Daily writing prompt

What’s the best piece of advice you’ve ever received?

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^*Ega, I. J., Oluwalowo, I. A and Giwa Musibau

Department of building/woodwork technology, school of secondary education (Technical) Federal college of education (Technical) Asaba. ^*Tel; +2348035998855,                                  email; egasaves@gmail.com

Abstract

Technical education is thought to empower the citizenry, enhance employment and stimulate sustainable development through industrialization or small-scale businesses; thus, reduces poverty, improves quality of life, reduces the frequency of social vices and encourage a culture of peace. However, these have appear to be an illusion in southern Nigeria. This study is on assessment of acquired skills for establishment and effective management of small-scale industries among technical education students in southern Nigeria. Four research questions guide the study with survey research design adopted. The population for the study consists of final year Technical Education Students in Federal Colleges. Purposeful sampling was used. A five-point rating-scale questionnaire was used for data collection. The researchers administered the research instrument and collected the data through the help of three research assistants. The data collected were analyzed using mean and standard deviation to answer the research questions and determine the spread of the responses. The findings of the study reveal inadequacy of skills among the graduating students of the Nigerian Certificate in Technical Education for the establishment and effective management of small-scale industry without additional training. The implication is that the graduates are not likely to participate in the establishment and management of small scale industry except those with special ingenuity. However it was concluded that due to the high level of unemployment in Nigeria, there is a need to prepare the students for both teaching and industry. Thus, the training should cover both areas so that the graduates can have optional career.

INTRODUCTION

Technical education as intended for colleges of education according to Federal Republic Nigeria (2014) is an education obtained at tertiary institution with the goals to contribute to national development through high level of manpower training to produce skills relevant to the needs of the labour market; promote and encourage scholarship, and entrepreneurship among others. Consequently, the graduates are expected to be self-reliance since they are required to be theoretically and practically sound teachers. This means that the Nigeria Certificate in Education (NCE) graduates should be well equipped for paid employment order than teaching or to become self-employed and employers of labour with requisite skills to establish and manage a business or industry effectively. In line with that Omorodion, (2016) opined that the graduate teachers should have the ability to understand basic aspects of their field of study and make life out of it by managing their own businesses.

Small-scale industry which is the focus of this study can be seen as a firm that employs 10-15 workers and does not have a high volume of sales (Ayozie, Oboreh, Umukoro & Anozie, 2013). Ayozie et al (2013) further observed that small-scale industries are generally privately owned and are sole proprietorships, corporations or partnerships. With the acquired skills the graduates are expected to be able to establish their own businesses since skills are the lens through which business opportunity are viewed by an entrepreneur (Ega & Ega 2023). Therefore, with the skills acquired, the NCE graduates should be entrepreneurially able to own or manage small-scale industries. That is hope to mitigate the serious economic and financial crisis that Africa continent had due to unemployment as a result of lack of skills (Ubulom & Enyekit, 2017). This is to improve quality of life, reduce poverty, limit the incidence of social vices due to joblessness and promote a culture of peace, freedom and Democracy (Federal Ministry of Education, 2016).

However, these objectives seem to be an illusion as many of the graduates are unemployed and in standard unproductive. It has been reported that, industrialists are becoming increasingly skeptical of the products from the technical programme in Nigeria (Abdulkadir & Ma’aji, 2014). Consequently, most of the graduates of technical education join the already large number of unemployed youths due to inadequate skills (Dantawaye, 2014). This is attributed to lack of adequate resources to train students in Technical Education to acquire the skills needed by employers of labour by the higher institutions (Akinyele & Bolarinwa, 2018).

Consequently, this study, is concerns with the increasing level of joblessness among graduates of NCE in the Southern Nigeria which appears to be inadequate training and subsequent lack of relevant skills to establish and effectively manage Small Scale Industries. It is on the above framework that this study on assessment of acquired skills by technical education students for establishment and effective management of small-scale enterprises was considered imperative to offer appropriate empirical data for actionable objectives by relevant stakeholders. The study is thus designed to determine the extent of technical, entrepreneurial, management, and human relation skills acquired by technical education students for effective management of small-scale industries.

METHODOLOGY

This study used survey research design in its investigations; Survey research design is most suitable when an investigation is centered on opinions, attitude and perceptions (Omorodion, 2016). Survey research design is considered most appropriate for this study due to the involvement in gathering of opinions data from technical students on their acquired skills.

The study was conducted among the Federal Colleges of Education (Technical) in Southern Nigeria.  Southern states comprise South-South, South-East and South-West. The Federal Colleges Education (Technical) selected for the current study include; FCE,(T) Asaba, Delta State for South-South, FCE, (T) Umunze, Anambra State, for South-East and FCE, (T) Akoka-Yaba, Lagos State for South- West. These zones were chosen because there were considered as the industrial hub of the Nigeria yet many youths are unemployed, due to the failure of technical education graduates to embark on the operation of small-scale industries and create jobs (Idowu, 2023).

 The population for the study comprises of the final year technical education students in the three colleges of education (technical) selected in southern Nigeria. The population of this study basically consisted of graduating students from the following department; Automobile, Building, Electrical/Electronic, Metalwork and Woodwork technology education from the three colleges. The total population thus are 142 respondents which were purposively sampled. The instrument for data collection was structured based on a five-point rating scale of Very High (VH – 5points), High (H – 4 points), Average (A – 3 points), Low (L – 2 points) and Very Low (VL – 1 point).

Data collected were analyzed using descriptive statistics of mean and standard deviation determine the respondents’ closeness. Decision on the research questions were based on limit of numbers as presented in Table 1.

1. Table 2; Questionnaire Decision Rating 

RESULTS

Cluster 1; the extent of acquired technical skills for establishment and effective management of small-scale industry.

Table 2: Means and standard deviations of the respondents on the extent of acquired technical skills.

Table 1 clearly shows the extent of acquired technical skills rating for effective management of small-scale industries or businesses by the respondents.  It expresses that the respondents agreed on having high knowledge of tools/equipment, and of relevant materials used in the production or operation in small-scale industry. Also, the knowledge of the process of production or construction of products in small-scale industry was also rated high. However, the skills in handling relevant tools/equipment and the skills on repairs and maintenance of tools and equipment were rated average. The grand mean of 3.37 so indicated an average value of the acquired technical skills.

Cluster 2: the extent of acquired entrepreneurial skills to establish and effective management of small-scale industry.

