Children in rural Nepal are already experiencing impacts from climate change such as floods, droughts, and landslides. This report shares the perspectives of children in Nepal on how climate change is affecting their lives, livelihoods, health, education, and emotional well-being. The children identified impacts to their families' livelihoods from changes in weather patterns and explained constraints they face in adapting. They emphasized needs like reforestation, improved agriculture, infrastructure, knowledge on climate impacts, and disaster prevention to help their communities adapt. The report recommends including children's views and needs in climate adaptation planning and ensuring children's rights to be heard, to adaptation measures, and to education are upheld in the face of climate change impacts.
This document discusses using bottle tops as a provocation for early childhood learning and development. It provides background on how bottle tops can stimulate children's thinking and imagination in various indoor and outdoor activities. Safety considerations are outlined for using bottle tops, which are presented as an open-ended material that promotes learning across different subject areas. The document advocates for bottle tops as a sustainable resource that introduces children to environmental education concepts.
The document provides a scheme of work for a 7-week sustainability education program for Year 2 pupils at Meanwood Church of England Primary School. The program aims to teach the children about key sustainability topics like energy, food, water, waste, community and self-sufficiency. It will use consensus decision making techniques to have the children reflect on their behaviors and decide together on solutions. Each lesson will include an instructional part, independent work where the children practice consensus techniques and decide on a plan of action, and a game or activity. The program aims to empower the children to think critically and make decisions together rather than just following predetermined guidelines.
Learning to lead:
An Experience of “Building Resilience to Disaster and Climate Change Impact on Women and Children Project,”
Banganga River Basin in Kapilvastu District, Nepal
This lesson plan provides students in grades 7-12 with a two-day activity to learn about natural resources and the environment. On day one, students discuss natural resources and their environmental costs. They are introduced to a home survey on energy, transportation, water, and waste practices. On day two, students graph and discuss the survey results, and brainstorm ways to reduce environmental impacts through efficient resource use. The goal is to raise awareness of individual impacts and encourage sustainable behaviors.
The document summarizes two organic school garden programs in Berkeley, California. The Edible Schoolyard at Martin Luther King Jr. Middle School was started 10 years ago and teaches students about growing, cooking, and eating organic food. It serves as a model for other schools. The Willard Greening Project at Berkeley Unified School District is struggling after losing funding but community members are fighting to save the garden, which transformed poor soil into a productive space providing benefits to students and the community. Both gardens provide hands-on environmental education and promote social values.
This document provides resources for teaching environmental education, including lesson plans, activities, films and videos. It lists local nature centers and organizations that can assist with environmental education programs. It also provides contact information for several national organizations that develop curricula and offer teacher training workshops on topics like recycling, energy, wildlife, and more. The resources are aimed at helping educators incorporate environmental topics into their lessons from kindergarten through high school.
This document summarizes research conducted on recycling programs at four universities - Penn State, Penn State Harrisburg, University of Texas, and Notre Dame. It also includes the results of a survey distributed to students at Gustavus Adolphus College. The purpose was to help Katie Barta, Ashley Hansen, and Jim Dontje organize a sustainable garage sale at Gustavus to reduce waste. Key findings from each university are summarized.
Connecting the Dots - Biodiversity, Adaptation and Food Security Z3P
Biodiversity refers to the variety of life on Earth and is under threat from habitat loss, invasive species, climate change, overexploitation, and pollution. Climate change adaptation aims to help communities cope with the impacts of climate change through activities like changing agricultural practices and infrastructure development. Livelihoods, food security, and other development issues are closely tied to biodiversity conservation and climate change adaptation given communities' reliance on natural resources and ecosystem services.
This document discusses using bottle tops as a provocation for early childhood learning and development. It provides background on how bottle tops can stimulate children's thinking and imagination in various indoor and outdoor activities. Safety considerations are outlined for using bottle tops, which are presented as an open-ended material that promotes learning across different subject areas. The document advocates for bottle tops as a sustainable resource that introduces children to environmental education concepts.
The document provides a scheme of work for a 7-week sustainability education program for Year 2 pupils at Meanwood Church of England Primary School. The program aims to teach the children about key sustainability topics like energy, food, water, waste, community and self-sufficiency. It will use consensus decision making techniques to have the children reflect on their behaviors and decide together on solutions. Each lesson will include an instructional part, independent work where the children practice consensus techniques and decide on a plan of action, and a game or activity. The program aims to empower the children to think critically and make decisions together rather than just following predetermined guidelines.
Learning to lead:
An Experience of “Building Resilience to Disaster and Climate Change Impact on Women and Children Project,”
Banganga River Basin in Kapilvastu District, Nepal
This lesson plan provides students in grades 7-12 with a two-day activity to learn about natural resources and the environment. On day one, students discuss natural resources and their environmental costs. They are introduced to a home survey on energy, transportation, water, and waste practices. On day two, students graph and discuss the survey results, and brainstorm ways to reduce environmental impacts through efficient resource use. The goal is to raise awareness of individual impacts and encourage sustainable behaviors.
The document summarizes two organic school garden programs in Berkeley, California. The Edible Schoolyard at Martin Luther King Jr. Middle School was started 10 years ago and teaches students about growing, cooking, and eating organic food. It serves as a model for other schools. The Willard Greening Project at Berkeley Unified School District is struggling after losing funding but community members are fighting to save the garden, which transformed poor soil into a productive space providing benefits to students and the community. Both gardens provide hands-on environmental education and promote social values.
This document provides resources for teaching environmental education, including lesson plans, activities, films and videos. It lists local nature centers and organizations that can assist with environmental education programs. It also provides contact information for several national organizations that develop curricula and offer teacher training workshops on topics like recycling, energy, wildlife, and more. The resources are aimed at helping educators incorporate environmental topics into their lessons from kindergarten through high school.
This document summarizes research conducted on recycling programs at four universities - Penn State, Penn State Harrisburg, University of Texas, and Notre Dame. It also includes the results of a survey distributed to students at Gustavus Adolphus College. The purpose was to help Katie Barta, Ashley Hansen, and Jim Dontje organize a sustainable garage sale at Gustavus to reduce waste. Key findings from each university are summarized.
Connecting the Dots - Biodiversity, Adaptation and Food Security Z3P
Biodiversity refers to the variety of life on Earth and is under threat from habitat loss, invasive species, climate change, overexploitation, and pollution. Climate change adaptation aims to help communities cope with the impacts of climate change through activities like changing agricultural practices and infrastructure development. Livelihoods, food security, and other development issues are closely tied to biodiversity conservation and climate change adaptation given communities' reliance on natural resources and ecosystem services.
Mercy for Earth seeks to increase public awareness, educate and mobilize the community by understanding environmental issues through research, the media and educational programs.
Environmental Education is facing new challenges. Despite significant achievements, from institutional agencies and others, it must be strengthened and project its expansion, thereby eliminating the slow bureaucratic aspects, creating new strategies of action, further opening of the social agencies and pursuing broader international commitments. Deepening in Environmental Education is the surest path to planetary transformation and survival of the human race.
Students at Andrews Middle School have been working on various environmental projects throughout the year as part of the Global Scholars Project. These projects include building grow stations, cold frames, vertical pallet gardens, potato towers, and a hydroponic garden to grow vegetables. They have also focused on creating green spaces by planting butterfly bushes, building birdhouses, and cleaning up areas near the Mystic River. The projects aim to make the school and city more sustainable while teaching students skills like gardening, carpentry, and environmental stewardship.
The Pacific-American Climate Fund (PACAM) awarded six grants totaling $2.3 million to projects in Fiji, Kiribati, Papua New Guinea, Samoa, and Vanuatu. Three of these projects in Fiji and Samoa were formally launched in October and December 2015. PACAM's third grant cycle generated 130 concept papers and 27 full applications are under review. The newsletter provides updates on several projects funded by PACAM grants, including improving ecosystem management in Fiji, building disaster preparedness in Samoa, promoting climate change storytelling in Papua New Guinea, and enhancing climate-resilient agriculture in Papua New Guinea.
Using Social Media as a Tool to Track the Social Impact of Plastic Pollution ...MACE Lab
Kaveera Singh, Surina Singh, Gan Moodley, Deborah Robertson-Andersson. Presented at the ninth Scientific Symposium of the Western Indian Ocean Marine Science Association (WIOMSA) 2015.
The document summarizes a tree planting exercise conducted by the National Youth Network on Climate Change (NYNCC) between February 22-28, 2014 in schools in TA Njewa, Malawi. NYNCC distributed 4000 seedlings to 6 schools with support from the Lottery Club of Bwaila through Press Trust funding. 500 youth participated in tree planting and climate change presentations. The exercise helped raise awareness of climate change impacts and engaged youth in mitigation efforts through planting trees. Challenges included a late seedling procurement and limited financial resources to meet the high demand from schools.
Local Global Connection Through Service LearningKariba
1) The document discusses incorporating service learning into traditional curriculum to help students make the local-global connection. It provides tips on curriculum integration and examples linking subjects like biology and soil degradation to global issues.
2) Students would participate in activities like visiting farms to understand soil impacts and have policy discussions. The goal is for students to think globally and see their role in addressing issues.
3) Incorporating service learning can help students develop skills like critical thinking and caring for others while understanding how local actions and policies have far-reaching global effects.
The document provides an overview of climate change for educators. It defines climate as average weather over time versus instantaneous weather conditions. The Earth's climate system works to balance solar radiation received at the equator and poles by transporting heat around the globe through atmospheric circulation and ocean currents. However, altering components of this system through factors like increased greenhouse gases can lead to climate change by compromising the system's stability.
The document discusses climate change and provides information to help understand the topic. It defines climate as varying climatic conditions over at least 30-year periods, distinguishing it from weather which fluctuates daily. The climate is changing due to excessive greenhouse gas emissions from fossil fuel use since the Industrial Revolution. Various organizations have been monitoring the earth's climate for decades and research confirms rising CO2 levels and temperatures.
The document summarizes a study that developed and evaluated a place-based learning program called the Learning Garden for two First Nations communities in Northwestern Ontario. The purpose of the program was to increase holistic health and local food knowledge. It used a mixed methods approach, collecting quantitative survey data and qualitative data through observation, interviews and workshop recordings. Key findings include:
1) The program provided some transformative insights for participants but attendance was intermittent, limiting quantitative analysis.
