Environmental Awareness for a Teachers/Trainers Training

Table of Contents
Environmental Awareness for a Teachers/Trainers Training ........................................................................1 1. System Approach, ToT Program, Acknowledgement, Important Notice, Learning Attributes............1 2. Curriculum..........................................................................................................................................4 3. Introduction.........................................................................................................................................7 4. The Air................................................................................................................................................9 5. Energy..............................................................................................................................................11 6. Water................................................................................................................................................16 7. Earth.................................................................................................................................................19 8. Waste ................................................................................................................................................20 9. Reduce, Reuse, Recycle ("RRR")....................................................................................................23

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Environmental Awareness for a Teachers/Trainers Training

Compiled by Ole FrahmReindell Bangkok, Aug. 2001

1. System Approach, ToT Program, Acknowledgement, Important Notice, Learning Attributes

System Approach

ToT Seminar/Workshop Title Environment (Ecology, Energy Saving and Environmental Protection)

Maximum Number of Participants

18

Language

English

Target Group

Instructors from DSD

Learning Objectives

The instructors are able to use the educational material and counsel trainees environmental projects

Content

Curriculum, Overview on environmental issues, Air, Energy, Water, Earth, Waste, RRR and Project Work

Resource Speaker

Method

1. Day: Introduction into the topic Exercise 1 The curriculum Start up group work: "ecology" Study material and preparation of one lecture, preparation of media (OHtransparencies and/or poster, develop role play) 2. Day: Lectures presentation and exercises of the different groups on their topic Introduction into RRR Introduction into project work

Time/Duration

10.09. 11.09.2001, 09.0018.00 h

Location Workshop Program (ToT) Objective: The participants study the content of the different chapter, prepare their own training material and present one training sequence to their colleagues. At the end of the workshop each participant has the same understanding and knows how to present the subject matter to their students. No. 1. 2. 3. 4. 5. 6. 7. Activity Organizational matters Presentation of participants Expectation of participants Introduction: WS plan, how we want to do the WS, objectives, organization etc Overview and legal basis Exercise 1, single work: Environmental problems in my country Curriculum presentation Translation of OH Translation of OH Translation of OH Media/ Remark Coffee chart Name, Instructor of in.etc. Card questioning Chart # 1 Chart # 2 OH # 1 OH # 2 Chart # 3 OH # 37

8. 9.

Learning objectives Structure of the handout/ content

Translation of OH Translation of OH

OH # 7.1 OH # 7.2 Video no. 7 Copy of Worksheet no. 2 Show OH # 8 Result: OH # 9 Chart # 5 Task for group work Chart # 6 Role of trainer/ interpreter Card question Chart # 7 Card questions Chart # 8

10. General Awareness Show Video No 7 11. Group work: Ecology Discuss results

12. Introduction into the task Prepare one lecture 13. Role of Trainer/ interpreter 14. Rules of group work 15. Rules for presentation, lectures 16. Presentation of the different subjects through the participants 17. Introduction into RRR 18. Idea collection (Show Chart: "What is wrong"?) 19. Introduction into the project work 20. Problem analysis 21. Final conclusion of the WS Acknowledgement Translation necessary

OH 10 Card questions or problems from the beginning (worksheet no 1, results) Chart # 9 Copy of Worksheet Chart # 9 + 10 Mind map Chart # 11

I would like to express my appreciation to the management of the Women and Child Skill Development Division of the Department for Skill Development (DSD) and their staff for their kind and valuable contribution to this work and to Khun Kewalee Gukun who did the survey which, served as an initial input for this training of trainers for instructors of the DSD as well as Khun Sureeporn Tuppasoot who was instrumental to translate and act as interpreter in the first training of trainers. Important Notice This handout is for trainers and not for trainees. It serves as background information for instructors/teachers and is designed in a way that each instructors/teachers can and should add relevant information on environmental issues based on his/her own experience. At the end of the chapters 310 there are proposals (!) for the media which can be used, the method of teaching/learning and the estimated time needed for the training sequence. On the attached disk there are the different chapters of this manual in Winword 6.0 format. Please feel free to change and add things which you might see as important for you and/or for your trainees/students. Each Chapter corresponds to one file. In order to work with the files you have to boot the different files and work with them. Tip: Before working check the format in "File" Page setup and Margins: Top 1,5 cm / Bottom 1,5 cm / left 2,5 cm / Right 2,5 cm / Gutter 0 cm. With the help of "My Computer" you can open a new folder "EM". Copy the fils from the floppy by help of the Windows explorer on your computer.

 The names of the files remain the same like in the list of content. Learning Objective Attributes In order to understand the curriculum it is necessary to study the different levels of learning attributes shown in the following table: Knowledge Insight = Means a general insigth (first touch) of the subject. Overview = Means a systematic overview after the learner has gained an insight in different areas of the subject Knowledge = Means the exact knowledge of facts in one field of the subject. Its necessary to have the overview (in this field) and in addition detailed knowledge/ information is required. The knowledge gained is anchored to a certain extent. Familiarity = Means extendet and recessed background knowledge of the subject. The knowledge gained is anchored and ready to be called for. Skills Competency = Means the knowledge which is necessary to execute a certain task (work). Skill = Means the ability to execute a certain task (under supervision) with high precision. Master = Means the ability to execute a certain task with high precision and defect free (without supervision). Recognition Awareness = Is the step before the recognition. Awareness is the step which stimulates for further inquiry. Perception = Is a basic value which has been aquired and will be considered whenever problems are discussed and solutions are sought. Understanding = Is based on conclusions and perceptions in order to come to a resonable judgement.