Table 3: Means and standard deviations of the respondents on the extent of acquired entrepreneurial skills.

Table 3shows clearly the means and standard deviations of the respondents on the extent of acquired entrepreneurial skills to establish and effective management of small-scale industry. The analysis shows that the respondents rated high the Skills on how to identify business opportunity for small-scale industry, while skills on how to oranised resources was rated poor.

However, the other items in the cluster; skills on how to organize business ideas, Skills on how to manage risks in small-scale industry and Skills on how to write and organise plan for small-scale industry were rated average. Again, the grand mean of 2.84 indicated an average value of the acquired entrepreneurial skills.

Cluster 3: The extent of acquired management skills for effective management of small-scale industry.

Table 4: Means and standard deviations of the respondents on the extent of acquired management skills.

The analysis of data presented in Table 4 shows the responses of the respondents on the extent of acquired management skills for effective management of small-scale industry. The respondents rated skills on materials management and skill on time management as average. The other items; skills in personnel management, skills on tools/ equipment management and skills in financial were rated poor. The average mean of 2.34 also shows that the rating of acquired management skills is poor and the discrepancy between the mean respondent is reasonable.

Cluster 4: The extent of acquired human relation skills for effective management of small-scale industry.

 Table 5: Means and standard deviations of the respondents on the extent of acquired human relation skills.

The data presented and analysed in Table 5 shows the responses of the respondents on the extent of acquired human relation skills for effective management of small-scale industry: while the skills on staff training was rated high, skills on Leadership and skills on working with others or a team were rated average. However, the skills on motivation of staff and skills on customer’s satisfactions were rated poor. But the grand total mean rate is 2.98 signifying average rating and the standard deviation of 1.98 shows that the disparities between the respondents rating is insignificant.  

SUMMARY OF MAJOR FINDINGS

The following are the summary of the findings of this study;

1. The acquired technical skills by the graduating students of the Nigeria Certificate in Education is of average.
2. The acquired entrepreneurial skills among the graduating students of the Nigeria Certificate in Education is also of average.
3. The acquired management skills among the graduating students of the Nigeria Certificate in Education is poor.
4. The acquired human relation skills among the graduating students of the Nigeria Certificate in Education is again of average.

DISCUSSION OF THE FINDINGS

The capacity to be self-employed or manage a small scale industry the graduates must acquire both sound knowledge and high skills in their area of specializations. Firstly, technical education students should have versatile technical skills at the same time a good entrepreneurship skills to be able to establish their own businesses. That is not all, to sustain the business and work with others, there is the need to have good management skills and human relation skills.

However, the findings of the current study have shown that the acquired technical skills is of average. The details of the findings show that the students are better acquainted with knowledge or information rather than skills. The implication of this is that the graduates are limited in identifying business opportunity since skills is the lens through which entrepreneur could view business opportunity (Ega & Ega, 2023). It may also be difficult for the graduates to assess the risks involved in the business.

This average rating of technical skills could be attributed to respondents training programme (NCE). The NCE by its established objectives is mainly designed to train students to teach technical related subjects in primary and junior secondary schools. Thus the curriculum does not cover in details or prepared them for business hence the average knowledge or the skills. The implication of this is that the graduates can only conveniently teach and may not have the charisma to venture into business without additional training or apprenticeship.   

The average acquired entrepreneurial skills recorded again shows that the curriculum required modification to increase their skills on how to expressly identify business opportunity, organise the plan, write business plan, and take risk. Again, it is also very necessary to understand how to gather resources for such business.  Entrepreneurial skills is the key to starting any business venture and the lack of it or half-baked of it as in this study will not encourage starting a business.

Management skills is necessary to sustain a small-scale industry. However, the findings of this study has shown that the acquired management skills is poor. This result is thus expected since the graduates are yet to enter into the job market or industry, they do not have the confidence on their ability to manage such industry. They may be having the theoretical knowledge but not practical or field experience.  However, Diran (2016) observed that the acquisition of management skills contribute immensely to the effective management of business. Again, Dantawaye, (2014) iterates that management competencies are needed by technical college welding and fabrication graduates for self-employment.

Further, the human relation is another skills necessary to sustain a business in Nigeria. Human relation involve leadership skills, motivation skills, and ability to work with others. Others include skills on staff training and skills on customer’s satisfactions. The absence of these skills will prevent effective management of a business. However, the findings of the current study have rated human relation skills of the graduating students as average. The average rating again could be attributed to inadequate or absence of these special skills training in their curriculum. Although the students industrial work experience scheme (SIWES) is expected to partly take care of this, however, the SIWES is hardly taken seriously by some of the students. Yet according to Chia (2018) possession of human relation skills is very important for enhancement of productivity.

CONCLUSION

The findings of this study reveal inadequacy of skills among graduating students of Nigerian certificate in technical education for the establishment and effective management of small-scale industry without additional training. This is because some basic skills are still lacking in their training. This can be attributed to the emphasis of the programme as focus is mainly for the graduates to teach in the class room.  The implication is that the graduates are not likely to participate in the establishment and management of small scale industry except those with special ingenuity.

However, due to the high level of unemployment in Nigeria, there is a need to prepare the students for both teaching and industry. Consequently the training should cover both areas so that the graduates can have optional career, and to do this the curriculum should be reviewed.

REFERENCES

Abdulkadir, M. & Ma’aji, S.A. (2014). Assessment of workshop resources management   practices in technical colleges of Niger State. International Journal of Scientific and    Research Publications, 4(1); 1-6.

Ayozie, D. O, Oboreh S.O. Umukoro, F., & Anozie, V. (2013). Small and medium scale   enterprises (SMEs) in Nigeria: the marketing interface. Global journal of management and business research marketing Vol. 13 Issue 9 Version 1.0 year 2013

Dantawaye, J. B, (2014). Management competencies needed by technical college welding and                  fabrication graduates for self-employment in Kaduna State. Unpublished masters’ thesis submitted to the Department of teacher education- industrial technical education unit,          University of Nigeria, Nsukka

Diran, M. (2016). Entrepreneurs: perception of skills needed for management of Small-Scale       businesses in Okitipupa local government of Ondo State. Unpublished maters’ thesis,      submitted to the Department of Vocational and Technical Education, Delta State      University, Abraka

Ega, I. J., & Ega, E. F. (2023). Entrepreneurial model for business development from skill to        enterprise. In H. S. Nalado, R. O. Igbodo, A. O. Isibor, & A. O. Attah (Eds), Current trends in entrepreneurship (569-575). Rupee-com publisher & coy, Asaba.