2) Participants preferred experiential learning and some preferred to learn through daily life instead of structured workshops.
3) Participants had limited knowledge of local foods and were driven to convenience foods, but engaging with local foods was associated with better health and
Selecting and using sustainable materialsLittle Daisy
This document discusses selecting and using sustainable materials in schools. It begins by outlining the large quantities of natural resources consumed by schools through materials like paper, plastics, and metals. It then provides information on the environmental impacts of extracting and processing common school materials from forests, mines, and oil. The document recommends schools identify which materials they use, track their origins and destinations, and develop programs to improve sustainable use.
Sustainable Development Using Vertical FarmsFarrah85p
The document proposes using vertical farming as a more sustainable alternative to current agricultural practices. It outlines several problems with how food is currently farmed and distributed, including unsustainable use of soil, water, energy, and transportation resources. Conventional farming relies on monocultures, chemical fertilizers, pesticides, and inefficient irrigation which damage soils, pollute waterways, and waste resources. The document advocates for vertical farms as a solution, claiming they can boost crop yields, make more sustainable use of water, and improve waste management compared to traditional agriculture. It proposes constructing vertical farms on the San Jose State University campus to demonstrate these benefits and provide more nutritious food locally.
1) Building a Christmas tree out of recycled plastic bottles that was built by 12th grade students and recognized in the local newspaper.
2) An 8th grade project to build a model landfill to learn about landfill operations and biodegradation.
3) A "Twist" project by 10th graders promoting energy efficiency through surveys and informational sessions with primary school students.
4) Various other initiatives like recycled Carnival masks, an eco-battery collection drive, planting trees on National Tree Day, and regular
Nepali society is composed of over 125 ethnic groups, with Chhettri and Brahman-Hill being among the highest. The population is around 31 million, with the majority being Hindu and speaking Nepali. The caste system historically affected many aspects of life, dividing people into Brahmin, Kshatriya, Vaishya, Sudra, and Dalit castes. Customs include using "namaste" as a greeting and following various etiquette rules around food, temples, and homes. The staple diet is dal bhat consisting of rice and lentils, with meat consumption varying by caste. Architecture features temples, palaces, and simple rural homes made with local materials.
Cultural and Folk Masks of Nepal by Prof. Dr. Shanker Thapadrsthapa572
The document discusses masks from various ethnic and religious groups in Nepal. It provides an overview of the types of masks used in Nepali culture, including masks used in religious rituals and folk traditions by Hindus, Buddhists, and ethnic communities. The masks reflect ethnic and regional identities and are used in ceremonies, worship practices, dances, and other cultural expressions. Photos throughout show examples of masks from different parts of Nepal representing deities, demons, folk characters, and ethnic traditions.
The document discusses the concepts of Varna Dharma and the caste system in Hinduism. It provides details on the origins and theoretical justifications for the four varnas (Brahmins, Kshatriyas, Vaishyas, Shudras) according to ancient Hindu scriptures. It also examines how the caste system was rationalized and enforced over time through heredity, strict adherence to caste rules, and endorsement from rulers.
This document summarizes a study on the potential impacts of climate change on water resources development in Nepal's Koshi Basin. The researchers used hydrological models to analyze current conditions and project future scenarios. Their key findings were:
1) Climate change is not expected to significantly reduce total annual water availability in the basin, but will likely increase seasonal and inter-annual variability.
2) By 2030, annual river flows are projected to decrease by 2% under one scenario and increase by 1% under another.
3) Adaptation strategies like seasonal water storage and transfer between areas will be important to manage future variability.
This document discusses a case study of climate change vulnerability in mountain agriculture in a Village Development Committee of Dolakha District, Nepal. The original proposed theme was to map vulnerability across the entire district, access perceptions and data, and explore climate change impacts and policy gaps. The theme was modified to focus on vulnerability mapping and exploring climate change impacts on agriculture in a limited study area, using additional data on land use patterns and changes, and identifying local institutions working to overcome impacts.
This document summarizes a study on green jobs in Nepal. It discusses five case studies of green jobs initiatives in the country related to organic farming, herbal medicine production, tea farming, and green infrastructure development. The study assessed these initiatives based on key components of green jobs - decent work, environmental conservation, and sustainability. It found that while the initiatives provided employment and benefited the environment, they also faced challenges in fully ensuring decent work standards and long-term financial sustainability. The document provides recommendations for improving green job opportunities in Nepal.
This document summarizes a project in Nepal that aims to scale up climate-smart agriculture practices. The project is a partnership between two research institutions, LI-BIRD and CCAFS. It is testing and promoting suitable climate-smart agriculture technologies and practices in three districts. The goal is to improve agricultural resilience and productivity while reducing emissions. It also seeks to build capacity and develop plans to scale up promising climate-smart agriculture strategies nationally.
PUBLIC-PRIVATE-PARTERSHIP FOR SUSTAINABLE AGRICULTURAL DEVELOPMENT in NepalExternalEvents
The document discusses public-private partnerships for sustainable agricultural development in Nepal. It provides an overview of Nepal's agricultural sector, including its contribution to GDP and challenges around productivity and instability. It outlines the government's policies and programs to support agriculture. It discusses areas where public-private partnerships have been implemented successfully, as well as potential additional areas for partnership. It also notes challenges to effective public-private partnerships in Nepal and how the new Agriculture Development Strategy addresses issues like improving small farmer resilience and developing agricultural value chains.
This document summarizes the effects of global climate change on food grain production in Nepal. It finds that climate change is causing higher temperatures and more erratic rainfall patterns that are negatively impacting agricultural productivity. Droughts and floods have significantly reduced rice, maize, wheat, and other crop yields in recent years. While higher carbon dioxide levels and temperatures may slightly increase yields at higher altitudes, climate change poses serious risks to Nepal's food security overall by threatening the livelihoods of farmers and reducing stability in food production. The document recommends strategies to enhance crop resilience and agricultural practices to help Nepal adapt to the challenges presented by climate change.
Adapting Livestock Production System to Climate Change in Nepal (Durga D. Pou...Colorado State University
A talk presented by Dr. Durga Poudel, Project Leader of the LCC CRSP SLPS Project (http://lcccrsp.org/projects/central-asia/slps/), to the School of Geosciences at the University of Louisiana, Lafayette on September 20, 2011.
Mercy for Earth seeks to increase public awareness, educate and mobilize the community by understanding environmental issues through research, the media and educational programs.
Environmental Education is facing new challenges. Despite significant achievements, from institutional agencies and others, it must be strengthened and project its expansion, thereby eliminating the slow bureaucratic aspects, creating new strategies of action, further opening of the social agencies and pursuing broader international commitments. Deepening in Environmental Education is the surest path to planetary transformation and survival of the human race.
Students at Andrews Middle School have been working on various environmental projects throughout the year as part of the Global Scholars Project. These projects include building grow stations, cold frames, vertical pallet gardens, potato towers, and a hydroponic garden to grow vegetables. They have also focused on creating green spaces by planting butterfly bushes, building birdhouses, and cleaning up areas near the Mystic River. The projects aim to make the school and city more sustainable while teaching students skills like gardening, carpentry, and environmental stewardship.
The Pacific-American Climate Fund (PACAM) awarded six grants totaling $2.3 million to projects in Fiji, Kiribati, Papua New Guinea, Samoa, and Vanuatu. Three of these projects in Fiji and Samoa were formally launched in October and December 2015. PACAM's third grant cycle generated 130 concept papers and 27 full applications are under review. The newsletter provides updates on several projects funded by PACAM grants, including improving ecosystem management in Fiji, building disaster preparedness in Samoa, promoting climate change storytelling in Papua New Guinea, and enhancing climate-resilient agriculture in Papua New Guinea.
Using Social Media as a Tool to Track the Social Impact of Plastic Pollution ...MACE Lab
Kaveera Singh, Surina Singh, Gan Moodley, Deborah Robertson-Andersson. Presented at the ninth Scientific Symposium of the Western Indian Ocean Marine Science Association (WIOMSA) 2015.
The document summarizes a tree planting exercise conducted by the National Youth Network on Climate Change (NYNCC) between February 22-28, 2014 in schools in TA Njewa, Malawi. NYNCC distributed 4000 seedlings to 6 schools with support from the Lottery Club of Bwaila through Press Trust funding. 500 youth participated in tree planting and climate change presentations. The exercise helped raise awareness of climate change impacts and engaged youth in mitigation efforts through planting trees. Challenges included a late seedling procurement and limited financial resources to meet the high demand from schools.
Local Global Connection Through Service LearningKariba
1) The document discusses incorporating service learning into traditional curriculum to help students make the local-global connection. It provides tips on curriculum integration and examples linking subjects like biology and soil degradation to global issues.
2) Students would participate in activities like visiting farms to understand soil impacts and have policy discussions. The goal is for students to think globally and see their role in addressing issues.
3) Incorporating service learning can help students develop skills like critical thinking and caring for others while understanding how local actions and policies have far-reaching global effects.
The document provides an overview of climate change for educators. It defines climate as average weather over time versus instantaneous weather conditions. The Earth's climate system works to balance solar radiation received at the equator and poles by transporting heat around the globe through atmospheric circulation and ocean currents. However, altering components of this system through factors like increased greenhouse gases can lead to climate change by compromising the system's stability.
The document discusses climate change and provides information to help understand the topic. It defines climate as varying climatic conditions over at least 30-year periods, distinguishing it from weather which fluctuates daily. The climate is changing due to excessive greenhouse gas emissions from fossil fuel use since the Industrial Revolution. Various organizations have been monitoring the earth's climate for decades and research confirms rising CO2 levels and temperatures.
The document summarizes a study that developed and evaluated a place-based learning program called the Learning Garden for two First Nations communities in Northwestern Ontario. The purpose of the program was to increase holistic health and local food knowledge. It used a mixed methods approach, collecting quantitative survey data and qualitative data through observation, interviews and workshop recordings. Key findings include:
1) The program provided some transformative insights for participants but attendance was intermittent, limiting quantitative analysis.
2) Participants preferred experiential learning and some preferred to learn through daily life instead of structured workshops.
