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Having moved to New Hampshire almost a year ago — after a six year courtship with the Free State Project — let me tell you what I would do were I just now thinking about the Free State Project and whether I wanted to join it, help it out, and/or move here.So, consider this my suggested steps. What you do and the order you take them are entirely up to you and will very likely be different, but I wanted you to benefit from what I would do now that I’ve experienced the process. :)Here are the steps that I would follow:Connect virtuallyUnderstand its Historical ContextAttend a Big EventChoose a NH RegionSign Your Pledge to MoveVisit/Vacation in NHSchedule Your MoveAfter Your MoveHelp Out: Assist the FSP from your state.Step 1: Connect VirtuallyLet’s get you connected online with the core Free State Project sites. This way, you can get a sense of what is happening today and that will help you envision what you might want to do were you to live in a free state.These four sites will start your journey. [Footnote 1]Free State Project WebSiteRead the tabs for the Mission, the NHAdvantage, and the Community,Do not yet sign the Pledge to Move, unless you are ready to commit to move here . We will be disappointed if you don’t move, so hold off until you are sure.But do sign up to be informed about future Free State stuff. (And then check your Spam folder for whether your less-than-libertarian email filter is throwing your FSP info away in the hope you won’t see it.)And then spend the majority of your time reading the blog contributions of various Porcupines — the personal stories of people, like you.The most pertinent to you will be the “New Mover stories”: how people like you first heard about the FSP, learned more about it, came up to visit, decided to move here, made their move, and what they’ve learned about freedom, about NH, about the FSP, and about themselves since they’ve been here. (There are also stories about events and projects porcupines are undertaking, and various porcupines’ reflections. )Scroll back about a year or so, and then see if you’re up for more.Free State Project Facebook Page This official FSP Facebook page will give you the most curated view of what’s happening today. Click “See notifications first” so that you get this baseline information.Free State Project Facebook Closed GroupThe FSP closed group allows you to read questions from other potential movers. A group of knowledgable Free Staters (“FSers” or “porcupines”) volunteer information and links and suggestions. Look back on prior questions, and then ask your own specific questions and get help (e.g., Plan a visit {Step 6}.).Step 2: Understand its Historical ContextNow that I have you connected, take a step back for some historical context.2a) VideosDedicate a couple of evenings to watch some videos:Who best to introduce you to the Free State Project than Jason Sorens himself:In this interview, Jason reflects on the fifteen years since he first proposed creating a free state.In 2014, we Free Staters crowdfunded a glossy video about why you should move to New Hampshire and join the project: “101 Reasons: Liberty Lives in New Hampshire” Famous libertarians and early movers share the advantages of moving to NH to grow freedom.in 2016, the migration was triggered. In this video, the then leaders of the FSP reflected on our transition from convincing people to pledge to move, to porcupines actually moving to New Hampshire.In 2010, a (nonlibertarian) documentarian featured the Free State Project. It is very sweet.Look in the Comments below for additional links. In the meantime, you can mine the FSP channel:Free State Project YouTube Channel2b) Historical DocumentsThese document the origin of the Free State Project.2001: Jason Sorens: Announcement: The Free State ProjectThis is the 2001 announcement of Jason Soren’s brainchild. Of course, it evolved, but it is alway nice to know the root.2001: Jason Sorens: Update: Free State ProjectJason received a lot of comments on his original announcement. Here he responds. The most important change is he took secession (his area of research) off the table as core for the FSP.2003: Escape to New Hampshire (Report)Michelle Dumas reflects on what turned out to be the first PorcFest, something called at the time “Escape to New Hampshire”, which was an attempt to encourage libertarians to choose New Hampshire for the Free State Project.2003: Choosing NH (Report)Joseph Spear outlines the process by which the FSP selected NH.Look in the Comments for additional documents.2c) PodcastsOf course, the Free State Project has been talked about in detail on a variety of liberty podcasts. A selection:Brian Nichols: Ep86: Carla Gericke and the Free State ProjectTom Woods: Ep1168 Libertarian Victories Do Exist: Here's Exhibit AFree Man Beyond the Wall: EP114: Rodger Paxton on The Free State ProjectLiberty Entrepreneurs: EP86: What is the Free State Project? from Liberty EntrepreneursSurvival Podcast: Ep888- Carla Gericke from the Free State ProjectWe Are Libertarians: EP34: The Free State Project and LBRY with Jeremy KauffmanPart of the Problem (Dave Smith):Libertarian Institute: EP165: Smashing the Myths of the 'Free State Project'2c) Notable ArticlesA few articles written by mainstream sources have been positive, but most media are anti-liberty, so, they eye-roll and fear-monger. Here is a cross-section. (We’ll add more in the Comments section.)2003: Guardian: 'Free staters' pick New Hampshire to liberate for sex, guns and drugsThe Guardian explains to its readers how we, who according to them promote prostitution, have selected New Hampshire to create “an autocratic territory”.2003: NYT: Libertarians Pursue New Political Goal: State of Their OwnA shoulder shrug.2003: Boston Globe: Free State Project pushes limits of liberty in N.H.The Boston Globe warns how government services will be stretched to the limit if Free Staters move to New Hampshire.2011: Slate: Libertarians Pursue New Political Goal: State of Their OwnThis leftist article focuses on those civilly disobedient street activists in Keene NH. (This was a massive focus of early press about the FSP, but only a small part of the FSP community.)2015: Reason: New Hampshire Democrat: 'Free Staters are the single biggest threat the state is facing today'Reason reports on a Democratic representative who calls the Free State Project the biggest threat to New Hampshire.2016: Mother Jones: Why libertarians are (still) plotting to take over New HampshireProgressive/socialist magazine covers us more neutrally than one would think.2d) Media MiningOf course, there’s a lot more (mostly negative) MSM press about the FSP. Here are a few sources to see their concerns, their curiosity, their dismissals, and sometimes their interest.Reason Magazine Articles on the FSPThese will be more positive, although the early ones cover the Keene civil disobedience era more negatively.NH Public Radio Negative and positive coverage from NHPR.The New Hampshire Union Leader articles on FSP The main state paper covers the grittier side of FSP.Free State Project WatchThe main authoritarian opposition to the Free State Projects. It considers bringing freedom-oriented people to NH a bad thing, and emphasizes past bad behaviors of some Free Staters as determinative of all Free Staters. You know you’re over the target when you get directed flak..Step 3: Attend a Big EventThe Free State Project puts on two major events a year. This is an excellent time to visit, to meet porcupines, and to plan on coming back.You have two choices:Option 1: PorcFest - The Porcupine Freedom Festival: June in Lancaster, NHPorcFest is held at the end of June in northern New Hampshire. It’s a pain to get there, but once you’re there, you’ll be happy you have escaped authoritarianism and are now in the beautiful mountains.This event is great if you like parties. There are many official speakers, but most of the fun activities take place in the campgrounds. The costs are dirt-cheap, especially if you camp and get your tickets early. (I usually spring for a room in one of the nearby motels, cause my days of sleeping in tents are over.)Over years it has tried to appeal more to families. I took my pre-teen up there twice and she loved it. <1230> <1230>PorcFest is probably your best chance to talk to a wide array of porcupines about what creating a free state is about.The PorcFest website becomes live with information on the next upcoming PorcFest usually around January, but you can visit it year-round to see the previous event.I recommend the VIP package if you want to rub shoulders with the in-crowd and if you like drinking during a festival.I’ve written a couple of Quora answers using my experiences at the 2019 PorcFest, which should give you a flavor of the festival:1230: What is the Porcupine Freedom Festival (PorcFest) in New Hampshire like?1230: What is the Porcupine Freedom Festival (PorcFest) in New Hampshire like?1246: My Review of PorcFest 20191273: I feel safest amongst libertarians1273: I feel safest amongst libertariansOption 2: Liberty Forum: February in Manchester NHLiberty Forum is held in the beginning of February in the dead of winter in an attempt to prove to non-porcupines that one does not literally die in the cold. It is a conference, held at a hotel and featuring speakers, in the largest “city” in NH. It is much easier to get to, and is much more staid and conventional (at least for more free-form of the libertarians). The informal interactions are primarily around the hotel bar, and your joining folks to eat at one of the many restaurants.Do sign up for the tours, where you can talk to folks informally as you get to see NH outside of the conference. Spend time in the Exhibit Hall talking to the porcupines there. Especially go to the Quill party, which is usually the last night.I do not recommend the VIP package (at least, not from my experiences last year!)When you attend these events, introduce yourself to everyone and tell them your intentions.Collect names and phone numbers. You’ll