Presented by the CMTF Social & Cultural Sub-Committee
Chairperson: Ms. Thelma Hechanova
Co-Chairperson: Mr. Patrick Bamba


Objectives:

To submit requirements to the Environmental Impact Statement (EIS) Study regarding the anticipated increase of military personnel to Guam, specifically pertaining to social and cultural related issues, with the aim to:
-    ensure a smooth transition of military members and their families, as well as for the people of Guam;
-    ensure the continued preservation of Guam’s culture and lands;
-    foster and promote civilian and military relations;
-    improve the quality of life for military members and their families while stationed on Guam;
-    ensure inclusion of the military members and their families into the community to the maximum extent possible;
-    investigate the potential, mutual synergies and efficiencies using shared federal and local resources to support the above objectives


Sub-Committee Members:
-    See below

A Glimpse into the Past

Guam and her sister Mariana Islands were inhabited as early as 4,000 years ago, and the original people of the islands were said to have come from Southeast Asia--the general areas of Thailand, Burma, Indonesia and Malaysia.
 
Ancient Chamorro society was comprised of three classes - the Matuas, who were the nobility; the Anchaots, the artisans or middleclass; and the Mangachangs, the servile class.
 
Island society then was matrilineal in nature with the mother governing the family, particularly in terms of land ownership and inheritance.  The mother, in effect, owned the children and ruled the home.
 
Many drastic changes have come over the centuries beginning with the advent of the Spaniards in the 16th century, the first coming of the Americans in the late 19th century, and the indignities brought about by the World War II conflict.  The Chamorro culture, language and traditions were impacted and suppressed.  Because of these outside influences, an infusion of the cultures of those governing entities was adapted.

The Spaniards brought with them a European culture and a sense of modernity, including the introduction of Catholicism by Jesuit prelates.  At least one-third of the Chamorro language today has Spanish roots.
 
The Americans appeared on June 21, 1898 when a naval convoy enroute to the Philippines dropped by and seized Guam without a fight. There were several thousand American troops aboard three battleships anchored off Apra Harbor. There were only 50 Spanish soldiers and another 50 Chamorro military auxiliary. When the Americans launched 12 cannon shots at dilapidated Fort Santa Cruz at Apra Harbor, the Spaniards in Agana, including Governor Juan Mariana, thought the shots signified a salute. They tried to return the "salute" but they had no working cannon.  None of the Spaniards in Guam - nor anybody else - knew there was a war between the United States and Spain.  It had begun two months earlier as a consequence of the sinking of the USS Maine in Havana Harbor.
 
Guam was defenseless when Japanese forces attacked the island on the morning of December 8, 1941, about four hours after Japanese aircraft attacked Pearl Harbor.  The Japanese seized Guam on December 10 without any trouble--they could have walked right in.  Japan's declared intention was to keep Guam for a thousand years; they missed their projection by 997 years.

Tremendous disruptions came about over a period of some 500 years as a consequence of the influx of foreign personnel, and changes came about in the make-up and disposition of the islanders.
 
But despite all the turbulence, the Chamorros still retain their resilience, their values, and, in essence, their ancient culture. This encompasses such matters as recognition of members of the extended family; family matters being considered superior to individual aspirations; respect for the elderly legitimate authority; and the sharing of fortunes, both good and bad. 

Over the past 25 years, there has been a resurgence of the Chamorro culture which has also spawned numerous practitioners of the traditional arts, which is unprecedented in most jurisdictions and communities.   The Chamorro culture and language evolved and is exemplified through song, dance and customs that became a way of life.
 
The ancient Chamorros were known to be excellent warriors and supreme fishermen and divers; they were bigger and stronger in stature than the Europeans.  Their descendants fought for America in all wars in the 20th and 21st centuries --World War I; World War II; the Korean war; Vietnam; and , of course, Iraq.  More than 10,000 military veterans are known to live on Guam.