3) Participants had limited knowledge of local foods and were driven to convenience foods, but engaging with local foods was associated with better health and
Selecting and using sustainable materialsLittle Daisy
This document discusses selecting and using sustainable materials in schools. It begins by outlining the large quantities of natural resources consumed by schools through materials like paper, plastics, and metals. It then provides information on the environmental impacts of extracting and processing common school materials from forests, mines, and oil. The document recommends schools identify which materials they use, track their origins and destinations, and develop programs to improve sustainable use.
Sustainable Development Using Vertical FarmsFarrah85p
The document proposes using vertical farming as a more sustainable alternative to current agricultural practices. It outlines several problems with how food is currently farmed and distributed, including unsustainable use of soil, water, energy, and transportation resources. Conventional farming relies on monocultures, chemical fertilizers, pesticides, and inefficient irrigation which damage soils, pollute waterways, and waste resources. The document advocates for vertical farms as a solution, claiming they can boost crop yields, make more sustainable use of water, and improve waste management compared to traditional agriculture. It proposes constructing vertical farms on the San Jose State University campus to demonstrate these benefits and provide more nutritious food locally.
1) Building a Christmas tree out of recycled plastic bottles that was built by 12th grade students and recognized in the local newspaper.
2) An 8th grade project to build a model landfill to learn about landfill operations and biodegradation.
3) A "Twist" project by 10th graders promoting energy efficiency through surveys and informational sessions with primary school students.
4) Various other initiatives like recycled Carnival masks, an eco-battery collection drive, planting trees on National Tree Day, and regular
Nepali society is composed of over 125 ethnic groups, with Chhettri and Brahman-Hill being among the highest. The population is around 31 million, with the majority being Hindu and speaking Nepali. The caste system historically affected many aspects of life, dividing people into Brahmin, Kshatriya, Vaishya, Sudra, and Dalit castes. Customs include using "namaste" as a greeting and following various etiquette rules around food, temples, and homes. The staple diet is dal bhat consisting of rice and lentils, with meat consumption varying by caste. Architecture features temples, palaces, and simple rural homes made with local materials.
Cultural and Folk Masks of Nepal by Prof. Dr. Shanker Thapadrsthapa572
The document discusses masks from various ethnic and religious groups in Nepal. It provides an overview of the types of masks used in Nepali culture, including masks used in religious rituals and folk traditions by Hindus, Buddhists, and ethnic communities. The masks reflect ethnic and regional identities and are used in ceremonies, worship practices, dances, and other cultural expressions. Photos throughout show examples of masks from different parts of Nepal representing deities, demons, folk characters, and ethnic traditions.
The document discusses the concepts of Varna Dharma and the caste system in Hinduism. It provides details on the origins and theoretical justifications for the four varnas (Brahmins, Kshatriyas, Vaishyas, Shudras) according to ancient Hindu scriptures. It also examines how the caste system was rationalized and enforced over time through heredity, strict adherence to caste rules, and endorsement from rulers.
This document summarizes a study on the potential impacts of climate change on water resources development in Nepal's Koshi Basin. The researchers used hydrological models to analyze current conditions and project future scenarios. Their key findings were:
1) Climate change is not expected to significantly reduce total annual water availability in the basin, but will likely increase seasonal and inter-annual variability.
2) By 2030, annual river flows are projected to decrease by 2% under one scenario and increase by 1% under another.
3) Adaptation strategies like seasonal water storage and transfer between areas will be important to manage future variability.
This document discusses a case study of climate change vulnerability in mountain agriculture in a Village Development Committee of Dolakha District, Nepal. The original proposed theme was to map vulnerability across the entire district, access perceptions and data, and explore climate change impacts and policy gaps. The theme was modified to focus on vulnerability mapping and exploring climate change impacts on agriculture in a limited study area, using additional data on land use patterns and changes, and identifying local institutions working to overcome impacts.
This document summarizes a study on green jobs in Nepal. It discusses five case studies of green jobs initiatives in the country related to organic farming, herbal medicine production, tea farming, and green infrastructure development. The study assessed these initiatives based on key components of green jobs - decent work, environmental conservation, and sustainability. It found that while the initiatives provided employment and benefited the environment, they also faced challenges in fully ensuring decent work standards and long-term financial sustainability. The document provides recommendations for improving green job opportunities in Nepal.
This document summarizes a project in Nepal that aims to scale up climate-smart agriculture practices. The project is a partnership between two research institutions, LI-BIRD and CCAFS. It is testing and promoting suitable climate-smart agriculture technologies and practices in three districts. The goal is to improve agricultural resilience and productivity while reducing emissions. It also seeks to build capacity and develop plans to scale up promising climate-smart agriculture strategies nationally.
PUBLIC-PRIVATE-PARTERSHIP FOR SUSTAINABLE AGRICULTURAL DEVELOPMENT in NepalExternalEvents
The document discusses public-private partnerships for sustainable agricultural development in Nepal. It provides an overview of Nepal's agricultural sector, including its contribution to GDP and challenges around productivity and instability. It outlines the government's policies and programs to support agriculture. It discusses areas where public-private partnerships have been implemented successfully, as well as potential additional areas for partnership. It also notes challenges to effective public-private partnerships in Nepal and how the new Agriculture Development Strategy addresses issues like improving small farmer resilience and developing agricultural value chains.
This document summarizes the effects of global climate change on food grain production in Nepal. It finds that climate change is causing higher temperatures and more erratic rainfall patterns that are negatively impacting agricultural productivity. Droughts and floods have significantly reduced rice, maize, wheat, and other crop yields in recent years. While higher carbon dioxide levels and temperatures may slightly increase yields at higher altitudes, climate change poses serious risks to Nepal's food security overall by threatening the livelihoods of farmers and reducing stability in food production. The document recommends strategies to enhance crop resilience and agricultural practices to help Nepal adapt to the challenges presented by climate change.
Adapting Livestock Production System to Climate Change in Nepal (Durga D. Pou...Colorado State University
A talk presented by Dr. Durga Poudel, Project Leader of the LCC CRSP SLPS Project (http://lcccrsp.org/projects/central-asia/slps/), to the School of Geosciences at the University of Louisiana, Lafayette on September 20, 2011.
Food security in Martadi VDC of Bajura district, FWDR Nepalbasudevupadhyay
Elusine caracana, Setaria italic (L.), Triticum aestivum are highly potential dryland cereal crops that need to promoted with special interventions. Some humanitarian agencies with support of Government of Nepal have been playing an important role in reducing the impact of food deficiency in the region.
The document discusses climate change impacts in the Nepal Himalaya region. It notes that climate change is affecting temperature and rainfall patterns, causing glaciers to melt at faster rates. This is negatively impacting local communities who rely on natural resources for livelihoods. Case studies from the Annapurna Conservation Area show how community-based adaptation efforts, such as alternative energy programs and agriculture diversification, are helping to build resilience. The document calls for raising awareness of climate impacts in the Himalayas on a global scale.
Nepal's capital is Kathmandu. The name Nepal is derived from the word "Nepa" which referred to the ancient Newar Kingdom in the Kathmandu Valley. Local legends say a Hindu sage named "Ne" established himself in the valley and the name Nepal means "the place protected by Ne". Nepal is divided into three physiographic regions - Mountain, Hill and Terai plain bordering India. The official currency is the Nepalese rupee. Hinduism is practiced by 80% of the population while Buddhism, Islam, and Christianity make up the remainder. Carpets are Nepal's most important export product and the country is known for its mountain scenery and festivals like Dashain.
Climate change is having significant impacts in Nepal. Temperatures have risen by 0.06°C from 1977-2000, with greater increases at higher altitudes and in winter. Projections estimate rises of 1.4°C by 2030, 2.8°C by 2060, and 4.7°C by 2090. Precipitation trends are less certain but include more intense rainfall and variable river flows. Glaciers are retreating rapidly, increasing glacial lake outburst flood risks. Agriculture, water resources, forests, biodiversity, livestock, and health are all being affected. Nepal has developed the National Adaptation Programme of Action and Local Adaptation Plans of Action framework to help communities assess vulnerabilities
Moving from Flood Management to Flood ResilienceAdvisian
Register for the webinar: https://advisiannam.webex.com/advisiannam/onstage/g.php?MTID=e0a16ae626a9a24529bbade2272f71687
Are you thinking ahead? Moving from Flood Management to Resilience. Join Advisian’s Robert Larson as he discusses four key elements to flood management and proper resilience planning.
This document summarizes sustainable development, including its meaning, major components, sustainable resources, and current challenges. Sustainable development is defined as meeting the needs of the present without compromising the ability of future generations to meet their own needs. The major components are environmental, economic, and social. Sustainable resources discussed include solar energy, wind power, tides, hydroelectricity, and geothermal power. Current challenges to achieving sustainable development are reducing poverty and inequality while strengthening environmental protection through inclusive strategies that change consumption and production patterns.
Climate change impacts in nepal and its futureprajwal1974ad
Climate change is expected to have significant impacts in Nepal:
- Temperatures are increasing faster than the global average, with winters warming more than summers. Extreme weather events will become more common.
- Agriculture, which many depend on for livelihood, will be negatively impacted. Staple crops like rice, wheat and maize are expected to see decreased yields.
- Glacial retreat and increased glacial lake outburst floods pose catastrophic flooding risks. The frequency and size of such events are increasing.
- Other impacts include increased water-borne diseases, altered ecosystems affecting livelihoods, and substantial expected economic losses.
- Adaptation is a priority given Nepal's high vulnerability and existing low
Dr. Hari Krishna Shrestha presented on approaches to flood management and climate change in Nepal. Structural approaches like embankments face challenges due to uncertainties from climate change. Non-structural approaches like improved drainage and awareness are becoming more important. Climate change is impacting parameters like temperature, rainfall patterns and amounts, and flood return periods. This requires reexamining infrastructure design. Current activities in Nepal aim to better manage floods and climate change impacts through mainstreaming risk management, mapping, and collaboration on early warning systems. Regional data sharing and agreed methodologies could help transboundary flood management.
The caste system in India originated around 1500 BC when Indo-European Aryans invaded and divided people into five classes: Brahmins (priests and teachers), Kshatriyas (warriors and rulers), Vaishyas (traders and merchants), Sudras (servants and laborers), and Harijans (untouchables responsible for sanitation work). The caste system enforced social restrictions where people could not marry, interact, or eat with those outside their caste. Lower castes also faced barriers to education, temples, and intergenerational mobility.