Federal Republic of Nigeria (FRN, 2014) National policy on education. Abuja: NERDC

Omorodion, S. O. (2016). Assessment of the level of technological literacy possessed by   vocational and technical education students in tertiary institutions.  Unpublished   masters’ thesis submitted to the department of technology and vocational education,             Nnamdi Azikiwe University, Awka 2016)

 Ubulom W. J. & Enyekit, E. ((2017). Evaluation of Facilities Utilized for the Implementation of                         Business Education Programmes in Tertiary Institutions in Rivers State International        Journal of Innovative Education Research 5(3):68-76.

Daily writing prompt

What’s the best piece of advice you’ve ever received?

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Komal Ashok Raisinghani

Email: raikomal2109@gmail.com

Abstract

In Leah Kaminsky’s The Waiting Room (2015), the spectral presence of the protagonist’s mother and various memory objects serve as powerful symbols for the enduring effects of trauma across generations. This study examines how Kaminsky uses these elements to explore the interplay between past and present, where unresolved grief and historical trauma manifest in both tangible and intangible forms. The ghostly figure of Dina’s mother symbolizes the persistent, haunting memories of the Holocaust, while objects such as cardboard boxes function as conduits for trauma that refuse to fade into history. This research analyses how Kaminsky intertwines spectral figures with memory objects to create a narrative space where the dead and the living coexist, revealing the continuous psychological toll of inherited trauma. The study further investigates how the novel portrays trauma as an omnipresent force that shapes identity, disrupts time, and blurs the boundaries between reality and memory. By delving into the narrative’s unique use of these elements, this paper sheds light on the complexities of post-war trauma and the ways in which literature can articulate the often invisible yet pervasive nature of historical suffering. This approach offers new insights into the representation of trauma in contemporary literature, emphasizing how Kaminsky’s novel contributes to the understanding of the intergenerational transmission of grief.

Keywords: Spectral figures, Memory objects, Intergenerational trauma, Historical haunting, The Waiting Room

Trauma leaves a mark far deeper than the physical scars of war, violence, or personal loss. It permeates the psyche, shaping the individual’s relationship with themselves, their family, and the broader world. While the wounds may be invisible, they linger across generations, embedding themselves in objects, memories, and familial bonds. Leah Kaminsky’s novel, The Waiting Room (2015), provides a profound exploration of how trauma transcends time, geography, and even life itself. Set in Israel, where the echoes of past wars reverberate alongside present conflicts, The Waiting Room delves into the life of Dr. Dina Ronen, a woman haunted by her mother’s death during the Holocaust, and her overwhelming fear of passing on that trauma to her son, Shlomi. Trauma fiction has long served as a crucial avenue for exploring not only the psychological aftermath of traumatic events but also their socio-political dimensions. Vickroy (2002) highlights the significance of trauma literature as a vital lens through which readers can access the lived experiences of individuals shaped by ideology and public policy. Through a sociocultural critical analysis, trauma literature provides a deeper understanding of how people navigate oppressive systems and historical contexts that have profoundly impacted their lives. The blending of literary narratives with research from fields such as psychology and history not only enriches our understanding of trauma but also supplements other fields of study, offering a multi-dimensional perspective on the psychological and social aftermath of traumatic events. Horvitz (2000) reinforces this idea, asserting that trauma fiction serves as a means of unmasking the very ideologies and sociopolitical conditions that give rise to traumatic incidents. By exposing these oppressive forces, trauma fiction becomes a powerful tool for both critiquing and challenging systems that produce or legitimize suffering. The combination of these perspectives underscores the power of trauma literature not only to document individual and collective experiences but also to critique the broader forces that shape and sustain those experiences, contributing to a richer and more comprehensive understanding of trauma. In Kaminsky’s The Waiting Room, these ideas are embodied in Dina’s internal and external struggles as she navigates the overwhelming burden of intergenerational trauma. Cathy Caruth, one of the foremost scholars in the field, suggests that “the story of trauma, then, as the narrative of a belated experience, far from telling of an escape from reality—the escape from a death, or from its referential force—rather attests to its endless impact on a life” (1996, p. 7). It implies that trauma does not always manifest immediately after a distressing or violent event. In many cases, people do not fully process or understand what has happened to them until much later. This is why trauma is often described as belated—its emotional, psychological, and sometimes even physical impact can emerge long after the initial event. In this sense, trauma is not just about the past event itself but about how that event continues to affect the person over time. Trauma narratives do not offer an escape from the painful reality of the event; instead, they highlight how the traumatic experience continues to linger and shape the individual’s reality. The traumatic event is not something that the person simply gets over or leaves behind, but rather something that they carry with them, sometimes unconsciously. This further refers to the idea that even if someone survives a traumatic event, the psychological consequences of that event continue to impact the survivor. In other words, while the person may have physically escaped death, they have not escaped the emotional or mental toll it takes. This emphasizes the enduring nature of trauma. The traumatic event keeps surfacing in a person’s life—through flashbacks, nightmares, emotional triggers, or unconscious behaviours—demonstrating that its impact is never fully left behind. Trauma has a ripple effect, shaping the person’s future experiences, relationships, and emotional state in ways that can feel endless. Caruth’s seminal work, Unclaimed Experience (1996), offers a framework for understanding how trauma operates in fiction, particularly through its disruptive effect on narrative temporality. In Kaminsky’s The Waiting Room, this disruption is evident in Dina’s oscillation between past and present, with her mother’s ghost serving as the embodiment of unresolved trauma.

