GLOBAL ENVIRONMENTAL ISSUES

6.1 INTRODUCTION
has
Human beings live in both natural and social world. Our technological development
we talk of development,
as well as the social components. When
strong impact on the natural
a privileged few who would
have a high standarc
cannot be perceived as development only for
and would derive all the benefits. Development also does not mean an increase in th-
of living
of a few affluent nations. Development
has to be visualized in
GNP (Gross National Product)
th
for the present generation, but also for
holistic manner, where it brings benefits to all, not only
to interlink the social aspects with
the developmer-
future generations. There is an urgent need
and environment.

issues of importance are discussed here.

Some current environmental

6.2 POPULATION GROWTH

INTRODUCTION
6.2.1 which glob-
home to about I billion people. The dramatic way in
In 1800. the earth was

is shown in fig. 6.1. it took about 39,000 years of

human histo-
human population grew thereafter billion and the ne-
to reach the second billion, 45 years to reach 4
to reach I billion, 130 years and m-
of a few decades. We have already crossed 6 billion
doubling is likely within a span
World Bank estimates.
reach 1I billion by 2045 as perthe
 8

5
Expohential
4
growth

1600 1650 1700 1750 1800 1850 1900 1950 2000 2050
Fig. 6.1. Global population growth trend
There are many reasons for this exponential growth of human population. The major cause
in 18 and 19 centuries was industrial revolution. With scientific and technological advancement,
the average life expectancy around the world is currently increasing. People started living in
definite settlements leading a more stable life with better sanitation, food and medical facilities.
Victory over famine related deaths and infant mortality became instrumental for a rapid increase
in population size. In agricultural based societies children were considered as economic assets
who would help the parents in the fields and that is why in the developing countries, population
growth claim to unthought of heights, at the rate of' 3 to 4% per year, accounting for about 90 to
95% of the total population growth of the world in the last 50 years.

6.2.2 DEFINITION
Apopulation is generally a group of individuals ofa particular species occupying a particular
area at a specific time.
Population growth refers to the growth of human population for a particular time and space.
Population growth determines density, general distribution of population as well as population
compostion.
 113
The subject of population mayAdditional
be
information
1. Population characteristics discussed as
2. Population dynamics
3.
Regulation of Population GE QF NGINE

BRARY
1.
Population Characteristics ACcn. Mc. ER
The
population has the following characteristics. Ca No...
S-9
Density is the number per unit per area NGALOR
size and
density:
i) Birth rate: The number (or volume) ofenvironment.
of live births
per 1000 population in a
ii) Growth rate: the number given year
of persons added to
year due to natural increase and (or subtracted from) a population in a
migration: expressed as a % of the population at the
beginning of the time period.
iv) Doubling time: : The time needed for a
annual rate is known population to double its size at a constant
as doubling time. It is calculated as follows.
Td 70/r
Where Td =
doubling time in years
r = annual growth rate

Ifa nation has 2% annual growth rate, its population will double in 35 years.
v) Total fertility rates (TFR): It is one of the key measures of a nation's population
growth. TFR is defined as the average number of children that would be born to a
woman in her lifetime if the age specific birth rate remains constant. The value of |
TFR varies from 1.9 in developed countries to 4.7 in developing nations. In 1950s
the TFR has been 6.1. However due to changes in cultural and technological set up
the TFR has come down which is a welcome
of a societies and government policies
change.
future growth of a popu-
It is an important parameter affecting
rate:
vi) Infant mortality this
is the percentage of infants died, out of those born in a year. Although
latíon. It
differs widely in developed and
declined in the last 50 years the pattern
rate has
developing countries.
Two parents bear-
important concept demography.
in
This is an
vii) Replacement level: infant mortality this
by their offspring. But due to
will be replaced
ing two children developing nations where infant mortality
is usually changed. For
replacement level the replacement level is approximately
2.7,
is low,
rate is high
and life expectancy
a in d e v e l o n e d nations it is 2.1.
 ne of the
Cntary human global human populatic
population has grown much faster than ever before. in
n just 40 years the population crossed Between 1950- 1990,
5 billion marks with a current
every year. in the year 2000 the addition of about 92 million
world population was 6.3 billion and is
imes in the next 100
years. This unprecedented growth of human
predicted to grow four
s referred to as
population explosion. population
at an alarming rate

Present population tigures and land area ofsome countries are shown in tg. .).

