Ingénieurs sans frontières vous présente Eau pour le monde

Promouvoir le développement humain en donnant accès à la technologie Ingénieurs sans frontières est de ceux qui se battent pour changer la situation Formée en 2000, c’est l’organisation de développement qui grossit le plus vite au Canada Plus de 60 ingénieurs ou étudiants ont été envoyé outre-mer dans 30 projets différents dans 20 pays Dans sa mission, on peut retenir trois mots clé: Développement humain EWB-ISF recherche avant tout le développement humain. Car ce dont les gens des pays en voie de développement on le plus besoin c’est de se prendre en main. Le but n’est pas d’implanter simplement un outil ou une technologie dans une communauté mais de donner les moyens à la communauté d’améliorer leur qualité de vie. Le deuxième mot clé est accès, Il est important que la technologie implanté soit accessible à la population locale, ils faut que si quelque chose casse, ils puissent le réparer et que tout le monde puisse utiliser la technologie. Et le dernier mot clé est technologie car c’est à partir d’une technologie appropriée, adaptée au conditions locales qu’ont peut vraiment venir en aide aux gens. Mission Promouvoir le développement humain en donnant accès à la technologie Promoting human development through access to technology Promoting human development through access to technology

Un quiz sur l’eau Quel pourcentage du corps humain est constitué d’eau? 20 % 50 % 70 % 85 % Combien de personnes sur la terre n’ont pas accès à de l’eau potable? 100 millions (environ 1 personne sur 50) 500 millions (environ 1 personne sur 10) 1,1 milliard (environ 1 personne sur 5) 3 milliards (environ 3 personnes sur 5) Chaque jour, combien de personnes meurent de maladies reliées à une eau insalubre? 100 – 1 000 1 000 – 10 000 10 000 – 100 000 100 000 ou plus A Quiz on Water In your groups, try to come up with your best guess to the following questions: 1. How much of the human body is made up of water? a) 20% b) 50% c) 70%  ANSWER d) 85% 2. How many people worldwide do not have access to clean drinking water? a) 100 million (about 1 in 50 people) b) 500 million (about 1 in 10 people) c) 1.1 billion (about 1 in 5 people)  ANSWER d) 3 billion (about 3 in 5 people) 3. How many people die every day from diseases related to bad water? a) 100 – 1,000 b) 1,000 – 10,000 c) 10,000 – 100,000  ANSWER (30,000) d) 100,000 or more

Un quiz sur l’eau Quelle quantité d’eau usée est déversée dans la nature chaque année au Canada? cent litres mille litres 1 million de litres 1 trillion de litres (1018 litres) Combien de personnes dans le monde vivent avec moins de 1 $ par jour? 1 million 12 millions 120 millions 1,2 milliard Quel pourcentage de l’eau de la planète est disponible pour la consommation? moins de 1 % 5 % 10 % 20 % 4. What volume of untreated sewage gets dumped into Canada’s water resources each year? a) 1 hundred litres b) 1 thousand litres c) 1 million litres d) 1 trillion litres  ANSWER 5. How many people in world live off less than $1/day? a) 1 million b) 12 million c) 120 million d) 1.2 billion  ANSWER 6. What percentage of the Earth’s water is available for drinking water? a) Less than 1 %  ANSWER (0.08%) b) 5 % c) 10 % d) 20 % That’s right. 97% of the water on Earth is salt water. Humans cannot drink this water; it is too difficult and expensive to remove the salt. Of the freshwater on earth that would be fit for drinking, two thirds of it is frozen in glaciers and ice caps. Less than 1% of all the water on Earth is fresh water that we can actually use. This small percentage of fresh water is what all of us, all over the world, rely on for drinking water. Canada is home to a large portion of the Earth’s fresh water supply — about 20% of it is found here. We also have the longest marine coastline of any country in the world. Therefore, we as Canadians play a pivotal role in managing global water resources.

