As part of my bicycles-for-girls-education PhD, I am always on the look out for inspiring projects where bicycles create change. This week, I came across a join venture between CAMFED and The Clara Lionel Foundation from a few years ago. Enjoy! NG.
Image: CAMFED
CAMFED and The Clara Lionel Foundation delivered over 1,000 bicycles to girls and young women in the Salima District of Malawi.
These bicycles are part of a comprehensive aid program offered to high school students, with the potential to revolutionize the opportunities for girls who confront up to 10km (6 miles) commutes to and from school.
The success and longevity of this initiative will depend on the CAMFED Association (CAMA) network, as they acquire proficiency in entrepreneurship, bike upkeep, and repair skills.
The collaboration between CAMFED and the Clara Lionel Foundation is facilitating the continuation of secondary education for 7,500 Malawian girls, a crucial effort considering the low 30% enrollment rate of females in secondary school due to insufficient facilities and long distances.
These bicycles has generated a lot of attention in rural communities where girls often face challenges commuting to school, such as exhaustion and hunger from walking and attending to household duties. The bicycles provide a pathway for academic success in rural areas.
This programme is part of a wider and multifaceted strategy to remove obstacles to girls’ education, which also includes paying for school fees, peer mentoring, supplying necessities like sanitary pads, and bridging huge distances from home to school.
The Malawian alumni of CAMFED programmes are essential to bringing about change for the next generation of females. CAMA members serve as mentors and role models in rural areas where there are few female teachers and professionals. So far alumni have helped 20,000 females pursue education in just five years.
The Clara Lionel Foundation is a non-governmental organization founded by the singer and entrepreneur Rihanna in 2012. The foundation aims to support and fund education, health, and emergency response programs around the world. It prioritizes initiatives that promote education and provide access to healthcare in impoverished communities, particularly for girls and women. The foundation also works towards disaster relief and climate change resilience. The foundation partners with local organizations to achieve its goals and has provided significant support to countries in the Caribbean, Africa, and the United States.
CAMFED
CAMFED (Campaign for Female Education) is a non-governmental organization that aims to eradicate poverty and improve the educational opportunities of girls in sub-Saharan Africa by supporting them through primary and secondary school and into adulthood. The organization provides assistance with school fees, mentorship, and life skills training to ensure that girls are able to complete their education and become confident and economically independent leaders in their communities. Since its founding in 1993, CAMFED has helped over 4 million students in Zimbabwe, Zambia, Ghana, Tanzania, and Malawi.
Like most others, I’ve been working hard managing myself, family, work, teaching, research, community, bike riding and a myriad of other commitments.
Usually, I can do this well. Other times not so much.
If I am honest, I am feeling tired… like… REALLY tired.
I worked hard during COVID to support the students, staff and colleagues I work with and despite looking after myself, I can feel my adrenals burning out.
So many of us live in a constant state of stress, rushing from one task to the next with little time to rest or relax – and this can have a serious impact on our physical and mental health.
As I come to the end of this year and look ahead…now is a good time to take a break.
Taking a break is essential for maintaining health and well-being.
It gives the body, brain and spirit a chance to recover from the constant demands of society, the workplace and our relationships with ourselves and others – and the need to constantly ‘be on’ ALL THE TIME!
It can be exhausting.
So, for the first time since I started this blog six years ago, I’m taking a break. I’m taking time to recharge, refocus and refresh.
During this break, I’ll be reflecting on riding, teaching, work and my PhD. I’ll also be reassessing my priorities, health and current life direction.
I’ll be back in 2023 with more inspiring bike-related projects.
Until then, take care friend! I hope you also take some time to recharge.
Happy holidays all!Instead of celebrating Christmas, I celebrate the holidays. As we wind up for the year, my thoughts turn to ‘t(r)ail’ holidays and riding bikes with four-legged friends. The December break is a wonderful time to get out and visit your favourite trails and explore new ones. Riding mountain bike trails with your dog is one of the most enjoyable things you can do. To whet your whistle, here’s an offering from Kona which introduces Rosco the mature trail dog and his MTB owner Lacy. This short video puts together all the best things about MTBing with furry friends – and more. Enjoy! NG.
Roscoe the trail dog and Lacy. Image: My Kona Lacy Kemp (video still).
The company of dogs when MTBing is the best feeling in the world. They love to explore new places and meet new people – and they ALWAYS love being on trail.
