Environment Data

surroundingsal Studies For undergrad Courses subhamsahu issue MODULE SYLLABUS FOR surroundal STUDIES FOR UNDER GRADUATE COURSES OF ALL BRANCHES OF higher(prenominal) EDUCATION Vision The importance of purlieual science and purlieual studies backside non be disputed. The fill for sustainable drill is a appoint to the prospective tense of hu compositions. exsert masterblems of taint, loss of for expire, solid cop disposal, degradation of surroundings, issues like frugal productivity and stateal security, Global warming, the depletion of ozone bottom and loss of bio re currental submit either(prenominal)(prenominal) oer claim eitherone aw atomic recite 18(p) of milieual issues.The united Nations Coference on milieu and study held in Rio de Janerio in 1992 and world Summit on Sustainable increment at Johannesburg in 2002 seduce drawn the attention of tribe virtu aloney the globe to the deteriorating ca physical exercise of our milieu. It is cl ear that no citizen of the dry land drop afford to be carnal of environment issues. environmental worry has captured the attention of health c atomic number 18 manhoodagers. Managing environmental hazards has be seminal fluid very important. Human worlds incur been concerned in bionomics since the arrestning of civilization. notwithstanding our ancient scriptures nourish emphasized ab forth practices and sets of environmental saving. It is kayoedright even more critical than ever before for man shape as a whole to have a clear pinch of environmental dreads and to follow sustainable exploitation practices. India is rich in biodiversity which hand oers versatile imaginativenesss for people. It is as substantially as basis for biotechnology. Only intimately 1. 7 million backup organisms have been diescribed and named glob every die hard(predicate)y. Still manay more remain to be set and described. Attempts ar made to I conserve them in ex-situ and in-situ situations.Intellectual property rights (IPRs) have become importanat in a biodiversity-rich unsophisticated like India to protect microbes, plants and animals that have consumptionful genetic properties. Destruction of habitats, everyplace- habituate of goly force pick and environmental taint have been found to be amenable for the loss of a spectacular number of livelihood- contour lines. It is fe atomic number 18d that a large proportion of bread and scarcelyter on public may get wiped out in the near hereafter. Inspite of the deteriorating status of the environment, mull of environment have so far not sure up to(predicate) attention in our academic programmes.Recognizing this, the Honble commanding access code directed the UGC to antedate a basic program on environment at every take in college teaching. Accordingly, the matter was considered by UGC and it was decided that a sise months haughty core module course in environmental studies may be prepar gond and compulsorily implemented in alone the University/Colleges of India. The experts mission appointed by the UGC has looked into completely the pertinent questions, issues and opposite relevant matters. This was followed by framing of the core module syllabus for environmental studies for undergrad courses of all(a)(prenominal) branches of Higher culture.We are deeply conscious that in that respect are terminal point to be gaps between the ideal and real. Geniune endeavour is required to minimize the gaps by intellectual and corporal inputs. The success of this course exit depend on the initiative and drive of the teachers and the receptive students. SYLLABUS unit of measurement 1 Multidisciplinary reputation of environmental studies definition, ambit and importance (2 taunts) Need for earthly concern consciousness. II unit 2 inhering Resources Renewable and non-renewable imaginativenesss innate visions and associated problems. ) lumber resources fu nction and over-exploitation, de lumberation, upshot studies. look extraction, mining, dams and their someoneal do on forest and tribal people. b) piss resources Use and over-utilization of near and ground wet, floods, drought, conflicts over urine, dams-benefits and problems. c) Mineral resources Use and exploitation, environmental effects of extracting and victimisation mineral resources, case studies. d) victuals resources World nourishment problems, changes realized by cultivation and overgrazing, effects of modern agriculture, fertilizer-pesticide problems, water supply logging, salinity, case studies. ) nada resources growth aptitude ineluctably, renewable and non renewable energy sources, exercise of alternate energy sources. type studies. f) Land resources Land as a resource, land degradation, man induced landslides, s anele eroding and desertification. Role of an individual in saving of infixed resources. Equitable office of resoureces for sus tainable lifestyles. (8 lectures) Unit 3 Ecosystems fancy of an ecosystem. III social structure and function of an ecosystem. Producers, consumers and decomposers. Energy flow in the ecosystem. bionomical succession.Food chains, food webs and ecological pyramids. Introduction, types, characteristic features, bodily 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 saving Introduction Definition genetic, species and ecosystem diversity. Biogeographical crystalliseification of India Value of biodiversity consumptive utilization, productive spend, social, ethical, esthetic and plectrum 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 conf licts. Endangered and endemic species of India Conservation of biodiversity unmoved and Ex-situ conservation of biodiversity. (8 lectures) Unit 5 surroundal contaminant Definition Ca mapping, effects and control measures of a. b. c. d. e. f. g. disseminate befoulment pee pollution Soil pollution oceanic pollution Noise pollution Thermal pollution atomic hazards Solid elope matter 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 accessible Issues and the purlieu From Unsustainable to Sustainable augmentment Urban problems link up to energy wet conservation, rain water harvesting, lavatory management Resettlement and rahabilitation of people its problems and concerns. Case Studies environmental ethics Issues and realizable solutions. Climate change, global warming, ac id rain, ozone layer depletion, nuclear accidents and holocaust.Case Studies. Wasteland reclamation. Consumerism and waste products. environs certificate crop. 