Free Essays on Hospital Hospitalities

Hã'pital Hospitalities AAAAAAAAAOOOOOOOOOOCH!. Voir a fait thaaat hurrt ? Beseeched Imbã ©cile d'Infirmià ¨re dans child complement britannique poli. Les signes de rã ©volte à ©taient simplement à ©vidents sur le troisiã ¨me plancher(ã ©tage) de ce house la breath de sel de pin. Ces cris perã §ants horrifiants ont à ©tã © faits standard moi, depuis, je m'ã ©tais posã © en cette place en face de celui de ciel. J'ai eu horreur rester Detroit Riverview l'HÃ'pital parce qu'ils ont servi l'alimentation terrible, leur staff m'a traitã © avec la cruautã © absolue et la nã ©gligence et les rã ¨gles(autoritã ©s) et les rã ¨glements qui ont à ©tã © à ©tablis, à ©taient absolument absurde. L'alimentation d'hã'pital à ©tait sans aucun doute shocking. Un de leurs plats principaux à ©tait les bandes de boeuf grillã ©es qui, probablement, pourraient avoir à ©tã © faites dans des vestes en cuir. De in addition, si leurs burgers avaient dã ©sormais la graisse compilã ©e dans eux, ils auraient pu en rã ©alitã © alimenter Rosanne Barr. Une question auquel on a souvent demandã ©, à ©tait si la dinde dã ©borde à ©tait la dinde, ou dã ©border. En fait, quelque picked de l'alimentation a semblã © , apparemment, à ªtre de-guerre-stratã ©gique. Autrement dit, la graisse de la tarte d'asperge à ©tait assez pour noyer un individu. Malheureusement, leur chariot de Mandrin cã ©lã ¨bre à ©tait vomit et, le croire ou pas, à ©tait le deuxiã ¨me article qui avait le potentiel pour tuer le Surhomme. En outre, si leurs toasts franã §ais ont ressemblã © dã ©sormais la styro-mousse, ils seraient employã ©s dans l'emballage. Une autre raison pourquoi j'ai mã ©prisã © cet hã'pital à ©tait tant parce que le work force m'a traitã © avec une cruautã © si incroyable et la nã ©gligence. Standard exemple, les infirmiã ¨res avaient une habitude dã ©sagrã ©able de me laisser(me weakling) inconscient de quand l'aiguille torturante - la poussã ©e de la cã ©rã ©monie devait avoir lieu. d'autres temps, le prã ©posã © nã ©gligent qui pre... Free Essays on Hospital Hospitalities Free Essays on Hospital Hospitalities Hã'pital Hospitalities AAAAAAAAAOOOOOOOOOOCH!. Voir a fait thaaat hurrt ? Beseeched Imbã ©cile d'Infirmià ¨re dans child emphasize britannique poli. Les signes de rã ©volte à ©taient simplement à ©vidents sur le troisiã ¨me plancher(ã ©tage) de ce residence la breath de sel de pin. Ces cris perã §ants horrifiants ont à ©tã © faits standard moi, depuis, je m'ã ©tais posã © en cette place en face de celui de ciel. J'ai eu horreur rester Detroit Riverview l'HÃ'pital parce qu'ils ont servi l'alimentation appalling, leur work force m'a traitã © avec la cruautã © absolue et la nã ©gligence et les rã ¨gles(autoritã ©s) et les rã ¨glements qui ont à ©tã © à ©tablis, à ©taient absolument absurde. L'alimentation d'hã'pital à ©tait sans aucun doute ghastly. Un de leurs plats principaux à ©tait les bandes de boeuf grillã ©es qui, probablement, pourraient avoir à ©tã © faites dans des vestes en cuir. De additionally, si leurs burgers avaient dã ©sormais la graisse compilã ©e dans eux, ils auraient pu en rã ©alitã © alimenter Rosanne Barr. Une question auquel on a souvent demandã ©, à ©tait si la dinde dã ©borde à ©tait la dinde, ou dã ©border. En fait, quelque picked de l'alimentation a semblã © , apparemment, à ªtre de-guerre-stratã ©gique. Autrement dit, la graisse de la tarte d'asperge à ©tait assez pour noyer un individu. Malheureusement, leur chariot de Mandrin cã ©lã ¨bre à ©tait vomit et, le croire ou pas, à ©tait le deuxiã ¨me article qui avait le potentiel pour tuer le Surhomme. En outre, si leurs toasts franã §ais ont ressemblã © dã ©sormais la styro-mousse, ils seraient employã ©s dans l'emballage. Une autre raison pourquoi j'ai mã ©prisã © cet hã'pital à ©tait tant parce que le work force m'a traitã © avec une cruautã © si incroyable et la nã ©gligence. Standard exemple, les infirmiã ¨res avaient une habitude dã ©sagrã ©able de me laisser(me weakling) inconscient de quand l'aiguille torturante - la poussã ©e de la cã ©rã ©monie devait avoir lieu. d'autres temps, le prã ©posã © nã ©gligent qui pre...

Schools of Strategy Essay Example | Topics and Well Written Essays - 3250 words

Schools of Strategy - Essay Example Additionally this school makes CEO as the fundamental formulator of the procedure. The arranging school of procedure recognizes technique making as a proper procedure. It requires a mechanical and precise procedure of system plan with no or little imagination. The intellectual school sees technique making as a psychological procedure and takes contribution from various ideas of brain research. This school is to a great extent calculated in nature. The taking in school weights on gaining from past understanding and along these lines sees methodology making as a new procedure. The force school of technique contends that haggling between various force holders inside the association is a significant piece of methodology plan. The ecological school sees technique making as a responsive procedure that is subject to the outside condition. The social school of technique calls for bunch work in definition of methodology. The design school of system sees technique making as a procedure of chan ge. The various schools of technique can be gathered into three bigger gatherings (Mintzberg, Ahlstrand, and Lampel, 2002). First gathering is prescriptive in nature and comprise of configuration, arranging, and situating school. This gathering tells how a technique ought to in a perfect world be made. Second gathering tells how the system is made and bargains of pioneering, intellectual, learning, power, social, and ecological schools. The last gathering comprises of the design school that is both prescriptive and engaging in nature. Configuration School of Strategy The structure school of technique contends for intentionally controlled idea with regards to procedure making so as to build up a fit between outer chances and inside skill (Mintzberg, 2006).... This paper focuses on that the position school likewise places the activity of procedure detailing in the hands of master. Both the schools don't discuss cooperation and sharing of data with regards to improvement of system. Unified methodology in technique making was the outlook for quite a while in the board. Information sharing was not viewed as fundamental until present day methods of correspondence were created. This is the reason both the situating school and configuration school see technique making originating from a unified source. Configuration school expect that condition is steady and unsurprising, and there is no vulnerability while the situating school acknowledges that commercial center may change because of contenders and change sought after. Be that as it may, both the schools center around the financial condition. This report makes an end that the plan school and the situating school are two of the schools of technique introduced in the book. The plan school got mainstream in later piece of 1950s and spotlights on inventive methodology definition by the pioneer with the point of making a fit between the outside condition and the skill of the firm. The situating school was established by Michael Porter and it centers around technique detailing as an expository procedure. This school contends that finding the correct business for the firm is fundamental and offer model for picking an industry. At that point this school recommends that uncompromising stances itself in the business and afterward picks a technique comparative with the situation of the firm.

How to Talk to a Teen Threatening Suicide

How to Talk to a Teen Threatening Suicide Depression Suicide Print What to Say to a Suicidal Teen How to Talk to a Teen Threatening Suicide By Kathryn Rudlin, LCSW Medically reviewed by Medically reviewed by Daniel B. Block, MD on January 28, 2020 twitter linkedin Daniel B. Block, MD, is an award-winning, board-certified psychiatrist who operates a private practice in Pennsylvania. Learn about our Medical Review Board Daniel B. Block, MD on January 28, 2020 altrendo images / Altrendo / Getty Images More in Depression Suicide Causes Symptoms Diagnosis Treatment Types Childhood Depression Information presented in this article may be triggering to some people. If you are having suicidal thoughts, contact the National Suicide Prevention Lifeline at 1-800-273-8255 for support and assistance from a trained counselor. If you or a loved one are in immediate danger, call 911. Hearing a teen say things like, I should just go kill myself, should be cause for alarm. Suicide is the second leading cause of death among teenagers.   If your teen brings up the subjectâ€"even if you think its a bid for attentionâ€"address it right away. Unfortunately, many teens complete suicide every year and often their stunned friends and family say they never imagined their loved one would do it. Teen Suicide Facts If your teen is talking about or threatening to commit suicide, there are some things you should understand. There is a part of your teen that doesnt really want to die. Teens contemplating suicide likely feel utterly hopeless, out of control, and unable to cope. The pain they are experiencing is intense and substantial, and in this moment suicide seems the only way out. Suicidal teens are looking for a way to stop their  emotional pain. They are tired of hurting and tired of feeling like no one understands what they are going through. Warning Signs Some of the potential warning signs that a teen may be suicidal include talking about or threatening suicide. Mood swings, changes in routine, withdrawal from friends and family, risky or self-destructive behaviors, and giving away possessions are also signs that a child may be thinking about or at risk of suicide. College and Teen Suicide Statistics What to Say to a Suicidal Teen If you suspect that your teen is considering suicide, talk about it immediately.  Take it seriously and dont dismiss it as acting out, a bid for attention, or teenage drama. Contrary to popular belief, talking about  suicide  doesnt plant suicidal ideas in their heads. In fact, addressing the topic head-on can do the very opposite by helping your teen to know what to do if they have  suicidal thoughts or behaviors. It can help them identify a problem and know how to ask for help. If your teen mentions wanting to die or wishing they were dead, encourage them to talk to you about their distress. These strategies can help your teen start talking: Encourage your teen to describe what theyre feeling. Say something like, I had no idea things were so bad for you, talk to me about whats going on.Ask your teen to share whether a specific incident led to suicidal thoughts. Ask a question such as, What happened? I want to know more, it might help to talk about it.Dont invalidate your teens feelings. Avoid saying things that may be perceived as empty or unhelpful such as,  You should appreciate all you have in life, or I think youre overreacting. Those reactions downplay your teens pain.Show acceptance. Listen without verbalizing judgment or disagreeing with their statements or feelings. Ask if your teen has a specific plan for suicide. The more specific the plan, the higher the risk.   After gaining a better understanding, its important to offer your teen emotional support. Use the suggestions that best fit you, your teen and the situation: Let your teen know you understand that they feel miserable. Say something like, It sounds like youve given up or I think you feel theres no way out.Remind your teen of your unconditional love.Let your teen know you are deeply concerned about their well-being.As compassionately as possible say to your teen, I do not want you to hurt yourself and I will do everything possible to keep you from committing suicide.Gently point out that suicide is not a solution. Try saying something such as, I know there are options that could help, Id like you to at least try them.Promise to be there for your teen and to do whatever it takes to get them through this. Provide reassurance by saying something like, You are not alone. I am here to help you now that I understand how bad things really are for you. How to Help Your Depressed Teenager Make Safety the Top Priority A teen who is talking about suicide could be in immediate danger to themself. Take your teens comments seriously. There are a few things you can do to make safety a top priority. First, remove all dangerous implements or substances from the immediate area. Stay with your teenâ€"make sure your child is not left alone during this crisis. Once the immediate danger has been addressed, get ongoing help for your child. Therapy can treat and address underlying mental health issues and is crucial to alleviating your teens distress. Factors that can increase the risk of teen suicide include having a psychiatric condition (such as depression or anxiety), bullying issues, interpersonal issues, and substance use. Getting your teen help with such issues is an important part of suicide prevention. How to Help a Loved One Who Is Feeling Suicidal

