Water, Environment, & development Dr. Stanley Kabala Duquesne University Part 2 UNIT 3 Click here to begin.

INSTRUCTIONS Navigation through the course will occur by clicking on the following action buttons located in the lower right corner of each screen: The HOME button will be placed in the center of each slide and will bring you to the Table of Contents for further navigation. The NEXT and BACK buttons will move you through the course content. The EXIT button will be placed at the end of each unit and will exit the unit and return you to the course menu.

INSTRUCTIONS This course is meant to be self-paced, though there will be opportunities to interact with your local and global JPIC groups. Course content and activities should be completed in the order that they are presented to maximize student success. The Table of Contents will be your starting point for each Unit

ACTIVITY ICONS Each type of course activity has a unique icon located in the upper right corner of the screen. In this course you will: Online journal Local discussion Read online Create doc Reflect Global discussion Watch video Quiz/test

PART 2: SUFFICIENCY – DO YOU HAVE ENOUGH WATER PART 2: SUFFICIENCY – DO YOU HAVE ENOUGH WATER? Unit 3: ACTION TOWARD CREATING SUFFICIENCY

TABLE OF CONTENTS This unit is divided into several sections. Start with the Learning Objectives, OR click on the link below to navigate to the component where you left off. Revisit as needed. Section 1: Learning Objectives Section 2: Micro-Lecture Section 3: Activity Project Portfolio Information

Section 1 LEARNING OBJECTIVES

LEARNING OBJECTIVES At the conclusion of this unit, students will be able to understand: • The key part that is played by technical efficiency in supplying people with enough water. • How existing, often underused, resources can be tapped to increase the supply of water. • The mix of technical, human, and financial resources that is needed to improve access to water.

Section 2 MICRO-LECTURE

MICRO-LECTURE View the Video (04:06)

Section 3 ACTIVITY

UNIT READINGS Required Readings “Endowment Opportunities from Rainwater in Africa,” eoearth.org. Encyclopedia of the Earth, 25 Aug. 2008. Web. 28 Oct. 2011. <http://www.eoearth.org/article/Endowment_opportunities_from_rainwater_in_Africa> Royte, Elizabeth, “The Last Drop: Earth’s Future Rests on Better Irrigation and Shorter Showers.” ngm.com. National Geographic, Apr. 2010. Web. 28 Oct. 2011. <http://ngm.nationalgeographic.com/2010/04/last-drop/royte-text>

ADDITIONAL READINGS Additional Readings   “Rainwater Harvesting.” practicalaction.org. Practical Action, 2008. Web. 28 Oct. 2011. <http://practicalaction.org/rainwater-harvesting-6>.

ACTIVITY To wrap up this unit, consider how the approaches and technologies presented in our resource material address the need for which they are designed—irrigation, sanitation, and increased supply of drinking water. Identify the issue that your assessment shows to be the most critical one to be addressed. Consider how this will shape your course project portfolio.

ACTIVITY Once you have done this, answer the following three questions: • Which of these three issues is of greatest concern in my community or region? • Can the technologies discussed in the resource material be utilized in my community to address that issue? • What information, skills, knowledge, or resources are absent in the community or region that must be obtained to make it apply that particular technology?

PORTFOLIO INSTRUCTIONS

PORTFOLIO INSTRUCTIONS As the culminating activity of this course, you will complete a portfolio that gives insight to a critical issue of water and environment that is of specific concern to you and your community. With it you will engage in the element of action and implementation that runs through the course. The portfolio will incorporate into itself all of the elements of our course as a whole, but will aim to assess and define problems and needs; identify potential solutions of a technical nature; evaluate the technical, financial, and social resources required to implement those solutions; find sources of technical expertise needed to craft those solutions; and begin to assemble the array of individual, community, governmental, and institutional partner necessary to bring projects to fruition.

PORTFOLIO INSTRUCTIONS Your portfolio will consist of a compilation that comprises issue identification, problem analysis, and solution design that you can use to make changes needed in your community. When you have completed your portfolio, I encourage you to share it with others to gain comment, feedback, and additional information, then add to and revise it as needed or desired. You can do this with people in your area, through online discussions, or by a combination of the two. Finally, once you have completed the final version of your portfolio, you will submit it online.

PORTFOLIO STRUCTURE

PORTFOLIO STRUCTURE Use the following outline as a format for your efforts. You will have four main components to your portfolio, listed below. Each component has more detailed guidelines in subsequent slides. IDENTIFY PROBLEMS CONDUCT RESEARCH ON THE PROBLEMS CRAFT A SOLUTION TO THE PROBLEMS PROMOTE YOUR SOLUTION

IDENTIFY PROBLEMS Explain why they are problems. Describe how they affect you and/or your location. How long has this been a problem?

CONDUCT RESEARCH ON THE PROBLEMS Identify what, if anything has been done in the past to address the problems. Was it effective? How so or not so? Assess what have you learned in this course that addresses the problems. Evaluate the cost(s) that result from this problem.

CRAFT A SOLUTION TO THE PROBLEMS Determine what can be done to solve these problems? What will the solution(s) entail? Labor Money Supplies Technical support Management skills Time Do any of these requirements show a given solution is impractical or unfeasible solution for you or your location? If so, what might be modified in order to make it practical or feasible?

PROMOTE YOUR SOLUTION Engage potential beneficiaries and key stakeholders to assess the solution and improve it.