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Environmental Studies For Undergraduate Courses Erach Bharucha  CORE MODULE SYLLABUS FOR ENVIRONMENTAL STUDIES FOR UNDER GRADUATE COURSES OF ALL BRANCHES OF HIGHER EDUCATION Vision The imp...

Environmental Studies For Undergraduate Courses Erach Bharucha  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. 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. a) 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 problems, changes caused by agriculture and overgrazing, effects of modern agriculture, fertilizer-pesticide problems, water logging, salinity, case studies. e) 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. Air pollution b. Water pollution c. Soil pollution d. Marine pollution e. Noise pollution f. Thermal pollution g. 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 conservation, 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. Case Studies. (6 lectures) Unit 8 : Field work Visit to a local area to document environmental assets- river/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 : The 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 - 25 marks Part-B, Essay type with inbuilt choice - 50 marks Part-C, Field Work - 25 marks IX  REFERENCE a) Agarwal, K.C. 2001 Environmental Biology, Nidi Publ. Ltd. Bikaner. b) Bharucha Erach, The Biodiversity of India, Mapin Publishing Pvt. Ltd., Ahmedabad – 380 013, India, Email:[email protected] (R) c) Brunner R.C., 1989, Hazardous Waste Incineration, McGraw Hill Inc. 480p d) Clark R.S., Marine Pollution, Clanderson Press Oxford (TB) e) Cunningham, W.P. Cooper, T.H. Gorhani, E & Hepworth, M.T. 2001, Environmental Encyclopedia, Jaico Publ. House, Mumabai, 1196p f) De A.K., Environmental Chemistry, Wiley Eastern Ltd. g) Down to Earth, Centre for Science and Environment (R) h) Gleick, H.P. 1993. Water in crisis, Pacific Institute for Studies in Dev., Environment & Security. Stockholm Env. Institute Oxford Univ. Press. 473p i) Hawkins R.E., Encyclopedia of Indian Natural History, Bombay Natural History Society, Bombay (R) j) Heywood, V.H & Waston, R.T. 1995. Global Biodiversity Assessment. Cambridge Univ. Press 1140p. k) Jadhav, H & Bhosale, V.M. 1995. Environmental Protection and Laws. Himalaya Pub. House, Delhi 284 p. l) Mckinney, M.L. & School, R.M. 1996. Environmental Science systems & Solutions, Web enhanced edition. 639p. m) Mhaskar A.K., Matter Hazardous, Techno-Science Publication (TB) n) Miller T.G. Jr. Environmental Science, Wadsworth Publishing Co. (TB) o) Odum, E.P. 1971. Fundamentals of Ecology. W.B. Saunders Co. USA, 574p p) Rao M N. & Datta, A.K. 1987. Waste Water treatment. Oxford & IBH Publ. Co. Pvt. Ltd. 345p. q) Sharma B.K., 2001. Environmental Chemistry. Geol Publ. House, Meerut r) Survey of the Environment, The Hindu (M) s) Townsend C., Harper J, and Michael Begon, Essentials of Ecology, Blackwell Science (TB) X t) Trivedi R.K., Handbook of Environmental Laws, Rules Guidelines, Compliances and Stadards, Vol I and II, Enviro Media (R) u) Trivedi R. K. and P.K. Goel, Introduction to air pollution, Techno-Science Publication (TB) v) 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 2. Prof. C. Manoharachary Department of Botany Osmania University Hyderabad 3. Prof. S. Thayumanavan Director Centre for Environmental Studies Anna University, Chennai 4. Prof. D.C. Goswami Head, Deptt. Of Environment Science Gauhati University Guwahati-781 014 5. 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 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 Studies 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 develop- ment is a key to the future of mankind. The degradation of our environment is linked to continuing problems of pollution, loss of forest, 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 envi- ronmental 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 bio- technological 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 Su- preme 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 compul- sory 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 Environmen- tal 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 experi- ence 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 environ- ment. 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 pur- poses. The Environmental Core Module shall be integrated into the teaching programs of all undergradu- ate 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 - 25 marks Part B, Essay type built choice - 50 marks Part C, Field Work - 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. 