Analysis Of The Lottery Essay - 1446 Words

These two short stories characterized many of the same elements, but also have many stark contrasts. When I was reading them, they both stood out with several core themes. Traditions and how communities thrive were the backbones to the two stories, and I constantly found myself comparing them metaphorically to what we do today. Poisonous or potentially problematic traditions often justify themselves as sustaining, as in life would only be worse without them, and therefore no one questions them. In The Lottery, the scene is immediately set within the town square, and we zoom in on a gathering that clearly of great import. We are enlightened that there is to be a lottery, which immediately invokes a positive feeling in the reader. A lottery tends to signify something won, something gained, or at the very least lotteries tend to give us hope at little to no cost for us. Throughout the story, we learn the true intention behind the lottery, however. Prior to the lottery beginning, we are told that the entire village, upon gathering, has also amassed a large pile of rocks that were gathered primarily by the children. It seems to be a very family-centered village, as well as patriarchal, since the men were the last to gather around the ring, and the leaders and instigators were all men as well. Of the numerous reason a lottery involving the entire town could be had, the simple, almost mundane justification for it was intriguing and bothersome all at once. The lottery was simplyShow MoreRelatedCritical Analysis for The Lottery1205 Words   |  5 PagesCritical Analysis for â€Å"The Lottery† Shirley Jacksons short story, The Lottery, aroused much controversy and criticism in 1948, following its debut publication, in the New Yorker. Jackson uses irony and comedy to suggest an underlying evil, hypocrisy, and weakness of human kind. The story takes place in a small village, where the people are close and tradition is paramount. A yearly event, called the lottery, is one in which one person in the town is randomly chosen, by a drawing, to be violentlyRead MoreAnalysis Of The Lottery 1036 Words   |  5 PagesSince reading The Lottery by Shirely Jackson, I’ve been thinking more about culture, traditions, and perspective. Not just that, but how it can sometimes take adopting an unbiased, non judgmental, or outside perspective in order to see things for what they really are. The way that the narrator in this story adopts such a position allows for a clearer view of the events of the story. In The Lottery, the narrator speaks to us in a non participant and objective manner. We hear and see events unfoldRead MoreThe Lottery Character Analysis Essay708 Words   |  3 PagesThe Lottery Character Analysis â€Å"Justice is doing for others what we would want done for ourselves,† -Gary Haugen. Gary Haugen is trying to say that seeking justice for others is important because that is what people would want done for themselves. In Jackson Shirley’s short story â€Å"The Lottery†, the main character, Tessie Hutchinson, must bring justice to her community. Tessie must try to get her village to realize that their annual lottery is not just. Tessie believes this is not just because theyRead MoreThe Lottery By Shirley Jackson Analysis732 Words   |  3 PagesFollowing other people may have a positive or negative effect, but when it reaches a certain point where you blindly follow others it may not have a positive outcome. â€Å"The Lottery† made by Shirley Jackson is about a small community of villagers that gather together every year to perform a tradition. All of the villagers gather together and draw small slips of paper from a black wooden box, whoever draws th e first slip with the black dot on it, their family has to draw first. Now all of the membersRead MoreAnalysis Of Jackson s The Lottery899 Words   |  4 PagesAnalysis of Jackson’s â€Å"The Lottery† In the story â€Å"The Lottery† by Shirley Jackson, we see the different literary elements she uses to unfold her story. Literary elements help readers to interpret and appreciate the works of a writer. In this Essay I will show you the three most prominent literary elements that were used, and how they add to the suspense, and surprise of the story. These literary elements are point of view, theme, and tone and style. The first literary element of this story isRead MoreAn Analysis Of The Lottery By Shirley Jackson744 Words   |  3 Pagesâ€Å"The Lottery† - For Analysis 1. There are multiple examples to suggest that â€Å"The Lottery† is a ritualistic ceremony. In several instances â€Å"The Lottery† is referred to as a ritual: â€Å"..so much of the ritual had been forgotten..† and â€Å"†¦because so much of the ritual had been forgotten†¦Ã¢â‚¬ . In addition, the ceremony happens annually on June 27th, a t0:00 a.m., suggesting a ceremonial quality. This happens with such regularity that the citizens â€Å"†¦only half listened to the directions†¦Ã¢â‚¬ . This ceremonyRead MoreLars And The Lottery Analysis1585 Words   |  7 Pagesthe community issues that affect everyone and that personal opinions are appreciated. A shared emotional connection is the part of shared history or a sense of the community’s quality of interactions. Communities in Lars and the Real Girl and â€Å"The Lottery† both have the attributes of membership, influence, and shared emotional connections thus making them true communities. The film Lars and the Real Girl is about a man, Lars Lindstrom, who lives in a small town in Wisconsin. Lars’ mother passed awayRead MoreAnalysis Of The Book The Lottery 1123 Words   |  5 Pagesquestion why. Suzanne Collin’s novel The Hunger Games and Shirley Jackson’s short story â€Å"The Lottery† best illustrate this point by showing how a violent annual tradition affects a society and its innocent people. The Hunger Games has such uncanny similarities to â€Å"The Lottery† that it almost seems as if Collins used Jackson’s story as a source of inspiration for her novel. Both The Hunger Games and â€Å"The Lottery† are extremely similar thematically in the sense that sheepishly following tradition can oftenRead MoreThe Lottery Literary Analysis1538 Words   |  7 Pagesday; the flowers were blossoming profusely and the grass was richly green† (Jackson). In this first sentence of the The Lottery Shirley Jackson establishes a pleasant illusion, creating a sense of serenity. Jackson proceeds to mention that children begin to gather in the village, frolicing and conversing about school. The initial scene and satirically labeled title, The Lottery, provide a somewhat satisfying first impression to the reader. The introductory scene is eminent to intentionally implementRead MoreThe Lottery Character Analysis1525 Words   |  7 PagesShirley Jackson’s â€Å"The Lottery† is a story that ventures among years of traditional values that a small community is continuing to keep alive, through a yearly event in order to ensure a good harvest. This yearly event that became a tradition where it involves everyone in the small town to participate has become known to them as â€Å"The Lottery.† Though their lottery winner did not receive any money or reward, they instead are chosen as the yearly â€Å"sacrifice† to ensure successful crops. Even though

The Ideology And The Policies Adopted By Stalin - 906 Words

Lecture Summarizes Stalinism is the ideology and the policies adopted by Stalin, based on centralization, totalitarianism, and the pursuit of communism. Before Stalin there was Lenin, who put into effect the New Economic Policy. He acknowledge that the ideology of communism, which called for the abolition of private property, private ownership, and the destruction of the free market. New Economic Policy also known as NEP is the state that maintains its centralized control over the economy. NEP allowed peasants to use their land as if it was their own, and largely allowed marketing their products and sell them at market prices. This process allowed those in need of food to have a meal so they wouldn’t starve in 1921-1922 more than 7 million people died of starvation and sickness. Progressively, the production of food reached prewar levels and small-scale industrial production revitalizes. During this period there were two groups of people who benefitted from this Lenin develope d the Five Year Plan at this point. The first group was small merchants who sold products on the free market and did very well they establish the name NEP men. The second group was Kulaks who were prosperous peasants with land had something to sell their products summoned good prices. Unfortunately, the end of NEP and Lenin was coming and the Kulaks were the targets in the mass collectivization campaign that accompanied the Five Year Plan. Stalin wanted to prove he was better than Lenin so he wouldShow MoreRelatedThe War Of The Great War1482 Words   |  6 PagesChurchill and Joseph Stalin. During their political leadership, both have been faced with issues that needed to be handled. It is through these issues and the way that they’ve been managed, that has determined the effectiveness and possibly ineffectiveness of their respective leadership. It is strongly valid that the main difference between Churchill and Stalin is that the former’s policies have enabled the po litical ideology of democracy to prosper, while the latter’s policies have led his nationRead MoreStalin‚Äà ´s rise to power and his Key Domestic Policies1327 Words   |  6 Pagespower and the success of his Domestic policies. In April, Lenin, leader of the Bolshevik party returned from exile. His April thesis was popular with the people through his communist ideology and popular slogans â€Å"All power to the soviets† and â€Å"Peace, Bread, Land.† In November a second revolution, organised by Trotsky overthrew the provisional government (Todd, 2002). Lenin adopted a plan to help Russia back on its feet; the New Economic Policy (NEP); encouraging private enterpriseRead MoreThe Treaty Of The Cold War1294 Words   |  6 PagesThe cold war was a period of struggle and conflict between the superpower the USA and the USSR between the end of WW2 in 1945-1991. Both the superpower saw a threat form each other to its continue of survival and adopted strategies to preserve their position. The superpower divided Europe into two: Eastern Europe which is leaded by the communist USSR, while there was democratic which is leaded by the USA in the Western Europe. Both the USA and USSR (Soviet Union) have several countries as theirRead MoreCompare and Contrast the Economic Policies of Stalin and Mao.941 Words   |  4 PagesCompare and contrast the economic policies of Stalin and Mao. In Russia and China, both Stalin and Mao emerged as almost god-like leaders despite making their respective countries endure harsh programs of reform all economically, politically and socially. Mao can be seen to have adopted the policies of Stalin, both inspired by the Marxist ideologies of Lenin. Both Stalin and Mao recognized the economic backwardness of their respective countries and wanted to use industrialization and collectivisationRead MoreStalin And The Soviet Union872 Words   |  4 Pages(2)Stalin period was a significant period that his leadership had led the Soviet Union to develop in a very different way that contradicted to the thoughts of Lenin and Marx. Suny argued that Stalin constituted a â€Å"revolution from above,† which meant Stalin as a leader, led the people to make lots of changes by giving orders from the top of the hierarchy. The people were following him instead of initiating the changes and reforms. The industrialization, collectivization, and cu ltural conservatismRead MoreEssay Impact of Stalanism on the Soviet State1041 Words   |  5 PagesThe concept of