Assistance for Regional Awareness Raising 2003
Ref. GLO/SEV/37/TAS/241
Submitted on
September 30, 2003
To
The Ozone Office
Ministry of Environment
Antelias
P.O.Box 70 –1091
Lebanon
Submitted by
GHADI Association
GHADI is a Lebanese NGO/association concerned with intellect, culture, and ecology. The declaration number is 161/AD.
GHADI's objectives could be summarized as follows:
1. Working with the social and governmental institutions on cultural programs and conferences for the consolidation of our nation's humanistic and environmental capacities.
2. Contributing in the spread of thoughts and culture through a series of conferences and meetings.
3. Encouraging the feelings of patriotism especially in the young generation and working with the competent authorities for the consolidation of the social and familial bonds (being characteristic of the Lebanese society).
GHADI's address is in Sin El Fil – Saloumi roundabout – Rizkallah Bldg, 3rd floor – Lebanon.
Tel/Fax: +961 1 512720 – Mob.: +961 3 232720
http://www.ghadi.org - E-mail: info@ghadi.org
GHADI has 32 active members, a group of educated young men and women among whom are education professionals, teachers, engineers, auditors, lawyers, actors, etc… all with the aim of making their best to create a better future.
GHADI's activities center around four major areas of concern:
1. Ecological formation in schools and universities.
a. A leading project for ecological awareness, commitment and establishment of ecological projects in schools was implemented starting school year 2002-2003, in collaboration with the Ministry of Environment. The project's name is "Green student, Green teacher, Green school."
b. Organizing ecological contests and events among students.
2. Celebrating different national and ecological occasions.
a. Campaigning against vehicles powered by harmful fuel/diesel.
b. Campaigning against quarries.
c. Organizing ecological conferences with the participation of the Ministry of Environment and the Ministry of Agriculture.
3. Organizing yearly projects to plant fruitful and forest trees in the mountains (more than five thousand since 2000).
4. Organizing eco-tourism journeys and exploration of regions in Lebanon.
Description of the Project
The project consists of the preparation of an educational Kit in the form of a CD-ROM containing an Ozone handbook and other pertinent educational material, for use by classroom science teachers as well as by monitors within school ecology clubs.
It is produced to raise awareness about Ozone protection among students enrolled in grades 4, 5, 6, 7, 8 and 9 to teach them how to protect themselves and their environment from the effects of the depletion of the Ozone Layer.
The CD-ROM contains five parts:
1. Background for reading and references selected from reliable sources on the Internet.
2. Six lesson plans for teachers and monitors, one for each class prepared by competent school teachers and educators.
3. Six levels of frequently asked questions and answers, also selected from the Internet and/or prepared by the teachers and educators.
4. Pertinent activities including comic strips for exploitation by the six levels of student, invented by GHADI’s members and the professionals.
5. Glossary.
The project also defines educational objectives, general objectives, and specific objectives for each class of the targeted audience, i.e. each class of the 6 classes in the target group.
In addition to the importance of having all the basic knowledge contained in one CD-ROM, the project tends to facilitate the acquisition of such knowledge through various educational media and through predefined skills and competencies distributed over the different classes, and which are commonly acknowledged by the educational system.
In fact, the project utilizes scientific models and series of lesson plans in an effort to enable the students to understand the problem in a better
manner and provides such educational material for each class explaining appropriate information to the targeted age along with the frequently asked questions and answers and the other activities with audio-visual effects.
The project also facilitates research on the subject among the targeted students and contains various constructive and audiovisual activities for them based on their age (grade).
Photos, posters, and projections accompany the educational material and could be utilized at the convenience of the teachers and monitors.
Comic strips and illustrations are included for specific sections of the educational kit and each level of students will be individually or jointly involved in either writing the script or drawing the illustrations.
A guide for teachers and monitors also accompanies the material together with references and web addresses.
Finally, the CD-ROM produced will be distributed, a copy each, to all the private and public schools in Lebanon teaching basic education, estimated to be in the range of 2000 schools.
