're up

to nearly a quarter of a million actions

223

:

by people who probably mostly probably

mightn't have done it, uh, if they hadn't

224

:

had the equipment and the motivation.

225

:

So, um, I think it's, the thing I like

about it is that I didn't have to go

226

:

out litter picking 250, 000 times.

227

:

That's amazing.

228

:

That's amazing.

229

:

Well, it's, it's system.

230

:

I think Japan had a lot to play in

it because that kind of systemized

231

:

thinking, I think I probably picked

up, um, from, from that, from there,

232

:

from working in, in a Japanese junior

high school for eight years, uh, it's

233

:

the kind of thing, it's, it's quite a

Japanese kind of idea, I think, in a way.

234

:

That's a collaborative.

235

:

And not littering is also

a very Japanese thing.

236

:

Yes.

237

:

Yes, it is.

238

:

Yes.

239

:

Yes.

240

:

So Patrick, you're not doing this alone.

241

:

How did you get into 200 schools?

242

:

Like, like who, what, how do you, I

assume you have a team or you've got

243

:

people helping or how does it work?

244

:

I figured that this was sort

of an idea that might work.

245

:

So I thought, how am I

going to replicate this?

246

:

And one of the Ideas was to start an NGO

or a non profit or something like that.

247

:

And then I looked into that and that's

a total Complete pain in the neck,

248

:

uh, especially for someone like me.

249

:

So I'm very admin adverse, so I thought,

okay, there are lots of NGOs and

250

:

organizations doing great work already.

251

:

So I partnered, so I started a publishing.

252

:

I, I consider pickup house in

a way, a bit like a textbook, a

253

:

coursebook or something in that.

254

:

It's a, it's a educational product for

schools that extends into families.

255

:

Um, so I started a publishing

company and then I partner with.

256

:

NGOs in different places.

257

:

So in Ireland, I've partnered with an NGO

called Voice Ireland, who is the voice

258

:

of Irish concern for the environment.

259

:

Now they fundraise, they admin,

they employ a couple of people to

260

:

administer the program in Ireland.

261

:

And then I produce the actual content

and the, um, the materials and I get the

262

:

bags made and I, Get the books printed

and the whole thing and I deliver it

263

:

all and then we're replicating that in

the UK now We have a partner in London.

264

:

So we're starting in London We have a

partner in Portugal and we look like

265

:

we're about to start it up in France.

266

:

So We're we're we're actively now because

we kind of know what we're doing Well, we,

267

:

we, we do know what we're doing, uh, and

we're actually now looking for partners

268

:

in other places that might be interested

to, to be PikaPals enabling partners.

269

:

We call them Pupeps.

270

:

Hi, Patrick.

271

:

I'm, I'm Tonya.

272

:

Hi.

273

:

How, what does a partnership look like?

274

:

How does that conversation begin?

275

:

Well, it usually, well, so our experience

so far, uh, in Ireland, if I go back

276

:

to Ireland, it started, I went to the

supermarket and in the vegetable section,

277

:

there was somebody I knew from the area

who was, is a, uh, an environmentalist.

278

:

And she was called Mindy O'Brien.

279

:

Actually, she's from,

she's from the States.

280

:

And she's, she was one of the people

who founded this organization Voice.

281

:

And I said, Mindy, listen,

I've got this thing.

282

:

Do you, is there any way

you'd be interested to?

283

:

Um, take it on because I, you know,

I want to concentrate on, on telling

284

:

stories and wearing my cloak and she

said, yes, we could, we'd be interested.

285

:

So that was how the first one

was near the broccoli section.

286

:

Um, the second organization

we did a sort of a recruit.

287

:

We did a outreach to organizations

in Portugal, and we ended up with an

288

:

organization called Brigada do Mar.

289

:

Who.

290

:

are a sort of quite activist

beach cleaning, uh, organization.

291

:

So they had took it on in Portugal.

292

:

Then in London, it's, I mean, you

reach out and people, you know, usually

293

:

the big organizations treat you like

dirt and you're nobody, and you know,

294

:

we don't have time to talk to you.

295

:

And then smaller, smaller

organizations are really nice.

296

:

So, um, I think there is, there's a

sweet spot where, where an organization

297

:

is big enough to do it properly.

298

:

Not too big to be too bureaucratic and

not too small to sort of not really be

299

:

able to I mean the key really Actually

without being sounding mercenary is

300

:

in order to roll out the program to

as many classrooms as possible They

301

:

have to be able to fundraise I mean

they have to have connections that we

302

:

can put get us in the room to show the

program to people who can actually Give

303

:

the funds to the people To pay for it.