Because of the Chamorro’ passion, patriotism, and dedication to the United States, our island voluntarily gives of its sons and daughters to the previous and current conflicts.  Per capita, Guam saw a high number of men and women who dutifully served the United States or loss their lives during the Vietnam War (8,900 veterans, 78 casualties) and Korean War (5,400 veterans, 21 casualties).  Presently, hundreds of our men and women continue to serve our country in Iraq and the Horn of Africa.  Thus far, we have lost 10 sons of Guam and 18 soldiers from Micronesia to war. Our island’s soldiers are true patriots, having given the ultimate sacrifice by giving their lives for their country and freedom for all of us.  

Guam is good -- and could be much better -- if all who live within its shores, Chamorros and non-Chamorros, are willing and determined to live in peace and work for the common good.

Recommendations: 
The Sub-Committee held numerous meetings to address the objectives stated above and developed the Strengths, Weaknesses, Opportunities & Threats (SWOT) analysis which can be found in the appendix.  The following recommendations are submitted for inclusion in the EIS study to determine the impact to the community of Guam:

==>    Assess the attitude of the people of Guam and develop recommendations to mitigate and dispel the ill-perception of “why” the U.S. Marines were forced to leave Okinawa (e.g. rape of a minor, cultural differences, etc).

==>    Based on statistics of U.S. Marines in Okinawa pertaining to the ill-effects (e.g. crime, Sexually Transmitted Diseases (STDs), alcohol-related crashes, bar fights, unwed pregnancies, etc), assess Guam’s infrastructure and capacity to handle a proportional increase to its existing infrastructure.

==>    Assess Guam’s current infrastructure in terms of family entertainment, art, music, and cultural activities/alternatives and identify recommendations to overcome any identified shortcomings.

==>    Assess Guam’s current plans for the Guam Museum and identify cost efficiencies for integrating military history on Guam and the potential for shared funding, while Museum project is still in development (e.g. consider an integrated island-wide museum plan (e.g. National Park Service, Guam Museum, COMNAVMAR, Andersen AFB, and Micronesia Area Research Center).
==>    Assess the feasibility of a joint partnership between the military, GovGuam, Consulates and Tourism entities to develop a cultural reception center for all newcomers that promotes Guam’s culture and resources that ensures quality of life during their stay on Guam and provides a better understanding of Guam’s “way”.  Such a center could be located in areas like
o    hotel lobbies through Concierge services
o    A. B. Won Pat Guam International Airport
o    Guam Visitors Bureau
o    MWR offices
o    Department of Parks and Recreation postings

==>    Assess the available resources to ease the transition of a military member/family moving into and living on the economy (living outside the fence), and identify what village Mayors can do to support their transition (e.g. linking to other families as a local support group).

==>    Assess the feasibility of the COMNAVMAR and Andersen AFB historians to educate the public to gain better understanding about the military in Guam through the development of
o    orientation and cultural sensitivity programs;
o    training programs as appropriate for distinct populations; and
o    Materials that are culturally and linguistically accurate.

==>    Assess the current cooperation between the military and local communities and identify recommendations to better integrate the military and local communities through
o    bringing arts and culture groups to the table to think, act, and invest in what makes Guam unique;
o    increasing awareness, education, and outreach arts and cultural programs;
o    continuing to align villages to various military groups;
o    Creating a steering committee of civilian and military members to coordinate programs for the benefit of the public.

==>    Assess the feasibility of utilizing local visual and performing artists during military related functions to foster and promote Guam’s culture.

==>    Assess the current interaction between DoDEA and GPSS and identify recommendations to integrate or identify collaborative school activities to promote anti-racism and gain a better understanding of cultural differences (e.g. invite DoDEA  schools to GPSS schools during Chamorro Week, invite GPSS to DoDEA during Black History Month, other special events, etc.) and
o    increase effective marketing to expand audiences and encourage greater participation and support of the arts by our residents; 
o    Build on Guam’s unique heritage, develop cultural tourism, and bring the arts & culture to the military through cultural and recreational activities and events.