Expected Impact
Students will learn more in a pleasant and efficient manner about the Ozone issue in general. They will be able to fully understand the problem, will be able to take a position and will be able to defend it within their communities, being at home, reaching their families and neighbors and relations.
The project harmonizes the values and the positions, which should be taken by the students and will correct their behavior vis-à-vis the problem by avoiding the use of ozone depleting substances and products. Patterns of this changing behavior will be tracked.
The target group, after grasping the concerns and defining the problem, is expected to lobby and mobilize support within their families to avoid the use of ozone depleting substances and products; and again with the same group to encourage business owners to adopt Ozone friendly technology and to encourage action by industry to sustain the phase out successes already achieved by the Montreal protocol in Lebanon and the MENA region.
The project will represent a yearly event within the educational system and will complement the students scientific activities in schools. The students will be contributing new ideas for campaigning through their participation and involvement in the activities included as well as in filling the coming strips.
Formats and Language
The project outputs will be in an electronic interactive CD-ROM form, audio and visual formats. It includes 320 trilingual (Arabic, English, and French) pages of educational material.
The CD-ROM presentation packs the full face of multimedia including larger animation, simulation, photography, illustration, high quality narration, sound effects, and music.
Data gathered and photos are turned into an interactive CD-ROM creating something totally new.
Contents
The contents of the background and each of the lesson plans in the CD-ROM are selected in an objective to raise awareness about ozone protection and to provide the necessary material for that purpose for each class
The educational material deals with the following:
1- Introduction
2- Earth atmosphere and understanding ozone
2.1 Atmosphere structure
2.2 Formation of ozone
2.3 The ozone layer
2.4 The importance of the ozone for life on earth
2.5 Difference between the ozone layer and ground-level ozone
3- Ozone depletion
3.1 Process of ozone depletion
3.1.1 Where and when is ozone depletion most severe?
3.1.2 How fast is the ozone layer being depleted?
3.1.3 Antarctic Ozone Hole
3.1.4 How are UV radiation levels changing at the Earth's
surface?
3.2 Ozone depletion substances
3.2.1 Chlorofluorocarbon (CFC)
3.2.2 Halon
3.2.3 Hydrobromofluorocarbon (HBFC)
3.2.4 Hydrocarbon (HC): a compound consisting of carbon
and hydrogen
3.2.5 Hydrochlorofluorocarbon (HCFC)
3.2.6 Hydrofluorocarbon (HFC)
3.2.7 Methyl Bromide (CH3Br)
3.2.8 Methyl Chloroform (CH3CCl3)
3.3 Agents
3.4 Human behavior that deplete the ozone layer
4- Environmental effects of depletion of the ozone layer
4.1 Damages caused by UV radiations to human health
4.1.1 Skin Cancer
4.1.2 Other skin damage
4.1.3 Cataracts and other eye damage
4.1.4 Immune suppression
4.2 Effects on plants
4.3 Damages to marine and aquatic life
4.4 Damages to climate and climate change
4.5 What are the effects on man-made materials?
4.6 Effects on biogeochemical cycles
4.7 Increase of carbon dioxide with the atmosphere
5- Framework and Defense Mechanisms against depletion of the ozone
layer
5.1 International Cooperation and monitoring
5.1.1 Vienna Convention
5.1.2 Montreal Protocol
5.1.3 Code of good housekeeping
5.2 National Endeavors and monitoring
5.2.1 NGO’s
5.2.2 Ozone National Units.
6- Conclusion
The six levels of the frequently asked questions and answers, and the other activities, including the comic strips reflect situations and other applicable practical issues of Ozone depletion.
Finally, the glossary contains comprehensive vocabulary used in the research and study of the problem.
Target Audience
The Project is designed for the 9 – 15 years age group who are students enrolled in private and public schools, i.e. students in grades 4,5,6,7,8 and 9, primarily in Lebanon and potentially in the Middle East and North Africa countries.