2. Curriculum
Compiled by: OFR 14.08.01 No. 3. 4. Checked by: OFR 04.09.01 05.09.01 Learning Content ? Introduction ? The Air Our ecologysystem. Climate change. The impact of polluted: air, water, soil and the impact of Released: Configuration: A 05.09.01 Method Show video film, clip Start student teacher discussion about the interrelationship of Air, Water, Radiation, CFC, Media Video clip on overall ecology No.: 7 Environment in General "Awareness" Blackboard Time (h1) Video clip 25 min ?4 Quality Check Knowledge the overall dependencies (interpret the BIOSPEHRE graph)

Learning Objective Create awareness and gain knowledge about the Earth's overall ecology system and the interdependence of different

influencing factors

radiation and waste. The limited energy resources and the impact of heavy usage of energy, raw materials and the destruction of the environment. The Montreal Protocol.

CO2, Fertilizer etc. Summarize the discussion on blackboard

5.

The students know conventional sources of energy as well as become familiar with renewable energies.

? The Energy Overview (principles)of conventional energy power plant production and distribution Overview renewable energies The main energy consumer (cars, heating and cooling elements, bulbs etc) and their positive/negative impact. Products and their energy requirement: Plastic products, paper, steel, beverage, beer, coke etc., light (bulbs), refrigerator, washing machine, railway, cars etc. Discussion of energy requirement during production and during lifetime, product life cycle. Energy saving measures

Open questioning (who knows about? How does a work? Write down answers on a chart. Presentation of products Student teacher discussions

OHtransparency set, Video clip No 3 Different products

1 25 min 1 1 ?3

Knowledge of different power sources and knowledge the negative and positive argume

Knowledge of at least 5 major energy consume Knowledge of energy saving measures

6.

The students are familiar how valuable water is and know the interrelation between polluted water and health

? Water Demonstration Fresh water, safe drinking water, rain, groundwater, water supply and demand

4 glasses of water Video clip no. 3

25 min ?1

Overview of imp of polluted wate on human being

7.

The students gain deep understanding that the growth is limited. They know that the growth of population is a major factor which hamper development The students acquire competency on how to handle waste and knows the negative impact if not properly disposed

? Earth Discussions, Biosphere, forest, lecture, video population growth, food supply, consumption behavior

OH transparency

?1

Biosphere graph repetition Knowledge of the limitation of development

8.

? Waste Hazardous waste, household waste, type of waste in our training center. Handling (separate, store, transport, disposal)of waste and materials current situation in e.g. the training center, municipality, at home, on the market, in the canteen etc.

Questions and discussions, role play Field trip in groups to different places in the training center/institute and outside

Video clip No 6 ?4 and/or OH transp. Field trip/research

Competency to handle(hazardous) waste (storage and disposal).

9.

The students know the concept of "Reduce, Reuse and Recycle"

? RRR Lecture and Introduction into discussions the "RRR" concept: How to "Reduce, Reuse and Recycle" (RRR) of materials in order to save energy. ? Project work Initiate small RRR projects among the students. Introduction in to project work, roles of group work and major 6 steps. Mind map, Presentation techniques Presentation of different projects Implement one project Discussions Presentation exercises

OH transp. ?1

Concept of RRR Project ideas

10.

The students apply the skills they learned in a real life situation and plan to implement an improvement project

Flip Chart or blackboard, OHtransp./FlipCharts etc. Poster of planning steps (6 steps)

Project plan ?2

10.1 The students present their results 10.2 The students implement (master) one project

Group Presentations

OHtransp./FlipCharts etc.

?3 Max. 11 hrs

Assessment of the group result Impact assessment

Time requirement without a project is It is assumed that the students work also in their leisure time on the project. Time requirement with a project is estimated by
1

? 19 ? 30

One lecture hrs. is 45 min

3. Introduction
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Environmental protection today is not only a national task. Solutions must come through agreements and actions from the international community. A nation by itself cannot solve problems like global warming through NOx gases, depletion of the ozone layer through CFCs and others, dyeing of trees in Europe and the destruction of tropical forests in Asia and Latin America. The challenge To integrate social, economic and environmental goals in a sustainable development agenda for the region. The facts In the early 1970s, half of the population of the AsiaPacific region was poor. Today, one third, or some 900 million, of its people still live in poverty; lacking nutrition, potable water, decent sanitation, acceptable housing, literacy, primary health care, security in times of crisis and participation in social and political forums. The poor in rural areas are often the victims of environmental degradation. But desperation also forces them to contribute to it; clearing steep slopes for cultivation, cutting down remaining trees, overgrazing and shortening fallow periods to eke out a living. Poor people generally live nearest to natural hazardprone areas, dirty factories, and busy roads and waste dumps, making them more vulnerable. The overwhelming majority of those who die each year from air and water pollution because of respiratory infection or diarrhoea are poor. So are those worst affected by desertification and by floods, storms and harvest failures. In 1997, Asia suffered 33 per cent of the world's catastrophic events, 67 per cent of the casualties and 28 per cent of economic losses all of which exacerbated poverty levels in the affected areas. Food security is related to patterns of poverty and distribution. Of the three main sources of food in the region, two oceanic fish and cattle from rangeland have both reached limits for production. Aquaculture has the potential to increase production but not without environmental impact. Future growth in food supply will need to come mainly from crops. Irrigation water supply, however, may not expand much further and the marginal utility of fertilizer is diminishing in many areas of the region. New developments in biotechnology have the potential to raise land productivity but this also presents many risks. Industry and the private sector now accounts for much more investment in the region than official government development assistance. Currently less than five per cent of investment goes into pollution control, most of it endofpipe.