Accès à l’eau dans le monde Still, compared to the rest of the world, Canadians have it really good when it comes to clean water. As shown in green on the map, Canada is one of the lucky countries were more than 70% of the population has access to clean drinking water that flows from our taps. In fact, according to the 2005 Human Development Report, 100% of Canadians have access to an improved water source. That is much higher than in Ethiopia, for example, where only 22% percent of its population has access to clean drinking water. Pourcentage de la population 70 % et plus 50 % - 69 % Moins de 50 % Pas de données

Eau potable Eau salée Eau douce Glacier Eau potable 97% de l’eau de la planète est salée. Bien que des procédés existent pour séparer le sel de l’eau, ils sont coûteux et on une capacité limitée. Cette eau donc inaccessibles au pays en voie de développement. Mais ce n’est pas tout, des 3% restant, 2% sont sous forme de glaciers, principalement en antarctique et en arctique. Il ne reste donc qu’un pourcent d’eau douce. Ce serait suffisant pour la consommation mondiale mais malheureusement, elle n’est pas répartie uniformément. Ainsi, le Canada possède environ 20% de l’ensemble de l’eau sur la planète. Devant une telle abondance, on oublie l’importance de cette ressource et on se laisse aller à polluer nos cours d’eau. En déversant les surplus d’égoûts dans les rivières, en laissant certaines entreprises déversé leurs déchets toxiques dans l’eau des rivières, par la suritilisation de pesticides et herbicides qui se retrouvent ainsi dans nos rivières et en jetant des produits dangereux dans la toilette ou dans le lavabo, on gâche une ressource précieuse. D’ailleurs, la ville de Sherbrooke et les municipalités environnantes ont du travail à faire dans le domaine. Les déversements lors de grandes pluies dépassent ceux permis par le ministre de l’environnement.

Contaminants de l’eau potable Micro-organismes Produits chimiques dissous Without an improved water source, people who drink water directly from lakes, rivers and wells may get sick from contaminants. There may be harmful bacteria or viruses in the water. E.coli is an example of a type of bacteria found in water that can make people very sick. There may be toxic chemicals in the water, from industrial waste or oil spills. Or there may be particulates in the water that makes water look cloudy. These particulates provide a place for harmful microorganisms to hide. Particules

Villes canadiennes – d’où vient notre eau? Source d’eau Coagulation Floculation Sédimentation Filtration In Canadian cities such as [insert city here], water goes through an elaborate treatment process before it is delivered to your taps. Water is taken from the source through a large pipe and drawn into the treatment plant. A screen at the end of the pipe prevents logs, fish, and plants from being drawn in. Chemicals such as chlorine and aluminum sulphate (alum) are added and mixed into the water. These chemicals kill bacteria in the water, improve its taste and odour, and cause any tiny particles in the water to clump together and settle – this is called coagulation. Then the particles begin to stick to each other and form larger particles – this is called called flocculation. The water sits in a sedimentation basin for a time to allow the particles to settle to the bottom. In addition to removing particles from the water, this process also removes bacteria, which typically attach themselves to the particles. The water flows out of the sedimentation basin and into the filtration area. The water is filtered through layers of sand, gravel and other media such as activated carbon to remove any remaining particles. Chlorine is added to kill any bacteria that are still in the water; a small amount remains in the water to kill any new bacteria that may be picked up while the water travels to people’s homes. Distribution Entreposage Désinfection

Pays en développement d’où vient leur eau? Let’s compare that with what it’s like not to have an improved water source, which is the reality for 1.1 billion people in the world. In many communities in developing countries, water is taken directly from the source, and carried for long distances by women and children for use at home. Where families have the resources, sometimes this water is filtered or boiled before it is consumed. But for most people living in developing communities, the cost for a filter or for the firewood needed to boil the water is too expensive. People often have no choice but to drink water that can make them sick. Source d’eau Les femmes et les enfants transportent l’eau du puits