304

:

Um, so does that, is that sort

of what you were wondering?

305

:

Yeah, yeah.

306

:

And I was, I was also wondering about how

to get into the different school systems.

307

:

What differences have you encountered?

308

:

Well, we haven't very wide experience,

so in Ireland it's really easy.

309

:

Because Irish people generally are like,

well it's free for a start to the schools.

310

:

So the first thing you bring them up

and you know, we we we employed five

311

:

or six people and they worked for seven

weeks And then we called every school

312

:

in ireland And you ring up and say hey,

we've got this new program and it's

313

:

funded and you've been funded by x And

would you like to do it and they go?

314

:

Yeah, usually Um, so that's in ireland, uh

in the uk We've we've only got 14 schools

315

:

at the moment in london, but we're hoping

to do 300 this coming school year So we'll

316

:

find out You know, what the response is.

317

:

In Portugal, we had a landing

page with a form to teach.

318

:

We sent it around and about and teachers

could fill in if they were interested.

319

:

We've always had more wanting to do it

than we've had the funding to give them.

320

:

I mean, even in Ireland, when we have

,:

321

:

So we've been a bit oversubscribed.

322

:

So once you've got someone in a given

country that is interested, then you

323

:

do the translation of all the material.

324

:

Well, we have so far

translated the material.

325

:

We've only, we've translated the actual

books, uh, into Irish and English.

326

:

Uh, they're in, they were

written first in English.

327

:

Now we're in the process of doing

them in French, um, in Portugal.

328

:

They're running it in the

schools as a kind of an English.

329

:

program.

330

:

Um, so one of the things, and partly

with my background in language education,

331

:

uh, I, I envisage part of Pickle Pals

in the future being a way for people

332

:

to talk English to kids around the

world to communicate with each other.

333

:

Um, and actually it could be a really

good way to, to practice their English

334

:

because there's every primary school

child in the world pretty much is, is

335

:

being, having English taught to them.

336

:

Um, so this could be a sort of a useful.

337

:

a way to actually really

use their English.

338

:

Now in the future, probably in about 20

minutes, it'll probably all be AI anyway.

339

:

So we'll all be, you know, we won't have

to bother learning, but the communication

340

:

around the shared goal of making your

world in your neighborhood better,

341

:

we have these live meetups where we.

342

:

invite the classrooms to join

us and we have like a hundred

343

:

classrooms on a zoom call.

344

:

So you're talking to 2, 500 children at

the same time and they do like quizzes.

345

:

Um, we, we mute them, you know.

346

:

But every so often we go, Hey,

do you want to say something?

347

:

And then you unmute them and it's like

348

:

So we do these and those are, um, those

are a really cool part of the program.

349

:

They're fun.

350

:

And, but we're doing our

first international one.

351

:

So we're going to do one next week

with kids from London, Portugal

352

:

and Ireland, uh, together.

353

:

So in the future, hopefully if we continue

to, to go well, we'll have these meetups.

354

:

I mean, can you imagine having a

hundred classrooms, but they're

355

:

all in different countries.

356

:

Um, So that's our, uh, vision.

357

:

Barbara had a question.

358

:

Do you want to jump in?

359

:

Hi, Barbara, I'm from Italy.

360

:

So fascinated by your work,

Patrick, really, really fascinating.

361

:

It's, it's incredible.

362

:

Um, and the way you spread, uh, uh,

around different countries as here in

363

:

Italy, we were trying to do more or

less the same with generation carbon.

364

:

We enrolled, uh, 1000, 1000

classes around 300 schools.

365

:

And this is our.

366

:

first results from the first year.

367

:

And so I'm struggling a little

bit, you know, both figuring out

368

:

how to continue the project and

how to solve any, any issues.

369

:

So I'm really, really curious about, uh,

what were, what was the main challenge

370

:

you faced so far and the difficulties,

the difficulties you encountered at

371

:

the very beginning because I don't

think it's so easy, you know, putting

372

:

up together an approach like that.

373

:

Um, I think the biggest, let me

think, the biggest challenge we've

374

:

had so far, um, I think there are

so many aspects of the program.

375

:

Um, you know, there is, there's the,

there's the sort of the, the story

376

:

world, there's the real community of the

actual kids doing the program, there's

377

:

the the whole publishing side of it.

378

:

There's the fundraising side of it,

and the relationships with fundraisers.

379

:

So, so actually the, the challenge

is, You know, and I wake up at 4.

380

:

30 every morning, and my head

is just full of pick a pals, and

381

:

pick a pals stuff, and stuff.

