LOMARY SECONDARY SCHOOL

FIJI YEAR 13 CERTIFICATE EXAMINATION

ENGLISH PROJECT
2019

NAME: PENI VUNISAU HUNT SILAQALOVAKI

FEMIS ID: 786538
YEAR: 13
TEACHER: MRS. MARETINA REKITILAKO RAWALAI
 THEME
CLIMATE CHANGE

TOPIC
THE IMPACTS OF SEA LEVEL RISE
ON THE COMMUNITY AT LOMARY
Case Study of Lomary Secondary School and
Lomary Catholic Primary School

ii.
 THESIS STATEMENT
Climate change is not only a major issue in the world but is also felt closer to
home in Lomary. Lomary Secondary School and Lomary Catholic Primary
School need to follow suit before it is too late. Over the years, the shoreline has
moved closer to the two schools and it is imperative that action is taken now.
Therefore this project aims to research and identify affected areas around the
school and recommend actions that can be done to combat the escalating
problem of sea-level rise.

iii.
 ACKNOWLEDGEMENT
I would like to express my sincere gratitude to the following individuals for
without their support this project would not have been a successful one.

 My parents - Mr & Mrs Sila for their moral support.

 My guardians - Mr & Mrs. Tawake for their assistance in contributing
ideas and finance towards the compilation of this project.
 My English teacher - Mrs Maretina Rekitilako Rawalai for her step-by-
step guidance and advice throughout the various phases of this project.

All the respondents of who have answered the questionnaires

iv.
 METHODOLOGY

In order to compile this project, the following research tools were used under
the two methods of research.

PRIMARY RESEARCH:
a) Personal Observation
Firstly, personal observation was made at the various places affected by sea-
level rise. Photographs of the areas were also taken.
b) Talanoa Session
Talanoa sessions were held with teachers, students and members of the
Lomanibai community in order to obtain their views, opinions, reactions and
attitudes towards the impacts of the escalating sea-level rise and coastal
inundation at Lomary.
c) Questionnaire
Twenty questionnaires were distributed to the respondents and within five days
all questionnaires were collected. For a week all questionnaires were analysed
and henceforth a draft was created.

SECONDARY RESEARCH
a) School library
The library was used to access newspaper articles, pamphlets and magazines.
b) Internet
Numerous websites were accessed to gain information on the on-going issues
relating to climate change.

v.
 DECLARATION

I, Peni Vunisau Hunt Silaqalovaki, of Year 13 of Lomary Secondary School,

do hereby declare that this project is an original piece of work and that all
borrowed information from external sources has been duly acknowledged and
referenced.

Signature Date

vi.
 TABLE OF CONTENT
CONTENT PAGE NUMBER
Cover Page i.
Title Page ii.
Thesis Statement iii.
Acknowledgement iv.
Methodology v.
Declaration of Originality vi.
1.0 Introduction 1
2.0 Description of case study area 2
3.0 What is climate change 3-4
4.0 Causes of climate change
4.1 Greenhouse gas emission
5-6
4.2 Deforestation
4.3 Fossil fuel burning
5.0 Effects of climate change
5.1 Sea level rise
5.2 Growing Intensity of natural hazards 7-11
5.3 Costly and growing health costs
5.4 Destruction of marine ecosystem & coastline
5.5 Coastal Flooding
6.0 Possible solutions to climate change
6.1 Mangrove planting
6.2 World Forest Day planting program
12-17
6.3 Creation of Lomary Reserve Park
6.4 Creation of Compost Areas
6.5 Seawall Construction
7.0 Possible scenario if Climate Change is not addressed 18
7.1 Relocation
7.2 Loss of Biodiversity
8.0 Recommendations 19
9.0 Conclusion 20
10.0 Reference 21