This document summarizes a research project that explored children and young people's experiences of the 2013/14 UK winter floods. The researchers worked with two groups of flood-affected children ages 6-12 and young people ages 11-15 from different areas that experienced flooding. Through creative workshops, the children articulated their experiences and recommendations. Six key themes emerged from their perspectives: needing greater flood awareness and education; understanding losses experienced; difficulties recovering long-term; feeling isolated; seeing children as active contributors rather than just victims; and recognizing the need for adaptation. The children produced manifestos outlining recommendations in recovery, resilience, and education. The researchers conclude that children's insights are valuable but often overlooked, and their participation in emergency planning
Impact of climate change on children research report-plan nepal DPNet
This report summarizes the findings of a study on the impact of climate change on children in Nepal. The study found that children perceive changes in precipitation patterns and increasing temperatures. They report more frequent and intense extreme weather events that negatively impact their health, education, livelihoods, and safety. Key impacts include damage to infrastructure that disrupts schooling, increased vector-borne diseases, threats to child protection during disasters, and declines in family livelihoods that indirectly impact children. Some communities have begun adapting through practices like adjusting school calendars, distributing mosquito nets, promoting climate-smart crops, and protecting water sources. However, the report concludes that more needs to be done to address children's vulnerabilities and promote their participation in climate
Children are one of the most affected group by Climate Change Impacts. This presentation talks about experience of children from South Asia - how they are seeing the changes in environment and it's impact on their life .....
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
Theoretical work submitted to the Journal should be original in its motivation or modeling structure. Empirical analysis should be based on a theoretical framework and should be capable of replication. It is expected that all materials required for replication (including computer programs and data sets) should be available upon request to the authors.
1. The document discusses the impacts of climate change on children, highlighting that climate-related disasters accounted for 87% of natural disasters in 2014, displacing over 26 million people annually.
2. It focuses on case studies from UNICEF that show the threats children face from climate change, including lack of access to food, water and education, and the work UNICEF is doing to increase resilience, such as building cyclone-proof schools in Madagascar.
3. One case study describes UNICEF working in the Central African Republic to provide sustainable water supplies through bamboo piping to conflict-affected communities and former child soldiers, helping reintegrate them.
Motivating the school community to rise up against climate changeLittle Daisy
The document discusses motivating a school community to take action on climate change. It provides an overview of 9 modules in a toolkit to help schools become more environmentally friendly. Module 2 focuses on engaging the entire school community, including students, teachers, administrators, parents and local leaders. It provides guidance on identifying stakeholders, surveying interest levels, and developing collaborative projects that transform the school in an eco-friendly way. The goal is to inspire environmental stewardship through hands-on activities that benefit the school.
The Mobile Living Lab as a Driver for Sustainable Community Development: Envi...ESD UNU-IAS
The Mobile Living Lab project provides hands-on education for sustainable development for children and youth in rural communities in Chihuahua, Mexico. Participants observe their local environment and conduct experiments to increase their awareness, knowledge, and commitment to sustainable development. The project works with communities on issues like agriculture, water, and renewable energy. It aims to empower children and communities to improve livelihoods and the environment. However, funding and security challenges limit the project's ability to operate and transport equipment and people to remote areas.
The document summarizes a project that involved school children in learning about sensors and their applications in agriculture through hands-on activities. Over 4,000 school children in Telangana and Andhra Pradesh, India were trained on topics like water use efficiency, climate change impacts, and more. They participated in demonstrations using low-cost sensors developed by the project team to monitor water levels, flows, weather data, and help with irrigation scheduling. This engaged the children with practical applications of sensors while teaching them about their local agriculture, environment and livelihoods. The involvement of children in this way was an innovative approach that could help disseminate learning to future generations and encourage adoption of adaptation practices.
This document outlines a presentation on building the capacity of adolescent girls in coastal Bangladesh to address climate change and disasters at the grassroots level. It describes how adolescent girls can be trained to disseminate early warning messages to their communities about disasters like cyclones. The presentation proposes selecting a diverse group of 16 adolescent girls for in-house training to form a self-help group. This group would raise community awareness about adaptation and act as "disaster managers" by communicating warnings before, during, and after disasters. Stakeholders like local officials, teachers, and community members would be engaged through tools like interviews and discussions to support the sustainability of the self-help group.
Environment TOBAGO is a non-profit environmental organization founded in 1995. It campaigns against negative environmental activities in Tobago through community outreach programs. The organization held an event on May 22nd to commemorate International Day for Biological Diversity, where over 60 people learned about Tobago's biodiversity. Environment TOBAGO also participated in Science Week in June and hosted a summer camp for children in July to promote environmental education.
This document discusses approaches to education for sustainable development. It emphasizes taking a holistic, systems-thinking approach that is interdisciplinary, experiential, critical, multivocal, reflexive, justice-oriented, ethical, transformative, learner-centered and empowering. Specific ideas are shared, such as having students trace the connections in everyday objects, critically examine philanthropic initiatives, and envision themselves as future generations' representatives. The goal is to inspire students to think deeply and take meaningful action toward a just and sustainable future.
The document discusses children's vulnerability during disasters in the Philippines and the importance of child participation. It summarizes the programs of Share An Opportunity Philippines Inc., which works to support children affected by poverty and disasters. Focus group discussions with children in disaster-impacted areas explored their views on how communities and parents can better ensure children's survival, protection, participation, and development during and after disasters. The children provided input on safe evacuation locations and engaging youth in disaster risk reduction committees. The report recommends empowering children and including them in community disaster planning.
People for Energy and Environmental LiteracyCorinne Lutter
This document summarizes a project called PEEL (People for Energy and Environmental Literacy) that was conducted with Grade 4 students at Westmount Charter School in Calgary. Through presentations from energy experts, hands-on activities, and a school energy audit, the students learned about sustainability challenges and took action to reduce energy waste. They encouraged changes at school and home. The project aims to give students an understanding of complex energy topics so they can contribute to important discussions as future leaders.
The document discusses the importance of involving children and youth in disaster risk reduction efforts. It notes that children are greatly impacted by disasters and climate change. Involving children in DRR activities helps ensure their rights are upheld and allows them to convey important messages. The document then provides examples of how to engage children, such as through school curriculum, peer exchanges, and competitions. It also presents case studies of successful child-led DRR projects and describes one organization's efforts in developing educational materials and assessing needs for child-centered DRR programs.
The document discusses the importance of involving children and youth in disaster risk reduction efforts. It notes that children are greatly impacted by disasters and climate change. Involving children in DRR activities helps ensure their rights are respected, allows them to convey important messages, and harness their creativity. The document then provides examples of how to engage children through school activities, peer exchanges, campaigns and contests. It also presents case studies of successful child-led DRR projects and describes one organization's efforts in Vietnam to promote child-centered DRR.
The document discusses the author's experience becoming concerned about climate change as a young person and their efforts to raise awareness and take action. It describes how at age 13, they attended their first international youth environmental conference, where they realized their concerns were related to climate justice and future generations. The author founded a website to educate young people on environmental issues and solutions. They have continued attending conferences, speaking on issues like plastic pollution in oceans, and advocating for including youth voices and sustainable solutions.
Children can play an important role in building community resilience to disasters and climate change. A project in Indonesia found that children are effective at identifying risks, communicating risks to others, and driving change in their communities. The project engaged children in risk mapping, disaster preparedness activities, and advocacy. It highlighted that involving children from the beginning ensures knowledge transfer between generations and that participatory tools influence policymakers. The project concluded that children's participation and unique perspectives should be better recognized and that disaster risk reduction and climate change education needs to be fully inclusive of children.
Climate Change: Implications and Promising PracticesCORE Group
The document discusses research findings from a study in Malawi on how climate change differently impacts women, men, girls, and boys regarding food security. Key findings include:
- Women and men receive climate information from different sources and experience different challenges during droughts and floods.
- Droughts increase prostitution, decrease healthcare access, and cause family separation. Floods decrease food access and cause injury.
- Children's schooling and safety are threatened by climate events.
- Recommendations focus on livelihood support, relocation assistance, gender-sensitive disaster response, and addressing vulnerabilities in evacuation camps.
The document discusses the relationship between development and disaster risk reduction. It explains that development can both increase and decrease vulnerability to disasters, and that disasters can either provide opportunities for development or set back development. It advocates for a people-centered approach to development that reduces vulnerability through building resilience, livelihoods, and local capacities. Key strategies discussed include prioritizing adaptation efforts, integrating adaptation into development plans, strengthening local capacities, and leveraging disaster prevention to promote community-based adaptation.
A disaster is defined as any event, natural or man-made, that threatens lives and property and disrupts normal life. Disasters exceed the ability of affected communities and governments to cope. Hazards threaten people, structures, and assets and can cause disasters. Vulnerability is the likelihood of damage from a hazard due to factors like proximity and susceptibility. Risk is the probability of consequences from hazards people are exposed to. Disaster management involves coordination across organizations in preparedness, response, and recovery phases of disasters to reduce risks and improve capacity to handle disasters.
The document discusses the relationship between development and disasters. It notes that development can both increase and decrease vulnerability to disasters. Development can increase vulnerability by encouraging population growth in hazardous areas and damaging the environment. However, development can also reduce vulnerability through infrastructure like earthquake-resistant buildings. While disasters can disrupt development, they can also provide opportunities for rebuilding safer structures and improving systems. Overall, the document examines how development and disasters intersect and influence each other in both positive and negative ways.
This document discusses how climate change is disproportionately impacting poor women in Bangladesh, India, and Nepal. Field research found that women in these countries are struggling to protect their livelihoods, assets, housing, and food security from increasing floods, droughts, heatwaves, and other climate-related disasters. While women are not passive victims, their limited resources, weak information networks, and lack of support constrain their ability to adapt. The evidence suggests women have started adapting in small ways like finding safer places to live and store goods during floods. However, larger investments and policy support are needed to make their livelihoods more resilient and sustainable over the long term. The document calls for targeted funding for poor women through climate change adaptation
This report summarizes interviews conducted with children in Nepal about the impacts of climate change on their lives. It finds that climate change is already affecting vulnerable communities through increased floods, landslides and irregular weather. Children interviewed in rural, mountain and urban areas of Nepal expressed experiencing impacts on their families' livelihoods, health, education, and access to food and water. They feel vulnerable but want support to adapt to and mitigate the effects of climate change. The report recommends ensuring children's rights to participation in climate change discussions and decisions that affect their lives.
