Gender and climate change research in - FAO

More documents

Recommendations

Info

Seasonal forecasts – women’s session Participants that use seasonal forecasts Who uses forecasts Participant that do not use seasonal forecasts Who does not From where or whom do you get the forecasts Why not Would they like to Why When are the seasonal forecasts used When would they use them (time of year) Format or channel Preferred format or channel Is it trusted or reliable Why/Why not If yes: How is it used Examples of actions If not: are other sources relied on Which How could seasonal information be used Examples of actions If seasonal forecasts are not trusted – which sources are relied on instead Would the format and channel make a difference Why/why not Would the format and channel make a difference Why/why not Is the information shared With whom 90 Part 2 Guidance to users
Insert the seasonal weather forecast presented and note down any additional information provided by participants regarding this session not captured in the table Any additional overall thoughts shared regarding the use of daily weather forecasts and seasonal forecasts Module 6: Reporting formats 91
Page 1 and 2:
TRAINING GUIDE GENDER AND CLIMATE C
Page 3 and 4:
The designations employed and the p
Page 5 and 6:
Table of contents Abbreviations and
Page 7 and 8:
Boxes Box 1.1. Men’s and Women’
Page 9 and 10:
Part 1: Concepts and tools A. Intro
Page 11 and 12:
etween gender, climate change and f
Page 13 and 14:
2. FAO Gender website. WWW.FAO.ORG/
Page 15 and 16:
critical resources such as land and
Page 17 and 18:
The term resources refers to physic
Page 19 and 20:
Table 1.3: Gender issues related to
Page 21 and 22:
necessarily a homogenous group, and
Page 23 and 24:
Module 2: Concepts: gender and clim
Page 25 and 26:
Sea level rise The global sea leve
Page 27 and 28:
Food security is typically equated
Page 29 and 30:
B. The Gender dimensions of climate
Page 31 and 32:
Box 2.4. Examples of coping strateg
Page 33 and 34:
To avoid emissions in the agricultu
Page 35 and 36:
Box 2.9. Carbon markets There are m
Page 37 and 38:
The adoption of climate-smart pract
Page 39 and 40:
Module 3: Field research tool box I
Page 41 and 42:
addition, it is possible that the c
Page 43 and 44:
The objective of collecting climate
Page 45 and 46:
If the village has more than one et
Page 47 and 48: 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: Insert the daily weather forecast p
Page 101 and 102: Insert the daily weather forecast p
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
show all

Gender and climate change research in - FAO

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?