11.0 Appendix 22-23

1.0 INTRODUCTION
Climate change has become a global phenomenon affecting everyone and
everyone all over the world. The impacts of climate change are far reaching as
its effects are felt in the coldest parts of the world to the hottest places there is.
No living or non-living organism can escape the harsher realities brought on by
the impacts of climate change.
According to the (Australian Academy of Science, 2006), “climate change is a
change in the pattern of weather and related changes in oceans, land surfaces
and ice sheets over time scales of decades or longer”. A change in climate is
caused by humans as well as natural factors present in the environment.
However, humans are solely responsible for enhancing the impacts of climate
change due to our selfishness, arrogance and greed which has put a toll on our
natural environment.
It is sad to note that Pacific Island Countries (PICs) are at the receiving end of
environmental disasters committed by larger industrial nations. King 2004
stated that “if leaders of PICs do not take any serious action now, then we are
at a risk of losing our islands, identities, values, culture and our uniqueness
which sets us apart from other parts of the world”.
The Lomary community is at the mercy of this global phenomenon due to its
close proximity to the sea. Being a student here for the last two years, I have
witnessed first-hand the devastating impacts of coastal erosion brought on by
sea-level rise.
Therefore, the project aims to emphasize on the need to take action now and
help in the saving of the school’s shoreline from totally eroding away. It is
hoped that awareness will be raised amongst teachers, students and families
living in the Lomary community to save this beautiful environment before it
disappears in the blink of an eye.

1.
2.0 DESCRIPTION OF CASE STUDY AREA
2.1 LOCATION
The Lomary School Compound is located within the vicinity of the Our Lady of
Assumption Parish along the Queens Highway in the Province of Serua. It is
approximately 56 kilometers from Suva and takes about an hour from Suva.
Moreover, the population of the two schools is around 600 students and also
includes the Presbytery which accommodates the Parish Priest and the SOLN
Superior and Sisters Convent which accommodates the Sisters’.
There are 12 staff quarters with about 16 households who all hail from
different parts of Fiji whilst the Parish Priest is from Kiribati.

Source: Google Earth

2.2 HISTORY OF ESTABLISHMENT

2.2.1 LOMARY PRIMARY SCHOOL
Lomary Primary School was first registered in 1931 after Father Bousquet requested
the government to assist in the improvement of the existing school that had been
managed by the S.M.S.M. sisters. The school was only for girls and the boys school
was more like a catechism school. In 1931, Lomary Primary School was opened to
both boys and girls.

2.2.2 LOMARY SECONDARY SCHOOL

In 1972, Lomary was opened as a Junior Secondary School (up to Form 4). In 1984, a
Form 5 was added and in 1988, Form 6 was added. In 2012, permission for Form 7
was granted by the government as well as to add extra Vocational Courses to the
Catering & Tailoring course that was already being offered to students.

2.
3.0 WHAT IS CLIMATE CHANGE
Climate change is the catch-all term for the shift in worldwide weather
phenomena associated with general shifts in global temperatures. The 2019
Climate Bulletin stated that “the period from April 2018 to March 2019 is the
warmest period on record”. The rise in global temperatures has had drastic
impacts on the volume of ocean waters around the globe since the last global
ice age.

According to Fiji’s National Climate Change Policy, Fiji has recorded a 6

millimetre increase in its sea level per year which was larger than the global
average. The rapid rise in sea level and the resulting saltwater intrusion has
made some places uninhabitable.

The increasing ferocity of climate change and its effects from the past few years
till today has greatly affected residents of low-lying areas and its resources,
resulting in relocation of homes and houses.

3.1 WAYS IN WHICH LOMARY STUDENTS

HAVE BEEN MADE AWARE OF THE ISSUE OF
CLIMATE CHANGE
The issue of climate change is not a totally new concept to students and
members of the Lomary community. Through the incorporation of climate
change issues in Fiji’s curriculum; there is a greater awareness and adaptation
methods that have been used over the years to live up to the impacts of sea-
level rise. Many students come from nearby villages that are directly impacted
by coastal flooding, coastal inundation and saltwater intrusion and many have
heard stories from their elders about the impacts of climate change in their
various communities.

3.
Figure 1.0 - Ways in which Lomary students have been made aware of the
issue of climate change

Media
10%

Observation
40%
School
30%

Friends
20%

Source: Questionnaire
Figure 1.0 above shows the 4 major ways in which Lomary students have come
to know about the issue of climate change.

The figure shows that 10% of students have come to know the issue of climate
change through reading newspapers, listening to the radio and watching it on
the TV. These respondents stated that they were made aware of the issue of
climate change during Fiji’s presidency over COP23.