382

:

So, really, actually, the challenge

is kind of not, is knowing what

383

:

to actually prioritize, and

what really I should be doing.

384

:

So, managing that sort of, um, you know,

that, that, the fact that there are

385

:

a lot of things going on is, um, For

somebody like me, it's quite challenging.

386

:

Um, Uh, I think the teachers find it

very easy to administer the program.

387

:

I mean, the tea the program is super

easy to administer because they

388

:

don't really have to do very much.

389

:

In fact, we kind of give teachers

a break and we give them something

390

:

that they can use to Connect

with the families of the kids.

391

:

So everybody the feedback we get from

classrooms is really positive They all

392

:

want to do it every year and they will

want to tell their friends and stuff.

393

:

So that's um That's fine.

394

:

I'm not, uh, yeah, the program kind

of works just really runs very nicely.

395

:

And so adding new things on deciding

what we're going to add on deciding,

396

:

you know, I mean, I've got the teacher's

guide here and I'm looking at it and I'm

397

:

thinking it's two and a half years old

now, should I do a whole new version?

398

:

Should we refresh the whole thing?

399

:

And so, I mean, every page, and

I could be better, you know,

400

:

that we could take that out.

401

:

We could use that, that sort of.

402

:

Prioritization of what should I really,

what should I be doing actually?

403

:

Uh, you know, to.

404

:

Because it is a, um, it's

certainly in my lifetime.

405

:

It's a, it's a unique experience for me.

406

:

Uh, to have this experience of, of,

uh, of, of something really taking off.

407

:

Um, so handling, uh, that sounds

like real, you know, what's your,

408

:

you know, what's your worst quality?

409

:

Oh, my humility is my worst quality.

410

:

Um, but actually, yeah, um, having

had like hundreds of really bad

411

:

ideas all my life, and then actually

stumbling onto a good one that's

412

:

taken off is, is kind of weird.

413

:

So yeah, your, your help appreciated.

414

:

Maybe there's some way we can collaborate

with, um, with you guys in Italy.

415

:

I mean, it sounds like it sounds

like we should be working together.

416

:

Well, definitely.

417

:

That would be, you know, I think

that would be so, so great.

418

:

Actually, uh, I consider my program

myself quite, you know, at the very

419

:

beginning, um, we are quite humble.

420

:

Uh, although, uh, when I speak

to other people, you know, they,

421

:

they open up their eyes and say,

Oh, wow, this is a big result.

422

:

But I, you know, it's Probably

I don't really understand

423

:

truly the power of our project.

424

:

So, uh, we're trying to

understand how to move forward.

425

:

Uh, we are quite lucky enough that we've

found a partner, uh, that he's helping

426

:

us because one part for sure, as you

mentioned, is the fundraising part.

427

:

Because, uh, the interest in the

program is, is very high because there

428

:

is a lack of knowledge related to

climate change or to sustainability,

429

:

especially at the very, uh, early

stage at school, as you mentioned.

430

:

So our program, I think that, uh, can

confirm, can be very, very, um, you know,

431

:

synergy because of the fact that, uh,

also we are focused on primary schools.

432

:

Lovely.

433

:

Well, maybe we can,

maybe we can invite you.

434

:

It would be so beautiful.

435

:

Yeah, absolutely.

436

:

We can invite you to join some

of our international meetups.

437

:

Oh, yeah.

438

:

Yeah, it would be brilliant.

439

:

Yeah.

440

:

And actually, we also thought about

the chance to give the opportunity to

441

:

all the classes in different cities.

442

:

Because we, we run the program

throughout the, throughout Italy.

443

:

And so we also were chatting

about the possibility to, uh,

444

:

make, uh, um, people meet somehow.

445

:

And your, your idea is brilliant.

446

:

The Zoom call, uh, in order to have, uh,

you know, a chat and see, because this is

447

:

something that I usually tell, uh, the,

the kids when I, I have the workshop,

448

:

I say, okay, you are, you're not alone.

449

:

You're not alone.

450

:

This program is widespread and you're

doing this project together with, and you

451

:

see kids face and they are so, so, you

know, so happy, you know, to work together

452

:

towards something bigger than themselves.

453

:

Absolutely, and the coronavirus, the

pandemic, Um, was the reason we started

454

:

the first, our first real year was

the Corona, the beginning of Corona.

455

:

And, um, so the original idea was I

would go around every, you know, it

456

:

would be a small scale thing in the

local area and I would go to every

457

:

classroom and do presentations.

458

:

And that was it, you know, And then

because of coronavirus, we thought we

459

:

have to deliver this program remotely.