Stalinism, being the ideologies and policies adopted by Stalin, including centralization, totalitarianism and communism, impacted, to an extent, on the soviet state until 1941. After competing with prominent Bolshevik party members Stalin emerged as the sole leader of the party in 1929. From this moment, Stalinism pervaded every level of society. Despite the hindrance caused by the bureaucracy, the impact of Stalinism was achieved through the implementation of collectivization andRead MoreDid Lenin Lead to Stalin? Examine the Elements of Change and Continuity Within Soviet Russia 1917-1941.1369 Words   |  6 Pagesfirst Communist regime were immediately obvious, but also had continuing repercussions for decades. This essay will argue that although Lenin and Stalin seemed to have conflicting views, in reality they shared very similar policies; Stalin just took these po licies to an extreme. There was a rather significant continuity between Lenin and Stalin’s policies on Political Control. When the Bolsheviks first came in to power Lenin banned Liberal parties who where seen as a threat and later banned all partiesRead MoreThe Cold War And The Soviet War845 Words   |  4 Pagescapitalism vs. communism, democracy vs. dictatorship. This War actually started when Stalin of the USSR had a conference during the end of WWII who promised the American president, FDR, that he would allow there to be elections, democratic elections, in the Eastern part of Europe which had the soviet dominance. But in the year of 1945, in the Potsdam conference, after the death of FDR, and during Truman s presidency, Stalin drew back on the promises he had previously made which means that he would notRead MoreIdeologies Are Developed Through The Evolution Of Liberalism1183 Words   |  5 Pages Ideologies are developed through the evolution of liberalism in history by implementing and exp erimenting with differing levels of government involvement. The source is a statement that encourages self-interest and opposes government interference in society. The viewpoint in the source reflects a capitalist view, similar to and possibly inspired by Adam Smith s theories. People who would support or agree with such a view are typically more conservative and wish to respect and follow traditionalRead MoreEssay #2. After The Russian Revolution, There Was A Lot1229 Words   |  5 Pagesdeath, the Russians were once again faced with appointing a leader to direct them. The domestic and international conditions in which the Soviet Union found itself, the legacy of Leninist ideology and organization, and Stalin’s overall character were all factors that helped determine the policies Stalin adopted. When the Bolsheviks overthrew the Tsarists, there was social polarization that cast doubt over the country’s ability to reunite. Lenin focused on the social conditions for seizing power,

Environment Data Free Essays

string(45) " Technology in Environment and human health\." Environmental Studies For Undergraduate Courses subhamsahu CORE MODULE SYLLABUS FOR ENVIRONMENTAL STUDIES FOR UNDER GRADUATE COURSES OF ALL BRANCHES OF HIGHER EDUCATION Vision The importance of environmental science and environmental studies cannot be disputed. The need for sustainable development is a key to the future of mankind. Continuing problems of pollution, loss of forget, solid waste disposal, degradation of environment, issues like economic productivity and national security, Global warming, the depletion of ozone layer and loss of biodiversity have made everyone aware of environmental issues. We will write a custom essay sample on Environment Data or any similar topic only for you Order Now The United Nations Coference on Environment and Development held in Rio de Janerio in 1992 and world Summit on Sustainable Development at Johannesburg in 2002 have drawn the attention of people around the globe to the deteriorating condition of our environment. It is clear that no citizen of the earth can afford to be ignorant of environment issues. Environmental management has captured the attention of health care managers. Managing environmental hazards has become very important. Human beings have been interested in ecology since the beginning of civilization. Even our ancient scriptures have emphasized about practices and values of environmental conservation. It is now even more critical than ever before for mankind as a whole to have a clear understanding of environmental concerns and to follow sustainable development practices. India is rich in biodiversity which provides various resources for people. It is also basis for biotechnology. Only about 1. 7 million living organisms have been diescribed and named globally. Still manay more remain to be identified and described. Attempts are made to I conserve them in ex-situ and in-situ situations. Intellectual property rights (IPRs) have become importanat in a biodiversity-rich country like India to protect microbes, plants and animals that have useful genetic properties. Destruction of habitats, over-use of energy resource and environmental pollution have been found to be responsible for the loss of a large number of life-forms. It is feared that a large proportion of life on earth may get wiped out in the near future. Inspite of the deteriorating status of the environment, study of environment have so far not received adequate attention in our academic programmes. Recognizing this, the Hon’ble Supreme Court directed the UGC to introduce a basic course on environment at every level in college education. Accordingly, the matter was considered by UGC and it was decided that a six months compulsory core module course in environmental studies may be prepared and compulsorily implemented in all the University/Colleges of India. The experts committee appointed by the UGC has looked into all the pertinent questions, issues and other relevant matters. This was followed by framing of the core module syllabus for environmental studies for undergraduate courses of all branches of Higher Education. We are deeply conscious that there are bound to be gaps between the ideal and real. Geniune endeavour is required to minimize the gaps by intellectual and material inputs. The success of this course will depend on the initiative and drive of the teachers and the receptive students. SYLLABUS Unit 1 : Multidisciplinary nature of environmental studies Definition, scope and importance (2 lectures) Need for public awareness. II Unit 2 : Natural Resources : Renewable and non-renewable resources : Natural resources and associated problems. ) Forest resources : Use and over-exploitation, deforestation, case studies. Timber extraction, mining, dams and their effects on forest and tribal people. b) Water resources : Use and over-utilization of surface and ground water, floods, drought, conflicts over water, dams-benefits and problems. c) Mineral resources : Use and exploitation, environmental effects of extracting and using mineral resources, case studies. d) Food resources : World food proble ms, changes caused by agriculture and overgrazing, effects of modern agriculture, fertilizer-pesticide problems, water logging, salinity, case studies. ) Energy resources : Growing energy needs, renewable and non renewable energy sources, use of alternate energy sources. Case studies. f) †¢ †¢ Land resources : Land as a resource, land degradation, man induced landslides, soil erosion and desertification. Role of an individual in conservation of natural resources. Equitable use of resoureces for sustainable lifestyles. (8 lectures) Unit 3 : Ecosystems †¢ Concept of an ecosystem. III †¢ †¢ †¢ †¢ †¢ †¢ Structure and function of an ecosystem. Producers, consumers and decomposers. Energy flow in the ecosystem. Ecological succession. Food chains, food webs and ecological pyramids. Introduction, types, characteristic features, structure and function of the following ecosystem :a. Forest ecosystem b. Grassland ecosystem c. Desert ecosystem d. Aquatic ecosystems (ponds, streams, lakes, rivers, oceans, estuaries) (6 lectures) Unit 4 : Biodiversity and its conservation †¢ †¢ †¢ Introduction – Definition : genetic, species and ecosystem diversity. Biogeographical classification of India Value of biodiversity : consumptive use, productive use, social, ethical, aesthetic and option values Biodiversity at global, National and local levels. Inida as a mega-diversity nation †¢ †¢ IV †¢ †¢ †¢ †¢ Hot-sports of biodiversity. Threats to biodiversity : habitat loss, poaching of wildlife, man-wildlife conflicts. Endangered and endemic species of India Conservation of biodiversity : In-situ and Ex-situ conservation of biodiversity. (8 lectures) Unit 5 : Environmental Pollution Definition †¢ Cause, effects and control measures of :a. b. c. d. e. f. g. †¢ Air pollution Water pollution Soil pollution Marine pollution Noise pollution Thermal pollution Nuclear hazards Solid waste Management : Causes, effects and control measures of urban and industrial wastes. †¢ †¢ Role of an individual in prevention of pollution. Pollution case studies. Diaster management : floods, earthquake, cyclone and landslides. (8 lectures) V Unit 6 : Social Issues and the Environment †¢ †¢ †¢ †¢ From Unsustainable to Sustainable development Urban problems related to energy Water conservat ion, rain water harvesting, watershed management Resettlement and rahabilitation of people; its problems and concerns. Case Studies †¢ †¢ Environmental ethics : Issues and possible solutions. Climate change, global warming, acid rain, ozone layer depletion, nuclear accidents and holocaust. Case Studies. †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Wasteland reclamation. Consumerism and waste products. Environment Protection Act. Air (Prevention and Control of Pollution) Act. Water (Prevention and control of Pollution) Act Wildlife Protection Act Forest Conservation Act Issues involved in enforcement of environmental legislation. Public awareness. (7 lectures) Unit 7 : Human Population and the Environment †¢ †¢ Population growth, variation among nations. Population explosion – Family Welfare Programme. VI †¢ †¢ †¢ †¢ †¢ †¢ †¢ Environment and human health. Human Rights. Value Education. HIV/AIDS. Women and Child Welfare. Role of Information Technology in Environment and human health. You read "Environment Data" in category "Papers" Case Studies. (6 lectures) Unit 8 : Field work †¢ Visit to a local area to document environmental assetsriver/forest/grassland/hill/mountain †¢ †¢ †¢ Visit to a local polluted site-Urban/Rural/Industrial/Agricultural Study of common plants, insects, birds. Study of simple ecosystems-pond, river, hill slopes, etc. (Field work Equal to 5 lecture hours) VII SIX MONTHS COMPULSORY CORE MODULE COURSE IN ENVIRONMENTAL STUDIES : FOR UNDERGRADUATES Teaching Methodologies The core Moudle Syllabus for Environment Studies includes class room teaching and Field Work. The syllabus is divided into eight units covering 50 lectures. The first seven units will cover 45 lectures which are class room based to enhance knowledge skills and attitute to environment. Unit eight is based on field activites which will be covered in five lecture hours and would provide student first hand knowledge on varios local environmental aspects. Field experience is one of the most effective learning tools for environmental concerns. This moves out of the scope of the text book mode of teaching into the realm of real learning in the field, where the teacher merely acts as a catalyst to interpret what the student observes or discovers in his/her own environment. Field studies are as essential as class work and form an irreplaceable synergistic tool in the entire learning process. Course material provided by UGC for class room teaching and field activities be utilized. The universities/colleges can also draw upon expertise of outside resource persons for teaching purpose. Environmental Core Module shall be integrated into the teaching programmes of all undergraduate courses. Annual System : The duration of the course will be 50 lectures. The exam will be conducted along with the Annual Examination. VIII Semester System : The Environment course of 50 lectures will be conducted in the second semester and the examination shall be conducted at the end of the second semester. Credt System : Exam Pattern : The course will be awarded 4 credits. In case of awarding the marks, the question paper should carry 100 marks. The structure of the question paper being : Part-A, Short answer pattern Part-B, Essay type with inbuilt choice Part-C, Field Work – 25 marks 50 marks 25 marks IX REFERENCE a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) q) r) s) Agarwal, K. C. 2001 Environmental Biology, Nidi Publ. Ltd. Bikaner. Bharucha Erach, The Biodiversity of India, Mapin Publishing Pvt. Ltd. , Ahmedabad – 380 013, India, Email:mapin@icenet. net (R) Brunner R. C. , 1989, Hazardous Waste Incineration, McGraw Hill Inc. 480p Clark R. S. , Marine Pollution, Clanderson Press Oxford (TB) Cunningham, W. P. Cooper, T. H. Gorhani, E Hepworth, M. T. 2001, Environmental Encyclopedia, Jaico Publ. House, Mumabai, 1196p De A. K. , Environmental Chemistry, Wiley Eastern Ltd. Down to Earth, Centre for Science and Environment (R) Gleick, H. P. 1993. Water in crisis, Pacific Institute for Studies in Dev. , Environment Security. Stockholm Env. Institute Oxford Univ. Press. 