THE GLOBAL WARMING AWARENESS AMONG FACULTIES AND STUDENTS OF

DIFFERENT DISCIPLINES - A CASE STUDY

Author
Dr. Ayam Victor Singh, Department of Botany, Rajiv Gandhi University, Rono Hills, Itanagar-791112,
Arunachal Pradesh, India.
e-mail: victor_ayamsingh@yahoo.com

Abstract
Global warming which causes the major changes in the global climate becomes a common
phenomenon, yet, its impact on earth and its living beings are increasing at an alarming rate, reflecting the
unaware and unconcerned attitude of the people. Sensing its impact on one hand and the unconcern
responses of the people on the other, the study on the awareness of global worming and its effects was
carried out at Academic Staff College(ASC), Himachal Pradesh University(HPU), Summer Hills, Shimla-
5, India during 24th August to 19th September, 2009. The level of awareness were found in the descending
order of faculties of Physical Sciences (78.6%), Life Sciences (77.3%), Sanskrit (70%), Economics,
Management & Information Sciences (69.6%), Students of Science HPU (67.83%), faculties of Education
(67.11%), Students of Social Science HPU (64.72%), faculties of Social Sciences (Sociology & Political
science) 64%, faculty of arts and Music (52.8%), faculties of ASC, Summer Hills, Shimla (52%), faculties
of Humanities (Hindi, English), Technology (Mechanical engineer) and Defence Studies (49%). More
than 50% of the respondents aware of the phenomenon were practically uninvolved. The study helps in
drawing the awareness status on global warming, which simultaneously helps in the dissemination of
quite a number of valuable information regarding the causes, effects and measures against global
warming.

Key word: Global warming, Habitat destruction, Sea level and Ice Caps.

INTRODUCTION
Sun is the primary source of energy and about 1/3 rd of solar energy entering earth is reflected back
into the universe by glaciers, water and other bright surfaces, while 2/3 rd are absorbed by Earth; warming
land, oceans, and atmosphere. Much of this heat (Infra Red rays/IR) radiates back into space, and some of
it is stored in the atmosphere causing the greenhouse effect, providing us with a comfortable average
temperature of 14°C, without which the Earth’s average temperature would be a chilling -18°C, even
despite the sun’s constant energy supply and life on Earth would probably have never emerged from the
sea [1]. About half the solar energy that reaches Earth is infrared radiation which causes immediate
warming in the atmosphere and the other half is of a higher frequency that translates into heat once it hits
Earth, and is later reflected back into space as waves of infrared radiation. This transformation of solar
radiation in to infrared radiation is crucial, because infrared radiation can be absorbed by the atmosphere.
So, on a cold and clear night, parts of this infrared radiation that would normally dissipate into space get
caught up in the Earth’s atmosphere and steps up global temperatures. Unfortunately, due to
environmental pollution and over exploitation of forest, global temperature rises up and global warming
becomes a threat, and consequences of green house effects and global warming becomes a much debated
issue all over the world. According to Singh R.B. and D.K. Thakur (2005), the most significant global
problem faced by the world community is related to global environmental change (GEC) that ultimately
leads to global warming [2]. Other important Global problems like unemployment, food and nutrition,
economy and poverty etc. are negligible when comes to global warming as lives on earth would get
disappeared if the warming effects are not checked before it is too late. The major pollutants causing
green house effect and global warming are water vapor (36–70%), carbon dioxide (9–26%), methane (4–
9%) and ozone (3–7%), apart from these cloud which absorb IR rays cause global warming [3 and 4].
Anthropogenic green house effect is attributable mainly to increased atmospheric carbon dioxide levels

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[5]. Concentrations of CO2 from the Mauna Loa observatory show an increase from about 313 ppm [6] in
1960 to about 389 ppm in 2010. Loss of habitat and biodiversity evidenced by Coral bleaching in 60
countries and island nations in the Pacific Ocean, Indian Ocean, Red Sea, Persian Gulf, Mediterranean
and Caribbean and Indian Ocean corals severely impacted, with greater than 70 percent mortality reported
in the Maldives, Andamans, Lakshadweep Islands, and in Seychelles Marine Park System. In 1998 coral
reefs around the world experienced the most extensive and severe bleaching in recorded history (ISRS,
1998; Wilkinson et al., 1999) [7 and 8]. It has been reported that much of the rise in sea level has been
related to the concurrent rise in global temperature over the last 100 years. On this time scale, the
warming and the consequent thermal expansion of the oceans may account for about 2-7 cm of the
observed sea level rise, while the observed retreat of glaciers and ice caps may account for about 2-5 cm.
[9].
METHODOLOGY
Methods for Data Collection
To assess the global warming awareness among the participant of Orientation Programme/OP-93,
faculties of ASC HP and students of HPU, a questionnaire was prepared in the form of tick and YES/NO
responses and feed back from the respondents were collected. The survey was carried out among the
participants of OP-93 consisting of a group of 41 lecturers of 23 disciplines from 11 states, faculties of
ASC and 36 students from various subjects of the HP University (table1). Based on the responses in the
questionnaire, analysis was made and the levels of awareness of the respondents from different disciplines
were assessed and converted into %Marks and tabulated (tables 2) and represented in bar chart (chart 1).
Dissemination of the awareness information and possible remedies were suggested.