I’m a BIG fan of bikes and dogs. I’ve previously shared stories like:
When you ride with a dog, you are never alone. You always have someone to keep you company and make you laugh.
Dogs are also great motivators. They always want to go faster and harder than you do, which can push you to ride at your best.
Plus, there’s nothing like the feeling of cruising through the woods with your best buddy by your side.
I love riding with my 11-year-old trail dog Zoe. Zoe is a fit and keen kelpie who loves the outdoors and we have had many happy trail adventures together.
Recently I saw this short video (below) by Kona. Kona is an American bike manufacturing company so it makes sense they would promote themselves as gender-inclusive, exciting, and approachable for a range of riders.
Rosco is a nearly retired trail dog. At 11 years old, he’s still got plenty of spunk, but these days he prefers to lounge at home while his human counterpart hits the trails – but not always! Lacy started riding mountain bikes with her dog Rosco as soon as she got him, and the two have been shredding together ever since.
These days when they ride together, they do 30mins ‘old-man laps’ so Rosco can still get his paws dirty.
They take it slow because Rosco needs a few rests along the way – awww bless!
I agree with Lacy that you always learn new lines following your dog.
As an avid night rider – I loved seeing Lacy shed in the evenings, although we don’t get snow where I live, so seeing that was next level for me.
Lacy likes snowy night rides because its ‘like riding sugar’ and its where ‘shadows pop’.
Most riders can relate to Lacy’s sentiment when she says:
‘I feel weird, I don’t feel whole if I don’t get out on my bike.’
Whether you’re a seasoned veteran or a first-time rider, we all feel the joy of riding mountain bikes with dogs. And if you haven’t managed to do this recently, this video will help until you do!
So next time you hit the trails, be sure to bring your furry friend along for the ride.
In the previous blog post, I detailed a project I was involved in earlier this year called Reading with Reciprocity run by The Ediths. In that post, I explained the contributor’s brief, what we did and how we did it. In this post, I am excited to share the final output that contributors cocreated. It’s such a wonderful way to wrap up the year. What a project! So exciting! Great ideas on how to research more generously. See more below. NG.
Image: The Ediths
The Ediths are a feminist interdisciplinary research collective based at Edith Cowan University in Western Australia. The collective uses socially engaged creative methodologies to conduct ecologically responsive research.
I am delighted to announce the Edith’s Reading with Reciprocity Project has just been released. Congratulations to the organisers, Mindy Blaise, Jane Merewether and Jo Pollitt and to all book responders.
I was very honoured to be invited to contribute to this project and to have my book response included.
Reading with Reciprocityis an initiative by The Edith’s inspired by the Civic Laboratory for Environmental Action Research’s (CLEAR) blog post,#Collabrary: a methodological experiment for reading with reciprocity (2021), which draws on the scholarship of Joe Dumit (2012), Zoe Todd (2016), and Eve Tuck (2017) to learn reading practices that are “humble, generous, and accountable” (CLEAR, 2021). We were interested and impressed with the ways in which this methodological experiment was creating reading practices grounded in a feminist ethic committed to making room for diverse knowledges.
This initiative began by first curating a list of books based on the research interests of the membership and our commitment to privileging different voices. After sending out an expression of interest, we were surprised and humbled at the overwhelming response to the invitation and selected 11 members to take part in Reading with Reciprocity. Similar to the care taken in deciding which books to read and review, we also selected members with consideration and intention, including representation of early career, mid-career, and experienced researchers. Because we see the roundtables as part of postgraduate supervision and an expanded form of mentoring, some of the students we supervise were also selected to participate.
Those who took part in Reading with Reciprocity were asked to read the (CLEAR) blog post, #Collabrary: a methodological experiment for reading with reciprocity (2021) and then submit a review that was based on reading a selected text with reciprocity. We hoped that participants would reciprocate the gifts that the authors had given in their writing.
Reimagining how we might read and review these books with care, reciprocity, and generosity ended up not being as easy as we first thought. It is clear that there is such a dominant way of reviewing work that makes being generous to authors so out of the ordinary and unsupported in the academy. We have to do better! Reading with Reciprocity is one way that we can do this work, individually and as a community of scholars who are interested in doing academia more kindly and generously.
The Ediths
I enjoy being part of The Edith’s collective because the group’s ethics, topics and discussions align so well with my research and personal interests. When we meet, we focus on exploring the material and situated effects of environmental change on feminist bodies and practices and the relations between social justice, ecological sustainability, and Indigenous self-determination. This means a strong commitment to the decolonization of Western knowledge production.