473p Hawkins R. E. , Encyclopedia of Indian Natural History, Bombay Natural History Society, Bombay (R) Heywood, V. H Waston, R. T. 1995. Global Biodiversity Assessment. Cambridge Univ. Press 1140p. Jadhav, H Bhosale, V. M. 1995. Environmental Protection and Laws. Himalaya Pub. House, Delhi 284 p. Mckinney, M. L. School, R. M. 1996. Environmental Science systems Solutions, Web enhanced edition. 639p. Mhaskar A. K. , Matter Hazardous, Techno-Science Publication (TB) Miller T. G. Jr. Environmental Science, Wadsworth Publishing Co. (TB) Odum, E. P. 1971. Fundamentals of Ecology. W. B. Saunders Co. USA, 574p Rao M N. Datta, A. K. 1987. Waste Water treatment. Oxford IBH Publ. Co. Pvt. Ltd. 345p. Sharma B. K. , 20 01. Environmental Chemistry. Geol Publ. House, Meerut Survey of the Environment, The Hindu (M) Townsend C. , Harper J, and Michael Begon, Essentials of Ecology, Blackwell Science (TB) X ) u) v) Trivedi R. K. , Handbook of Environmental Laws, Rules Guidelines, Compliances and Stadards, Vol I and II, Enviro Media (R) Trivedi R. K. and P. K. Goel, Introduction to air pollution, Techno-Science Publication (TB) Wanger K. D. , 1998 Environmental Management. W. B. Saunders Co. Philadelphia, USA 499p (M) Magazine (R) Reference (TB) Textbook XI Mmbers of the Expert Committee on Environmental Studies 1. Prof. Erach Bharucha Director Bharati Vidyapeeth Institute of Environment Education Research, Pune Prof. C. Manoharachary Department of Botany Osmania University Hyderabad Prof. S. Thayumanavan Director Centre for Environmental Studies Anna University, Chennai Prof. D. C. Goswami Head, Deptt. Of Environment Science Gauhati University Guwahati-781 014 Shri R. Mehta Director EE Division Ministry of Environment Forest Prayavaran Bhawan, CGO Complex Lodhi Road, New Delhi-110 003 UGC OFFICIALS 6. Dr. N. K. Jain Joint Secretary UGC, New Delhi 2. 3. 4. 5. XII Textbook for Environmental Studies For Undergraduate Courses of all Branches of Higher Education Erach Bharucha for University Grants Commission Natural Resources i Preliminary Pages. p65 1 4/9/2004, 5:06 PM Credits Principal author and editor – Erach Bharucha Unit 1 – Erach Bharucha Unit 2 – Erach Bharucha, Behafrid Patel Unit 3 – Erach Bharucha Unit 4 – Erach Bharucha Unit 5 – Shamita Kumar Unit 6 – Erach Bharucha, Shalini Nair, Behafrid Patel Unit 7 – Erach Bharucha, Shalini Nair, Behafrid Patel Unit 8 – Erach Bharucha, Shambhvi Joshi Case Studies – Prasanna Kolte Co-ordination and compilation – Behafrid Patel Textbook Design – Narendra Kulkarni (Mudra), Sushma Durve Manuscript review and editing – Chinmaya Dunster, Behafrid Patel Artists – Sushma Durve and Anagha Deshpande CD ROM – Jaya Rai and Prasanna Kolte Copyright Text – Erach Bharucha/ UGC, 2004. Photographs – Erach Bharucha Drawings – Bharati Vidyapeeth Institute of Environment Education and Research All rights reserved. Distributed by University Grants Commission, New Delhi. 2004. ii Environmental Stud ies for Undergraduate Courses Preliminary Pages. p65 2 4/9/2004, 5:06 PM Vision The importance of Environmental Studies cannot be disputed. The need for sustainable development is a key to the future of mankind. The degradation of our environment is linked to continuing problems of pollution, loss of orest, solid waste disposal, issues related to economic productivity and national as well as ecological security. The increasing levels of global warming, the depletion of the ozone layer and a serious loss of biodiversity have also made everyone aware of growing environmental concerns. The United Nations Conference on Environment and Development held in Rio De Janero in 1992, and the World Summit on Sustainable Development at Zoharbex in 2002 have drawn the attention of people around the globe to the developing condition of our environment. It is clear that no citizen of the earth can afford to be ignorant of environmental issues. Environmental management has become a part of the health care sector. Managing environmental hazards and preventing possible disasters has become an urgent need. Human beings have been interested in ecology since the beginning of civilization. Even our ancient scriptures have included practices and values related with environmental conservation. It is now even more critical than ever before for mankind as a whole to have a clear understanding of environmental concerns and to follow sustainable development practices. India is rich in biodiversity which provides various resources for people. It is also the basis for biotechnological development. Only about 1. 8 million living organisms have been described and named globally. Still many more remain to be identified and described. Attempts are made to conserve them in ex-situ and in-situ situation. Intellectual Property Rights (IPRs) have become important in a biodiversity rich country like India to protect microbes, plants and animals that have useful genetic properties. Destruction of habitats, over use of energy resources and environmental pollution have been found to be responsible for the loss of a large number of life forms. It is feared that a large proportion of life on earth may get wiped out in the near future. In spite of the developing status of the environment, the formal study of environment has so far not received adequate attention in our academic performances. Recognisation thus the Hon’ble Supreme Court directed the UGC to introduce a basic course on environment for every student. Accordingly the matter was considered by the UGC and it was decided that a six months compulsory core module course in environmental studies may be prepared and compulsorily implemented in all the Universities/ Colleges in India. The Expert Committee appointed by the UGC has looked into all the pertinent questions, issues and other relevant matters. This was followed by framing of the Core Module Syllabus for Environmental Studies for undergraduate courses of all branches of Higher Education. The Committee is deeply conscious that there are bound to be gaps between what is considered ideal and the present syllabus. The Committee has attempted to minimize the gaps by intellectual and material inputs. The success of this course will however depend on the initiative and drive of the teachers and their students. Members of the Curriculum Development Committee Natural Resources iii Preliminary Pages. p65 3 4/9/2004, 5:06 PM Members of the Expert Committee on Environmental Studies 1. Prof. Erach Bharucha Director, Bharati Vidyapeeth Institute of Environment Education and Research, Pune 2. Prof. C Manoharachary Department of Botany, Osmania University, Hyderabad 3. Prof. S Thayumanavan Director Center for Environmental Studies, Anna University, Chennai 4. Prof. D C Goswami Head, Department of Environment Science, Gauhati University, Guwahati – 781 014 5. Shri R Mehta Director EE Division Ministry of Environment and Forests, Paryavaran Bhavan, CGO Complex, Lodhi Road, New Delhi – 110 003 UGC Officials 6. Dr. NK Jain Joint Secretary, UGC, New Delhi iv Environmental Studies for Undergraduate Courses Preliminary Pages. p65 4 4/9/2004, 5:06 PM Six Months Compulsory Core Module Course in Environmental Studies: for Undergraduate Students Teaching Methodologies The Core Module Syllabus for Environmental Studies includes classroom teaching and fieldwork. The syllabus is divided into eight units covering 50 lectures. The first seven units which will cover 45 lectures are classroom teaching based to enhance knowledge skilled and attitude to environment. Unit eight is based on field activities and would be covered over five lecture hours and would provide students with first hand knowledge on various local environmental aspects. Field experience is one of the most effective learning tools for environmental concerns. This moves out of the scope of the textbook mode of teaching, into the realm of real learning in the field, where the teacher acts as a catalyst to interpret what the student observes or discovers in his/her own environment. Field studies area as essential as class work and form an irreplaceable synergistic tool in the entire learning process. The course material provided by UGC for class room teaching and field activities should be utilised. The Universities/ colleges can draw upon expertise of outside resource persons for teaching purposes. The Environmental Core Module shall be integrated into the teaching programs of all undergraduate courses. Annual System: The duration of the course will be 50 lectures. The exam will be conducted along with the Annual Examination. Semester System: the Environment course of 50 lectures will be conducted in the second semester and the examinations shall be conducted at the end of the second semester. Credit System: The core course will be awarded 4 credits Exam Pattern: In case of awarding the marks the question paper should carry 100 marks. The structure of the question paper being: Part A, Short answer pattern Part B, Essay type built choice Part C, Field Work – 25 marks – 50 marks – 25 marks Natural Resources v Preliminary Pages. p65 5 4/9/2004, 5:06 PM Further Readings 1. Agarwal KC, 2001. Environmental Biology, Nidi Publishers Ltd. Bikaner. . Bharucha Erach, 2003. The Biodiversity of India, Mapin Publishing Pvt. Ltd, Ahmedabad – 380013, India. Email: mapin@icenet. net 3. Brunner RC, 1989, Hazardous Waste Incineration, McGraw Hill Inc. 480pgs. 4. Clark RS, Marine Pollution, Clanderson Press, Oxofrd (TB). 5. Cunningham WP, Cooper TH, Gorhani E Hepworth MT, 2001. Environmental Ency clopaedia, Jaico Publishing House, Mumbai, 1196pgs. 6. De AK, Environmental Chemistry, Wiley Eastern Ltd. 7. Down to Earth, Center for Science and Environment (R) 8. Gleick HP, 1993. Water in Crisis, Pacific Institute for Studies in Development, Environment and Security. Stockholm Environmental Institute, Oxford University Press, 473pgs. 9. Hawkins RE, Encyclopedia of Indian Natural History, Bombay Natural History Society, Bombay (R) 10. Heywood VH, and Watson RT, 1995. global Biodiversity Assessment. Cambridge University Press 1140pgs. 11. Jadhav H and Bhosale VM, 1995. Environmental Protection and Laws. Himalaya Publishing House, Delhi 284pgs. 12. Mckinney ML and Schoch RM, 1996. Environmental Science Systems and Solutions. Web enhanced edition, 639pgs. 13. Mhaskar AK, Matter Hazardous, Techno-Science Publications (TB) 14. Miller TG, Jr. Environmental Science, Wadsworth Publishing CO. TB) 15. Odum EP, 1971. Fundamentals of Ecology. WB Saunders Co. USA, 574pgs. 16. Rao MN and Datta AK, 1987. Waste Water Treatment. Oxford and IBH Publishing Co. Pvt. Ltd. 345pgs. vi Environmental Studies for Undergraduate Courses Preliminary Pages. p65 6 4/9/2004, 5:06 PM Contents PREFACE FOREWORD ACKNOWLEDGEMENTS UNIT 1: THE MULTIDISCIPLINARY NATURE OF ENVIRONMENTAL STUDIES 1. 1 DEFINITION, SCOPE AND IMPORTANCE 1. 1. 1 Definition 1. 1. 2 Scope 1. 1. 3 Importance NEED FOR PUBLIC AWARENESS 1. 2. 1 Institutions in Environment 1. 2. 2 People in Environment 3 3 3 5 8 9 12 xiii xv xvi 1. 2 UNIT 2: NATURAL RESOURCES . 1 INTRODUCTION 2. 2 RENEWABLE AND NON-RENEWABLE RESOURCES 2. 2. 1 Natural resources and associated problems 2. 2. 2 Non-renewable resources 2. 2. 