==>    Identify if sufficient programs are available to ease the transition and, if not, identify programs that have worked in other communities.

==>    Identify an annual budget to support any recommendations stemming from the EIS study for social and cultural programs.

==>    Assess the DoDEA curriculum to determine if it is sufficient to educate youth on Guam’s history and culture by:
o    bringing in knowledgeable experts to teach Chamorro language and culture;
o    building a resource pool of Chamorro language and culture teachers and utilizing that resource;
o    bringing Pa’a, CAHA, and other cultural groups to provide  programs to the military; and
o    Reviewing and implementing a comprehensive Chamorro Guam-based curriculum in DODEA schools.


A P P E N D I X
 
Questions to Take Into Consideration

1)    How do we familiarize newcomers about our culture?
2)    How do we determine how to educate our newcomers (i.e. demographics – age, origin of residence, etc.)
3)    How do we need to do to prepare for the harmonious coexistence and the civilian population?
4)    How do we incorporate the teaching of Chamorro language, culture, traditions, arts, and heritage into the educational institutions at all levels?
5)    How do we make it more attractive for students to pursue studies in Chamorro language, culture, traditions?
6)    Assess the feasibility of Guam as a western regional hub for Chamorro language studies.
7)    What programs can we provide to better promote the Chamorro culture?
8)    Assess the economic value of cultural resources of Guam
9)    Assess the value of developing a Guam-based comprehensive curriculum as it relates to Guam.  Suggestions include the following:
a.    GPSS
b.    DODEA
c.    GCC
d.    UOG

10)    Assess the local population on Guam that understand or speak, and a combination of both Chamorro language and assess the cost benefit analysis of developing

11)    How do we minimize the impact so we are able to preserve our traditions, language, culture, and sacred grounds for the coming generations?  Suggestions include the following:

a.    Enforcing local laws (i.e. DCA establishing mandate)
b.    Land taking
c.    Include local regulatory agencies during EIS process – concern with ancient Chamorro burial grounds
d.    Historic Preservation Trust
12)    How do we preserve our history for future generations?

SWOT Analysis

STRENGTHS

•    Warm hospitality
•    Natural instinct to come together  (inbred)
•    Close-knit families
•    ‘Hafa Adai’ Spirit!
•    Substantial growth of the arts and culture.
•    Diverse cultural community
•    Strong advocacy towards cultural resurgence
•    Demonstrated increased willingness to collaborate with the private and civic community
•    Grant programs available to the community
o    Federal (i.e. Guam Humanities Council, ANA – Pa’a,
o    Local (i.e. HPT,)
o    501c3 designation
•    Willingness to create a “sense of place” for all visitors
•    Skilled grant writers throughout the community
•    Established cultural performing arts guild
•    Pa’a
o    Strong partnerships with Dededo & Yigo Mayors
o    Venues in Dededo and Yigo communities
o    Cultural performing arts program in some schools
o    Over 50 years of experience in developing and executing programs (human resources)
o    Functioning central administrative office
•    Existing annual cultural events throughout the community
•    Cultural arts support from the community
•    Chamorro guiding principles

Six values when we refer to umbrella Chamorro conceptual belief of inafa’maolek, as opposed to kustombren Chamorro.  Lustombren Chamorro are the traditions as a results of outside cultural influences the Chamorro society has adapted from, for example, catholic practices from early colonization periods which include the Mexicans and Filipinos, etc.