2. Bharucha Erach, 2003. The Biodiversity of India, Mapin Publishing Pvt. Ltd, Ahmedabad – 380013, India. Email: [email protected] 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, 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 en- hanced 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 xiii FOREWORD xv ACKNOWLEDGEMENTS xvi UNIT 1: THE MULTIDISCIPLINARY NATURE OF ENVIRONMENTAL STUDIES 1.1 DEFINITION, SCOPE AND IMPORTANCE 3 1.1.1 Definition 3 1.1.2 Scope 3 1.1.3 Importance 5 1.2 NEED FOR PUBLIC AWARENESS 8 1.2.1 Institutions in Environment 9 1.2.2 People in Environment 12 UNIT 2: NATURAL RESOURCES 2.1 INTRODUCTION 16 2.2 RENEWABLE AND NON-RENEWABLE RESOURCES 20 2.2.1 Natural resources and associated problems 20 2.2.2 Non-renewable resources 22 2.2.3 Renewable resources 22 a. Forest Resources: Use and over-exploitation, deforestation, case studies. 23 Timber extraction, mining, dams and their effects on forests and tribal people b. Water Resources: Use and over-utilisation of surface and ground water, 26 floods, drought, conflicts over water, dams – benefits and problems. c. Mineral Resources: Use and exploitation, environmental effects of extracting 30 and using mineral resources, case studies. d. Food Resources: World food problems, Changes in landuse by agriculture and 32 grazing, Effects of modern agriculture, Fertilizer/ pesticide problems, Water logging and salinity e. Energy Resources: Increasing energy needs, Renewable/ non renewable, 35 Use of Alternate energy sources, Case studies f. Land resources: Land as a resource, land degradation, man-induced land-slides, 48 soil erosion and desertification. Natural Resources vii Preliminary Pages.p65 7 4/9/2004, 5:06 PM  2.3 ROLE OF AN INDIVIDUAL IN CONSERVATION OF NATURAL RESOURCES 50 2.4 EQUITABLE USE OF RESOURCES FOR SUSTAINABLE LIFESTYLES 51 UNIT 3: ECOSYSTEMS 3.1 Concept of an ecosystem 54 3.1.1 Understanding ecosystems 55 3.1.2 Ecosystem degradation 55 3.1.3 Resource utilisation 56 3.2 Structure and functions of an ecosystem 56 3.3 Producers, consumers and decomposers 57 3.4 Energy flow in the ecosystem 58 3.4.1 The water cycle 58 3.4.2 The Carbon cycle 59 3.4.3 The Oxygen cycle 60 3.4.4 The Nitrogen cycle 60 3.4.5 The energy cycle 61 3.4.6 Integration of cycles in nature 62 3.5 Ecological succession 62 3.6 Food chains, Food webs and Ecological pyramids 62 3.6.1 The food chains 62 3.6.2 The food webs 63 3.6.3 The ecological pyramids 63 3.7 Introduction, Types, Characteristic features, Structure and functions 63 3.7.1 Forest ecosystem 65 3.7.2 Grassland ecosystem 70 3.7.3 Desert ecosystem 74 3.7.4 Aquatic ecosystems (ponds, lakes, streams, rivers, estuaries, oceans) 75 UNIT 4: BIODIVERSITY AND ITS CONSERVATION 4.1 INTRODUCTION – DEFINITION: GENETIC, SPECIES, ECOSYSTEM DIVERSITY 82 4.1.1 Genetic diversity 82 4.1.2 Species diversity 82 4.1.3 Ecosystem diversity 83 4.2 BIOGEOGRAPHIC CLASSIFICATION OF INDIA 84 viii Environmental Studies for Undergraduate Courses Preliminary Pages.p65 8 4/9/2004, 5:06 PM  4.3 VALUE OF BIODIVERSITY: CONSUMPTIVE, PRODUCTIVE USE, SOCIAL, ETHICAL, AESTHETIC AND OPTION VALUES 84 4.3.1Consumptive value 85 4.3.2 Productive value 86 4.3.3 Social value 86 4.3.4 Ethical value 88 4.3.5 Aesthetic value 88 4.3.6 Option value 88 4.4 BIODIVERSITY AT GLOBAL, NATIONAL AND LOCAL LEVELS 88 4.5 INDIA AS A MEGA DIVERSITY NATION 89 4.6 HOTSPOTS OF BIODIVERSITY 90 4.7 THREATS TO BIODIVERSITY: HABITAT LOSS, POACHING OF WILDLIFE, MAN-WILDLIFE CONFLICTS 91 4.8 ENDANGERED AND ENDEMIC SPECIES OF INDIA 94 4.8.1 Common Plant species 94 4.8.2 Common Animal species 99 4.9 CONSERVATION OF BIODIVERSITY: IN-SITU AND EX-SITU 104 4.9.1 In-situ conservation 104 4.9.2 Ex-situ conservation 108 UNIT 5: ENVIRONMENTAL POLLUTION 5.1 DEFINITION 112 5.2 CAUSES, EFFECTS AND CONTROL MEASURES OF: 113 5.2.1 Air Pollution 113 5.2.2 Water Pollution 123 5.2.3 Soil Pollution 131 5.2.4 Marine Pollution 135 5.2.5 Noise Pollution 140 5.2.6 Thermal Pollution 142 5.2.7 Nuclear hazards 143 5.3 SOLID WASTE MANAGEMENT: CAUSES, EFFECTS AND CONTROL MEASURES OF URBAN AND INDUSTRIAL WASTE 145 5.4 ROLE OF INDIVIDUALS IN POLLUTION PREVENTION 150 Natural Resources ix Preliminary Pages.p65 9 4/9/2004, 5:06 PM  5.5 POLLUTION CASE STUDIES 153 5.6 DISASTER MANAGEMENT: FLOODS, EARTHQUAKES, CYCLONES, LANDSLIDES 156 UNIT 6: SOCIAL ISSUES AND THE ENVIRONMENT 6.1 FROM UNSUSTAINABLE TO SUSTAINABLE DEVELOPMENT 165 6.2 URBAN PROBLEMS RELATED TO ENERGY 167 6.3 WATER CONSERVATION, RAIN WATER HARVESTING, WATERSHED MANAGEMENT 168 6.3.1 Water conservation 168 6.3.2 Rain water harvesting 170 6.3.3 Watershed management 171 6.4 RESETTLEMENT AND REHABILITATION OF PEOPLE; ITS PROBLEMS AND CONCERNS. CASE STUDIES 172 6.5 ENVIRONMENTAL ETHICS: ISSUES AND POSSIBLE SOLUTIONS 173 6.5.1 Resource consumption patterns and the need for their equitable utilisation 173 6.5.2 Equity – Disparity in the Northern and Southern countries 175 6.5.3 Urban – rural equity issues 175 6.5.4 The need for Gender Equity 175 6.5.5 Preserving resources for future generations 176 6.5.6 The rights of animals 177 6.5.7 The ethical basis of environment education and awareness 178 6.5.8 The conservation ethic and traditional value systems of India 181 6.6 CLIMATE CHANGE, GLOBAL WARMING, ACID RAIN, OZONE LAYER DEPLETION, NUCLEAR ACCIDENTS AND NUCLEAR HOLOCAUST. CASE