Proposal



­­A Functional Survey of the Plants of Tonga
A Field Study Proposal


Statement of Intent
Through this field study, I hope to study the different functions of a garden in Tonga, which includes gaining an understanding of what plants are grown, how they are grown, and how the plants are used. Ultimately my study will consist of a survey of about 10-15 plants and their functions. I will be writing a conclusive paper as well as putting together a short book to summarize my findings.

This idea will serve as the main goal of my trip, but an adequate compliment to this goal comes in the form of learning how to cook, speak, and socialize the way Tongans do.  This will serve to open my mind and heart to a people I may not initially understand. I have not traveled outside of America before, so the interaction with the locals will be a very important facet of my experience. With a foreign encounter, I will be closer to understanding human nature in a way that is not constrained to American culture. The opportunity to be abroad for a solid three months will likely be unparalleled by any other experience I have in my lifetime.

Since Tonga is a tropical island, the chance to explore the native botany will be highly beneficial to my Environmental Science major. My personal knowledge will also be greatly expanded in the area of ethnobotany as I visit and volunteer at the Botanical Garden. Immersing myself in a place that relies heavily on plants for survival and culture will add a unique dimension to my major and allow the option of publishing an article and pursuing the same research in different settings. 
           
I will interview the people that grow gardens to better understand the function of plant life in Tonga. I’ll ask them which plants are used most, what are they used for, and how are they used. I also hope to talk to these people in order to discern what kinds of plants they grow at home and what kinds they have to go elsewhere for. I hope to study and know plants by the way they look and feel and by their unique characteristics. In Tonga, an island kingdom with lots of plant life, I will have ample opportunity to pursue this interest.


Literature Review
Across the centuries, people all over the world have utilized naturally growing plants for countless different things. They have been used as a source of medicine, as cultural symbols, and of course, as food. Only in the last few decades has mankind begun to study what exactly the importance of each of these plants are in a society and how they function. Beginning with the discipline of botany, the study of plants for medicinal uses later developed into the discipline of ethnobotany. A Greek man named Discorides is credited with paving the way into ethnobotany. He wrote a book that included the names and uses of over 600 plants, entitled De Materia Medica. Although the book is not as popular today as it was then, it continues to provide a basis for natural healers and botanists.

Since then, the discipline of ethnobotany has evolved immensely. Classes are being taught in universities and books are being written on the subject. “Ethnobotany is the study of how people of a particular culture and region make use of indigenous plants” (Veilleux and King 1996). If the exact nature of plants and what they are used for can be documented, people all over the world can benefit from the diversity of their characteristics. Mankind would be less dependent on manmade synthesized drugs and could instead take advantage of the wildlife around them.

R. R. Thaman, the coauthor of a book entitled “Science of Pacific Island Coastal Plants," said, “few people have sufficient cross-disciplinary skills required for ethnobotany” (Thaman 1994). It is difficult to acquire the language, social, and cultural understanding necessary for a successful study in ethnobotany. Consequently research on the interaction between people and plants is very limited, especially in countries the researcher is not familiar with. Fortunately, my background has included both Spanish and Tongan language, mathematics, and several classes relating to plants and their uses, rendering me more prepared than most for research of this kind. To execute a project that focuses on this exact area of science would be highly beneficial to the general understanding of botany because the present amount of knowledge on the topic is scarce.

The islands of the South Pacific are well known for their use of plants in everyday life. This may be because the amount of imported sources is fairly small, which has resulted in the local plants becoming a primary source of food and medicine. According to Anthony Cunningham, plants in the tropics are considered “poorly studied by scientists” (Cunningham 2001).  Articles have been written that document the plants found on these islands and what they can be used for medicinally. However, most articles are limited to one aspect of the plant and do not expound on the culinary or cultural aspects. Because of this, a study that encompasses all three categories will prove to be beneficial when it comes to understanding how people in the South Pacific use their plants. 

