Gender and climate change research in - FAO

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Day 2 - topic 2: Weather forecast sessions for men Group 2: (men) Venue: Time taken: ______ ______ Focus group discussion members (insert number of participants) Age group Young people Adults Elderly people Male Please capture the information shared by participants in the tables below (expand boxes where necessary). Daily weather forecasts – men’s session Participants that use daily weather forecasts Who uses forecasts Participant that do not use daily forecasts Who does not Number or part of the households that use daily weather forecasts Why not Would they like to Why Weather information channels Which channels would they prefer to use Format – is it useful Format preferred Frequency of use How often would you use your preferred format and how would you use it When would you use it (time of year) Is it trusted/ reliable How is it used Examples of actions If daily forecasts are not trusted: are other sources relied on Which 92 Part 2 Guidance to users
Insert the daily weather forecast presented and note down any additional information provided by participants regarding the weather forecast session not captured in the table above. Scan and insert the seasonal calendar if used. Provide any additional issues, comments or observations that were raised in the session. Module 6: Reporting formats 93
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TRAINING GUIDE GENDER AND CLIMATE C
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The designations employed and the p
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Table of contents Abbreviations and
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Boxes Box 1.1. Men’s and Women’
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Part 1: Concepts and tools A. Intro
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etween gender, climate change and f
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2. FAO Gender website. WWW.FAO.ORG/
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critical resources such as land and
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The term resources refers to physic
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Table 1.3: Gender issues related to
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necessarily a homogenous group, and
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Module 2: Concepts: gender and clim
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Sea level rise The global sea leve
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Food security is typically equated
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B. The Gender dimensions of climate
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Box 2.4. Examples of coping strateg
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To avoid emissions in the agricultu
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Box 2.9. Carbon markets There are m
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The adoption of climate-smart pract
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Module 3: Field research tool box I
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addition, it is possible that the c
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The objective of collecting climate
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If the village has more than one et
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Figure 4: Example of a seasonal cal
Page 49 and 50: Figure 5: Example of a seasonal dai
Page 51 and 52: Figure 6: Example of a household ag
Page 53 and 54: What do you not have that would hel
Page 55 and 56: Process: Prepare a chart of key ins
Page 57 and 58: Table 3.2: Example of categories fo
Page 59 and 60: When a family receives food to eat
Page 61 and 62: Fulfil all ethical best practice re
Page 63 and 64: create them yourself. You should th
Page 65 and 66: 10. Cancel any selections you may h
Page 67 and 68: Communicating with the village You
Page 69 and 70: Module 5: Work plan on gender and c
Page 71 and 72: is to ensure that the research work
Page 73 and 74: Thus the challenge in this particul
Page 75 and 76: that they don’t get at home What
Page 77 and 78: Day 2 - activity 2: Weather forecas
Page 79 and 80: Table 5.1: Help for discussing the
Page 81 and 82: Table 5.2: Questions for discussing
Page 83 and 84: This session includes two parts. Th
Page 85 and 86: What is hindering you from making m
Page 87 and 88: Part 5: Exit Strategy - sharing bac
Page 89 and 90: CCAFS - FAO debriefing document Dat
Page 91 and 92: Was there any discussions or disagr
Page 93 and 94: Scan and insert the seasonal calend
Page 95 and 96: Scan and insert the seasonal calend
Page 97 and 98: Insert the daily weather forecast p
Page 99: Insert the seasonal weather forecas
Page 103 and 104: Insert the seasonal weather forecas
Page 105 and 106: Insert the daily weather forecast p
Page 107 and 108: Day 2 - topic 2: Weather forecast s
Page 109 and 110: Insert the seasonal weather forecas
Page 111 and 112: Reporting on Institutional Issues -
Page 113 and 114: Day 3 - topic 3: Understanding and
Page 115 and 116: Reporting on changing farming pract
Page 117 and 118: Day 4 - Presentation of the summary
Page 119 and 120: Topic 1: Climate analogues Research
Page 121 and 122: Explain which groups found the dail
Page 123 and 124: Methods component How effective
Page 125 and 126: Climate system The climate system i
Page 127 and 128: Gender relations The ways in which
Page 129 and 130: Risk Risk combines the magnitude of
Page 131 and 132: Annex 2: Additional resources Gende
Page 133 and 134: UN and Oxfam (2009) Responding to C
Page 135 and 136: Lambrou, Y. and Nelson, S. 2010. Fa
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Gender and climate change research in - FAO

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