•    Chamorro Core Values (under the umbrella of Inafa’maolek:

1.    Mangnginge’
2.    Minamahlao
3.    Chenchule’
4.    Saina
5.    Che’lu
6.    Patgon

•    Valuable historical resources (Guam Museum, Bishop Museum, MARC, Hale'-ta Books etc.) - collections, files, documentation, records, human remains, artifacts, etc.
•    Knowledgeable experts in Chamorro language and culture
•    Books about Guam and its people
•    Chamorro heritage books written from the perspective of the Chamorro people
•    Mayors Council
o    Sister village partnership with the Military
•    Guam Museum
o    Accumulated historical and cultural relics reflecting lives of people of Guam from the ancient Chamorro period through three centuries of colonial Spanish regime, the early American period-- from the seizure of Guam in 1898 during the Spanish-American War to the outbreak of World War II in December 1941
o    There has been an emergence of a sense of history and culture-- a growing desire for knowledge about the past and the evolution of the people of Guam
•    Many people who previously fought in Guam—from all sides—come back to visit
•    A Guam Museum Task Force is tasked with the building of a new museum facility
o    Increased population means more museum patronage
o    Housing construction will more than likely uncover ancient artifacts
•    Chamorro Village
o    Central venue to promote arts and crafts
o    Venue to gather and meet people – ‘sagan dinana’
o    After-school, established emersion school (culturally immersed environment) – Camp Hurao. (Huråo, Inc.) – An established immersion school offering an After-school Program & Summer Camp in a culturally immersed environment.
•    Mandated Chamorro language program – K to 12th grades
•    54 thousand books published under 11 different titles covering wide-range of subjects on the cultural, social and political histories of the Chamorro people, legends, tradition and values, and who’s who in Chamorro History, articulated from grades K-to post secondary DCA
•    These books have copyrights and worldwide ISBN identification numbers, and Library of Congress Catalogue Numbers; adopted by GPSS as social studies supplementary texts;   UOG Public Administration and History classes. DCA
•    The Authentication and Standardization Committee, a broad-based working committee formed in 2000 to develop guidelines and procedures for authenticating and standardizing the Chamorro heritage. DCA
•    Authentication and standardization Committee guidelines, procedures, and recommendations for authenticating Chamorro Heritage, published as part of Hale'-ta books series - Chamorro Heritage: A Sense of Place.
•    10-year plan to implement an integrated Chamorro Heritage Program for the People of Guam. It involves GPSS, UOG, DCA, and Community Organizations of Stakeholders. DCA
•    ANA Planning Grant to Assess the Status of Chamorro Language on Guam. DCA
•    Development of  an integrated Chamorro language curriculum  of the ancient  core values of Inafa'maolek and Kustombren Chamorro
•    Authentication and Standardization Committee draft of model law for the protection of traditional Knowledge and cultural expressions.
•    Cultural tourism cooperative agreement with Guam Plaza Hotel, and DCA, through a GEDCA QC. Cooking demonstrations, history and Chamorro language, mini fiesta, book fair, and other cultural activities as planned. DCA
•    Chamorro Language Study:
o    Respondents feel it is important to preserve the Chamorro language
o    Willingness to learn Chamorro
o    Language use in village and community events is conducted mostly in both English and Chamorro
o    Respondents indicated they are proud of the Chamorro language
o    Respondents indicated the Chamorro language is a beautiful language
 
