Greening Our Schools (was: Important - contribute)
Manu Sharma
I implore all of you to submit atleast one idea to any of the above
parameter.
Hi Karan,
Okay, I'll submit three ideas for each of five parameters (out of six listed by you) that define what schools can do to reduce their emissions. Some of these are also useful for individual households. Hope you find them useful...
1. Formal and Practical Education about issue
Such as Al Gore's An Inconvenient Truth, on climate change and energy related topics at least once a month. Some of the others could be The 11th Hour made by Leonardo Di Caprio, BBC's Global Dimming, IF the Oil Runs Out, also by BBC, Who Killed the Electric Car and so on.
b) Adding Books on Climate Change to the Library
It's important that the kids have books to refer to apart from what they learn from their teachers and elsewhere. Also to take home to show their parents and other friends. These should be stocked in the library in sufficient numbers.
TERI has recently come out with some excellent books on the topic: Know Climate Change, 101 Q&A on Climate Change, Reduce Reuse Recycle, Mission: CONSERVATION, SOS: In Extreme Danger. These are extremely well written and very well illustrated books that kids would love to get their hands on. They are for 11-15 age group. You'll find all of these and some more books (for the younger lot) on TERI's online bookstore.
c) Appoint Climate Geniuses in each class
Students should be able to go to their peers to get answers to their questions they may hesitate to ask teachers. Those who are most well-informed and most vocal proponents of the topic can be appointed Climate Geniuses or Climate Champions by the Science teacher. These geniuses may also lead other green initiatives in the school and maintain all the records.
2. Waste management
I've attached an excellent step-by-step guide on how to start a recycling program in schools. It's very well written.
b) Install a biogas plant
Fed by waste from the school canteen, sewerage and organic material such as grass clippings and tree leaves, the biogas plant can offset probably all of LPG demand in the canteen. This can save the school a good deal in the long run. There are several NGOs that can do it for you. Bio-gas plants are not very expensive. Finance is readily available and there's also government subsidy. They require little or no maintanence as long as used properly.
(BTW, one can also do this in one's home - for kitchen waste - using simple Sintex style water storage tanks. I have a CD with video instructions if anyone is interested. Every cylinder of LPG saved prevents 45 kG CO2 from entering the atmosphere.)
c) Compost
If the school doesn't have a canteen to utilise biogas but does have a lot of plantation, an alternative to manage biodegradable waste is composting. There are many different ways to compost. Several websites have detailed tutorials.
3. Green cover management
Almost every public and government school in Delhi already has an eco-group but what usually happens is that only 2-3 students are selected from each class to be involved in such activities. Everyone should be involved in environmental projects. Groups of 3-4 students can be assigned "ownership" of a group of plants / trees in the school that they must manage - watering them and attending to their needs everyday. This will teach them about gardening, inclulcate respect for trees and if the experiment runs successfully for an year or so, the school may not even need a gardner anymore. Prizes can be given annually for the most well-maintained plants and trees.
b) Create Green Roofs
This is my favorite. Rooftop gardening can be carried out in containers (pots) or simply using a thin layer (no more than 2") of soil to create a lawn. Water consumption can be reduced using smart watering strategies such as self-watering conatiners* or drip irrigation. Benefits include beautiful roofs, reduced cooling costs, improved air quality, CO2 sequestration and oxygen generation.
Every 1 m2 of grass roof can remove 200g of airbourne particulates from the air every year. And every 1.5 m2 of uncut grass, produces enough oxygen per year to supply 1 human's demand. If the school uses air conditioning, their energy consumption will be significantly reduced since a green roof can lower local temperatures by as much as 11 degrees C.
The green initiative in the school should aim at covering all vacant spaces within the boundary, that get sunlight, with plants and trees. Unless of course, if it's the playground or if the space is used for another purpose. There should not be any excuse for not greening a vacant and unused spot. If the ground is paved, plants can be grown in containers.