STUDIES 182 6.6.1 Climate change 182 6.6.2 Global warming 183 6.6.3 Acid rain 184 6.6.4 Ozone layer depletion 185 6.6.5 Nuclear Accidents and Nuclear Holocaust 186 6.7 WASTELAND RECLAMATION 187 6.8 CONSUMERISM AND WASTE PRODUCTS 189 6.9 ENVIRONMENT PROTECTION ACT 193 6.10 AIR (PREVENTION AND CONTROL OF POLLUTION) ACT 194 6.11 WATER (PREVENTION AND CONTROL OF POLLUTION) ACT 196 x Environmental Studies for Undergraduate Courses Preliminary Pages.p65 10 4/9/2004, 5:06 PM  6.12 WILDLIFE PROTECTION ACT 197 6.13 FOREST CONSERVATION ACT 199 6.14 ISSUES INVOLVED IN ENFORCEMENT OF ENVIRONMENTAL LEGISLATION 201 6.14.1Environment Impact Assessment (EIA) 201 6.14.2 Citizens actions and action groups 202 6.15 PUBLIC AWARENESS 204 6.15.1 Using an Environmental Calendar of Activities 204 6.15.2 What can I do? 205 UNIT 7: HUMAN POPULATION AND THE ENVIRONMENT 7.1 POPULATION GROWTH, VARIATION AMONG NATIONS 214 7.1.1 Global population growth 214 7.2 POPULATION EXPLOSION – FAMILY WELFARE PROGRAM 215 7.2.1 Methods of sterilization 217 7.1.2 Urbanization 217 7.3 ENVIRONMENTAL AND HUMAN HEALTH 220 7.3.1 Environmental health 221 7.3.2 Climate and health 223 7.3.3 Infectious diseases 224 7.3.4 Water-related diseases 227 7.3.5 Risks due to chemicals in food 231 7.3.6 Cancer and environment 232 7.4 HUMAN RIGHTS 233 7.4.1 Equity 233 7.4.2 Nutrition, health and human rights 234 7.4.3 Intellectual Property Rights and Community Biodiversity Registers 235 7.5 VALUE EDUCATION 236 7.5.1 Environmental Values 237 7.5.2 Valuing Nature 240 7.5.3 Valuing cultures 241 7.5.4 Social justice 241 7.5.5 Human heritage 242 7.5.6 Equitable use of Resources 242 7.5.7 Common Property Resources 242 7.5.8 Ecological degradation 242 7.6 HIV/AIDS 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 250 8.2 VISIT TO A LOCAL POLLUTED SITE 262 8.3 STUDY OF COMMON PLANTS, INSECTS, BIRDS 268 8.4 STUDY OF SIMPLE ECOSYSTEMS 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 environ- mental 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 con- stantly 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 gen- erated 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 conserva- tion 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 throb- bing, 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 under- graduate 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 Commit- tee made during these deliberations have found a place in the current textbook. I thus take plea- sure 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 curricu- lum 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 chap- ter on pollution, which she has painstakingly developed to suit the needs of undergraduate stu- dents 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 3 1.1.1 Definition 3 1.1.2 Scope 3 1.1.3 Importance 5 1.2 NEED FOR PUBLIC AWARENESS 8 1.2.1 Institutions in Environment 9 1.2.2 People in Environment 12 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 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 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 seeks practical answers to making human civilization sustainable on the earth’s finite re- sources. earth’s environmental resources. Thus most tra- ditions refer to our environment as ‘Mother Its components include biology, geology, chem- Nature’ and most traditional societies have istry, physics, engineering, sociology, health, learned that respecting nature is vital for their anthropology, economics, statistics, computers livelihoods. This has led to many cultural prac- and philosophy. tices that helped traditional societies protect and preserve their natural resources. Respect for nature and all living creatures is not new to In- 1.1.2 Scope dia. All our traditions are based on these values. Emperor Ashoka’s edict proclaimed that all As we look around at the area in which we live, forms of life are important for our well being in we see that our surroundings were originally a Fourth Century BC. natural landscape such as a forest, a river, a mountain, a desert, or a combination of these Over the past 200 years however, modern soci- elements. Most of us live in landscapes that have eties began to believe that easy answers to the been heavily modified by human beings, in vil- question of producing more resources could be lages, towns or cities. But even those of us who provided by means of technological innovations. live in cities get our food supply from surround- For example, though growing more food by ing villages and these in turn are dependent on using fertilizers and pesticides, developing bet- natural landscapes such as forests, grasslands, ter strains of domestic animals and crops, irri- rivers, seashores, for resources such as water gating farmland through mega dams and for agriculture, fuel wood, fodder, and fish. Thus developing industry, led to rapid economic our daily lives are linked with our surroundings growth, the ill effects of this type of