Design-for-changeTo understand Global Warming and its adverse impacts                  on mother earth …Initiating individ...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	  	         1. BACKGROUND	  Zilnon	  Namgayling	  Primary	  school	  is	  located	  in...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	  	               Lhamo	  Lhaden=	  Increased	  global	  warming	  and	  its	  adverse...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	  	           ü          Reduce	  consumption	  of	  animals	  product	  (meat,	  egg...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	  	         5	          Four	  R’S	                          -­‐	  Collecting	  pet	  ...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	  	                 	              D. Share	  Stage	  (10th	  to	  20th	  September)	 ...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	     	  Figure	  8:	  Judges	  assessing	  the	  models	                           Fig...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	  	  20	  September	  2012	  Final	  presentations	  were	  made	  by	  DFC	  member	 ...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	         	                                                                            ...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	  	             Students	  DFC	  Members	  	  	  	             1.    	  Pema	  Tenzin	...
REPORT	  ON	  DESIGN-­‐FOR-­‐CHANGE	  	  List	  of	  teacher	  coordinators	  for	  the	  DFC	  Programme	                ...
Upcoming SlideShare
Loading in …5



Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. Design-for-changeTo understand Global Warming and its adverse impacts on mother earth …Initiating individual and local actions to contain global warming and be resilient…. Submitted by: Zilneon Namgyelling Pry School Thimphu: Bhutan Year 2012
  2. 2. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE     1. BACKGROUND  Zilnon  Namgayling  Primary  school  is  located  in  the  Royal  Bhutan  Police  campus  with  eight  hundred  thirty  two   students   (832)   students   and   thirty   three   (33)   teachers.   Ninety   five   percent   (95%)   of   the   students  reside  within  the  Royal  Bhutan  Police  and  the  rest  reside  outside  the  campus.  The   school   was   invited   to   join   the   Design   for   change   (DFC)   contest,   initiated   by   the   Early   Learning  Center,  one  of  the  private  schools  located  in  Motithang,  Thimphu.  The  following  were  the  objectives  of  introducing  design  for  change:   ü Give   children   an   opportunity   to   express   their   own   ideas   for   a   better   world   and   put   them   into   action.     ü Give  the  young  children  to  take  matters  into  their  own  hands  and  believe  that  they  can  be  the   drivers  of  change.  The  DFC  program  had  four  stages  of  implementation:   ü FELT   ü IMAGINE   ü ACT   ü SHARE.  In   the   “FELT”   stage,   the   students   were   required   to   feel   what   bothered   them   in   terms   of   the   nature  around   them.   In   the   “IMAGINE”   stage,   they   were   required   to   imagine   how   to   address   what   had  bothered   them   in   the   “FEEL”   stage.   In   the   “DO”   or   the   “ACT”   stage,   they   were   supposed   to   act.   In   other  word,   they   were   required   to   do   the   activity   to   make   the   Imagined   stage   happen   and   in   the   fourth   stage  called   the   “SHARE”,   they   were   to   share   with   others   in   the   society   or   community   all   those   that   had  transpired  in  the  earlier  three  stages.  With   the   phase-­‐wise   activity   of   the   said   contest,   the   students   of   20   numbers   of   Zilnon   Namgayling  Primary  School  set  out  to  participate  in  the  contest  from  9th  August  2012.  We  have  20  member  students  consisting  6  boys  and  14  girls  from  class  IV  to  VI.  ll.    IM  PLEMENTING  THE  DESIGN  FOR  CHANGE  PROGRAM/CONTEST  In  brief,  the  four  stages  of  FEEL,  IMAGINE,  DO  and  SHARE  were  practiced  in  the  following  ways   A. FEEL  stage(13rd    to  23rd    August  2012)   In  the  stage,  following  students,  identified  as  the  issues  that  need  to  be  addressed:   Kinzang    Dorji  =  Youth  related  problem   Dechen  Nidup  =Increased  divorce  and  family  violence  in  the  society   Kinley  wangchuck  =  Smoking  as  source  of  health  hazard   Tshewang  Rinchen  =  Improper  use  of  toilets  within  the  school  compound   Pema  Tenzin  =Increased  global  warming  and  its  adverse  impacts  on  sustenance  of  lives   Shacha  Tenzin=Increased  divorce  and  family  violence)  Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  1    