15
1,500
12.5

1,250 10

750 7.5

500 5.0

2.5
250

Fig. 6.3. Population figures

of living where as most
Developed countries have less population and better standards
resources are available in plenty. 25% of the
populous countries are struggling even when
65% of energy and 85% of world's income in the
population occupy 45 % land area, utilize
developed countries.
number of factors such as rate of population growth.
Progress of a nation depends on a

to male ratio, literacy rates, age structure, family size, mortality rates,
population density, female measures implemented.
income, standards of living and social welfare
per capita
POPULATION EXPLOSION
6.2.4 EFFECTS OF and crowd out
stress the earth's natural
resources
will over
Rapid population growth be fed, clothed,
housed and have
and animal species. All people want to
undomesticated plant land, forest and other
natural resourves

this requirements water,

to clean water. To meet
access
some degree. fertile
must be exploited to dependent on ample
production of adequate food supply is directly
The continued
the maintenance of bio diversity.
plus also grow. At the
same
energy
land, fresh water, these sources
the requirement for water and
As the human population grows back into the air,
waste that is put Even it
r e s o u r c e s they produce
consume
these stress on ecosystems.
tume as people more
amount of waste
from larger population puts used, it will
take more
land. The greater technology is always
costs of doing
with eficiency, and the best
perfect environmental
markets function and the
than a smaller one,
resource to support a larger population
will be probably higher as well.
rates are found in developing countries. However
tis true that highest population growth contributor too certain
atfiuent countries consume more resources they remain primary
ause Canada, Britain,
like global warming. The G7 nations, the US,
ODa envirommental problems but consume 40%
10% of the global population,
ince, Giernmany, Japan and Italy represent onlyworld's commodities and forest proucts.
the earth's tossil fuels as well as most of the
is symptom rather than the cause of
According to Karl Marks, population growth
a
social exploitation
ills. He believed that
resoune depletion, pollution and other social
Verty, over crowding,
unemployment,
md oppression of the less privileged people leads to poverty,
nvironmental degradation that in turn causes over population.
that support human
world's population and
resources
between the
he gro ing imbalance
lot of socio economical and political problems also.
ves can cause a
and nations and associated
Competition for water resources among individuals, regions
world population. Water resources critical
numan activities ia already occurring with the current
and withdraw
great
under stress as populous cities, states and countries require
orirrigation are A major threat to maintaining future
water
lakes and aquifers every year.
more water trom rivers, and ground water resources.
supplies is the continuing over-draft of surface
intensive farming
used for food production. The
Fossil energy is another prime tesource
fossil energy for fertilizers,
the developed countries use massive amounts of
of
technologies labor. Developing countries
and for machines as a substitute for human
pesticides, and irrigation fertilizers and irrigation to augment
their
fossil energy especially for
have been relying heavily
on
use of fossil energy caused by
the. gradual decline
current decline in per capita
food supply. The competition between developed
and their relatively high prices is generating direct
in oil supplies sources.
countries for fossil energy
and developing
can be summarized as follows:
Effects of population explosion
resources, such as minerals,
forests and fos-
1. Increasing demands for food and natural
sil fuels.
health services.
2. Inadequate housing and

