• Average lifespan at this time 45 years for women and 43 for men
• Community structure
o Government?
 Not specifically elected, elders, who consult with members of the community, present their suggestions in community forums, and adult members of the community find concensus.
 Those who cannot live with choices made (very rare) are free to leave the community if they choose, and are welcome back openly if they find they change their mind
 Men and women, alike, are members of government
o Writing
 A form of writing, based on 52 sounds of the common language, has been developed.
o Calendar
 From simple marks on "calendar" rocks, to the presently complex system of understanding the constellations etc, the people have recorded their history for 4023 years at this stage
o Family unit?
 Not just 1 man+1 woman (typically involve, though, 2-6 adults with some degree of shared physical or emotional intimacy)
 Each woman who chooses to have children, will have between 4 and 8 children in a lifetime
 Chance of mother dying during or after childbirth, 15%.
 Chance of child dying during or immediately after childbirth, 25% (3 to 6 children / woman's life)
 Of those children who survive childbirth, 85% survive the first year (2.6 to 5.1 children / woman's life)
 Children who survive past their first year, have a 90% change of reaching adulthood (2.3 to 4.6 children/ woman's life)
 Each woman, thus, produces 3.45 children who live through adulthood, on average, resulting in a slow but definite population increase.
 Women are marriageable from the onset of their fertility cycle (16 +/- 2 yrs)
o Homosexuality
 not common (5.8% of population)
 not specifically taboo
 accepted as physical intimacy for physical pleasure and for emotional bonding
 Those individuals not wishing to have offspring are required, by the community, to contribute in some other way (?), but this is not seen as a hardship, merely a different way to contribute
o Physical deformities
 Very rare (more common in the more remote communities)
 Almost always die in childbirth or shortly after
 Considered to be cursed (typically because they almost always die very young)
o Mental challenges
 Very rare (more common in the more remote communities)
 Treated with great care and affection
 Ways they can contribute to community in a positive way are sought after
 Not coddled, but protected, and treated with their mental challenge under consideration
 Loved
 Not viewed as cursed, but as special, able to understand, perhaps, parts of the world we cannot
 Not seen as a burden on a community
o Economy
 Markets based on barter economy
 Trade between communities at regular seasonal gatherings
 No formal currency
o Education / Religion
 Belief in the power of the moons, the planets, the sun, and the stars
• More the belief that these extra-physical (to the population) objects affect the seasons etc. Than in some deity.
 Belief in natures ability to change
• Seen in domesticated animals
o Knowledge used to help develop new strains/breeds
• Not seen yet in people (outside of what would be human norm for diversity in an isolated region)
• They speak of a mother planet giving birth and fruit to all life
• They view the moon as a sister planet
• They view the stars and their sun as male figures, sharing the seeds of life with the mother figures
• Nature is powerful
 People are different/separate from animal life and flora
• They don't spontaneously change/show big differences in their offspring as animals do
• They can speak aloud and have language
• While consciously, they don't breed people for health etc, the society does this through their festivals and movement of individuals to new communities.
• Semi-formal education
o Toddlers
 Spend most of time with family (at and around home, community)
o 3-6
 Spend time with family
 Spend time with elders
 Spend time in social groups exploring inside community
 Watched by community as a whole and kept safe near home
o 6-10
 Spend time with family
 Spend time with elders
 Spend time working with different "experts" in community
• Develop basic range of skills and knowledge so that they may make a more effective choice about what they will "do"
• Both share and gather knowledge from those outside family unit
o 10-12
 Some "bordering" is often arranged with related family units in other communities
 Continuing 6-10 education which is more and more hands on and adult-like in nature
o 12+
 Join adults in study and work in areas of speciality (if any)

 Learning more, sharing history, knowledge, etc, is lifeline pursuit
o Social welfare
 Barring the mentally infirm (rare), people are expected to pull their weight etc. And while life isn't easy, it's not challenged by strife or dangerous animals or the need to hunt. The cultivation of crops etc can feed the population, even in a poor harvest year
 Those who elect not to work after childhood, don't eat.