3 Renewable resources a. Forest Resources: Use and over-exploitation, deforestation, case studies. Timber extraction, mining, dams and their effects on forests and tribal people b. Water Resources: Use and over-utilisation of surface and ground water, floods, drought, conflicts over water, dams – benefits and problems. c. Mineral Resources: Use and exploitation, environmental effects of extracting and using mineral resources, case studies. d. Food Resources: World food problems, Changes in landuse by agriculture and grazing, Effects of modern agriculture, Fertilizer/ pesticide problems, Water logging and salinity e. Energy Resources: Increasing energy needs, Renewable/ non renewable, Use of Alternate energy sources, Case studies f. Land resources: Land as a resource, land degradation, man-induced land-slides, soil erosion and desertification. 16 20 20 22 22 23 26 30 32 35 48 Natural Resources vii Preliminary Pages. p65 7 4/9/2004, 5:06 PM 2. 3 ROLE OF AN INDIVIDUAL IN CONSERVATION OF NATURAL RESOURCES 2. 4 EQUITABLE USE OF RESOURCES FOR SUSTAINABLE LIFESTYLES 0 51 UNIT 3: ECOSYSTEMS 3. 1 Concept of an ecosystem 3. 1. 1 Understanding ecosystems 3. 1. 2 Ecosystem degradation 3. 1. 3 Resource utilisation 3. 2 Structure and functions of an ecosystem 3. 3 Producers, consumers and decomposers 3. 4 Energy flow in the ecosystem 3. 4. 1 The water cycle 3. 4. 2 The Carbon cycle 3. 4. 3 The Oxygen cycle 3. 4. 4 The Nitrogen cycle 3. 4. 5 The energy cycle 3. 4. 6 Integration of cycles in nature 3. 5 Ecological succession 3. 6 Food chains, Food webs and Ecological pyramids 3. 6. 1 The food chains 3. 6. 2 The food webs 3. 6. 3 The ecological pyramids 3. Introduction, Types, Characteristic features, Structure and functions 3. 7. 1 Forest ecosystem 3. 7. 2 Grassland ecosystem 3. 7. 3 Desert ecosystem 3. 7. 4 Aquatic ecosystems (ponds, lakes, streams, rivers, estuaries, oceans) 54 55 55 56 56 57 58 58 59 60 60 61 62 62 62 62 63 63 63 65 70 74 75 UNIT 4: BIODIVERSITY AND ITS CONSERVATION 4. 1 INTRODUCTION – DEFINITION: GENETIC, SPECIES, ECOSYSTEM DIVERSITY 4. 1. 1 Genetic diversity 4. 1. 2 Species diversity 4. 1. 3 Ecosystem diversity 4. 2 BIOGEOGRAPHIC CLASSIFICATION OF INDIA viii 82 82 82 83 84 Environmental Studies for Undergraduate Courses Preliminary Pages. p65 8 /9/2004, 5:06 PM 4. 3 VALUE OF BIODIVERSITY: CONSUMPTIVE, PRODUCTIVE USE, SOCIAL, ETHICAL, AESTHETIC AND OPTION VALUES 4. 3. 1Consumptive value 4. 3. 2 Productive value 4. 3. 3 Social value 4. 3. 4 Ethical value 4. 3. 5 Aesthetic value 4. 3. 6 Option value 4. 4 BIODIVERSITY AT GLOBAL, NATIONAL AND LOCAL LEVELS 4. 5 INDIA AS A MEGA DIVERSITY NATION 4. 6 HOTSPOTS OF BIODIVERSITY 4. 7 THREATS TO BIODIVERSITY: HABITAT LOSS, POACHING OF WILDLIFE, MAN-WILDLIFE CONFLICTS 4. 8 ENDANGERED AND ENDEMIC SPECIES OF INDIA 4. 8. 1 Common Plant species 4. 8. 2 Common Animal species 4. 9 CONSERVATION OF BIODIVERSITY: IN-SITU AND EX-SITU 4. . 1 In-situ conservation 4. 9. 2 Ex-situ conservation 84 85 86 86 88 88 88 88 89 90 91 94 94 99 104 104 108 UNIT 5: ENVIRONMENTAL POLLUTION 5. 1 DEFINITION 5. 2 CAUSES, EFFECTS AND CONTROL MEASURES OF: 5. 2. 1 Air Pollution 5. 2. 2 Water Pollution 5. 2. 3 Soil Pollution 5. 2. 4 Marine Pollution 5. 2. 5 Noise Pollution 5. 2. 6 Thermal Pollution 5. 2. 7 Nuclear hazards 5. 3 SOLID WASTE MANAGEMENT: CAUSES, EFFECTS AND CONTROL MEASURES OF URBAN AND INDUSTRIAL WASTE 5. 4 ROLE OF INDIVIDUALS IN POLLUTION PREVEN TION Natural Resources 112 113 113 123 131 135 140 142 143 145 150 ix Preliminary Pages. p65 9 4/9/2004, 5:06 PM . 5 POLLUTION CASE STUDIES 5. 6 DISASTER MANAGEMENT: FLOODS, EARTHQUAKES, CYCLONES, LANDSLIDES 153 156 UNIT 6: SOCIAL ISSUES AND THE ENVIRONMENT 6. 1 FROM UNSUSTAINABLE TO SUSTAINABLE DEVELOPMENT 6. 2 URBAN PROBLEMS RELATED TO ENERGY 6. 3 WATER CONSERVATION, RAIN WATER HARVESTING, WATERSHED MANAGEMENT 6. 3. 1 Water conservation 6. 3. 2 Rain water harvesting 6. 3. 3 Watershed management 6. 4 RESETTLEMENT AND REHABILITATION OF PEOPLE; ITS PROBLEMS AND CONCERNS. CASE STUDIES 6. 5 ENVIRONMENTAL ETHICS: ISSUES AND POSSIBLE SOLUTIONS 6. 5. 1 Resource consumption patterns and the need for their equitable utilisation 6. . 2 Equity – Disparity in the Northern and Southern countries 6. 5. 3 Urban – rural equity issues 6. 5. 4 The need for Gender Equity 6. 5. 5 Preserving resources for future generations 6. 5. 6 The rights of animals 6. 5. 7 The ethical basis of enviro nment education and awareness 6. 5. 8 The conservation ethic and traditional value systems of India 6. 6 CLIMATE CHANGE, GLOBAL WARMING, ACID RAIN, OZONE LAYER DEPLETION, NUCLEAR ACCIDENTS AND NUCLEAR HOLOCAUST. CASE STUDIES 6. 6. 1 Climate change 6. 6. 2 Global warming 6. 6. 3 Acid rain 6. 6. 4 Ozone layer depletion 6. 6. 5 Nuclear Accidents and Nuclear Holocaust 6. WASTELAND RECLAMATION 6. 8 CONSUMERISM AND WASTE PRODUCTS 6. 9 ENVIRONMENT PROTECTION ACT 6. 10 AIR (PREVENTION AND CONTROL OF POLLUTION) ACT 6. 11 WATER (PREVENTION AND CONTROL OF POLLUTION) ACT x 165 167 168 168 170 171 172 173 173 175 175 175 176 177 178 181 182 182 183 184 185 186 187 189 193 194 196 Environmental Studies for Undergraduate Courses Preliminary Pages. p65 10 4/9/2004, 5:06 PM 6. 12 WILDLIFE PROTECTION ACT 6. 13 FOREST CONSERVATION ACT 6. 14 ISSUES INVOLVED IN ENFORCEMENT OF ENVIRONMENTAL LEGISLATION 6. 14. 1Environment Impact Assessment (EIA) 6. 14. 2 Citizens actions and action groups 6. 5 PUBLIC AWA RENESS 6. 15. 1 Using an Environmental Calendar of Activities 6. 15. 2 What can I do? 197 199 201 201 202 204 204 205 UNIT 7: HUMAN POPULATION AND THE ENVIRONMENT 7. 1 POPULATION GROWTH, VARIATION AMONG NATIONS 7. 1. 1 Global population growth 7. 2 POPULATION EXPLOSION – FAMILY WELFARE PROGRAM 7. 2. 1 Methods of sterilization 7. 1. 2 Urbanization 7. 3 ENVIRONMENTAL AND HUMAN HEALTH 7. 3. 1 Environmental health 7. 3. 2 Climate and health 7. 3. 3 Infectious diseases 7. 3. 4 Water-related diseases 7. 3. 5 Risks due to chemicals in food 7. 3. 6 Cancer and environment 7. 4 HUMAN RIGHTS 7. 4. 1 Equity 7. 4. Nutrition, health and human rights 7. 4. 3 Intellectual Property Rights and Community Biodiversity Registers 7. 5 VALUE EDUCATION 7. 5. 1 Environmental Values 7. 5. 2 Valuing Nature 7. 5. 3 Valuing cultures 7. 5. 4 Social justice 7. 5. 5 Human heritage 7. 5. 6 Equitable use of Resources 7. 5. 7 Common Property Resources 7. 5. 8 Ecological degradation 7. 6 HIV/AIDS 214 214 215 21 7 217 220 221 223 224 227 231 232 233 233 234 235 236 237 240 241 241 242 242 242 242 243 Natural Resources xi Preliminary Pages. p65 11 4/9/2004, 5:06 PM 7. 7 WOMEN AND CHILD WELFARE 244 7. 8 ROLE OF INFORMATION TECHNOLOGY IN ENVIRONMENT AND HUMAN HEALTH 247 UNIT 8: FIELD WORK 8. 1 VISIT TO A LOCAL AREA TO DOCUMENT ENVIRONMENTAL ASSETS, RIVER/FOREST/GRASSLANDS/HILL/MOUNTAIN 8. 2 VISIT TO A LOCAL POLLUTED SITE 8. 3 STUDY OF COMMON PLANTS, INSECTS, BIRDS 8. 4 STUDY OF SIMPLE ECOSYSTEMS 250 262 268 270 xii Environmental Studies for Undergraduate Courses Preliminary Pages. p65 12 4/9/2004, 5:06 PM Preface Perhaps no other country has moved so rapidly from a position of complacency in creating environmental awareness into infusing these newer pro environmental concepts into formal curricular processes as has happened in India over the last few years. This has undoubtedly been accelerated by the judgement of the Honorable Supreme Court of India that Environmental Education must form a compulsory core issue at every stage in our education processes. For one who has fought to implement a variety of environment education programs for schools and colleges and for the public at large, this is indeed a welcome change. The author is currently constantly asked to provide inputs to ‘environmentalise’ textbooks and provide inputs at NCERT, SCERTs and at the UGC level to further the cause of formal environment education. This textbook has been rapidly produced as an outcome of a UGC Committee that included the author and was set up to develop a common core module syllabus for environmental studies at the undergraduate level, to be used by every University in the country. This rush job invites comments from just about everyone who wishes to contribute towards its improvement in the coming years. Environment Education can never remain static. It must change with the changing times which inevitably changes our environment. Each of us creates waves around us in our environment that spread outwards like the ripples generated by dropping a stone in a quiet pond. Every one of us is constantly doing something to our environment and it is frequently a result of an act that we can hardly ever reverse. Just as once the stone has hit the water one cannot stop the ripple effect from disturbing the pond. This textbook is written to bring about an awareness of a variety of environmental concerns. It attempts to create a pro-environmental attitude and a behavioral pattern in society that is based on creating sustainable lifestyles. But a textbook can hardly be expected to achieve a total behavioral change in society. Conservation is best brought about through creating a love for nature. If every college student is exposed to the wonders of the Indian wilderness, a new ethic towards conservation will emerge. Erach Bharucha, Pune, 2004. Natural Resources xiii Preliminary Pages. p65 13 4/9/2004, 5:06 PM xiv Environmental Studies for Undergraduate Courses Preliminary Pages. p65 14 4/9/2004, 5:06 PM Foreword Natural Resources xv Preliminary Pages. p65 15 4/9/2004, 5:06 PM Acknowledgements I would like at the very outset to thank the residual wilderness of our country that has, since my childhood, excited in my consciousness a desire to protect nature. For me the wilderness is a throbbing, living place – the home of the goddess of nature, which is none other than Mother Earth. One can only bow to her and apologize for what humankind has done during a short span of time. This textbook came about from my having been included in a Committee selected by the UGC to develop a practical and ‘do-able’ syllabus as a Core Module for Environmental Studies for all undergraduate courses. The Committee met several times and had enthusiastic rounds of discussion as to what should be included and what was unsuitable for a unique course of this nature. While hoping only to sensitize young people to our environment, it has also to be as comprehensive as feasible. I wish to thank Prof. C Manoharachary, Prof. S Thayumanavan, Prof. DC Goswami, Shri R Mehta and Dr. NK Jain, who were the esteemed members of this Committee. All the inputs the Committee made during these deliberations have found a place in the current textbook. I thus take pleasure in thanking the Committee Members for their wholehearted participatory role in evolving the curriculum, which I have tried to translate into a textbook to uphold the spirit in which the curriculum was framed. I have no words to thank the Chairman of the UGC, Dr. Arun Nighvekar, who has whole heartedly supported the Committee and gave freely of his valuable time to deliberate the nature of the course. He has always been as inspiration for me. Dr. (Mrs. ) HK Chauhan began co-ordinating the work of the Committee during the early part of its tenure. This was further carried out due to the enthusiasm and constant support of Dr. NK Jain, Joint Secretary of the UGC. I cannot thank them enough for their cooperation and many kind gestures. All my faculty at the BVIEER have helped in producing this output. Shamita Kumar wrote the chapter on pollution, which she has painstakingly developed to suit the needs of undergraduate students from different faculties. Her expertise as a highly innovative teacher in environment has given her the background that is necessary to draft a suitable Unit for this book. Shambhavi Joshi helped me to frame the final chapter on fieldwork. Prasanna Kolte and Jaya Rai did all the work to develop a CD ROM based on the text to make a more presentable version of the book. Prasanna also dug up several case studies included in the book. I must thank our artists Sushma Durve and Anagha Deshpande who have painstakingly made a large number of drawings. Without them the textbook would have been yet another drab textbook. One person who has done an excellent job of editing the English, rearranging bits of the book and removing redundant material is Chinmaya Dunster, a musician by profession, an editor by calling and an environmentalist at heart. He has spent many painful hours going over the text with a fine tooth English comb. I cannot thank him enough for his enormous contribution towards the completion of this book. Finally, for the one person who has put all her heart and soul into this book, working long hours, and cheerfully making the constant changes I demanded. I have no words to thank Ms. Behafrid Patel. She has been the patient, all round support system in this complex task. Without her it could not have been produced in this brief span of time. xvi Environmental Studies for Undergraduate Courses Preliminary Pages. p65 16 4/9/2004, 5:06 PM UNIT 1: The Multidisciplinary Nature of Environmental Studies 1. 