Discussion and Data interpretation: The result of the analysis is interpreted as follows:-
[A] Discipline wise interpretation
The faculties of Physical Sciences have the highest degree of Global warming awareness (78.6%)
followed by faculties of Life Sciences (77.3%), faculties of Sanskrit (70%), faculties of Economics,
Management & Information Sciences (69.6%), Students of Sciences of HPU (67.83%), faculties of
Education (67.11%), Students of Social Sciences of HPU (64.72%), faculties of Social Sciences
(Sociology & Political Science) (64%), faculties of arts and Music (52.8%), Faculties of ASC, Summer
Hills, Shimla (52%). Least awareness on global warming were among faculties of Humanities (Hindi,
English) 50%, faculties of Technology (Mechanical engineer) 48% and faculties of Defence & strategic
Studies constituting (49%).
[B] Global Warming (GW) issue wise interpretations
Some of the respondents were unaware on certain global warming issues (table 3) and the
following interpretation can be made:
All the respondents(100%) heard about Global warming, 47% of respondents do not know the
causes of Global Warming, 25% of respondents don’t know the definition of CNG & its advantages as an
alternative fuel, 4 % of respondents favor the use of wooden articles, cutting of trees; & do not agree with
the increases of CO2 concentration due to cutting of trees, 5% of respondents don’t know that the effect of
Global warming also reaches in cold regions of the globe, 29% of respondents do not know how the
Depletion of Ozone and Ozone hole formation takes place, 18% of the respondents do not know the
effects of Global Warming, 53% of the respondents do not know the possible lost of habitat and
biodiversity (e.g. coral bleaching), 33% of the respondents were unaware of international conference on
Global Warming like Kyoto Protocols, 60 % of respondents have no idea about Carbon Trade, 40% of the
respondents do not Supports Carbon Tax, 61% of the respondents don’t involve in fighting Global
warming, 49% of the respondents do not involve in gathering or disseminating awareness on GW issues.

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 Conclusions

From the study it is observed that though 100% of the respondents heard of Global warming
phenomena, 47% do not know the causes, 4% belief harmless in deforestation and favors use of wooden
articles and cutting of trees, 5% of them belief global warming does not occur in cold hill station like
Shimla, 29% do not know Ozone depletion, 18% do not know the effects of Global Warming, 53% do not
know the possible lost of lowlands and loss of biodiversity, 33% were unaware of conferences and
seminars on GW, 60% have no idea of carbon trade, 40% of them do not support Carbon tax, 61% of the
respondents do not have individual participation in GW issues and while 49% of them do not involve in
gathering or disseminating awareness on GW issues to others. Therefore, it can be concluded that even if
the respondents have heard of Global warming, some of them are still unaware of the causes, effects and
the consequences. Their direct or indirect participation were also very poor. When the faculties and
students of the colleges and Universities were at such a low level of awareness, one could imagine the
condition of other literates and the illiterates where Indian effective literacy rates was estimated at age of
7yrs and above in 2011 where 82.14% for men and 65.46% for women are considered literate [10].
Faculties have the highest responsibility in protecting the environment as they are the enlighten groups of
the society who could help the students in understanding the phenomena and the students in turn could
disseminate to the society. Following are the suggested activities that can be carried out in the University
to create more awareness among faculties and students.

Suggestions to create awareness on Global warming issues at Universities and colleges:

Referring to the Global warming issues, survey result, discussions and interpretations of the data,
the following suggestions where proposed.

Formal Global warming/Environmental Education

 Addition of topics related to Global warming awareness in curriculum. Distribution of study
materials/handouts that create Global Warming awareness.
 To Conduction Quiz programmes, Lectures by experts in this field (viz. Central and State
pollution control board and ministry of Environment and Forests, GOI).
 Provide information to students to join environmental appreciation courses launched by IGNOU.
 Celebration of World Earth Day (22nd April) and World Environment Day (5th June) every year by
planting trees and taking constant care of them.

Non-formal Global warming/Environmental Education

Education on Global Warming awareness & training programme on pollution etc. will play a
significant role in encouraging and enhancing students’ participation in dealing with the Global Warming
issues. So the following activities are suggested to University students.
 To take up online diploma programme on Sustainability Science and Post Graduate Certificate in
Climate Change and Sustainable Development.
 To join IGNOU launched online Project “Leadership Programme on Himalayan Ecosystem”
(LPHECO). And as a part of this campaign to perform activities like seminars, workshops,
training programmes, camps, rallies, public meetings, exhibitions, essay, debate, painting, poster
competitions, folk dances, songs, street plays, puppet shows related to Global Warming.
 To perform activities at individual level like plantation of trees, using of bicycle, avoiding of air
conditioner and refrigerators etc.
 To form Global Rescue Clubs and organize various activities that mentioned above at
departmental / institutional level.
 To encourage individual efforts in arranging shows/films/documentaries on Global warming and
its effects related themes.

