A short presentation on Agents of Change, a project on awareness workshops on fluoride and water quality, undertaken by Aajwanthi Baradwaj, who was an intern with Biome Environmental Trust
Global HANDWASHING CAMPAIN EVENT REPORTFarah Roble
The document summarizes a Global Handwashing Campaign event held on October 15th, 2015 at Calaley Primary School in Galkacyo, Somalia. It describes how teachers and students from four schools were trained over two days on the importance of handwashing and hygiene. On the day of the event, over 133 participants including students, parents, and government officials gathered. Students from the schools performed dramas and songs promoting handwashing. Speakers from the Ministry of Education and CISP emphasized the health benefits of handwashing. The event marked the first time the Global Handwashing Campaign was held in the region.
The document describes an integrated school health project implemented in Olmoran Division, Laikipia West District, Kenya. The project aimed to improve access to safe drinking water and basic sanitation in schools to reduce water-related diseases and absenteeism. Key activities included constructing toilets, providing leaky tins for handwashing, establishing school health clubs, and training teachers and parents. The project faced challenges like vandalism, harsh weather, and cultural barriers, but succeeded in reducing disease prevalence, absenteeism, and improving sanitation infrastructure and hygiene practices in schools and communities. Lessons learned included the importance of community engagement and empowering children as agents of change.
Children in urban slums in India face marginalization and their needs are often not considered in urban planning processes. Praxis Institute worked with these children to document unsafe spaces and their visions for improvements through participatory research methods like participatory video. The children identified issues like lack of proper housing, open defecation, unsafe schools and parks, poor infrastructure like roads and drainage. They provided alternative visions for improved housing designs, separate parks for boys and girls, and better facilities in schools. The children emphasized that they want recognition and participation in governance rather than just receiving benefits. Praxis' next phase will mainstream these children's perspectives in urban planning.
The document discusses a sanitation and hygiene drive in Muzaffarnagar, India led by Abhinav. It aims to improve sanitation conditions and educate school children about hygiene practices. Specifically, Abhinav launched an initiative called "Flush n Pride" to convert dry latrines into pour flush latrines and build new toilets to provide sanitation access for all citizens. They have also distributed sanitation and hygiene kits to school children and aim to curb childhood deaths from poor sanitation and hygiene by educating children who can then influence their families and communities.
This document discusses design in education through several examples and programs. It describes (1) how design can transform learning by making it more interactive, participatory, problem-solving and hands-on rather than textbook-focused. (2) Programs like One Laptop per Child, Scratch, and PicoCrickets that use design and technology to engage children in their education. (3) How the Exploratorium museum employs hands-on exhibits mixing science and art to promote informal education.
Global HANDWASHING CAMPAIN EVENT REPORTFarah Roble
The document summarizes a Global Handwashing Campaign event held on October 15th, 2015 at Calaley Primary School in Galkacyo, Somalia. It describes how teachers and students from four schools were trained over two days on the importance of handwashing and hygiene. On the day of the event, over 133 participants including students, parents, and government officials gathered. Students from the schools performed dramas and songs promoting handwashing. Speakers from the Ministry of Education and CISP emphasized the health benefits of handwashing. The event marked the first time the Global Handwashing Campaign was held in the region.
The document describes an integrated school health project implemented in Olmoran Division, Laikipia West District, Kenya. The project aimed to improve access to safe drinking water and basic sanitation in schools to reduce water-related diseases and absenteeism. Key activities included constructing toilets, providing leaky tins for handwashing, establishing school health clubs, and training teachers and parents. The project faced challenges like vandalism, harsh weather, and cultural barriers, but succeeded in reducing disease prevalence, absenteeism, and improving sanitation infrastructure and hygiene practices in schools and communities. Lessons learned included the importance of community engagement and empowering children as agents of change.
Children in urban slums in India face marginalization and their needs are often not considered in urban planning processes. Praxis Institute worked with these children to document unsafe spaces and their visions for improvements through participatory research methods like participatory video. The children identified issues like lack of proper housing, open defecation, unsafe schools and parks, poor infrastructure like roads and drainage. They provided alternative visions for improved housing designs, separate parks for boys and girls, and better facilities in schools. The children emphasized that they want recognition and participation in governance rather than just receiving benefits. Praxis' next phase will mainstream these children's perspectives in urban planning.
The document discusses a sanitation and hygiene drive in Muzaffarnagar, India led by Abhinav. It aims to improve sanitation conditions and educate school children about hygiene practices. Specifically, Abhinav launched an initiative called "Flush n Pride" to convert dry latrines into pour flush latrines and build new toilets to provide sanitation access for all citizens. They have also distributed sanitation and hygiene kits to school children and aim to curb childhood deaths from poor sanitation and hygiene by educating children who can then influence their families and communities.
This document discusses design in education through several examples and programs. It describes (1) how design can transform learning by making it more interactive, participatory, problem-solving and hands-on rather than textbook-focused. (2) Programs like One Laptop per Child, Scratch, and PicoCrickets that use design and technology to engage children in their education. (3) How the Exploratorium museum employs hands-on exhibits mixing science and art to promote informal education.
The desire to address the critical need for water, sanitation and hygiene (WASH) in schools is gaining momentum worldwide. The lack of clean drinking water, toilet facilities for girls and boys and good hygiene practices in schools has a negative impact on the health and cognitive abilities of the entire school population, leads to absenteeism and affects girls especially hard.