Tonga, a kingdom that is part of the Western South Pacific, consists of a group of about hundred and fifty islands (Whistler 1992). Of the islands that are populated, the population adds up to be about 100,000 people (Whistler 1992). This developing country is home to a very unique, very small group of people who have always relied on the Earth for their everyday needs. Because they are so reliant on plants, one can learn from them what to use each plant for and how to use it. Nature is what defines the Tongan culture.

Tongans use the island growth for almost anything and everything. “The most widely reported uses are for medicine, general construction, body ornamentation, fuel wood, ceremony and ritual, cultivated or ornamental plants, tool making, food, boat or canoe making…games or toys…cooking equipment…” and the list goes on (Thaman 1994). Surprisingly, although the use of plants is common, the actual process of cultivating gardens is not yet a popular part of the social norm. Thaman’s study concluded that, “direct evidence of widespread use of cultivated plants is limited” (Thaman 1994). Therefore, by way of a general survey of the gardens grown in Tonga, more can be found out about the plants grown there. The concept of gardens in Tonga can also be better under stood in order to organize and maximize production and diversity. The people of Tonga and members of the BYU student body can benefit from a new understanding of the culture of Tonga based on the plants islanders use on an everyday basis.

In Tonga, the tradition of ethnobotany has been present for the last 2,000 years (Whistler 1992). The practice gradually evolved into what is present on the islands today. Medicinally, the culture utilizes the help of traditional healers. But this does not refer to a man or woman whose only occupation is healing. Instead, different families have different specialties. One family might have the cure for headaches, another would have the cure for stomachaches, and a third the treatment for arthritis. This relationship within the village is waning dramatically as westernized medicine begins to take over. Westernized medicine is assumed to be more reliable than natural healers, but both methods are presently utilized on Tonga.

The BYU field study program has only been in Tonga for the past few years. It originated as a study abroad opportunity for visual arts students. Gradually however, the requirements were expanded and it was adopted into the realm of field studies. Now almost anyone can travel to Tonga in order to organize and implement a project of his or her own design. Rapport is still being built on the islands but grows gradually and positively every year.

Although the people of Polynesia are known for being very friendly, there is the possibility that something included in my project can be an indirect point of sensitivity for the Tongans. The most significant issue will be interacting with men. Because I am a woman, and because of the traditional lifestyle that is maintained in Tonga, time spent alone with any male member of society is highly inappropriate. Naturally these situations will be avoided whenever possible. A second issue that may be encountered will involve intersocietal relationships. My interviews will be with those who grow gardens. If I spend too much time at one family’s home, other families may feel that their gardens are not adequate or sophisticated enough for my research. Although it is unlikely, this could introduce strife to the community.

Overall, this study is important because it will contribute to information regarding plant life in the South Pacific. With a firsthand experience of the vegetation, my own education will be greatly enhanced. Since nature is so integral to a Tongan lifestyle, there is great value in studying how plants are grown, what they are used for, and how they can be used. After learning about the kingdom of Tonga for a few weeks, my Tongan language teacher, who grew up in Tonga, asked us what the most important thing to a Tongan is. "The land," we tell him. "Yes," he replies, "The land is everything to a Tongan." 

Methodology and Procedures
To become involved in the society of Vava’u, I plan on becoming part of the organizations that have to do with plant life. The Botanical Garden on the island would be a great opportunity to learn about plants on the island from people who know about them. Volunteering there, unfortunately, may include only small tasks, but I think will add significantly to my experience.

Initially I think that true integration into the community will be difficult. I will have to start by becoming familiar and comfortable with my host family. While doing this, I hope to also get to know members of the village primarily by going to church meetings. I think that church meetings will help me feel involved and included. I’ll also feel more at ease when asking people I know if they have time for interviews. Although I’ll never feel as confident as I do here and integration will come slowly, I understand that the best way to become a part of their society is to build relationships with others.

To integrate myself into an ethnobotanical education in Tonga, I want to get involved with the Ministry of Agriculture. Since I’ll be going to Tonga during their winter, not much is done with regards to agriculture, but being involved in a government organization will be beneficial. This opportunity would also help integrate me into the society and government of Tonga.