1 DEFINITION, SCOPE AND IMPORTANCE 1. 1. 1 1. . 2 1. 1. 3 Definition Scope Importance 3 3 3 5 8 9 12 1. 2 NEED FOR PUBLIC AWARENESS 1. 2. 1 1. 2. 2 Institutions in Environment People in Environment This course on the environment is unlike any other. It is not only a collection of facts or information about the environment. It is about the way we all should live. It is expected to give you information about the environment that will lead to a concern for your own environment. When you deve lop this concern, you will begin to act at your own level to protect the environment we all live in. This is the objective of the course and the syllabus is a framework on which we must all realign our lives. The Multidisciplinary Nature of Environmental Studies 1 Chapter1. p65 1 4/9/2004, 5:07 PM This textbook deals with major environmental concerns that have been identified as important areas where background information is essential for a better understanding of our environment. It stresses on a balanced view of issues that affect our daily lives. These issues are related to the conflict between existing ‘development’ strategies and the need for ‘environmental conservation’. Unlike most other textbooks, it not only makes the reader better informed on these concerns, but is expected to lead him or her towards positive action to improve the environment. There are three reasons for studying the state of the environment. Firstly is the need for information that clarifies modern environmental concepts such as the need to conserve biodiversity, the need to lead more sustainable lifestyles and the need to use resources more equitably. Secondly, there is a need to change the way in which we view our own environment by a practical approach based on observation and self learning. Thirdly there is the need to create a concern for our environment that will trigger pro-environmental action, including activities we can do in our daily life to protect it. 2 Environmental Studies for Undergraduate Courses Chapter1. p65 2 4/9/2004, 5:07 PM 1. 1 DEFINITION, SCOPE AND IMPORTANCE 1. 1. 1 Definition Environmental studies deals with every issue that affects an organism. It is essentially a multidisciplinary approach that brings about an appreciation of our natural world and human impacts on its integrity. It is an applied science as its eeks practical answers to making human civilization sustainable on the earth’s finite resources. Its components include biology, geology, chemistry, physics, engineering, sociology, health, anthropology, economics, statistics, computers and philosophy. 1. 1. 2 Scope As we look around at the area in which we live, we see that our surroundings were originally a natural landscape such as a forest, a river, a mountain, a desert, or a c ombination of these elements. Most of us live in landscapes that have been heavily modified by human beings, in villages, towns or cities. But even those of us who live in cities get our food supply from surrounding villages and these in turn are dependent on natural landscapes such as forests, grasslands, rivers, seashores, for resources such as water for agriculture, fuel wood, fodder, and fish. Thus our daily lives are linked with our surroundings and inevitably affects them. We use water to drink and for other day-to-day activities. We breathe air, we use resources from which food is made and we depend on the community of living plants and animals which form a web of life, of which we are also a part. Everything around us forms our environment and our lives depend on keeping its vital systems as intact as possible. Our dependence on nature is so great that we cannot continue to live without protecting the earth’s environmental resources. Thus most traditions refer to our environment as ‘Mother Nature’ and most traditional societies have learned that respecting nature is vital for their livelihoods. This has led to many cultural practices that helped traditional societies protect and preserve their natural resources. Respect for nature and all living creatures is not new to India. All our traditions are based on these values. Emperor Ashoka’s edict proclaimed that all forms of life are important for our well being in Fourth Century BC. Over the past 200 years however, modern societies began to believe that easy answers to the question of producing more resources could be provided by means of technological innovations. For example, though growing more food by using fertilizers and pesticides, developing better strains of domestic animals and crops, irrigating farmland through mega dams and developing industry, led to rapid economic growth, the ill effects of this type of development, led to environmental degradation. The industrial evelopment and intensive agriculture that provides the goods for our increasingly consumer oriented society uses up large amounts of natural resources such as water, minerals, petroleum products, wood, etc. Nonrenewable resources, such as minerals and oil are those which will be exhausted in the future if we continue to extract these without a thought for subsequent gener ations. Renew3 The Multidisciplinary Nature of Environmental Studies Chapter1. p65 3 4/9/2004, 5:07 PM able resources, such as timber and water, are those which can be used but can be regenerated by natural processes such as regrowth or rainfall. But these too will be depleted if we continue to use them faster than nature can replace them. For example, if the removal of timber and firewood from a forest is faster than the regrowth and regeneration of trees, it cannot replenish the supply. And loss of forest cover not only depletes the forest of its resources, such as timber and other non-wood products, but affect our water resources because an intact natural forest acts like a sponge which holds water and releases it slowly. Deforestation leads to floods in the monsoon and dry rivers once the rains are over. Such multiple effects on the environment resulting from routine human activities must be appreciated by each one of us, if it is to provide us with the resources we need in the long-term. Our natural resources can be compared with money in a bank. If we use it rapidly, the capital will be reduced to zero. On the other hand, if we use only the interest, it can sustain us over the longer term. This is called sustainable utilisation or development. ronment and change the way in which we use every resource. Unsustainable utilization can result from overuse of resources, because of population increase, and because many of us are using more resources than we really need. Most of us indulge in wasteful behaviour patterns without ever thinking about their environmental impacts. Thus, for all our actions to be environmentally positive we need to look from a new perspective at how we use resources. For every resource we use we must ask ourselves the following questions: †¢ What is the rarity of the resource and where does it originate? Who uses it most intensively and how? How is it being overused or misused? Who is responsible for its improper use – the resource collector, the middleman, the end user? How can we help to conserve it and prevent its unsustainable use? †¢ †¢ Activity 1: Take any article that you use in daily life – a bucket full of water, or an item of food, a table, or a book. Trace its components journey backwards from your home to their origins as natural resources in our environment. How many of these components are renewable resources and how many non-renewable? Understanding and making ourselves more aware of our environmental assets and problems is not enough. We, each one of us, must become increasingly concerned about our envi- †¢ †¢ Activity 2: Try to answer the questions above for one of the components in the article you chose in Activity 1. Then answer the following questions: 4 Environmental Studies for Undergraduate Courses Chapter1. p65 4 4/9/2004, 5:07 PM †¢ Are you using unsustainably? that resource †¢ In what ways could you reduce, reuse and recycle that resource? Is there an unequal distribution of this resource so that you are more fortunate than many others who have less access to it? †¢ ach of us uses also increases, the earth’s resource base must inevitably shrink. The earth cannot be expected to sustain this expanding level of utilization of resources. Added to this is misuse of resources. We waste or pollute large amounts of nature’s clean water; we create more and more material like plastic that we discard after a single use; and we waste colossal amounts of food, which is discarded as garbage. Manufacturing processes create solid waste byproducts that are discarded, as well as chemicals that flow out as liquid waste and pollute water, and gases that pollute the air. Increasing amounts of waste cannot be managed by natural processes. These accumulate in our environment, leading to a variety of diseases and other adverse environmental impacts now seriously affecting all our lives. Air pollution leads to respiratory diseases, water pollution to gastro-intestinal diseases, and many pollutants are known to cause cancer. Once we begin to ask these questions of ourselves, we will begin to live lifestyles that are more sustainable and will support our environment. 1. 1. 3 Importance Environment is not a single subject. It is an integration of several subjects that include both Science and Social Studies. To understand all the different aspects of our environment we need to understand biology, chemistry, physics, geography, resource management, economics and population issues. Thus the scope of environmental studies is extremely wide and covers some aspects of nearly every major discipline. We live in a world in which natural resources are limited. Water, air, soil, minerals, oil, the products we get from forests, grasslands, oceans and from agriculture and livestock, are all a part of our life support systems. Without them, life itself would be impossible. As we keep increasing in numbers and the quantity of resources Improving this situation will only happen if each of us begins to take actions in our daily lives that will help preserve our environmental resources. We cannot expect Governments alone to manage the safeguarding of the environment, nor can we expect other people to prevent environmental damage. We need to do it ourselves. It is a responsibility that each of us must take on as ones own. The Multidisciplinary Nature of Environmental Studies 5 Chapter1. 65 5 4/9/2004, 5:07 PM Activity 3: †¢ Think of all the things that you do in a day. List these activities and identify the main resources used during these activities. What can you do to prevent waste, reuse articles that you normally throw away, what recycled materials can you use? Think of the various energy sources you use everyday. How could you reduce their use? What happens to it when you throw it away/ where does it go? Example – Fossil fuels: How much do you use? Can you reduce your consumption? What effect does it have on the air we breathe? Activity 4: Exercises in self learning about the environment Attempt to assess the level of damage to the environment due to your actions that have occurred during your last working day, the last week, the last year. Then estimate the damage you are likely to do in your lifetime if you continue in your present ways. Use the following examples for the above exercise: When we leave a motorbike or car running during a traffic stop, we do not usually remember that the fuel we are wasting is a part of a nonrenewable resource that the earth cannot reform. Once all the fossil fuels are burnt off, it will mean the end of oil as a source of energy. Only if each of us contributes our part in conserving fossil based energy can we make it last longer on earth. Example – Water: How much do you really need to use, as against how much you waste when you: (a) Brush your teeth? (b) Have a bath? (c) Wash clothes? (d) Wash the scooter or car? Where did the water come from? What is its actual source? How has it reached you? Where will the waste water go? Example – Plastic: Plastic bags, plastic ball pens Think about all the articles you use daily that are made from plastic. Plastic plays an important part in our modern lives. Make a list of the plastic articles you usually use. How can you reduce the amount of plastic you use? What effects does plastic have on our environment? Where did the plastic come from/ how is it made? Do you feel you should change the way you use water? How can you change this so that it is more sustainable? Example – Food: Where has it come from? How is it grown? What chemicals are used in its production? How does it reach you? Environmental Studies for Undergraduate Courses 6 Chapter1. p65 6 4/9/2004, 5:07 PM How is it cooked? How much is wasted? How is the waste disposed off? struction of a forest, wetland or other natural area and do not protest about it, future generations are being denied the use of these valuable resources and will blame us for these rash and negligent actions towards the environment. Thus the urgent need to protect all living species is a concept that we need to understand and act upon. While individually, we perhaps cannot directly prevent the extinction of a species, creating a strong public opinion to protect the National Parks and Wildlife Sanctuaries in which wild species live is an importance aspect of sustainable living. There is a close link between agriculture and the forest, which illustrates its productive value. For crops to be successful, the flowers of fruit trees and vegetables must be pollinated by insects, bats and birds. Their life cycles however frequently require intact forests. Example – Paper: What is it made from? Where does it come from and what happens during manufacture? How much do you use and how much do you waste? How can you prevent it from being wasted? Example – Electrical Energy: How much do you use everyday? Where does it come from? How do you waste it? How can you conserve energy? Productive value of nature: As scientists make new advances in fields such as biotechnology we begin to understand that the world’s species contain an incredible and uncountable number of complex chemicals. These are the raw materials that are used for developing new medicines and industrial products and are a storehouse from which to develop thousands of new products in the future. The flowering plants and insects that form the most speciesrich groups of living organisms are thus vital for the future development of man. If we degrade their habitat these species will become extinct. If one sees being sold or used, a product that comes from an illegally killed wild species, if we do not inform the authorities, we become party to its extinction. Once they are lost, man cannot bring them back. When we permit the de- Aesthetic/Recreational value of nature: The aesthetic and recreational values that nature possesses enlivens our existence on earth. This is created by developing National Parks and Wildlife Sanctuaries in relatively undisturbed areas. A true wilderness experience has not only recreational value but is an incredible learning experience. It brings about an understanding of the oneness of nature and the fact that we are entirely dependent upon the intricate functioning of ecosystems. The beauty of nature encompasses every aspect of the living and non-living part of our earth. One can appreciate the magnificence of a mountain, the power of the sea, the beauty of a forest, and the vast expanse of the desert. It is these natural vistas and their incredible diversity of plant and animal life that has led to the development of several philosophies of life. It has also inspired artists to develop visual arts and writers and poets to create their works that vitalize our lives. The Multidisciplinary Nature of Environmental Studies 7 Chapter1. p65 7 4/9/2004, 5:07 PM A wilderness experience has exceptional recreational value. This has been described as nature tourism, or wildlife tourism, and is also one aspect of adventure tourism. These recreational facilities not only provide a pleasurable experience but are intended to create a deep respect and love for nature. They are also key tools in educating people about the fragility of the environment and the need for sustainable lifestyles. In an urban setting, green spaces and gardens are vital to the pschycological and physical health of city dwellers. It provides not only an aesthetic and visual appeal but the ability to ensure that each individual is able to access a certain amount of peace and tranquility. Thus urban environmental planners must ensure that these facilities are created in growing urban complexes. Another important conservation education facility in urban settings includes the need to set up well designed and properly managed zoological parks and aquariums. These have got great value in sensitizing school students to wildlife. Many young people who frequented zoos as young children grow up to love wildlife and become conservationists. In the absence of access to a Protected Area, a botanical garden or a zoo, one concept that can be developed is to create small nature awareness areas with interpretation facilities at district and taluka levels. These areas can be developed to mimic natural ecosystems even though they could be relatively small in size. Such nature trails are invaluable assets for creating conservation education and awareness. They can be developed in a small woodlot, a patch of grassland, a pond ecosystem, or be situated along an undisturbed river or coastal area. This would bring home to the visitor the importance of protecting our dwindling wilderness areas. The option values of nature: While we utilise several goods and services of ature and enjoy its benefits, we must recognize that every activity that we do in our daily lives has an adverse impact on nature’s integrity. Thus if we use up all our resources, kill off and let species of plants and animals become extinct on earth, pollute our air and water, degrade land, and create enormous quantities of waste, we as a generation will leave nothing for future generations. Our present generation has developed its economies and lifestyles on unsustaina ble patterns of life. however, nature provides us with various options on how we utilize its goods and services. This is its option value. We can use up goods and services greedily and destroy its integrity and long term values, or we can use its resources sustainably and reduce our impacts on the environment. The option value allows us to use its resources sustainably and preserve its goods and services for the future. 1. 2 NEED FOR PUBLIC AWARENESS As the earth’s natural resources are dwindling and our environment is being increasingly degraded by human activities, it is evident that something needs to be done. We often feel that managing all this is something that the Government should do. But if we go on endangering our environment, there is no 8 Environmental Studies for Undergraduate Courses Chapter1. p65 8 4/9/2004, 5:07 PM way in which the Government can perform all these clean-up functions. It is the prevention of environment degradation in which we must all take part that must become a part of all our lives. Just as for any disease, prevention is better than cure. To prevent ill-effects on our environment by our actions, is economically more viable than cleaning up the environment once it is damaged. Individually we can play a major role in environment anagement. We can reduce wasting natural resources and we can act as watchdogs that inform the Government about sources that lead to pollution and degradation of our environment. This can only be made possible through mass public awareness. Mass media such as newspapers, radio, television, strongly influence public opinion. However, someone has to bring this about. If each of us feels strongly about the environmen t, the press and media will add to our efforts. Politicians in a democracy always respond positively to a strong publicly supported movement. Thus if you join an NGO that supports conservation, politicians will make green policies. We are living on spaceship earth with a limited supply of resources. Each of us is responsible for spreading this message to as many people as possible. Suggested further activities for concerned students: †¢ Join a group to study nature, such as WWFI or BNHS, or another environmental group. Begin reading newspaper articles and periodicals such as ‘Down to Earth’, WWF-I newsletter, BNHS Hornbill, Sanctuary magazine, etc. that will tell you more about our environment. There are also several environmental websites. Lobby for conserving resources by taking up the cause of environmental issues during discussions with friends and relatives. Practice and promote issues such as saving paper, saving water, reducing use of plastics, practicing the 3Rs principle of reduce, reuse, recycle, and proper waste disposal. †¢ Join local movements that support activities such as saving trees in your area, go on nature treks, recycle waste, buy environmentally friendly products. Practice and promote good civic sense such as no spitting or tobacco chewing, no throwing garbage on the road, no smoking in public places, no urinating or defecating in public places. Take part in events organised on World Environment Day, Wildlife Week, etc. Visit a National Park or Sanctuary, or spend time in whatever nature you have near your home. †¢ †¢ †¢ 1. 2. 1 Institutions in Environment There have been several Government and Nongovernment organizations that have led to environmental protection in our country. They have led to a growing interest in environmental protection and conservation of nature and natural resources. The traditional conservation practices that were part of ancient India’s culture have however gradually disappeared. Public awareness is thus a critical need to further environmental protection. Among the large number of institutions that deal with environmental protection and conservation, a few well-known organizations include government organisations such as the BSI and ZSI, and NGOs such as BNHS, WWF-I, etc. †¢ †¢ Bombay Natural History Society (BNHS), Mumbai: the BNHS began as a small society of six members in 1883. It grew from a group of 9 The Multidisciplinary Nature of Environmental Studies Chapter1. p65 9 4/9/2004, 5:07 PM hikaris and people from all walks of life into a major research organisation that substantially influenced conservation policy in the country. The influence on wildlife policy building, research, popular publications and peoples action have been unique features of the multifaceted society. Undoubtedly its major contribution has been in the field of wildlife research. It is India’s oldest conservation research based NGO and one that has acted at the fore front of the battle for species and ecosystems. The BNHS publishes a popular magazine called Hornbill and also n internationally well-known Journal on Natural History. Its other publications include the Salim Ali Handbook on birds, JC Daniel’s book of Indian Reptiles, SH Prater’s book of Indian Mammals and PV Bole’s book of Indian Trees. One of its greatest scientists was Dr. Salim Ali whose ornithological work on the birds of the Indian subcontinent is world famous. The BNHS has over the years helped Government to frame wildlife related laws and has taken up battles such as the ‘Save the Silent Valley’ campaign. ence and Environment fortnightly. It is involved in the publication of material in the form of books, posters, video films and also conducts workshops and seminars on biodiversity related issues. CPR Environmental Education Centre, Madras: The CPR EEC was set up in 1988. It conducts a variety of programs to spread environmental awareness and creates an interest in conservation among the general public. It focussed attention on NGOs, teachers, women, youth and children to generally promote conservation of nature and natural resources. Its programs include components on wildlife and biodiversity issues. CPR EEC also produces a large number of publications. World Wide Fund for Nature (WWF-I), New Delhi: The WWF-I was initiated in 1969 in Mumbai after which the headquarters were shifted to Delhi with several branch offices all over India. The early years focused attention on wildlife education and awareness. It runs several programs including the Nature Clubs of India program for school children and works as a think tank and lobby force for environment and development issues. Centre for