This webinar highlights HIP's experience fostering a supportive environment and models for WASH-Friendly Schools in Madagascar and Ethiopia and materials developed to help schools become WASH-friendly.
Presentation by Sarah Fry, USAID-HIP Senior Hygiene Programming Advisor, followed by a Q&A with Sarah and Julia Rosenbaum, USAID-HIP Deputy Director. Moderated by Patricia Mantey, USAID-HIP Knowledge Management Specialist.
More information on USAID-HIP is available at http://www.hip.watsan.net
Dasra is India's leading strategic philanthropy foundation that aims to transform the lives of 800 million Indians through knowledge creation, capacity building, collaboration, and fundraising. Since 1999, Dasra has engaged with over 3,000 organizations, influenced 280 crore INR towards the social sector, and improved life chances for over 10 million people. The document discusses the need for improved sanitation in India and outlines several high impact interventions for building and maintaining effective toilet infrastructure in schools, including behavior change communication, appropriate design of toilets, training stakeholders, and partnerships with local government.
Knowledge, Aptitude, Behaviour and Practices among school children in India NitishKapoorRb
In the Knowledge, Attitude, Behaviour and Practices (KABP) study on hygiene among children in schools, school heads, teachers and students were interviewed in six states across majority public schools and few private schools.
This paper is based on the findings from the baseline study.
There was a state wise variation in socio-demographic profile of children and their families across the six states i.e. Bihar, Maharashtra, Andhra Pradesh, Telangana, Rajasthan and Uttar Pradesh. In Rajasthan, 45% of the schools visited were private schools; the differences in practices were apparent.
Parents in Maharashtra were reported to be most educated. Higher education level among parents of Maharashtra seems to translate into better perception among children about portable drinking water. Television was widely available in homes and its use was widespread across all the states. Mobile phone use
was also trickling down to the younger population, but the access to internet was sparse and limited. At the same time it was found that presence of television at home has little to do with the knowledge and practice of hygiene.
1) Students at Jigme Losel Primary School in Bhutan were experiencing health issues like rashes and diarrhea. Handwashing practices and facilities were insufficient.
2) The school emphasized the importance of handwashing with soap through a UNICEF program. However, with only one tap for 850 students, handwashing during lunch breaks was challenging.
3) Students came up with the idea of "Tippy Taps," reusable handwashing stations made from recycled materials. These improved access to handwashing and health outcomes for students. The school has since promoted handwashing education and support for other schools.
Hygiene promotion in Schools after the cholera outbreak in Haiti, 2010IRC
This document summarizes a WASH project in Haiti following the 2010 earthquake and subsequent cholera outbreak. The project targeted 42 schools serving 25,000 students and 1,600 teachers. It aimed to improve water, sanitation, and hygiene through building and repairing facilities and hygiene promotion campaigns. Coordination with local authorities and clusters helped disseminate prevention messages to over 5,000 people. A follow-up survey found high awareness of cholera prevention among teachers and students, with only one suspected case reported at the project schools.
THE SOCIAL “WATERobot”: AN EXCITING EDUCATIONAL TOOL FOR TEACHING CHILDREN AB...Ali Meghdari
The document discusses using social robots as educational tools to teach children in Iran about water conservation. It proposes a robot named WATERobot (Water Awareness Teaching and Educational Robot) that would provide interactive lessons and games to make learning about efficient water use enjoyable. The researchers developed teaching scenarios for their social robot NAO (renamed Sina) and saw potential for these lessons to be shown on television. Their goal is to establish collaboration between researchers, teachers, students and television stations to ensure Iranian children learn vital water conservation skills through robot-assisted education.
The document summarizes a water conservation project undertaken by students at a girls' high school in Kolkata, India. The students identified water scarcity as a growing problem and conducted audits to find ways water was being wasted at school and at home. They implemented solutions like reducing shower time, fixing leaks, and spreading awareness. The students presented their project to over 1,000 other students and 120 teachers. They also worked to educate neighbors and installed rainwater collection systems. As a result, many reported significantly reducing water waste at home. The school hopes this project inspires continued conservation efforts.
Over the past decade, the child-friendly schools (CFS) model has emerged as UNICEF’s signature means to advocate for and promote quality education for every girl and boy. Child-friendly schools enable all children to achieve their full potential. As a part of a Global Capacity Development Programme on CFS, UNICEF has developed the Child Friendly Schools Manual, a reference document and practical guidebook to help countries implement CFS models appropriate to their specific circumstances.
The lack of connectivity, training, education, performance management, are major contributors to poor sanitation in most parts of India, and we believe that technology can be leveraged to play a vital role in improving sanitation efforts in the country.
Objectives are notions about future desired conditions and are usually embedded in a set of ideas organizations have about their plight and what can be done about it.
This document summarizes a presentation about Community Led Total Sanitation (CLTS). It describes how CLTS originated in Bangladesh in 1999-2000 and has since spread to over 40 countries in Asia, Africa and Latin America. CLTS is a community-led approach to achieving total sanitation that does not rely on subsidies or top-down directives. It uses participatory methods like community mapping to build awareness of open defecation issues and empower communities to develop their own solutions. The challenges of scaling up and sustaining CLTS efforts long-term are also discussed.