need them for later steps..Step 4: Choose a NH RegionSo, by now, you have a pretty good sense of what we’re trying to do up here, and if you do have freedom in your bones, you’re itching to shrug off your chains and participate.Select one of the six regions in New Hampshire as your most likely landing place. You can always change your mind, but this will help you focus discussions and visits. :)If you don’t know which region to temporarily select, chat with the people whom you’ve met so far (e.g., on the virtual sites, or at PorcFest or at Liberty Forum). You should have also gotten clues about which is best for you from the big events (e.g., PorcFest features a well-produced event on the last day that introduces all the regions and gives you access to scores of people to talk about their region.)Just so you know, each region has sections that are “great for families” or “picturesque”. My characterizations below are gross exaggerations of tendency. (For example, my town Dover is fairly anti-freedom relative to the rest of NH (but not relative to where we were escaping from — Massachusetts), so you might not want to move to Dover if you might run for office.)Which Region Is Right for You?We porcupines break New Hampshire into six geographical regions, which have some general, different tempos and themes. Decide which you want to explore. (My description is below, but I link to other porcupines’ descriptions so you can get a range of perceptions.)Once you’ve tentatively chosen a region, sign up for the internet group for your region, and introduce yourself to them.Merrimack Valley: Urban, central, tech employment, singles, night activities, political, lots of porcs.Cities: Concord, Nashua, ManchesterMajor Towns: WeareManchester PorcupinesNashua LibertySeaCoast: Borders the Atlantic beach. High priced housing, historic, Bohemian, leftist, entrepreneurial, dining, arts & music.Major Towns: Portsmouth, Dover, ExeterSWELL Website: Upcoming Events - S.W.E.L.L.SWELL - Seacoast Welcomes Every Liberty Lover : The FB pageLive Free Before You Die Group : Social group for folks with more time on their hands (e.g., retired, self-employed)Lakes Region: 273 lakes and ponds, all surrounding the grand Lake Winnipesaukee, beauty, hiking.Major Towns: Laconia, Wolfeboro, and MeredithLakes Region Porcupines GroupNorth Country: Lots of space, quiet, affordable in the beautiful northern mountains.Major Towns: Littleton, Berlin{Additional description, }North Country PorcupinesUpper Valley: Farming. Affordable. Private.Major Towns: Hanover, Sunappee, and ClaremontUpper Valley Liberty CommunityMonadnock: More activism, younger, hiking.Major Towns: Keene, Greenfield, Jaffrey{Additional description, }Live Free MonadnockOnce you link up with your regional virtual group, chat with folks there via the group. Add folks to your list of contacts. (You’ll need them in Step 6…).Step 5: Sign Your Pledge to MoveYou’ve talked to lots of porcupines, heard and read their personal New Mover stories, and have thought about what type of contribution you want to leave the world around human freedom.If you haven’t already, you certainly should be ready now:Pledge to migrate to NH to create liberty in your lifetime:Sign the Pledge to MoveYou’re on your way home… :)..Step 6: Visit/Vacation in NHSo, you’ve attended a big event, you’ve monitored our discussions, you’ve read pro and con pieces about us, you’ve asked questions and met us porcupines, and yet your drive to create human freedom is strong enough that you remain undaunted and actually pledged to move!!?You may well be a porcupine!It’s time to visit us more informally but more purposefully — to explore housing, work, leisure, and connections.6a) Serious Virtual GroupsLet’s get you connected with three more groups. (You should have Signed the Pledge to join these.)FSP Welcome WagonThis FaceBook closed group is for liberty people who are serious about exploring moving. The porcupines on it are very knowledgable and very dedicated to helping you. Post that you are thinking about visiting, and ask for recommendationsFSP Housing Search This FaceBook closed group posts houses and rentals as they come up. This will give you a sense of the market.FSP Job Alert While professional work is not posted here (here will be mostly lower salary postings), this will connect you with others seeking employment. You’ll still have to network to find your professional job. (Or, maybe, start a business yourself.) But use this group to talk about the job scene in NH.6b) RealtorsWe have Free Staters who sell/rent 100s of homes to new porcupines like you. They know about everyone and every place and they can answer your questions and steer you to places that you are more likely to enjoy. There are names, but …<Note: Sorry, but because anti-libertarian trolls are employing Quora’s “Spam” rules to prevent you from getting any of this information, I am not able to list on Quora the names of Free Staters whom you can contact to get advice about living accommodations. But I do have a good list of folks. Feel free to PM me….>6c) Schedule a Date to VisitI recommend that you schedule your visit on dates that give you the most opportunity to meet other porcupines in your selected region, but don’t restrict yourself to just one region:The FSP Calendar of Liberty Events This amazing calendar contains most of the public liberty events that are occurring around the state. There is something happening almost every day!! I wish I had seen this before I moved, so, I’m telling you about it now. Check out this calendar and schedule your trip to attend as many of these events as you can, and introduce yourself to all the Free Staters there. Don’t be a weeny — drive and meet porcupines.Each region has regular events — schedule your visit accordingly. (Events within each region listed in my recommended order.)Merrimack Valley Regular EventsNew Movers Potluck: First Tuesday of every monthMerrimack Valley Porcupines: First Saturday of every month with speakers, in Manchester.Nashua Liberty Social: Every Sunday night for dinnerTaproom Tuesday: Dinner and drinks at a Free Stater’s bar every Tuesday at 5PTGIF Lunch: Lunch on Fridays at a caféCrypto Meetup: Learn about and use crypto, every Sunday night in ManchesterManchester Liberty Market & Mingle: Every third Saturday, in Manchester.Freedom Film Festival: Movie and discussion every Friday night in Weare.New Hampshire Libertarian Party: Dinner on first monday, in ManchesterTwos-Day Liberty Meetup: Every second Tuesday at a liberty bar in ConcordSeaCoast Regular EventsNew Movers Potluck: Third Sunday of the month for brunchLiberty Outreach Meetups: Every Thursday night. Location moves from Dover, Exeter, Rochester, to Seabrook, alphabetically by week of month (e.g., “D” Dover is first week; “E” Exeter is second week)FreeCoast Liberty Market & Mingle: Second Saturday of the month in DoverPortsmouth Dash Meetup: Every other week on Wednesday night. Learn to use crypto at local businesses to buy food and drink.(Most weekends: events at a clubhouse)Lakes Region Regular Events:Liberty Lunch Meetup: Every third Saturday, in BelmontNorth Country Regular Events:Porcupine Potluck: Third Sunday, in various locations, but often Berlin.Carroll County Liberty Meetup: Second Saturday of every month, in MadisonNorth Country Crypto Meetup: Irregular schedule, in various locations (Link)Upper Valley Regular Events:Liberty Tuesday: Last Tue of the month in West LebanonBardo Potluck Dinner at the Farm: First Saturday in CroydonFarm Friday with Friends: Kids event every fourth Friday lunchtime, in CroydonConversations in Crypto: Third Saturday, in ClaremontMonadnock Regular EventsLiberty Thursday: Every last Thursday in AlsteadUMLV (Upper Monadnock Liberty Meetup): Every third Tuesday, in HillsboroSocial Sundays: Have dinner at longest running liberty meetup in NH, in Keene.Breakfast Buffet: Every Wednesday morning in KeeneKeene Crypto Network: Learn about and use crypto in local businesses every six days (different day, different location) in KeeneBTW, I highly recommend that you visit at a time that you can attend one of the New Movers’ Potluck Parties (Manchester on first Tuesday (night) or SeaCoast on third Sunday (Brunch)) These are regular gatherings whose nominal purpose is to welcome people like you. (Service to you is also a great excuse for the community to gather. ) Check the FSP Calendar. (BTW, the name is a bit of a misnomer: as a new mover, you don’t take food to the “New Mover’s Potluck”: we take food for you.) ;)6d) Get a RoomNow, if you attended one of the Big Events (See Step 3), and you’ve been chatting it up on the boards (See Step 1 and Step 6A), you should have plenty of names of porcupines in your region of interest. Give ’em a poke and see if they’ll put you up. At the very least, have them recommend places to stay, things to see, food to eat, etc.Carol and I rented apartments via AirBnB three times in our region, taking three full weeks of vacation across three different years, but we’re a bit anal about our decisions, and I know of no other porcupine who did as much due diligence.Airbnb | New HampshireVrbo | New Hampshire6e) Tell us of your planned visit.Inform the FSP of your visit:Visit Us in New HampshireThis will probably get you in touch with the FSP Mover Coordinator, Chris Lopez. If you don’t hear from her, call her (603-263-0308) as you finalize your plans. She will make sure that you haven’t forgotten anything obvious and she’ll send out a note on FSP Welcome Wagon about your visit, to which I recommend you post the particulars you want to check out on your visit. We got great advice before we came for our last week long vacation.And then contact everyone you’ve collected on your list — from PorcFest, from Liberty Forum, from Porcupines FB page, from the FSP Welcome Wagon, from your regional FB page, etc. And post in your regional groups.Tell us which week you’re coming and where you’ll be staying. Schedule some meet and greets with folks. (For example, we threw a wine and cheese party at our AirBnB in the middle of