Freud’s theories of trauma provide a compelling lens to understand Dina’s behaviour in The Waiting Room. Freud (1924) posits that trauma victims, in response to memory loss or repressed memories, unconsciously repeat the traumatic event, not as a recollection but as an action. This phenomenon, known as “acting out,” occurs because the victim is unable to process the memory properly, leading them to relive the trauma in various ways without recognizing the repetition. Victims of trauma are often unable to articulate their memories of the traumatic event and instead re-enact the trauma unconsciously. In The Waiting Room, Dina’s constant interaction with objects tied to her mother’s memory, as well as her obsessive anxiety over Shlomi’s safety, can be understood as manifestations of this repetition compulsion. She is trapped in an endless cycle of reliving her mother’s death, unable to break free from the shadow of the Holocaust. In The Waiting Room, Kaminsky engages with Israel’s ongoing history of war and conflict, as well as the cultural weight of the Holocaust. Dina’s personal trauma is deeply intertwined with the collective trauma of the Jewish people, suggesting that her inability to escape her mother’s ghost is symbolic of a larger societal struggle to come to terms with historical atrocities. The novel reveals Dina’s deep-seated anxiety, foreshadowing the persistent presence of trauma in her life. As Kaminsky writes, “…a past she carried along with her everywhere she went; a heavy sack filled with the dead, permanently hoisted over her shoulder” (Kaminsky, 2015, p. 32) This encapsulates the key idea that trauma, particularly Holocaust-related trauma, is never truly forgotten; instead, it lingers, reemerging in spectral figures and memory objects that continuously shape Dina’s perception of the present. In The Waiting Room, Dina is a second-generation Holocaust survivor. Although she was not alive during the Holocaust, her mother’s death in a concentration camp casts a long shadow over her life. Dina’s obsessive need to protect Shlomi from the dangers of the world, her inability to let go of objects tied to her mother’s memory, and her constant fear of loss can all be seen as manifestations of intergenerational trauma. This concept is central to Kaminsky’s exploration of how trauma is inherited and how the past continues to shape the present.

In The Waiting Room, the ghost of Dina’s mother looms large, serving as both a literal and metaphorical representation of the trauma that haunts Dina’s life. Kaminsky uses the spectral figure to explore the idea that trauma is not confined to the past but continues to haunt the present, often in ways that are difficult to articulate or understand. Freud’s theory of melancholia, which suggests that individuals who are unable to properly mourn their losses become trapped in a state of perpetual mourning, is particularly relevant here (Freud’s Mourning & Melancholia). Dina’s inability to let go of her mother’s memory mirrors this process of melancholia, as she is unable to move forward and is instead trapped in the cycle of reliving her mother’s death. “In each room of memory lies a corner reserved for her mother’s dead; the family lost in the war” (Kaminsky, 2015, p. 83). This line encapsulates the idea that Dina’s mother is not simply a memory but an omnipresent force in her life. The physical spaces Dina inhabits are marked by her mother’s absence, suggesting that the trauma of loss has infiltrated every aspect of her existence. Dina’s mother’s ghost is not just a figure from the past; she is a constant presence, reminding Dina of the trauma she cannot escape. Cultural trauma refers to the collective experience of a traumatic event that affects an entire community or nation. The Holocaust is perhaps the most well-known example of cultural trauma, and it plays a significant role in The Waiting Room. Dina’s trauma is not only personal but also collective, as it is tied to the larger history of Jewish persecution and survival. Dina’s inability to let go of her mother’s memory is symbolic of the larger struggle within Jewish communities to come to terms with the trauma of genocide.  Scholars such as Michael Rothberg (2009) have explored how cultural trauma is represented in literature, particularly in relation to memory and identity. Kaminsky’s novel engages with this idea by situating Dina’s personal trauma within the broader context of collective history. Dina’s fear for Shlomi’s safety is not only a reflection of her personal trauma but also of the collective anxiety that permeates in the society. This is particularly evident in Dina’s relationship with Shlomi, as she fears that her trauma will be passed down to him, just as it was passed down to her. “No child deserves to be born with the handicap of having to endure its parent’s pain, carry the madness of a history that belongs to someone else, become infected with the white-hot touch of other people’s wounds” (Kaminsky, 2015, p. 131). This line speaks to the overwhelming burden of intergenerational trauma and Dina’s desperate attempts to protect Shlomi from inheriting her suffering. The novel, therefore, serves as both a personal and political commentary on the long-lasting effects of cultural trauma.

In The Waiting Room, objects play a significant role in preserving and transmitting trauma. Dina’s relationship with objects, particularly those tied to her mother, serves as a powerful metaphor for the way trauma is stored in the material world. Objects, in this context, become repositories of memory, carrying the weight of the past and acting as conduits for the transmission of trauma across generations. “Dina lives her life surrounded by cardboard boxes, filled with objects she cannot give away… She hoards. She keeps stuff, collects stuff, is unable to let go of stuff. Boxes she shipped from Melbourne, filled with her parents’ junk that she could never bring herself to throw out…” (Kaminsky, 2015, pp. 28-29). This behaviour is a clear manifestation of Dina’s inability to let go of the past, as she clings to objects that remind her of her mother and the trauma she endured. Freud’s theory of “repetition compulsion” (1924) provides insight into this behaviour, as Dina’s hoarding can be seen as a form of unconscious repetition, a way of keeping her mother’s memory alive while simultaneously preventing herself from moving forward. This is further reflected in the lines, “She has never really unpacked; she lives neither here, nor there. The boxes float above her bed as she sleeps, ready to be filled with dreams and instantly locked away” (Kaminsky, 2015, pg. 29). This suggests that Dina is living in a state of limbo, not fully grounded in her present life nor entirely disconnected from her past. The act of unpacking is often symbolic of settling down and becoming comfortable in a new place, but Dina has not done this. Her failure to unpack indicates her emotional and psychological displacement—she cannot fully commit to her present life because her mind is still tied to unresolved trauma from her past. This liminal space signifies how she is psychologically stuck. The “boxes” (p. 29) symbolize the memories, unresolved emotions, and traumas that she keeps locked away but that still loom over her, even in sleep. They are not grounded or stored somewhere—they hover above her, indicating that they are always present in her subconscious, ready to intrude on her peace. Even when she tries to rest or escape into sleep, the weight of these memories threatens to come crashing down. This line reveals how Dina manages her trauma—she may experience dreams or memories that connect to her unresolved past, but she quickly represses them, locking them away in the metaphorical boxes. This suggests a coping mechanism where she avoids confronting or unpacking her trauma fully. Instead of processing these painful memories, she tucks them away to avoid dealing with them head-on, though they still exist in her psyche, ready to resurface at any moment. This adds to the broader narrative of how past trauma, especially related to war and displacement, continues to affect survivors long after the actual events have ended, shaping their present existence.

