Girl Scouts of Eastern Mass. announced Thursday that 51 Girl Scouts have earned the Girl Scout Gold Award-- the highest recognition a member of the organization can achieve.

The award recognizes a service project within a girl's community that creates change and becomes ongoing while also portraying a girl's organizational, leadership, and networking skills. To earn the award, girls must complete the Silver Award and a minimum of 80 hours of service, according to a press release.

The awards were given in a ceremony on June 19 at the Marlborough Holiday Inn.

Here is a list of the girls and an explanation of their projects:

Emily Allard, Stoneham
Allard's project, Lindenwood Cemetery Visitors Project, helped visitors easily locate the cemetery plots of their friends and family. She replaced the street signs and poles and created a detailed map of the cemetery near the entrance. Smaller paper maps are also available for visitors to take with them.

Claire Bagnani, Chestnut Hill
Bagnani’s project, Elder Youth Connection, helps senior citizens who are living alone or lacking support systems. Children of Brookline regularly spent time with the elderly and provided assistance by grocery shopping and running errands. The partnership between elder housing communities and the youth of Brookline formed a strong bond among the two communities. The program, titled SHOP, will continue this relationship between the senior citizens and high school students.

Andrea Bourke, Kingston (she moved to Maryland but remained in her Kingston GS troop through Skype and other technology)
The Chesapeake Bay is one of the unhealthiest waterways in the world, due to human habitation, development, deforestation, overfishing and nutrient pollution. Bourke's project, Save the Bay, aimed to promote awareness for this regional issue and brought about change by educating others on how they can affect the problem. She worked with a school that bordered the bay to create a rain garden designed to catch rainwater off the roof of the building closest to the bay. The garden was 800 square feet and contained native plants. Bourke also created posters and brochures to educate others on how to keep the bay clean. The EcoClub at the school will maintain the garden.

Meckila Britt, Ashland
Britt's project, One Skein of Yarn, helped bridge the gap between generations through knitting and crocheting. She managed a group of individuals, ages 10 to 101, who spent time together learning to knit and crochet. The group made hats, scarves, and mittens for the homeless. In December, they assembled their projects into gift baskets that were delivered to a local family shelter. They also provided a basket of home-baked goodies for the shelter staff. The group continues to meet and make additional items for other shelters.

Emily Buckley, Canton
Buckley's high school requires that each student complete 20 hours of community service. The only source of these opportunities is through the Career Center website, which was not maintained properly and needed to be updated with more current and diverse opportunities. Buckley's project, Career Center Website Rehabilitation, provides easy access to information on local nonprofit organizations, as well as organizations outside the community, offering students more diverse service opportunities to choose from. Members of the school's chapter of the National Honor Society will update the website annually.

Rachel Cabitt, Rowley
Cabitt's project, Painting History, combined art and history to educate the community about the town's history. She painted a mural in the town hall and held workshops in the library to share the historical aspects depicted in the mural. She then had participants express what they learned artistically.

Kathryn Chiffer, Topsfield
Chiffer's project, Project Lunchbox: Let's Eat!, educates elementary school students and their families about the link between healthy eating and positive school performance. She taught multi-generational nutrition and cooking classes, which included reading labels and understanding marketing strategies used by manufacturers. She maintains a blog to educate the wider community about the importance of healthy eating and writes a weekly column in her school's newsletter. Chiffer also convinced the school cafeteria to add one of her healthy recipes to the menu. Her school will continue to support her endeavors by applying for a grant to fund an expansion of her program.\

Arianne Chipman, Hingham
Chipman's project, Green Thumbs Gardening, teaches local elementary school students the value of growing local produce and supporting local farms. She helped them plant a garden that was maintained over summer break by students and their families. An autumn harvest was shared by the school community, allowing for cost savings on the school's produce. The school will be continuing this program.

Jennifer Crawford, North Reading
Crawford's project, Interfaith Leadership Summit, addresses religious intolerance. Through the summit and a video documentary, she educated local youth groups about different faiths and encouraged them to teach others what they learned. High school students from the area participated in workshops on diversity, acceptance, tolerance, religious pluralism and identities. Crawford's church youth group plans on making this an annual event.

Danielle Davies, Boxford
For over 15 years, the Boxford Town Library has been in poor condition, with limited storage and very little usable space for programs and activities. Davies' project, Boxford Library Rescue, gave the library a much needed update and reorganized the library's storage space. Davies worked with volunteers to clean out the library barn, providing the library with more storage and better access to materials stored there. In addition, they reorganized and repainted the current space, giving the library a fresh look and more space for community programs and events. The Friends of the Library have agreed to maintain the storage space.

Jessica Desmond, Chelmsford
Women and children are often victims of violence and do not know how to protect themselves. Desmond's project, A Fighting Chance, collaborated with self-defense instructors and local police officers to provide workshops on basic self-defense, while also educating participants on laws related to domestic violence and rape. She created a video to be used by her dojo, which has decided to run a six-week course on self-defense for women and girls.