4. Energy resource management
Energy audit is examination of a building's energy consumption. Things like how much of it is consumed, which appliances are contributing to what degree, identifying where consumption can be reduced and implementing the recommendations. It can be as simple (see attached PDF on how-to conduct an audit, for elementary students) or as detailed (videos of a high-school level audit program) as students and teachers want it to be. Advanced energy audit programs may involve training of students by certified energy auditors.
b) Consider renewable energy
Renewable energy solutions such as solar and wind power can be clean energy solutions but they are currently much more expensive than traditional electricity from the grid. However, in certain cases, depending upon resource availability at a particular location, they make great sense.
For example, schools near rivers and streams can utilise small hydro power to offset part of their energy demand. Those in hilly or coastal areas might be on an excellent location to install a small wind turbine. Solar water heating and solar cookers can be used at most places in India and are perfect for the mid-day-meal scheme running in several hundred thousand schools in India.
Infact, some of the largest solar cooking projects have been installed in India. See here and here. Again, expert help might be needed to implement this program.
c) Let sudents build energy generation devices
Solar panels and small wind turbines are fairly simple products for students to build themselves. Creating a solar panel simply involves soldering solar cells in a formation and only requires soldering skills which can be quickly acquired. A small wind power company* also sells specially designed educational kits for schools to demonstrate energy generation from wind. Similarly a toy hydro turbine is not too hard to build and a simple parabolic solar cooker can be put together in less than an hour.
* (Disclaimer: I work for this company.)
5. Sustainability of resources
Unlike underground water tanks which store harvested rainwater in a large, expensive underground tank - a recharge pit on other hand recharges groundwater aquafiers and raises ground water level. A 20 to 30 feet deep and 3-4 feet wide pit is dug up and lined with a brick wall (with the bottom kept unlined). Locally collected rainwater is driven into the pit and is absorbed by the sandy or partly sandy soil at the bottom recharging the aquafiers below. After a few years of recharge, the water table rises at that particular spot and the pit works as a defacto well. An inexpensive recharge pit is a great solution for independent houses. Several of them can be dug up for Schools to harvest rainwater.
b) Install Waterless urinals
As the name suggests, these are urinals (for males) that do not require any water for flushing. Instead of a normal drain, they have a cartridge with a gel membrane that allows water to pass through but doesn't allow odour to escape. Studies have found waterless urinals to be five times cleaner than traditional ones since they do not use water which permits bacteria growth. These urinals do not require any special maintanence but cleaning staff should be trained (so they don't pour buckets down these which reduces their lifespan).
Since there's 100% saving involved, waterless urinal is a little-known solution to conserve water. At some places, the savings amount to as much as 25,000 litres per month for every urinal installed. If 12 waterless urinals are installed at such a location, it translates to 3.6 million litres or 3600 kilolitre of water saved annually!
A note of caution though - large-scale conversion of traditional urinals with waterless ones would create enormous amount of un-recyclable ceramic waste. Waste disposal should therefore be given serious thought before implementing a large conversion. A sustainable solution is not really sustainable if it leads to an unsustainable problem.
That said, this is a perfect solution for new installations. In India, BVG-Falcon sells waterless urinals under Aquafree brand.
c) Lobby Against Unsustainability
This point might not make it to the report but it's essential to point out that by definition*, sustainability is about the children's future and therefore they have every right to protest if see it threatened.
*(The most popular definition of sustainable development comes from Brundtland Commission: "It is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.")
Note that most of these ideas are not universally applicable to all schools. Although many can be applied to different kinds of schools, they are most suitable for large privately run schools in cities and elsewhere as they consume relatively much greater amount of energy and other natural resources. Government schools, on the other hand, can be as sparse as one room or none at all in parts of rural India.
Thanks,
Manu
On Wed, Jun 25, 2008 at 8:31 PM, <karan...@gmail.com> wrote:
Dear all,
As part of my action goal being an International CC Champion, I have
to prepare a report for schools on what they could do to reduce CO2
emissions by them. The report is interactive in a way that it will
involve cohesive efforts by school management, faculty and students. I
also intent to include some feedback mechanisms to review any success
story that could be awarded. This project will be under the British
Council which is supporting this programme of Climate Champions. The
report has to be prepared soon within strict deadlines and should be
holistic in a manner that any type of school - private, government,
urban, rural etc - could find it resourceful in taking forward an
action.