This document summarizes a presentation about Community Led Total Sanitation (CLTS). It describes how CLTS originated in Bangladesh in 1999-2000 and has since spread to over 40 countries in Asia, Africa, and Latin America. CLTS is a community-led approach to achieving total sanitation that does not rely on subsidies or top-down directives. It uses participatory methods like community mapping to build awareness of open defecation's negative impacts and empower communities to end the practice collectively. The document outlines challenges to scaling up and sustaining CLTS, including changing mindsets, ensuring facilitator training, and navigating political and institutional barriers.
The document describes how Ms. Geetika Saluja integrated environment education into her teaching through project-based learning approaches. She designed action plans across different themes that complemented the academic curriculum while also developing life skills. Some key activities included making students "energy savers" and educating them on judicious use of electricity, conducting surveys to understand waste management practices, and organizing a visit to a solid waste management plant. The whole school community from students to teachers to non-teaching staff and parents were involved in the various projects. Ms. Saluja reflected that the collaborative project-based learning approach empowered students to develop critical thinking and life skills.
The document summarizes the work of IRB Social Initiative to address issues of unsafe drinking water, lack of sanitation, and hygienic practices in Maliyon Ki Jhopariya village in Tonk, Rajasthan. IRB School conducted surveys that found only 10% toilet coverage and open defecation. Students organized to raise awareness and build 13 low-cost toilets. Community members now understand the importance of sanitation and girls' education. Moving forward, the students will continue their campaign to eliminate open defecation and promote hygiene.
This document is a project report submitted by Himanshi Parihar, a class 12 student, on water conservation. The report details her interviews with 4 individuals about their views and practices related to saving water. She asked questions about their understanding of water conservation, methods of saving water, the importance of saving water, government initiatives, and personal water saving practices. The interviews provided Himanshi with different perspectives on water conservation and helped improve her English speaking skills. Overall, the project helped raise her awareness about the need to save water for future generations.
This document presents information on hygiene problems in schools and proposed solutions. It discusses issues with drinking water quality and access, insufficient and unclean sanitation facilities, poor classroom cleanliness and indoor air quality, and potential food contamination. Solutions proposed include increasing and properly maintaining water sources, providing sufficient and cleaned toilets/washrooms, daily sweeping of classrooms, instructing students on cleanliness, and ensuring food handlers and storage areas are clean. The overall goal is to educate students on hygiene and create a clean school environment to prevent disease.
Providing clean water and sanitation facilities to all Indians is a major challenge. Currently, many rural Indians lack access to these basic necessities. This leads to negative health and economic impacts, including high rates of water-borne diseases and lost work days. A proposed decentralized, community-based solution focuses on awareness campaigns, formation of local water committees, and utilizing technical expertise to develop sustainable drinking water and sanitation infrastructure and maintenance practices. The goal is a demand-driven, self-help model that empowers communities rather than relying solely on government provision.
Cleanliness in the barracks is important for health reasons as unsanitary conditions can spread disease, it is also important for upholding Army
standards as Soldiers are responsible for maintaining their living spaces, and cleanliness helps create a positive impression on others as it shows good
personal hygiene habits.
The document discusses the Swachh Bharat Swachh Vidyalaya campaign, which aims to ensure that every school in India has functioning water, sanitation and hygiene facilities. It notes that providing such facilities creates a healthy school environment, protects children from illness, and helps promote attendance, particularly for girls. Ensuring access to clean toilets and water supports school nutrition and allows students to realize their full potential.
Urban Waters Forum 2023 - Water sustainability workshopbiometrust
The second edition of Urban Waters Forum workshop 2023 was conducted on the 15th and 16th of March 2023 and brought together water practitioners from across the country for knowledge sharing, including new developments in their respective domains of work. There were around 60+ members, who included academicians, lake group members, water professionals and government officials, and representatives from various states like Maharashtra, Kerala, Gujarat, West Bengal, Jharkhand, Uttarakhand and Karnataka.
The desire to address the critical need for water, sanitation and hygiene (WASH) in schools is gaining momentum worldwide. The lack of clean drinking water, toilet facilities for girls and boys and good hygiene practices in schools has a negative impact on the health and cognitive abilities of the entire school population, leads to absenteeism and affects girls especially hard.
This webinar highlights HIP's experience fostering a supportive environment and models for WASH-Friendly Schools in Madagascar and Ethiopia and materials developed to help schools become WASH-friendly.
Presentation by Sarah Fry, USAID-HIP Senior Hygiene Programming Advisor, followed by a Q&A with Sarah and Julia Rosenbaum, USAID-HIP Deputy Director. Moderated by Patricia Mantey, USAID-HIP Knowledge Management Specialist.
More information on USAID-HIP is available at http://www.hip.watsan.net
Dasra is India's leading strategic philanthropy foundation that aims to transform the lives of 800 million Indians through knowledge creation, capacity building, collaboration, and fundraising. Since 1999, Dasra has engaged with over 3,000 organizations, influenced 280 crore INR towards the social sector, and improved life chances for over 10 million people. The document discusses the need for improved sanitation in India and outlines several high impact interventions for building and maintaining effective toilet infrastructure in schools, including behavior change communication, appropriate design of toilets, training stakeholders, and partnerships with local government.