Emily Doucette, Maynard
Doucette's project, Organizing for the Future of the Choral Program, organized her school's choral collection based on music type, artist, and title. Doucette created a log documenting resources and a new storage system that holds more music, and updated file cabinets with new paint. She also created a Guide to Being a Chorus Librarian to ensure that her new organized system would be maintained. She utilized Facebook and a blog to recruit volunteers.

Elizabeth Driver, Topsfield
Driver's project, Read, Reinforce, Reach Out, provided supplemental materials for classrooms with autistic students. She assembled binders containing literacy materials and activities that reinforce concepts taught in classroom books. Driver created two displays, one aimed at adults and the other toward children, at the local library to educate the public about autism. She also visited some elementary classrooms to emphasize the importance of understanding autism and inclusion.

Jazmin Eltoury, Quincy
Eltoury's project, Creating a Safe Environment for Youth in Town, provides the children in her community safe opportunities to participate in outdoor activities on a regular basis. She started a teen group that met regularly at the local sportsman club. She also created an instructional video to teach the fundamentals of archery and help parents get their children involved in archery and outdoor activities in a safe environment.

Claire Faddis, Boxford
Faddis' project, Water Conservation Education and Promotion, promotes water conservation through education. Faddis worked with second graders in her community, educating them about wasting water and the important role water plays in their daily lives through classroom activities. Students now conserve water by turning off the water when brushing their teeth and checking for leaking faucets. She also taught adults in the community about using rain barrels to capture water, which can be used to water gardens and lawns. She wrote numerous articles on rain barrel usage for the local paper and created a website which will continue the education process.

Caitlin Fitzmaurice, Scituate
Fitzmaurice's project, A Child's Sanctuary: Go Green for Marine Life, brings community awareness to marine biodiversity and teaches the community to protect this special habitat. She ran two events for families that held a number of interactive, fun and educational activities about marine life and the harmful effects humans can cause. She worked closely with NOAA/Stellwagen Bank National Marine Sanctuary and trained their volunteers, who will continue to provide Fitzmaurice's workshops to the community.

Colleen Fitzpatrick, North Reading
Fitzpatrick's project, Parish Park Rededication and Cleanup, constructed a memorial garden in North Reading's Parish Park to honor the town's veterans. She, along with volunteers, created a beautiful, reflective space where townspeople can remember and appreciate the veterans. Upon completion, Fitzpatrick organized an event to honor the veterans and to dedicate the space to them.

Kiersten Flodman, Rowley
Flodman's project, Babies on the Go, gave access to developmental toys for families with new babies. She worked with community groups to gather supplies, make blankets, and assemble bags containing rattles, books, blankets and laminated cards explaining the importance of developmental play. Local physical and occupational therapists and service providers distributed the bags to their patients.

Alicia Healey, Canton
Healey's project, Mission Pet Safe, is an educational campaign for pet owners. The campaign addressed pet safety, including accidental poisoning, car accidents, proper restraint practices, pet first-aid kits and heat-related deaths from dogs left in cars. Healy, with the help of volunteers, created bookmarks, a traveling display, first-aid kits, brochures and puzzles for preschoolers. She gave presentations at the library and the middle school and high school. She also wrote an article for the newspaper, shared the information on global websites, and created a website and blog.

Emma Holland, Hingham
Holland's project, Sounds of the Past, involved working with fellow student musicians to compile and bring back historical 19th-century American music to the town's historical society. She researched, transcribed and learned the music with help from her fellow musicians. The group recorded the music, which is now available for use by the historical society and can be found on YouTube. They also held a live performance of the music for the local elementary school. To view her project blog, visit www.gssoundsofthepast.tumblr.com.

Caroline Hultin, Sudbury
Hultin's project, Up and Out for Gold 2012, addresses homelessness. She worked with Heading Home, a nonprofit that provides emergency, transitional, and permanent housing to low-income homeless and formerly homeless families. Hultin, with the help of volunteers, furnished and cleaned an apartment for a homeless family. She also recruited younger Girl Scout troops to collaborate with Heading Home to set up additional homes.

Anna Krah, Medfield
Krah’s project, Coexisting Cultures, expanded cultural education in her community. She created a Chinese Club at Medfield High School and introduced the plight of people in Nicaragua to children in the third grade. As a result of their experiences, high school students expressed greater interest in a Chinese exchange program and the third graders gained a better understanding of the global impact of community service.

Danielle Lapierre, Chelmsford
After being used by the community for years, the Lady of Fatima statue at St. Mary's Church has become overgrown and inaccessible. Lapierre's project, Create St. Mary Parish Marian Grotto, involved designing and building a beautiful grotto with the help of many volunteers. The newly transformed space is now a place where the community can meditate, reflect or pray. A dedicated group of parishioners will maintain the area and already plan to add a waterfall feature.