Developing relationships with the Tongans is what will help build rapport best in the society. I plan on attending at least one social event a week (as required by IAS 397R) and to learn as much as I can from the experience. These events will likely involve the use of plants in different ways. Social events are a catalyst for conversation with people of different backgrounds, so I will be able to learn about a variety of personal traditions that utilize local plants.

To collect data, I will be interviewing the subjects. Interview questions include things like: What plants do you grow? What is necessary to grow them? How are these plants used? What are they used for? Can you show me how to...?  With regards to the final question, I will be utilizing participant observation.  During each interview I will take notes of the questions asked and the answers. During the times that I am being a participant observer, I will take notes when appropriate. Most of my data and information will be gathered through these interviews and through time spent with those that grow gardens. Interview subjects will be identified through convenient sampling, snowball sampling, and third party recruitment. The choosing of subjects based on convenience refers to the people I run into. Snowball sampling is what I hear from other members of the village. This means that I will be asking the people I meet about their gardens or ask these people who they know that I can talk to about gardens, the latter referring to third party recruitment. Using these methods, I hope to interview between ten and fifteen people, some more than once, but each for no more than an hour on average.

I will also be using methods like pile sorting to understand how a Tongan perceives the plants grown in a garden. This pile sorting will require me to write several key words on note cards that pertain to the plants and gardens being grown, what things are important, and the location of things grown. The subjects will then be asked to sort the cards into piles of a common theme, in order of importance, or in order of preference, each depending on the words written on the cards. 

Another method I plan on utilizing will be mapping. I hope to create drawings of different gardens and plants to contribute to the book I'll be putting together. In addition, I will ask my subjects to draw out their perception of the plants in their yard. This will help me gain an understanding of a Tongan perspective of a homegrown garden.

Subjects will be identified by their possession of a growing garden and primarily by gender because the people who grow gardens in Tonga are mostly women. There will also be several interviews with men, simply to understand a slightly different perspective on growing plants in Tonga, but these interviews will have a minimal contribution to my overall study because men in Tonga deal with a different set of plants. After an interview or session of participant observation, I will write out expanded notes, to be kept in a journal in a locked room. Interviews will not be recorded or transcribed.

At the end of my experience, I’ll be putting together a book that documents each of the plants I learned about and their characteristics. If desired, I will gladly send copies to those in Tonga, but primarily it will serve as a reference for me.


Ethics and Approval
The risks for this study are minimal. I will only request time for interviews and a look at the subject's garden. There is the possibility that some people may feel that they have inferior gardens in comparison to others and consequently feel judged if I spend more time at one house than another. This is something that could create negative feelings in local society. Another social risk lies in the impropriety of a college-aged female spending time alone with any male member of the Tongan society. This would be very improper and situations where this may occur will be avidly avoided.

To keep all data secure, any notes taken during interviews or observation will be kept in a locked room. The notes will be shared only with my primary mentor and me. Data will be kept for at least two years, but I do not plan on destroying any of it. Synthesized data will be made public by means of a research paper and a short book.

Most subjects will be women ages 25-55 who grow gardens at their homes, but because men in Tonga are also familiar with plants, they will be included as subjects in my study. However, most men deal with the bush, rather than a homegrown garden which will be the location I am focusing on. Other than by means of participatory observation, no vulnerable subjects will be included. Random sampling and snowball sampling will be utilized to recruit subjects. Consent will be obtained with a written consent form.


Plans for Post-field Application
With this experience, I will understand how to take adequate notes in new circumstances and to analyze the notes I have taken. Academically this experience will set me apart from my peers because of its demanding and independent requirements and the responsibility placed on a single student. After graduating from BYU, I plan on attending law school and an experience like this will help identify me as a responsible, unique, and ambitious individual. In addition to scholarly advances, I will also have a better understanding of my major and of my interests. I can pursue an emphasis in Botany inside of my major and be confident that it is something I enjoy.

After returning from the field, I plan on taking a writing class to write about and evaluate the things I learned about Tongans and about myself. I plan on presenting my findings next year at the Inquiry Conference as well as in a concise—yet informative—book. This field study will help me to further recognize the importance of going abroad and gaining experience outside of the classroom.


