Road to a conserver society : reduce, reuse, recycle.
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Traditional knowledge of the skills necessary for surviving in harsh mountain terrains, passed on from one generation to another, gives mountain people a unique, holistic understanding of how a single resource can be put to multiple uses. The principle of reuse and recycle is at the core of resource management for women and men living in challenging environments today as it was in the past. It is unfortunate that such age old practices are forgotten as communities rush to modernization, and the availability of water starts to get determined by the ability to pay for water.
Today, the changing climatic and socioeconomic context has created multiple challenges for people, especially women living in Hindu Kush Himalaya HKH. Whether it is a village along the Ganges, Koshi or Indus rivers, it is women who are solely responsible for managing water resources for the family. The men are absent, having ventured off their farms in search of employment. For the women left behind, problems arising from water scarcity and water induced disaster, and the associated conflicts and insecurities makes them more vulnerable. The situation in cities is no different for women among the urban poor.
With increase in migration in cities and competition for aesthetic and industrial water use, women among the urban poor struggle to manage water and compromise their water need for the sake of their family members. By , million people in the world still lacked safe and improved drinking water sources, and 2. Water is becoming scarce not only due to the changing climate, but also as a result of unequal development efforts such as the diversion of water sources from rural areas to meet urban water needs, and unequal control by various sectors as well as unequal consumption.
Joseph Stiglitz in his book, 'Making Globalization Work' wrote that in a globalised world, western nations gave precedence to material values over environmental values. Consumers use heavy-duty laundry detergent and bleach. In sustainability pp. In s, the ecological movement became a political movement and there was awareness that the demands of ecology were not only sectorial and local aspirations but rather represented a value shared across nation divides. Our household composts. The benefits are derived from the preservation, improvement and restoration of soil functions without detrimental effects on other soil functions. It seems that the political and economic climate at present precludes any massive nuclear power program to sharply reduce carbon emissions to the atmosphere.
Globally, income inequality is increasing, and so is water control and access. Today, around 80 percent of global wealth is with just six percent of the world population. The remaining 20 percent is distributed amongst 96 percent of the population. Per capita water consumption among the people with more wealth is drastically high.
For instance, in Mumbai, India, per capita water consumption among populations in the suburbs is 15 times more than that in the slums. The irony is that for many, water is a surplus resource. Human behavior influenced by a consumeristic market and capital oriented lifestyle and development often makes us blind to the water poverty of others. When flowing water taps becomes affordable and accessible to us, we easily forget that this is all at the cost of others. Moreover, a water system in which waste water just flows into a centralized drainage system does not even allow us to evaluate how much water we might have used; forget about reusing and recycling.
Students should choose the nearer beverage company loca- tion Mississauga or Ottawa , write in actual lo- cations in place of the question marks, and draw the applicable line between the used can and the next step either recycling or landfill. After marking all locations, pairs use yam or marker to trace likely transportation routes between points.
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Discussion 1. Consider each location and leg of the journey. What energy is consumed and waste generated? Did the line drawn after the used can create a closed or an open loop? Recall that open loops are associated with consumer societies and closed loops with conserver societies. Imagine the journeys of all the products used by everybody, the energy and natural resources used, and the traffic and waste generated. Distribute copies of pages 23 to Discuss or make available the Glossary and the recycling in- formation sheets p.
Point out that there is no single right answer, and explain that each list contains only one of the natural resources used to make Uie prod- uct. In the example, for instance, soil, sxinlight, carbon dioxide, and water are needed by your gar- den; but only one soil is listed. Using the suggested symbols and the given lists, students draw flowcharts. Students check their work with the answer key page 25 or compare their flowcharts with other students' and discuss differences. Discussion Which parts of each flowchart are open loops; which closed?
Which loop reduces resource deple- tion and waste? Look at the decision box in each flowchart. Which represents a Consumer Society decision; which a Conserver Society? They then make up alphabetized lists for the rest of the class to flowchart. Here are some commonly used symbols: Direction arrows join the other symtx ls. Draw a flovychart for each list below, showing the relation between the items. Hint: Broke is to paper as home scrap is to steel. Form two groups of at least 9 students each.
One group simulates the Conserver Society first and the other the Consimier Society. The other students take txims being a Newspaper.
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To start the simulation, a student takes the Newspaper card and reads and follows the directions. For the first turn, this means going to the Forest Manager, who reads and follows her or his role card directions.
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The simulation continues according to the role card directions. When one simulation ends, both groups stop. Groups switch, with the former Conservers becoming the Consumers, and vice versa. Which society used more natural resources? Which created more waste and pollution? When a Newspaper enters your mill, ask if it has a Recycling Coupon.
10 Ways to Conserve the Environment
If so, follow the directions; otherwise, ask Pollution Control to add 1 to the Count. Tell the Newspaper to go to the Citizen next. Take the "Newspaper" role card from each Newspaper that comes to you and tell them to go to the Landfill Operator next. Pass the "Newspaper" role card on to the next student waiting to be a Newspaper. Recycled newspaper. Recycled from a tree. This pass good for raw materials sufficient Wood pulp to produce 1 newspaper.
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Provide 30 red map pins and 22 green ones or any two contrasting types of pins. Make availa- ble the list of mills on the next page. They then mark the location on the forest types map. Consider all the mills first. Discuss their rela- tion to forest types, highways, urban areas, wa- terways, and railways, e.
Then focus on the pattern of red and green pins. Discuss possible reasons for the difference between the locations of the red and green pins proximity to trees and waste paper, reduced air and water pollution by recycled paper mills. How might a greater demand for recycled paper affect the pulp and paper industry, the sin- gle-industry communities marked by the red pins, our forests, and urban areas with waste dis- posal problems paper is the largest single com- ponent of landfilled garbage?
If there is a mill in your community, find out how much waste the mill produces and recycles. Eddy Forest Products Ltd. The project may be done with home composters. Students without composters can play a team role such as photographer or recorder. CAUTION: Students with allergies or aversions to compost or leaves should wear rubber gloves or play a team role which does not require them to touch the materials. Read through the Experiment Description with the students. List possible results in a colimin both de- compose at same rate, contents of Bag 1 decom- pose faster than those of Bag 2, and vice versa.
Start another column headed "Suggests that. Students conduct the experiment and dis- cuss the results, referring to the pre- experiment discussion above. If not, why not which experimental conditions were different?
[PDF] Road to a conserver society: reduce, reuse, recycle. by texte adapte d'un discours prononce par l'honorable Ruth Grier, ministre de l'environnement. Online shopping from a great selection at Books Store.
Leave the top of each knee-high lying on top of the compost, making it easy to spot the bag later. Observation: a Every 7 days, carefully dig up the bags. I Results: After the final observation, state the results and what they suggest. What do you think would happen if you did the experiment at a different time of year or in a different compost heap? What tips would you give people whose leaves do not seem to be decomposing? A magnifying glass, some clean, reused jars with lids, a small shovel, and gloves are desirable.
Introduce the idea that the compost heap is a habitat; it provides a suitable arrangement of food, water, shelter and space for its inhabitants. Z, Ask students to suggest likely characteristics of compost animals. How would they react to Ught? What colours are they likely to be?