Environment Education (CEE), Ahmedabad: The Centre for Environment Education, Ahmedabad was initiated in 1989. It has a wide range of programs on the environment and produces a variety of educational material. CEE’s Training in Environment Education {TEE} program has trained many environment educators. Center for Science and Environment (CSE), New Delhi: Activities of this Center include organising campaigns, holding workshops and conferences, and producing environment related publications. It published a major document on the ‘State of India’s Environment’, the first of its kind to be produced as a Citizen’s Report on the Environment. The CSE also publishes a popular magazine, ‘Down to Earth’, which is a Sci10 Bharati Vidyapeeth Institute of Environment Education and Research (BVIEER), Pune: This is part of the Bharati Vidyapeeth Deemed University. The Institute has a PhD, a Masters and Bachelors program in Environmental Sciences. It also offers an innovative Diploma in Environment Education for in-service teachers. It implements a large outreach programme that has covered over 135 schools in which it trains teachers and conducts fortnightly Environment Education Programs. Biodiversity Conservation is a major focus of its research initiatives. It develops low cost Interpretation Centres for Natural and Architectural sites that are highly locale specific as well as a large amount of innovative environment educational Environmental Studies for Undergraduate Courses Chapter1. p65 10 4/9/2004, 5:07 PM material for a variety of target groups. Its unique feature is that it conducts environment education from primary school level to the postgraduate level. The BVIEER has produced several EE aids. It has developed a teacher’s handbook linked to school curriculum, a textbook for UGC for its undergraduate course on environment. Its Director has developed a CD ROM on India’s biodiversity published by Mapin Publishers, Ahmedabad. Salim Ali Center for Ornithology and Natural History (SACON), Coimbatore: This institution was Dr. Salim Ali’s dream that became a reality only after his demise. He wished to support a group of committed conservation scientists on a permanent basis. Initially conceived as being a wing of the Bombay Natural History Society (BNHS) it later evolved as an independent organisation based at Coimbatore in 1990. It has instituted a variety of field programs that have added to the country’s information on our threatened biodiversity. Uttarkhand Seva Nidhi (UKSN), Almora: The Organisation is a Nodal Agency which supports NGOs in need of funds for their environment related activities. Its major program is organising and training school teachers to use its locale specific Environment Education Workbook Program. The main targets are linked with sustainable resource use at the village level through training school children. Its environment education program covers about 500 schools. Kalpavriksh, Pune: This NGO, initially Delhi based, is now working from Pune and is active in several other parts of Indi How to cite Environment Data, Papers

Heart Of Darkness Essay Questions Example For Students

Heart Of Darkness Essay Questions 20th Century Novels EssayTo what extent could Heart of Darkness be described as a disturbing novel that reflects some of the major concerns of 20th Century fiction?Line: 5Due: 4th June 2004Joseph Conrads literary classic Heart of Darkness serves as a powerful indictment of the hypocrisy of imperialism and the evils of racism. It reflects the savage repressions carried out in the Congo by the Belgians in one of the largest acts of genocide committed up to that time (Brians, 1998). Typical of many of the other modernist literature produced in the early decades of the twentieth century, Heart of Darkness is also as much about the human condition of alienation, loneliness and solitude as it is about imperialism. We live in a world in which the consequences of nineteenth-century European imperialism are still being felt. Primarily between 1880 and 1900 many European governments scrambled frantically for territory (Schmiechen, 1999). During this age of imperialism, in the centre of the Afr ican continent lay the newly colonised Belgian Congo, and the setting of the novella Heart of Darkness. The issue of Imperialism is explored in complicated ways in Heart of Darkness. The central character of Marlow encounters many scenes of torture, cruelty, racist superiority and near-slavery, and this results in the book offering a harsh picture of colonial enterprise to the reader. The hypocrisy of imperialism is felt to some extent in the novella, for the most part amongst the characters of the pilgrims and cannibals. The pilgrims of Heart of Darkness, although appear to be Christian, are not pilgrims in the religious sense but men from Central Station, who carry wooden staves wherever they go. They are obsessed with keeping up a veneer of civilization and proper conduct, and are motivated entirely by self-interest. They all want to be appointed to a station so that they can trade for ivory and earn a commission, but none of them actually takes any effective steps toward achievi ng this goal: They beguiled the time by backbitting and intriguing against each other in a foolish kind of wayThey slandered and hated each other only on that account. (pg.53-54). They despise the natives and treat them like animals, although in their greed and ridiculousness they appear less than human themselves. In an astounding lack of intelligence, the pilgrims attack the jungle, creating a cloud of smoke which blinds Marlows navigation: The pilgrims had opened with their Winchesters, and were simply squirting lead into that bush. A deuce of a lot of smoke came up and slowly drove forwardI couldnt see (pg. 80) In another incident, the pilgrims throw the cannibals only source of food overboard in what looked like a high-handed proceeding.(pg. 75). In the novel the natives hired as the crew of the steamer are known as the cannibals, paradoxically they are surprisingly reasonable and well tempered. The leader of the group, in particular, seems to be intelligent and capable of ironic reflection upon his situation. Marlow respects their restraint and their calm acceptance of adversity. Fine fellows cannibals in their place. They were men one could work with, and I am grateful to them. And, after all they did not eat each other before my face. (pg. 67). Whilst narrating his story Marlow not only emphasises the savagery of the pilgrims by comparison with the nobility of the cannibals, extending the contrast of civilization and savagery, but he also begins to indicate what it is that deserves some measure of respect. The nearly impossible feat of withstanding hunger is accomplished by the savage cannibals through some inexplicable integrity: No fear can stand up to hunger, no patience can wear it out, disgust simply does not exist w here hunger is; and as to superstition, beliefs, and what you may call principles, they are less than chaff in a breeze. Dont you know the devilry of lingering starvation, its exasperating torment, its black thoughts, its sombre and brooding ferocity? Well I do. It takes a man all his inborn strength to fight hunger properly. Its really easier to face bereavement, dishonour, and the perdition of ones soul (pg.76). Although they out number the pilgrims thirty men to five, The cannibals continuously maintain a measure of self-restraint, choosing rather, to face near-starvation. .uefd27fe1bcbfaab34d83898e39cee5ad , .uefd27fe1bcbfaab34d83898e39cee5ad .postImageUrl , .uefd27fe1bcbfaab34d83898e39cee5ad .centered-text-area { min-height: 80px; position: relative; } .uefd27fe1bcbfaab34d83898e39cee5ad , .uefd27fe1bcbfaab34d83898e39cee5ad:hover , .uefd27fe1bcbfaab34d83898e39cee5ad:visited , .uefd27fe1bcbfaab34d83898e39cee5ad:active { border:0!important; } .uefd27fe1bcbfaab34d83898e39cee5ad .clearfix:after { content: ""; display: table; clear: both; } .uefd27fe1bcbfaab34d83898e39cee5ad { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uefd27fe1bcbfaab34d83898e39cee5ad:active , .uefd27fe1bcbfaab34d83898e39cee5ad:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uefd27fe1bcbfaab34d83898e39cee5ad .centered-text-area { width: 100%; position: relative ; } .uefd27fe1bcbfaab34d83898e39cee5ad .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uefd27fe1bcbfaab34d83898e39cee5ad .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uefd27fe1bcbfaab34d83898e39cee5ad .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uefd27fe1bcbfaab34d83898e39cee5ad:hover .ctaButton { background-color: #34495E!important; } .uefd27fe1bcbfaab34d83898e39cee5ad .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uefd27fe1bcbfaab34d83898e39cee5ad .uefd27fe1bcbfaab34d83898e39cee5ad-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uefd27fe1bcbfaab34d83898e39cee5ad:after { content: ""; display: block; clear: both; } READ: Maharaja Ranjit Singh: The Sikh Ruler, in the eyes EssayWhile Heart of Darkness offers a powerful condemnation of the hypocritical operations of imperialism and the paradoxical human nature, it also addresses issues surrounding race that can be viewed as even more disconcerting: The prehistoric man was cursing us (pg. 68). This comment reflects the European inclination to view the African natives as primitive, further back on the evolutionary scale than Europeans. It draws comparisons with Marlows earlier remark in some way these savages are perhaps just like the English were when Britain was colonized by Rome.(pg. 30). What disturbs Marlow most about the native peoples he sees along the river: It was unearthlythe suspicion of their not being inhuman. They howled and leaped, and spun, and made horrid faces (pg. 69). It is a shame that in these moments Marlow admits the limits of his own perception and still casts Africans as a primitive version of himself rather than as potential equals. The book also suggests Africa is responsible for mental disintegration as well as for physical illness. The African people and the darkness and remoteness of the African continent seem also to be a mere backdrop in which the novella Heart of Darkness explores philosophical and existential struggles of European men. Their existence and their exoticism enable Marlows self-contemplation. This kind of dehumanisation may be harder to identify, but can be just as destructive as colonial violence or open racism (Gatten, 2004). Throughout Heart of Darkness, the themes of alienation, loneliness, silence and solitude predominate. The question of what the alienation and lonelin ess of extended periods of time in a remote and hostile environment can do to mens minds is a central theme of the book. The doctor who measures Marlows head prior to his departure for Africa warns him of changes to his personality that may be produced by a long stay in Africa. It would be interesting for science to watch the mental changes of individuals, on the spot(pg. 49). The book also attempts to blame the homicidal megalomania of Kurtz on the mental breakdown he has suffered as a result of the alienation experienced in Africa. The novella can be described as a fictional case study of what happens psychologically to those colonized, or those forced into years of solitude in a strange and foreign land. The book begins and ends in silence, with men first waiting for a tale to begin: There was silence aboard the yacht. (pg.28) Then left to their own thoughts in solitude after it has concluded: Marlow ceased, and sat apart, indistinct and silent (pg. 121). The novella Heart of Dar kness is a prevailing reflection on Twentieth Century fiction. It depicts some of the Twentieth Centurys darkest tribulations such as imperialism, colonialism, racism and extreme violence but also represents some deeper issues regarding the human condition. The reoccurring themes of alienation and loneliness, silence and solitude, integrity and nobility are universal and no amount of cultural differences can change their meaning to the individual. Bibliography: Brian, P and others (1998) Reading About the World, Volume 2 Harcourt Brace Custom Books, WashingtonConrad, J (1902) Heart of Darkness Penguin Books: EnglandGatten, B; Martin, M (2004). Joseph Conrads Heart of Darkness online at http://www.sparknotes.com/lit/heart/.accessed on 3 Jun. 2004Schmiechen, James (1999) A History of Western Society, 6th ed. Study Guide vol. II. Houghton: Boston