Another 30% of the students have learnt about the issue of climate change and
its effects from the various subjects that they take. After further research, it
was found that the Basic Science, Social Science, Home Economics, Basic
Technology, Biology, Technical Drawing, Geography, Agriculture Science
curriculum have sufficiently covered the issue of climate change. This has been
very helpful for our students to know, understand and act on this pressing
issue.

In addition, 20% have come to know the issue of climate change through their
friends. This is mainly done through conversing with friends and relatives
around their villages.

The major group of 40% stated that they have been made aware of the impacts
of climate change and sea-level rise through observations around the school.
These 40% respondents are Year 13 students who have spent more than 5
years at Lomary and have seen the foreshore slowly fading away into the ocean.
They are also former students of Lomary Primary School so in total they have
spent more than 10 years here at Lomary to have a first-hand experience about
this issue of sea-level rise.

4.
4.0 CAUSES OF CLIMATE CHANGE
Climate change is perceived by many as an environmental problem, caused by
industrial nations, such as the USA and China. In this context, it is easier to
ignore the problem as Pacific Islands are not responsible for this problem.
Unfortunately, while the countries of the Pacific least contribute to the causes
of climate change; they are amongst the most at risk from the negative impacts
of this phenomenon.

4.1 Enhanced greenhouse gases emission

Greenhouse gases are all naturally occurring gases and without it, the earth
would be too cold to sustain any form of life. Unfortunately, human activities
are releasing too much greenhouse gases into the atmosphere. This has been
through increased industrial production, electricity and the use of
transportation. This has caused a thickening of the greenhouse blanket which
has resulted in too much heat being trapped in the earth’s atmosphere. This
causes global temperature to rise and the reason for climate change.
Lomary has also contributed to the increased amount of enhanced greenhouse
gas emission through burning which is done on a daily basis at the school’s
incinerator and burning of household rubbish or general burning conducted on
a daily basis. A number of households in the Lomanibai community use
firewood as a source of fuel on a daily basis and this add to the increased
amount of carbon gas being released from this locality. The release of harmful
gases from transport means like the public bus and private vehicles also adds
to the amount of enhanced greenhouse gases emitted from Lomary into the
atmosphere.

4.2 Deforestation of mangrove forests

Forests help protect the planet by absorbing massive amounts of carbon
dioxide. Deforestation is the discriminating cutting down of trees without
replanting. When trees are cut down for economic purposes, mining, farming
and construction it will result in loss of the green blanket or ozone layer.
Forests are referred to as ‘carbon sinks’ as they help to absorb carbon dioxide
from the atmosphere. Hence, cutting down of trees will result in the over-
exposure of our earth to carbon gases, exposing of earth to direct sunlight and
rain, resulting in soil erosions, desertification and degradation.
Unfortunately, the Lomary community has felt the impacts of sea-level rise as
the mangroves were cleared when the school was constructed. According to Mr.
Tuni Rounds who is the school caretaker and a former student of both schools
in the early 1990’s, he stated that the school foreshore used to be 10 meters
away from its current location. Due to the escalating sea water intrusion, the
coastline has receded about 20 meters inland from where it used to be. Refer to
figure below.
5.
Photo 1.1: The marked area shows where the coastline Photo 1.2: This photo was taken from the marked area in the
level was 20 years ago. The coastline has receded to previous photo. It can be clearly noted that the receding
about 20 meters inland. coast is dangerously close to the school.

Source: Personal Collection Source: Personal Collection

4.3 Fossil Fuel Burning

When we burn oil, coal, and gas, we don’t just meet our energy needs—we drive
the current global warming crisis as well. Fossil fuels produce large quantities
of carbon dioxide when burned. Carbon emissions trap heat in the atmosphere
and lead to climate change.
The Lomary community does not contribute significantly to burning of fossil
fuel; however it has felt the impacts of this activity. In a day, the community
might emit around 1-2% of these harmful gases are not used on a daily basis.
It is anticipated that with more awareness happening in the community, that
the Lomary community will stay away from using fossil fuels and resort to
using renewable sources of energy.

Figure 2.0 - Causes of Climate Change

Greenhouse gas Deforestation

Deforestation 40% 40%
Fossil Fuel
Greenhouse gas

Fossil Fuel
20%

Source: Questionnaire

Figure 2.0 above shows the 3 major methods respondents have towards the
causes of climate change.