Being part of this research collective creates opportunities for dialogue and collaboration among feminists from diverse backgrounds and to contribute to the development of more just and sustainable societies – such as this Reading with Reciprocity project!
It is so helpful for researcher-writers to have like-minded people to process, feed and be inspired by – I hope you have your own group that does this for you!
Earlier this year, I was invited by The Ediths to participate in a new project they are undertaking called: A feminist initiative towards reading with reciprocity.
The Ediths wanted to explore what it might look, feel and be like to work with #Collabary practices as a way towards becoming generous and accountable scholars.
For me, it was a toss-up between A/P Fikile Nuxmalo and Dr. Laura Rodríguez Castro. Both these scholars work have direct overlaps with my research interests.
In the end, given the direct application of Post-humanist/New Materialist approaches and because of the place-base(ness) of site-specific work (aligns with emplaced bike trails and accounting for other-than-academic/outside environments) with a deliberate engagement with First Nations, Black and People of Colour perspectives (which I have an ongoing interest in), I chose:
Once chosen, you get sent a copy of your selected book – and of course, that copy is yours to keep as a token of appreciation for participating in the project. Woohoo!
3) Using the Collaborary and Dumit resources/links above as inspiration, we are encouraged to experiment with one or more of these reading practices (close reading, constructive reading, positive, generous, slightly genealogical, methodological in focus, and ethical).
4) Then write a 600–800-word review that is informed by one or more of these above reading practices to show how a reciprocal, generous, and accountable review might be done.
We had a generous 6-weeks turn-around to get out work back to the organiser-editors who will then feedback our piece before release.
Once finalised, all project contributions will be publicly available on The Ediths website.
I’ll let you know how it goes!
On March 8th, A/P Deondre Smiles and A/P Max Liboiron did a #Collabrary Zoom session. Here, they discuss: Feminisms from Unthought Locations: Indigenous worldviews, marginalized feminisms, and revisioning and Anticolonial social science by Gaile Cannella & Kathryn Manuelito from the Handbook of Critical Indigenous Methodologies
What a perfect time to explore haunting and ghosts!
For our final NM SIG for this year, we are focusing on ghostly matters, and in particular Barad’s (2010) Quantum entanglements and hauntological relations.
Barad explores the disjointedness of time through electron behaviours, the nature of entanglement and the ethics of the Bohr/ Heisenberg Copenhagen meeting during WW2.
An ethics of entanglement entails possibilities and obligations for reworking the material effects of the past and the future. As the quantum eraser experiment shows, it is not the case that the past (a past that is given) can be changed (contrary to what some physicists have said), or that the effects of past actions can be fully mended, but rather that the ‘past’ is always already open to change. (Barad, 2010, p.266)
We are coupling this with the paper of Lisa Blackman (2019) exploring the organizational dynamics of knowledge and scientific truths in a digital age and the hauntological implications inherent in such processes.
To help us work with the haunting nature of our research, bring along a ghostly image or story to contribute to the mix.
What we did in this session
Janis did a wonderful job of preparing and hosting this session.
After our introduction, we did a series of warm up activities:
We then each had time to share our Ghostly Images.
Everyone had something different to share.
Some quick notes during this discussion:
Locations with histories and personalities, wants and needs, reverberations with bottle trees that ring and chime and send out affective resonances with musical sounds to alert, soothe and repel.
Hanging in the tree – like words hanging in the air…things unspoken and ghastly or ghostly
I cannot pass on until I have completed this task
Humans being so reliant on the visual – with the unseen, the ‘dis’embodied’, the othering is more acute and ‘real’? How can that be…the less concrete it is, the more real the impact?
We scare ourselves
We spook ourselves and others
Haunted by visions and experiences (PTSD), haunted by/in ‘life’
Haunted\haunting keeps returning to a moment??
Ghost is morally changed
Have intention to scare
Giving them agency to haunt us
Alan Soko – quantum gravity nonsense findings
Salvia Kind – a taxidermist bear in a playground
The Bridge to Terabithia & euphemisms apolitical and no-biological…adults conversations about death with children – so interesting!