The significance of objects in The Waiting Room is further emphasized by the way Dina interacts with them. “She glances at the reflection of a wedding photo hanging on the wall behind her” (Kaminsky, 2015, p. 24). The wedding photo symbolizes a moment of joy and stability in Dina’s life. Yet, the fact that she only sees it through a reflection rather than directly signals a disconnect between her present happiness and the burdens of her past. The act of Dina circling her husband during the wedding symbolizes protection and tradition, yet this protection is overshadowed by the historical trauma she has inherited. Her marriage and her present life are haunted by the unresolved legacy of her family’s past. Dina’s understanding of wartime Poland is shaped entirely by the stories her mother told her, yet those stories are so powerful and traumatic that they have created a mental image in Dina’s mind as if she had lived through them herself, which is reflected when Dina says, “…people, buildings and landscapes only appear in varying tints of black and grey, often tinged with a wash of red taken from the bloody palette of her mother’s stories. Dina keeps returning there, even though she’s never set foot near the place” (Kaminsky, 2015, p. 24). The black and grey shades reflect a world devoid of life and hope, echoing the Holocaust’s overwhelming darkness, destruction, and death. This colour imagery signifies how the trauma of war has erased all vibrancy from these memories and landscapes, turning everything into a shadowy, mournful world in Dina’s mind. The monochromatic view suggests that Dina’s perception of this place is entirely shaped by tragedy and loss, as conveyed through her mother’s stories. The red symbolizes blood, violence, and death, underscoring the horrifying nature of her mother’s experiences. The “bloody palette” (p. 24) represents the physical and emotional brutality of the Holocaust. This visual description conveys that while Dina never experienced these events, the emotional intensity of her mother’s stories has coloured her imagination with the same fear, pain, and loss that her mother lived through. The red “wash” (p. 24) further emphasizes the inescapable presence of violence in these memories, as if blood has stained the very landscape of her imagination. These memories haunt her, even though they are not technically her own. This reflects Marianne Hirsch’s concept of postmemory, where the second generation inherits the traumatic memories of the first generation and internalizes them so deeply that they feel as though they belong to them (2008).

Storytelling is also portrayed as a haunting element in the novel. It is reflected in the scene when “Dina digs inside her bag trying to find her phone, searching for a lifeline out from the shoemaker’s past. The threads of his story are wrapping around her chest. She takes several slow breaths, trying to connect again to the here-and-now. The screen of her phone is blank…” (Kaminsky, 2015, p. 122). Dina’s attempt to find her phone symbolizes her desperate need to escape from the heavy emotional burden that the shoemaker’s story brings. The phone, a tool of modern communication and connection to the present, represents a way for Dina to ground herself in the “here-and-now” (p. 122) and escape from the overwhelming emotions triggered by the shoemaker’s traumatic narrative. The “lifeline” (p. 122) metaphor suggests that she feels trapped and needs a means to pull herself out of the entanglement created by the story. This metaphor vividly captures the suffocating impact that the shoemaker’s story is having on Dina. The “threads” (p. 122) of the story symbolize how trauma—whether experienced directly or through others—can weave itself into one’s mind and emotions, making it difficult to disentangle from it. The physical sensation of the story “wrapping around her chest” (p. 122) suggests emotional constriction, anxiety, and suffocation. It highlights how listening to stories of trauma can evoke a visceral, almost physical reaction in the listener, especially someone like Dina, who is already carrying her own burdens of inherited trauma. The practice of slow breathing suggests mindfulness or grounding, a common technique used to combat anxiety or panic attacks. Dina is actively trying to resist being pulled too deeply into the past and the trauma it represents, attempting to restore her focus on the present. However, this action also shows how difficult it is to remain detached from traumatic stories once they start to pull at emotional threads. The blank phone screen is symbolic of Dina’s current state of disconnection, both from the present and from the people or things that might help her find grounding. Recording memories of the traumatic events in the survivor’s mind has also been studied by Dominic (2001), according to whom trauma survivors continuously carry remnants of their past, describing this as a persistent presence that haunts their minds. He explains that when survivors recount their traumatic experiences, they are mentally transported back to the original event, becoming trapped in that moment once again. In doing so, they do not simply recall the event but are emotionally and mentally re-immersed in the trauma, effectively reenacting the situation as if they are still living through it.

In The Waiting Room, one of the central tensions Dina grapples with is the fear of passing on her trauma to her son, Shlomi. In Dina’s case, her inherited trauma from her parents—survivors of the Holocaust—continues to exert a profound influence on her, and she is deeply fearful that this legacy of suffering will affect her child. This dynamic is particularly evident in Dina’s obsessive anxiety over Shlomi’s safety, as she goes to great lengths to protect him from the dangers of the world. Dina’s protective instincts—rooted in her own unresolved trauma—lead her to create scenarios in her mind where her worst fears, such as Shlomi’s death, come true. This constant state of fear is not only harming Dina but also potentially affecting her relationship with her son, which is reflected in the statement, “She is losing him. For too long she has grasped him tight, trying to keep him safe. But she has been playing out her false tragedies at her son’s expense” (Kaminsky, 2015, p. 139), Dina acknowledges that her attempts to keep Shlomi safe have, in some ways, become harmful. The phrase “false tragedies” (p. 139) suggests that Dina is aware she is projecting her traumatic past onto her son, imagining worst-case scenarios that may never occur. However, this realization does not alleviate her anxiety. Instead, it reveals the depth of her trauma, as her efforts to protect Shlomi from danger are shaped by the unresolved fears and insecurities that stem from her own experiences. “She somehow feels Shlomi’s school is the place where her worst fears are about to come true” (Kaminsky, 2015, p. 129), Dina’s irrational fear transfers to everyday spaces, like Shlomi’s school. Schools, which should be places of safety and growth, become in Dina’s mind sites of potential catastrophe. This anxiety is an extension of her trauma—she sees danger where there may be none because her traumatic memories are deeply intertwined with fear and loss. The school becomes a metaphor for her inability to escape the past, as Dina sees even the most mundane environments as threatening. This sense of perpetual danger aligns with the theory of hypervigilance, which is typically associated with high levels of anxiety (state and trait) and has been conceptualized to represent a bias in information processing aimed at increasing the chances of survival (Craske et al. 2009; Beck and Clark 1997; Richards et al. 2014). With disordered anxiety/fear, the perception of threat has been shown to be overestimated in comparison to the needs of the environment (Beck and Clark 1997; Rosen and Schulkin 1998). Dina’s fear is no longer bound to the traumatic events of the past but seeps into the present, affecting how she views her son’s future. Her belief that Shlomi’s school is a place where her worst fears will come true shows how trauma reshapes reality, creating constant fear even in ordinary situations. The vivid imagery of birth—of him being jettisoned into the world—conveys Dina’s sense of helplessness. From the very beginning, she associates his birth with danger, and this fear has persisted throughout his life. The term “bloated jellyfish” (Kaminsky, 2015, p. 47) suggests that Dina views both the process of childbirth and the world outside the womb as vulnerable and precarious. Her trauma, inherited from her mother’s Holocaust experiences, has made her hyper-aware of the fragility of life.