General classification

WORKSHEET FOR EXERCISE 1: ENVIRONMENTAL PROBLEMS IN MY COUNTRY Purpose: To sensitize the participants to environmental problems, to get the participants thinking about the purpose of environmental management. To identify important environmental issues affecting your organization. What are the (maximum three) most important environmental problems in the neighbourhood where you live? ...in the area of your enterprise/ organization/ training center? ...in your town/city? ...in your region? ...in your country?

Please explain your choices and bring evidence to support them to the Training Course. (photos, newspaper or magazine articles, government or private reports, etc.)

4. The Air
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Key Note: Atmosphere and related ecosystems, Climate change Impact of pollution, global warming, green house effect, Montreal Protocol The world becomes smaller. In the year 2025 so one prognosis of the UNO, 8.5 Billion people will live on our planet. 1985 there had been only 4.8 billion 40 years ago only 2.5 billion. All of them needs food, beverage, shelter and work. As a consequence we need to produce more energy. Since 1950 and now the production of energy has been fourfold. Most of the energies gained come from fossil materials. The materials is used as fuel in order to produce electricity. Unfortunately also the burning of fossil materials contributes to air pollution through carbon dioxide thus creates the so called "greenhouse effect" resulted in global warming. The challenge A major challenge for the region is to ensure a clean atmosphere through air monitoring, pollution control and use of technologies that minimise greenhouse gas emissions and ozone depletion. The facts The threats posed by haze, acid rain and other transboundary pollution problems have increased substantially in recent years, linked to rapid deforestation and industrialisation in the region. Demand for primary energy in Asia is expected to double every 12 years while the world average is every 28 years. Acid rain, caused mainly by coalfired power plants and industrial sources, is a major concern, particularly in NorthEast Asia, and is expected to worsen over the mediumterm. Transboundary haze from Indonesian forest fires in 1997 caused significant environmental and economic damage, as well as health costs estimated at $US1.4 billion. Asian countries particularly China and India have the capacity to greatly aggravate global warming through the release of greenhouse gases generated in their process of industrialisation. The rapidly industrialising economies of the region also have the potential to contribute to the global problem of stratospheric ozone depletion, through the continued production and use of ozone depleting substances used mainly in refrigeration. Projected sea level rises caused by climate warming, of between 5 and 95 centimetres by 2100, would bring enormous human cost to the region. The densely populated river deltas of Bangladesh, China, Indonesia and Vietnam, as well as the small island developing states, are particularly vulnerable. Other consequences of global warming are likely to include increased natural disasters (floods, droughts and storms) and disruption of agriculture and biodiversity due to changes in climatic zones. The level of carbon in the atmosphere is increasing. Global average temperatures are increasing. Carbon dioxide (C02), the predominate "greenhouse gas," is responsible for approximately 60 per cent of the global warning. Six countries, two of which are in the developing world (Brazil and India), are responsible for

55.8 per cent of the total atmospheric impact of current global emissions. The United States is the largest emiter. The stratospheric ozone layer filters dangerous radiation and keeps it below tolerable levels to enable life to exist on Earth. This protective stratospheric ozone layer is diminishing due to chemicals created by humankind. Air pollution does not respect boundaries; it affects agriculture and ecosystems far from its source. More than 600 million people live in urban areas where sulfur dioxide (S02) levels exceed World Health Organization guide lines. More than 125 million live in cities with unacceptable levels of suspended particulate matter (SPM). For megacities in general, SPM is the single most threatening air pollutant. Particularly high levels of S02 and SPM occur in five cities: Beijing, Mexico City, Rio de Janeiro, Seoul and Shanghai. Of the cities for which there is sufficient data to compare, Mexico City has the worst overall air pollution. When pollutants are released into the sky from industries, they often fall back to Earth as "acid rain." According to the World Resources Institute, Europe has already lost at least 22 per cent of its total forest cover to acid rain, or a total of 214,016,000 hectares. The United Kingdom alone has damage caused to more than two million hectares, or about 57 per cent of its forest. As unsustainable industrialization spreads around the world, so too could this phenomenon. Montreal Protocol on Substances That Deplete the Ozone Layer. Representatives from more than 100 signatory countries met in Montreal in September to celebrate the 10th anniversary of the signing of the Montreal Protocol on Substances that Deplete the Ozone Layer and to discuss ways of improving it. Some of the most important proposais focused on CFCs. Participating nations sought to discourage the illegal trade in CFCs and to seek alternatives to their use in medical products including asthma inhalers. Governments agreed to adopt a licensing system for the transport of CFCs and to review their procedures for ensuring compliance with the regulations. The decision would give greater power to police and customs officials to intercept cargoes. Participants also agreed to ban most uses of the ozonedepleting pesticide methyl bromide by 2005 in developed countries and by 2015 in less developed countries. Poorer nations would have access to a fund of $18 million to help farmers convert to alternatives. Copyright @ 19942001 Encyclopcedia Britannicat Inc. Instruction for the training sequence: Media Method Approximately time requirement (min) 10 2530 10 30 10 10 each (30) 15

Introduction: OH Transparency Video clip no. 7

Present some information about Asia, see Handout. Show video Student teacher discussion

Exercise: biosphere Black board FlipChart Black board if necessary

Group work 48 persons each group work on the picture "biosphere" from Chapter 1 Group work introduction and presentation rules Each group present their result Summarize discussion by instructor

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OHTransparencies: Ozone layer etc. Quality check: question bank