Knowledge, Aptitude, Behaviour and Practices among school children in India NitishKapoorRb
In the Knowledge, Attitude, Behaviour and Practices (KABP) study on hygiene among children in schools, school heads, teachers and students were interviewed in six states across majority public schools and few private schools.
This paper is based on the findings from the baseline study.
There was a state wise variation in socio-demographic profile of children and their families across the six states i.e. Bihar, Maharashtra, Andhra Pradesh, Telangana, Rajasthan and Uttar Pradesh. In Rajasthan, 45% of the schools visited were private schools; the differences in practices were apparent.
Parents in Maharashtra were reported to be most educated. Higher education level among parents of Maharashtra seems to translate into better perception among children about portable drinking water. Television was widely available in homes and its use was widespread across all the states. Mobile phone use
was also trickling down to the younger population, but the access to internet was sparse and limited. At the same time it was found that presence of television at home has little to do with the knowledge and practice of hygiene.
1) Students at Jigme Losel Primary School in Bhutan were experiencing health issues like rashes and diarrhea. Handwashing practices and facilities were insufficient.
2) The school emphasized the importance of handwashing with soap through a UNICEF program. However, with only one tap for 850 students, handwashing during lunch breaks was challenging.
3) Students came up with the idea of "Tippy Taps," reusable handwashing stations made from recycled materials. These improved access to handwashing and health outcomes for students. The school has since promoted handwashing education and support for other schools.
Hygiene promotion in Schools after the cholera outbreak in Haiti, 2010IRC
This document summarizes a WASH project in Haiti following the 2010 earthquake and subsequent cholera outbreak. The project targeted 42 schools serving 25,000 students and 1,600 teachers. It aimed to improve water, sanitation, and hygiene through building and repairing facilities and hygiene promotion campaigns. Coordination with local authorities and clusters helped disseminate prevention messages to over 5,000 people. A follow-up survey found high awareness of cholera prevention among teachers and students, with only one suspected case reported at the project schools.
THE SOCIAL “WATERobot”: AN EXCITING EDUCATIONAL TOOL FOR TEACHING CHILDREN AB...Ali Meghdari
The document discusses using social robots as educational tools to teach children in Iran about water conservation. It proposes a robot named WATERobot (Water Awareness Teaching and Educational Robot) that would provide interactive lessons and games to make learning about efficient water use enjoyable. The researchers developed teaching scenarios for their social robot NAO (renamed Sina) and saw potential for these lessons to be shown on television. Their goal is to establish collaboration between researchers, teachers, students and television stations to ensure Iranian children learn vital water conservation skills through robot-assisted education.
The document summarizes a water conservation project undertaken by students at a girls' high school in Kolkata, India. The students identified water scarcity as a growing problem and conducted audits to find ways water was being wasted at school and at home. They implemented solutions like reducing shower time, fixing leaks, and spreading awareness. The students presented their project to over 1,000 other students and 120 teachers. They also worked to educate neighbors and installed rainwater collection systems. As a result, many reported significantly reducing water waste at home. The school hopes this project inspires continued conservation efforts.
Over the past decade, the child-friendly schools (CFS) model has emerged as UNICEF’s signature means to advocate for and promote quality education for every girl and boy. Child-friendly schools enable all children to achieve their full potential. As a part of a Global Capacity Development Programme on CFS, UNICEF has developed the Child Friendly Schools Manual, a reference document and practical guidebook to help countries implement CFS models appropriate to their specific circumstances.
The lack of connectivity, training, education, performance management, are major contributors to poor sanitation in most parts of India, and we believe that technology can be leveraged to play a vital role in improving sanitation efforts in the country.
Objectives are notions about future desired conditions and are usually embedded in a set of ideas organizations have about their plight and what can be done about it.
This document summarizes a presentation about Community Led Total Sanitation (CLTS). It describes how CLTS originated in Bangladesh in 1999-2000 and has since spread to over 40 countries in Asia, Africa and Latin America. CLTS is a community-led approach to achieving total sanitation that does not rely on subsidies or top-down directives. It uses participatory methods like community mapping to build awareness of open defecation issues and empower communities to develop their own solutions. The challenges of scaling up and sustaining CLTS efforts long-term are also discussed.
This document summarizes a presentation about Community Led Total Sanitation (CLTS). It describes how CLTS originated in Bangladesh in 1999-2000 and has since spread to over 40 countries in Asia, Africa, and Latin America. CLTS is a community-led approach to achieving total sanitation that does not rely on subsidies or top-down directives. It uses participatory methods like community mapping to build awareness of open defecation's negative impacts and empower communities to end the practice collectively. The document outlines challenges to scaling up and sustaining CLTS, including changing mindsets, ensuring facilitator training, and navigating political and institutional barriers.
The document describes how Ms. Geetika Saluja integrated environment education into her teaching through project-based learning approaches. She designed action plans across different themes that complemented the academic curriculum while also developing life skills. Some key activities included making students "energy savers" and educating them on judicious use of electricity, conducting surveys to understand waste management practices, and organizing a visit to a solid waste management plant. The whole school community from students to teachers to non-teaching staff and parents were involved in the various projects. Ms. Saluja reflected that the collaborative project-based learning approach empowered students to develop critical thinking and life skills.