Katherine LaScaleia, Sudbury
LaScaleia’s project, Reducing Greenhouse Gas Emissions by Reducing Idling in the Community of Sudbury, educates both youth and adults about the environmental, economic and health hazards of idling. She ran a bike rally to inspire children to ride their bikes while also teaching them about the dangers of idling. She used various methods to bring awareness, such as writing a series of articles for the newspaper on the hazards of idling and created a website where people can take a pledge to reduce their idling.

Whitney Ligonde, Dedham
Ligonde's project, Educational Inequality, organized high school students to tutor younger students one-on-one through the middle school's homework club. Working with school staff, she changed the policy that only National Honor Society students were allowed to tutor middle school students. She worked with the math department to train the tutors and develop a curriculum. Her high school will continue her work by making this an official club.

Christina Liotti, Danvers
Liotti's project, Seniors on the Move, aims to inspire senior citizens to become more active. With the new Danvers Rail Trail in mind, she created a club called Walk with the Seniors. Students from her school walked with seniors as a group, giving them a sense of security and the option of assistance if needed. Her high school has made this an official community service option for students.

Anne LoVerso, Southborough
LoVerso’s project, Childhood Health and Fitness through Circus Arts, addresses childhood obesity and the lack of childhood health and fitness. She worked with a local circus school to develop a static trapeze curriculum with step-by-step instructions for tricks, spotting, warm-up exercises and conditioning. She, along with a team of volunteers, held a workshop for 4th and 5th graders to share circus activities and provided information on healthy eating at a large community event. Her curriculum will be used by gym teachers in elementary schools. The National Honor Society has also agreed to hold a fitness booth at their opening day event.

Alison McDermott, Hingham
McDermott's project, Teens Teach Technology, helps senior citizens feel more comfortable with using technology. She and her peer volunteers provided workshops on Skype, Twitter and Facebook. The senior citizens are now able to connect with family overseas, reconnect with old classmates and share photos with loved ones. McDermott created a binder and PowerPoint presentation for future workshop leaders.

Samantha McGoldrick, North Reading
McGoldrick's project, Raised Beds for North Reading Food Pantry, involved creating and maintaining four raised garden beds behind the food pantry building. These gardens help supply the North Reading Food Pantry with fresh fruits and vegetables to serve families. The local garden club has agreed to care for the gardens and will donate plants to keep the project going.

Molly McGowan, Waltham
McGowan’s project, The Imagination Station, addresses the lack of imaginative play present in many children’s hospitals. For a hospital play room, she created a cabinet that is filled with imaginative play toys and that can be accessed 24/7 by children and their families. She worked closely with a Child Life Specialist to determine appropriate activities for hospitalized children of all ages. McGowan created a committee of volunteers who will maintain the imagination station.

Jessica Merritt, Pembroke
Merritt's project, Water Safety, brought community awareness to drowning and how it can be prevented. She created informative and interactive activity stations that included open water education and CPR demonstrations. In addition, she created a binder with all the information needed to continue this awareness program, which the town landing chairman has agreed to do.

Melissa Moody, Newton
Moody’s project, Wetlands: The Final Frontier, brought community awareness to the local wetlands. She worked with DCR officials and local volunteers to install informational posts throughout the Charles River Wetlands. Each post has a QR code that visitors can scan with their smart phones. The code directs them to a website (www.qbqtrail.org) with information about that particular part of the wetlands.

Katelin Oberlander, West Yarmouth
Oberlander's project, Mini Clinic for Field Hockey, gives younger girls a better understanding of field hockey before they enter high school. She held field hockey clinics where girls practiced the sport, learned to work as a team, enjoyed exercise and learned about proper nutrition to keep their bodies fueled.

Leda Olia, Newton
Olia’s project, Will Run for Fun, introduced elementary school children to long-distance running to promote enthusiasm for the sport at a younger age. She created an afterschool long-distance running program and employed high school volunteers. She also produced a handbook, which will be used by future volunteers to continue the program.

Ann Pastorello, Tewksbury
Pastorello's project, Operation Blanket, helps educate the community about animal shelters and animal adoption. She worked with local children and members of the senior center to create blankets and treats for cats at the MSPCA shelter. Pastorello created a PowerPoint presentation and flyer that she shared at various workshops. She also made a YouTube video demonstrating how to make the blankets.

Hannah Peternell, Westford
Peternell's project, New Student Protocol, creates a welcome program for new students at Westford Academy. She designed an infrastructure of support, such as welcome phone calls to new students, invitations to a new student orientation banquet and appointing peer counselors to show new students around, to help ease their transition into a new school. The program will be continued by the school's guidance staff and peer counselor group.

Samantha Rizzo, Canton
A can is recycled in 6 weeks, but takes hundreds of years to decompose in a landfill. Rizzo raised public awareness about the need to recycle through her project, Recycling Receptacles. She gave a presentation to her local Board of Selectmen to show why the town needed public recycling receptacles and explained the costs between different types of receptacles. She made a public service announcement on recycling, which will air annually on Canton Community Television. Rizzo also created recycling stickers to encourage the public to use the new receptacles.