3. Loss of agriculture land

A.
4. Unemployment and socio-political unrest
5. Environmental pollution.
5.
6.2.5 REMEDIESs

Some of the key

remedies to fast population growth are prosperity, improved education, equal
nutrition,
health care, job opportunities, social security,
distribution of global resources, good
and also personal responsibility
sustainable development policies
 LON
5.3.1 DEFINITION AND INTRODUCTION
One of the most marked
features of population explosion is Urbanisation-
rural population into big cities. migration by the
Cities are the main centers
ofeconomic growth, trade, education, innovations and
employment.
Until recently, big majority of human population lived in rural areas and their economic activities
centered on agriculture, cattle
rearing, fishing, hunting or some cottage industry. It was some 200
years ago, With the dawn of industrial era, the cities showed a rapid development. Now about 50
percent of the world population lives in urban areas and there is increasing movement of rural
folk to cities in search of employment. The urban growth is so fast that it is becoming difficult to
accommodate all the industrial, commercial and residential facilities within a limited municipal
boundary. As a result, there is a spreading of the cities into the sub-urban or rural areas too, a
phenomenon known as 'urban sprawl'. In developing countries too urban growth is very fast and
in most of the cases it is uncontrollable and unplanned growth. In contrast to the rural set-up the
urban set-up is densely populated, consumes a lot of energy and materials and generate lot of
waste.
25 to 30% population of our country live in crowded and densely populated cities and
major towns. This is mainly due to more employment opportunities, educational, Medicare and
infrastructural facilities. Migration from rural areas to urban towns and cities is a regular and
continuing phenomena. An important observation is that 25 -30% of city's population lives in
slum areas without adequate basic living conditions. Some times city limits expand and encroach
the industrial zones, water bodies, agricultural lands, forest areas and even mountain slopes.
urbanization.
During the last 30 years agricultural land is decreased by 30% due to
6.3.2 ENVIRONMENTAL IMPACTS OF URBANIZATION
such as
Urbanization has many adverse etfects on various environmental components
atmosphere, hydrosphere and lithosphere.
requirement of urban popula-
1) Urbanization accelerates the energy crisis. Energy
than that of rural ones due to higher standards of life and modern life
tion is more

style. from
air pollution and photochemical smog. Air pollutants
VehicuBar density causes
2)
2)
wastes also cause air pollution.
industrial areas, incinerations of municipal
urban areas will result
Loss of greenery as plants colonies are destroyed by spreading
3)
in oxygen.
in net increase of C0, and reduction shortage or
cause acute
water and ground water may
4) Greater demand for surface for housing is
another
areas
resources. Encroachment of lakes and low-lying from land-
water
Leaching of pollutants
can play havoc in these
areas.
serious threat. Rain
causes water pollution and
health related problems,
fills and sewage uses can
cause
land to urban
Increased transformation of agricultural and un-utilized
5)
 disruption or disfigurement of landscape.
6) Noise pollution is another urban centric problem.

3.3 REMEDIES
A number of plans may appear on paper but policy implementation is difficult. Some
nedial measures are given below.
urban areas is to understand
1) Effective method of reducing the migration trend to

clearly the for the migration. Education, employment, social services and
reason

commercial activities may be uniformly spread to other locations,

rather than con-

centrating in major cities.

infrastructural facilities should be en-
2) Development of satellite town ship with all
couraged wherever possible. This will reduce stress on the heart of the city.

3) City's master plan should clearly specify the various zones of residential and indus-
trial activities without disturbing vegetation and water bodies.
Slum also need the basic facilities of living space, drinking water and
4) areas same

drainage facilities as any other developed localities.

5) To reduce the demand on power supply, alternative energy can be from obtained
renewable energy sources. As urbanization appears to be inevitable care should be
taken to prevent, stop and control all sorts of pollution form all sources of emissions.
Urban growth has its own limitations. Rural areas may be developed into model
townships with all basic amenities required for quality living.