The document summarizes the work of IRB Social Initiative to address issues of unsafe drinking water, lack of sanitation, and hygienic practices in Maliyon Ki Jhopariya village in Tonk, Rajasthan. IRB School conducted surveys that found only 10% toilet coverage and open defecation. Students organized to raise awareness and build 13 low-cost toilets. Community members now understand the importance of sanitation and girls' education. Moving forward, the students will continue their campaign to eliminate open defecation and promote hygiene.
This document is a project report submitted by Himanshi Parihar, a class 12 student, on water conservation. The report details her interviews with 4 individuals about their views and practices related to saving water. She asked questions about their understanding of water conservation, methods of saving water, the importance of saving water, government initiatives, and personal water saving practices. The interviews provided Himanshi with different perspectives on water conservation and helped improve her English speaking skills. Overall, the project helped raise her awareness about the need to save water for future generations.
This document presents information on hygiene problems in schools and proposed solutions. It discusses issues with drinking water quality and access, insufficient and unclean sanitation facilities, poor classroom cleanliness and indoor air quality, and potential food contamination. Solutions proposed include increasing and properly maintaining water sources, providing sufficient and cleaned toilets/washrooms, daily sweeping of classrooms, instructing students on cleanliness, and ensuring food handlers and storage areas are clean. The overall goal is to educate students on hygiene and create a clean school environment to prevent disease.
Providing clean water and sanitation facilities to all Indians is a major challenge. Currently, many rural Indians lack access to these basic necessities. This leads to negative health and economic impacts, including high rates of water-borne diseases and lost work days. A proposed decentralized, community-based solution focuses on awareness campaigns, formation of local water committees, and utilizing technical expertise to develop sustainable drinking water and sanitation infrastructure and maintenance practices. The goal is a demand-driven, self-help model that empowers communities rather than relying solely on government provision.
Cleanliness in the barracks is important for health reasons as unsanitary conditions can spread disease, it is also important for upholding Army
standards as Soldiers are responsible for maintaining their living spaces, and cleanliness helps create a positive impression on others as it shows good
personal hygiene habits.
The document discusses the Swachh Bharat Swachh Vidyalaya campaign, which aims to ensure that every school in India has functioning water, sanitation and hygiene facilities. It notes that providing such facilities creates a healthy school environment, protects children from illness, and helps promote attendance, particularly for girls. Ensuring access to clean toilets and water supports school nutrition and allows students to realize their full potential.
Urban Waters Forum 2023 - Water sustainability workshopbiometrust
The second edition of Urban Waters Forum workshop 2023 was conducted on the 15th and 16th of March 2023 and brought together water practitioners from across the country for knowledge sharing, including new developments in their respective domains of work. There were around 60+ members, who included academicians, lake group members, water professionals and government officials, and representatives from various states like Maharashtra, Kerala, Gujarat, West Bengal, Jharkhand, Uttarakhand and Karnataka.
Wastewater management at Pramuk Aqua Heights.pdfbiometrust
Detailed case study of excess STP treated water at Pramuk Aqua Heights being treated further to tertiary levels and sold to cooling towers and laundries.
Water sustainability at Nandideepa apartments.pdfbiometrust
Nandi Deepa Apartment complex faced acute water shortages for nearly a decade as it did not receive water from the municipal supply. A new residents' association implemented a water management plan that included reviving existing borewells and an open well, installing a water treatment plant, implementing rainwater harvesting and groundwater recharging. These measures reduced their reliance on water tankers, cutting annual water costs from Rs. 14-16 lakhs to potential savings of Rs. 11.82 lakhs annually. Residents are now recovering the capital costs of water sustainability measures within two years and working to further improve the water supply.
Rainwater harvesting best practices in Vidyaranyapura.pdfbiometrust
The document summarizes rainwater harvesting best practices in Vidyaranyapura, Bengaluru. It describes the rainwater harvesting systems implemented by two residents, Mr. Raghuram Giridhar and Mr. Sham Prasad. Both harvest rooftop rainwater through storage sumps and recharge their open wells and borewell to meet their household water needs in a sustainable and cost-effective manner. Their systems help reduce dependence on piped water and have environmental benefits.
Detailed case study of water management at SJR Verity Apartments. Listen to Shameer A talking about it in his TEDx talk at https://www.youtube.com/watch?v=Oile1strrvU&t=8s
Water Management at Sai Poorna Paradise Apartments.pdfbiometrust
Sai Poorna Paradise Apartments in Bengaluru implemented various water management initiatives to reduce their reliance on water tankers as their main water source. These included rainwater harvesting which collects over 10,000 kilolitres of rainwater annually, recharging borewells and excavating recharge wells. As a result, tanker usage reduced from 11 to 2 tankers monthly, lowering expenses from Rs. 18-20 lakhs to below one lakh rupees. Individual household metering further reduced overall water demand by 50% and wastewater treatment costs.
Rainwater harvesting at Rail Wheel Factory.pdfbiometrust
Detailed case study of rainwater harvesting initiatives at Rail Wheel Factory, Yelahanka, Bengaluru. A short version can be found at https://urbanwaters.in/rail-wheel-factory-yelahanka/ and a video at https://www.youtube.com/watch?v=m-gtfN9EViY
Rainwater harvesting (RWH) can go a long way in solving water crises. Wipro Cares, in partnership with Biome, embarked on a project to implement rooftop RWH and improve the water infrastructure in seven government schools in this area. One such is Marsur school.