I recently proposed an overview of it which is sanctioned and the
report will now be distributed into specific inter-twined parameters
of action:
1. Formal and Practical Education about issue
2. Waste management
3. Green cover management
4. Energy resource management
5. Sustainability of resources
6. Voluntary actions by students
I implore all of you to submit atleast one idea to any of the above
parameter. Consider getting some suggestions from all of you, this
report can be a huge success and embody a ubiquitous want.
However, be quick in action.
Thanking you
Best regards,
Karan Sehgal
Hitesh Karandikar
Dear Mr. Karan,
I would like to give some inputs :
I know this, since I was also in erstwhile GEB and had contributed in some of these programmes.
Mr. Pandya : Dear Rajubhai, Can you contribute some thing?
regards Hitesh Karandikar
On Thu, 26/6/08, Manu Sharma <orang...@gmail.com> wrote:
|
From: Manu Sharma <orang...@gmail.com> |
|
|
|
|
|
Manisha Dolia
I remember during our school days, we had one morning a fortnight dedicated to planting tree, learning vermi-composting, bee keeping and nurturing a garden wherein we learnt practically how to care for and nurture nature. This also inculcated in us a deep love and respect for our natural surroundings and plants and animals. The way schooling is going today, we are more into theoretical knowledge than helping children to learn through practical experience. I would suggest that how much ever possible, if schools can (in collaboration with local NGOs) arrange for trips/learning sessions such as planting trees and other green activities this will leave a greater impact in children's minds about the need for conserving our environment and how they can actually contribute.
Other suggestions would be:
- Ask children to not take plastics when they shop and get their parents to do the same. Sometimes it's much easier for adults to accept certain things when they come from children.
- Conserve water while they bathe, brush, etc.
- Recycle and reuse as much as possible
- Use locally produced goods/foods as much as possible to avoid a smaller carbon footprint
- Put off lights/electrical equipments whenever not in use.
Manisha
From: Manu Sharma <orang...@gmail.com>
To: karan...@gmail.com
Cc: Indian Youth Climate Network <indian-youth-c...@googlegroups.com>; green...@googlegroups.com
Sent: Thursday, June 26, 2008 6:01:59
Subject: [Green-India] Greening Our Schools (was: Important - contribute)
On Wed, Jun 25, 2008 at 8:31 PM, <karan...@gmail.com> wrote:
I implore all of you to submit atleast one idea to any of the above
parameter.
Hi Karan,
Okay, I'll submit three ideas for each of five parameters (out of six listed by you) that define what schools can do to reduce their emissions. Some of these are also useful for individual households. Hope you find them useful...
1. Formal and Practical Education about issue
Such as Al Gore's An Inconvenient Truth, on climate change and energy related topics at least once a month. Some of the others could be The 11th Hour made by Leonardo Di Caprio, BBC's Global Dimming, IF the Oil Runs Out, also by BBC, Who Killed the Electric Car and so on.
b) Adding Books on Climate Change to the Library
It's important that the kids have books to refer to apart from what they learn from their teachers and elsewhere. Also to take home to show their parents and other friends. These should be stocked in the library in sufficient numbers.
TERI has recently come out with some excellent books on the topic: Know Climate Change, 101 Q&A on Climate Change, Reduce Reuse Recycle, Mission: CONSERVATION, SOS: In Extreme Danger. These are extremely well written and very well illustrated books that kids would love to get their hands on. They are for 11-15 age group. You'll find all of these and some more books (for the younger lot) on TERI's online bookstore.
c) Appoint Climate Geniuses in each class
Students should be able to go to their peers to get answers to their questions they may hesitate to ask teachers. Those who are most well-informed and most vocal proponents of the topic can be appointed Climate Geniuses or Climate Champions by the Science teacher. These geniuses may also lead other green initiatives in the school and maintain all the records.
2. Waste management
I've attached an excellent step-by-step guide on how to start a recycling program in schools. It's very well written.
b) Install a biogas plant
Fed by waste from the school canteen, sewerage and organic material such as grass clippings and tree leaves, the biogas plant can offset probably all of LPG demand in the canteen. This can save the school a good deal in the long run. There are several NGOs that can do it for you. Bio-gas plants are not very expensive. Finance is readily available and there's also government subsidy. They require little or no maintanence as long as used properly.