our first vacation here. About 20 porcupines came.)NH boasts the highest concentration of liberty podcasters, of liberty bloggers, and of liberty Quorans. If you’re a follower (e.g., of me on Quora), send a PM!!!6f) Plan NonFSP ActivitiesSure, you’re moving here because it’s our best chance to experiment with human freedom at this moment of human history. But man does not live by freedom alone!Carol and I used TripAdvisor and friends and FaceBook events (look at the listed Events on the pages I’ve given you) to find a whole bunch of things to try out, given our interests. Let me share what we checked out. (Of course, your activities and adventures will differ by your region and by your interests.)My wife loves to paint and play her viola and sing. So, we visited art galleries, we attended chamber music and we talked to the lead violist of the Portsmouth Symphony Orchestra. We went to chorals. She brought her paints with intentions to paint, but we were so busy going to restaurants and dancing in bars that instead she snapped pictures for future paintings. (She’s working on one as I write.)I love more robust activities, so we hiked, and walked, and kayaked, and skied, and sailed, and swam. (A good group to talk outdoor activities is:PORC (porcupine outdoor recreation club)And we both love to dance to rock & roll music all night long, so, I found a different rock & roll music bar every night and we danced to live music.And we did touristy things and went to touristy spots and listened to historical docents. We ate at the Top Restaurants and breakfasted at the Top Breakfast Nooks.And we asked porcupines as well as NH natives we met (the AirBnB hosts are great sources) about what was fun and what was good and what we should definitely not miss out on.And I don’t think we missed out on much! :)Now, in our last visit we spent most of our week doing the touristy things and investigating nonlibertarian opportunities; we only met with Free Staters at one meetup. But we had had two other visits, and I had attended several PorcFests and Liberty Forums, so I had met a lot of folks. (Remembering everyone’s name was another matter. Write the names down!).7: Schedule Your MoveYou have an idea where to live, where you might work, whom to hang with, what to do when you’re here.Now come home to liberty.Welcome Wagon/Move-In Party: Besides all the regular things that one does to move to a new state, the one thing you want to do for sure is call Chris Lopez [email protected] to schedule a Move-In Party for you. Porcupines will greet your U-Haul and help you unload. (You supply the pizza and beer.) It’s is a great way to meet your neighbors, hear the inside scoop, and realize that you are now amongst friends.Inform the FSP/Be Counted: Let [email protected] at the FSP office know that you have made your move. You will then get an official mover number. :) (Mine is 1990, and Carol’s is 1991.)New Movers’ Potlucks: As of Oct 2019, there are two of them. One every first Tuesday in Manchester. The other less regularly on the third Wednesday in Dover. You just must come to these. Both of them!! And often!!And write down everyone’s name and tell them what you love to do and schedule things to do. This is your “Coming Home” party, and we’ll cheer ya, and listen to your stories, and give you goodies and pointers and introduce you to folks and connect you up with your interests. Check the FSP Calendar. (BTW, the name is a bit of a misnomer: as a new mover, you don’t bring food; we bring food for you.).8: After Your MoveYou’re moved in, you have assured your income and safety, and you are all ready to help create freedom.Here are my first recommendations:The FSP Calendar of Liberty Events: Go to as many liberty events as you can fit in every week. There’s something happening almost every day. Introduce yourself. Find out what other folks are working on. Try a few things on for size. (The first few things I tried, did not fit me!!) Put some miles on your car.I made a dedicated effort to go to at least two events a week, and I drove all around the southern part of the state.Porcupines Facebook Closed GroupThis is a raucous site. This is the central discussion board for we who have already moved, so, you can connect with what porcupines are thinking and debating right now. There will be dirty laundry here, but if you’re this whole liberty thing, you should be comfortable with a bit of spontaneous orderp. ;)New Hampshire Liberty Alliance: Join the NHLA (preferably, as a full paying member, but you can become a nonpaying member or (like me) a lifetime member). Volunteer to help out (e.g., read bills and make recommendations). They have regular trainings: after two hours you will be reviewing proposed New Hampshire legislation for its impact on human freedom. Visit a few subcommittee meetings and try your hand at testifying. NH is a small state, and you can have a big impact.Liberty Clubhouses: Visit the current liberty clubhouses (Two as of this date: in Manchester and in Dover) They will be different animals. If you believe that you fit in with either clubhouse, tell them that you would like to be considered for membership. (It might take a year or more!) But remember: You’re a libertarian. You can always start another liberty clubhouse or liberty group. There are plenty of liberty people here. :)New Hampshire - Americans for Prosperity: Join the Americans for Prosperity in New Hampshire. It’s the most libertarian branch, and they have great activities and good trainings. I came from the left, and I have not been uncomfortable with AFP so far.Volunteer: The fastest way to meet an assortment of people is to volunteer to help at one of the two big events (PorcFest, Liberty Forum). (See Step 3.) But if you’re meeting people you’ll hear of other events and shows and activities — jump in!Create: So, here’s the thing: We are starting up. If you have an idea, don’t whine to someone else about making it happen. Create it! Tell everyone about it and ask whether it excites others. But don't bitch; do. <1262>A few porcupines wrote another document about what to do once you’ve moved with some additional ideas.I wrote about the activities I saw in NH after just a few months in NH; it might give you a sense of what else you might want to explore:1153: How is the Free State Project impacting New Hampshire politics?And here’s a reminder of what we have all migrated here to do:1262: What objections do people have to the Free State Project?.Step 0: Help the Free State ProjectLet me end this by reminding you that regardless of whether you’re moving today, next year, or never, you can — and should — help create liberty in your lifetime in the Free State.Join the Free State ProjectSend some of your stored labor (i.e., Donate) to the Free State Project(Check whether your employer matches charitable donations.)Talk to your liberty friends about the FSP.Mention the Free State Project (e.g., friends, family, Reddit, FB, Twitter, radio talk shows, letters to editor)Suggest media interviews the FSP (e.g., newspapers, radio, blogs, TV, podcast, youtube channels)Amazon Smile: Make the FSP your destination for Amazon’s charity contributions when you shop at “Amazon Sign-In”Contribute to advertise the Free State Project on you favorite liberty media..See Related:1262: What objections do people have to the Free State Project?1230: What is the Porcupine Freedom Festival (PorcFest) in New Hampshire like?1153: How is the Free State Project impacting New Hampshire politics?1277: What advice would you give to someone who is moving to New Hampshire?1246: Review of PorcFest1176: Should I move to New Hampshire to build a local libertarian community?1229: How will the Free State Project attract 20,000 pro-liberty people to New Hampshire?0861: Do you plan to participate in the Free State Project?0539: Why live in authoritarian Boston rather than free state New Hampshire?0534: What is the intent of the Free State Project?1273: What do you think about libertarians?1158: Which state offers its citizens the most freedom?0995: I’m Moving To Free State New Hampshire1325: In what should a libertarian invest?1312: Could the US ever become a true free market economy?1244: What economies should economists study?1166: Q: Where’s Dennis? (A: Creating Freedom In NH)1003: How can we get rid of libertarians?→ Essays on <The Free State Project (FSP)> by Dennis→ Return to the <Table of Contents> for Dennis’ Libertarian Essays<, FSP,>

1ST MARCH CURRENT AFFAIRSContentsU.S. strikes a deal with Taliban to end 18-year-long Afghan warNo NSG waiver for India, says New Zealand Deputy PMAll benefits reaching right persons: PMJ&K uses 2011 data for delimitationGovt.’s total receipts at Rupees 12.82 lakh cr. in April-JanuaryNCBS method to detect virus associated with a rare skin cancerShanghai lab that first sequenced coronavirus genome shut downHealth outcomes of displaying art in hospitalsU.S. STRIKES A DEAL WITH TALIBAN TO END 18-YEAR-LONG AFGHAN WARFocus: GS-II International relationsWhy in news?The U.S. signed a deal with the Taliban on 29th February 2020 that could pave way for a full withdrawal of foreign soldiers from Afghanistan over the next 14 months.This represents a step towards ending the 18-year-war in the nation.Taliban leader calls it ‘day of victory’; Pompeo says victory will be achieved only when Afghans prosperIndia welcomes the agreement.Signing on Saturday Of an agreement between the United States and the Taliban has spurred hopes that it couldlead to an end to almost two decades of conflict in AfghanistanU.S. MILITARY BASES IN AFGHANISTAN•mp Marmal, Mazar-i-SharifShindand Air BaseCamp Arena, HeratTimeline of talksSeptember 2018:U.S. PresidentDonald TrumpSource: Graphic News, Reuters, APDetailsThe deal was signed in the Qatari capital Doha.India attended the landmark event of the long-sought peace deal as an “observer”.The United States said it is committed to reducing the number of its troops to 8,600 from the current 13,000 within 135 days of signing the deal.It also said it is working with allies to proportionally reduce