This document attempts to understand the Halanayakanahalli Kere and the cascading lake system that it is part of, its current state and its effects on the environment.
This document attempts to understand the cascading lake system around Saul Kere, its current state, its biodiversity, and its influence on the water system of Bengaluru.
1. The document summarizes various water management projects in Bengaluru that aim to restore and recharge groundwater levels through sustainable practices.
2. These projects include reviving lakes like Jakkur Lake through treatment facilities, community-based initiatives like Rainbow Drive that implement rainwater harvesting and wastewater recycling, and self-sufficient buildings like The Abode and Classic Orchards that adopt rooftop harvesting and closed-loop water systems.
3. A key aspect across these projects is establishing closed-loop water systems where water intake is given back to ensure sustainability, as well as community participation for successful long-term management of resources.
A borewell is dug by installing a casing pipe from the surface down to the hard rock layer. A submersible pump is placed below the lowest water-bearing fracture to pump water up through the delivery pipe. Regular inspection and maintenance of borewells is important, including metering water usage. If a borewell runs dry, options include camera inspection, hydrofracturing to increase water flow, or longer term groundwater recharge solutions.
Borewells are man-made wells dug deep into the ground to extract water from confined aquifers located underground. They involve drilling deep holes that tap into fractured rock layers where water has accumulated over many years. Borewells have become the most common source of water in urban India, with over 30 million constructed. They initially replaced traditional open wells in the 1970s when new drilling technology arrived in India. Borewells draw water from much deeper underground compared to open wells, accessing pressurized water trapped within rock fractures rather than shallow, unconfined aquifers.
The Association for People with Disability (APD) instituted water conservation measures, the details of which are in this document. A video of the project can be seen at https://www.youtube.com/watch?v=KvaYBzTPAPc
Case study - Deccan International School.pdfbiometrust
Deccan International School has successfully tackled its flooding issue by using recharge wells to send the excess water into the ground. This has also added the benefit of the revival of all its borewells, eliminating the use of tankers for the last 3 years.
This effort can be furthered by setting up rooftop rainwater harvesting for all its buildings. This will help reduce purification and pumping costs for the school and also help revive the open well for long-term water security. Revival of this large old well also has the added benefit of preserving our heritage artefacts. Since this is a school, this and the rest of the water management system could be great learning for the protection and optimal usage of our natural resources for its students.
There is a tremendous amount of news being disseminated every day online about dangerous forever chemicals called PFAS. In this interview with a global PFAS testing expert, Geraint Williams of ALS, he and York Analytical President Michael Beckerich discuss the hot-button issues for the environmental engineering and consulting industry -- the wider range of PFAS contamination sites, new PFAS that are unregulated, and the compliance challenges ahead.
Widespread PFAS contamination requires stringent sampling and laboratory analyses by certified laboratories only -- whether it is for PFAS in soil, groundwater, wastewater or drinking water.
Contact us at York Analytical Laboratories for expert environmental testing with fast turnaround times and client service. We have 4 state-certified laboratories in Connecticut, New York and New Jersey, and 4 client service centers.
P: 800-306-YORK
E: clientservices@YorkLab.com
W: YorkLab.com
(Q)SAR Assessment Framework: Guidance for Assessing (Q)SAR Models and Predict...hannahthabet
The webinar provided an overview of the new OECD (Q)SAR Assessment Framework for evaluating the scientific validity of (Q)SAR models, predictions, and results from multiple predictions. The QAF provides assessment elements for existing principles for evaluating models, as well as new principles for evaluating predictions and results. In addition to the principles, assessment elements, and guidance for evaluating each element, the QAF includes a checklist for reporting assessments.
This new Framework provides regulators with a consistent and transparent approach for reviewing the use of (Q)SAR predictions in a regulatory context and increases the confidence to accept alternative methods for evaluating chemical hazards. The OECD worked closely together with the Istituto Superiore di Sanità (Italy) and the European Chemicals Agency (ECHA), supported by a variety of international experts to develop a checklist of criteria and guidance for evaluating each criterion. The aim of the QAF is to help establish confidence in the use of (Q)SARs in evaluating chemical safety, and was designed to be applicable irrespective of the modelling technique used to build the model, the predicted endpoint, and the intended regulatory purpose.
The webinar provided an overview of the project and presented the main aspects of the framework for assessing models and results based on individual or multiple predictions.