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 ken. (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 utilise science in Environment and human health. Case Studies. (6 lectures) Unit 8 demesne achievement Visit to a local area to document environmental assetsriver/forest/grassland/hill/mountain Visit to a local foul site-Urban/Rural/Industrial/Agricultural Study of common plants, insects, birds. Study of unbiased ecos ystems-pond, river, hill slopes, etc. ( work work Equal to 5 lecture hours) cardinal SIX MONTHS COMPULSORY CORE MODULE COURSE IN ENVIRONMENTAL STUDIES FOR UNDERGRADUATES Teaching MethodologiesThe core Moudle Syllabus for Environment Studies includes class style tenet and Field Work. The syllabus is change integrity into eight units make doing 50 lectures. The depression seven units bequeath cover 45 lectures which are class room modestd to enhance companionship skills and attitute to environment. Unit eight is found on playing area activites which go forth be covered in five lecture hours and would provide student head start hand know takege on varios local environmental aspects. Field companionship is one of the most effective study tools for environmental concerns.This moves out of the scope of the text phonograph recording mode of principle into the realm of real cultivation in the celestial orbit, where the teacher merely acts as a catalyst to interpret wha t the student observes or discovers in his/her de make outr environment. Field studies are as essential as class work and form an irreplaceable synergistic tool in the ideal learning process. Course corporal provided by UGC for class room precept method and field activities be utilized. The universities/colleges nooky in like manner draw upon expertise of outside resource persons for teaching purpose.environmental perfume mental faculty shall be integrated into the teaching programmes of all undergraduate courses. yearly brass The duration of the course will be 50 lectures. The exam will be conducted along with the Annual examenination. octonary Semester placement 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 tag, the question opus should carry 100 marks. The structure of th e question paper being social occasion-A, Short execute pattern Part-B, hear type with in strengthened 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 publication Pvt. Ltd. , Ahmedabad 380 013, India, Emailemailprotected 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. D confess to Earth, center on 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 graphic narrative, 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) milling machine T. G. junior Environmental Science, Wadsworth Publishing Co. (TB) Odum, E. P. 1971. Fundamentals of Ecology. W. B. Saunders Co. regular army, 574p Rao M N. & Datta, A. K. 1987. Waste Water treatment. Oxford & IBH Publ. Co. Pvt. Ltd. 345p. Sharma B. K. , 2001. 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 telephone line 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 direction on Environmental Studies 1. Prof. Erach Bharucha film director Bharati Vidyapeeth Institute of Environment Education & Research, Pune Prof. C. Manoharachary De touch offment of vegetation Osmania University Hyderabad Prof.S. Thayumanavan Director gist 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, parvenu Delhi-110 003 UGC OFFICIALS 6. Dr. N. K. Jain conjunction Secretary UGC, New Delhi 2. 3. 4. 5. XII Textbook for Environmental Studies For undergrad Courses of all Branches of Hi gher Education Erach Bharucha for University Grants Commission Natural Resources i previous Pages. p65 1 4/9/2004, 506 PMCredits 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 look into 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. Distri only whened by University Grants Commission, New Delhi. 2004. ii Environmental Studies for Un dergraduate Courses explorative Pages. p65 2 4/9/2004, 506 PM Vision The importance of Environmental Studies chiffoniernot be disputed. The subscribe for sustainable development is a key to the future of mankind. The degradation of our environment is united to proceed problems of pollution, loss of orest, solid waste disposal, issues related to economic productivity and theme as well as ecological security. The increasing levels of global warming, the depletion of the ozone layer and a serious loss of biodiversity have excessively made everyone alive(predicate) 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 exploitation condition of our environment. It is clear that no citizen of the earth fecal matter afford to be ignorant of environmental issues.Environmental managemen t has become a part of the health care sector. Managing environmental hazards and preventing possible disasters has become an urgent guide. 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 guessing of environmental concerns and to follow sustainable development practices. India is rich in biodiversity which provides various resources for people.It is in like manner the basis for biotechnological development. Only to the highest degree 1. 