develop- and inevitably affects them. We use water to ment, led to environmental degradation. drink and for other day-to-day activities. We breathe air, we use resources from which food The industrial development and intensive agri- is made and we depend on the community of culture that provides the goods for our increas- living plants and animals which form a web of ingly consumer oriented society uses up large life, of which we are also a part. Everything amounts of natural resources such as water, around us forms our environment and our lives minerals, petroleum products, wood, etc. Non- depend on keeping its vital systems as intact as renewable resources, such as minerals and oil possible. are those which will be exhausted in the future if we continue to extract these without a Our dependence on nature is so great that we thought for subsequent generations. Renew- cannot continue to live without protecting the The Multidisciplinary Nature of Environmental Studies 3 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 regener- ated by natural processes such as regrowth or rainfall. But these too will be depleted if we con- tinue to use them faster than nature can re- place them. For example, if the removal of timber and firewood from a forest is faster than the regrowth and regeneration of trees, it can- not 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 ronment and change the way in which we use affect our water resources because an intact every resource. Unsustainable utilization can natural forest acts like a sponge which holds result from overuse of resources, because of water and releases it slowly. Deforestation leads population increase, and because many of us to floods in the monsoon and dry rivers once are using more resources than we really need. the rains are over. Most of us indulge in wasteful behaviour pat- terns without ever thinking about their environ- Such multiple effects on the environment re- mental impacts. Thus, for all our actions to be sulting from routine human activities must be environmentally positive we need to look from appreciated by each one of us, if it is to provide a new perspective at how we use resources. For us with the resources we need in the long-term. every resource we use we must ask ourselves the following questions: Our natural resources can be compared with money in a bank. If we use it rapidly, the capital What is the rarity of the resource and where will be reduced to zero. On the other hand, if does it originate? we use only the interest, it can sustain us over the longer term. This is called sustainable Who uses it most intensively and how? utilisation or development. How is it being overused or misused? Activity 1: Who is responsible for its improper use – the resource collector, the middleman, the Take any article that you use in daily life – end user? a bucket full of water, or an item of food, a table, or a book. Trace its components jour- How can we help to conserve it and pre- ney backwards from your home to their ori- vent its unsustainable use? gins as natural resources in our environment. How many of these compo- nents are renewable resources and how Activity 2: many non-renewable? Try to answer the questions above for one Understanding and making ourselves more of the components in the article you chose aware of our environmental assets and prob- in Activity 1. Then answer the following lems is not enough. We, each one of us, must questions: become increasingly concerned about our envi- 4 Environmental Studies for Undergraduate Courses Chapter1.p65 4 4/9/2004, 5:07 PM  each of us uses also increases, the earth’s re- source 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 dis- card after a single use; and we waste colossal amounts of food, which is discarded as garbage. Manufacturing processes create solid waste Are you using that resource byproducts that are discarded, as well as chemi- unsustainably? cals that flow out as liquid waste and pollute water, and gases that pollute the air. Increasing In what ways could you reduce, reuse amounts of waste cannot be managed by natu- and recycle that resource? ral processes. These accumulate in our environ- ment, leading to a variety of diseases and other Is there an unequal distribution of this adverse environmental impacts now seriously af- resource so that you are more fortunate fecting all our lives. Air pollution leads to respi- than many others who have less access ratory diseases, water pollution to to it? gastro-intestinal diseases, and many pollutants are known to cause cancer. Once we begin to ask these questions of our- selves, we will begin to live lifestyles that are more sustainable and will support our environ- ment. 1.1.3 Importance Environment is not a single subject. It is an inte- gration of several subjects that include both Improving this situation will only happen if each Science and Social Studies. To understand all of us begins to take actions in our daily lives the different aspects of our environment we that will help preserve our environmental re- need to understand biology, chemistry, physics, sources. We cannot expect Governments alone geography, resource management, economics to manage the safeguarding of the environment, and population issues. Thus the scope of envi- nor can we expect other people to prevent ronmental studies is extremely wide and covers environmental damage. We need to do it our- some aspects of nearly every major discipline. selves. It is a responsibility that each of us must take on as ones own. 