Montreal Protocol Test Total time

45 15 180 = 4,25 hrs

Reference literature: Taking Action; Environment Guide for You & Your Community, 1995, UNEP UNEP IN THE REGIONS International Environmental Law Aiming at Sustainable Development, UNEP WORKSHEET FOR EXERCISE 2: ECOSYSTEM Purpose: To sensitize the participants to environmental problems. To identify important environmental issues affecting the world. Instruction: Please discuss in your group the important factors and add your result in the drawing. Present your result to the audience. POSSIBLE RESULT:

5. Energy
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Key note: Conventional sources of energy, renewable energy, main energy consumers, products and their energy (and other resources) requirement some examples. The energy resources like crude oil, gas and coal are limited. It is expected that the resources will be used up approx. by the year 2050. Energy is needed to produce the goods that we consume and to transport us and our products from one place to another. Energy also is the engine of industrial development. It is needed for transporting farmers' products to markets, children to school, and people to their jobs. It is needed to run hospitals, to feed malnourished and growing populations, to create industries that can compete globally, and to provide households with lighting, heating, cooking and refrigeration. Traditionally, people in lowincome countries mostly use noncommercial and nonconventional sources of energy, including human labour and animal power for agriculture, transportation, construction and industry, and in households, firewood and crop wastes for cooking and heating. As countries develop, and especially as people move from rural areas to cities, they require energy derived from different, more conventional sources. Motorized transport and agricultural machinery need oil and/or gas. Manufacturing industries require electricity generated from oil, coal, gas or hydro power stations. Households usually prefer kerosene or electricity to noncommercial sources of fuel such as dung or wood. Therefore, in assessing how to mobilize communities to take action against environmental abuse, it is to the subject of conventional or "commercial" energy use that we now focus our attention. 5.1 Conventional Energy Most energy use around the world is currently unsustainable. We now depend largely on limited, nonrenewable sources of energy such as fossil fuels, which cause a great deal of pollution and are the biggest contributor to global warming and localized air pollution. Energy is also produced using nuclear power in an increasing number of countries from India and China to France and Canada. Nuclear power will probably always playa role in meeting energy needs. However, the

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break down of the nuclear reactor at Chernobyl in the former Soviet Union shook confidence in nuclear power among a public already skeptical about its safety. The disposal of radioactive waste is a major problem associated with this form of energy. Many forms of energy production involve some degree of risk to human health or the environment. Fossilfuel burning has long been shown to cause both local pollution and "acid rain" in distant areas. It also adds significantly to the buildup of "greenhouse gases," caused by carbon emissions. At present, the developed world consumes most of current energy production while the developing world struggles to meet its energy needs. It has been estimated that the developed world, which comprises 20 per cent of the planet's population, uses about 80 per cent of the energy produced globally. This unequal share of energy use among nations contributes greatly to environmental degradation. Inefficient use of energy is a problem today because it devours excessive amounts of our already scarce nonrenewable resources. This problem is especially prevalent in the developed countries of the world where a good supply of relatively cheap energy has enabled people to become used to wasteful and unsustainable patterns of consumption. To prevent this pattern from being adopted in the South, important lessons must be learned from developed countries. Conventional Energy Sources Hard coal Brown coal Oil fired power plant Gas fired power plants Nuclear power The principles (Sketch see last page) 5.2 Renewable Energy Solar, wind, geothermal and hydro power are all examples of how we can harness the renewable energy from natural sources. Solar energy can be used for heating or to convert sunlight directly into electricity with photovoltaic technology. Photovoltaics are now commonly used everywhere from producing electricity in remote areas that lack power lines to powering space satellites. Another form of solar energy, called solar thermal, produces heat and electricity by concentrating sunlight on a container of fluid. The heated fluid runs through pipes that are submerged in water, which then create steam to power an electric turbine. Improvements in solar technology over the past 15 years have greatly reduced its cost, making it competitive with conventional energy sources in many circumstances. Geothermal energy uses natural steam from the Earth to produce electricity. More than 250 geothermal plants are in operation worldwide with a total and planned capacity of 13,000 megawatts. These natural steam resources provide the U.S. state of California which on its own consumes more energy than most countrieswith almost seven per cent of its electricity needs. Also in California, which has the highest per capita use of alternative energy in the world, wind generates nearly 2 billion kilowatt hours of electricity per year, enough to meet the needs of a city the size of San Francisco. Every year, energy generated from wind turbines in California keeps 11 million pounds of air pollutants and 1.8 billion pounds of greenhouse gasses from passing into the atmosphere. Although less polluting than fossil fuels and safer than nuclear power, methods of harnessing renewable energy often have problems of their own. Many take up a lot of space relative to the amount of energy produced. As well, the technology involved is often expensive and the amount of money available for research in this area is limited. While largescale production of renewable energy is bound to grow in the future, it is not likely to replace other energy technologies for a long time. Biomass A Green Source of Energy Biomass, such as wood, animal wastes and other organic matter, is perhaps the oldest source of energy in the world. Since primordial times, humans have used the energy stored in plants as a source of food, heat and light. These plants take energy from the sun and store it in chemical com pounds through a process known as photosynthesis.