460

:

And then I set up in my mother's

spare room, a little sort of studio,

461

:

like everybody, I guess, like we all

did, we all bought a green screen.

462

:

And so that's how that started.

463

:

But that's actually turned

into, I think, one of the most

464

:

exciting parts of the program.

465

:

And teachers really like we do.

466

:

Do you know Kahoot?

467

:

Kahoot is a it's an app that you can do a

quiz on so We present slides and we have

468

:

some chat and we get kids to ask questions

But we also have a kahoot quiz which is

469

:

they're all the part The classrooms can

participate and then they you see it on

470

:

a leaderboard that comes up and they're

very they go really They get very excited.

471

:

So that aspect I think, uh technology

It's you know, I think it's really

472

:

important for us to show good uses of

technology All right You know, and,

473

:

and things that, uh, sort of, yeah, and

teachers get a break while we take over.

474

:

Your, um, YouTube channel, did that start

at the beginning or was that added on?

475

:

Um, no, the YouTube started very

early on, um, and we call it

476

:

Pick Up Al's TV, but really it's

kind of, well, that started, um,

477

:

Yeah, with the pick a pal song,

which is a very, uh, catchy.

478

:

I don't know.

479

:

Annoying?

480

:

You can listen to it, you can decide.

481

:

And so it started with that, and

then we started doing other things.

482

:

So we've, then we did some little

interviews with litter, and then

483

:

we did some puppet stuff, and then

we did, then we started doing out

484

:

and about with the pick a pal.

485

:

So we'd visit somewhere, you know, we'd

visit somewhere like a Place with animals

486

:

or place where they pick up litter or

recycling place or that kind of thing

487

:

And then now we have the pick up hours

TV club, which is in the local school

488

:

So every week I have a group of nine

kids who get together and we do it kind

489

:

of they will they're all Super outgoing

children who want to be reporters and

490

:

we do pieces with them and they do the

Picker Pals TV news and they actually I'm

491

:

ashamed about the carbon aspect of this

but we went to we took them to London And

492

:

they did reporting on Picker Pals, you

know on London and and that kind of Uh,

493

:

because I want, I, I, you know, again, I'd

like to have the sort of Sesame Street,

494

:

you know, with kids, real kids, puppets,

and, you know, that's my inspiration.

495

:

Except it was, it's a very, very

bad, small Sesame Street with,

496

:

well, with, with one puppet.

497

:

Yeah.

498

:

But the future is golden Pickle Pals TV.

499

:

Funnily enough, actually, one of

our sponsors is Sky, and they have

500

:

invited us to use their studios to

do filming for Pickle Pals TV, which

501

:

is, like, so, you know, that's the

sort of thing that's been happening.

502

:

From asking.

503

:

It's incredible, um, you know,

because sometimes you think that

504

:

it's so impossible, you know, to

obtain, uh, you know, a sort of,

505

:

uh, partnership or whatever, but

sometimes it's quite simply just ask.

506

:

This is what I'm learning.

507

:

I think if you have something

that's clear for them to see that

508

:

they know what they're guessing.

509

:

Uh, then, you know, it's, if it's

very, you've got to present it, I

510

:

think, you know, in a way, you have

a brand, they have a brand, and

511

:

anything they do with you is important.

512

:

About them collaborating with your

brand and that's um, I think I didn't

513

:

understand that really at the very

beginning and I Actually, my best friend

514

:

is now working with me and he's comes

from a design and messaging sort of

515

:

background and he's Revitalized all our

stuff and it makes it look really smart.

516

:

And so when we turn up Places, you

know, we everything looks beautiful

517

:

the presentations and that's I

think that's really important.

518

:

Um, You Because they, then they, you

know, apart from anything else, it looks

519

:

like you're bigger or better or, you

know, then you might be, I'm thinking,

520

:

you know, asking ahead, so, so, you know.

521

:

As I said, you know, we have PikaPals TV.

522

:

Sounds like it's a TV

station, but it's a phone.

523

:

Uh, so it's not really lying.

524

:

It's kind of embellishing the truth.

525

:

Do you use social media,

uh, besides YouTube?

526

:

The Very badly.

527

:

Uh, yes.

528

:

And in fact, YouTube very badly too.

529

:

So, this is one area that I really This

is my wish for Next the next year is

530

:

that we actually get our act together

on the social media side because I

531

:

think we have We have a very good story

and we have had an incredible time.

532

:

And we also have a lot of lovely content

and a lot of great user generated

533

:

content coming in all the time.

534

:

So it could be in the right hands.