The document summarizes a panel discussion held by the Association of Community Radio Broadcasters Nepal (ACORAB) on disaster risk reduction and community radio. Over 135 representatives from community radio stations across Nepal attended. The objective was to sensitize stations on DRR issues so they can effectively address them. A panel of experts presented on the status of disasters in Nepal, community-level DRR initiatives, and how media can contribute to DRR. Participants discussed how community radios and organizations like DPNet and Red Cross can collaborate more on DRR. Examples were shared of radios informing communities during disasters and helping victims, and calls were made to replicate such initiatives for greater impact. The discussion aimed to help community radio stations strategize
1) The document discusses a school building reconstruction project in Sunsari district to improve earthquake safety and security.
2) The project involved renovating existing buildings and constructing new earthquake-resistant buildings at Bhagawati Secondary School in Inaruwa-1 as a demonstration model.
3) Key aspects of the new building construction included two rooms measuring 16 feet by 23 feet, a total height of 49 feet, and features like railings and ramps to improve accessibility.
- Small scale mitigation works were carried out in Sunsari district to address drinking water problems experienced by communities during the monsoon season.
- A total of 28 structures such as tube wells were constructed across multiple locations in consultation with locally formed disaster management committees.
- The structures were 5 meters in height and designed based on discussions with the communities about where flooding typically occurred and input from local technicians.
- Community members contributed through provision of labor and materials while funds were also received from DIPECHO and local government sources to complete the projects.
1) Rambati, a woman from Karkhana Tole village in Sunsari, Nepal, recalls a devastating flood in 1990 when she had just given birth and had to stay in a dangling bed for two days without much food.
2) The village is prone to frequent flooding and other disasters that damage homes and crops. There was no disaster management system previously.
3) With support from a local NGO, the community formed a disaster management committee and began collecting "fistfuls of rice" daily to stockpile food for emergencies. Rambati is an active participant in these efforts.
The community initially had misunderstandings about the relief distribution from PACT Nepal, with people saying PACT would provide each household Rs. 50,000 and a bag of grain. However, after regular meetings between PACT staff and the community to explain PACT's objectives and that it does not provide direct cash relief, the community now understands PACT's role is to build disaster resilience, not provide cash. The community disaster management committee now clarifies any issues themselves. Regular interaction through the community listening center helped address the initial challenges around project implementation.
1) A total of 2,600 meters of bioengineering riverbank protection works were completed in Bahardar tole of Babiya-8, Sunsari, exceeding the original plan of 1,000 meters due to community demand.
2) The works provided protection to 58 households from annual flooding and erosion of the Sunkoshi River, allowing families to invest in livelihoods without risk of loss of property.
3) The project was implemented through cooperation between the local development committee, disaster management office, and local construction committee with technical support from NGO partners and voluntary labor from the community.
The document summarizes an orientation program on disaster management for children in Nepal. It discusses forming child clubs in 7 communities to raise awareness about disaster preparedness and management among children. The 3-day program educated over 475 children on disaster types, reducing risks, and children's roles and rights during disasters. It resulted in the creation of 7 child club committees to discuss disasters and mobilize awareness campaigns under the guidance of Disaster Management Committees.
1. A 1-day orientation was held for masons on earthquake safety day to train them on constructing safe buildings.
2. The objectives were to inform masons about earthquake safety day, make them aware of building safely, and create an environment for cooperation in safe construction.
3. A total of 30 masons from 3 locations participated and were committed to start constructing earthquake-resistant buildings and follow building codes and standards.
1. The document outlines minimum standards for education in emergencies, protracted crises, and early recovery. It aims to ensure the right to education for all during humanitarian crises.
2. The Inter-agency Network for Education in Emergencies (INEE) developed the standards through a collaborative process, drawing on the expertise of over 20 organizations.
3. The standards cover key areas like community participation, assessment, education policy and coordination to help advocate for, support and implement education during humanitarian emergencies. INEE welcomes new members to help advance these goals.
The project has contributed to achieving the priority actions of the Hyogo Framework for Action (HFA) in several ways. It established Disaster Preparedness Committees (DPCs) in six communities to identify risks and develop early warning systems. Financial transparency was maintained through social audits. Emergency funds helped communities conduct preparedness activities. Linking community and village development committee disaster plans helped secure resources. The project identified physical, attitudinal and social risks through vulnerability assessments. Early warning information from the meteorology department was disseminated through local messengers and radio. Simulations helped build knowledge of evacuation procedures.
The document provides context about a cost-benefit analysis conducted for a disaster risk reduction project in Kailali, Nepal. It describes the project, called the Kailali Disaster Risk Reduction Initiative (KDRRI), which was implemented from 2007-2009 in communities vulnerable to flooding. The analysis had two goals: 1) to assess the cost-effectiveness of the KDRRI project and 2) to create a generalizable methodology for evaluating community-based disaster risk reduction projects. Data was collected through surveys and interviews and analyzed using a mathematical model. The analysis found benefit-cost ratios greater than one, indicating the economic benefits of the project exceeded the costs. Specifically, the ratio was estimated to be 3.49, meaning
The document discusses disaster management in Nepal, with a focus on community-based approaches.
Key points:
- Nepal is vulnerable to various natural hazards like floods, landslides, droughts, and earthquakes due to its geology, topography, and climate. Disasters disproportionately impact the poor.
- A livelihood-centered approach to disaster management aims to strengthen communities' resilience by supporting their livelihoods and reducing vulnerabilities. This includes activities like hazard mapping, early warning systems, and diversifying income sources.
- The document outlines Nepal's practical experience with community-based disaster management planning and implementation. Priority areas are selected and community disaster plans developed and linked to development planning.
National platform on drr bidhan 2065 52DIPECHO Nepal
1) The document establishes the National Platform for Disaster Risk Reduction in Nepal, outlining its objectives, membership, structure and functions.
2) It aims to coordinate disaster risk reduction activities nationally and facilitate policy dialogue between stakeholders to develop shared visions and consensus.
3) The National Platform will represent Nepal at global forums and help implement international frameworks like the Sendai Framework for Disaster Risk Reduction 2015-2030.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
3. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
Contents
Acknowledgments 2
Executive Summary 4
1. Introduction: why do children’s voices matter on climate change? 6
2. Child Voices: the impact of a changing climate on our lives 9
3. Existing adaptation strategies and constraints 14
4. Children Speak Out: what we need to adapt 16
5. Lessons 19
Boxes and Tables
Box 1: Metehiya case study 6
Box 2: Ramche case study 9
Box 3: Balaju case study 10
Box 4: Bageshwari case study 13
Table 1: Children’s long- and short-term priorities for adaptation
to climate change and the constraints they face 18
Children from Bageshwari, Banke, Nepal
www.childreninachangingclimate.org 3
4. children in a changing climate
Executive Summary
Children learn about the participatory video climate change project in Matehiya, Banke, Nepal
We cannot escape climate change, but we need to reduce
its effect on people, livestock and crops.
Santosh B.K., age 17, Bageshwari, Banke, Nepal.
The impacts of climate change are already being In 2008 Children in a Changing Climate’s research
felt – most acutely by millions of the world’s poorest programme worked with ActionAid Nepal, and its
people.1 They are already facing hunger, disease and partner organisations, to help poor children in the
conflict linked to climate change. It is children like plains, hills and urban areas of Nepal make short
Santosh, who live in the world’s poorest communities, films about how climate change is being experienced
who are particularly vulnerable.2 by their communities. Making these films allowed
the children to explore how the changing climate
www.childreninachangingclimate.org 4
5. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
is impacting them and their families, how they are This report makes a number of recommendations for
coping and what they need in order to adapt to a upholding children’s rights in the context of climate
changing climate. This report is based on the findings change:
of the participatory video project and additional
research with children in the project communities. • Children’s right to be heard: This report and
the children’s participatory videos (showcased in
This report aims to provide an opportunity for children the film accompanying this report) demonstrate that
from three geographically diverse areas of Nepal children understand the impacts of climate change
to speak for themselves on their climate change on their lives and that they need help to adapt and
adaptation needs. We do not claim that the children find solutions. Children have a right to be heard
interviewed represent all the children of Nepal, but at all levels, in their communities, and in climate
this report offers an opportunity for an international change debates at national and international
audience to hear their perspectives on their climate levels.
change adaptation needs.
• Children’s rights to adaptation: Life, safety,
The research found that poor children and their participation and development are the basic rights
families in Nepal are being impacted by a changing of children. From a rights-based perspective,
climate. The children identified impacts to their working with children on climate change
families’ livelihoods, their health, their education, their adaptation is not optional; it is protecting their
emotional wellbeing, and their access to water, as a rights.
result of floods, droughts and landslides, all caused
by increasingly erratic and unpredictable weather • Children’s rights to education: The changing
patterns. climate is impacting families’ livelihoods and their
ability to afford to send their children to school.
However, these children are not passive victims of Governments need to ensure, through scholarships,
climate change, and the research found that they stipends or fee waivers, that families do not take
and their families are already making changes to their children out of school as a coping strategy.
their lives in order to cope, but they face severe
constraints. They know what additional support they • Adaptation plans should include the
need to adapt their lives to a changing climate: they needs of children: Many developing countries,
need reforestation programmes, access to improved including Nepal, have or are preparing National
agricultural technologies, improved infrastructure, Adaptation Programmes of Action (NAPAs). In
increased knowledge on climate change impacts, and order for NAPAs to be both effective and equitable,
good disaster prevention programmes. consultation, dialogues and discussions in various
policy spaces must include the views and needs of
Action is needed now to help these children and children.
their communities adapt to the impacts of a changing
climate. For every child who has spoken out through
this study, there are millions more around the world
attempting to cope with the results of extreme weather
such as cyclones, floods, landslides and droughts.
This will only increase as climate change continues.
It is time for governments to listen to those who are
amongst those worst affected by climate change:
children in the world’s poorest communities.
www.childreninachangingclimate.org 5
6. children in a changing climate
1 Introduction
Why do children’s voices matter on climate change?