WEAKNESSES

•    Reserved persona
•    Not preserving family unity through church
•    Being raised in and by ‘the village’ is taken literally—young children having babies is condoned because responsibility of care is taken by parents, grandparents, etc.
•    Limited funds to develop cultural materials
•    Red light district of sorts
•    High rates of sexual crimes
•    Conflicting attitudes which could be misunderstood relative to ‘touchy feelie’ experiences
•    Chamorros ‘act’ on emotions (stubbornness)
•    Too much Chamorro pride—hard-headedness, misbehaving, etc.
•    Gossip is taken as truth
•    Leaders are political and financially influenced
•    "Work a little, rest a little" - Hard work in preparing for fiestas and family social obligations while some are laid back regarding regular work.  Disappearing with the modern work requirements.
•    Our children are not being taught ethics (consistent with value system)
•    Adults are not modeling appropriate behaviors, responsibility, accountability, etc.
•    No sense of pride in the land – lack of education regarding illegal dumping, trash, etc.
•    Knowledgeable elders and little written record of their experiences
•    Many of the island’s indigenous artifacts, cultural relics, human remains were removed as far back as during the Spanish regime (1668 to 1898)
•    The Guam Museum facility in Agana was destroyed during bombardment of the city by American forces prior to the invasion of Guam on July 21, 1944.
•    Lack of sufficient operational funding has always been a problem with the Guam Museum. During the recent past, funding for the museum declined from $450,000 to less than $300,000 in a matter of five years.  
•    Leadership
•    Lack of funding
•    Efficient and effective staffing
•    Lack of Govt. Support
•    Limitation in Grant spending
•    Mediocre Support in Tourism Industry.
•    Lack of operating funds
•    Lack of Promotional Materials at the present time
•    Limited number of cultural practitioners that are available during working hours.
•    Currently, no military liaison
•    Limited number of Pa’a staff to nurture military community on Guam
•    Substantial growth of the arts and culture.
•    No recycling program
•    Willingness to create a “sense of place” for all visitors
•    Respect, preservation, and protection of the traditional Chamorro culture
•    Chamorro classes are not available; DCA may offer it at times, but no consistency.
•    Drinking age of 18 promotes middle school children to go to bars
•    Perception is everything – that’s how we operate locally
•    It’s who you know not what you know
•    Lack of definitive concepts of Chamorro and authentic culture DCA
•    Military restrictions and indifference DCA
•    Lack of interest by DODEA to coordinate educational programs DCA
•    Unsuccessful attempt to convince  DODEA to adopt Hale'-ta
Chamorro Heritage Books
•    Chamorro Language Study
o    Frequency of Chamorro language use is declining among families
o    Lack of enforcement of public laws regarding Chamorro language and culture
o    Lack of resources to support Chamorro education at all school levels including higher education
o    Lack of promotional efforts through various media
o    Lack of integration of Chamorro language and culture into island wide activities and promotions
o    Chamorro language is overshadowed by the use of English as a primary means of communication among island leaders and major mediums of media broadcasts.
o    No established hotline offering translations, spellings, meanings of Chamorro words.
o    Lack of immersion programs for adults
o    Lack of consistency with the Chamorro Orthography (adopted by the Chamorro Language Commission in 1982)  ie:  Street signs, Advertisements, Govt. documents
o    Lack of Chamorro TV Programs, Radio (lessons for beginners)
Chamorro events are celebrated in English
 