  3. 3. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE     Lhamo  Lhaden=  Increased  global  warming  and  its  adverse  impacts  on  sustenance  of  lives   Tandin  Pem  =  bullying   Tshering  Wangmo=  Increase  waste  generation   Kuenzang  Dema  =  Increasing  traffic  congestion  and  threats  to  pedestrians     Phuntsho  Wangmo=Increase  of  robbery  cases   Sonam  Dema=  Increased  global  warming  and  its  adverse  impacts  on  sustenance  of  lives   Chimi  Selden=  Increased  global  warming  and  its  adverse  impacts  on  sustenance  of  lives   Kuenzang  Lhaden=  Smoking  as  source  of  health  hazard   Tshendu  Zangmo=  Increased  divorce  and  family  violence)   Pranita  Bishwa=  Increased  global  warming  and  its  adverse  impacts  on  sustenance  of  lives   Roshna  Gurung=  Youth  related  problem   Susma  Gurung=  Increased  global  warming  and  its  adverse  impacts  on  sustenance  of  lives   Manisha  Chapagai  =Smoking  as  source  of  health  hazard   Tashi  Wangmo  =Increased  global  warming  and  its  adverse  impacts  on  sustenance  of  lives    After   discussion   among   themselves   and   in  consultation   with   the   coordinator,   it   was  observed   that   majority   of   the   students   felt   that  global   warming   as   great   concern   and   therefore  need  to  work  on  this  aspect  to  build  up  resilience  by   taking   personal   initiatives   and   sharing   with  other   colleagues   and   society   at   large.   The  students   deliberated   in   length   and   agreed   that  lot   of   initiatives   can   be   undertaken   at   the  individual   level   and   the   impact   of   such   initiative  will   help   society   build   up   resilience   to   combat   Figure  1:  DFC  Coordinator  explaining  DFC  concepts  to  students  increasing  global  warming.    The   students   identified   following   initiatives   that  could   be   implemented   for   larger   benefit   of   the  society:     ü Not  to  burn  and  throw  the  plastic   anywhere,   ü Planting  more  tress  where  possible,   ü Preventing  forest  fire,     ü Reduce  air  pollution  by  controlling   emission  levels   ü Encourage  use  of  energy  efficient  electronic  gadgets  (rice  cookers)  instead  of  wood  stoves   ü Reduce  use  of  woods  for  heating,  cooking  and  construction  purpose  by  other  alternatives.  Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  2    
  4. 4. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE     ü Reduce  consumption  of  animals  product  (meat,  egg,  cheese  ,  butter  ,  milk  etc)  to  reduce   methane  emission.     B. IMAGINE  STAGE  (24th  to  31st  August)  In  the  second  stage,  the  students  imagined  following  as  possible  desired  outcomes:   ü Clean  air  to  breath  in,   ü Safe  sun  to  expose  their  body,   ü No  adverse  weather  condition,   ü Safe  to  live  on  earth  without  natural  disaster  like  drought,  flood,  tornadoes  etc.  which  are   caused  by  global  warming.  The   students   were   also   convinced   that   human   activities   are   fully   responsible   for   increasing   global  warming  and  much  can  be  done  at  individual  level  to  reverse  this  trend.    Recent   researches   have   shown   that   inconceivable   catastrophic   changes   in   the   environment   will   take  place  as  soon  as  concentration  of  Co2  in  the  atmosphere  reaches  the  level  of  about  450  parts  per  million  (PPM).  Today’s  concentration  is  already  at  380  ppm  and  it  rises,  on  average  2-­‐3  ppm  each  year,  so  that  the  critical  value  will  be  reached  in  approximately  25  to  30  years  from  now.     C. DO  -­‐STAGE.  (  3rd  to  8th  September)  The   third   stage   being   the   action   stage,   the   students   discussed   and   came   up   with   the   action   plans   as  shown  in  Table  1.   S#   Activity   strategy   who   when   1   Smoking  free  zone   Talk  in  the  assembly  how   DFC  member  and   -­‐all  the  time.   harmful  smoking  is  to  the   all  the  staffs.   health  and  environment.   -­‐make  sign  board  in  the   school  campus.   2   Reduce  car  emission   Observe  1  day  pedestrian  on   -­‐DFC  member  in   -­‐every   Thursdays  for  our  school.   turn  do  the  duty   Thursday.     3   Preventing  forest  fire.   Give  speeches  in  the   DFC  member.   Every  Monday   Reduce  burning  of  wood   assembly  on  the  importance     for  heating  and  cooking   preserving  trees.   -­‐how  it  helps  to  reduce   the  global  warming.   4   Planting  more  tress  (a   Plant  more  trees  to  the  area   DFC  and  some   -­‐2nd  June  2013   forestation)   destroyed  by  forest  fire.   parents   -­‐Plant  200  sibling  above   Lungten  Zampa  School.    Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  3    
  5. 5. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE     5   Four  R’S   -­‐  Collecting  pet  bottles   DFC  member.   All  the  time.   -­‐Waste  management   sending  for  recycling   activity  proposed  under   -­‐Waste  segregate  into  3   earlier  2010  DFC     trashes.   initiative  still  being     -­‐Collect  plastics  and  stitches   continued     cushion(Replicated  from   ELC)         6   Energy  Saving,    Climate   -­‐Observe  one  day  in  a  week   All  the  students  in   -­‐Every    Change  Tips  for  our   a  vegetable  day  /  meatless   Zilnonnamgayling   Monday.   school.   day.   primary  school.       7   keep  toilets  clean     Create  awareness  on  proper   DFC  members.   Throughout   use  of  toilet     Teachers,  principal,   the  day,   -­‐clean  the  toilet  every   sweeper  and     day.   captain.   -­‐Ensuring  there  is  24  hour   of  water  supply.     Figure  2:  DFC  members  preparing  cushions  using  waste  materials  Before  implementing  the  activities,  the  member  students  presented  their  action  plans  in  the  assembly  and  gave  awareness  speeches    both  English  and  Dzongkha.  As  a  part  of  action  plan,  the  students  and  teachers  visited  relevant  websites  for  additional  information  to  understand  the  following:   ü What  are  the  causes  of  global  warming,   ü Individual  responsibility  to  reduce  global  warming,   ü Effect  of  global  warming,   ü Potential  threats  to  the  mother  earth  etc.      Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  4    