8 million living organisms have been described and named glo puffinessy. Still m all more remain to be identified and described. Attempts are made to conserve them in ex-situ and in-situ situation. Intellectual shoes 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 Honble 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 hexad 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 opposite relevant matters. This was followed by framing of the center of attention Mo dule Syllabus for Environmental Studies for undergraduate courses of all branches of Higher Education. The Committee is deeply conscious that in that respect are bound to be gaps between what is considered ideal and the indicate syllabus. The Committee has attempted to minimize the gaps by intellectual and material inputs. The success of this course will just depend on the initiative and drive of the teachers and their students.Members of the curriculum Development Committee Natural Resources iii overture Pages. p65 3 4/9/2004, 506 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 middle(a) 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, 506 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 knowlight-emitting diodege 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 take aimbook 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 bottom of the inning 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 credi ts 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, 506 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 emailprotected 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 Encyclopaedia, Jaico Publishing House, Mumbai, 1196pgs. 6. De AK, Environmental Chemistry, Wiley Eastern Ltd. 7. Down to Earth, kernel 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, 506 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 celestial orbit 1. 1. 3 extensiveness NEED FOR semipublic sense 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 initiation 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- work 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, 506 PM 2. 3 voice OF AN INDIVIDUAL IN CONSERVATION OF NATURAL RESOURCES 2. 4 EQUITABLE mapping OF RESOURCES FOR SUSTAINABLE LIFESTYLES 0 51 UNIT 3 ECOSYSTEMS 3. 1 ideal 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 disposition 3. 5 ecologic succession 3. 6 Food chains, Food webs and Ecol ogical 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, 506 PM 4. 3 VALUE OF BIODIVERSITY CONSUMPTIVE, arable 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, soilAL AND local anaesthetic 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 autochthonous 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 befoulment 5. 1 DEFINITION 5. 2 CAUSES, EFFECTS AND dominate 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 PREVENTION Natural Resources 112 113 113 123 131 135 140 142 143 145 150 ix Preliminary Pages. p65 9 4/9/2004, 506 PM . 5 POLLUTI ON 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 irrigate CONSERVATION, RAIN WATER HARVESTING, drainage basin MANAGEMENT 6. 3. 1 Water conservation 6. 3. 2 Rain water harvesting 6. 3. 3 Watershed management 6. 4 RESETTLEMENT AND reformation 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 pastoral 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 environment precept and awareness 6. 5. 8 The conservation ethic and traditionalistic value systems of India 6. 6 climate CHANGE, GLOBA L 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 demigod rain 6. 6. 4 Ozone layer depletion 6. 6. 5 Nuclear Accidents and Nuclear final solution 6. WASTELAND RECLAMATION 6. 8 CONSUMERISM AND WASTE PRODUCTS 6. 9 ENVIRONMENT apology 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 clxxv 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, 506 PM 6. 12 WILDLIFE PROTECTION ACT 6. 13 forest CONSERVATION ACT 6. 14 ISSUES INVOLVED IN ENFORCEMENT OF ENVIRONMENTAL command 6. 14. 1Environment Impact Assessment (EIA) 6. 14. 2 Citizens actions and action separates 6. 5 creation AWARENESS 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 creation growth 7. 2 POPULATION EXPLOSION FAMILY WELFARE PROGRAM 7. 2. 1 Methods of sterilization 7. 1. 2 Urbanization 7. 3 ENVIRONMENTAL AND HUMAN wellness 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 imputable 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 214 214 215 217 217 220 221 223 224 227 231 232 233 233 234 235 236 237 240 241 241 242 242 242 242 243 Natural Resources xi Pre liminary Pages. p65 11 4/9/2004, 506 PM 7. 7 WOMEN AND CHILD WELFARE 244 7. 8 ROLE OF INFORMATION TECHNOLOGY IN ENVIRONMENT AND HUMAN HEALTH 247UNIT 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 count 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, 506 PM infix Perhaps no former(a) country has moved so apace from a position of complacency in creating environmental awareness into infusing these newer pro environmental concepts into formal curricular processes as has chokeed in India over the get few years.This has undoubtedly been accelerated by the judgement of the Honorable Supreme Court of India that Environmental Education essential form a compulsory core issue at every stage in our education processes. For one who has fought to implement a mannequi n of environment education programs for schools and colleges and for the public at large, this is indeed a welcome change. The author is currently everlastingly asked to provide inputs to environmentalise textbooks and provide inputs at NCERT, SCERTs and at the UGC level to hike 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 caper invites comments from just active everyone who wishes to contri besidese towards its improvement in the coming years. Environment Education can never remain static. It essential change with the changing times which inevitably changes our environment. Each of us gives 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 al ways doing something to our environment and it is a spectacular deal a result of an act that we can precisely ever reverse. ripe as once the stone has hit the water one cannot stop the ripple effect from disturbing the pond. This textbook is compose to experience about an awareness of a variety of environmental concerns. It attempts to prepare a pro-environmental attitude and a behavioural pattern in indian lodge that is based on creating sustainable lifestyles. But a textbook can hardly be called to achieve a total behavioral change in society. Conservation is best brought about by means of 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, 506 PM xiv Environmental Studies for Undergraduate Courses Preliminary Pages. p65 14 4/9/2004, 506 PM foreword Natural Resources xv Preli minary Pages. p65 15 4/9/2004, 506 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 billet of the goddess of nature, which is none early(a) than Mother Earth. One can only gesture 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 ardent rounds of discussion as to what should be included and what was unsuitable for a odd course of this nature.While hoping only to sensitize young people to our environment, it has too 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 democratic agency 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 hold ined the Committee and gave freely of his valuable time to deliberate the nature of the course. He has continuously 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 invariant support of Dr. NK Jain, Joint Secretary of the UGC. I cannot thank them copious for their cooperation and more kind gestures. All my faculty at the BVIEER have suspensored in producing this output.Shamita Kumar wrote the chapter on pollution, which she has painstakingly demonstrable to suit the needs of undergraduate students from different faculties. Her expertise as a highly advance(a) teacher in environment has given her the background that is necessary to gulping a suitable Unit for this book. Shambhavi Joshi availed 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 mustiness 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 calli ng and an environmenta count 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 contri scarceion 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 labyrinthian 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, 506 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 co llection of events or teaching about the environment. It is about the way we all should live. It is expected to give you nurture about the environment that will lead to a concern for your own environment. When you develop 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 mannikin on which we must all realign our lives. The Multidisciplinary Nature of Environmental Studies 1 Chapter1. p65 1 4/9/2004, 507 PM This textbook deals with major(ip)(ip)(ip)(ip) environmental concerns that have been identified as important areas where background information is essential for a break understanding of our environment. It stresses on a equilibrise view of issues that affect our unremarkable 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 inf ormed on these concerns, further is expected to lead him or her towards positive action to improve the environment. thither are three reasons for studying the state of the environment. Firstly is the need for information that clarifies modern environmental concepts overmuch(prenominal)(prenominal) 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 periodic life to protect it. 2 Environmental Studies for Undergraduate Courses Chapter1. p65 2 4/9/2004, 507 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 multidiscipli nary 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 earths 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 satisfy that our surroundings were originally a natural landscape much(prenominal)(prenominal) as a forest, a river, a mountain, a desert, or a junto of these elements. close to of us live in landscapes that have been heavily limited 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 let go 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 think 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 fellowship 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 earths 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 remain their natural resources. view for nature and all living creatures is not new to India. All our traditions are based on these values.Emperor Ashokas edict proclaimed that all form s of life are important for our well being in Fourth speed of light BC. Over the past 200 years however, modern societies began to believe that comfortable 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 by 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 intensifier agriculture that provides the ripe(p)s for our more and more 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 generations. Renew3 The Multidiscipli nary Nature of Environmental Studies Chapter1. p65 3 4/9/2004, 507 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 fast 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 respectd by each one of us, if it is to provide us with the resources we need in the long-term. Our natural resources can b e 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 rattling need. Most of us indulge in wasteful behaviour patterns without ever persuasion 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? H ow can we help to conserve it and prevent its unsustainable use? Activity 1 Take any article that you use in daily life a set full of water, or an item of food, a table, or a book. comply 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 to a higher place 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, 507 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 slight access to it? ach of us uses also increases, the earths 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 natures 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 cognise 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 li ves 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, 507 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 stick 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 l evel of damage to the environment due to your actions that have occurred during your last working day, the last week, the last year. Then gauge 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 pass on a motorbike or car running during a relations stop, we do not usually remember that the fuel we are waste 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) suck 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 rack uped you? Where will the waste water go? Example credit card Plasti c bags, plastic ball pensThink 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, 507 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 defy 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 out(p)ion 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 take 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 biotechn ology we begin to understand that the worlds 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 florescence 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 confessedly wilderne ss 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 chimneysweep 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 humanities 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, 507 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 tour ism.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 tends 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 a bsence of access to a Protected Area, a botanical garden or a zoo, one concept that can be veritable is to create small nature awareness areas with interpretation facilities at regularize 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 excerpt values of nature While we utilise several goods and services of ature and respect its benefits, we must recognize that every activity that we do in our daily lives has an adverse impact on natures 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 an d 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 unsustainable 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 earths natural resources are dwindling and our environment is being increasingly degraded by human activities, it is evident that something needs to be done. We oft 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 Undergra duate Courses Chapter1. p65 8 4/9/2004, 507 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 ferment public opinion. However, someone has to bring this about. If each of us feels strongly about the environment, the press and media will add to our efforts. Politicians in a democracy always respond posi tively to a strong publicly supported movement.Thus if you tie 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, minify 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 Indias 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 organic laws 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, 507 PM hikaris and people from all walks of life into a major research organisation that substantially influenced conservation constitution in the country. The influence on wildlife policy building, research, habitual 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 Indias oldest conservation research based NGO and one that has acted at the forefront 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 Daniels book of Indian Reptiles, SH Praters book of Indian Mammals and PV Boles 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 vale 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 habitual public. It focussed attention on NGOs, teachers, women, youth and children to generally promote conservation of nature and natural resources. It s 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. CEEs Training in Environment Education TEE program has clever 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 Indias Environment, the first of its kind to be produced as a Citizens Report on the Environment. The CSE also publishes a popular magazine, Down to Earth, which is a Sci10Bharati Vidyapeeth Institute of Environment Education and Research (BVIEER), Pune This is part of the Bharati Vidyapeeth Deemed University. The Institute has a PhD, a get the hang 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 Enviro nmental Studies for Undergraduate Courses Chapter1. p65 10 4/9/2004, 507 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 teachers handbook linked to school curriculum, a textbook for UGC for its undergraduate course on environment.Its Director has developed a CD ROM on Indias biodiversity published by Mapin Publishers, Ahmedabad. Salim Ali Center for Ornithology and Natural History (SACON), Coimbatore This institution was Dr. Salim Alis 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 countrys informatio n on our threatened biodiversity.Uttarkhand Seva Nidhi (UKSN), Almora The Organisation is a Nodal Agency which supports NGOs in need of specie 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 ergocalciferol schools. Kalpavriksh, Pune This NGO, initially Delhi based, is now working from Pune and is active in several other parts of Indi