Box 1: Metehiya case study
“Floods and increased rainfall stop me going
to school”
“My name is Raj Kumari and I am 16 years old. I study in
grade 10 at school. I have to cross the Dondra River every day
to get to school. When there is heavy rainfall the water level
rises and this makes it difficult to cross. I remember it used to
be at knee level a few years ago, but now it rises to my waist.
I don’t like crossing it and do not like attending school with
wet clothes; it makes it hard to concentrate in class. I often
miss my exams in July and August because of the floods. I
wish my exams could be in September when there are fewer
floods. We need good roads and bridges to make it easier for
children like me to get to school during the heavy rains.”
Raj Kumari Harijan, Matehiya, Banke, Nepal.
Raj Kumari is one of many children whose lives Despite the impact climate change is having
have been impacted by floods in Nepal. In 2007, on their lives, children’s participation in climate
almost half a million people were affected by change debates is limited and children’s rights
the floods caused by the early onset of strong to adaptation assistance are poorly understood.
monsoon rains. More than 23,000 houses were This report demonstrates that children are being
destroyed.3 impacted by climate change; they understand
what they need in order to adapt their lives to
Children like Raj Kumari have contributed a changing climate; and they have a right to
least to the causes of climate change but be heard in climate change policy debates and
are often the worst affected by it: participate in adaptation programmes.
• Children globally are being affected by climate
shocks, particularly in drought-, flood- and
cyclone-prone rural areas and urban slums.
• The prospects of increasing poverty, hunger,
disease and reduced access to education mean
that children’s futures are more uncertain than
ever before.
• Children’s experiences of climate change and
disasters are different from those of adults, yet
this is rarely considered.4
www.childreninachangingclimate.org 6
7. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
The Context
Children in a Changing Climate Ramche in the Rasuwa district lies in the hills at 1910
Children in a Changing Climate (CCC)5 is a metres. The major caste and ethnic groups include
collaborative programme spanning research, action, Tamang, Sherpa and Dalit.8 The main livelihoods are
advocacy and learning with the purpose of securing agriculture and remittances.
children’s influence in tackling climate change at
every level. The programme brings together leading The Balaju community is located in ward 16 of
research and development organisations, each with Kathmandu Metropolitan City. Migration from rural
a commitment to share knowledge, coordinate their areas to this community is very common. The main
actions and to work with children as protagonists livelihoods are self-employment and the service sector.
rather than just as victims. The major ethnic groups living here include Tamang,
Magar, Newar, Gurung, Brahmin, Chhetri and Rai.
This research programme of CCC is coordinated
by the Climate Change and Development Centre
at the Institute of Development Studies, United
Kingdom. The CCC research programme is dedicated
to ‘collaborative action research into child-led
adaptation’ with the purpose of helping to legitimise
Rasuwa
children’s voice on climate change at all levels and in
all arenas. It provides the evidence base that enables
practitioners, policymakers and children themselves to
take action to adapt to and mitigate climate change.
Nepal
This report is based on field research conducted with
children living in poor rural and urban communities in Source: Source: http://commons.wikimedia.org/wiki/Main_Page
Nepal. Nepal is particularly vulnerable to excessive
rainfall, longer drought periods, landslides and
floods.6 Recent research suggests that climate change
impacts will affect Nepal in a number of areas: water
resources, hydropower, agriculture, forestry and
biodiversity, health and education.7 The research
for this report was carried out with poor children in
four communities in the mid-west and central regions
of Nepal: Matehiya and Bageshwari in the Banke Banke
district; Ramche in the Rasuwa district; and Balaju in
Kathmandu Metropolitan City.
Matehiya is one of the most remote locations within Source: Source: http://commons.wikimedia.org/wiki/Main_Page
the Banke district. A decade-long conflict has
disrupted services, and it has very limited transport
and electricity. The main livelihoods are agriculture,
livestock and seasonal work. The climate is tropical,
with the temperature sometimes reaching 44oC. It
is dominated by the Teraian caste, followed by hill
migrants and Tharu.
Bageshwari in the Banke district has a good road
network. The climate is similar to Matehiya. The
major caste and ethnic groups are hill migrants Kathmandu Metropolitan City
and Muslims. The main livelihoods are agriculture,
remittances and seasonal work.
Source: Source: http://commons.wikimedia.org/wiki/Main_Page
www.childreninachangingclimate.org 7
8. children in a changing climate
Children see themselves in video for the first time in Matehiya, Banke, Nepal
Methodology
The idea for this report grew from one of CCC’s To accompany this report we have produced a
partners, ActionAid Nepal, and its Disaster Risk film that showcases clips from participatory video
Reduction through Schools project.9 In this project, interviews and final films made by the children. The
participatory video is being explored as a tool to report and film combined provide a platform for the
help the community, including children, identify risks children of Nepal to ‘speak out’ on climate change
and develop climate change adaptation strategies. adaptation.
The participatory videos are also part of citizen-
led education and advocacy efforts that help the
community to more easily and effectively engage with
decision-makers.
This report builds on the children’s participatory video
work that encouraged them to examine the changing
climate in their communities: the impact of extreme
weather-related hazards and changing weather
patterns on the livelihoods of their families; their
families’ existing coping strategies; their constraints to
adaptation; and their adaptation needs.
Researchers used participatory techniques, such as
focus group discussions, and individual interviews
to gather more evidence from the children involved
in making the participatory videos. The findings and
quotes in this report come from both the participatory
videos and the research. Shanti Maya Tamang shares her experience of food shortages this
year due to climate change in Ramche, Rasuwa, Nepal
www.childreninachangingclimate.org 8
9. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
2 Child Voices: the impact of a changing
climate on our lives
The research and participatory videos gathered evidence from
the children and adult community members about how the
changing climate is impacting their lives.
Climate models indicate that the annual rainfall in
Nepal will increase significantly if CO2 emissions
increase.10 It is likely to become drier during the dry
season, with a significantly wetter monsoon season
(as much as three times the current rainfall).11 The
distribution of rainfall throughout the year is a reliable
factor in determining the risk of floods. This pattern of
rainfall is likely to cause droughts during the winter
months and floods during the monsoon.12 The children
of Nepal are already feeling this impact. In the
plains, children fear floods and drought; in the hills,
landslides are a major concern; and in Kathmandu,
children complain of the weather getting colder due
to thick fog in the winter and that the extreme rain,
wind and heat are disrupting their studies.
Livelihoods
Over the last few years, the crops have failed for Girls take their cattle to fodder before school (image from the
many reasons: flood, drought, hailstones, landslides children’s participatory video drama in Bageshwari, Banke,
and infestations of insects. During the focus groups Nepal,)
discussions, the children explained that this year the
lentil crop completely failed in Banke, and in Rasuwa Last year, because it rained a lot,
the potato crop is down by approximately 30 per cent. there were many landslides and
the crops were destroyed. This
“The weather change has affected our lives. We have year because we didn’t have much
not been able to plant crops on time and the soil has rain, the plants have not been
been swept away due to heavy rainfall.” able to grow properly, so we have
Nebtesh Tamang, age 15, Ramche, Rasuwa, Nepal.
little to feed ourselves.
Kalpana Tamang, age 13, Ramche, Rasuwa, Nepal.
Box 2: Ramche case study
“Our lives have been disrupted by landslides
over the last few years”
“My name is Menuka Tamang and I am 13 years old. I am
studying in grade 5 at school. Over the past few years me and
my family have moved three times, from Haadifor to Sishneri and
finally to Ramche because of the landslides. Our family’s livelihood
has been devastated by them. We live from farming. Five years
ago we produced 4 muri of rice but now we produce only 1 muri
[1 muri equals 80 kg] because landslides have destroyed our
farmland. My father is now working abroad and sends money
home when he can, and my elder brother works as a porter during
his school holidays. We are now living in a temporary home on
rented land which we cultivate with other farmers. We cannot
return to our own farmland because of the risk of landslides.”
Menuka Tamang, Ramche, Rasuwa, Nepal.
www.childreninachangingclimate.org 9
10. children in a changing climate
Children in the fields in Bageshwari, Banke, Nepal
Health In the rural areas in Nepal, very few houses
The children noted an increase in waterborne have toilets and open-air defecation is common.
diseases during the floods. Water contamination is a constant problem that is
exacerbated during flooding.
“Over the last few years we have been suffering from
eye infections. In the past, we only used to have these Every year many people die
infections during the monsoon but these days we are of diarrhoea and cholera in
also suffering from it during longer droughts. We are Matehiya. It is all because we
surprised; why is this happening? This infection makes don’t have toilets or latrines so
it difficult for us to read and write, so it is harder for most of the water sources are
us to study. Because it is an infectious disease we contaminated. We don’t even have
have to stay at home to prevent it from spreading a health post nearby. We have to
among our friends at school. We also have to spend rely on Jhole doctors without much
money for medicine.” experience (who always keep
Sudan Rajbanshi, age 17, Bageshwari, Banke, Nepal. some medicine in their bags) from
Indian cities who cannot tell us
what we have.
Madan Lamichhane, age 14, Matehiya, Banke, Nepal.
Box 3: Balaju case study
“The growing population and number of cars
has increased the pollution in Kathmandu”
“My name is Amon Rana Magar. I am 17 years old and
in grade 7 at school. The number of vehicles in Balaju,
Kathmandu, is increasing day by day. The population of Balaju
has been increasing in the last few years due to rural migrants.
The consequences have been more vehicles, more waste, lack
of drinking water, destruction of fertile land and more air
pollution due to many factories being built. The thick polluting
fog has also got worse in recent years and I think this is due to
the population growth. As the fog gets thicker, the temperature
gets colder. In the winter it is difficult to attend school as it is
so cold and I get ill frequently. Coughs, colds and the swelling
of hands and feet are common during these days. It would
be great if the school could have heating in the winter. The
government needs to manage the migration of rural workers
to the city to ensure there are enough services for everyone.”
Amon Rana Magar, Balaju, Kathmandu, Nepal.
www.childreninachangingclimate.org 10
11. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
Access to toilets becomes even harder during The government needs to help
floods when latrines and open defecation areas are stop these landslides, and the
inaccessible. During the floods, the women and girls communities affected by them
drink less water and take less food so that they will need to know how to prevent
them, as we are the victims of
urinate and defecate less frequently.13
them.