the number of coalition forces in Afghanistan, if the Taliban were to adhere to its commitments.A full withdrawal of all foreign forces would occur within 14 months of the deal getting signed if the Taliban holds up its end of the deal.The agreement is expected to lead to a dialogue between the Taliban and the Kabul government that, if successful, could ultimately see an end to the grinding 18- year conflict.For U.S President Donald Trump, the Doha deal represents a chance to make good on his promise to bring U.S. troops home.The accord also comes amid a fragile political situation in Afghanistan.Relation Between India and AfghanistanBorders International Border Lines of India With Nepal China Afghanistan Bangladesh Pakistan Durand Line LOC LACRelations between the people of Afghanistan and India traces to the Indus Valley Civilisation.Between the 10th century to the mid-18th century, northern India has been invaded by a number of invaders based on what today is Afghanistan. Among them were the Ghaznavids, Ghurids, Khaljis, Suris, Mughals, and Durranis.India shares border with Pakistan and there is the Durand Line conflict between Pakistan and Afghanistan.The Republic of India was the only South Asian country to recognize the Soviet-backed Democratic Republic of Afghanistan in the 1980s, though relations were diminished during the 1990s Afghan civil war and the Taliban government.The Turkmenistan–Afghanistan–Pakistan–India Pipeline (TAPI), also known as Trans-Afghanistan Pipeline, is a natural gas pipeline being developed by the Galkynysh – TAPI Pipeline Company Limited. The pipeline will transport natural gas from the Galkynysh Gas Field in Turkmenistan through Afghanistan into Pakistan and then to India.What is the Durand Line?Pakistan Afghanistan Border Durand LineThe Durand Line is an international 2,430-kilometre border between Afghanistan and Pakistan.It was originally established in 1893 as the international border between British India and Afghanistan by Mortimer Durand, a British diplomat of the Indian Civil Service, and Abdur Rahman Khan, the Afghan Emir.The purpose was to fix the limit of their respective spheres of influence and improve diplomatic relations and trade.Although the Durand Line is internationally recognized as the western border of Pakistan, it remains largely unrecognized by Afghanistan.NO NSG WAIVER FOR INDIA, SAYS NEW ZEALAND DEPUTY PMFocus: GS-II International relationsWhy in news?New Zealand wants defined norms for entry of non-NPT states into NSG said New Zealand Deputy Prime Minister Winston Peters during his visit to Delhi in the last week of February 2020.Details of the visitThis visit was regarding bilateral trade and multilateral cooperation in the Indo-Pacific.New Zealand had Blocked India’s entry as a member of the Nuclear Suppliers Group (NSG) along with China and others in 2016, and The Deputy Prime Minister confirmed that New Zealand’s stand had not changed.New Zealand continued to ask the NSG to develop “fixed norms and criteria” for all non-signatories to the Non-Proliferation Treaty.India – New Zealand relationsIndia and New Zealand have cordial and friendly relations rooted in the linkagesof Commonwealth (Both the countries were a part of the British Empire) and parliamentary democracy.There are approximately 1,75,000 people of Indian descent in New Zealand –Both countries have been a part of the East Asian Summit -The East Asia Summit (EAS) is a regional forum held annually by leaders of, initially, 16 countries in the East Asian, Southeast Asian, and South Asian regions, based on the ASEAN Plus Six mechanism. Membership expanded to 18 countries including Russia and the United States at the Sixth EAS in 2011.What is the Nuclear Suppliers Group (NSG)?The Nuclear Suppliers Group (NSG) is a multilateral export control regime and a group of nuclear supplier countries that seek to prevent nuclear proliferation by controlling the export of materials, equipment, and technology that can be used to manufacture nuclear weapons.The NSG was founded in response to the Indian nuclear test in May 1974.The test demonstrated that certain non-weapons specific nuclear technology could be readily turned to weapons development.Nations already signatories of the Nuclear Non-Proliferation Treaty (NPT) saw the need to further limit the export of nuclear equipment, materials or technology.Non-Proliferation TreatyThe Treaty on the Non-Proliferation of Nuclear Weapons, commonly known as the Non-Proliferation Treaty or NPT, is an international treaty whose objective is to prevent the spread of nuclear weapons and weapons technology, to promote cooperation in the peaceful uses of nuclear energy, and to further the goal of achieving nuclear disarmament and general and complete disarmamentThe NPT is often seen to be based on a central bargain: “the NPT non-nuclear-weapon states agree never to acquire nuclear weapons and the NPT nuclear-weapon states in exchange agree to share the benefits of peaceful nuclear technology and to pursue nuclear disarmament aimed at the ultimate elimination of their nuclear arsenals.”The treaty defines nuclear-weapon states as those that have built and tested a nuclear explosive device before 1 January 1967; these are the United States, Russia, the United Kingdom, France, and China.Four other states are known or believed to possess nuclear weapons: India, Pakistan, and North Korea have openly tested and declared that they possess nuclear weapons, while Israel is deliberately ambiguous regarding its nuclear weapons status.The Treaty has 189 States Parties, which is the largest number of any arms control agreement.However, India, Israel, and Pakistan have not signed the NPT.North Korea announced its withdrawal in 2003 and further announced that it had conducted an underground nuclear explosion in 2006 and 2009.Recently NSG was in news. What is/are the main function/s of NSG?1. Controlling the export of nuclear material, equipment, and technology.2.Transfer of nuclear-related dual-use materials, software, and related technology.3. Each member country must be informed about the supply, import or export of any nuclear-based product.A) Only 1B) 1 and 2C) 2 and 3D) 1, 2 and 3Ans: DALL BENEFITS REACHING RIGHT PERSONS: PMFocus: GS-II Welfare Schemes, PrelimsWhy in news?Every penny dispatched from Delhi was reaching its rightful beneficiary said the Prime Minister in Bundelkhand, where he had been to lay the foundation stone for the Bundelkhand Expressway.Details of the announcementOver 50,000 crore had been directly deposited into the bank accounts of around 8.5 crore farmer families in the country under the PM-KISAN scheme in the past year.Of this sum – 12,000 crore was deposited in the accounts of 2 crore farmers in U.P. itself.The PM Emphasized that this was done without the involvement of any intermediaries, without any recommendation or discrimination or bribes.In Chitrakoot, Mr. Modi launched 10,000 farmers producers’ organizations all over the country. A Farmer Producer Organisation (FPO) is a legal entity formed by primary producers, i.e., farmers. A PO can be a producer company, a cooperative society or any other legal form which provides for sharing of profits/benefits among the members.Benefits of the Bundelkhand ExpresswayThe expressway would alter lives in Bundelkhand, creating thousands of employment opportunitiesIt would Link the region to big cities.It would “speed up” the Defence Corridor that is coming up in the region.Bundelkhand would be known for making India self-reliant in the manufacture of arms and ammunition.About PM- KISANPradhan Mantri Kisan Samman Nidhi is a central sector scheme under the government of India which provides income support to the farmers and their families.PM-KISAN scheme was launched on 24 February 2019.Under this scheme, all small and marginal farmers will be provided with income support of Rs.6,000 per year in three instalments which will be deposited directly to their bank accounts.It is a Central Sector scheme with 100% funding from Government of India.It is under Ministry of Agriculture and Farmers Welfare.The main objectives of PM-KISAN scheme are:To provide income support to all eligible land-holding farmers and their families.PM-KISAN scheme also aims to supplement the financial needs of the farmers in procuring various inputs to ensure proper crop health and appropriate yields, commensurate with the anticipated farm income.The scheme is expected to increase the coverage of PM-KISAN to around 14.5 crore beneficiaries. It aims to cover around 2 crores more farmers with an estimated expenditure of Rs. 87,217.50 crores that will be funded by the Central Government for the year 2019-20.Some of the categories of beneficiaries who are NOT eligible for benefit under this scheme are:Any institutional land-holders.The farmer as well as any member of the family belonging to the following categories:Former and present holders of constitutional postsFormer and present Ministers/ State MinistersFormer or present members of LokSabha/ RajyaSabha/ State Legislative Assemblies/ State Legislative CouncilsFormer and present Mayors of Municipal CorporationsFormer and present Chairpersons of District Panchayats.Any serving or retired officers as well as employees under the Central/ State Government Ministries /Offices/Departments.All retired pensioners who get a monthly pension of Rs.10,000/-or more and belonging to the above category.Any individual who paid their income tax in the last assessment year is not eligible under this scheme.Professionals like Doctors, Engineers, Lawyers, Chartered Accountants, and Architects registered with Professional bodies and carrying out profession by undertaking practices.J&K USES 2011 DATA FOR DELIMITATIONFocus: GS-II GovernanceWhy in news?The new Union Territory of Jammu and Kashmir ( J&K) will be the only place in the country to undergo a delimitation exercise based on the population figures recorded in the 2011 census.Delimitation was last done in J&K in 1995.The latest readjustment of boundaries of constituencies in the States