OPPORTUNITIES

•    Development of
o    Orientation programs (for the public)
o    Cultural sensitivity programs (for the public)
•    UOG-degree Chamorro teaching program and certification
•    Fund more scholarships toward Chamorro language and culture
•    Build a resource pool of Chamorro language and culture teachers
•    Provide jobs for residents within the surrounding communities outside the base
•    Eliminate anti-cultural zoning (red light district)
•    Training programs for local community
•    Bringing arts and culture groups to the table to think act and invest in what makes Guam unique.
•    Increase awareness, education, and outreach arts and cultural programs and to take advantage of existing resources.
•    Engage our leaders to empower art advocates and ensure community support for the development of arts and culture.
•    Increase effective marketing to expand audiences, encourage participation in the arts and culture on Guam.
•    Encourage greater participation and support of the arts by our residents.
•    Build on Guam’s unique heritage and developing cultural tourism.
•    Bring the arts & culture to the military.
•    EIS allows development of Military community awareness of our indigenous Chamorro culture.
•    Pa’a Grant in the north villages can be available to military.
•    Families of military have opportunity to enjoy current Pa’a  and CAHA events – June 30 & Summer Programs
•    Pa’a has opportunity to give “new comer” briefing that concentrates on the culture and customs of our island and her people.
•    More recreational/cultural activities
•    Bring YMCAs or similar organizations
•    Think globally but operate as Chamorros (acceptance of self as world citizen but still nationalistic)
•    As it has done in the past, Guam Museum personnel can provide orientation to newcomers to the island. It is critical that military personnel serving in Guam know at least the basic information about the island. The Chamorro civilization is, in fact, older than the American Revolution.
•    It is expected that many members of Marine families will become friends of the Guam Museum and will assist as volunteers, and in other roles. 
•    Among subjects that may be considered for future exhibit would be the history of the Marines in Guam. In addition, many young Chamorro men are veterans for the Marine Corps. Including Brig. General Ben Blaz, Colonel Danny Santos, and Lt. Colonel Adolf Sgambelluri.
•    More volunteers for the Guam Museum.
•    Establishment of a Chamorro Retreat Center for island leaders, community leaders and military commands to immerge themselves in issues facing the indigenous people, and develop strategic plans to resolve or minimize impact of significant increase in Guam’s  diverse population, including military  DCA
•    Through education, greater attention will be devoted toward interagency cooperative effort  in the implementation of Chamorro cultural –heritage programs of increased social and economic importance of Guam DCA
•    More research should be done to determine the economic value of cultural resources on Guam. . South Pacific countries are now examining the viability of cultural resources in their region. DCA
•    For example, the Secretariat of Pacific Countries, commissioned an organization to provide government and planners with a tool for assessing the economic value of their cultural resources. DCA
•    Develop and establish a comprehensive Chamorro Guam-based curriculum in all secondary schools including DODEA.
•    Encourage the public to consult and use the resources of Chamorro experts, scholars, and researchers in order to understand and appreciate the language and culture of the Chamorro people from the Chamorro point of view.
•    Develop a Guam-based comprehensive secondary curriculum to include knowledge and understandings of Guam and the world as it relates to Guam and should include major issues facing Guam and its development, such as colonialism, nationalism, potential status, self-determination, tourism, lands, social and political problems. DCA
•    Promote use of materials that are culturally and linguistically accurate DCA
•    Chamorro Language Study
o    Respondents would like to take more Chamorro classes
o    Respondents indicate there should be more CDs, videotapes, and books in Chamorro
o    Manamko’ should teach Chamorro language and culture
o    Chamorro should be offered on weekends in the villages
o    Chamorro language should be used in Church services
 
THREATS

•    Lack of funding resources available.
•    Changing demographics may lead to reduced participation in the arts and culture.
•    Lack of demographics on military personnel to customize cultural information.
•    Priority in marketing to military personnel – tourism district, strip bars instead of wholesome family activities such as Pa’a cultural events.
•    Public Funding in crisis
•    Terrorist threats in the region will have military personnel locked down in bases.
•    Grant programs
•    Training
•    Advertisement
•    Promotions
•    Revolving exhibits
•    Teaching Chamorro Language courses
•    Community support
•    Natural disasters are a fact of life in this part of the world. Major typhoons visit Guam about every ten years, and earthquakes are quite frequent, although rarely destructive. 
•    A government of Guam financial disaster would be a major blow to the museum.
•    Noise pollution 
•    Overpopulation explosion. DCA
•    Deterioration of  public resources and infrastructures DCA
•    Ethnic discontentment  and discrimination DCA
•    Lack of recreational facilities DCA
•    Decline of Chamorro language use throughout the island and across various segments of the Community.
•    Most Chamorros under the age of 45 years old do not speak Chamorro fluently.  Language may be lost in 20 years if we do not act NOW.