Manu Sharma
Thanks. These are excellent suggestions. I'm copying them to Karan and IYCN group.
Thanks,
Manu
Rahul Talwad
Dear Hitesh Karandikar,
Can yu tell me if anybody is manufacturing Single axis tracking mechanism ( Clock type or gas based tublar )
or would any one capable of designing one for overseas market. If yes do let me know we can discuss the details later.
Rahul singh Talwad- 093362 32069 Kanpur.
On Thu, 26 Jun 2008 Hitesh Karandikar wrote :
>Dear Mr. Karan,
>Â
>I would like to give some inputs :Â
>
>GEDA has done some programmes for students, some of them I know are : "Bal Sena Kare Vij Raksha" and "Bal Urja Rakshak Dal" popularly known as BURD programme, in which all utilities of Gujarat, with the help of Guj. Govt.. had done some classic programmes, pl. contact Mr. R. Pandya, 09909922451, of GEDA, I will also tell him to contact you.
>Â
>I know this, since I was also in erstwhile GEB and had contributed in some of these programmes.
>Â
>Mr. Pandya : Dear Rajubhai, Can you contribute some thing?
>Â
>regards
>Hitesh Karandikar
>Â
>Â
>On Thu, 26/6/08, Manu Sharma <orang...@gmail.com> wrote:
>
>Â
>Â
> From: Manu Sharma <orang...@gmail.com>
>Subject: [Green-India] Greening Our Schools (was: Important - contribute)
>To: karan...@gmail.com
>Cc: "Indian Youth Climate Network" <indian-youth-c...@googlegroups.com>, green...@googlegroups.com
>Date: Thursday, 26 June, 2008, 6:01 AM
>
>
>On Wed, Jun 25, 2008 at 8:31 PM, <karan...@gmail.com> wrote:
>
>
>
>I implore all of you to submit atleast one idea to any of the above
>parameter.
>
>
>Hi Karan,
>
>Okay, I'll submit three ideas for each of five parameters (out of six listed by you) that define what schools can do to reduce their emissions. Some of these are also useful for individual households. Hope you find them useful...
>
>
>1. Formal and Practical Education about issue
>
>
>a) Screening of Documentaries
>
>Such as Al Gore's An Inconvenient Truth, on climate change and energy related topics at least once a month. Some of the others could be The 11th Hour made by Leonardo Di Caprio, BBC's Global Dimming, IF the Oil Runs Out, also by BBC, Who Killed the Electric Car and so on.
>
>b) Adding Books on Climate Change to the Library
>
>It's important that the kids have books to refer to apart from what they learn from their teachers and elsewhere. Also to take home to show their parents and other friends. These should be stocked in the library in sufficient numbers.
>
>TERI has recently come out with some excellent books on the topic: Know Climate Change, 101 Q&A on Climate Change, Reduce Reuse Recycle, Mission: CONSERVATION, SOS: In Extreme Danger. These are extremely well written and very well illustrated books that kids would love to get their hands on. They are for 11-15 age group. You'll find all of these and some more books (for the younger lot) on TERI's online bookstore.Â
>
>c) Appoint Climate Geniuses in each class
>
>Students should be able to go to their peers to get answers to their questions they may hesitate to ask teachers. Those who are most well-informed and most vocal proponents of the topic can be appointed Climate Geniuses or Climate Champions by the Science teacher. These geniuses may also lead other green initiatives in the school and maintain all the records.
>
>2. Waste management
>
>
>a) Start a Recycling Program
>
>I've attached an excellent step-by-step guide on how to start a recycling program in schools. It's very well written.
>
>
>b) Install a biogas plant
>
>Fed by waste from the school canteen, sewerage and organic material such as grass clippings and tree leaves, the biogas plant can offset probably all of LPG demand in the canteen. This can save the school a good deal in the long run. There are several NGOs that can do it for you. Bio-gas plants are not very expensive. Finance is readily available and there's also government subsidy. They require little or no maintanence as long as used properly.
>
>(BTW, one can also do this in one's home - for kitchen waste - using simple Sintex style water storage tanks. I have a CD with video instructions if anyone is interested. Every cylinder of LPG saved prevents 45 kG CO2 from entering the atmosphere.)