and other Union Territories has been done on the basis of the 2001 census and in future, it will be carried out based on the 2031 census.DetailsThe unique provision for J&K was enabled through an amendment introduced in the J&K Reorganisation Act, 2019.The Act passed by Parliament on August 6 bifurcated the State of J&K into the Union Territories of J&K (with a legislature) and Ladakh (without legislature).The J&K Assembly was dissolved in November 2018 and the region has been under Central rule since June 2018.Section 63 was introduced in the J&K Reorganisation Act so that the delimitation exercise can be conducted smoothly without overlapping with other provisions of the Delimitation Commission Act, 2002.The provision did not require any separate legislation as it was incorporated in the primary Act.The full Delimitation Commission is yet to be appointed.The delimitation will be done for 90 seats as 24 seats fall in Pakistan-occupied Kashmir (PoK).The exercise will take at least a year to complete. Till then, no Elections can be heldJammu & Kashmir Reorganisation Act, 2019Jammu and kashmir reorganisation Bill Union territories Ladakh Jammu and KashmirThe Jammu and Kashmir Reorganisation Bill, 2019 was introduced in Rajya Sabha on August 5, 2019 by the Minister of Home Affairs, Mr. Amit Shah.The Bill provides for reorganisation of the state of Jammu and Kashmir into the Union Territory of Jammu and Kashmir and Union Territory of Ladakh.The Bill reorganises the state of Jammu and Kashmir into: (i) the Union Territory of Jammu and Kashmir with a legislature, and (ii) the Union Territory of Ladakh without a legislature.The Union Territory of Ladakh will comprise Kargil and Leh districts, and the Union Territory of Jammu and Kashmir will comprise the remaining territories of the existing state of Jammu and Kashmir.The Union Territory of Jammu and Kashmir will be administered by the President, through an administrator appointed by him known as the Lieutenant Governor.The Union Territory of Ladakh will be administered by the President, through a Lieutenant Governor appointed by him.The High Court of Jammu and Kashmir will be the common High Court for the Union Territories of Ladakh, and Jammu and Kashmir. Further, the Union Territory of Jammu and Kashmir will have an Advocate General to provide legal advice to the government of the Union Territory.The Legislative Council of the state of Jammu and Kashmir will be abolished. Upon dissolution, all Bills pending in the Council will lapse.Delimitation Commission Act, 2002An Act to provide for the readjustment of:The allocation of seats in the House of the People to the StatesThe total number of seats in the Legislative Assembly of each StateThe division of each State and each Union territory having a Legislative Assembly into territorial constituencies for elections to the House of the People and Legislative Assemblies of the States and Union territoriesand for matters connected therewith.Delimitation literally means the act or process of fixing limits or boundaries of territorial constituencies in a country to represent changes in population.Delimitation is done in order to:Provide equal representation to equal segments of a population.Fair division of geographical areas so that one political party doesn’t have an advantage over others in an election.Follow the principle of “One Vote One Value”.The problems with delimitation are:States that take little interest in population control could end up with a greater number of seats in Parliament. The southern states that promoted family planning faced the possibility of having their seats reduced.In 2008, Delimitation was done based on the 2001 census, but the total number of seats in the Assemblies and Parliament decided as per the 1971 Census was not changed.The constitution has also capped the number of Lok Shaba & Rajya Sabha seats to a maximum of 550 & 250 respectively and increasing populations are being represented by a single representative.GOVERNMENT’S TOTAL RECEIPTS AT RUPEES 12.82 LAKH CRORES IN APRIL-JANUARYFocus: GS-III Indian Economy and Economic Development, PrelimsWhy in news?The government’s total receipts during the April 2019-January 2020 period of the current fiscal stood at Rupees 12.82 lakh crore, while total expenditure for the same period was Rupees 22.68 lakh crore.Tax revenue stood at Rupees 9,98,037 crore, while non-tax revenue stood at Rupees 2,52,083 crore.5,30,735 crore has been transferred to State governments as ‘Devolution of Share of Taxes’ by the Centre in the period under consideration India’s fiscal deficit in the first 10 months through January stood at Rupees 9.85 lakh crore or 128.5% of the revised budgeted target for the current fiscal year, according to government data released on 28th February.Devolution of Share of TaxesThe Indian federal system allows for the division of power and responsibilities between the centre and states.Correspondingly, the taxation powers are also broadly divided between the centre and states.The centre collects majority of the tax revenue as it enjoys scale economies in the collection of certain taxes. States have the responsibility of delivering public goods in their areas due to their proximity to local issues and needs.A Constitutional Amendment in 2000 allowed for all central taxes to be shared with states.The share in central taxes is distributed among states based on a formula. Previous Finance Commissions have considered various factors to determine the criteria such as the population and income needs of states, their area and infrastructure, etc. Further, the weightage assigned to each criterion has varied with each Finance Commission.What is Fiscal Deficit?The difference between total revenue and total expenditure of the government is termed as fiscal deficit.It is an indication of the total borrowings needed by the government.While calculating the total revenue, borrowings are not included.NCBS METHOD TO DETECT VIRUS ASSOCIATED WITH A RARE SKIN CANCERFocus: GS-III Science and Technology, PrelimsWhy in news?A team from National Centre for Biological Sciences, Bengaluru, has developed a diagnostic system to detect the presence of Merkel cell polyomavirus in Merkel cell carcinoma tumours.The researchers have developed a test using the CRISPR-CAS12 technology.This is an important development, both, from the point of view of diagnostics and giving a prognosis for the condition.What is Merkel Cell Carcinoma?Merkel cell carcinoma is a rare and aggressive type of skin cancer.Merkel cell carcinoma is associated with old age, excessive exposure to ultraviolet light and a weak immune system.What is CRISPR-CAS12?CRISPR (Clustered Regularly Interspaced Short Palindromic Repeats) is a family of DNA sequences found in the genomes of prokaryotic organisms such as bacteria and archaea.These sequences are derived from DNA fragments of bacteriophages that had previously infected the prokaryote.They are used to detect and destroy DNA from similar bacteriophages during subsequent infections.Hence these sequences play a key role in the antiviral (i.e. anti-phage) defense system of prokaryotes.Cas12 and Cas9The clustered regularly interspaced short palindromic repeats (CRISPR)-Cas (CRISPR-associated proteins) is a prokaryotic adaptive immune system that is represented in most archaea and many bacteria.In 2015, the nuclease Cas12a was characterized in the CRISPR/Cpf1 system of the bacterium Francisella novicida.Cas12a showed several key differences from Cas9 including: causing a ‘staggered’ cut in double stranded DNA as opposed to the ‘blunt’ cut produced by Cas9 Cas12a. This and other differences provide Cas12 some advantages over Cas9.SHANGHAI LAB THAT FIRST SEQUENCED CORONAVIRUS GENOME SHUT DOWNFocus: GS-III Science and TechnologyWhy in news?A Shanghai-based lab — Shanghai Public Health Clinical Center & School of Public Health — at Fudan University which was the first to sequence the whole genome of the novel coronavirus (SARS-CoV-2) and publicly share the data on January 11 was shut down on January 12 for “rectification”.DetailsIn the first week of January 2020, Yong-Zhen Zhang’s team from the Shanghai lab in collaboration with handful of institutions isolated the virus from a 41-year-old worker in the seafood market in Wuhan.The genome sequence was posted on an open-access site, Virological on January 11 and also deposited on GenBank. In a brief note accompanying the genome sequence data, the consortium said that other researchers were “free to download, share, use, and analyse the data”.It was based on this genome sequence data that researchers developed the first test kits to diagnose the virus.What are Coronaviruses?Coronaviruses are a large family of viruses, including some that cause the common cold to some that cause major diseases such as the Severe Acute Respiratory Syndrome (SARS) and the Middle East Respiratory Syndrome (MERS).SARS-CoV-2? Covid-19?The World Health Organisation (WHO) has named the new coronavirus disease as ‘Covid-19’.The new name is taken from the words “corona”, “virus” and “disease”, with 2019 representing the year when it emerged (the outbreak was reported to the WHO on 31st December, 2019).The WHO wanted to avoid stigmatizing a country or particular group, so it chose a name that did not refer to a geographical location, an animal, an individual or a group of people.Moreover, the word coronavirus refers to the group of viruses it belongs to, rather than the latest strain. The latest strain has been designated ‘Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2)’ by the International Committee on Taxonomy of Viruses.HEALTH OUTCOMES OF DISPLAYING ART IN HOSPITALSFocus: GS-III Science and TechnologyWhy in news?Art creates an atmosphere where patients feel safe, socialise, connect with the world outside.A highly cited research report published ago by a group of Danish researches (Nielson et al, “How do patients actually experience and use art in hospitals? The significance of interaction: a user-oriented experimental case study”) shows how patients experience an