535

:

It would be a very nice social

media piece, but again, that will

536

:

feed into how we spread, uh, you

know, how we grow, because we

537

:

did start just, you know, out of.

538

:

Nothing.

539

:

It does, you know, people say you should

get someone and then you look at, you

540

:

know, it's kind of, it's whether you

put the cart before the horse and invest

541

:

in somebody to do that properly or,

or whether you get your kids to do it.

542

:

Or kids that went through your

program instead of being, uh, instead

543

:

of working in, um, in the garbage,

544

:

they could work on social media.

545

:

Yeah.

546

:

This is a brilliant idea.

547

:

Thank you.

548

:

Thank you.

549

:

Yes.

550

:

But yeah, it's sort of all the pieces that

you know, it's like life really, isn't it?

551

:

Do you have a vision for PicoPals

in like, I don't know, 10, 15 years?

552

:

When we started, it's always been,

the vision has, you know, it was, it

553

:

was that sort of, was it Steve Jobs or

one of those, you know, it was like a

554

:

desk, a computer on every desk in the

world, you know, that sort of, it was

555

:

like a picker pack in every classroom,

until there is no world without litter.

556

:

Um, and, um, you know, a generation

of children who would never would

557

:

never litter and who are aware

and proud of their neighborhoods

558

:

and proud to look after them.

559

:

And, and so that's, that is our vision.

560

:

And our vision is to do

something that's, that's global.

561

:

So, you know, we're trying to spread

out now, , within the constraints

562

:

of, of all the constraints

that there are, that we are.

563

:

Uh, we, we, we, we are keen to spread

out to all places and I think we have

564

:

the proof that it works now and I think,

you know, I think we're in, you know,

565

:

we, we, it could happen at the beginning.

566

:

It was just some words, but actually I

believe now that I think it's not that

567

:

beyond the realms of possibility that

pick up house could be a very large

568

:

global thing in, in hundreds of people.

569

:

Countries even.

570

:

I don't know how many countries there

are, but you know, good for you.

571

:

But then we do need partnerships.

572

:

I mean, the thing I do know is

it's all about partnerships.

573

:

It's about, it's about making

partnerships with people who can,

574

:

you know, whether that be, whether

that be, you know, a corporate

575

:

situation or, you know, other NGOs,

governments, all sorts of partnerships.

576

:

And that's where the fun is as

well, when other people take over

577

:

some part of it and do things that

you didn't know about or expect.

578

:

Do teachers, um, report that the

environment in the classroom changes

579

:

after you put in the program?

580

:

That's a very interesting question

that I have never considered, and

581

:

I haven't heard a teacher say that.

582

:

Um, we have heard parents saying quite a

lot that the children, they are observing

583

:

a big change in their environment.

584

:

Attitudes at home and sometimes even

parents saying that the children

585

:

are becoming quite tiresome You know

taking, you know, you know really

586

:

becoming environmentally very Sort

of vocal about things at home, and

587

:

that's great to hear teachers I think

teachers, teachers have said a lot to

588

:

us about the collaborative process.

589

:

What is the cumulative process of

making, so they do a report at the end

590

:

of each person has it, and they put

it in a report album, and that becomes

591

:

an album with by the end of the year,

they've all written their reports.

592

:

And so that kind of cooperate,

cooperative, um, aspect of the thing is

593

:

something we do hear a lot from teachers.

594

:

Um, yes.

595

:

But, but no, I haven't heard

them, that they're keeping

596

:

their desks tidier than, than.

597

:

Maybe I should, we should ask.

598

:

Yes, it could be, that would be

a real, that would be amazing.

599

:

Yeah.

600

:

And I wonder if it's not only the keeping

the desk or the classroom tidier, but also

601

:

of the kids is a little bit more,

uh, calmer and, uh, more cooperative.

602

:

Well, I, I'm going to say absolutely

yes, but I have no data to prove it.

603

:

Absolutely.

604

:

Perfect.

605

:

I think that that's right.

606

:

Obviously, it's a mosaic, isn't it, of all

these little things that they're getting.

607

:

I mean, they are.

608

:

One thing in Ireland is certain

that they're getting a lot of

609

:

input on environmental sort

of messages and learning.

610

:

Is a part of this.

611

:

They have other programs as well.

612

:

And um, we're, you know, we are

just one part of, you know, growing,

613

:

raising a, a, a child to, to an adult.

614

:

Obviously there's thousands of influences.

615

:

So we, we, we like to feel that

we're, the, the, we we're sort of

616

:

a, a shot in the, not in the dark.

617

:

A shot in the arm.

618

:

No, not, that's not good.

619

:

Um, you know, something very positive.