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Unlike commercial sources of energy that are the main concern for most environmentalists, the use of biomass on a small scale does very little harm to the Earth. However, on a large scale, using it unsustainably can destroy entire ecosystems. Today, people rely more on biomass for energy than on all hydroelectric dams and nuclear fuel plants in the world combined. Ac cording to the World Resources Institute, developing countries account for 80 per cent of the world's population, but consume about 26 per cent of a11 the commercial energy sources and 85 per cent of all traditional biomass fuels. Each year, according to UNEP, people clear and burn 22,000 square kilometres of trees to cook food and heat their homes. Much of the wood is made into charcoal, because charcoal weighs little, burns hot and slowly and is easily broken up into manageable, burnable pieces. This process, however, wastes 70 per cent of the energy of the wood. According to UNEP estimates, if this waste continues, nearly three billion people will be short of the fuel they need by the year 2000. Sources of renewable energy Water power Wind Solar Bio mass/gas 5.3 Main Energy Consumers Facts about: Gasoline and diesel driven M/c Motor cycles, cars, trucks etc. Electrical M/c: E.g. washing machine, refrigerator, Air Con machine, late machine, drilling machine, compressor, fan etc. Remarks: Each and any M/c has a label were the energy consumption kw/h (kilowatt per hrs) is mentioned. The kw/h x energy prize gives you the cost per unit. If label is not existing, look in the operating manual, which is attached when you buy the machine. 5.4 Products and their Energy Requirements The "ecological backpack" is defined as the material density per performance that means the resources needed over the life cycle of a product. Here some examples: For 10g gold you need to move 3.5 tons of minerals For 3 billion tons hard coal you have 15 billion mining debris and water additional to this there are 10 billion tons CO2 emission Production of 1 liter beer you need 20 liter water Production of 1 ton steel you need 25.000 liter water Production of 1 ton plastic materials you need 500.000 liter water Production of 1 ton paper (for writing) you need 1.000.000 liter water. "Energy balance" means the relationship between the existing energy and the input energy in calories: For 1 calorie beef you need input of 30 calories (1:30). Greenhouse vegetable have a factor 500100:1 Potatoes have a factor 1:2

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 One faxletter versus a letter via post have a factor 210 depending of the usage of a fax (factor 10 if you sent 50 faxes per day) An email has a factor 1: 1000 A yogurt from a supermarket makes a travel (Germany) of 3.500 km and you have to add 4.500 km which comes from basic material from subcontractors (corn flower, wheat flower.). The African Energy Research Institute conducted a study that showed that Kenyan hornes could save 10 per cent of their energy use by shutting down machinery that was not in use. Key Facts An estimated 72 per cent of world commercial energy use is in the developed world, compared to 28 per cent in the developing world. People rely more on biomass for energy than on all hydro electric dams and nuclear fuel plants in the world combined. In Africa, per capita energy consumption is only 20 per cent of the world average, according to the World Resources Institute In Europe, energy consumption is 2.3 times the global average. In the United States, it is 5.4 times the global average. The demand for energy in developing countries has been rising at an annual rate of 4.7 per cent over the last 20 years. Over the next 30 years, the world delliand for energy will grow by 50 to 60 per cent. Most of the increase will collie from developing countries as they seek to industrialize, raise standards of living, cope with urbanization and attend to the needs of expanding populations. The developing world's share of carbon dioxide emissions could increase from 26 per cent in 1985 to 44 per cent by 2025. According to the World Resources Institute, as much as 25 per cent of the energy used in the developing world could be saved with investments that would pay for themselves in two years. Instruction for the training sequence: Media OH Transparency Type and principles of conventional energy production Method Question Techniques: What do you know about.? What Type of energy you know? Where comes the electricity from? Show video Student teacher discussion OH Transparency: Renewable Energy OH Transparency: Facts about Sample from household or workshop, task: identify power consumption presentation Group work Approximately time requirement (min) 10

Video clip no. 3

2530 10 10 10 20

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Each group present their result Black board if necessary Quality check: question bank Summarize discussion by instructor Test Total time

10 each (30) 15 30 145 = 3 hrs

RoofTop PV Grid Connected Demonstration Project WORKSHEET FOR EXERCISE 3, (GROUP TASK): Purpose: The participants know at least 5 major energy consumers. List 5 major energy consumers: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. WORKSHEET FOR EXERCISE 4: Purpose: To familiarize the participants with the limited energy resources in our world. Select two electrical devices or others and check their energy consumption. Calculate the costs and think about how to improve the situation (reduce energy) if you were the producer. E.g. a washing M/c consume also water check the consumption in the operation manual. Present the result to the audience.

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Notes: Principles of Energy Production:

6. Water
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Key note: Fresh water, rain, ground water, waste water, industrial water, coastal water, purification of water, health. The human being can survive weeks without eating anything but only 46 days without drinking anything. Our organism is 3/4th made out of water. The daily requirement of water for a human body is 2,5 3,5 liters. Vegetables and fruits contain 90% water. However, 97% of the water in the world (1.4 billion cubic meters) is not drinkable because it is maritime water (saltwater). The remaining 3% freshwater is mostly bond in form of ice (poles and glaciers). The remaining water for consumption and agriculture is only 0,3 %! The fresh water is continuously used and in circulation. The water quality decreases when circulating. Water has to be purified before consumption is possible. Problems are nitrates and phosphates (from fertilizers). The body converts nitrate in nitrite which is particularly dangerous for babies (nitrites are considered as resistors when transportation of oxygen in the blood takes place). Without oxygen in the blood we will die slowly. 6.1 Fresh Water The challenge Sheer population numbers present the region with the major challenge of ensuring adequate, quality water supplies for domestic and agricultural use, without compromising ground water resources. The facts