6.
40% of the respondents felt that deforestation is the major cause of climate
change in our world today. These respondents are students who said that with
the indiscriminate cutting down of trees, there will be less available to use in
the future for them and their families.
In addition, enhanced greenhouse gas emission is also another major
contributing factor to climate change. 40% of respondents felt that there are so
many cars and public transport that are running on the roads which have had
a drastic impact on the environment. With so many cars running on the roads,
respondents have observed that there is too much carbon being released and
trapped in the atmosphere.
Moreover, 20% feel that burning of fossil fuels contribute very less to the
increase in climate change and its impacts. This may be due to the fact, that
not many of these respondents are exposed to higher levels of fossil fuel
burning as in the developed countries.

5.0 EFFECTS OF CLIMATE CHANGE

“Unless the world acts decisively to begin addressing the greatest
challenge of our age, then the Pacific, as we know it, is doomed,” –
Frank Bainimarama, COP23 President and Fijian Prime Minister.
Fiji—like its neighbours across the South Pacific—remains one of the smallest
contributors to global carbon emissions, yet faces some of the most devastating
consequences of extreme weather patterns. Fiji’s future depends on countering
the impact of climate change. This vulnerability is increased due to their fragile
eco-system and developing economy.

5.1 Rising sea levels

Sea level rise causes saltwater intrusion and this will have an impact on fresh
water supplies as sea water seeps into the thin wedge of groundwater.
Therefore, affecting the quality and quantity of drinking water and damaging
agriculture. Rising sea levels also contributes towards coastal inundation
which is evident in Lomary. The sea-wall has been partly damaged and there is
little protection for the school’s coastline.

7.
Photo 2.1 - The area marked on the photograph shows the seawall Photo 2.2 - Saltwater intrusion into the beachfront at Lomary
that has been partly damaged due to rising sea-levels over the past Primary School. The damaged sea-wall is partly visible at the
5 years. background of the photo.

Source: Personal Collection

Source: Personal Collection

Photo 2.4 - This photo shows the approaching waves at the

Primary School during high tide. Waves have broken through
Photo 2.3 - This photo shows the flooded beachfront during
the sea-wall barrier.
high tide

7.
Source: Personal Collection 7.

Source: Personal Collection Source: Personal Collection

8.
5.2 Growing Intensity of Natural Hazards

In February 2016, Cyclone Winston ravaged Fiji, taking the lives of 44 Fijians,
destroying homes, uprooting families and inflicting serious damage on the
nation’s sugar crop, a foundation of the Fijian economy. The Prime Minister
declared a 30-day state of emergency. With winds recorded at 185 miles per
hour and gusts up to 200 miles per hour, Cyclone Winston took its place as
Fiji’s worst recorded natural disaster and the strongest storm to ever hit our
country (FMS, 2017).

“Lomary was not spared from Winston in 2016. Being located near
the coast, we were very fortunate that it hit us at daytime. If the
cyclone had hit us during the night, then it would have been a
different story altogether. There were only falling branches and storm
surge that was observed”. (Bulavakarua M, 2019, Pers. comm; 16
March).

5.3 Costly and growing health impacts

Rising temperatures will likely lead to increased air pollution, a longer and
more intense allergy season, the spread of insect-borne diseases, heavier
rainstorms and flooding. All of these changes pose serious, and costly, risks to
public health.

5.4 Destruction of marine ecosystems

Higher concentrations of CO2 in the atmosphere, due to the burning of fossil
fuels, are making oceans both warmer and more acidic. These two effects
threaten the survival of marine life. Corals, shellfish, and phytoplankton, which
are the base of the food chain, are particularly at risk. (Bell, J.D., 2011. Page
24). The Lomary coast has felt the devastating impacts of climate change. Now,
there is neither hardly any fish nor a vibrant marine ecosystem existing around
the local community.

Photo 2.5 - The beachfront is littered

Photo 2.6 - The photo clearly shows the ‘dead’ marine Photo 2.7 - The photo clearly shows pools of sea-water
with rubbish making it difficult for
environment around the school which cannot support that has no living organisms in it.
marine life to live
any form of marine life

Source: Personal Collection

9.
 5.5 Coastal flooding
The Lomary coastline has not been spared from the devastating impacts of
rising sea levels. During high tide, the shoreline is continuously damaged by
waves. In May 2019, a teacher’s compound was partly inundated with salt
water after 1 week of heavy rainfall.