Geoff Bright and Gabrielle Ivison – Ghost Labs & Social Haunting socialhaunting.com
How NOT to be a mountain biker – My Ghostly Matters
For my contribution, I shared a popular MTB YouTube video which had recently been amended to blur out some content that at the time the video was published in 2013 was published in full, yet more recently has been picked up and challenged in 2021. The section in question explains MTB trail terminology by using a derogatory term for trans people as a joke.
Instead of removing the whole video, the producers chose to blur out the audio and visuals for that section only, leaving an eerie, ghostly trace of what was before. This elision and its haunted digital edited intervention speak to how/why content might/is changed and what is made un/known in the process. Such questions are very in line with Lisa Blackman’s work (see the reading).
For those interested in knowing more, my source comes from the extremely popular video called How To Be A Mountain Biker by IFHT Films. This video has more than 7,194,034 views since being released 24th October 2013.
The ghostly data section is at: (Step 18) 2.25mins – 2.34mins and looks like this:
Here is the current, redacted video in full:
Stretching and Murmuring
This session was really inspiring and thought-provoking. Each participant brought something completely different and I felt my brain being stretched and poked into new and interesting directions.
I came away from this session with much to think about.
Here are some of those murmurs from the Barad reading:
“Our debt to those who are already dead and those not yet born cannot be disentangled from who we are. What if we were to recognise that differentiating is a material act that is not about radical separation, but on the contrary, about making connections and commitments?
An ethics of entanglement entails possibilities and obligations for reworking the material effects of the past and the future.
Ethics is an integral part of the diffraction (ongoing differentiating) patterns of worlding, not a superimposing of human values onto the ontology of the world (as if ‘fact’ and ‘value’ were radically other).
Entanglements are not a name for the interconnectedness of all being as one, but rather specific material relations of the ongoing differentiating of the world. Entanglements are relations of obligation – being bound to the other – enfolded traces of othering. Othering, the constitution of an ‘Other’, entails an indebtedness to the ‘Other’, who is irreducibly and materially bound to, threaded through, the ‘self’ – a diffraction/dispersion of identity.
What if the ghosts were encountered in the flesh, as iterative materialisations, contingent and specific (agential) reconfigurings of spacetimematterings, spectral (re)workings without the presumption of erasure, the ‘past’ repeatedly reconfigured not in the name of setting things right once and for all (what possible calculation could give us that?”
In Ireland, fewer than 1 in every 250 school girl rides a bike to school. This is despite the fact that bikes are an environmentally friendly and healthy mode of transportation. While the number of boys who cycle to school has been steadily increasing over the years, the number of girls remains relatively static. So why aren’t more girls cycling?
An Taisce is an Irish heritage charity that is working to address this issue. Their campaign is called #andshecycles aims at exploring the root cause of what makes teenage girls hesitant in commuting to their schools and colleges on bicycles. It was important to find out what was the cause, so the campaign involved interviewing many students, teachers, parents, and psychologists to get a solid grasp of what was going on.
One reason may be that teenage girls feel unsafe cycling on busy roads. They may also feel self-conscious about their appearance, especially if they don’t have the right equipment or clothing. Additionally, some girls may simply not have access to a bike.
The most common causes turn out to be peer-pressure, self-consciousness and harassment, which makes girls reluctant. Many girls said they feel ‘judged and intimidated’ by boys and men when cycling to school.
Image: Sticky Bottle
Many young girls expressed their concerns with the school uniforms which made it difficult for girls to bike. Some added on a lighter note that the helmets and high vis jackets can also scare off people from riding bicycles. It usually collides with the fashion statements. However, Caitriona Buggle from the campaign expressed that the addition of colourful helmets could make a statement that ‘Safety can be Sexy.’
Whatever the reason, it’s clear that more needs to be done to encourage Irish girls to cycle to school. The #andshecycles campaign is a step in the right direction, and with more awareness and education, hopefully more girls will soon be cycling to school safely and confidently.
An Taisce’s campaign #andshecycles was launched at Dublin’s Science Gallery. Many young girls attended the campaign and it went viral on social media.
The campaign’s panelists stressed the fact that girls needed more role models on wheels. It is necessary for an active and healthy lifestyle. Young girls were encouraged to get back on their bicycles.
Sylia Thompson from The Irish Times published an article (and video) on this issue and reported Jane Hackett, manager of the Green Schools travel programme as saying: “We have been working with schools around the country to increase cycling numbers for over ten years. Because of this work we realised that although teen girls wanted to cycle the numbers weren’t increasing at the same levels as their male counterparts. So we asked why, and #andshecycles was born.”