Consommation moyenne canadienne / personne 335 litres / jour 30 % chasse d’eau Utilisation domestique de l'eau par pays Ce tableau montre la quantité d'eau consommée par personne par jour dans les divers pays énumérés. Pays Utilisation de l'eau (litres par personne par jour) États-Unis 380 Canada 335 Italie 250 Suède 200 France 150 Israël 135 5 % nettoyage 35 % bains et douches 10 % cuisine et boisson 20 % lessive

Conservation de l’eau Dans la maison Dehors Ne laissez pas couler l’eau inutilement pendant que vous vous brossez les dents, que vous lavez la vaisselle, etc. Prenez des douches de 5 minutes Actionnez la chasse de la toilette seulement lorsque c’est nécessaire Dans le réservoir de la toilette, mettez une bouteille de plastique ou une brique Réparez les fuites Dehors Arrosez au moment le plus frais de la journée Utilisez un seau et une éponge pour laver l’auto (économie de 300 litres) Utilisez un balai pour nettoyer l’entrée d’auto ou le trottoir (économie de 200 litres)

Une étape importante du traitement de l’eau… La filtration! Activité : fabriquez votre propre filtre à eau En groupe, décidez quoi faire Suivez les instructions Achetez le matériel Fabriquez et testez le filtre Vous avez 20 minutes For the next 20-minutes, you’re going to build your own water filter – a low cost technology that can help clean contaminated water. I’m going to divide the class into 6 groups. Starting from the front of the class [point to person sitting at front corner of class], count off from 1 to 6. When I say go, all the “ones” gather over here. All the “twos” gather over here… Okay, now you can rearrange yourselves to sit in your groups. [Distribute materials (pop bottle, plastic cup, bottle of dirty water, handouts and money) to each group.] [Tip: To get the students’ attention back, you may want to clap your hands, or flick the classroom lights.] Each country group has been given Monopoly money with which you can buy the materials you need to make your water filter. Once you make your water filter, test it with your sample of dirty water, and we’ll see which country group can get the cleanest water at the end. There are 3 rules to this activity: 1. You can only use the materials that we have provided to you; 2. You should act in your country role; and 3. You are encouraged to interact with other countries. [After 20 minutes, or when every group has completed their filter, ask a representative from each country group to stand at the front of the class and explain their group’s strategy to making the filter. Keep the samples of filtered water at the front of the class so that everyone can judge which one is the cleanest. If there isn’t a clear winner, you can get the class to vote on which sample is the cleanest.]

Taux d’alphabétisation : 37,4 % Éthiopie Directives : Installer ώЖ ®©£μ÷ НЮ џщШΩ dans ώЖ cou ®© £μ ÷ НЮ џщШΩ. Couvrir ensuite Ỵď ěħĵ Ķā îÙ bouteille avec ϋϊ ΨΧδЄнщ Чдe tisďě à l’aide ħĵĶā îÙØÖ§¥µ¢¡±. ΧδЄнщ 1 cm de ۸۵₫₤℮ Ỵďě le ħĵĶāîÙ ØÖ coton dans дт قـعةئקם. Ajouter дтقـع ةئקם « cm de charbon дтقـع ةئ קם de ďě ħĵĶā îÙØ suivi de ÙØ cm de roche ϋϊΨΧ δЄнщ Чd 1 cm de ϋϊΨΧ grossière. Nettoyer le ϋϊΨΧ δЄ нщЧ lentement 1 ۸۵₫₤℮ ØÖ§¥ propre. Placer le filtre ϋϊ ΨΧδЄнщ Чдт de plastique et ħĵĶāîÙØ la solution à ۸۵₫₤℮Ỵď. Taux d’alphabétisation : 37,4 %