overall feeling of approachability and care.Details of the researchThey studied patients confined for a period of several weeks in a common care hall.During the first week, the walls of the hall were bare and blank.Each patient was immersed in his own medical condition, not talking to the others in the hall.On the eighth day, a series of artwork- paintings, pictures and photographs were displayed on the walls of the common care hall.Most of the patients began looking at and studied them, diverted their attention from earlier self-absorption, began analyzing and interpreting these exhibits in his own way, started talking to others in the hall and made friends, moving on to non-clinical topics, exchanged critiques and socialized more.They listened to the nurses, doctors and other caregivers with greater attention, and their cure improved!The researchers conclude that art creates an environment and atmosphere where the patient can feel safe, socialize, maintain a connection with the world outside the confines of the hospital and supports their identity. The presence of visual art in the hospital contributes to health outcomes.Way Forward:Given this, our medical colleges can try this and bring a practicing artist periodically to come, explain and discuss his/her art work , and invite responses from the students.Such periodic get-togethers, even if not part of the curriculum, will help broaden the minds and help in the skill of how to interpret and get more out of the images from scans obtained from machines.Source: Legacy IAS Academy, Jayanagar, Bangalore

School-based programs can reduce the risk for problem behavior and violence in the general school population. However, to do so, schools must assess gang problems accurately, implement evidence-based strategies to prevent gang-joining, and address students’ fears that may contribute to the risk of gang-joining. In fact, providing a safe environment to ensure that students are not fearful might be the single most important thing schools can do to help prevent kids from joining gangs.Before implementing a gang-prevention program, school leaders should ensure that the program:Uses educational time efficiently.Uses state-of-the-art methods.Has been shown to be effective in preventing gang involvement.Is implemented as designed.It is also very important to realize, however, that school-based programs are unlikely to reach kids who are at the greatest risk of joining gangs: kids who have dropped out of or are not fully engaged in school. To expect school-based programs to reach kids in schools with very high dropout rates is unrealistic. Alternative strategies, such as holding evening programs, might help some members of this population, but much more research must be done on this topic.This paper summarises school based anti gang strategies and programs that might be adopted in Australia. These include anti gang education programs; anti bullying and anti violence programs; better ways of dealing with school absences and exclusions, including school based truancy programs, re entry approaches for excluded and disaffected pupils, and restorative justice conferencing methods; and efforts to present positive models of peer relationships. By focusing on social inclusion, schools can play akey role in preventing antisocial behaviour and gang formation, and the paper summarises the key elements of socially inclusive schooling, as well as general educational strategies to address gang related issues. The predictors of moderately successfulprevention and intervention activities are summarised, and the paper concludes that school based gang prevention and intervention programs work best when there are local solutions to community defined problems.Analysis of the reasons why young people join or form criminal gangs indicates that gang membership is intimately related to peer interaction. Peer groups come in a wide range of shapes and sizes, and school is an important site for the incubation and sustainment of diverse peer networks. School experiences have long been associated with risk and protective factors pertaining to juvenile crime and gang-related behaviour. Factors such as low school commitment and low academic achievement are directly linked to potential deviancy, whether this be self-destructive behaviour (as with drug abuse) or antisocial group activity (such as gangs). On the other hand, factors such as encouragement of student participation in school decision-making can help foster pro-social interactions and relationships. This paper provides a brief overview of various anti-gang approaches and strategies used within a schooling context.Adam GraycarDirectorGangs exist within and outside schools, though not all delinquent behaviour is gang activity and not all gang activity involves crime or deviance. An earlier Trends and Issues paper (no. 237) stated that an important part of gang research is to explore ways of stopping criminal gangs from forming and/or growing. A working definition of a criminal gang for the present discussion is one in which a group sees itself as a "gang", and is perceived by others around it as a "gang", primarily because of its illegal activities.In a school context, gangs may be associated with group fights or group bullying of individual students. Gang-related behaviour may also involve actions directed against school property (such as vandalism) or intimidation of teachers (through threats and actual violence). Gangs may form for a variety of reasons - alienation from schooling, peer pressures, family ties, the need for protection. As with gangs in the general community, each type of group formation within a school has to be examined in its own right to ascertain its basic features, activities and membership.Any discussion of crime and gangs must take into account the role played by schools in shaping the social resources and social identities of young people. Schools can play a general social inclusion role, and they can institute specific gang prevention and intervention activities.Contextually, government attempts to improve educational participation has had intended and unintended consequences. On the one hand, a large and growing proportion of the 15-24-year-old age group attends an educational institution (85 per cent in 1998). On the other hand, a growing number of these young people are combining full-time study with part-time work (Szukalska & Robinson 2000). This is creating enormous stress for many young people as they attempt to negotiate their multiple responsibilities, and to forge a social life on relatively low incomes.Absenteeism (particularly when associated with truancy) and bullying have major impacts on school experiences and in-group and between-group activities. Accordingly, considerable attention is being directed at improving whole-of-school environments, and in dealing with school "trouble-makers" and truants in ways that keep them in the system rather than excluded from schools and educational opportunities (see Ingersoll & LeBoeuf 1996; Garry 1996; Stranger 2002).Specific anti-gang programsA summary of school-based gang prevention and intervention programs in the United States has been compiled by Gottfredson and Gottfredson (1999). It includes a wide range of activities and approaches. Space precludes discussion of each of these techniques and approaches, however, several strategies and programs can be explored in order to illustrate potential measures that might be adopted in Australia.Anti-gang educationInternational research has determined that the most cost-effective approach to reducing serious youth and adult gang-related crime is to discourage children and young people from joining gangs in the first place (Howell 2000). In this regard, the Gang Resistance Education and Training (GREAT) program aims to assist students in learning about their school and neighbourhood, and the importance of pro-social behaviour. In particular, the curriculum stresses the negative impact of drugs and conflict, while simultaneously promoting the positive things young people can do for their communities and for themselves.The program involves uniformed law enforcement officers teaching a course to middle-school students which covers:crime, victims and rights;cultural sensitivity/prejudice;conflict resolution;meeting basic needs;drugs/neighbourhoods;responsibility; andgoal setting (Howell 2000, pp. 11-12).Preliminary evaluation of this approach has indicated positive, if somewhat modest, program effects (Esbensen & Osgood 1999). Specifically, students completing the GREAT program had more pro-social attitudes and lower rates of some types of delinquent behaviour than students in the comparison group. An important observation by the evaluators is that the research supports the notion that trained law enforcement personnel can serve as prevention agents, as well as law enforcers (Esbenson & Osgood 1999, p. 237). In an Australian context, this raises interesting possibilities for, and questions about, relevant "Police in Schools" programs, particularly in relation to curriculum matters. For example, to what extent should police take an active role in preparing and delivering classes dealing with gangs and related issues? Should officers wear uniforms during presentations in schools? Who should fund this type of education?Violence and bullyingIn the United States and in Australia (see Howell 2000; White et al. 1999), bullying at school creates a need for protection and encourages some young people to hang around in particular groups. The formation of self-defence peer groups, in turn, can foster a sense of group identity, pride and assertiveness. Anti-bullying programs that attempt to address these issues are frequently based upon provision of information to teachers, students and parents about the phenomenon. They can also involve periodic surveys of students as a means of monitoring the issue and reassuring students that authority figures are conscious of the problem.Anti-violence strategies recommended for schools in New South Wales have included, among