Kristina Ryan, Burlington
Ryan's project, Heartbeat Awareness Program, addressed teen pregnancy and provided support systems for teen moms. Ryan partnered with Heartbeat Pregnancy Health Center, a nonprofit organization that provides free resources to pregnant teens such as free ultrasounds, prenatal and infant care, counseling, and items needed for the baby. Ryan gave community presentations to teens and their families about the health center and the resources available. She also collected supplies for the teens and newborns that the organization will distribute.

Meredith Scheiring, Hingham
Feeling inspired to help teens who are newly diagnosed with diabetes, Scheiring's project, Diabetes Domain, created a website for those with diabetes. On the site, people can share inspirational and personal stories, advice, regrets, words of encouragement and information on developing technology for diabetic care. The College Diabetes Network will maintain the website: diabetesdomain.wix.com/dd.

Kristen Shevlin, North Reading
Shevlin's project, Backyard Gardens, addresses the issue of limited access to healthy foods. She worked with members of the community to build raised-bed gardens. Some fruits and vegetables are for community consumption while others are donations to the local food pantry. She also provided healthy recipes for the food pantry to hand out to patrons. A younger Girl Scout troop will continue her project.

Charlotte Skolnick, Pembroke
Skolnick's project, Self-Guided Historical Tours of Pembroke, provides the community with an interactive experience of the town's rich and interesting sites. She worked closely with the Pembroke library staff to develop accurate descriptions of the historical sites. With a team of volunteers, she created two walking routes and three driving routes through town. Skolnick held a kickoff event to introduce the walking tours to her community.

Gabriella Smith, Andover
Smith's project, Rediscovering Haggetts Pond Through Modern Technology, promotes the trails surrounding Andover's Haggetts Pond. She used modern technology to make the trail's information more accessible and appealing. Using GPS and cartography software, Smith created a detailed map of the area. She worked with volunteers to develop an informational website about Haggetts Pond as well as a kiosk displaying a QR code that brings smart phone users to the website.

Eliza Lily Snow, Hingham
Snow's project, Middle School Circle Club, is a club for middle-school children, with and without disabilities, to interact and socialize in a safe, judgment-free environment. The bi-monthly club focuses on the importance of inclusion and acceptance. The Circle Club helped to strengthen friendships and inspired members to participate in the high school's Best Buddies program. Students from the Best Buddies program will continue the Circle Club at the middle school.

Amelia Steeger, Medfield
Steeger’s project, Cranes for Change, created environmental educational clubs at the local afterschool program for children in grades 2–6. She also set up a monthly group at her church to explore topics like chemicals in body care products, recycling and repurposing materials, and growing organic foods. She worked in conjunction with Medfield Green to sponsor a Forever Green Family Night Out. Each participant created a paper crane to symbolize their pledge to help the environment. This event will be continued by Girl Scouts working on their Sow What? Journey.

Jennifer Sullivan, Wakefield
Sullivan's project, Replacing Missing House Numbers, addresses the issue of house numbers not being visible to emergency personnel. With the help of volunteers, she checked approximately 5,000 houses in Wakefield and notified owners that their house numbers were missing or not easily visible from the street. Sullivan worked with the local fire chief to send letters informing residents of the safety issue. A local hardware store offered a discount on the purchase of new house numbers if residents showed the letter. The local fire department will continue her crusade.

Samantha Traficante, Kingston
Traficante's project, Kiosk and Signage Maintenance at Open Spaces, brought public awareness to Kingston's conservation properties. The properties were run down and vandalized, and Traficante worked with a team of volunteers to clean up the properties and repair information kiosks. She also created map boxes to hold site maps at each location.

Katerina Tsoutsouras, Rowley
Tsoutsouras' project, Loving Literature: Helping Children Develop a Love of Books and Reading, addresses illiteracy by finding ways to motivate children to read more. She scheduled weekly book club sessions at the Ipswich Library and United Methodist Church for children ages 5 to 8. Volunteers offered reading sessions for different skill levels and time for crafts to further engage the children. When parents were surveyed, they expressed that the children were more interested in reading at home in their free time after attending the sessions.

Emily Van Laarhoven, Southborough
Families with children who have special needs have trouble finding qualified babysitters. In order to have child care they have to hire a specialist at $25-30 an hour, or rely on older siblings. This is often detrimental to the family dynamic and creates additional strain both financially and mentally on parents. Van Laarhoven’s project, Training Course for Babysitting Kids with Special Needs, trained volunteers to recognize and understand specific special needs diagnoses, creating a pool of knowledgeable and skilled babysitters at a reasonable rate.

Stephanie Wasiuk, Maynard
Wasiuk’s project, Music for the Future, organized the high school band’s music into an easy-to-use system, making resources easily available to students. She restored over 200 boxes of organized material, made note of missing pieces, and documented the contents. She also created a how-to manual for the system and a shelving unit to track music being returned and ensure its proper storage.