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 E.g. in Germany 1950 the consumption of water/head was 85 liter. Today the average consumption is 145 liter. Besides this 26 billion water are necessary for power stations as cooling water. Water supply is a serious problem in the region. Already at least one in three Asians has no access to safe drinking water. Massive withdrawals from rivers, lakes and underground reservoirs in several countries have led to an imbalance between water supply and demand. There is critical competition and conflict between sectors between irrigation for agriculture and other endusers. In the Mekong River catchment demand is expected to exceed water supply by 2020. In many places water tables in underground aquifers have sunk, leading to land subsidence and saltwater intrusion. Arsenic contamination has become a serious problem in Bangladesh and Burma. Asia's rivers typically contain four times more suspended solids and three times more bacteria from human waste (faecal coliform) than the world average, surpassing levels recommended by the OECD by 10 to 20 times. Pollution in the form of organic matter, pathogenic agents, and hazardous and toxic waste are also responsible for serious environmental and health problems. Removal of riparian vegetation, sedimentation, siltation and unsound dam construction bring economic as well as environmental costs, through lost production and the need for control and remedial measures. 6.2 Marine and Coastal Environment The challenge To maintain the richness of marine resources in a region, which has a longer coastline than any other region and intense pressures from urban population growth along the coast, fisheries development, and habitat loss. Most of the pollution is coming from industrial waste like NOx, Dioxin, Mercury, and Cadmium and Lead. The facts Sixty per cent of the people living in Asia and the Pacific are coastal dwellers yet the resources they depend on are deteriorating at an alarming rate. Eighty per cent of the region's coral reefs are at risk from coastal development, pollution, overexploitation and cyanide and dynamite fishing. Only a third of the original mangrove forests remain, claimed for settlements industrial areas or tourist resorts, chopped for wood chips or firewood, or converted into shrimp farms. The flowon effects of increased sedimentation and nutrients, as well as destructive fishing practices, are also being feit in seagrass communities the leastknown of the region's three major coastal habitat types of which 20 to 50 per cent is thought to be degraded. Several of the region's most important fishing areas and almost two thirds of the major fish species are now either fully or overexploited. Landbased activities contribute significantly to pollution through effluent discharges from rivers, agricultural and urban runoff, and drainage from inappropriately planned and engineered coastal developments. Algal blooms (such as red tides) have become increasingly common in the last 20 years, causing economic losses and human morbidity. Stratospheric ozone depletion and climate change may also take their toll on oceans and seas. Massive bleaching of corals was reported throughout the tropics in the spring of 1998,

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including reefs in the Indian Ocean, linked to an increase in sea surface temperature of 1 Celsius.

The Circulation of Water Instruction for the training sequence: Media 3 Glasses of water (different pollution grade) Method Present and ask if they (trainees) can see something. What is the difference..? Color? Sediments? Smell? Taste? (careful!) Exercise sheet and discussion Presentation Video No. 1 Total time Reference literature: Taking Action; Environment Guide for You & Your Community, 1995, UNEP Approximately time requirement (min) 10

Exercise: Importance of water, Classification of water Information Freshwater Coastal water OHtransparency Show video

10 5 2530 50 = 1,0 hrs

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 UNEP IN THE REGIONS Faktor Vier, von Weizsaecker, Lovins, 1997 Knaur Verlag

7. Earth
Compiled by: OFR 14.08.01 Checked by: OFR 04.09.01 Released: Configuration: OFR 05.09.01 A 05.09.01

Key note: Biosphere, population growth, food supply, consumption The area of some thousand meters above the earth and some meters earth and water beneath our feet this is called the biosphere. In the height of 20 kilometers we would freeze before we would recognize that we cannot breath any more. And in the depth of 100 kilometers the temperature of our globe is approx. 3000 C. It is only a very small layer which gave us live and which can be used by human being. Our earth contains mineral resources, filters the rainwater, store ground water, produces the humus layer and offers lebensraum (biosphere)to plants, animals as well as human beings The challenge In this populous region, the major challenge is to ensure sustainable development for all in a healthy environment. The facts. In Asia and the Pacific some 60 per cent of the world population depends on 30 per cent of its land area; Approximately 214 million hectares of cropland, 37 per cent of today's cultivated area, has been damaged by agricultural mismanagement during the last half century. About 13 per cent have suffered irreversible degradation an area equivalent to the size of India and Iran together. This equates to a loss of potential grain production capable of feeding 650 million people. Dramatic examples of this process of degradation can be seen in the encroachment of desert in Western China, India and Pakistan, and dust problems in the two Koreas and Japan; Asia has 13 per cent of the world's forestland, which is shrinking at 3.6 million hectares (1.2 per cent) per year. Among the tropical regions of the world, Asia and the Pacific has the fastest rate of deforestation, the most rapid rate of commercial logging and the highest volume of fuel wood removals; Increasing habitat fragmentation has depleted the wide variety of forest types that used to be the main source of food, medicine and income for indigenous peoples; Degradation has also made forests more vulnerable to uncontrolled fires, such as those in Indonesia, which caused months of choking haze throughout the South East Asian region in 1997 and 1998; The Asian and Pacific region boasts a rich biodiversity with over 40 per cent of the world's species of fauna and flora. But more than 10,000 higher plant species and over 3,000 vertebrate animal species in the region are threatened; Protected area systems in the region are limited in extent and constitute on I y 5 per cent of the total area, with many important habitats either not represented or underrepresented. Instruction for the training sequence: Media Method

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Approximately time requirement (min) OH Transparency: Information Question Techniques: What do you know about.? Student teacher discussion OH Transparency: Facts about Black board if necessary presentation Summarize discussion by instructor Total time Reference literature: Taking Action; Environment Guide for You & Your Community, 1995, UNEP UNEP IN THE REGIONS Faktor Vier, von Weizsaecker, Lovins, 1997 Knaur Verlag Status Report Cleaner Production in Asia Pacific 1998, UNEP Ecodesign Manual, UNEP Life Cycle Assessment, What is it and How to do it, UNEP Technical Report Series No. 10: Hazardous Waste Policies and Strategies, UNEP 10 10 10 15 45 = 1,0 hrs

