Hello everyone !!
We did it !! We went to make two sessions of sensitization for two classes at Hoche high school of Versailles, return on the event.
We prepared with Professor Daum a presentation of about thirty slides especially for our coming.
But before the more academic part, we projected a video realized by us. You will find the video here, and also on our YouTube channel.
The video features Clément’s friends and colleagues working on Action Against Hunger: Nastya MAKOUKE, Jérémie BEVAND, Camille RUAZ and Victor BARBOTTIN, in order to explain the water cycle and the problem of the unequal distribution of water.
Awareness on Access to Drinking Water
Then we explained the issues of drinking water in the world and its use as question answers. For example :
What are the four most water users in the world:
- China (1.240 billion inhabitants) 525 km3 / year
- India (970 million inhabitants) 500 km3 / year
- USA (270 million inhabitants) 467 km3 / year
- Pakistan (146 million inhabitants) 155 km3 / year
How many liters of water a day to live decently?
- Minimum 20L / days by WHO
- Comfort from 100L / day.
- Canada, United States: more than 250 liters / person / day
- France, Austria, Ireland: from 130 to 160 liters / person / day
- Asia and Latin America: from 50 to 100 liters / person / day
- Sub-Saharan Africa: from 10 to 20 liters / person / day
What is the principle of water footprint?
“Water footprint” is an indicator of the direct or indirect use of water by the producer or consumer, developed for UNESCO by Professor Arjen Y. Hoekstra in 2002. Each product consumed required Quantities of water at each stage of its production. This hidden water and called “virtual water”. Ex: 1 cup of coffee with a water footprint of 140 L (shoot and harvest coffee, manufacture coffee, transport …)
Practice case of the dam of the river Senegal
The last part of the presentation was devoted to the explanation of a specific case: the Senegal river dam.
After having asked the students to situate Senegal on a map of Africa, we explained the distribution of water across countries by correlating it with the diversity of climates. Then we took as an example the case of the dam of the Senegal River which allows to some extent to fight against this unequal distribution.
Return from the students:
During the awareness session we were pleasantly surprised at the general interest of the students on the subjects tackled. Indeed the session went very well with a real participation of the pupils to each question.
We felt a real attraction and awareness of the problems related to the management of our common good: water. Indeed, the current situation of over-consumption of the countries of the North with respect to the countries of the South, the problems of pollution and development of water-borne diseases have particularly affected them.
Follow up of the adventure:
The students will follow us during our first 6 months of travel, through videoconference sessions and video submissions. At the end of the school year, a note will be given to them following a table duty concerning our project.
The awareness aspect of students is important because they are the real actors of our world. By instilling this vision and thinking of preserving the environment and water, it is a balance that we can find.
At the end of the session in the corridors of the lycée we were entitled to these questions:
“Sir, how do you do what you do?” ”
“Your project made me want to act and talk about these issues.”
This is the best reward after this awareness session.
Have a good day !