Qualifications and Limitations
I, Elise Cope, primary investigator, am an undergraduate student at BYU. In the past I have taken several classes that have brought me to understand the importance of plant life. The first was PWS 101: Cultural History of Medicinal Plants. This class helped me to see the importance of plants in a medical setting. For this class, I wrote a research paper on nutmeg and discovered different ways that medicinal plants could be studied: through clinical trials and other field work. I also prepared and presented a report on Populus tremuloides (quaking aspens) which served to further my knowledge of conservation issues and plant growth patterns. I have also taken Physical and Developmental Biology 120, a basic biology course that taught me about the more microscopic characteristics of plants. I now have a sufficient understanding of DNA replication, analyzing data, and photosynthesis. I have taken Chemistry 106, a class that taught me the basics of how molecules bind and what happens when they do. And Chemistry 107, a lab class, has prepared me for time I may spend in a laboratory.

Currently I am enrolled in Biology 350: Ecology. We learn about everything from wind patterns to ocean currents to modeling predator prey relationships. I am in the process of writing a research paper discussing invasive species. This class has phenomenally increased my understanding of the Earth’s patterns and its animals and has therefore been very helpful in preparing for a field study in Tonga. I am also enrolled in PWS 150: Environmental Biology. This class is geared mostly towards the impact that mankind has had on the environment and how negative effects can be slowed or stopped. I have come to recognize that everything we do has an impact on the world, environmentally and socially. With this basic understanding, I have become aware that what I do in Tonga will also have an impact on the world, albeit a small one. In order to prepare myself more for a Tongan experience, I am taking a Culture Survey class (for Tonga Field Study students). In this class we learn the basics of the Tongan language as well as how to deal with the cultural situations we may find ourselves in. Finally, I am also enrolled in IAS 360R: Field Study Preparation. This class has taught me about interviewing, taking field notes, showing reciprocity to participants, participant observation, and ultimately integrating myself into an entirely new culture. We read articles about each of these things and learned about why they are important. We also evaluated past experiences that field study students have had and discussed the importance and magnitude of a Field Study opportunity.

The Tongan language will be my biggest limitation in the field. I will not be fluent enough to discuss and understand discussions about plants, but will consequently find a friend or acquaintance that can act as my translator. Fortunately, there are many Tongans who are very familiar with English, so the language will not be a barrier with everyone.

The second limitation I anticipate is that it is not culturally appropriate for me to spend time alone with a Tongan male. This will limit the number of interviews I can have with men, if there are any at all. Consequently, I will have a mainly female perspective on gardens and the plants grown there.


Faculty Mentor and Coursework
Melinda Ostraff, a Professor of Biology at BYU is my primary mentor. She earned her Associate's degree in 1989 at Snow College, her Bachelor's at BYU in Mathematics, her Master's at BYU in Botany, and her Ph. D. at the University of Victoria in Environmental Studies and Human Geography. Since then she has taught Biology, Field Botany, Ethnobotany, Medicinal Botany, and preparation classes for field studies at BYU and Snow College. She has also taught at Utah Valley State College and the Meridian School. She was awarded an Interdisciplinary Graduate Scholarship at the University of Victoria. She received the Fulling Award at the Economic Botany Conference and the Stewart Scholarship from BYU. In addition, she qualified for a mathematics department scholarship as an undergraduate student and was Valedictorian of her class at Snow College. Melinda Ostraff has published several films that focus on the people of Tonga. In 1997, she produced "Kuo Hina 'E Hiapo - The Mulberry is White and Read for Harvest." In 1999 the film "Kau Faito'o: Tonga's Traditional Healers" was created. Finally in 2007 she directed and filmed "Fangota: Gleaners of the Sea." She has also published three papers, entitled "Traditional Tongan Cures for Morning Sickness and their Mutagenic/Toxocological Evaluations," "Limu: Edible Seaweed in Tonga, An Ethnobotanical Study," and "Fangota, Women's Traditional Knowledge and Current Trends in Education." Because of the experience Professor Ostraff has, she will be comfortable mentoring me about plants in Tonga. Because her immense knowledge of plants pertains to my study, she will be of great assistance while I am in the field.