There are approximately 2000 schools in Lebanon teaching basic education, i.e. up to grade 9. This means approximately 424000 students in grade 4 to 9.
The language in which the targeted students are studying is not relevant since the project is catering for all of them in the three languages, Arabic, English and French.
This audience is also an efficient message communicator and current conductor to parents, relatives and other fellow students.
The audience is usually more receptive to ecological concerns and need assistance, guidance and directions to commit.
Characteristics
The Project complies with the following characteristics:
· It is innovative because it enters the educational system and facilitate the task to teachers and monitors by providing them with all the necessary information and activities in one friendly educational kit. Also, the photos and data gathered are turned into an interactive CD-ROM creating something new.
· It is targeted because the target audience is well defined, primarily, students of the six classes from grade 4 to grade 9 and through them to their families and relatives.
· It is regional because the CD-ROM is provided into three languages being used in MENA region, thus catering for all students of that region.
· It is adaptable as the material is divided into six different levels in the three languages and other concerned and interested parties could adapt it to accommodate their educational needs.
· It is measurable because the impact on the students is easily measurable through a variety of means and over the years. Teachers and monitors could always check the “penetration and assimilation rate” among the students.
Time Frame
The duration of the project (begin-finish) is four months after funding.
In fact, compilation of data has already been completed, selection of pertinent educational material as well as pertinent illustration screening is nearing completion.
The four months period is necessary for the realization and testing of the lesson plans as well as for prior adaptation to each level and class, to select and screen the most efficient activities.
All this to enable starting the use of the kit during this school year.
Budget
The expected cost of the project is USD 31,800 with the following details:
|
DESCRIPTION
|
Unit
|
Price $
|
Qty
|
Total USD
|
Remarks
|
|
|
|
|
|
|
|
|
A- Interactive CD
|
|
|
A.1 – Photos (including digital shots, scanning and imported photos), size depending on the layout and importance of the photo
|
item
|
10
|
30
|
$ 300.00
|
Average price
|
|
A.2 – Typing (in the 3 languages in addition to text on figures and captions)
|
Page
|
1
|
750
|
$ 750.00
|
|
|
A.3 - Illustrations and design of full comic strip pages
|
Page
|
30
|
60
|
$ 1,800.00
|
|
|
A.4 - Clip arts, figures, charts
|
|
L.S*
|
|
$ 150.00
|
|
|
A.5 – Design, Developing, layout, sound effects, links
|
|
L.S
|
|
$ 8,000.00
|
|
|
A.6 - CD cost (including design of package, CD label)
|
item
|
1
|
3000
|
$ 3,000.00
|
|
|
A.7 - Packaging Cost
|
item
|
1
|
3000
|
$ 3,000.00
|
|
|
|
|
|
|
|
|
|
B- Personnel
|
|
|
|
|
|
|
B.1- Data gathering, concepts, and coordination
|
|
L.S
|
|
$ 2,500.00
|
5 members, meeting 12 times, 2hrs p/mg $20 p/h
|
|
B.2 - Editing and Program scheduling in the three languages(teachers and professionals )
|
|
L.S
|
|
$ 8,000.00
|
6 classes in 3 languages
|
|
|
|
|
|
|
|
|
C- Handbook
|
|
|
|
|
|
|
C.1 - Handbook layout and design for 3 languages
|
|
L.S
|
|
$ 4,000.00
|
USD 3000 for first handbook and USD 500 for the two others
|
|
C.2 -Handbook print out including 5 copies for each language
|
Page
|
L.S
|
|
$ 300.00
|
Including color printout and transparencies
|
|
|
|
|
|
|
|
|
D-Total
|
|
|
|
$ 31,800.00
|
|
L.S = Lump sum
GHADI should be able to bear the costs of B.1, C.1, and C.2 which have a value of USD 6,800 out of the above mentioned total (USD 31,800), and that brings down the total cost required to USD 25,000.
We look forward to receive your acceptance of the above mentioned project to serve in the best way our future.
Yours faithfully
GHADI Association
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