other things:mentoring programs for boys - these seek to develop positive constructions of masculinity, that are linked to a broader gender-equity strategy that addresses negative attitudes towards homosexuality and violence against gay men and lesbians;anti-bullying strategies - these include avenues whereby school communities can review current practice, identify training needs and develop whole school behaviour management strategies for classrooms and playgrounds;anti-racism policies and practices - these provide schools with materials to evaluate their anti-racism initiatives that help to promote racism-free working and learning environments; andappointment of community liaison officers - whose role is to ensure that ethnic minority communities are involved in the education and welfare of their young people and that potential ethnic disputes impacting on schools are identified and addressed (NSW Cabinet Office 1996).In addition to school-based activities, some consideration ought to be given to after-school activities and how these may be linked in some way to anti-gang initiatives. These, for example, could either be based within schools or alternatively around community groups such as sporting clubs.Another aspect of the quest to make schools safe is the role that police might play via programs such as "Adopt-a-Cop" and "Police in Schools". The presence of a police officer, at least on a periodic basis, may provide opportunities for students who feel vulnerable to gang attack or threats to bring the problem to the attention of authority figures most likely to be seen as best equipped to deal with gangs. Police can also play a passive crime prevention role insofar as their physical presence in school may in itself be enough to deter the exhibition of gang symbols, dress and behaviours. Whether such programs involving active police presence are educationally desirable, economically feasible and socially warranted is a matter requiring further examination and careful consideration. In addition, thought needs to be given to protecting from reprisals those who report matters for investigation.School absences and exclusionsTruancy and exclusion from school are closely associated with the likelihood of offending, and provide a fertile ground for gang membership and activity (Hayden & Martin 1998). There is often a tension between:school objectives to limit the damage and distraction caused by a few "trouble-makers" by isolating them (including removing them from the school); andeducational and crime prevention objectives that encourage the connection of people across communities, including the school community (by fostering a socially inclusive environment).It is important that issues of school alienation and expulsion of "trouble-makers" are dealt with in ways that do not compound the problem. The challenge is how to retain students who typically present as disruptive to the schooling process.One response to this is school-based truancy programs that emphasise curriculum change, often with a more vocational and "practical" orientation, as a means to keep student interest (Stranger 2002). Also, schools can be used by community organisations on evenings and weekends for recreational and artistic activities. In many cases, this not only represents the school as a community resource, rather than a compulsory institution, but the "outside" activities (such as art, photography, music or dance) might appeal to those who resist a "normal" curriculum. These strategies focus on youth participation, which can be achieved by opening the school up (figuratively and literally) to potentials that young people find exciting and energising.Retaining disruptive students might also be achieved through the creation of meaningful incentives for attendance and cooperative behaviour. For instance, Stranger (2002) refers to Sorell High School in Tasmania, which operates a positive points system for all students. Rewards are collective and thus they encourage students to work together. If they do so, and a predetermined tally is reached for the class, then the rewards might include an excursion to the Aquatic Centre, rock climbing or a movie.Re-entry approaches are needed for excluded and disaffected pupils. British research has demonstrated that by excluding children from school, education departments actually shunt costs across to other agencies, such as the police and social services, while potentially causing immense harmful effects on family relationships (Hayden & Martin 1998). One solution to this is to ensure that expelled students have somewhere else to go to school. The use of alternative schools can be a viable option that either prepares students for regular schooling at some point in the future, or provides ongoing alternatives for young people who cannot cope (for whatever reason) with mainstream offerings. In Victoria, alternative teaching programs provide opportunities for students at risk of exclusion to gain skills during 10-week placements at specialist teaching units to enable them to remain at school. Many alternative schools in the United States also have a strong community service component that helps students connect positively with their local neighbourhood while simultaneously improving their self-esteem (Ingersoll & LeBoeuf 1996).There are also innovative methods that can be used to include truants and rule-breakers within the school system while separating them from ordinary classes. Some of these include:more proactive communication between teachers, parents and children; andthe use of in-school suspensions.There are graduation incentive programs in the United States which involve a range of learning experiences and opportunities combined with modest cash and scholarship incentives (Hayden & Martin 1998). In other words, making schooling financially, as well as educationally, worthwhile could assist in reducing crime and gang-related activity.The use, in school settings, of restorative justice methods of conflict resolution has also been touted as a possible answer to youth misbehaviour, and could possibly be used to quell the emergence of gangs and gang-related behaviour in schools (Ingersoll & LeBoeuf 1996; Cameron & Thorsborne 2001). Youth conferences have been introduced in the school setting in Queensland, New South Wales and the Australian Capital Territory (see Strang 2001; Strang & Braithwaite 2001). However, a number of difficult practical issues have been identified in relation to the use of conferences in this setting. For example, the traditional management and disciplinary culture of many schools (with an emphasis on punishment and behavioural control) have inhibited successful implementation of conferencing strategies (that emphasise restorative justice in pursuit of a supportive school environment) (Cameron & Thorsborne 2001).Implementing a process of suspensions and expulsions, as well as youth justice conferencing outside the school, have led to some young people being doubly punished - by the school, and by the juvenile justice system (see Scher & Payne 1999). Professional, administrative and legal guidelines should be put into place in order to ensure that young people's rights are protected and that conferencing processes reflect a restorative outcome (see Cameron & Thorsborne 2001; Scher & Payne 1999).Peer relationshipsMaking gang membership less attractive might involve efforts to present positive pro-social models of behaviour that are "cool" from the point of view of youth subcultural styles. This can be achieved with school and community interventions which involve the use of adult and peer mentors. Designated and trained mentors can provide guidance and assistance to younger cohorts. Closely related to this is the use of peer mediators - students whose role is to work through cooperative ways to resolve and reduce conflicts within school settings.The point is to make "gang stuff" unattractive as a peer group option. As Gordon (2000, p. 57) emphasises:Anti-gang programming appears to be most effective when it is aimed at the supply of new gang and group members, rather than existing and well-established street gang members. Programs in high schools can reduce fear and intimidation, dry up the source of gang personnel, and help generate a broader, negative perspective of gang membership, especially among younger adolescents.It is important that efforts do not involve ridicule of "gangs" by student peer groups. Rather, the point is to make group membership itself positive in the sense of acknowledging things such as the support and belonging offered by gangs, but addressing the negative, antisocial behaviour.School authorities and student peer leaders may provide leeway for modes of acting and dressing that do not necessarily present as conforming, and that may in some respects be rebellious in style without being antisocial and violent. Boundary-setting and making rules does not have to be authoritarian, top-down or conservative.It may be useful here to target gang leaders directly, to give them an opportunity to talk about issues, be provided with individual support and to be offered positive alternatives to certain types of behaviour. Gang leaders can become positive role models through this process (analogous to the learning of parenting skills, in order to assist their members). The promotion of a positive code of ethics (protect the weak, don't beat them up!) can serve to re-establish boundaries and benchmarks for respectful behaviour.For specifically anti-gang programs in schools, it has been suggested that three types of strategies could be included at any one time. These are:in-school safety and control procedures;in-school enrichment procedures that make the school experience more meaningful, effective and enjoyable; andformal links to community-based programs (Goldstein & Kodluboy 1998).Ideally, any program development ought to rest upon extensive collaboration between school and community agencies, as well as with parents and students.School is not always the answer for some young people, and many