Let’s hope the #andshecycles campaign gets more Irish girls on bikes!
I’ve been missing meeting with other like-minded writer-researchers. So August this year, I had an idea to form a ‘student club’ where we could meet to talk about writing and share skills and hold events that helped us become better writers and researchers.
Well… I pitched the idea to three friends, and we made it happen!
We called it the Research & Write Studio or RAW for short.
(Actually, we called it GAWLERS first… see more below)
I just found out that RAW has been award Griffith’s New Club of the Year!
Woohoo! I am so proud!
A big thanks to all the inaugural members for trusting in me!
And an especially heartfelt thanks to Janis, Rebecca and Jenny for all their great input and effort in forming the Executive Commitee with me.
You guys all rock!
See below for more about RAW.
Nina (R) with other Griffith Uni Club Awards Friends.
Origins
Like most other educational institutions, Griffith University life and work changed profoundly in response to the recent COVID-19 ‘educational scramble’. Soon after moving online in April 2019, EPS HDR candidate Nina Ginsberg established an online ‘Show Up & Write’ space for students she knew as a way of staying connected, focused and productive. These sessions were regularly attended and participants said how useful it was to have a collegial space to talk, share, and create academic work. In break times, we asked questions, offered support, discussed our writing, and gave suggestions for improvements in a low-stakes and impactful way.
While Griffith responded to COVID and snap lockdowns by reducing staffing, decreasing services, and suspending many student professional development and networking opportunities until further notice, our study group flourished. As word of mouth about our group passed to others, ‘new’ people joined from all over Griffith. It was clear there was an immediate need for this group and so in June 2021, the main proponents (Nina, Janis, Rebecca and Jenny) decided to formalise this opportunity and open it up for all Griffith students and candidates. We call the group Griffith ‘Research and Writers Studio’, or RAW for short.
What we do
We are an online club bound by our commonality of academic work, research, and writing. Our club aims (see at end) articulate our ethics, commitment and focus. RAW members include undergraduates, postgraduates, and professional teaching staff who are also studying at Griffith. Our members come from all Griffith locations not only in Brisbane (26) and Queensland (10), but all over Australia (6) and around the world (6). We are proud to be a truly transdisciplinary group, transcending cultures, hobbies, degrees and programs, ages, gender, ability, locations, backgrounds, and personalities. This plurality in membership adds vibrancy, interest and new skills we would not otherwise have access to at Griffith elsewhere.
Editing Heptathlon by RAW President Nina Ginsberg. November 2021.
What makes us exciting
We began with 28 inaugural members in August 2021. This increased to 48 members in 6 weeks by end of September 2021 with no advertising, further attesting to the popularity and need for this club. At a time when many other clubs have slowed activities, RAW has expanded in response to member needs, thus standing out as a unique, reliable and reassuring hub for Griffith students and candidates in progressing their university work.
What makes us so exciting as a new club at Griffith is that we are a cheap, open access and inclusive club for all. We are also lockdown proof, independent of university-dictated content and wholly needs-based and our events are run by RAW members for RAW members – meaning members gain valuable presenting and leadership experience. We are a grass roots club that continues to grow organically and is responsive to member’s needs.
One of RAW’s greatest features is that we are not defined by, or exclusive to, any particular educational discipline, cultural background, sporting or personal interest. On the contrary, RAW incorporates and celebrates disparate characteristics, harnessing these valuable differences in diversity collectively, so members collaboratively learn with other members, not learn about each other as separate from others in most other contexts. And it has been a smashing success!
Our membership includes Griffith researchers and writers who are First Nations, international students and speakers of languages other than English, mature aged and returning to study, first-in family, differently-abled and adaptive learners, part-timers, single parents and many others – including a wide range of cultural backgrounds. Being online means we are not bound by campus restrictions or scheduling, so RAW operates anywhere (across all Griffith campuses, remotely, online and for those on-campus as well) and at any time (for example, we have a 24-7 open online, drop-in ‘study’ space where local, national and international members meet). This enables multiple opportunities for social connections as people study and work from a myriad of locations.
As well as study group spaces, we offer a range of writing, editing and university skills workshops (see some examples below) which can be joined virtually in real time or accessed asynchronously via recordings. This means our events are equitable and accessible to all members. Our club allows for networking and skill sharing and provides opportunities to broaden minds and sharpen transferable capabilities. We have an active Teams site that is our communications, events and resource space where we also notify members of other (external) writing and editing events of interest so members can expand skills and contacts within and beyond the RAW cohort.