620

:

A shot of juice, uh, in that age group,

which is, I think, very formative, that

621

:

six, seven, eight year old, um, they,

I, I believe that it is having a strong

622

:

effect on them to, to do something that

they wouldn't do and to have a moment,

623

:

a memory with, with their parent or, or

adult that is something they wouldn't do.

624

:

They remember, they, they really, we get

a lot of feedback from, um, you know,

625

:

I, the little boy the other day said.

626

:

It was so nice just to spend some

time with my mum doing something.

627

:

And then I got the quote of, check

this quote out, this will kill

628

:

you, um, A little boy said, when I

was born, I didn't realize my life

629

:

was going to turn out this good.

630

:

So I have a question, Patrick, about,

you know, if you don't have this

631

:

program somewhere, um, what would

Do you have resources or things

632

:

that a parent and child could do

together that are outside of perhaps

633

:

being part of the school program?

634

:

Well, we have some stuff on our website,

uh, Pick a Pal's World, uh, with the

635

:

Pick a Pal's website, which, which

is, we have a resource page where we

636

:

put up some free downloadable things.

637

:

The YouTube channel has loads of stuff

on it, much underviewed, uh, so, yeah.

638

:

It has lots of videos that

kids can watch at home.

639

:

Um, I mean, anyone can go out and

buy a litter picker and go and do it

640

:

themselves, uh, once they've done it once.

641

:

And we do actually have quite

a lot of people say, Hey, can

642

:

we, can we get our own kit?

643

:

Um, so I think families Families

that want to become a, I mean, again,

644

:

that's something we hope we're doing

is that once you've done something once

645

:

and it was fun, then, um, you know,

you hear stories of children wanting

646

:

to get a litter picking tool for

Christmas and then you're like, okay.

647

:

No, I was just going to say I'm thinking

of a kids camp that I'm helping to

648

:

be part of this summer and we have to

find community engagement activities.

649

:

Um, at least there's at least.

650

:

A one hour block, uh, in one afternoon

that I have to figure out something to do.

651

:

And so this just has

got my wheels spinning.

652

:

If there's, Well, have a look

on our website and YouTube and

653

:

stuff and see if you can get any

ideas and, and we're in touch now.

654

:

So, so I'm very happy to, to, to bounce

ideas around if you, if you want.

655

:

Yeah.

656

:

Um, that's fun.

657

:

Yeah.

658

:

Is this a residential kids camp?

659

:

No, it's a, it's a, uh,

we call it camp spirit.

660

:

It's a church based camp.

661

:

Uh, it's a day camp and the children

come from nine till three, uh, for Monday

662

:

to Friday, and one of the days we're

actually going to be at a beach, um,

663

:

uh, doing the whole camp at the beach.

664

:

So if we, if we had, um, if we

had some time to do something in

665

:

the, in the with our big screen.

666

:

Um, we have a huge screen in our space.

667

:

Uh, the day before than the day

we're at the beach, we could

668

:

actually physically do something.

669

:

So, well, you could, you could invite, uh,

some Irish litter picking lunatic to show

670

:

off his cloak, uh, and talk to the kid.

671

:

If you knew.

672

:

Anybody, like that, they might

be available, you know, and of

673

:

course, you know, no charge to you.

674

:

That'd be amazing.

675

:

It might be fun, or maybe, let's talk

anyway, we might be able to figure

676

:

out something with some Irish kids,

uh, even, which would be more fun.

677

:

What age group are they?

678

:

6 to 11.

679

:

Okay.

680

:

Perfect.

681

:

Well, we, we better get some

Irish children involved then.

682

:

They don't want to talk to me.

683

:

Yeah.

684

:

That could be fun.

685

:

When is it?

686

:

Uh, July 15th to 19th.

687

:

Okay.

688

:

Well, we must see what we can do.

689

:

So fantastic.

690

:

Okay.

691

:

I see so many products

that can, um, start here.

692

:

And if more people want to

get in touch with you, where

693

:

could people find you, Patrick?

694

:

Thank you.

695

:

Well, they can go to, uh, well,

they can go to our social media.

696

:

Um, uh, we have an Instagram

page or an Instagram account.

697

:

They can message us through that.

698

:

Um, I'm on LinkedIn with about

45, 000 other Patrick Jacksons.

699

:

Um, and, uh, but I think if you put

in picker powers, you might find me.

700

:

Um, I do, we do have a website

and I think there is a contact

701

:

way of contacting us on that.

702

:

So if you seek me, you will find me.

703

:

Yes, or else they can ask you.

704

:

Yeah.

705

:

Yeah.