Laura White, Reading
White's project, Spreading Shakespeare, helped people appreciate Shakespeare by exposing them to his work. With the assistance of volunteers dressed in costumes from the 1500s, she held workshops for teens at the library's Teen Summer Reading program and worked with younger children at Camp Rice Moody. She also helped middle school students put on a performance of Twelfth Night. A recording of the performance and how-to videos can be found on YouTube.

Anna Willms, Wellesley
Willms' project, Preparing Children for an Eye Examination, addresses children's fear and anxiety concerning eye exams. She created a video and booklet to educate children on what an eye exam entails. The video and booklet have been given to Mass Eye and Ear and Children's Hospital to help alleviate their young patients' fears.

By Rajashree Ghosh, Guest Columnist

In literate societies designating a particular date and time to remember and mark is a conscious and deliberate attempt. But for every culture and people, memory is an ongoing process. It is dynamic and evolves through deliberate and sometimes unconscious progression. Some cultures record and preserve systematically and history is made by passing along that knowledge and defining a community. Historians, artists, scientists, religious leaders, and philosophers all contribute and share responsibility for the cultural memory. And there are other communities that pass on cultural practices and nuances through oral histories – memory plays an even greater role in transmitting what drives the individuals to be part of the whole.

Here I am thinking of “adivasis” – the collective name used for India’s many indigenous populations. Derived from the Hindi word “adi” meaning of the earliest times or the original and “vasi” meaning resident was coined to forge a sense of identity among various indigenous peoples of India. Not in any way a homogeneous entity some of the Adivasis are “scheduled tribes”, a constitutional category that made provisions for socially and economically backward sections of the populations. Others remain indigenous but not included in this legal category.

Not part of the Hindu society Adivasis comprise 8% of the population and live primarily in mountain and hill areas. The greatest concentration is in Chattisgarh, Jharkhand, Madhya Pradesh, Odisha, Andhra Pradesh, Gujarat, Rajasthan, Maharashtra and Bihar. Adivasis belong to their territories, which are the essence of their existence; the abode of the spirits and their dead and the source of their science, technology, way of life, their religion and culture. Their traditional practice of self-governance and communal land ownership and a more or less egalitarian set up was and is vastly different from the segmented Hindu society. Adivasis do appear in Hindu epics.

Remember Ekalavya from Mahabharata? Ekalavya was a skilled archer from a community living in the forests and was denied training by the eminent Dronacharya because of where he came from. Ekalavya then embarked on a path of self-study and practiced archery in front of a statue of his teacher. Soon his skills surpassed those of Dronacharya’s disciples (who came from high ranking Hindu communities). Drona demanded “dakshina” or payment for learning and Ekalvya obliged by cutting off his thumb. Cruel as it sounds, for Drona, Ekalavya posed a veritable threat to the empire and the royal students he served. From the adivasi perspective this was an act of abject, violent method of limiting potential by the mainstream community. Till date, they continue to face prejudice and remain in the lower rung of the socio-economic ladder.

The invasion of Adivasi territories, which for the most part commenced during the colonial period, intensified in the post-colonial period. The notion of “private” property was alien to them and when it was first introduced by the British colonial rulers, it destroyed their economic base and environment posed grave threats to their traditional way of life. Most of the Adivasi territories were claimed by the state. Over 10 million Adivasis have been displaced to make way for development projects such as dams, mining, industries, roads, protected areas and so on. Of these 45 major minerals (coal, iron ore, magnetite, manganese, bauxite, graphite, limestone, dolomite, uranium etc) are found in Adivasi areas contributing some 56% of the national total mineral earnings in terms of value. Yet the Adivasi has been driven out, marginalized and robbed of dignity by the very process of 'national development'. With subsequent loss of subsistence economy existing in harmony with nature, the Adivasis are relegated to the margins of development. Several cases of land disputes and incidents of police firing on innocent adivasis protesting against land grabbing by powerful corporations (in Odisha) have further exposed the brutal mechanisms used by big business against unarmed adivasis. Similar uprisings have been reported from Muthanga, Kerala. “The forest is ours. Our rights over forest produce in inalienable!”

Slogans such as these are heard across north eastern states to the south western tip of the Indian peninsula. Recently the voices of Adivasis have been heard by the international community.

Dayamani Barla for instance, received the Elln L.Lutz Award in recognition of leading people’s movements against corporate and government led land grabs.

While this may lead to revisiting the histories of adivasis and their role in defining the nation and its democratic practices, it may well also pave the way for inclusive processes. Encouraging and promoting indigenous people’s knowledge system albeit unwritten might illustrate traditional ways of learning in maintaining the sustainability of a community. It is imminent that such systems of knowledge often passed down orally be recognized as sophisticated and that they are capable of guiding societies – in agriculture, animal husbandry, hunting, fishing and gathering, disease, understanding natural phenomena and strategies to cope with ever changing environments. Their social, economic and political participation is important to develop responsive and specific policies and institutions in lieu of those that are designed on the basis of preconceived notions of ‘modernization’ and ‘homogeneity’ of indigenous livelihoods.