Screenshot of RAW’s Get ahead for T2 classes (Session 2): Rediscover your motivation! July 2021. This session was run by RAW Vice President, Wiradjuri woman & Griffith PhD Candidate, Ms. Jennifer Campbell
What is our future?
Our vision is to allow the club to grow and to continue to offer a range of academic skill workshops not provided elsewhere, while providing online participation and facilitation. We seek to connect people with our overarching purpose of enhancing our research and writing capabilities.
Some 2021 RAW events already held:
Show Up & Write Space – 24/7, online, drop-in study space.
Early Bird Study Sessions – every weekday 5am -7.30 am.
Inaugural Annual General Meeting.
RAW Coffee & Chat: Member Drop-in Meet-and-Greet. (1-hr)
Get ahead for T2 classes (Session 1): Leveraging course profiles. (1-hr)
Get ahead for T2 classes (Session 2): Rediscover your motivation! (1-hr)
Get ahead for T2 classes (Session 3): Start(ing) class right. (1-hr)
The Dark Academy (and how to survive it). (2-hr symposium)
Getting Feedback on Thesis Writing (HDRs). (1-hr)
Goal Setting Bootcamp. (half day intensive)
How trees help us write better sentences by RAW President Nina Ginsberg. December 2021.
Research and Writer’s Studio Aims
Aim 1. To present academic writing and research in influential ways to diverse audiences. Develop and grow fundamental and advanced academic, writing and research skills and experience through a range of online and in-person opportunities. These include exclusive focused study groups, writing, editing and specialist workshops, writing process forums, accountability writing groups, skill drill sessions, special events and writing retreats and targeted academic skill sessions. These events consolidate and extend transferable oral, written and visual communication skills underpinned by positivity, engaged expression and critical evaluation of information, argument and opinion. Applicable for all levels of study across all disciplines.
Aim 2. To build confident, competent, and collaborative identities.
An inclusive and safe space to share university, writing and researching experiences. Instead of the usual teach-to model, this club moves towards a learn-with approach. Members are X to pursue their own academic and professional goals in ways that are productive, thoughtful, engaged and self-directed. Supporting a passion for lifelong learning through achievement, capacity and mastery. Provide opportunities for leadership and active engagement. Connect members with additional editing, proofreading, mentoring and/or other academic support services if needed. Interaction between Ph.D, Masters, Honours and undergrads is encouraged. To build relationships within and beyond the physical campus by establishing a collaborative and diverse community of practice.
Aim 3. To extend, challenge and share innovative, creative, ethical, and positive writing-research-action.
Provide members with opportunities to develop their own personal and professional goals. Respecting and strengthening engagement with First Nations, cross-cultural, and individual or cultural diversity people, culture, perspectives and lifeworlds. This club adheres to an ethical code of conduct based on compassion, positive change and social and environmental responsibility and action. This club supports members to be intrepid and innovative in their writing and research endeavours to initiate, develop and implement new ideas and projects.
In the bustling city of Edmond, it can be difficult to keep up with watering all of the urban planters. However, one man has come up with a solution: a solar-powered tricycle that can reach even the most hard-to-reach planters.
Edmond local, Travis Kennedy, has devised an ingenious solar-powered plant watering bike after noticing that the big watering trucks that serviced the curbside planter boxes couldn’t reach them all.
He came up with the idea after meeting a local cafe owner who was using an e-bike to deliver coffees – and so put two and two together!
With the help of Travis Kennedy’s bicycle and some solar power, Edmond residents are now able to water their hard-to-reach urban planters from the bike lane.
The tricycle has a 70-liter water tank run by a solar-powered electric pump. The attached hose pushes the water with the help of this electric pump. The bike is one-seater and it carries its solar panel and is a great investment in the environment. It is outfitted with a tank of water and a hose, allowing users to pedal around and water their plants while they get some exercise. The solar-powered pump ensures that the tricycle can be used even on cloudy days and doesn’t require any extra energy to operate.
The tricycle is also available for use by anyone in the Edmond community, and it has already been put to good use by residents who are passionate about keeping their plants healthy.
In addition to watering plants, a similar style of tricycle could be used for other tasks such as delivering food or supplies to people in need and so is a valuable asset to the Edmond community.
With this new invention, keeping Edmond’s urban planters and community happy is a breeze!