youth are forced by circumstance out of school (see Hayden & Martin 1998). For these young people, the street is both somewhere to escape to, and a place in which conflict is inevitable (with each other, and with authority figures). The specific kind of schooling available, the nature of youth relationships at the local neighbourhood level and the specific community context will all shape how young people deal with their own personal circumstances.Schools and social inclusionBy focusing on social inclusion, schools can play a key role in preventing antisocial behaviour and gang formation. Schools make efforts to enhance the positive educational experience of young people through giving effect to different types of positive social connection (White 1996). A socially inclusive educational experience would focus on three key elements (see Box 1).Box 1 : Socially Inclusive SchoolingRole of schools as social connectorsPositive intervention strategies can be developed on the basis of the role of the school as an important source of physical and social connection within the community. The kinds of connection that need to be recognised include:youth peer groups and how the school provides a space for particular kinds of friendship networks and identity formation;the potential for schools to play a greater role in family and community life by virtue of both physical resources and elaboration of lifelong learning ideals; andthe ways in which schools already constitute an important nodal point for multi-agency partnerships and collaborations for a range of government and non-government agencies.As connectors, schools might focus on problems of social disconnection, youth identity and social spaces, families and communities, and intervention agencies.Role of programs as social includersSome institutional and educational practices result directly in turning young people off education (resulting in school absenteeism) or away from schools (through things such as suspensions and exclusions). From a program perspective much can be achieved by developing measures that attempt to sustain a strong connection between student and school, in ways that are premised upon heightening the sense of social inclusion. Schools can connect people; programs can strengthen the connection. Inclusionary programs might focus on principles and practices of inclusion, moving beyond punishment and exclusion, restorative justice strategies and, overall, address perceptions of alienation and absence.Role of groups as social supportersEducation is never simply about individuals - it is a social process involving many different interactions between diverse groups of people. A central feature of youth experience is the peer group. The construction of strong bonds within a school setting has to acknowledge the importance of group behaviour, as well as individual wants and needs. Pro-social and pro-educational activities have to be built upon cooperation and collective input into institutional processes and management. Social support strategies in this context might focus on individuals as group members, antisocial behaviour, rule-makers and rule-breakers, and restorative social justice.Building positive peer relationships and strengthening the sense of social inclusion can be fun and exciting. The social content of any particular program will have a major bearing on who participates and what they get out of it. For example, NRMA Insurance sponsors a "Croc Eisteddfod" in Moree, New South Wales (NRMA Crimesafe 2000). The event involves music, dance and sport and, among other things, is intended to promote reconciliation among young people. The novelty of the event, combined with ample opportunities for all students to be part of planning, rehearsing and participating, enhances the potential for developing social cohesion among the students.Relationships between groups of young people in a school setting can at times involve conflict and violence. Whether or not this is due specifically to "gang" influences is highly contentious in the Australian setting. Nevertheless, there are a range of measures that can be adopted to reduce group tensions and to foster a spirit of cooperation and respect within school.General educational strategiesStrategies to address gang-related issues (see White et al. 1999) might include:providing young people with specific education in cross-cultural issues in order that the backgrounds, cultures and patterns of life pertaining to specific ethnic groups can be better understood by all concerned;directing attention to the provision of anti-racist education, so that issues of discrimination, prejudice and unequal power relations can be analysed and discussed in an enlightened, informative and empathetic manner;developing at the local, regional and state levels a series of youth reconciliation projects, that will promote the diversity of cultures among young people, aim to reduce violence between them, and give young people from diverse cultural and ethnic backgrounds the practical opportunity to get to know each other at a personal and group level;providing quality educational facilities and services for the young people, particularly those which are based upon a multicultural curriculum and atmosphere, in which students are provided with adequate individual and group support, and in which anti-racist strategies and practices are applied across the whole school population;concerted action on the specific issue of school bullying so that appropriate conflict resolution and anti-violence strategies can be put into place in order to reduce the number of such incidents and to reassure students of their safety and security within the educational institution; anddevising special provisions for those young people who, due to their bullying or gang-related behaviour, might normally be excluded from school, but who still require community support and appropriate educational programs to ensure that they have the chance to contribute positively to society, rather than to be marginalised even further from the mainstream.These interventions do not necessarily target gangs or gang-related behaviour as a problem, but, aimed at changes at a whole-of-school level, they are essential parts of any anti-gang strategy.Developing a framework for what worksSchool-based gang prevention and intervention programs work best when there are local solutions to community-defined problems. They also reaffirm the centrality of a large degree of institutionalisation of "good practice", rather than reliance upon ad hoc interventions and short-term commitments to specific projects. Importantly, successful prevention and intervention activity would appear to rest upon the development of an informed and strategic vision of what needs to be done, why and by whom.When schools structure activities and train those who deliver them, the predictors of moderately successful prevention and intervention activities are seen to include:the extensiveness and quality of training;the level of supervision of the activity;principal support for the activity;the degree of structure or "scriptedness" of the activities;local responsibility for initiating the activity;the use of multiple sources of information, including "experts"; andthe activity being part of the regular school program, not an add-on such as after-school activity (Gottfredson & Gottfredson 1999).Some of the evaluations have shown that schools are engaging in a wide range of activities, but in many cases much of that activity was seen to be weak (Gottfredson & Gottfredson, 1999).Preventive skills-based programs should provide basic life skills. They also need to overcome perennial problems in delivery. For instance, a youth gangs workshop in Glenorchy, Tasmania (9 July 2002), attended by youth and community workers, discussed a range of specific delivery issues. The participants at the forum identified the following concerns as especially problematic:the use of too much "social worky" language, a form of communication that did not strike a chord with the young people and that further alienated them from the process;the implementation of programs often seen to be impractical, and perceived as too general and "theoretical";the credibility surrounding the people providing the life skills programs (that is, middle-class people from very different social and family backgrounds to the recipients);the need for immediate protection skills in relation to issues such as family abuse and drug and alcohol use;the need for consistency over time and realism about the change process (in terms of how long it takes, and the resources it requires); andthe importance of building a sense of community involvement by communicating the actual consequences of things such as vandalism (how money spent fixing damage affects the budget available for things such as skating parks).According to experienced youth and community workers, realistic anti-gang strategies have to start where the young people are coming from, rather than solely reflecting the interests or thinking of service providers. Listening and observational skills on the part of the practitioner are crucial aspects of the intervention process.ConclusionSchools have a positive role to play in providing positive pro-social alternatives to the choices that many young people make of participating in an illegitimate rather than legitimate group (Gordon 2000). Providing an alternative is crucial and this can be achievable if the school also ensures that students are not marginalised, whether this be through educational processes (that emphasise failure as well as success) or social processes (for example, individuals from the same cultural or ethnic group feeling like outsiders within the school context). As with any anti-gang strategy, close liaison between school and community (that includes active input by young people themselves) is essential.ReferencesCameron, L. & Thorsborne, M. 2001, "Restorative Justice and School Discipline: Mutually Exclusive?" in H. Strang & J. 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