Photo 2.8 & 2.9: The photos clearly show the impacts of high tide on the coast.
Photo 2.10 - The photo shows exposed roots
Roots of trees have been ‘eaten’ away. during low tide

Source: Personal Collection

Photo 2.11 – This photo was taken Photo 2.12 – Sea water flooded the Photo 2.13 – Sea water intrusion
during the flooding of Mrs Tuisiga’s compound as well as the bottom of as clearly seen in this photo.
compound in May, 2019. The marked the Tuisiga’s residence.
area shows the level of the coastline
that was damaged by waves.

Source: Personal Collection

10.
Figure 3.0 - Effects of Climate Change
Rising Sea Level
20%

Intense Natural Hazards

10%
Destruction of marine
ecosystem
60%
Health Impacts
10%

Rising Sea Level Intense Natural Hazards Health Impacts Destruction of marine ecosystem

Source: Questionnaire
Figure 3.0 above shows the major ways in which the environment and people
have been affected by climate change.
60% of the respondents claim that the destruction of the marine ecosystem is
the major impact felt at Lomary. This is evident in the school’s coastline which
is being eaten up by waves on a daily basis.
20% of the respondents have witnessed firsthand the impacts of rising sea-
levels as it has damaged the sea-wall that was constructed by the government
in 2013. The seawall was built as a government investment to protect our
beachfront.
10% have responded that intensifying natural hazards. The intensity of
Tropical Cyclone Winston was felt by the community at Lomary. Heavy periods
of rainfall that was experienced in April 2019 led to the destruction of the
beachfront beside the Principal and Mrs Tuisiga’s residence.
10% have responded that after a natural hazard occurs whether it is flooding
or cyclone, diseases like diarrhoea, typhoid, and other water-borne diseases
ravage their communities and villages.

11.
6.0 SOLUTIONS TO IMPACTS OF
CLIMATE CHANGE IN FIJI
Fiji presided over COP23 in Bonn with the support of the government of
Germany in 2017 to address the issues associated with climate change. The
Fiji government has undertaken numerous projects, agreements and activities
that have assisted people and the community at large in dealing with the
problems brought on by climate change.

(i) Green Climate Fund

The determination of the Fijian Government to link the resilient water supply
and wastewater project to climate considerations was met with a US$31million
grant in 2016. This grant was used to provide an alternative source of water for
the greater Suva area. (Komai, M., 2016 Fiji's Green Climate Fund grant, a
precedent for other climate vulnerable nations – ADB expert, Pacific Island News
Association).

(ii) United Nations Framework Convention on Climate Change

Fiji has ratified the Framework Convention on Climate Change. Fiji has also
embarked on the implementation of sustainable development programmes
which have strong linkages to its reporting commitments under other
multilateral environmental agreements. (Asian Development Bank 2004:
Environmental Pacific Regional Strategy, 2005-2009, pg 105).

(iii) Sustainable Development Bill

Fiji has drafted a Sustainable Development Bill to provide a framework for the
sustainable management of the environment. It is a comprehensive and
integrated piece of legislation that focuses on Environmental Impact
Assessments, Codes of Environmental Practice, Natural Resource Management.

(iv) Forest Reserves

At present Fiji has 17 forest reserves and seven nature reserves totalling 319
km, which is 1.7% of Fiji's total land mass.

12.
6.1 SOLUTIONS TO IMPACTS OF
CLIMATE CHANGE AT LOMARY
The students and teachers in the two schools as well as the Lomanibai
community have been trying to address this escalating issue over the years.
Awareness programmes have been carried out in the two schools and
partnerships have been forged with local organisations such as Project Abroad,
Vunimaqo Forestry Station to address the issue of coastal erosion. Some of
these activities are further outlined below.
6.2 Mangrove Planting
This is an on-going activity at Lomary. Due to the impacts of coastal flooding,
the coastline is now protected by mangroves which have been planted by
students and teachers and Project Abroad staff members and volunteers.