706

:

So I'll put all that

in the show notes then.

707

:

Yeah, just one question.

708

:

Any funny stories related to the program

or any, you know, the most strangest

709

:

little kids Uh, you know, pick it up.

710

:

Oh my goodness.

711

:

Well, I, I hate to say this,

but actually when I, I go around

712

:

schools and I interview the kids

and I say, what did you pick up?

713

:

And the stuff that is lying around

Ireland is just, I mean, you have a little

714

:

girl and she said, I found a car door.

715

:

Um, and You think the image of this

child with, you know, and then there's

716

:

a lot of, again, please censor this

if, if necessary, but we, it seems

717

:

that there's a lot of pants out there.

718

:

Again, maybe this is just Ireland.

719

:

I don't know whether this

is the same in London.

720

:

Um, but they, of course, that's

because the kids think that's funny

721

:

and that's the thing they remember.

722

:

And that's the thing they'll, you know,

Um, yeah, there's, there's been, and

723

:

every day there's a, there's something,

yeah, some, some funny tales coming in.

724

:

Can I ask you guys a question?

725

:

Sure.

726

:

We've asked you so many questions.

727

:

Well, um, with my sort of, can

Picapals work in different places?

728

:

You're from, Barbara, do you think that

Picapals, as it is from what you know,

729

:

from what I've told you of it, do you

think Picapals would work in Italy?

730

:

Oh, definitely.

731

:

Actually, there is something quite

similar, uh, here, at least, uh, in

732

:

the town where I live in September,

we have a sort of day where we collect

733

:

all the litter, um, partner with, uh,

an NGO, which is called LegAmbiente,

734

:

um, sorry, sort of environment team.

735

:

Uh, but it's not, uh, at the moment, for,

for what I, for what I know, uh, it's

736

:

not, uh, integrated in school programs.

737

:

And I think that that would be so

powerful because, uh, especially a

738

:

primary school, and this is a big problem.

739

:

This is something that my ambition would

like to solve in the next few years.

740

:

So, um, all these, uh, uh, education

program are up to the teacher

741

:

as you sound, and there is no.

742

:

Uh, mandatory level or

no official program.

743

:

So, uh, it's quite a pity because

there are students that are lucky

744

:

because of the fact that the teacher

has quite a, uh, this kind of

745

:

sensitive, uh, uh, sensitiveness,

uh, to, to, to, to this kind of

746

:

topics and others that have no clue.

747

:

Uh, and, and, and so this is

something that is, you know, is

748

:

making me mad, um, for sure, for sure.

749

:

There is also a need of, uh, of, of

this kind of, uh, program to, as you

750

:

said, uh, uh, help teacher also, uh,

you know, uh, educate better the kids

751

:

and, and, and fill a sort of gap at

the moment in the school programs.

752

:

Yeah, absolutely.

753

:

Absolutely.

754

:

. Thank you.

755

:

Thank you.

756

:

And how about on the other

side of the Atlantic Ocean?

757

:

I haven't heard of anything,

but I don't know actually.

758

:

Yeah, I could ask some teachers.

759

:

. WWW, if you would, that would be great.

760

:

'cause any, uh, you know, it's

interesting, I have a feeling that

761

:

there are some places that it's not

suitable to have families cleaning

762

:

up outside and that, you know, I mean

that, that it may be not suitable.

763

:

And then there are other

places that it might be ideal.

764

:

Um, I dunno, in Montana

you have bears, don't you?

765

:

We do have bears.

766

:

And I was thinking, I think it

might be really fun, uh, in the

767

:

bigger towns, um, to bring your

cloak and the crown and just that.

768

:

I loved your story about you

exhibiting it in a art gallery.

769

:

Yeah.

770

:

Yeah, and I think that would be

brilliant, uh, because in small towns,

771

:

there is not that much happening.

772

:

So you don't see much litter

in small towns and villages.

773

:

But in the bigger towns, uh, and where

there are colleges in Montana, I think

774

:

the program, I think the cloak would be

amazing to get it to some, uh, galleries,

775

:

and I think that might be the way for,

uh, uh, in Montana, uh, for, uh, how to.

776

:

enter the scene and then through parents.

777

:

Lovely.

778

:

Well, I will get a little boat

and I'll come over and, uh, and

779

:

then I'll walk across to Montana.

780

:

It could be a few years before

I get there, but Oh, wonderful.

781

:

Thank you.

782

:

Always invited here.

783

:

We have a space.

784

:

Okay.

785

:

Well, I might just get the plane then, so.

786

:

Come on over.

787

:

Oh, totally.

788

:

Yeah.