8. Waste
Compiled by: OFR 14.08.01 Checked by: OFR 04.09.01 Released: Configuration: OFR 05.09.01 B 13.09.01

Key note: Types of waste, household waste, hazardous waste. Handling, storage, transport and disposal of waste. The challenge The major challenge for the region is to manage accelerating urban growth and ensure healthy living environments in the megacities of the region. The facts The region's urban population of 1.4 billion is expected to swell to 2.2 billion by 2020, adding pressures to resources such as land, forests and water. With housing, transport and infrastructure such as water supply and sanitation, already overstretched in many of the region's cities, the quality of life is likely to decline for many residents. Rising incomes and consumerism have also brought about a dramatic increase in sol id waste in the region, particularly the use of more noncompostable materials like plastic and paper. Much domestic waste goes untreated, contaminating groundwater and contributing to various health risks. The disposal of increasing amounts of hazardous waste from manufacturing, healthcare facilities, nuclear power and fuelprocessing plants is also a problem. This is compounded by imports of hazardous waste from developed countries,

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estimated at 3.5 million tons between 1994 and 1997. Increasing numbers of vehicles are major contributors to deteriorating air quality as well as growing traffic congestion. Of the 15 cities in the world with the highest levels of totally suspended particulates (TSP) in the air, 12 are located in the region. Asia also has six of the 15 cities with the highest levels of sulphur dioxide, three to four times above levels recommended by the World Health Organization. 8.1 Household waste Waste disposal is ending either in our earth or we burn it. Toxic materials penetrate the deeper earth layers and might become dangerous for the groundwater. As everybody knows households produce a certain amount of waste every day. Just look at the typical waste, which is generated: food waste, newspapers, yard waste, plastic bags, steel scrap (construction). The waste we dispose of improperly handled can add to the waste of our surroundings, whether city, beach or forest. Moreover, garbage is piling up around the planet. RECOMMENDED SUBSTITUTES FOR COMMON HOUSEHOLD PRODUCTS House plant insecticides Chlorine bleach Toiletbowl cleaner Air freshener Disinfectants Window cleaner Mothballs Cockroach spray Scouring powder Drain cleaner Metal polisher Face cleanser Face bleach Soapy water on leaves and ladybugs, hand picking Diluted solution 1/2 cup bleach diluted with water Set lemon juice out in an open dish; light incense sticks Soap and water Two tablespoons of lemon juice in one liter of water; rub moist newspapers on glass Spread newspapers around closets Chopped bay leaves and cucumber skins Salt and baking soda can both clean and disinfect Pour boiling water or hot water plus 1/4 cup baking soda down drain Lemon and mild detergent Mix equal quantities of lemon juice, honey and milk and apply on one's face Juice of radish

Lemon (or lime) juice and its skin are very effective and useful as cleaners, preservatives, and flavor enhancer. Use of lemon should be encouraged and enhanced. 8.2 Hazardous waste Toxic waste: chemicals, pesticides, batteries, and insecticides in Hazardous substances in household products: Household products Cleaners Detergents Disinfectants Paints Chemical substances Aromatic hydrocarbons, acids, alcohol Linear alkyl sulphonate, phosphates Formaldehyde, phenol, turpentine Esters, glycol, arsenic

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Aerosols Medicines Pesticides Cosmetics Stationery Food additives Improper utensils and food containers

Chlorofluorocarbons (CFCs), aliphatic hydrocarbons, aromatic hydrocarbons Various chemicals Lead, cyanide, arsenic, chlorinated hydrocarbons Formaldehyde, boric acid, acetone, glycol Lead, formaldehyde, glycol Aspartame, tannin, sulfite, nitrites, quinine, caffeine, saccharin, monosodium glutamate Lead, mercury, arsenic

Instruction for the training sequence: Media Method Approximately time requirement (min) 10

OH Transparency

Question Techniques: What do you know about.? What Type of waste you know? Show video lecture Group work: Task: Elaborate how the waste is treated in your home or in our workshops a) handling (container) b) stored c) disposed

Video clip no. 5 Introduction to field trip Field trip make pictures foto or video

30 10 30

Flip Chart or black board Video no. 6 OH Transparency: Types of Waste Sample from household or workshop, task: identify type of waste at home

Present of results by students Shoe video Discussion presentation Home work Each group present their result

10 (30) 2530 10

10 each (30) 15 30 Total time 185 = 4 hrs

Black board if necessary Quality check: question bank

Summarize discussion by instructor Test

Reference literature: Taking Action; Environment Guide for You & Your Community International Environmental Law Aiming at Sustainable Development Status Report Cleaner Production in Asia Pacific 1998, UNEP Life Cycle Assessment, What is it and How to do it, UNEP Environmental Good Practice in Hotels,

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 Technical Report Series No. 10: Hazardous Waste Policies and Strategies, A Trail Environmental Management System Training Resource Kit UNEP IN THE REGIONS Pesticides, Human Health and the Environment, Technical Manual I, UNEP 1992 Household Chemicals, their Safe Handling and Use, Technical Manual II, UNEP 1992

9. Reduce, Reuse, Recycle ("RRR")

Compiled by: OFR 14.08.01 Checked by: OFR 04.09.01 05.09.01 Released: Configuration: A 05.09.01

