Water Awareness and Education Business Proposal

Pages: 11 (2917 words)  ·  Style: APA  ·  Bibliography Sources: 15  ·  Level: College Senior  ·  Topic: Transportation - Environmental Issues

SAMPLE EXCERPT:

[. . .] Measuring results in order to evaluate whether the objectives have been reached is one of the most difficult undertakings. On one hand, quantitative measures can be used to evaluate the success of the project. One such measure would be the volume of water that has been saved in the country after the introduction of the educational workshops. Concretely, this would determine whether the workshops are a useful instrument in dealing with water conservationism.

Other quantitative measures could include the number of participants at each of the educational workshops. Such a measure would be able to reflect the degree of penetration the workshops have in the community, as well as the degree to which the workshops are helping create awareness in the community on the issue at hand, one of the objectives previously proposed. Such a quantitative approach would be able to determine the nature of the outreach within the community, ensuring a proper evaluation of the results.

Qualitative measures are appropriate as well. The evaluation will need to show whether the project is actually a success with the local community. Interviews with participants are a qualitative tool that will produce first hand feedback on what is being learned, the degree to which this can be implemented in actual practice in terms of water conservation and environmental protection etc.

Eventually, the final scope of the workshops would to be to create a repetitive educational mechanism and a collaborative tool that the recipients can replicate at different moments, including in other regions of the world.

Data, Findings, Outputs/Outcomes

While difficult to conduct a life cycle analysis in this case, one could undertake this by selecting a particularly harmed specie from the watershed and analyze whether the introduction of the educational workshops has had any particular effect on improving the existence of that particular entity.

However, more effective in terms of conducting a reflective analysis would be to look at some of the measures that have been proposed and see to what degree have these been fulfilled. If one notices an increase of participants in the workshops from 25 individuals in the first month to 80 individuals in the third month, this will show that (1) information is being circulated to a larger number of individuals in the community; (2) more people are interested in conservationism and in environmental protection; (3) a more collaborative platform has been developed.

A direct measure of the increase of prosperity in the region as a result of the educational workshops is given by the degree to which water has been saved following the program. More water being saved translates into lower costs for the inhabitants of the county, a decreased dependency on outside sources of water and a greater capacity of sustainable development. As shown, this can be extrapolated, eventually, to planet level.

Discussion, Conclusions, Recommendations

Through its implementation, the project will ideally provide the quantitative arguments that would prove it is a success. One of the most important ones, given the informational role of the educational workshops, is that the number of participants gradually increases from month to month. This will show that the information is shared by a larger amount of people in the community who can then put it to good use in practice.

Other quantitative measures that are essential to show a positive result are the volume of water that has been saved as a direct result. As mentioned, one of the objectives of the educational workshops is to create a platform from which participants will benefit not only from an informational perspective, but also because it will allow a collaborative participation and an approach that will motivate them to take action in promoting conservationism in the community. If the volume of water that has been saved has increased as a result of the workshops, this can translate in a project that was worth funding.

There are several elements that need to be taken into consideration when summing up the conclusions and Recommendations. First, the project needs to be 'sold' to the final consumers, the inhabitants of the community. They need to understand why it is important to act in a conservative manner and why this can be best done within a collaborative framework. They also need to believe that an educational approach would help, that finding out more about issues of sustainable consumption would help them pull out the relevant elements for their own community and county.

At the same time, they will need to believe that a sustainable development has a distinct positive role in their community and that such a development makes sense. All these mean that the launch of the project needs to be preceded by a significant communication and promotional campaign within the county, with all potential shareholders.

Finally, in order for this to fulfill its scope of increasing prosperity at a greater level, a significant communication campaign should be undertaken after the project is completed. The results of the project and the way that the project fulfilled its proposed scope and objectives should be popularized within other communities.

Budget

In terms of the budget, much of this can be ensured through local sponsorships and a cooperation with conservation groups. One of the things that the educational workshops will need is a hall or room where the participants can meet and discuss the different relevant issues related to the subject at hand. As previously shown, this can also be done out in the nature, where the conservationist efforts should eventually show in the management of water resources. One can assume that $1,000 a year will be enough to rent such a location.

The participants should include representatives of conservation groups who can guide the members of community in their discussions and who can actually ensure the educational component of the workshops. Some of these may need to be paid, but one may assume that sponsorships can also be ensured in order to decrease the overall expenses. One can agree that the more organizations are willing to participate to these workshops, the more substantial these will be in terms of the results produced. An amount of $3,000 should be set aside for potential expenses, including paying for the travel of such a participant.

An important expense that needs to be covered is the technological and IT expense. As mentioned, at least one IT company will be involved in developing an application or a platform for communication and collaborative engagement. This could cost at least around $4,000, which means that this expense should be put aside for this situation.

There is another potential solution as well. One could ensure that a conservation group is willing to sponsor the creation of such an application, if the positive results that such a workshop could bring about can be highlighted. The role of the group is to finance the application and cover the related expenses. Such a sponsorship should also cover potential professional support that may be needed.

As much as $2,000 should be put aside for miscellaneous expenses, which means that the expected budget should be around $10,000. The funds for miscellaneous expenses could also be potentially used for a public relations and communication campaign, aimed at popularizing the results of the workshops beyond the community and county. This could perhaps also help in expanding the platform and collaborative framework to other communities.

Bibliography

1. Engel, F.L. (n.d.) Geomorphic Classification of the Lower San Antonio River, Texas. Texas Water Development Board. Project 0604830637. Retrieved on July 12, 2011 from website http://www.twdb.state.tx.us/RWPG/rpgm_rpts/0604830637_LowerSanAntonioRiver.pdf

2. HDR Engineering [HDR] (2000, December). The Edwards Aquifer Watershed Brush Control Planning Assessment & Feasibility Study. Texas State Soil & Water Conservation Board. Retrieved on July 12, 2011 from website http://www.nueces-ra.org/II/brush/

3. Moore, E.A., & Koontz, T.M. (2003). Research Note A Typology of Collaborative Watershed Groups: Citizen-Based, Agency-Based, and Mixed Partnerships. Society & Natural Resources, 16(5), 451. Retrieved from EBSCOhost.

4. O'Neill, K.M. (2005). Can Watershed Management Unite Town and Country? Society & Natural Resources, 18(3), 241-253. doi:10.1080/08941920590908097

5. Plateau Water Planning Group [PWPG] (2011, January). Plateau Region Water Plan. Retrieved on July 10, 2011 from website http://www.twdb.state.tx.us/wrpi/rwp/3rdRound/2011_RWP/RegionJ/

6. South Central Texas Regional Water Planning Group [SCTRWPG] (2010, September). 2011 Regional Water Plan Study Vol I & II. San Antonio River Authority. Retrieved on July 10, 2011 from website http://www.twdb.state.tx.us/wrpi/rwp/3rdRound/2011_RWP/RegionL/

7. Kostigen, Thomas M. (2008). "Virtual water -- a smarter way to think about how much you use." Discover 29.6: 22-26

8. Rogers, Peter. August… [END OF PREVIEW]

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Cite This Business Proposal:

APA Format

Water Awareness and Education.  (2011, August 9).  Retrieved January 15, 2019, from http://allstarrchiro.net/subjects/paper/water-awareness-education/866899

MLA Format

"Water Awareness and Education."  9 August 2011.  Web.  15 January 2019. <http://allstarrchiro.net/subjects/paper/water-awareness-education/866899>.

Chicago Format

"Water Awareness and Education."  Essay.  August 9, 2011.  Accessed January 15, 2019.
http://allstarrchiro.net/subjects/paper/water-awareness-education/866899.