>
>c) Compost
>
>If the school doesn't have a canteen to utilise biogas but does have a lot of plantation, an alternative to manage biodegradable waste is composting. There are many different ways to compost. Several websites have detailed tutorials.Â
>
>3. Green cover management
>
>
>a) Assign ownership to groups of students
>
>Almost every public and government school in Delhi already has an eco-group but what usually happens is that only 2-3 students are selected from each class to be involved in such activities. Everyone should be involved in environmental projects. Groups of 3-4 students can be assigned "ownership" of a group of plants / trees in the school that they must manage - watering them and attending to their needs everyday. This will teach them about gardening, inclulcate respect for trees and if the experiment runs successfully for an year or so, the school may not even need a gardner anymore. Prizes can be given annually for the most well-maintained plants and trees.
>
>b) Create Green Roofs
>
>This is my favorite. Rooftop gardening can be carried out in containers (pots) or simply using a thin layer (no more than 2") of soil to create a lawn.. Water consumption can be reduced using smart watering strategies such as self-watering conatiners* or drip irrigation. Benefits include beautiful roofs, reduced cooling costs, improved air quality, CO2 sequestration and oxygen generation.
>
>Every 1 m2 of grass roof can remove 200g of airbourne particulates from the air every year. And every 1.5 m2 of uncut grass, produces enough oxygen per year to supply 1 human's demand. If the school uses air conditioning, their energy consumption will be significantly reduced since a green roof can lower local temperatures by as much as 11 degrees C. Â
>
>
>* (Self-watering container or SWC is design of a particular type of plant container that require watering less frequently. More info on SWC can be found here. I've actually come up with design of a SWC system that never requires any human intervention in watering once it's set up. Therefore taking the everyday hassle out of growing plants.)
>
>
>c) Utilise All Available Space
>
>The green initiative in the school should aim at covering all vacant spaces within the boundary, that get sunlight, with plants and trees. Unless of course, if it's the playground or if the space is used for another purpose. There should not be any excuse for not greening a vacant and unused spot. If the ground is paved, plants can be grown in containers.Â
>
>4. Energy resource management
>
>
>a) Conduct an Energy Audit
>
>Energy audit is examination of a building's energy consumption. Things like how much of it is consumed, which appliances are contributing to what degree, identifying where consumption can be reduced and implementing the recommendations. It can be as simple (see attached PDF on how-to conduct an audit, for elementary students) or as detailed (videos of a high-school level audit program) as students and teachers want it to be. Advanced energy audit programs may involve training of students by certified energy auditors.Â
>
>b) Consider renewable energy
>
>Renewable energy solutions such as solar and wind power can be clean energy solutions but they are currently much more expensive than traditional electricity from the grid. However, in certain cases, depending upon resource availability at a particular location, they make great sense.
>
>For example, schools near rivers and streams can utilise small hydro power to offset part of their energy demand. Those in hilly or coastal areas might be on an excellent location to install a small wind turbine. Solar water heating and solar cookers can be used at most places in India and are perfect for the mid-day-meal scheme running in several hundred thousand schools in India.
>
>Infact, some of the largest solar cooking projects have been installed in India. See here and here. Again, expert help might be needed to implement this program.
>
>c) Let sudents build energy generation devices
>
>Solar panels and small wind turbines are fairly simple products for students to build themselves. Creating a solar panel simply involves soldering solar cells in a formation and only requires soldering skills which can be quickly acquired. A small wind power company* also sells specially designed educational kits for schools to demonstrate energy generation from wind. Similarly a toy hydro turbine is not too hard to build and a simple parabolic solar cooker can be put together in less than an hour. Â
>
>* (Disclaimer: I work for this company.)