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 increas- ing in numbers and the quantity of resources The Multidisciplinary Nature of Environmental Studies 5 Chapter1.p65 5 4/9/2004, 5:07 PM  Activity 3: What happens to it when you throw it away/ where does it go? Think of all the things that you do in a day. List these activities and identify the main resources used during these ac- Example – Fossil fuels: tivities. What can you do to prevent waste, reuse articles that you normally How much do you use? Can you reduce your throw away, what recycled materials consumption? can you use? What effect does it have on the air we breathe? Think of the various energy sources you use everyday. How could you reduce When we leave a motorbike or car running dur- their use? ing a traffic stop, we do not usually remember that the fuel we are wasting is a part of a non- renewable resource that the earth cannot re- Activity 4: Exercises in self learning about form. Once all the fossil fuels are burnt off, it the environment will mean the end of oil as a source of energy. Only if each of us contributes our part in con- Attempt to assess the level of damage to serving fossil based energy can we make it last the environment due to your actions that longer on earth. have occurred during your last working day, the last week, the last year. Then estimate the damage you are likely to do in your life- Example – Water: time if you continue in your present ways. How much do you really need to use, as against Use the following examples for the above exer- how much you waste when you: cise: (a) Brush your teeth? (b) Have a bath? (c) Wash Example – Plastic: Plastic bags, plastic ball pens clothes? (d) Wash the scooter or car? Think about all the articles you use daily that Where did the water come from? What is its are made from plastic. Plastic plays an impor- actual source? How has it reached you? tant part in our modern lives. Where will the waste water go? Make a list of the plastic articles you usually use. Do you feel you should change the way you use How can you reduce the amount of plastic you water? How can you change this so that it is use? more sustainable? What effects does plastic have on our environ- ment? Example – Food: Where did the plastic come from/ how is it Where has it come from? How is it grown? What made? chemicals are used in its production? How does it reach you? 6 Environmental Studies for Undergraduate Courses Chapter1.p65 6 4/9/2004, 5:07 PM  How is it cooked? struction of a forest, wetland or other natural area and do not protest about it, future gen- How much is wasted? How is the waste dis- erations are being denied the use of these valu- posed off? able resources and will blame us for these rash and negligent actions towards the environment. Example – Paper: Thus the urgent need to protect all living spe- cies is a concept that we need to understand What is it made from? and act upon. While individually, we perhaps cannot directly prevent the extinction of a spe- Where does it come from and what happens cies, creating a strong public opinion to protect during manufacture? the National Parks and Wildlife Sanctuaries in which wild species live is an importance aspect How much do you use and how much do you of sustainable living. There is a close link be- waste? How can you prevent it from being tween agriculture and the forest, which illus- wasted? trates its productive value. For crops to be successful, the flowers of fruit trees and veg- etables must be pollinated by insects, bats and Example – Electrical Energy: birds. Their life cycles however frequently require intact forests. How much do you use everyday? Where does it come from? Aesthetic/Recreational value of nature: The How do you waste it? How can you conserve aesthetic and recreational values that nature energy? possesses enlivens our existence on earth. This is created by developing National Parks and Wildlife Sanctuaries in relatively undisturbed Productive value of nature: As scientists make areas. A true wilderness experience has not only new advances in fields such as biotechnology recreational value but is an incredible learning we begin to understand that the world’s spe- experience. It brings about an understanding of cies contain an incredible and uncountable num- the oneness of nature and the fact that we are ber of complex