Emerging Earth Observation methods for monitoring sustainable food productionCIFOR-ICRAF
Presented by Daniela Requena Suarez, Helmholtz GeoResearch Center Potsdam (GFZ) at "Side event 60th sessions of the UNFCCC Subsidiary Bodies - Sustainable Bites: Innovating Low Emission Food Systems One Country at a Time" on 13 June 2024
Monitor indicators of genetic diversity from space using Earth Observation dataSpatial Genetics
Genetic diversity within and among populations is essential for species persistence. While targets and indicators for genetic diversity are captured in the Kunming-Montreal Global Biodiversity Framework, assessing genetic diversity across many species at national and regional scales remains challenging. Parties to the Convention on Biological Diversity (CBD) need accessible tools for reliable and efficient monitoring at relevant scales. Here, we describe how Earth Observation satellites (EO) make essential contributions to enable, accelerate, and improve genetic diversity monitoring and preservation. Specifically, we introduce a workflow integrating EO into existing genetic diversity monitoring strategies and present a set of examples where EO data is or can be integrated to improve assessment, monitoring, and conservation. We describe how available EO data can be integrated in innovative ways to support calculation of the genetic diversity indicators of the GBF monitoring framework and to inform management and monitoring decisions, especially in areas with limited research infrastructure or access. We also describe novel, integrative approaches to improve the indicators that can be implemented with the coming generation of EO data, and new capabilities that will provide unprecedented detail to characterize the changes to Earth’s surface and their implications for biodiversity, on a global scale.
Trichogramma spp. is an efficient egg parasitoids that potentially assist to manage the insect-pests from the field condition by parasiting the host eggs. To mass culture this egg parasitoids effectively, we need to culture another stored grain pest- Rice Meal Moth (Corcyra Cephalonica). After rearing this pest, the eggs of Corcyra will carry the potential Trichogramma spp., which is an Hymenopteran Wasp. The detailed Methodologies of rearing both Corcyra Cephalonica and Trichogramma spp. have described on this ppt.
Download the Latest OSHA 10 Answers PDF : oyetrade.comNarendra Jayas
Latest OSHA 10 Test Question and Answers PDF for Construction and General Industry Exam.
Download the full set of 390 MCQ type question and answers - https://www.oyetrade.com/OSHA-10-Answers-2021.php
To Help OSHA 10 trainees to pass their pre-test and post-test we have prepared set of 390 question and answers called OSHA 10 Answers in downloadable PDF format. The OSHA 10 Answers question bank is prepared by our in-house highly experienced safety professionals and trainers. The OSHA 10 Answers document consists of 390 MCQ type question and answers updated for year 2024 exams.
Exploring low emissions development opportunities in food systemsCIFOR-ICRAF
Presented by Christopher Martius (CIFOR-ICRAF) at "Side event 60th sessions of the UNFCCC Subsidiary Bodies - Sustainable Bites: Innovating Low Emission Food Systems One Country at a Time" on 13 June 2024
Exploring low emissions development opportunities in food systems
Agents of Change presentation
1. Agents of Change
Spreading water literacy
Addressing behavioural change
through community participation
www.whosebehaviour.blogspot.com
An Index Challenge Entry: Open Challenge 2010
(Also adderesses Health and Sanitation through some activities)
2. Agents of Change | SYNOPSIS
Through ‘Agents of Change’, I tried to bring about behavioural
change in children though community participation. The project
aims at spreading water literacy in rural Karnataka (India), where
fluoride is endemic in groundwater and people are not aware of
the problems that are caused due to drinking this water.
The design process involved facilitating a series of participatory
workshops to build awareness around water and sanitation,
focusing on fluoride for high school students in a rural
government school. The children were taken through a series of
workshops, through which performed activities that put abstract
concepts that they have only read about in their textbooks, into
action. The workshops also demonstrated that drinking rainwater
is the only way to prevent fluorosis, an incurable disease caused
due to drinking water with excess fluoride. This was done by
building fun experiences around factual matter.
I translated this journey to produce a toolkit that makes
awareness programmes and learning more hands-on,
interdisciplinary, fun and emotional.
India Karnataka Pavagada Taluk
Top row: Children collecting drinking water from their common village open well followed by A
child affected by dental fluorosis due to drinking water with excess fluoride and is not aware of
what it is and why he has got it.
Bottom row: Pavagaga Taluk in rural India, an affected area where I conducted the workshops
Bibliography
The green school Manual - CSE
Participatory workshops by Robert Chambers
http://www2.unescobkk.org/elib/publications/nonformal/M4.pdf- A handbook on participatory workshops
On Rainwater and harvesting
www.rainwaterharvesting.org
http://en.wikipedia.org/wiki/Rainwater_harvesting
On Fluoride and flurosis
http://www.nofluoride.com/unicef_fluor.htm
http://www.indiawaterportal.org/node/736# - A multimedia kit on fluoride and fluorosis
http://www.indiawaterportal.org/node/1130 - fluoride testing kits
General activities around water and sanitation
http://candleandsoap.about.com/od/soapmakingbasics/ss/howsoapcleans_3.htm
3. Agents of Change | DESIGN
A 60 page illustrated, four colour printed toolkit that contains all
the visual aid needed to facilitate participatory activities to spread
awareness on water and sanitation. The activities themselves
are direct and objective but the toolkit also contains anecdotes
and insights that were drawn from the workshops I conducted
in Rashtrapragathi Higher Public school in rural Karnataka. It
comes with a 9 min 30 sec participatory video that the students
have shot themselves, telling people stories about their problems
around fluoride and what they have learnt and liked about these
activities. This serves as a quick way to imbibe all the content.