Education
Menuka Tamang, Ramche, Rasuwa, Nepal.
Many families have lost their homes, crops, animals
and livelihoods due to flooding and landslides. In “Our school has been transferred five times from one
the videos and focus groups, the children spoke of place to another in our village because of the fear of
their fathers having to migrate for seasonal work to landslides. We still have inadequate classrooms. We
supplement their incomes. This has increased the are unable to have classes when it rains. We don’t
children’s household workload and seriously impacted even have a place to hide our heads during rainfall,
their education. The children have to work for longer hailstone fall, snowfall and thundering.”
hours in the house and on the farm. Their families are Alina Tamang, age 14, Ramche, Rasuwa, Nepal.
often unable to pay school fees or for stationery. As
a consequence, children are often forced to abandon In the participatory video made in Ramche, the
their studies. children dramatise how one family is affected by
the landslides: Their crops have been destroyed by
In Matehiya and Bageshwari, during the extreme the landslides and they have no money for food, so
floods, it is almost impossible for the children to travel they send their eldest children abroad to work and
to school. Many of the temporary wooden bridges their younger children to work locally as domestic
are swept away. The floods are exacerbated by workers and porters. The scene ends with the parents
inappropriate infrastructures upstream; the extraction lamenting in old age that they are all alone because
of sand and boulders; the lack of irrigation canals they have been forced to send their children away to
and good drainage systems, and densely populated help support the family.
settlements.14
In Balaju, Kathmandu, the rainfall, wind and heat
“Most of the time during flooding period I have to disrupt study in the classroom due to the school
return home half way to school because of the flood having a galvanised tin roof.
at the Dondra River. I feel my life is more precious
than my education, so I do not want to take the risk of “When it rains on our classroom’s rooftop, it makes
crossing the river. Our first exam falls in July-August, a lot of noise which disturbs us. The windstorms blow
during the high time of the floods. I can never do well our roofs away and a lot of dust comes in the room.
at school because of the problems caused by flood. We have to lie on the ground at times like this. During
When the Dondra River bridge collapsed during last the summer, the roof heats up and we get headaches.
year’s flood, I had to stay for several days at my Some feel dizzy.”
friend’s house since I couldn’t return home because
Pasang Sherpa, age 11, Balaju, Kathmandu, Nepal.
the rains were so strong. It is very common to lose our
books and notebooks during flood.”
Bima Kumari B.K., age 16, Matehiya, Banke, Nepal.
The children of Ramche have to walk for up to two
hours to go school because the direct routes have
been blocked by landslides.
I walk three hours a day in total:
one-and-a-half hours to come
to school and one-and-a-half
hours for going home. This is
because the shorter route has
been damaged by the landslide
and I have to take a longer route
which is safer. I am surprised that
landslides are occurring more
Children show the challenges of going to school during flooding
frequently. (image from the children’s participatory video drama in
Bageshwari, Banke, Nepal)
Domalazi Tamang, age 13, Ramche, Rasuwa, Nepal.
www.childreninachangingclimate.org 11
12. children in a changing climate
Emotional wellbeing In addition to the physical hardship caused by
Understandably, the impacts have not just affected the landslides in the Rasuwa district, the girls also
the livelihoods, education and physical lives of mentioned they were increasingly worried about not
the children; it has also affected their emotional being able to find a husband as boys are migrating
wellbeing. The research found that temporary or to other areas to find work.
permanent relocation made necessary by floods and/
or landslides caused fear and trauma amongst the In Banke district, the children talked about their family
children and their community. Neighbourhoods are members suffering from sleep disturbances, stress,
destroyed, friendships are severed, support networks irritability and a lack of concentration after floods. It
are broken and domestic relationships come under is common to find anxiety and depression in elderly
greater stress.15 In addition, the children spoke of people and children more than six months after a
their fear of further floods or landslides. flood due to multiple associated problems.16 The
emotional impact of extreme weather-related hazards,
including dealing with the loss of loved ones, was one
theme explored in several of the participatory videos
made by the children.
Children show how they have to cross large landslides to reach
school (image from the children’s participatory video drama in
Ramche, Rasuwa, Nepal)
“Those who are unable to swim are fearful of being
washed away during the floods. A girl of 11 years
died when the Dondra River swept her away in last
year’s flood. It is also difficult to come to school with A young girl cries at the loss of her brother due to flooding
wet clothes as the boys tease us. We are also prone (image from the children’s participatory video drama in Balaju,
to get coughs and colds because we have to sit in Kathmandu)
wet clothes all day.”
Uma Budhathoki, age 14, Matehiya, Banke, Nepal.
The children shared their worries about their
belongings, houses, cattle and families during
landslides.
When it rains heavily during
school time it is very hard to
concentrate on study because we
worry about our families and fear
there will be landslides.
Keshang Tamang, age 13, Ramche, Rasuwa, Nepal.
www.childreninachangingclimate.org 12
13. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
Landslides destroy homes, roads and cropland near Ramche, Rasuwa, Nepal
Access to water
The water sources in the hills have become more We have had problems in finding
erratic because of extreme soil erosion and food and water. The soil and
landslides. The drought in the plains has caused rocks were swept away by the
many water sources to dry up. This has caused landslides. The animals did not get
additional workloads for the children, as they have to enough food. And the plants have
walk for hours each day to fetch water. The children not been able to grow well.
from Kathmandu also observed a lack of adequate
drinking water in the valley. Sarita Tamang, age 14, Ramche, Rasuwa, Nepal.
Box 4: Bageshwari case study
“Droughts are getting longer and more
unexpected”
“My name is Santosh and I am 17 years old. I am in grade 10
at school. My family earns our living growing corn, lentils and
vegetables. My mother works as a labourer and I sometimes
join her in my school holidays. Because of the unexpected
drought this year, our crops have failed. This has forced my
father to go to India to find work. Over the last five years I
have been shocked by the weather changing rapidly around
us. We have suffered droughts, erratic rainfall and floods.
These have not only affected our crops but also our health
so we are more likely to get ill. Eye infections that once only
occurred during the monsoon now seem to occur in the longer
droughts too. This adds to the burden of the family as we lose
income and have to pay for medicines. During the floods, I
cannot attend school as it is impossible to get there. We need
training for alternative livelihoods to agriculture, such as
carpentry or textiles. For those of us who continue to work in
agriculture, we need help to afford drought-resistant crops.”
Santosh B.K., Bageshwari, Banke, Nepal.
www.childreninachangingclimate.org 13
14. children in a changing climate
3 Existing adaptation strategies and
constraints
The children, their families and the wider community have to
cope with the changing climate and the impacts it has on their
lives now. The research found that they have already developed
their own adaptation strategies. But they face severe constraints.
How they cope now…
Crop diversification Microloans
In Bageshwari, some women’s groups have started Women’s groups have initiated saving and credit
cultivating improved varieties of grass like Napier activities through microloans in Matehiya and
and NB-21. Bageshwari. The loans are often used to cover lost
income created by crop failure due to floods or
drought. The loans are also used to cover the cost of
children’s education and healthcare.
Farming cooperatives
In Matehiya, a women’s group has leased land for
two years to set up a farming cooperative. This small
initiative has helped them to offset the crop failure.
Looking at how our situation
has changed, we recognise the
need to work together to make
a living. This is why our mothers
have joined the group [farming
cooperative]. We could not survive
A father and wife labour on their farm hoping for good weather otherwise. Farming has become
(image from the children’s participatory video drama in Sybru Besi, tough and it is sometimes difficult
Rasuwa, Nepal) to harvest enough to make a
Irrigation technologies profit.
In the plains, the installation of treadle pumps for
alternative irrigation is one way communities are Gopal Rokaya, age 15, Matehiya, Banke, Nepal.
attempting to reduce the effects of longer droughts.
Improved drainage systems
Poor drainage exacerbates the effects of flooding.
The practice of building culverts and the installation of
pipes in several strategic locations is now increasing
in Matehiya to ease the water flow.
Food reserves
Floods and droughts are annual occurrences, but their
frequency and magnitude are increasing. In order to
cope, families prepare food and dried vegetables for
the monsoon and dry seasons. The practice of storing
dry foods like beaten rice, sugar, noodles, dried
vegetables, dried meats, dried radish, cauliflower
and mushroom is common.
www.childreninachangingclimate.org 14
15. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
Alternative livelihoods The constraints they face…
Some of the children’s families are starting to
sell firewood, run small shops and find seasonal Poverty
work when their crops fail. Planting bamboo near Poverty makes it all the harder to cope with a
riverbanks has started in Bageshwari, this provides changing climate. The children stated that their
additional income to families, as bamboo is easily families are often unable to afford improved tools and
sold locally. technologies, drought-resistant crops or training in
new farming techniques that could help improve their
Seasonal migration to urban areas and abroad crop production.
for work is an increasingly common livelihood
diversification strategy. Remittances have become Infrastructure
an important source of income in the rural areas, Poor road networks and limited transportation
especially when crops fail and agricultural incomes facilities make transporting goods to market or
fall. reaching schools and hospitals extremely difficult,
especially during floods and landslides.
Young boys often work as porters during school breaks to support
their families (image from the children’s participatory video drama
in Ramche, Rasuwa, Nepal)
Children take muddy roads to school in Bageshwari, Banke, Nepal
Relocating their homes
Some families have moved home (such as Menuka
and her family on p.9) to escape the effects of floods Market access
and landslides. A similar situation caused by flood is Lack of access to markets makes developing
also found in Matehiya. This is often an extra burden alternative livelihoods difficult, especially for families
for families because it requires additional investment with little access to credit.
and often means a loss of social capital when families
leave their communities behind. Poor irrigation
Lack of irrigation facilities is one of the main reasons
The cattle and belongings have for crop failure. Due to landslides and longer
to be transferred to safer places droughts, the water sources for irrigation are in
when there is the possibility of decline.
flood and landslides.
Bima Kumari B.K. age 16, Matehiya, Banke, Nepal.
In our village, some of the newly
built houses have plinth level
raised structures. This is a new
practice.
Gurubachan Yadav, age 11, Matehiya, Banke, Nepal.
www.childreninachangingclimate.org 15
16. children in a changing climate
4 Children speak out: what we need to
adapt
The research found that children clearly feel the impacts that the
changing climate is having on their lives and on the livelihoods
of their families. It also found that they clearly know what they
need in order to adapt their lives to a changing climate.
Stop deforestation Access to improved agricultural technologies
Planting trees is one of the most important long- The children and their communities need improved
term priorities identified by the children. They irrigation to increase agricultural productivity.
want environment conservation programmes to be
developed and implemented at the local level. “Without growing more crops we cannot survive in
the future and the existing agriculture system may not
“I think that the way we have depleted the forest in be sufficient to grow more crops. We need help to
recent years is the main reason for flooding. In five learn about how to use new agriculture approaches
years, we lost many ropanies [unit of land equal and systems. Otherwise we cannot survive.”
to 5476 sq. feet] of forest near our village. If this Suman Budhathoki, age 14, Matehiya, Banke, Nepal.
continues, we’ll have to prepare for more floods and
landslides. That is why collectively planting trees is the Improvement of basic infrastructure
only solution to replenish the forest.” Many children of Matehiya are not able to attend
Soma Kumari Rokaya, age 14, Matehiya, Banke, Nepal. school during the monsoon because of the increasing
number of rivers that flood. They expressed a need for
We need to be prepared and durable bridges to enable them to get to school. The
conduct a tree planting campaign, children of Ramche want the immediate construction
and people need to learn about of embankments and gabion walls, and training for
climate change. community members to reduce the effects of large
landslides.
Bhim Maya Tamang, age 15, Ramche, Rawuwa, Nepal.
In the monsoon, it is difficult to
travel. Roads are muddy and
bridges are usually broken
and we have to cross many
dangerous places when going to
and returning from the school.
If the roads and bridges are not
improved, how can we continue
our schooling? The most important
priority for me is to improve the
roads and bridges in the village.
Dikisangbo Tamang, age 13, Ramche, Rasuwa, Nepal.
Girls gather fodder for cattle to show how far they have to walk
before school due to deforestation (image from the children’s
participatory video drama in Bageshwari, Banke, Nepal)
www.childreninachangingclimate.org 16
17. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
Laxmi Tamang talks about how lack of rain reduced crop
production this year in Ramache, Rasuwa, Nepal
Improved awareness
The children felt that there is a need to increase
awareness and skills in their communities so they
can understand the risks and impacts of a changing
climate on people, livestock and crops. They want
awareness raised through peer education and
training.
As the new risks are increasing
because of the changing climate,
there is a need to make more
people aware of this. I think
people still do not know the
reasons and causes of climate
change, including me. More
access to information and raising
awareness is necessary. We
should start it at school. If children
are aware, they can at least teach
their families.
Gopal Rokaya, age 15, Matehiya, Banke, Nepal.
Good disaster risk reduction
The children want the local authorities to plan ahead
and design appropriate plans and programmes to
reduce the risks from disasters caused by extreme
weather.
We know where the problems are
and what is needed to overcome
the problems. But we have not
pressured the government to
reduce the risks from disasters. I
think we should work in advance,
before the monsoon comes.
Ranju Dahal, age 15, Balaju, Kathmandu, Nepal.
Pemba Dawa Tamang explains that if unpredictable weather
continues, it will be harder to plant crops and his family will suffer
in Ramache, Rasuwa, Nepal
www.childreninachangingclimate.org 17
18. children in a changing climate
Table 1:
Children’s long- and short-term priorities for adaptation to
climate change and the constraints they face
17
Short-term priorities Long-term priorities Potential barriers / constraints
Improved services Reforestation Poverty
Upgrade local Develop stronger management Inadequate financial resources
services in health and (e.g. Chaukidar – watchman) for
agriculture the protection of forest resources Poor local governance
Ensure health, Promote community forest planting Absence of local government
agriculture and activities Unwillingness of government to
livestock facilities are Plant trees, plants and grass along serve people
staffed by qualified the river banks
personnel Lack of awareness / skills
Alternative livelihoods Poor knowledge and skills
Improved / improved agricultural Strong faith in traditional
infrastructure production agricultural practices
Install treadle pumps Promote alternative crops suitable
for micro irrigation for a changing climate Poor infrastructure / market
Construct school Promote income-generating access
buildings in safer activities at local level Poor transportation facilities
places Provide skill-based training for Increasing and unregulated
Manage household women and children vehicles
waste Provide training in new Poor policies on housing in peri-
Treat pollution from agricultural techniques and urban areas
factories alternative crops production.
Poor irrigation
Awareness raising Micro-credit / farming Declining water sources for
Increase awareness cooperatives irrigation
about possible Promote saving and credit groups
impacts of a / cooperatives at local level Labour shortages
changing climate Shortage of labour force at local
Educate people Improved infrastructure level due to seasonal migration
about effects of Improve irrigation facilities
pollution on human Construct bridges
health Construct ditches, canals and
Create awareness culverts to improve drainage
of good sanitation Provide adequate barrage
practices management
Provide regular electricity supply
for agricultural tools
Prevent landslides, e.g. grazing
control
Construct large apartments instead
of individual houses
Provide clean drinking water
Replace galvanised tin school
roofs
Disaster risk reduction
Design appropriate Disaster Risk
Reduction programmes
www.childreninachangingclimate.org 18
19. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
5 Lessons
Children learn about the climate change project and see themselves on the camera for the first time in Matehiya, Banke, Nepal
www.childreninachangingclimate.org 19
20. children in a changing climate
This report and the film that accompanies it aim to
provide a platform for Nepalese children to speak
out on climate change and their adaptation needs.
The impacts of a changing climate on the children
will vary according to the local context, but in many
communities extreme and unpredictable weather is on
the increase and this is having a negative impact on
the lives of the children and their families.
This report makes a number of recommendations for
upholding children’s rights in the context of climate
change:
• Children’s right to be heard: This report and
the children’s participatory videos (showcased in
the film accompanying this report) demonstrate that
children understand the impacts of climate change Children who participated in the participatory video climate
change project in Bageshwari, Banke Nepal
on their lives and that they need help to adapt and
find solutions. Children have a right to be heard
at all levels, in their communities, and in climate
change debates at national and international levels.
• Children’s rights to adaptation: Life, safety,
participation and development are the basic rights
of children. From a rights-based perspective,
working with children on climate change
adaptation is not optional; it is protecting their
rights.
• Children’s rights to education: The changing
climate is impacting families’ livelihoods and their
ability to afford to send their children to school.
Governments need to ensure, through scholarships,
stipends or fee waivers, that families do not take
their children out of school as a coping strategy.
• Adaptation plans should include the needs
of children: Many developing countries, including
Nepal, have or are preparing National Adaptation
Programmes of Action (NAPAs). It is critical that
consultation, dialogues and discussions in various
policy spaces include the views and needs of
children.
www.childreninachangingclimate.org 20
21. Child Voices: Children of Nepal Speak Out on Climate Change Adaptation
Notes
1 Smith, D. and Vivekananda, J., 2007, ‘A Climate of Conflict: 9 The DFID-funded Disaster Risk and Reduction through Schools
The Links Between Climate Change, Peace and War’, (DRRS) project has the objective to make schools in high
International Alert. disaster risk areas safer, enabling them to act as a locus for
http://www.international-alert.org/publications/322.php disaster risk reduction, and to engage the education sector
(accessed 29/10/08) in the Hydro Framework for Action through awareness for
disaster prevention, preparedness and mitigation.
2 Stern, N., 2008, ‘Forward: Our Climate, Our Children, Our
responsibility. The implications of climate change for the 10 IIED, 2004, Nepal CLAAC Report, IIED Working Paper No. 3,
world’s children’, UNICEF UK. London: IIED
3 World Food Programme, UNICEF, Save the Children Alliance: 11 It should be noted that the level of certainty for rainfall
Inter Agency Rapid Flood Assessment – Nepal (August, 07) projections is less than for temperature.
http://www.un.org.np/reportlibrary/reportlibrary.php?bc=r
(accessed 29/10/08) 12 IIED, 2004, Nepal CLAAC Report, IIED Working Paper No. 3,
London: IIED
4 Children in a Changing Climate, 2007, The Right to
Participate: Securing children’s role in climate change 13 Ahmed, S.M., Husain, A.M.M., Sattar, M.G. and Chowdhury,
adaptation, Children in a Changing Climate A.M.R., 1999, ‘A quick assessment of flood losses and post-
http://www.childreninachangingclimate.org flood rehabilitation needs in BRAC’s programme areas’, in
(accessed 29/10/08) Ahmed, S.M. & Ahmed, H.S. (eds) Experiences of deluge:
flood 1998, Research Monograph Series, Dhaka: BRAC
5 Current core programme partners include the Institute of
Development Studies, Plan International, ActionAid, Save 14 Gautam, D., Sharma, A., Amatya, A. and Jnavaly, S.S.,
the Children, UNICEF, UK National Children’s Bureau, RMIT 2007, ‘Climate Change Adaptation on Livelihood of Women
Melbourne and Risk Frontiers, as well as a number of research Farmers: Case study of Banke and Bardiya Districts of Nepal’,
institutes engaged in individual research projects under CCC- ActionAid Nepal
research,
www.childreninachangingclimate.org/partners_ccc.html 15 Gautam, D., 2006, ‘Process Documentation of Participatory
Vulnerability Analysis (PVA): Disaster Risk reduction through
6 Bimal, R. and Adhikari, A., 2008, ‘Country Case Study School Project (DRRSP)’, ActionAid Nepal
– Nepal: Local Initiatives for Biodiversity, Research and
Development (LI-BIRD)’ in Human Development 2007/2008 16 Gautam, D., Kathayat, R.R. and Yadav R.N., 2008, ‘Impact of
Report: Fighting climate change: Human solidarity in a divided Climate Change on Students, Schools and Neighbourhoods’,
world, New York: UNDP BEE-Group Nepal
7 International Institute for Environment and Development (IIED), 17 Summary of results from focus groups with children and adult
2004, Nepal CLAAC Report, IIED Working Paper No. 3, community members.
London: IIED
8 The term Dalit refers to a ‘Pani Nachalne’ (untouchable) group
or caste from whom water is not accepted according to Hindu
social structure (Source: ActionAid Nepal, CARE Nepal and
Save the Children (2002) ‘National Dalit Strategy Report’)
www.childreninachangingclimate.org 21
22. children in a changing climate
www.childreninachangingclimate.org 22