Environment
JWTC has 17,500 acres (71 km2) of single and double canopy jungle over very rugged terrain. Being part of the Nansei islands subtropical evergreen forests, most of the area surrounding JWTC is designated as a national forest by the Government of Japan. JWTC is home to 24 endangered species including the Okinawa Rail, Amami Woodcock, Pryers Woodpecker and the Ryukyu Robin. Also residing at JWTC are three species of pit viper poisonous snakes, the Okinawa habu, Himehabu, and the Sakishima Habu. JWTC supports ongoing and extensive efforts by the local Government of Japan's mongoose capturing project.
Following the 2006 disclosure that the United States military had made widespread use of the defoliant Agent Orange in the jungle training center during the 1960s, local citizens have called for an investigation into the current use of chemical and biological weapons within the camp. The region supplies the densely-populated south of the island with drinking water and the impact on the islanders' long term health is of grave concern.
Read more about this topic: Camp Gonsalves
Famous quotes containing the word environment:
“We learn through experience and experiencing, and no one teaches anyone anything. This is as true for the infant moving from kicking to crawling to walking as it is for the scientist with his equations. If the environment permits it, anyone can learn whatever he chooses to learn; and if the individual permits it, the environment will teach him everything it has to teach.”
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“A positive learning climate in a school for young children is a composite of many things. It is an attitude that respects children. It is a place where children receive guidance and encouragement from the responsible adults around them. It is an environment where children can experiment and try out new ideas without fear of failure. It is an atmosphere that builds children’s self-confidence so they dare to take risks. It is an environment that nurtures a love of learning.”
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“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
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