Photo 2.14: Primary school students planting mangroves at the Photo 2.15: Secondary school students assist a volunteer from
Primary School coast in their effort to combat sea-level rise Projects Abroad in planting mangroves along the school coast

Source: Personal Collection Source: Personal Collection

77Photo 2.16 - Secondary school students planting mangroves along Photo 2.17 - Mangroves that were recently planted by
areas that are in danger of being washed away along the school Primary school students that has been growing which will later
foreshore. Notice the dead mango tree that is on the far right of the bring an abundance of marine life in the years to come.
photo which was only bearing fruits in 2015.

Source: Personal Collection Source: Personal Collection

13.
6.3 International Day of Forests Programme - 2019
The school hosted officials from the Vunimaqo Forestry Station in their effort to
help combat climate change through tree planting. The International Day of
Forests programme held on the 21st of March was also celebrated in the
country to create awareness on the importance of trees and their role in the
environment. Students and teachers helped out by planting native tree species
around the school and its vicinity which is our collective effort in combating the
harmful impacts associated with deforestation.
Photo 2.18 - School Principal assisted by the Head Boy &
Head Girl as they plant a native tree species during the Photo 2.19- Year 9 students doing
World Forest Day programme. their bit to help the environment.

Source: Personal Collection Source: Personal Collection

Photo 2.22 Planting a coconut tree in our

front yard to stop coastal erosion
Photo 2.20 - Year 10 students Photo 2.21 - Students assisted by a teacher

Source: Personal Collection Source: Personal Collection Source: Personal Collection

14.
6.4 Eco Reserve Park
This year teachers and students of St John House created a nature eco-
reserve park to protect our shoreline from the waves. This area has perennial
plants growing over them to help stabilize the sand which is prone to wind
erosion. The creation of the St. John Eco-Reserve Park is an initiative
undertaken as the school’s contribution to fight the harmful impacts of climate
change.

Photo 2.23- ‘Saint John Eco Park’ which is a reserved area in the Photo 2.24 - No trees are allowed to be cut nor removed from the
school. St. John Eco Park.

Source: Personal Collection Source: Personal Collection

Photo 2.25- This photo clearly shows the reserved area that has Photo 2.26 - This photo shows the back of the school building that
been cordoned off in an effort to protect the shoreline from being has been reserved which has helped to prevent the sand from being
destroyed by waves. blown away.

Source: Personal Collection Source: Personal Collection

15.
6.5 Creation of Compost Areas
This was an initiative created last year in our collective effort to minimize the
burning of rubbish in the school compound. Since burning creates smoke
which increases the levels of carbon dioxide, we have taken the responsibility
of mitigating the impacts of climate change with the creation of compost areas.
All grass, leaves, tree branches that are collected from around the school is
dumped in the compost which also helps to add humus to the soil.

Photo 2.27 & 2.28 - The school compost

Source: Personal Collection

6.6 Construction of Sea-Wall

The seawall was constructed in 2013 by the Fiji government at a cost of
$100,000 to protect the school’s beachfront. According to a press release of
June 2013, Prime Minister Voreqe Bainimarama issued a directive for the
construction works for the seawall to begin immediately. This followed a visit
by him to the school earlier in 2013.

Photo 2.29: The sea-wall that has tremendously Photo 2.30 - The sea-wall is also prone to rising sea-levels
kept the waves at bay. Sand that is washed onto the shore is nearly covering the
sea-wall.

Source: Personal Collection Source: Personal Collection

16.
6.7 Construction of Sand Bank
This year (2019) the use of sand bank was introduced as an alternative method
to stop coastal erosion. This is a cheaper way of addressing problems created
by sea-level rise. The sand bank is located behind Mrs. Tuisiga’s residence
which was recently washed away during heavy rains in May.

Photo’s 2.31 & Photo 2.32 - Shows the recently built up sand bank which has helped to stop coastal erosion behind Mrs
Tuisiga’s residence.

Source: Personal Collection

6.8 Use of old tyres to trap sand

This is another method used in Lomary to trap sand along the coastline. It is
an effective and cheaper alternative to building an expensive infrastructure like
the sea-wall. It is also a recycle method to save the environment.

Photo’s 2.33 & 2.34 - Old tyres which have been used as a method of trapping sand along the coastline.