As part of the workshops, I build appropriate technology like sand
filters and hand washing devices with the children, to introduce
them to concepts around water and sanitation. A design I came
up with was a low-cost, portable, hand washing bottle. This needs
a plastic bottle (to fill water in), some discarded cycle rubber tube
(to make a water proof pouch for the soap strips), a small piece
of soap or paper soap (to wash hands with) and some thread
(to tie this across ones’ shoulders and to stitch up the pouch). It
costs about Rs.5 a piece and can be made by any student at home
using re-cycled materials. It dispenses minimum water (drop by
drop, due to the cap) and the students can carry it to their loos
(most children walk out of their campus to relieve themselves as
they don’t have washrooms in school) so that they can wash their
hands with soap after they are done. They can also use it to wash
their hands and plates after meals, like the usually do around
campus, using lesser water than taps. The bottle can be re-filled
and used. I made them personalise their bottle so that they feel a
sense of ownership and thus use it more often. It also acts like a
small nudge for them to wash their hands, each time they see it
hanging across their shoulders.
First row: The final toolkit and video and illustrations that were made for the toolkit
Middle row: Two spreads from the toolkit
Bottom row: Chowdamma sporting her bottle across her shoulder, Sushma painting her bottle
and a prototype of the hand washing bottle with paper soap in a rubber pouch
4. Agents of Change | CONCEPTUAL THINKING AND MOTIVATION
When I visited the village for the first time, I was amazed at
how the government schools were so well maintained with
classrooms, gardens and play areas. Only when it came to
water and sanitation practices, especially since this area had
excess fluoride in groundwater, the knowledge and facilities
were abysmal. The kids thought that the marks on their teeth
(dental fluorosis), was because they did not brush right. The
government has spent lots of funds and provided many schools
with rainwater harvesting tanks (to drink fluoride free water) and
water filters, but they lay unmaintained and un-used because no
one in the community knows what to do and no one wants to take
ownership and help maintain the services that was going to help
them in the future. Instead there was vandalism and theft. This
was happening due to the programme being very impersonal.
The government just builds tanks and goes away, but does not
educate the children and community on how to use or maintain it
and thus, the whole thing just goes for a waste.
The children are the ones who end up maintaining facilities like
the tanks and kitchens in schools and thus this awareness is very
important to make any system work.I also thoroughly enjoyed
working with them. I wanted to use art and design tools to build
experiences around objects and concepts so that the children
take back something, anything related to it. I was hoping that
conducting these participatory workshops through which the
children enjoyed learning, would change the way they looked at
science, arts and learning.
These children are the agents of change. So, through these
activities, I tried to make them proactive agents and spread
knowledge to produce a more aware and interested
larger community.
First row: With the children near their dried tank followed by the kids testing their village water
tanks for the fluoride concentration
Middle row: A rainwater tank built by the government, right in front of the entrance of a class! It
is not being used as the pipes have been stolen and people are not aware of how to maintain it
followed by a water filter that is not connected or being used, due to the same reasons
Bottom row: The new rainwater tank that was built in the school I worked in followed by a student
painting his thoughts on rainwater on his school tank, to personalise it.
5. Agents of Change | POTENTIAL IMPACT- SCALING IT UP
A large population in rural India depend on ground water drawn
through hand-pumps or open wells for consumption. Intake of
untreated groundwater leads to excess fluoride entry into the
body. The urban population too, due to shortage of treated water
are dependent on groundwater to a large extent. India has major
health problems as a result of intake of excess fluoride through
water and food (crops) besides processed food. Throughout
many parts of the world, fluoride occurring naturally have
caused widespread fluorosis, a serious bone disease (dental and
skeletal), among local populations.
The 1984, the WHO guidelines suggested that the optimal fluoride
concentration in drinking water should remain below 1ppm or
part per million. The permissible upper limit was set at 1.5ppm.
Many regions in India still have levels that go up to 5ppm and
more, which is highly dangerous. Fluoride is endemic in parts
of around 17 states in India as seen in the map and around 25
countries across the globe. It is very important for people to be
aware of this and be exposed to fluoride free water for drinking.
The most viable solution of course, is the freely available
rainwater.
I worked only with one class and was happy to see some tangible
results even for that! Within the same school, there were 200
other students and 3-4 such schools in each village and 300
villages just in this one taluk. They are all very enthusiastic but
have no access to material or facilitators. Even the teachers were
not exposed to such methods of teaching and were surprised
to see students running around and having fun while learning.
Through this project, I have tried to add the experiential, human
element and get the students to connect with what they see and
need to learn, thus hoping they will be the agents of change and
spread this much needed knowledge across their community.
First row: Percentage of districts in India affected with fluoride in groundwater
Bottom row: (Right) The map of the taluk (district) with the one village I worked in that is marked.
(Left) 30 villages that a local NGO works with, out of the 300 villages just in that taluk.
Scaling: Even if this NGO takes this programme up, they would have access to about 30 villages
where each village has 3 to 4 schools and each school up to 200 or 250 children, If this whole
district is targeted, around 150,000 children, and through them, many more would be aware and
conscious.
This problem exists in17 states in India and around 25 countries across the globe and thus needs
to be scaled up to address people affected with fluoride in groundwater and fluorosis even if it
means including some activities once a week in their school curriculum.
Dental Fluorosis
is caused due to excess intake
of fluoride during tooth
development. In its severest
form, when the dental enamel
molts, it is characterised by
black and brown stains, as well
as cracking of the teeth
Skeletal Fluorosis
is a bone disease caused by
excessive consumption of
fluoride. In advanced cases,
it causes pain and damage to
bones and joints