Taux d’alphabétisation : 70,3 % Ghana Directives : Installer ώЖ ®©£μ÷ НЮ de coton dans ώЖ cou ®© la bouteille. Couvrir ensuite Ỵď ěħĵ Ķā îÙ bouteille avec ϋϊ tissu attaché à l’aide ħĵĶā îÙØÖ§¥µ¢¡±. Verser 1 cm de sable Ỵďě le ħĵĶāîÙ ØÖ coton dans la bouteille. Ajouter дтقـع ةئקם 1 cm de charbon дтقـع ةئ קם 1 cm de sable grossier suivi de ÙØ cm de roche ϋϊΨΧ δЄнщ Чd 1 cm de roche grossière. Nettoyer le filtre δЄ нщЧ lentement 1 litre ØÖ§¥ propre. Placer le filtre ϋϊ ΨΧδЄнщ contenant de plastique et ajouter la solution à ۸۵₫₤℮Ỵď. Taux d’alphabétisation : 70,3 %

Taux d’alphabétisation : 99 % Canada Directives : Installer un morceau de coton dans le cou de la bouteille. Couvrir ensuite le cou de la bouteille avec un morceau de tissu attaché à l’aide d’un élastique. Verser 1 cm de sable fin sur le morceau de coton dans la bouteille. Ajouter ensuite 1 cm de charbon, de sable grossier de roche fine puis de roche grossière. Nettoyer le filtre en versant lentement 1 litre d’eau propre. 4. Placer le filtre au dessus d’un contenant de plastique et ajouter la solution à traiter Taux d’alphabétisation : 99 %

Comment cette activité est-elle reliée à la réalité? Moyens économiques différents selon les groupes Basé sur le produit intérieur brut (PIB) Instructions illisibles Basé sur le taux d’alphabétisation des pays Manque d’éducation et d’accès à la technologie Grande créativité malgré le peu de moyens Les gens vivant dans des pays pauvres ont leurs propres mécanismes de compensation Collaboration entre les pays Les pays riches ont formé le G8 et l’OCDE Les pays pauvres ont formé le G24 Condescendance, charité Lié au pouvoir, aussi longtemps que cela ne compromette pas les besoins du pays riche Slide 7 Now we’re going to talk about how the activity relates to the real world. [Show each row one by one by covering the rows below with a piece of paper. Before showing the “Real World” column for each row, ask the class what they think the elements of the activity relate to. For example:] 1. Each country group was given a different amount of money. What do you think this relates to in the real world? [Tip: If no one raises their hand, ask everyone in the Ethiopia country group to raise their hands, and pick someone from their group to answer. Then ask everyone in the United States or Canada group to raise their hands, and pick someone from their group to answer. After the students have answered, reveal the “Real World” column.] The GDP is the total amount of money a country generates in a year, through goods produced, services provided and investments. This amount is divided by the total number of people in a country to give income per capita (or per person). 2. Some countries’ instruction sheets were difficult to read. Raise your hand if your country group’s instructions were illegible. [Pick someone with their hand raised to explain what he/she thinks this represents in the real world.] 3. The poorer countries were really creative and resourceful. [Use actual examples of this that you observed during the activity.] This is true in real life too. People in developing communities may not have lots of education or lots of financial resources, but they still come up with innovative ways to get by. 4. I noticed some collaboration between countries. [Use actual examples of this that you observed during the activity. For example, sharing of resources.] This happens in real life too. Richer countries have formed organizations such as the G8 and the OECD (Organisation for Economic Co-operation and Development). Poorer countries from Asia, Africa, Latin America and the Caribbean have formed the G24. At the last World Trade talks in Cancun last September, the G24 used their collective voice to try to urge the richer countries to lower agricultural subsidies. 5. Any signs of patronizing attitudes? A parallel to the real world is that richer countries sometimes “dump” leftover food such as wheat and milk to developing countries. Sometimes, the receiving countries are not used to eating the foreign food, so it all goes to waste. In other cases, the surplus of food caused by dumping lowers the value of the locally produced food, and farmers in developing communities become even poorer.