Source: Personal Collection

17.
 7.0 POSSIBLE SCENARIOS IF CLIMATE
CHANGE IS NOT ADDRESSED IN
LOMARY

7.1 Relocation of the two schools

The rise in sea-level will continue to be a threat to Lomary in the years to come.
The location of both schools has already made it susceptible to the threat of
coastal flooding, coastal erosion, salt-water intrusion. If nothing is done now to
address the problems currently faced, then there would be a lot of money spent
to relocate the two schools to higher ground.

7.2 Loss of Biodiversity

The most immediate impact will be the loss of biodiversity and changes to the
fish community as a result of coral bleaching. According to Mrs. Tawake, “fish
population will die once coral reefs die out. Fish species will decline due to loss
of settlement and habitats” (Tawake, S. 2019, pers. comm, 1 June). The vibrant
community of plants and other living organisms that we find now may not be
here in the next 30 years if the issue of climate change continues to go
unnoticed in Lomary.

18.
8.0 RECOMMENDATIONS
After completing this research, it is recommended that the community of
students, teachers, families and friends at Lomary should try to implement the
following programmes to help combat the issue of climate change.
8.1 Continuation of Mangrove Planting
This should be done on a monthly basis with the help of the Project Abroad
team that is located in close proximity to both schools. The reason for this is
that it is free of charge, involves the whole community and will help to stop
coastal erosion and create a habitat for fish and other marine organisms.

8.2 Use of Recycle, Reuse and Reduce (3R’s)

At the completion of this research, it was found that there is very little practise
of the 3R’s in both schools. All paper is burnt, plastic bottles are burnt which
could be used for other purposes. Teachers and students need to make use of
this non-biodegradable items for flower pots, re-using paper to help save our
environment.

8.3 More reserve areas

There should be more plants planted along the coast and grass or weed
growing by the beach should not be removed. This is a natural way of stopping
sand from being washed away.

8.4 Building of sand-banks

Since the sea-wall has been damaged by rising waves, the school could use an
alternative method of using sand bank to stop the approaching waves from
reaching the school. It is cheaper to use and sand is abundant in supply.

8.5 Beachfront clean-up programmes

It is saddening to find the beach littered with rubbish on a daily basis. A clean-
up programme could be organised on a weekly basis.

19.
9.0 CONCLUSION
“Surely we have a responsibility to leave our future generations a
planet that is healthy and habitable by all species” (Sir David
Attenborough).

Climate change is real and is here to stay. It is no longer a myth nor a far-off
problem but is happening among us now and will be here with our future
generations. It is our responsibility to act on the problems presented by the
changing climate now to save what is left of mother earth.
The community of students, teachers, and families of Lomary need to take a
more proactive role in saving the environment from further destruction as seen
today. Witnessing the damages caused to the beautiful Lomary environment
over the years, it will take a sense of responsibility, pride and empathy towards
God’s creation that will enable us to value what we have. Our environment
defines how best we are able to appreciate that Earth has given us life.
At the completion of this project, it can be concluded that the environment at
Lomary needs to be protected to ensure that the education of the children of
surrounding areas are not affected. Taking action now will save the future of
this community.

20.
10.0 REFERENCE

1. Asian Development Bank 2004 Report: Environmental Pacific Regional

Strategy, 2005-2009, pg 105. Retrieved June 1, 2019 from
https://www.adb.org./countries/fiji
2. Bell, J.D., Johnson, J.E. (eds). 2011. Vulnerability of tropical Pacific
fisheries and aquaculture to climate change, Noumea, New Caledonia:
Secretariat of the Pacific Community.

3. FMS (Fiji Meteorological Services) 2012: Annual Climate Change Summary.

Retrieved June 18, 2019 from http://www.met.gov.fj/Summary2.pdf

4. Komai, M. (2016, April 15) Fiji's Green Climate Fund grant, a precedent for
other climate vulnerable nations – ADB expert, Pacific Island News Association.
Retrieved April 24, 2019 from https://www.pina.com.fj

5. King, M. 2004. Mangroves to Coral Reefs. Apia, Samoa: Secretariat of the

Pacific Regional Environment Programme.

6. Lomary Secondary School [Image] 2019. Retrieved May 30, 2019 from
https://www.google.com/maps/@18.3938754,178.0944092,10089m/data=!3
m1!1e3

21.