789

:

And I'm in it, really.

790

:

My brother in law visits Montana regularly

to go fishing, and he has a great time.

791

:

Oh.

792

:

We have a local museum.

793

:

It's a very tiny museum, but you're

just making me think about this.

794

:

And they have a whole toddler display.

795

:

It's a display, like small

children display on recycling.

796

:

There's a wooden recycling truck and

you have to pick up wooden pieces and

797

:

decide if it's organic or, you know,

what it is and put it in the right slot

798

:

and the light lights up and there's,

there's this whole display for little

799

:

ones and, um, it's a community, like

a community library, um, uh, museum.

800

:

And, uh, I'm wondering about that kind

of thing because they often do programs,

801

:

um, Uh, and then we have another big, big

organization who I actually know someone

802

:

who works there called Science World.

803

:

And it's a, it's sort of an iconic

ball shaped structure in Vancouver.

804

:

You may have seen pictures and it's

a science thing and they often do

805

:

a lot of environmental stuff and I

actually know someone who works there.

806

:

Wonderful.

807

:

Well, it could be, uh, that, that an

organization like that could actually

808

:

become the sort of the hub of Picker

Pals, whatever about the cloak.

809

:

And, uh, you've made me, you've

got me thinking about, Obviously,

810

:

because I suppose we want to sort

of minimize people going around the

811

:

world really, don't we, in a way.

812

:

So in, we had something recently in

Dublin, which was a portal and it was in

813

:

the street, but you could see New York.

814

:

Um, and so maybe instead of sending,

instead of somebody, you know, me going

815

:

with a cloak around the place, that you

would have some sort of interactive,

816

:

Meet the clerk, you know, meet the

clerk, show, show, litter, show each,

817

:

litter port, trash portals, I don't know,

818

:

um, so that, yeah, so I guess that's

what we're doing now, isn't it,

819

:

really, yeah, okay, let's do it.

820

:

That's cool.

821

:

That sounds good.

822

:

Yeah, let's do it.

823

:

Thank you.

824

:

Excellent.

825

:

Well, thank you.

826

:

Yeah.

827

:

. I'm feeling inspired for

my, for my dinner now.

828

:

Awesome.

829

:

Thanks.

830

:

Great.

831

:

Lovely to chat.

832

:

You've been listening to Carbon

Sessions, a podcast with carbon

833

:

conversations for every day with

everyone from everywhere in the world.

834

:

We'd love you to join the Carbon

Sessions so you too can share your

835

:

perspectives from wherever you are.

836

:

This is a great way for our community

to learn from your ideas and

837

:

experiences, connect and take action.

838

:

If you want to add your voice to the

conversation, go to thecarbonalmanac.

839

:

com.

840

:

Org slash podcast and sign up

to be part of a future episode.

841

:

This podcast is also part of

the Carbon Almanac Network.

842

:

For more information to sign up for

the emails, to join the movement,

843

:

and to order your copy of the Carbon

Almanac, go to the carbon almanac.org.

844

:

Be sure to subscribe and join

us here again, as together

845

:

we can change the world.

All Episodes Previous Episode

About the Podcast

Show artwork for CarbonSessions
CarbonSessions
Carbon Conversations for every day, with everyone, from everywhere in the world.

Listen for free

About your host

Profile picture for Carbon Almanac

Carbon Almanac

When it comes to the climate, we don’t need more marketing or anxiety. We need established facts and a plan for collective action.

The climate is the fundamental issue of our time, and now we face a critical decision. Whether to be optimistic or fatalistic, whether to profess skepticism or to take action. Yet it seems we can barely agree on what is really going on, let alone what needs to be done. We urgently need facts, not opinions. Insights, not statistics. And a shift from thinking about climate change as a “me” problem to a “we” problem.

The Carbon Almanac is a once-in-a-lifetime collaboration between hundreds of writers, researchers, thinkers, and illustrators that focuses on what we know, what has come before, and what might happen next. Drawing on over 1,000 data points, the book uses cartoons, quotes, illustrations, tables, histories, and articles to lay out carbon’s impact on our food system, ocean acidity, agriculture, energy, biodiversity, extreme weather events, the economy, human health, and best and worst-case scenarios. Visually engaging and built to share, The Carbon Almanac is the definitive source for facts and the basis for a global movement to fight climate change.

This isn’t what the oil companies, marketers, activists, or politicians want you to believe. This is what’s really happening, right now. Our planet is in trouble, and no one concerned group, corporation, country, or hemisphere can address this on its own. Self-interest only increases the problem. We are in this together. And it’s not too late to for concerted, collective action for change.