Ce que vous pouvez faire Informez-vous! Agissez! Conservez l’eau Lancer un club à conscience sociale à l’école Dites-nous ce que vous faites! Envoyez-nous votre carte postale Participez au concours étudiant d’essai d’ISF What can you do to help communities gain access to clean and safe drinking water? Here are some ideas: Get informed! There’s a tonne of information out there on local and global water issues and how you can make a difference. You can start with the ideas listed on the bookmark [Distribute postcards/bookmarks to students] Take action! You can start by becoming conscious of the water that is wasted every day at home and at school. Try conserving water and encouraging your friends and family to do the same. If there’s a social justice or environmental club at school, you can take action as a group. If there isn’t already a club, you can start one! Tell us what you’re doing! We’d love to hear all about the issues you’re learning about, and what you’re doing about them. Send in your postcard and we’ll feature your activities on the EWB website. Enter the EWB Essay contest! [Flip to next slide]

Participez au concours d’écriture d’ISF Dans quel genre de monde voudrais-tu vivre et que faudrait-il pour y parvenir? SUJET : Bourse d’études de 500 $ et voyage à Ottawa pour participer à la Conférence nationale d’ISF-Canada Write a 500-word essay that answers the questions: “What kind of world do you want to live in, and what will it take to get there?” You can enter to win a free trip to the Engineers Without Borders National Conference in Ottawa, and a $500 scholarship! It’s a great opportunity to learn more about what other young people like yourselves are doing to improve the lives of people living in developing communities. I’ll leave more information with your teacher about the contest, in case you’re interested. PREMIER PRIX :

Information http://www.ewb.ca http://www.csisher.com/ www.oxfam.qc.ca Ingénieurs sans frontières http://www.ewb.ca Carrefour de solidarité internationale http://www.csisher.com/ Oxfam Québec www.oxfam.qc.ca (thanks to McGill University for their presentaiton) Remercier le professeur pour vous avoir donner l’opportunité de présenter cette activité.

Un gros merci à TAFI et cie. (centre-ville de Sherbrooke)

Ryan’s Well Il a lancé un organisme pour construire des puits en Afrique, afin de donner accès à de l’eau potable; Il n’a que 14 ans; Jusqu’à présent, il a ramassé plus de $ 1 000 000. In closing, I'd like to tell you a story that I find particularly inspiring. Has anyone here heard of Ryan’s Well? Ryan’s Well Ryan Hreljac is an 11-year old from Kemptville, Ontario. When he was 6 years old, his Grade 1 teacher told his class a story about the lives of African children without access to medicine, food or clean water. The teacher explained it would cost $1 to buy a hot meal for a child, $2 for a blanket, and $70 to build a well. Ryan went home and asked his parents for $70. They encouraged him to earn it by doing extra chores. For four months, Ryan vacuumed, washed windows, and cleaned the garden. He diligently put all he earned into a cookie jar until he had saved $75—$5 extra to "buy some hot lunches for the people making the well." Holding on firmly to the jar, Ryan went to give the money to an organization that supports water and sanitation projects in developing countries. There he was told it would actually take $2,000 to build a well, rather than $75. Undaunted, Ryan just shrugged and said he would do more chores. News soon spread of Ryan's goal, prompting many people to make donations. In July 2000, Ryan travelled to Uganda to see his well and meet the children who, because of him, now enjoyed clean water. Now 14, Ryan Hreljac, has for the past five years been raising money to provide safe water to poor African communities. With the help of other organizations, Ryan has, to date, raised over $1 million and has funded more than 150 wells. Ryan has proven there are no such things as borders or your age when it comes to helping others and making a difference. --------------------------------------------------------------------------------------------------------------- This concludes my presentation. It has been a pleasure speaking with your class today. I'd like to thank you all for participating. I'd also like to thank [insert teacher’s name] for giving us the opportunity to speak with your class.