  6. 6. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE       D. Share  Stage  (10th  to  20th  September)  In  the  sharing  stage,  the  students  shared  the  idea  of  what  they  have  learned  in  the  “Do-­‐stage”  as  follows.  10  September  2012  Speeches  were  delivered  by  the  DFC  members,  both  in  Dzongkha  and  English  languages,  in  the  morning  assembly  highlighting  on  what  global  warming  is  and  what  are  the  factors  that  contribute  to  the  global  warming.  11  September  2012   Figure  3:  DFC  Member  delivering  speeches  to  the  fellow   students  at  the  Assembly  Ground  Principal  declared  every  Thursdays  as  the  pedestrian  day  to  reduce  Co2  emission  levels  in  the  school  compound.  The  DCF  members  also  gave  the  speeches  underlining  the  importance  of  caring  plants  for  own  survival.  15  September  2012  The   Model   and   Poster   competitions   were   organized   for   classes   IV   and   above   with   an   objective   to   create  better  understanding  of  the  global  warming  phenomena  and  its  adverse  impacts  on  the  very  survival  of  lives   on   earth.   Criteria   for   assessment   for   model   were   clarity   of   message,   relevance,   originality,  creativity,  colour,  design,  and  size  of  the  model,  presentation  and  explanation.   The             Figure  4:  Model  on  display     Figure  5:  Model  on  display  Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  5    
  7. 7. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE    Figure  8:  Judges  assessing  the  models   Figure  9:  Model  on  display               Figure  7:  Poster  competition     Figure  6:  Teachers  evaluating  the  posters                   The  criteria  for  the  assessment  of  posters  were  clarity  of  message,  relevance,  information  content,   creativity,  language,  neatness,  presentation  and  size  of  the  posters.     Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  6    
  8. 8. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE    20  September  2012  Final  presentations  were  made  by  DFC  member  on  the  following  points:   ü Promising  interventions/tips  to  reduce  global  warming   ü Histogram  of  Co2  concentration  on  yearly  basis   ü Definition  and  causes  of  global  warming   ü Adverse  impact  of  global  warming   ü Productive  use  of  waste  products  The  pictures  below  shows  the  above  events     Figure  10:  DFC  Student  members  controlling  traffic  on  Thursdays  to  reduce  carbon  emission  Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  7    
  9. 9. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE        Figure  12:  Final  Products  on  display   Figure  11:  PET  bottles  being  collected  and  being  sold     Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  8    
  10. 10. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE     Students  DFC  Members         1.  Pema  Tenzin    (5C)   10. Tshering  Wangmo  (5B)   2. Kinzang    Dorji    (6C)   11. Kuenzang  Dema  (5B)   3. Dechen  Nidup    (5C)   12. Phuntsho  Wangmo  (5C)   4. KInley  Wangchuck  (  5B)   13. Sonam  Dema  (5C)   5. Tshewang  Rinchen(5  C)   14. Chimi  Selden  (5A)     6. Shacha  Tenzin  (5C)   15. Kuenzang  Lhaden  (5B)   7.  Tashi  Wangmo  (6C)   16. Tshendu  Zangmo  (5A)   8. Lhamo  Lhaden  (6C)   17. Pranita  Bishwa  (5C)   9. Tandin  Pem  (6C)   18. Roshna  Gurung    (5C)   19. Susma  Gurung  (6C)   20. Manisha  Chapagai  (6C)        Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  9    
  11. 11. REPORT  ON  DESIGN-­‐FOR-­‐CHANGE    List  of  teacher  coordinators  for  the  DFC  Programme   1. Ms.  Sangay  Lhamo,     2. Ms.  Chimi  Dema   3. Ms.  Dechen  Wangmo   4. Mr.  Tshewang  Dorji  Lyrics  of  the  GLOBAL  WARMING  SONG  “you  are  my  mother”  composed  as  part  of  the  Design  for  Change  Program.   You  are  my  mother,  my  only  mother,   We  sing  for  you  dear,  we  sing  for  our  mother,   Let  our  mother  earth  be  ever  green.     Say  no  to  pollution,  say  no  to  forest  fire,   Say  no  to  plastic,  say  no  to  toxins,   Let’s  save  our  Ozone  now.     Refuse  the  plastic,  reduce  the  plastic,   Reuse  the  plastic  and  recycle  the  plastic,   And  save  our  mother  earth.     I  dream  for  clean  air,  you  dream  for  safe  sun,   We  dream  for  less  pollution,  we  dream  for  better  world,   Let’s  save  our  nature  now.     You  are  my  mother,  my  only  mother,   We  sing  for  you  dear,  we  sing  for  our  mother,   Let  our  mother  earth  be  ever  green.  Understanding  Global  Warming  and  taking  personal  initiative  to  be  resilient     Page  10