If we want to change our garbage habits we must change the way we think about garbage. Look at it this way, what may be garbage to you may be a valuable resource (material) to someone else. So what does "Reduce, Reuse, Recycle" really mean? And why do they come in that order? Step one: Reduce Reduce means to "use less" of something. This is the first step to making waste management decisions become reducing waste at the source means less resources used and generally has immediate cost savings. Step two: Reuse Reuse means to use something again in its same form. If an item can be reduced for the same or a different purpose you keep it out of the waste stream and can find cost savings be reducing the need for purchasing another item. Step three: Recycle Recycle means to actually break an item down and make it into something new. This is the last step because even though recycling means resource savings in processing, recycling still requires energy, water and often the addition of virgin raw materials and other resources. You can easily reduce the amount of waste generated in your area or unit by designing a waste management program following the three R's. Just follow the simple leading questions (steps): 1. What are all of the materials used in your area (at home, at the training center, in the canteen, at work etc.? 2. What is the flow of the material (Where it comes from? For what do you use it? How you dispose it? Etc.) 3. How much of the material is used per day/week/month? Let's take a look at one material which is used in hotel as an example: Paper is one of the largest and most expensive source of waste for a hotel. Paper is used in almost every area and for a wide variety of purposes: photocopying and printing in the business center and administrative areas, guest rooms, room service, restaurants, accounting, front office and on and on. And yet is made from trees through a process which utilises a large amount of water, energy and chemicals. The trees themselves are cut down leaving vast tracts of clear cut areas, causing soil erosion, loss of habitat, climate change and a host of other environmental problems. So the environmental benefits of reducing paper consumption are

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enormous. And consider this, one of Thailand booming cottage industries is handmade paper. Handmade paper is generally made of 100% recycled materials including recycled paper waste, cotton and other fibres. The process uses little energy and few chemical additives. It provides employment to many particularly women. Examine the use of paper in your area. How is the paper being used? Can you reduce or eliminate certain use of paper? Can you use a computer for certain tasks rather than paper? Take a report for example: rather than making copies of the report for everyone, circulate a copy by putting the names of the concerned people at the top who check their name off as they pass it on to the next person. Then see if there are ways that you can reuse paper. In order to do this you mast segregate the paper waste from the rest of the garbage. When you toss a scrap of paper in the wastepaper basket, think about this: 4050% of what we throw away happens to be paper and it takes 17 trees to make a tonne of paper. Consider using reject printouts from the copier and the fax machine. You could even write non business letters on scraps of paper. You could also take your own shopping bag to the market. There, you've already saved a few trees from ending up in the wastepaper basket. Finally paper waste, which was previously discarded with other garbage, can be collected and given or sold to local handmade paper manufacturing outfit. Reduce: Can the item be eliminated? Is it essential? Can it be reduced in size or quantity of use? Reuse: If it cannot be eliminated, cannot it be reduced? Can it be displaced or made out of a material which can be reused? Recycle: Finally, once you reduced or reused the item, can it be recycled after use rater than just thrown away? Other ideas: Reduce of energy, reduce of plastic, proper handling of waste, oil grease etc. Instruction for the training sequence: Media OH Transparency: Concept of RRR Method Presentation and discussion Discussion Total Reference literature: Status Report Cleaner Production in Asia Pacific 1998, UNEP Environmental Good Practice in Hotels, Technical Report Series No. 10: Hazardous Waste Policies and Strategies, A Trail Environmental Management System Training Resource Kit UNEP IN THE REGIONS Pesticides, Human Health and the Environment, Technical Manual I, UNEP 1992 Approximately time requirement (min) 30 15 45 = 1 hrs.

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 Household Chemicals, their Safe Handling and Use, Technical Manual II, UNEP 1992 Ecotaj, Brochure from Taj Group of India (Hotels) Project idea/Improvement Area/ Project Title (brainstorm ideas and/or fieldtrip): No.: 1 Step Present Condition and/or Observations and/or The Problem Activity Describe your observations or the condition in your words. A Problem is always a negative impression or something which is missing. Start in your own work area! Always question from "RRR" Collect information and cluster. (Attach separate page, if necessary) Create a "Mind Map"! When you do this properly, you will experience that your team will find already the right solution to solve the problem. This is important that you and the instructors/directors knows what will happen if we will not do this project. 3 Set Target If you do not know where you are going, any way will bring you any where! Calculate the project time, manpower other resources needed.

Problem Analysis and/or Mind Map

It will take the following people equipment, time, money 5 Nos. 5.1 5.2 Action Plan for Improvement. Plan the necessary activities in order to achieve the target: Activity

Who?

Planned Date:

Actual Date:

6 7

Target/Result achieved: The result is the final status you got through the project. Please describe this status. Evaluated: After a certain period (36 month) you check again the result and report it to the Director Checked by: OFR Released: Configuration: OFR C

Sign. (The Team) Sign. (Instructor)

Date: Date:

Date: Date:

Compiled by: OFR

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14.08.01

04.09.01

05.09.01

03.03.02

MindMap Instruction for the training sequence: Media Method Approximately time requirement (min) 10 30 15 10 10 (30) 10 135 Total 240 = 5 hrs.

Examples, pictures, OH Transparencies Guidelines for brainstorming on a flip chart Mind map OH Transparency With 7 project steps (Home work) Flip Chart of project work Flip Charts

Show pictures, photos from training center or field trip Brainstorming, fieldtrip, collect suitable ideas, screen the ideas together with the trainees Analyse a problem Presentation techniques Guide the project work, each step must be discussed Presentation techniques Final presentation of the project

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