Rajashree Ghosh is a resident scholar at the Women's Studies Research Center at Brandeis University in Waltham.

By Rajashree Ghosh, Guest Columnist

May 1 or May Day, is Labor (spelled Labour in India) Day in India. This is not to be confused with the distress signal which is a call for help, and is derived from the French word m'aider mainly used by boats and aircrafts via radio to communicate the call for help. The first day of the month of May is an official public holiday every year. India is one of the many countries that celebrates Labor Day each year on May 1. The first Labor Day in the country was organized by the Labour Kisan Party of Hindustan in Madras on May 1, 1923.

All over the world, May Day continues to symbolize the international struggle of the working class against the capitalist system. It is a day when workers can raise their class demands for unity and against racism, imperialist war, national chauvinism and the entire ruling class. The legacy of May Day provides optimism for future struggles to come. May 1 is a national holiday in more than 80 countries and celebrated unofficially in many other countries. However, many countries do not celebrate Labour Day on May 1. In Australia, Labour Day is celebrated on the first Monday of October. The United States of America and Canada are also among the exceptions. This, despite the fact that the holiday began in the 1880s in the USA.

Looking at the history of the May 1, the struggle for the eight-hour day began in the 1860s. In 1884, the Federation of Organized Trades and Labor Unions of the United States and Canada, organized in 1881 (and changing its name in 1886 to American Federation of Labor ) passed a resolution which asserted that "eight hours shall constitute a legal day's work from and after May 1, 1886, and that we recommend to labor organizations throughout this district that they so direct their laws as to conform to this resolution". The following year the Federation repeated the declaration that an eight-hour system was to go into effect on May 1, 1886. With workers being forced to work ten, twelve, and fourteen hours a day, support for the eight-hour movement grew rapidly. In the months prior to May 1, 1886, thousands of workers, organized and unorganized, members of the organization Knights of Labor and of the federation, were drawn into the struggle. Chicago was the main center of the agitation for a shorter day. The anarchists were in the forefront of the Central Labor Union of Chicago, which consisted of 22 unions in 1886, among them the seven largest in the city. International Workers' Day is the commemoration of the Haymarket Event in Chicago in 1886. In 1889, the first congress of the Second International, meeting in Paris for the centennial of the French Revolution and the Exposition Universelle (1889), following an initiative from the American Federation of Labor, called for international demonstrations on the 1890 anniversary of the Chicago protests. These were so successful that May Day was formally recognized as an annual event at the International's second congress in 1891. State, business leaders, mainstream union officials, and the media and the United States government declared May 1st to be "Law Day", and gave the workers instead Labor Day, the first Monday of September - a holiday devoid of any historical significance.

Around the world and especially in Asia low paid workers held demonstrations to demand higher wages, better benefits and improved working conditions a week after a Bangladesh garment factory building collapse killed hundreds — a grim reminder of how lax safety regulations make going to work a danger in many poor countries. The New York Times reported that factories in Bangladesh, churn out clothing for brands like Tommy Hilfiger, Gap, Calvin Klein and H&M. Global retailers like Target and Walmart now operate sourcing offices in Dhaka, the capital. Garments are critical to Bangladesh’s economy, accounting for 80 percent of manufacturing exports and more than three million jobs. The country also has the lowest labor costs in the world, with the minimum wage for garment workers set at roughly $37 a month. During the past two years, as workers have seen their meager earnings eroded by double-digit inflation, protests and violent clashes with the police have become increasingly common.

Reports are coming in about laborers in Indonesia, Cambodia, the Philippines and elsewhere marched and chanted en masse Wednesday, sounding complaints about being squeezed by big business amid the surging cost of living.

Many of the Asian countries provide the manufacturing ground for world's largest multinational companies. Developing countries in Asia are increasingly attractive to multi-national companies (MNCs) because they enable bargaining power over wages. And cheap labor is central to the low-skilled industry’s growth. Labor costs account for only 1% to 3% of the retail price paid by the final customer, while profit margins are more than 50%. MNCs are able to take advantage of emerging markets in developing countries, and locating production facilities in these countries works to their financial advantage. As MNCs seek to increase market share through expansion - a critical factor in remaining competitive globally they prefer countries that fulfill both of the requirements of low cost production and easy access to emerging markets.

Workers rights are human rights and May 1 is only one day of the year that their voices are allowed to be louder and globally it needs to be a movement linked to wider issues of social change. There is increased need labor standards with American trade policy and for global bodies like the International Labor Organization to become more effective. A steady process of ensuring core labor standards needs to ensure in the spirit of International Worker’s Day.

Rajashree Ghosh is a resident scholar at the Women's Studies Research Center at Brandeis University in Waltham.

By Stephanie Francis, Globe Correspondent

Gatherers left roses and wrote notes on banners at Tuesday's vigil on Boston Common.