chemicals. These are the raw entirely dependent upon the intricate function- materials that are used for developing new ing of ecosystems. medicines and industrial products and are a storehouse from which to develop thousands The beauty of nature encompasses every aspect of new products in the future. The flowering of the living and non-living part of our earth. plants and insects that form the most species- One can appreciate the magnificence of a moun- rich groups of living organisms are thus vital for tain, the power of the sea, the beauty of a for- the future development of man. If we degrade est, and the vast expanse of the desert. It is these their habitat these species will become extinct. natural vistas and their incredible diversity of If one sees being sold or used, a product that plant and animal life that has led to the devel- comes from an illegally killed wild species, if we opment of several philosophies of life. It has also do not inform the authorities, we become party inspired artists to develop visual arts and writ- to its extinction. Once they are lost, man can- ers and poets to create their works that vitalize not bring them back. When we permit the de- our lives. The Multidisciplinary Nature of Environmental Studies 7 Chapter1.p65 7 4/9/2004, 5:07 PM  A wilderness experience has exceptional recre- be developed in a small woodlot, a patch of ational value. This has been described as nature grassland, a pond ecosystem, or be situated tourism, or wildlife tourism, and is also one as- along an undisturbed river or coastal area. This pect of adventure tourism. These recreational would bring home to the visitor the importance facilities not only provide a pleasurable experi- of protecting our dwindling wilderness areas. ence 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 en- The option values of nature: While we utilise vironment and the need for sustainable lifestyles. several goods and services of nature and enjoy its benefits, we In an urban setting, green spaces and gardens must recognize are vital to the pschycological and physical health that every activity of city dwellers. It provides not only an aesthetic that we do in our and visual appeal but the ability to ensure that daily lives has an each individual is able to access a certain amount adverse impact of peace and tranquility. Thus urban environ- on nature’s integ- mental planners must ensure that these facili- rity. Thus if we use up all our resources, kill off ties are created in growing urban complexes. and let species of plants and animals become Another important conservation education fa- extinct on earth, pollute our air and water, de- cility in urban settings includes the need to set grade land, and create enormous quantities of up well designed and properly managed zoo- waste, we as a generation will leave nothing logical parks and aquariums. These have got for future generations. Our present generation great value in sensitizing school students to wild- has developed its economies and lifestyles on life. Many young people who frequented zoos unsustainable patterns of life. however, nature as young children grow up to love wildlife and provides us with various options on how we become conservationists. utilize its goods and services. This is its option value. We can use up goods and services greedily In the absence of access to a Protected Area, a and destroy its integrity and long term values, botanical garden or a zoo, one concept that can or we can use its resources sustainably and re- be developed is to create small nature aware- duce our impacts on the environment. The op- ness areas with interpretation facilities at dis- tion value allows us to use its resources trict and taluka levels. These areas can be sustainably and preserve its goods and services developed to mimic natural ecosystems even for the future. though they could be relatively small in size. Such nature trails are invaluable assets for creating conservation education and awareness. They can 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 endan- gering 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 Practice and promote issues such as saving these clean-up functions. It is the prevention of paper, saving water, reducing use of plas- environment degradation in which we must all tics, practicing the 3Rs principle of reduce, take part that must become a part of all our reuse, recycle, and proper waste disposal. lives. Just as for any disease, prevention is bet- ter than cure. To prevent ill-effects on our envi- Join local movements that support activi- ronment by our actions, is economically more ties such as saving trees in your area, go on viable than cleaning up the environment once nature treks, recycle waste, buy environ- it is damaged. Individually we can play a major mentally friendly products. role in environment management. We can re- duce wasting natural resources and we can act Practice and