DEPARTMENT OF CHAMORRO AFFAIRS
“Our Chamorro Values and Guiding Principles”

Akseptasion – Acceptance
“Be willing to understand and appreciate unique qualities in others”

Inafa'måolek – Compassion and Caring
“Try to understand how others feel and act on those feelings with care and concern”

Mana'ayuda – Cooperation
“Work willingly with others toward a common goal”

Minatatnga – Courage
“Stand strong for your beliefs and do what’s right even when others disagree”

Inagofli'e' - Friendship
“Accept, share and enjoy the companionship of others”

Gineftåo – Generosity
“Be willing to share and give what you have to others”

Måolek Kotdura – Good Judgment
“Make wise choices base on what you know is right”

Minagåhet – Honesty
“Be sincere, truthful, trustworthy, and loyal in all you do and say”

Minesngon – Perseverance
“Keep working hard to reach your goals even when it gets difficult”

Respetu – Respect
“Always remember to show others consideration, admiration, and honor”

Responsapblidåt – Responsibility
“Always be someone others can depend upon”

Hulat Maisa – Self -Control
“Work hard to control your thoughts and behavior”

Social and Cultural Sub-Committee
Chairperson: Thelma Z. Hechanova
Acting President, Department of Chamorro Affairs
Phone: 475-4278/9           Fax: 475-4227
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Council on the Arts and Humanities (CAHA)
Patrick Bamba, Deputy Director
Phone:  646-3661/2781/2      Fax: 648-2787
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Committee on Judiciary, Natural Resources, Infrastructure and Cultural Affairs
Senator Jim Espaldon (represented by Ben Lizama)
Phone:  475-5437        Fax:  475-2000
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Mayors Council 472-6940
Mayor Melissa Savares, President
Dededo Mayor Office
Phone:  632-5203/5019      Fax:  637-1129
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Nasion Chamoru
Ben Garrido, Magalahi
Phone:  646-1939, 688-8022

Guam Visitors Bureau
Mary Torres, Deputy Director
Phone:  646-5278               Fax: 646-8861
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36th Services (Air Force, MWR)
Kevin Huwe
Phone:  366-4221        Fax:  366-6960
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Morale, Welfare and Recreation (Navy)
Ed Echols, Installation MWR Director
Phone:  564-1852        Fax:  564-1853
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Guam Preservation Trust
Joe Quinata, Executive Director
Phone:  472-9440/39        Fax: 477-2047
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Historic Resources Division (DPR)
Lynda Aguon, Guam State Historic Preservation Officer
Phone:  475-6294/5        Fax:  477-2822
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Pa’a Taotao Tano
Therese Arriola, Marketing Director/Grant Project Director
Phone:  475-4722        Fax:  475-8266
Cell:  482-9231
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University of Guam
Dr. Annette T. Santos
Phone: 735-2514        Fax: 734-5362
Cell:  688-1377
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Chamorro Studies and Special Projects (GPSS)
Ronald Laguana, Administrator
Phone:  475-0650        Fax:  477-6284
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Lt. Governor’s Office
Carlotta Leon Guerrero, Chief of Staff
Phone:  472-8931        Fax:  477-2007
Elaine Dell’Isola
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Lina'la
Ann Marie Arceo, President
Phone:  565-4631  Cell:  482-4630
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Raphael Unpingco, Vice President
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Guam Museum Foundation
David Tydingco
Cell:  687-2738        Fax:  478-2771
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Guam Museum/Department of Chamorro Affairs
Anthony Ramirez, Museum Curator
Phone:  475-6727
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Research, Publication & Training/ Department of Chamorro Affairs
Katherine B. Aguon, Administrator
Phone:  477-6447
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Task Force for Free Association
Jose Garrido, Chairperson
Phone: 475-6264/5 (h) 632-7968
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Chamorro Artists Association
Jay Pascual, VP
688-4850
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U.S. Naval Forces Marianas
Captain Robert Lee, Acting Director
Joint Guam Program Office-Forward
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Annette Donner, Protocol/Public Affairs
Phone:  339-5440        Fax:  339-7034
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Guam Hotel and Restaurant Association
Mary Torre, President
Phone:  649-1447        Fax:  649-8565
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