Photo: Christina Jedra for The Boston Globe

By Rajashree Ghosh, Guest Columnist

April 15 2013 – how I looked forward to the day on April 14 2013! It was going to be Marathon Monday and my plans were to sit back at home, relax and enjoy the day as it unfolded.

And you know what? It was also the Bengali New Year. Bengalis – are those who belong to the state of West Bengal in India and even those from Bangladesh. Called “Poila Baisakh” or the first day of the month of Baisakh is celebrated with family, sharing the bounties of harvest, making delicacies to welcome the New Year and seeking blessings from those older.

As immigrants we tend to latch onto festivals that can be celebrated abroad where we live without much effort. Some festivals require complicated rituals which unless you gather resources and material, it is hard to pull it off. But Poila Baisakh is always simple and picking up the phone to call or answer calls and wish is the easiest thing to do. It is such a folksy day (unlike other stern, ritualistic festivals) that welcomes all and it is the inclusive nature of the day that makes me happy and I look forward to it every year. It gives me a chance to carry forward some of my traditions and I surprise myself sometimes at the food I whip up like my mother did. As a child watching her cook and helping her around in the kitchen has paid off although at the time of, it was a chore!

In the news early morning I read that US Secretary of State John Kerry sent his Poila Baisakh wishes to the Bengali speaking people across the world. “On behalf of President Obama, I convey my warm greetings to all Bengali speaking people around the world as you celebrate Poila Baisakh. The American people wish you all happiness and prosperity in the New Year,” he said in a statement. Those words made me feel like it was going to be a beautiful day. Some days are just like that.

As I finished my calls to India by late noon, wishing friends and family I was wondering what would be on our festive dinner menu. It must have been around 3 pm that I switched on the news and all channels on TV had a rider at the bottom of the screen saying “breaking news.” What was so urgent that they had to stop regular programming? Maybe the Marathon runners were being felicitated, I thought. I waited for the sound to come on and that is when I realized how ominous the day had turned into.

I looked aghast at the at the plume of smoke and fire as the “explosions” came on, people running injured and crying, the shock on their faces writ large and the police, EMTs scattered on the screen. It took me back to 9/11 and the subsequent fear, shock and devastation. Why? And why Boston? People from all over the world were participating – what a way to target innocent people! Time stood still and all the festive spirit with which the day started for me had completely diminished.

Again calls poured in from India and rest of the country asking if we were safe – and everyone asked about the eight year old Martin who lost his life and his mother and sister have serious injuries. What has the world come to? Who are the people who thrive on killing a child? And innocent by standers supporting and cheering on the runners – what was their fault? In the years that I have spent in and around Boston and made it my home I have never seen anything as violent, despicable and alarming as this. May be DC because it is the political hot seat, maybe New York because of its financial status but never Boston. I made calls to people I know who work and live around Boston and was relieved to learn they were safe but for some it was quite close. Either they walked down Boylston Street minutes before the explosion or they were stopped by the police much before they reached the finish line.

My day changed. If the New Year begins on such a violent note, what is the rest of the year going to be like? I shudder as I keep my eyes peeled on the news updates. Stories of brave men and women helping those injured pour in. Yes we are in mourning – we have lost people – lives and their being. We have lost a way of living and trusting.

What I am sometimes uncertain about is how as a regular law abiding, hard working immigrant am I supposed to mourn? Is there a template that I could follow so I am recognized as a viable mourner? Am I allowed to be part of a shared sense of loss? I see my colleagues share their experiences as Marathon runners, bystanders and just regular people and then write about how “American” it is to help each other in times of distress. At one go, I am shut off from what is going on.

Did I hear that the devices used were packaged in a pressure cooker? It is as common as an oven or a microwave for an American as a pressure cooker is for many cultures and cooking. It even forms part of wedding trousseau because the cookers are sturdy and last a life time just like silverware and dishes in this country.

At this point I am angry that something so cultural has been usurped for a heinous crime. And I want to reclaim that and much, much more. At the time of writing this piece, no one had been found responsible or at least reported. I hope they do find out and soon because we are hurting and need closure.

Understandably, loss is private, personal but when there is breakdown of the normal, let us recognize that bereavement is across family, community, national boundaries and an essential step in rebuilding our lives.

Rajashree Ghosh is a resident scholar at the Women's Studies Research Center at Brandeis University in Waltham.

By David Nyhan, Globe Staff

The late Globe columnist David Nyhan wrote the following column in 1987. Since then, it has been reprinted in the newspaper and online many times around this time of year. Nyhan died in January 2005.

THE REJECTIONS arrive this time of year in thin, cheap envelopes, some with a crummy window for name and address, as if it were a bill, and none with the thick packet you'd hoped for.

''Dear So-and-so:

''The admissions committee gave full consideration . . . but I regret to inform you we will be unable to offer you a place in the Class of 2012." Lots of applicants, limited number of spaces, blah blah blah, good luck with your undergraduate career. Very truly yours, Assistant Dean Blowhard, rejection writer, Old Overshoe U.