In The Waiting Room, Leah Kaminsky masterfully portrays the long-lasting and pervasive effects of trauma, particularly Holocaust trauma, and its deep psychological impact on individuals and families. Dina’s life is defined by her inherited trauma, the echoes of her mother’s Holocaust experiences, and her own struggles to break free from these memories. The novel demonstrates how trauma is not confined to the past—it is an ongoing presence, resurfacing in various forms and influencing not only the survivor but also their children, as seen in Dina’s overwhelming fear for her son, Shlomi. The narrative underscores the cyclical nature of trauma, illustrating how unprocessed and unacknowledged pain can transcend generations. Dina’s anxious attempts to protect her son from an uncertain future stem from the unresolved grief and loss she inherited. This persistent trauma creates a psychosocial crisis—one that is deeply internal, silent, and potentially more destructive than any physical danger, much like a pandemic of the mind and spirit. Such a crisis, left unaddressed, could be as harmful as the global pandemic, if not more so, because it seeps into the very fabric of family life, quietly eroding emotional resilience and well-being. Kaminsky’s portrayal of Dina’s fractured existence, living between the shadows of her mother’s past and the fears for her son’s future, emphasizes the urgent need for addressing trauma before it escalates into a generational psychosocial crisis. The novel calls attention to the dangers of suppressing or ignoring trauma, highlighting the importance of acknowledging and processing these experiences to prevent them from overwhelming individuals and societies. In a world increasingly grappling with the psychological fallout of war, violence, and displacement, Kaminsky’s work serves as a reminder that unresolved trauma can have widespread and devastating consequences, much like an invisible pandemic. Ultimately, The Waiting Room offers a message of both caution and hope. It emphasizes that while trauma may not be entirely escapable, healing is possible through awareness, self-reflection, and, most importantly, through the conscious effort to live in the present. By facing the ghosts of the past, Dina—and by extension, all trauma survivors—can begin to reclaim their future and protect the next generation from carrying the same burdens. Kaminsky’s novel is a powerful testament to the resilience of the human spirit and the necessity of addressing trauma to avoid the silent, pervasive dangers of a psychosocial crisis.

References

Beck, A. T., & Clark, D. A. (1997). An information processing model of anxiety: Automatic and strategic processes. Behavior, Research, and Therapy, 35, 49–58.

Caruth, C. (1996). Unclaimed experience: Trauma, Narrative and History. John Hopkins University Press.

Craske, M. G., Rauch, S. L., Ursano, R., Prenoveau, J., Pine, D. S., & Zinbarg, R. E. (2009). What is an anxiety disorder? Depression and Anxiety, 26, 1066–1085. https://doi.org/10.1002/da.20633.

Dominic L. (2001). Writing history, writing trauma. Baltimore: Johns Hopkins University Press.

Freud S. (1924). Neurosis, and psychosis. In Strachey J. (Ed.), The standard edition of the complete psychological works of sigmund Freud (trans). New York: W.W. Norton & Company.

Freud’s Mourning & Melancholia. (n.d.). https://www.sas.upenn.edu/~cavitch/pdf-library/Freud_MourningAndMelancholia.pdf

Hirsch, M. (2008). The Generation of Postmemory. Poetics Today, 29(1), 103–128. https://doi.org/10.1215/03335372-2007-019

Horvitz D. (2000). Literary trauma: Sadism, memory and sexual violence in American women’s fiction. State University of New York.

Kaminsky, L. (2015). The waiting room. https://oceanofpdf.com/authors/leah-kaminsky/pdf-epub-the-waiting-room-by-leah-kaminsky-download/  

Richards, H. J., Benson, V., Donnelly, N., & Hadwin, J. A. (2014). Exploring the function of selective attention and hypervigilance for threat in anxiety. Clinical Psychology Review, 34, 1–13. https://doi.org/10.1016/j.cpr.2013.10.006.

Rosen, J. B., & Schulkin, J. (1998). From normal fear to pathological anxiety. Psychological Review, 105, 325–350.

Rothberg, M. (2009). Multidirectional Memory: Remembering the Holocaust in the Age of Decolonization. Stanford University Press.

Vickroy L. (2002). Trauma and survival in contemporary fiction. Bibliovault OAI Repository, the University of Chicago Press.

Daily writing prompt

Which topics would you like to be more informed about?

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The Vice-President, Shri Jagdeep Dhankhar today called upon everyone to resolve today to make at least one person literate. “ When we make someone literate, we liberate him or her, we help that person discover himself or herself, we make him or her feel dignity, we cut down dependence, we generate independence and interdependence. It enables a person to help himself or herself.It is a supreme facet of handholding”, he added

Addressing the International Literacy Day celebrations as Chief Guest at Vigyan Bhawan in New Delhi today the Vice-President underlined, “The joy and happiness you provide by educating a person, whether a man, a woman, a child, or a girl, is beyond measure. You can’t imagine the happiness it will bring you. It will spread in a positive manner. It will be the greatest affirmative action you can take in Human Resource Development”.

In his address, he called upon everyone to promote literacy.He remarked that it is time for us to be in mission mode with commitment and passion to ensure 100% literacy at the earliest but he said he was sure that this is achievable sooner than we think. Let each one make one literate, this will be a key  contribution for Viksit Bharat, he said.

He further asserted that “Education is something that no thief can take away from you. No government can snatch it from you. Neither relatives, nor friends can take it away from you. There can be no reduction in it. It will grow and continue to grow as long as you keep sharing it”. He also expressed confidence that if literacy is pursued passionately, India can reclaim its ancient status as a centre of learning, like Nalanda and Takshashila.

Appealing to the states that are yet to adopt the Education Policy (NEP) to rethink, revisit their stance, he emphasised that this policy is a game-changer for the nation. “This National Education Policy empowers our youth to fully exploit their talent and energy, giving due importance to all languages,” he remarked.

Highlighting the special significance of mother tongue, Shri Dhankahr stated that it is the language in which we dream. Shri Dhankhar emphasised on India’s unparalleled linguistic diversity, Shri Dhankhar stated that, “There is no country in the world like India. We are a unique nation when it comes to the richness of language, with several languages”.

 Reflecting on his experiences As Chairman of the Rajya Sabha, he shared that  members are given the opportunity to speak in 22 languages. “When I hear them speak in their language, I listen to the translation, but their body language itself tells me what they are saying”, he stated.

He also highlighted the profound significance of Rishi Tradition in Indian culture, and urged everyone to “take resolve to make at least one person literate within six months, so that by the end of the year, we can achieve the goal of educating two individuals.”

Lauding India’s transformative progress over the last decade, Shri Dhankhar emphasised how achievements like electrifying every household, once unimaginable, are now a reality, with future goals focused on self-sufficiency through solar power. He reflected on rural development, highlighting the significant strides like toilets in every household and the impact of widespread digital connectivity. He noted how 4G access in remote villages has revolutionised service delivery, making everyday tasks easier, and eliminating the need for long queues for essential services”.

Cautioning against the people who taint, tarnish and demean our institutions, Shri Dhankhar urged to show path to those misguided souls who are not able to acknowledge the impressive growth of Bharat and are not recognising the ground reality.

Shri Jayant Chaudhary, Minister of State for Education, Shri Sanjay Kumar, Secretary, Department of School Education & Literacy (DoSEL) and other dignitaries were also present on the occasion.

The Ministry of Education’s Department of School Education & Literacy, in collaboration with UNESCO, celebrated International Literacy Day 2024. The theme of this year’s event, “Promoting Literacy through Multilingualism,” highlighted the critical role of linguistic diversity in improving literacy levels across India’s diverse communities.

Shri Jayant Chaudhary, while delivering the inaugural address, highlighted the significance of literacy in improving the health situation, empowering women, and increasing GDP. Literacy is not just a developmental goal; it is the very foundation of our character of a developed India, he added.

The Minister highlighted the unique feature of ULLAs, which is a sense of duty, ‘Kartavyabodh’, with the spirit of volunteerism and community participation. He also expressed his gratitude to Prime Minister Shri Narendra Modi for his vision of Viksit Bharat by 2047 which emphasizes inclusive participation and the use of Indian languages to make progress in various fields. This vision is being realized through the NEP-2020, which seeks to eliminate linguistic barriers and ensure that language does not become a barrier in the educational journey of any learner, Shri Chaudhary said.

Shri Chaudhary emphasized that our efforts towards making everyone literate are part of a global mission. He mentioned, how, in collaboration with UNESCO, the work is going on towards making it in sync with international standards and goals towards a world where every individual has the right to education and the opportunity to reach their full potential. Literacy is not just a national priority; it is a global imperative that will have far-reaching implications for the future, he said.

He urged all States and Union Territories to fully embrace the ULLAAS initiative and work tirelessly towards achieving total literacy by 2030. This is not just a government effort, it is a collective responsibility, he reminded.

Shri Sanjay Kumar in his welcoming address mentioned how the literacy programme is aligned with NEP2020 which aims at achieving 100% literacy. ULLAS symbolizes our relentless pursuit of literacy for all, he said. Towards the students present at the event he highlighted the opportunity the programme presents them to contribute to the country’s literacy mission. He congratulated the UT of Ladakh on achieving full literacy (over 97%). Shri Kumar also mentioned that this year’s theme of the ILD stresses multilingualism and India’s linguistic diversity is one of the greatest assets of the country and by embracing multilingual education it can be made accessible for all. Reaffirming the unwavering determination to achieve 100% literacy he mentioned that along with enhancing literacy this mission is igniting hope, empowering individuals and shaping a bright future for India.

A special film on ULLAS – Nav Bharat Saaksharta Karyakram, was launched during the programme, which captured the journey, milestones, and success stories of the program. The film showcased the transformative impact of the initiative in promoting adult literacy across diverse linguistic regions and empowering communities through foundational literacy and digital skills.

The ULLAS DTH Channel, a significant step towards reaching learners across the nation through literacy programs in multiple languages, was also launched today. This initiative will serve as a crucial tool in bridging the literacy gap, particularly for adult learners in remote and underserved regions.

Some volunteer teachers and neo-literate individuals shared their experiences of learning through multilingual education under the ULLAS program. These stories showcased the transformative power of learning in one’s native language and its profound impact on adult learners, empowering them to participate more actively in their communities and the economy.

Cultural performances showcasing India’s linguistic richness at the event reflected the diverse heritage that is the backbone of the nation’s literacy efforts.

International Literacy Day 2024 reinforced the government’s ongoing efforts to promote literacy through multilingual education, aiming to build a more inclusive, literate, and empowered society where linguistic diversity is celebrated and embraced.

*****

Daily writing prompt

Share a lesson you wish you had learned earlier in life.

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By Kavita Dehalwar

The National Mission for Clean Ganga (NMCG) is an ambitious project initiated by the Government of India with the objective of rejuvenating the Ganga River, one of India’s most important and revered rivers. Launched in 2014 under the Namami Gange Programme, NMCG serves as the implementation arm responsible for coordinating the multi-stakeholder efforts to clean and conserve the Ganga basin.

Background and Need for NMCG

The Ganga River holds immense cultural, spiritual, and economic significance in India, with millions of people depending on it for water, agriculture, and livelihoods. Despite its importance, the river has suffered from years of pollution due to rapid industrialization, urbanization, and population growth. Untreated sewage, industrial effluents, agricultural runoff, and religious activities have all contributed to the degradation of the Ganga, impacting its ecosystem and water quality.

To address this alarming situation, the Government of India has initiated several programs over the decades. However, these efforts were either fragmented or insufficient. The NMCG was formed as part of the Namami Gange Programme to provide a comprehensive and sustained approach to cleaning the river and ensuring its long-term sustainability.

Objectives of NMCG

The core mission of the NMCG is to restore and conserve the Ganga River by reducing pollution and maintaining ecological flow (Aviral Dhara). Its main objectives include:

1. Pollution Abatement: Reducing pollution levels in the river by treating sewage, industrial effluents, and other pollutants that enter the Ganga.
2. Riverfront Development: Developing and beautifying the ghats (riverbanks) to promote tourism, sanitation, and the cleanliness of the riverbanks.
3. Biodiversity Conservation: Restoring and conserving the river’s biodiversity, which includes aquatic life like the endangered Gangetic dolphin and various fish species.
4. Sustainable Agriculture: Promoting eco-friendly farming practices in the Ganga basin to reduce chemical runoff into the river.
5. Public Participation: Encouraging active community involvement in Ganga rejuvenation through public awareness campaigns and local participation in river conservation efforts.
6. Afforestation: Undertaking plantation and conservation activities along the riverbanks to improve the health of the river ecosystem and prevent soil erosion.
7. Ecological Flow: Ensuring that a sufficient amount of water remains in the river at all times to support its ecological functions, even as demands for irrigation, drinking water, and industrial use grow.

Key Components of NMCG

The National Mission for Clean Ganga operates under a multi-pronged strategy that encompasses the following key components:

1. Sewerage Infrastructure Development: One of the major contributors to Ganga pollution is untreated sewage. NMCG has focused on building and upgrading sewage treatment plants (STPs) across cities and towns situated along the river. These plants are designed to treat wastewater before it enters the river, reducing the harmful impact of domestic and industrial waste.
2. River Surface Cleaning: Cleaning the surface of the river is another priority under NMCG. Special equipment like trash skimmers has been deployed to remove floating debris, garbage, and pollutants from the river’s surface.
3. Industrial Pollution Control: The NMCG has initiated stringent measures to regulate industrial discharge into the Ganga. Industrial units located along the river are required to install effluent treatment plants (ETPs) and adhere to environmental guidelines to minimize pollution.
4. Rural Sanitation: The mission aligns with the Swachh Bharat Mission (Clean India Campaign) to improve rural sanitation in villages along the Ganga. By promoting the construction of toilets and waste management systems, NMCG aims to prevent open defecation and other practices that contribute to water pollution.
5. Riverfront Development: Riverfronts are being developed in several cities along the Ganga to create clean, accessible spaces that can be used by residents and tourists. This includes renovating old ghats, constructing new ghats, and providing better facilities for bathing, religious activities, and public use.
6. Biodiversity and Wetland Conservation: NMCG has also focused on conserving and restoring wetlands and aquatic ecosystems around the Ganga. This effort includes projects to protect the endangered Gangetic dolphin, restore natural habitats, and conserve fish species. These biodiversity efforts aim to improve the ecological health of the river and its surroundings.
7. Public Awareness and Participation: NMCG places a strong emphasis on public awareness, education, and community participation. Numerous awareness campaigns have been launched to educate the public about the importance of keeping the Ganga clean. Efforts include outreach programs in schools, universities, and communities, as well as engaging religious leaders to promote responsible practices.
8. Monitoring and Real-Time Data: The NMCG has set up a real-time water quality monitoring system to assess the pollution levels in the Ganga and its tributaries. This system helps authorities monitor the effectiveness of pollution control measures and make necessary interventions.

Governance and Structure of NMCG

NMCG operates under the Ministry of Jal Shakti and functions as a registered society under the Societies Registration Act, 1860. It is part of the National Ganga Council, which is headed by the Prime Minister of India. The council oversees the planning and execution of Ganga rejuvenation projects and is supported by the State Ganga Committees in the five major states through which the river flows—Uttarakhand, Uttar Pradesh, Bihar, Jharkhand, and West Bengal.

NMCG also coordinates with various central and state government agencies, local bodies, non-governmental organizations (NGOs), and other stakeholders to ensure effective implementation of the mission’s objectives.

Achievements of NMCG

The National Mission for Clean Ganga has made significant progress since its inception. Some of its key achievements include:

1. Sewage Treatment Capacity: As of recent reports, several sewage treatment plants have been constructed and made operational, significantly improving the capacity for treating wastewater in cities along the Ganga.
2. Reduction in Pollution Levels: Various reports indicate a reduction in pollution levels in stretches of the Ganga, particularly around cities where new sewage treatment plants and industrial pollution control measures have been implemented.
3. Public Engagement: Millions of people have been engaged in NMCG’s awareness programs and activities, resulting in a greater sense of ownership and responsibility towards the Ganga’s conservation.
4. Improved Biodiversity: Efforts to protect the Gangetic dolphin and other species have shown positive results, with sightings of the dolphin increasing in several stretches of the river.
5. Successful Riverfront Projects: Several riverfront development projects have been completed, providing cleaner, well-maintained public spaces for people to interact with the river while ensuring better waste management along the ghats.

Challenges Faced by NMCG

Despite its achievements, NMCG faces several challenges, including:

1. Coordination Among Stakeholders: The Ganga runs through multiple states, each with its own governance structures, making coordination between different government agencies and local bodies complex.
2. Sustaining Public Engagement: Keeping the public engaged in the long-term requires continuous awareness programs and education, as the behavior of communities directly affects the health of the river.
3. Industrial Compliance: Ensuring consistent compliance with pollution norms by industries is an ongoing challenge, especially in regions where industries are a significant source of employment and revenue.
4. Urbanization and Population Growth: Rapid urbanization and population growth along the Ganga basin contribute to increased pollution, which requires ongoing efforts to expand sewage treatment and waste management infrastructure.

Conclusion

The National Mission for Clean Ganga (NMCG) is one of the largest and most comprehensive river rejuvenation projects in the world. While it has made significant progress in addressing pollution, restoring ecosystems, and engaging the public, there is still a long way to go to achieve the mission’s goals of a clean, sustainable, and healthy Ganga. With continued political will, public participation, and a focus on holistic development, NMCG has the potential to make the Ganga a symbol of ecological restoration and sustainable development in India.

References

Alley, K. D., Barr, J., & Mehta, T. (2018). Infrastructure disarray in the clean Ganga and clean India campaigns. Wiley Interdisciplinary Reviews: Water, 5(6), e1310.

Chatterjee, T. (2018). Independent environmental regulation in India: Less an authority and more a process from below. Indian Journal of Public Administration, 64(4), 614-626.

Kedzior, S. B. (2024). Clean Water and Universal Sanitation in an Era of Sustainable Development: Understanding the Challenges and Prospects for SDG 6 in the Ganga River Basin. Sustainability: Science, Policy, and Practice in India: Challenges and Opportunities, 85-103.

Nagar, S. (2020). Report–Ganga Aamantran Abhiyan: The National Mission for Clean Ganga.

Vyas, J. N., Nath, S., Deogade, R. B., & Chandra, P. (2023). Rejuvenation of Rivers in India: A Case Study on Efforts for Rejuvenation of River Ganga. In Ecosystem Restoration: Towards Sustainability and Resilient Development (pp. 137-147). Singapore: Springer Nature Singapore.