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 TABLE 1 : DISCIPLINE WISE RESPONDENTS
Disciplines of the respondents No. of respondents
School of Physical Science[SPS] (Physics1 Chemistry1 and Mathematics3) 05
School of Life Science[SLS] (Botany3, Microbiology2, zoology1) 06
School of Technology[ST] (Mechanical engineer) 01
School of Social Sciences[SSS] (Sociology1, Political Science2) 03
School of Education[SE] (Education) 09
School of Economics, Management & Information Sciences[SEMIS] (Management1, Library & Inf. Science2 and Economics2) 05
School of Sanskrit[SS] (Sanskrit) 04
School of Humanities[SH] (Hindi1, English1) 02
Defence & strategic Studies[DSS] 01
School of arts and Music[SAM] (Fine Arts-Painting1, Applied arts1, Graphics1, Music (Vocal)1 and Theater Arts1) 05
Students of Sciences of HPU 18
Students of Social Sciences of HPU 18
Faculties of ASC, Summer Hills, Shimla (Director1 & Deputy Director1) 2
Total 79

Table 2: Levels of awareness in the form of % marks of the respondents of different disciplines
SPS % marks SE % Mark SS % Mark SSSHPU % Marks SSHPU % Marks ASC Faculties % Marks
1 84 1 64 1 68 1 60 1 65 1 52

2 80 2 68 2 80 2 65 2 61 2 52

3 75 3 68 2 80 3 65 3 71 Average= 52%

4 78 4 80 4 68 4 64 4 75
5 76 5 76 Average= 70% 5 68 5 71
Average %= 78.60 6 64 SAM % Mark 6 66 6 64
SLS % Mark 7 56 1 64 7 70 7 68
1 92 8 72 2 56 8 64 8 63
2 84 9 56 3 48 9 62 9 62
3 84 Average = 67.11% 4 44 10 64 10 68
4 44 SEMIS % Mark 5 52 11 56 11 70
5 72 1 80 Average= 52.80 % 12 69 12 65
6 88 2 60 SH % Marks 13 61 13 68
Average= 77.33 % 3 88 1 52 14 69 14 69
SSS % Mark 4 60 2 48 15 62 15 71
1 68 5 60 Average=50% 16 69 16 73
2 64 Average =69.60% ST % Marks 17 70 17 70
3 60 1 48 18 61 18 67
Average= 64% DSS % Marks Average =64.72 % Average =67.83 %
1 48
* No. of respondants per subjects under different Schools
[SPS] School of Physical Science = (Physics1 Chemistry1 and Mathematics3)
[SLS] School of Life Science = (Botany3, Microbiology2, zoology1); [SS] School of Sanskrit (Sanskrit 4)
[SSS] School of Social Sciences= (Sociology1, Political Science2); [SE] School of Education = (Education 9)
[SEMIS] School of Economics, Management & Information Sciences = (Management1, Library & Inf.
Science2 and Economics2)
[SAM] School of arts and Music (Painting1, Applied arts1, Graphics1, Music (Vocal)1 and Theater Arts1)
[SSHPU] Students of Sciences of HPU 18 ; [SSSHPU] Students of Social Sciences of HPU 18
[SH] School of Humanities= (Hindi1, English1); [ST] School of Technology=(Mechanical engineer1); [DSS]= Defence & strategic Studies1
Faculties of ASC, Summer Hills, Shimla (Director1 & Deputy Director1)

Table 3: Number of Respondents not aware of certain Global warming (GW) Issues
Global warming Issue / Protection Number of respondents unaware
Knowing the word Global warming 0
Causes of Global Warming (regarding Pollutants and continuously trapped infra-red rays by the green 37
house gases causes global warming)
Discourage using wooden articles/decorative which leads to Deforestation 20
Definition of CNG & its advantages as an alternative fuel 20

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CO2 concentration increases due to Cutting of trees 3
Effect of Global warming also reaches in cold regions of the globe 4
Causes of Ozone depletion/Ozone hole 22
Involvement in checking Global warming (in the form of planting trees, turning off the engine of vehicle 48
at traffic signals, Avoid using refrigerator, air conditioner, using bicycle instead of car/other vehicles)
Participation by writing research article or organizing seminars on Global warming and to disseminate 39
the information to students in class rooms
Effects of Global Warming (increase of ocean temperature, rise of see level and melting of ice Caps) 14
Lost of coastal/ low lying Habitats, lost of coral reefs by Coral bleaching due to increase in ocean 42
temperature which is due to global warming
Respondents unaware of conference on Global Warming like “Koyoto Protocols” 26
Respondents unaware of Carbon Trade 51
Respondents not Supporting Carbon Tax 34

Awareness levels of Respondents in %

Chart No. 1: Global Warming Awareness of respondents from various
disciplines in terms of average % marks

90
78.6 77.3
80
70
70 67.11 69.6 67.83
64 64.72
60
Marks

52.8 52
49
50
40
30
20
10
0
Respondents

SPS SLS SSS SE SEMIS SS SH+ST+DSS SAM SSHPU SSSHPU ASC

Reference
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