>
>5. Sustainability of resources
>
>
>a) Install Rainwater Recharge Pits
>
>Unlike underground water tanks which store harvested rainwater in a large, expensive underground tank - a recharge pit on other hand recharges groundwater aquafiers and raises ground water level. A 20 to 30 feet deep and 3-4 feet wide pit is dug up and lined with a brick wall (with the bottom kept unlined). Locally collected rainwater is driven into the pit and is absorbed by the sandy or partly sandy soil at the bottom recharging the aquafiers below. After a few years of recharge, the water table rises at that particular spot and the pit works as a defacto well. An inexpensive recharge pit is a great solution for independent houses. Several of them can be dug up for Schools to harvest rainwater.Â
>
>b) Install Waterless urinals
>
>As the name suggests, these are urinals (for males) that do not require any water for flushing. Instead of a normal drain, they have a cartridge with a gel membrane that allows water to pass through but doesn't allow odour to escape. Studies have found waterless urinals to be five times cleaner than traditional ones since they do not use water which permits bacteria growth.. These urinals do not require any special maintanence but cleaning staff should be trained (so they don't pour buckets down these which reduces their lifespan).
>
>Since there's 100% saving involved, waterless urinal is a little-known solution to conserve water. At some places, the savings amount to as much as 25,000 litres per month for every urinal installed. If 12 waterless urinals are installed at such a location, it translates to 3.6 million litres or 3600 kilolitre of water saved annually!
>Â
>A note of caution though - large-scale conversion of traditional urinals with waterless ones would create enormous amount of un-recyclable ceramic waste. Waste disposal should therefore be given serious thought before implementing a large conversion. A sustainable solution is not really sustainable if it leads to an unsustainable problem. Â
>
>That said, this is a perfect solution for new installations. In India, BVG-Falcon sells waterless urinals under Aquafree brand.
>
>c)Â Lobby Against Unsustainability
>
>
>If school management prevents students from adopting green solutions without a valid reason then the students must lodge a protest. If, for example, a school uses diesel gensets (which release vast amounts of NO2 during operation) for power backup and refuses to install solar panels - students should stage a class walkout each time the generator is switched on.
>
>This point might not make it to the report but it's essential to point out that by definition*, sustainability is about the children's future and therefore they have every right to protest if see it threatened.
>Â
>
>
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>*(The most popular definition of sustainable development comes from Brundtland Commission: "It is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.")
>
>6. Voluntary actions by students: Not sure what would be covered under this parameter that is not included above.
>
>
>Note that most of these ideas are not universally applicable to all schools.. Although many can be applied to different kinds of schools, they are most suitable for large privately run schools in cities and elsewhere as they consume relatively much greater amount of energy and other natural resources.. Government schools, on the other hand, can be as sparse as one room or none at all in parts of rural India.
> Bring your gang together. Do your thing. Find your favourite Yahoo! group at http://in.promos.yahoo.com/groups/
>>
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Ajay Chandak
Senjalia D. M.
>parameter Consider getting some suggestions from all of you, this
Manu Sharma
other members to change subject line when the topic of discussion
changes and trim text of the post to include only relevant parts.
Thanks,
Manu
______________
Manu Sharma
Moderator
Green-India
mahesh shelar
dear all
u will be happy to know that i have bought a bicycle and commute a small distance from my house to engg college where i teach. i am hopeful that many students who stay nearby will abandon their bikes greening of college one idea mahesh |
Ramakrishna Kandula
But what about the new range of electric bikes that are coming out.
How green are they?
It's good that reputed players like Hero, Bajaj and TVS etc are coming into
this segment. (Other than the chinese makes) This will reduce our dependence on petrol.
But i still feel that they are not completely green as most of our electricity comes
from coal plants.
Let me know your opinion.
Thanks,
Ramakrishna
sanjay bhansali
Sanjay Bhansali
Electronic Instruments & Machy. Corp.
Flat No.1 C-12 Prithvi Raj Road, Prithvi Apartment,
Opp. Bagaria Bhawan, C-Scheme,
Jaipur (INDIA)
Ph: 0141-2360026 & 4030027 Fax: 0141-2364779
----- Original Message -----From: Rahul Talwad
rama raju
Dear Sanjayji,
I introduce myself as consultant for Grid connected power projects.our clients have registered with R R E C Jaipur for setting up 2 MW and 5 MW SPV grid connected power projects.I would like to know more details about suitable tracking system for incorporating in these projects. I am planning to come to Jaipur during 2nd week of this month.if you can send technical and financial details of the tracking systems developed by you in advance to study and have more fruitfull discussions.
With Regards P Sri rama raju |