The course that she is overseeing for me is PWS 494R. It includes writing a term paper, keeping a field journal, taking voucher samples, and conducting at least 1 interview a week. I will learn how to take samples of plants that can be brought back to America. The data I collect will help me in the future identification of plants, as well as in the rest of the classes required for my major.

Ashley Tolman is the instructor of my IAS field study prep class. She has a Bachelor’s degree in International Area Studies from BYU. She has conducted field studies in India and has worked as the program facilitator for this site. In this class we learn about interviewing, observing, and interaction with local people.

The course she is overseeing for me is IAS 397R. The requirements include keeping a daily field journal and maintaining the field study blog that was created in January. Other assignments are:
·      Kinship Mapping: creating a family diagram
·      Social Situations: drawing triangles that represent social situations
·      Domain Analysis: explore three domains in as much detail as possible
·      Participation and Involvement: spend three hours on various activities
·      Education: investigate formal and informal education
·      Consumption and Waste: observe the patterns that concern these two things
·      Social Space Mapping: draw and label my living space
·      Current Events: Read the newspaper and understand local events
·      Oral Traditions and Storytelling: listen to personal narratives
·      Attire and Adornment: Identify attire for different occasions
·      Diagramming Local Governance: create a chart of political structure


Schedule
Date
Activities
11 April
Proposal Deadline
7 May
Departure from United States
9 May
Arrive in Tonga, meet host family
10 May
Official start date of field study, begin to build rapport and support in the community. Let people know why I’m there.
14 May
1 Interview*
1 Voucher Specimen*
1 Source
Blog Entry
Contact primary mentor
21 May
1 Interview
1 Voucher Specimen
1 Source
28 May
1 Interview*
1 Voucher Specimen*
1 Source
Blog Entry
Contact primary mentor
4 June
1 Interview
1 Voucher Specimen
1 Source
11 June
1 Interview*
1 Voucher Specimen*
1 Source
Blog Entry
Contact primary mentor
18 June
1 Interview
1 Voucher Specimen
1 Source
25 June
1 Interview*
1 Voucher Specimen*
1 Source
Blog Entry
Contact primary mentor
2 July
1 Interview
1 Voucher Specimen
1 Source
--Mid semester Retreat--
9 July
1 Interview*
1 Voucher Specimen*
1 Source
Blog Entry
Contact primary mentor
16 July
1 Interview
1 Voucher Specimen
1 Source
23 July
1 Interview*
1 Voucher Specimen*
1 Source
Blog Entry
Contact primary mentor
30 July
1 Interview
1 Voucher Specimen
1 Source
8 August
Return to United States
20 September
Deadline for PWS 494R Final Paper
15 December
Final Paper Submitted
*One interview and one voucher specimen a week is my goal, but because this may be presumptuous, my realistic goal is to have at least ten of each.
** DAILY: field journal (2-3 pages)


Budget
Plane Ticket: $1317.80
Passport: $130
Immunizations: $0
Out of Country Health Insurance: $300
Visa(s): ~$100
Tuition: $1140
Living Costs:
            Housing: unknown (~$50/month)
            Food: ~$15/week ($180)
            Miscellaneous (in country): ~$200, probably less
Materials:
            Books: ~$50, probably less
            Miscellaneous (out of country): ~$150
Communication: ~80
Translation Fees: $0
Total Cost:  $3817.80

Works Cited:
Cunningham, Anthony. Applied Ethnobotany: People, Wild Plant Use and Conservation. Earthscan Publications Ltd. 2001. Web 1 March 2012.
Thaman, R.R. "Science of Pacific Island Coastal Plants." University of the South Pacific. 1994, p. 147-191.
Veilleux, Connie and Steven R.King. “An Introduction to Ethnobotany.” Shaman Pharmaceuticals, Inc. 1996. <http://www.accessexcellence.org/RC/Ethnobotany/page2.php> Web. March 12 2012.
Whistler, Arthur. Tongan Herbal Medicine. Print. 1992.