promote good civic sense such as watchdogs that inform the Government as no spitting or tobacco chewing, no about sources that lead to pollution and degra- throwing garbage on the road, no smoking dation of our environment. in public places, no urinating or defecating in public places. This can only be made possible through mass public awareness. Mass media such as newspa- Take part in events organised on World pers, radio, television, strongly influence public Environment Day, Wildlife Week, etc. opinion. However, someone has to bring this about. If each of us feels strongly about the Visit a National Park or Sanctuary, or spend environment, the press and media will add to time in whatever nature you have near your our efforts. Politicians in a democracy always home. respond positively to a strong publicly supported movement. Thus if you join an NGO that sup- ports conservation, politicians will make green 1.2.1 Institutions in Environment policies. We are living on spaceship earth with a limited supply of resources. Each of us is respon- There have been several Government and Non- sible for spreading this message to as many government organizations that have led to en- people as possible. vironmental protection in our country. They have led to a growing interest in environmental pro- Suggested further activities for concerned stu- tection and conservation of nature and natural dents: resources. The traditional conservation practices that were part of ancient India’s culture have Join a group to study nature, such as WWF- however gradually disappeared. Public aware- I or BNHS, or another environmental group. ness is thus a critical need to further environ- mental protection. Among the large number of Begin reading newspaper articles and peri- institutions that deal with environmental pro- odicals such as ‘Down to Earth’, WWF-I tection and conservation, a few well-known newsletter, BNHS Hornbill, Sanctuary maga- organizations include government organisations zine, etc. that will tell you more about our such as the BSI and ZSI, and NGOs such as BNHS, environment. There are also several envi- WWF-I, etc. ronmental websites. Lobby for conserving resources by taking Bombay Natural History Society (BNHS), up the cause of environmental issues dur- Mumbai: the BNHS began as a small society of ing discussions with friends and relatives. six members in 1883. It grew from a group of The Multidisciplinary Nature of Environmental Studies 9 Chapter1.p65 9 4/9/2004, 5:07 PM  shikaris and people from all walks of life into a ence and Environment fortnightly. It is involved major research organisation that substantially in the publication of material in the form of influenced conservation policy in the country. books, posters, video films and also conducts The influence on wildlife policy building, re- workshops and seminars on biodiversity related search, popular publications and peoples issues. action have been unique features of the multi- faceted society. Undoubtedly its major contri- bution has been in the field of wildlife research. CPR Environmental Education Centre, Ma- It is India’s oldest conservation research based dras: The CPR EEC was set up in 1988. It con- NGO and one that has acted at the forefront of ducts a variety of programs to spread the battle for species and ecosystems. The BNHS environmental awareness and creates an inter- publishes a popular magazine called Hornbill and est in conservation among the general public. It also an internationally well-known Journal on focussed attention on NGOs, teachers, women, Natural History. Its other publications include the youth and children to generally promote con- Salim Ali Handbook on birds, JC Daniel’s book servation of nature and natural resources. Its of Indian Reptiles, SH Prater’s book of Indian programs include components on wildlife and Mammals and PV Bole’s book of Indian Trees. biodiversity issues. CPR EEC also produces a large One of its greatest scientists was Dr. Salim Ali number of publications. whose ornithological work on the birds of the Indian subcontinent is world famous. The BNHS has over the years helped Government to frame Centre for Environment Education (CEE), wildlife related laws and has taken up battles Ahmedabad: The Centre for Environment Edu- such as the ‘Save the Silent Valley’ campaign. cation, Ahmedabad was initiated in 1989. It has a wide range of programs on the environment and produces a variety of educational material. World Wide Fund for Nature (WWF-I), New CEE’s Training in Environment Education {TEE} Delhi: The WWF-I was initiated in 1969 in program has trained many environment educa- Mumbai after which the headquarters were tors. shifted to Delhi with several branch offices all over India. The early years focused attention on wildlife education and awareness. It runs sev- Bharati Vidyapeeth Institute of Environ- eral programs including the Nature Clubs of In- ment Education and Research (BVIEER), dia program for school children and works as a Pune: This is part of the Bharati Vidyapeeth think tank and lobby force for environment and Deemed University. The Institute has a PhD, a development issues. Masters and Bachelors program in Environmen- tal Sciences. It also offers an innovative Diploma in Environment Education for in-service teach- Center for Science and Environment (CSE), ers. It implements a large outreach programme New Delhi: Activities of this Center include that has covered over 135 schools in which it organising campaigns, holding workshops and trains teachers and conducts fortnightly Envi- conferences, and producing environment related ronment Education Programs. Biodiversity Con- publications. It published a major document on servation is a major focus of its research the ‘State of India’s Environment’, the first of initiatives. It develops low cost Interpretation its kind to be produced as a Citizen’s Report on Centres for Natural and Architectural sites that the Environment. The CSE also publishes a popu- are highly locale specific as well as a large lar magazine, ‘Down to Earth’, which is a Sci- amount of innovative environment educational 10 Environmental Studies for Undergraduate Courses Chapter1.p65 10 4/9/2004, 5:07 PM  material for a variety of target groups. Its unique Salim Ali Center for Ornithology and Natu- feature is that it conducts environment educa- ral History (SACON), Coimbatore: This insti- tion from primary school level to the postgradu- tution was Dr. Salim Ali’s dream that became a ate level. The BVIEER has produced several EE reality only after his demise. He wished to sup- aids. It has developed a teacher’s handbook port a group of committed conservation scien- linked to school curriculum, a textbook for UGC tists on a permanent basis. Initially conceived as for its undergraduate course on environment. being a wing of the Bombay Natural History Its Director has developed a CD ROM on India’s Society (BNHS) it later evolved as an indepen- biodiversity published by Mapin Publishers, dent organisation based at Coimbatore in 1990. Ahmedabad. 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 Wildlife Institute of India (WII), Dehradun: related activities. Its major program is organising This Institution was established in 1982, as a and training school teachers to use its locale major training establishment for Forest Officials specific Environment Education Workbook Pro- and Research in Wildlife Management. Its most gram. The main targets are linked with sustain- significant publication has been ‘Planning A able resource use at the village level through Wildlife Protected Area Network for India’ training school children. Its environment edu- (Rodgers and Panwar, 1988). The organisation cation program covers about 500 schools. has over the years added an enormous amount of information on India’s biological wealth. It has trained a large number of Forest Depart- Kalpavriksh, Pune: This NGO, initially Delhi ment Officials and Staff as Wildlife Managers. based, is now working from Pune and is active Its M.Sc. Program has trained excellent wildlife in several other parts of India. Kalpavriksh works scientists. It also has an Environment Impact on a variety of fronts: education and awareness; Assessment (EIA) cell. It trains personnel in investigation and research; direct action and ecodevelopment, wildlife biology, habitat man- lobbying; and litigation with regard to environ- agement and Nature interpretation. ment and development issues. Its activities in- clude talks and audio-visuals in schools and colleges, nature walks and outstation camps, Botanical Survey of India (BSI): The Botani- organising student participation in ongoing cam- cal Survey of India (BSI) was established in 1890 paigns including street demonstrations, push- at the Royal Botanic Gardens, Calcutta. How- ing for consumer awareness regarding organic ever it closed down for several years after 1939 food, press statements, handling green alerts, and was reopened in 1954. In 1952 plans were and meetings with the city’s administrators. It is made to reorganise the BSI and formulate its involved with the preparation of site-specific, objectives. By 1955 the BSI had its headquar- environmental manuals for schoolteachers. ters in Calcutta with Circle Offices at Kalpavriksh was responsible for developing Coimbatore, Shillong, Pune and Dehra Dun. India’s National Biodiversity Strategy and Action Between 1962 and 1979, offices were estab- Plan in 2003. lished in Allahbad, Jodhpur, Port Blair, Itanagar and Gangtok. The BSI currently has nine regional centres. It carries out surveys of plant resources in different regions. The Multidisciplinary Nature of Environmental Studies 11 Chapter1.p65 11 4/9/2004, 5:07 PM  Zoological Survey of India (ZSI): The ZSI was in the US in the 1920s. He designed the early established in1916. Its mandate was to do a policies on wilderness conser