This is the season of college acceptance letters. So it's also the time of rejection. You're in or you're out. Today is the day you learn how life is not like high school. To the Ins, who got where they wanted to go: Congrats, great, good luck, have a nice life, see you later. The rest of this is for the Outs.

You sort of felt it was coming. Your SAT scores weren't the greatest. Your transcript had some holes in it. You wondered what your teachers' recommendations would really say, or imply. And you can't help thinking about that essay you finished at 2 o'clock in the morning of the day you absolutely had to mail in your application, that essay which was, well, a little weird.

Maybe you could have pulled that C in sociology up to a B-minus. Maybe you shouldn't have quit soccer to get a job to pay for your gas. Maybe it was that down period during sophomore year when you had mono and didn't talk to your teachers for three months while you vegged out. What difference does it make what it was? It still hurts.

It hurts where you feel pain most: inside. It's not like the usual heartache that kids have, the kind other people can't see. An alcoholic parent, a secret shame, a gaping wound in the family fabric, these are things one can carry to school and mask with a grin, a wisecrack, a scowl, a just-don't-mess-with-me-today attitude.

But everybody knows where you got in and where you didn't. Sure, the letter comes to the house. But eventually you've still got to face your friends. ''Any mail for me?" is like asking for a knuckle sandwich. Thanks a lot for the kick in the teeth. What a bummer.

How do you tell kids at school? That's the hard part. The squeals in the corridor from the kids who got in someplace desirable. The supercilious puss on the ones who got early acceptance or the girl whose old man has an in at Old Ivy.

There's the class doofus who suddenly becomes the first nerd accepted at Princeton, the 125-pound wrestling jock who, surprise, surprise, got into MIT. But what about you?

You've heard about special treatment for this category or that category, alumni kids on a legacy ticket or affirmative action luckouts or rebounders or oboe players. Maybe they were trying to fill certain slots. But you're not a slot. You're you. They can look at your grades and weigh your scores and see how many years you were in French Club. But they can't look into your head, or into your heart. They can't check out the guts department.

This is the important thing: They didn't reject you. They rejected your resume. They gave some other kid the benefit of the doubt. Maybe that kid deserved a break. Don't you deserve a break? Sure. You'll get one. Maybe this is the reality check you needed. Maybe the school that does take you will be good. Maybe this is the day you start to grow up.

Look at some people who've accomplished a lot and see where they started. Ronald Reagan? Eureka College. Jesse Jackson? They wouldn't let him play quarterback in the Big Ten, so he quit Illinois for North Carolina A & T. Do you know that the recently retired chairmen and CEOs of both General Motors and General Electric graduated from UMass? Bob Dole? He went to Washburn Municipal University.

The former minority leader of the United States Senate, Tom Daschle, went to South Dakota State. The former speaker of the US House of Representatives, J. Dennis Hastert, went to Northern Illinois University. Dick Armey, the former House majority leader, took a bachelor's degree from Jamestown College. Winston Churchill? He was so slow a learner that they used to write to his mother to come take this boy off our hands.

I know what you think: Spare me the sympathy. It still hurts. But let's keep this in perspective. What did Magic Johnson say to the little boy who also tested HIV positive? ''You've got to have a positive attitude." What happens when you don't keep a positive attitude? Don't ask.

This college thing? What happened is that you rubbed up against the reality of big-time, maybe big-name, institutions. Some they pick, some they don't. You lost. It'll happen again, but let's hope it won't have the awful kick. You'll get tossed by a girlfriend or boyfriend. You won't get the job or the promotion you think you deserve. Some disease may pluck you from life's fast lane and pin you to a bed, a wheelchair, a coffin. That happens.

Bad habits you can change; bad luck is nothing you can do anything about.

Does it mean you're not a good person? People like you, if not your resume. There's no one else that can be you. Plenty of people think you're special now, or will think that, once they get to know you. Because you are.

And the admissions department that said no? Screw them. You've got a life to lead.

Six Boston area students have been named to the first-ever National Youth Orchestra, among 120 young musicians nationwide who have been recognized by Carnegie Hall for their exceptional talent.

"The musicians of the first National Youth Orchestra of the United States of America will travel to New York in late June 2013 for a rigorous two-week training residency on the campus of Purchase College, State University of New York, working with some of the country’s best professional orchestral players,'' according to the Carnegie Hall blog.

"The young musicians will then have the opportunity to represent their country as the NYO-USA undertakes its inaugural international tour with stops at Washington DC’s Kennedy Center, followed by dates in Moscow, St. Petersburg, and London.''

See further coverage from WBUR here. And here are their names:

Horn
Leah Meyer, Belmont, MA

Trombone
Brian Wendel, Conway, MA

Violin
Enchi Chang, Belmont, MA

Flute
Elizabeth Sperry, Chelmsford, MA

Clarinet
Madison Freed, Brookline, MA
Tom Jeon, Lexington, MA

Below is a video, as reported by WBUR, that was submitted by Jeon: