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Part 4 test 2 cambridge 15
I’m going to report on a case study of a program which has been set up to help rural
populations in Mozambique, a largely agricultural country in Southeast Africa.
The program worked with 3 communities in Chicualacula district, near the Limpopo
River. This is a dry and arid region with unpredictable rainfall. Because of this, people in
the area were unable to support themselves throgh agriculture and instead they used the
forest as a means of providing themselves with their an income mainly by selling
charcoal. However, this was not a sustainable way of living in a the long-term as they
were rapidly using up this resource.
To support agriculture in this dry region, the program focused primarily on making use of
existing water resources from the Limpopo River by setting up systems irrigation, which
would provide a independable water supply for crops and animals. The programme
worked slowly closed with district government in order to find the best way of
implementing this. The region already has one famers’ association and it was decided to
set up two more of this these. This these associations planned and carried out activities
including water management like stock reading livestock breeding and agriculture, and it
was notable the that in general, women formed the maturity majority of the workforce.
It was decided that in order to keep the crops safe from animals both wild and domestic,
special areas should be fenced off where the crops could be grown. The community
would be was responsible for creating these fences but the program provided the
necessary wire for making them.
Once the area has been fenced off it could be countervated cultivated. The land with dark
was dug, so the that vegetables and cereals appropriate to the climate could be grown.
And the program provided the necessary seeds for this. The program also provided
pumbs, so that water could be brought from the river in pipes to the fields. However, the
labor was all provided by local people and they also provided and put up the posts that
supported the fences around the fields.
Once the program has been set up, its development with was monitored carefully. The
farmers were able to grow enough produces not just for their own needs but also to sell.
However, getting the produces to places where it could be marketed was sometimes a
problem. As a the famers did not have access to transport and this resulted in large
amount of produces especially vegetables being spoiled. This problem was dicussed with
the farmers’ associtations and this was decided that in order to prevent fruit food from
being spoiled. The farmers needed to learn techniques for its preservation.
There was also an additional initiative that had not been regionally originally planed but
which became central feature of the program. This was when farmers started to dig holes
for tanks in the fenced-off areas and a few to fill these with water and use them for
breeding fish and - an important source of protein. After a time, another’s suggestion was
made by local people which hadn’t been part of the program ‘s regional original proposal
but which was also adopted later on. They decided to try setting up colonies of bees
which would provide honey both for their own consumption and to sell.
So, one what lesson can be learned from this program? First of all, it tells us that in dry
arid regions, if there is acess to the realiable source of water, there is great potential for
the development of agriculture. In Chicualacuala, there was a maketing maketed
improvement in agriculture production which improved fruit security and benefited in
local people by providing them with both food and income. However, it’s important to set
realistic logistic timelines for each face phase of the program, especially for each its
design as mistakes is made at this stage may be hard to correct later all on.
The program demonstrates that the sustainable development is possible in areas where
there is
Part 4 test 1 cambridge 15
Today, I’m going to talk about the Eucalyptus Tree. This is a very common tree here in
the Australia, whereas also sometimes called the the … tree. First, I’m going to talk about
… important then I’m going to discribe some problems it faces at present.
Right, well, the Eucalyptus Tree is an important tree for loss of erosions, for example it
gives shelter to … life … and is another … also depend on it for food particularly the
nester from its flowers. So, it supports bio-diversity. It’s useful to our humans, too
because we can kill… with the … made from oil … from Eucalyptus leaves. The
Eucalyptus grows all over Australia, and the trees can live for up 400 years, so it’s a …
that all … cross the country, number of Eucalyptus are falling because the trees are dieing
off …
So, what is the reason for this? One possible reason is disease. A far back is the 1970, the
trees started getting a disease called … yellows. The tree leaves were gradually turned
yellow then the tree would die. It was until to 2004 that they found the cause of problems
with … or canxi hydroxide to give it drop chemical name, which with being use in the
contruction of the roads. The … with being wash … into the crowd and the affecting the
roots of the Eucalyptus Trees near by. What was we doing with preventing the trees from
sharking up the iron they needed for healthy growth. When this was … back in to the
affected … trees, they immediately recoverd. But this problem only affected a relatively
small number of trees. By 2000, huge number of Eucalyptus were dying along Australia
east coast of a disease known as … associated die back. The bell miner is a bird and the
disease seemed to be common where there are high populations of bell miners. Again,
it… of the… affected. What happens is that insects settle on the leaves and each there …
ground them destroy … they go and at the same time they … solution which had sugar in
it. The bell miner birds really liked this solution and in order together to … possible, they
keep away other … to get it. So these … insects .. at the expensive other … and
eventually so much … done to the leaves that the tree dies (4p50)

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Part 4 test 2 cambridge 15

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