MULTIPLE CHIOCE
1. Which of the following is not a population characteristic?
a) Doubling time b) Total fertility rate
c) Grass domestic product growth rate d) Infant mortality rate
2. Population explosion will cause
a) Biodiversity b) Stress on eco system
c) More employment d) None of these
3. Migration of people from rural areas to urban towns is due to
a) Employment opportunities b) Education facilities
c) Better infrastructure d) All of these
Demography is the study of
a) Animal's behaviour
b) Population growth
c) Rivers
d) None of these
5. Which of the following age structure
pyramid indicates stable population?
 CHAPTER 10
ENVIRONMENTAL PROTECTION
10.1 ENVIRONMENTAL ACTS OF REGULATIONS.
10.1.1 INTRODUCTION
India is the first country in the world to have made provisions for the protection and
conservation ofenvironment in its constitution. On 5th June, 1972, environment was first discussed
as an item of international agenda in the U.N. Conference on Human Environment in Stockholm
and thereafter 5th June is celebrated all over the world as World Environment Day. Soon after the
Stockholm conference our country took substantive legislative steps for environmental protection.
The Wildlife protection) Act was passed in 1972, followed bythe Water (Prevention and controi
of pollution) Act in 1974, the Forest (Conservation) Act in1980, Air (Prevention and control of
in1986.
pollution) Act in 1981 and subsequently the Environment (Protection) Act
10.1.2 cONSTITUTIONAL PROVISIONS
in the constitution were made within four years
The provisions for environmental protection
follows:
Stockholm conference, in 1976, through the 42md amendment as
of
the constitution provides: The state shall endeavor to protect and improve
"

Article 48-A of
and wildlife of the country'
the environment and to safeguard forests
and improve
the duty of every citizen of India protect
to
Article 5IA(g) provides: It shall
"
be
for
lakes, rivers and wildlife and to have compassion
the natural environment including forests,
living creatures". conservation as one of our
environmental protection and
Thus our constitution includes

fundamental duties. are mentioned

here.
Government of India
Some of the important Acts
passed by the

Wildlife (protection) Act,

1972
came into
in our country,
in the history of wildlife legislation
landmark thus giving
from state list to list in 1976,
The act, a
transferred
existence in 1972. Wildlife was
 Forest
(conservation) act, 1980
This act deals with
the conservation of forests and related aspects. Except J&k
ACt
adopted all over India. The Act covers under it all types of forests K, the
is the
reserved forests, protected forests or includin
any forested land irrespective ofits ownership
ts ownership.
water
(Preventjon
and control of pollution) Act, 1974
itprovides for maintaining and restoring the wholesomeness of water by
and preventing
controlling its pollution. Water pollution is defined as contamination of water, or
Such alteration of the physical, chemical and biological properties of water, or
such
discharge as is likely to cause anuisance or render the water harmful or injurious to
public health and safety or harmful for any other use or to aquatic plants and other
organisnms or animal life.
The definition of water pollution has thus encompassed the entire probable agen
in water that may cause any harm or have a potential to harm any kind of life in any
way.
The Air (prevention and control of pollution) Act, 1981
In Act, air pollution has been defined as the presence of any solid, liquid or gaseous
substance (including noise) in the atmosphere in such concentration as may be or
tend to be harmful to human beings or any other living creatures or plants or property
or environment.

The Environment (protection) Act, 1986

This came into force on November 19, 1986, the birth anniversary of our late Prime

Minister Indira Gandhi, who was a pioneer of environmental protection issues in our
country. The Act extends to whole of India. Some terms related to environment have
been described as follows in the Act:
among
1) Environment includes water, air and land and the inter-relatianships that exist
and between them, human beings, all other living organisms and property.
Environméntal pollution means the presence of any solid, liquid or gaseous Su
2) stance present in such concentration, as may be, or tend to be, injurious to envir

ment.
sico

Hazardous substance means preparation,

any substance or by its py
which
3)
3) vin
chemical properties or handling is liable to cause harm to human beings, other
environment.
organisms, property or Ove

take measures to protect and inp

The Act has given powers to the Central Government to
coordinate the actions. The most important funct
environment while the state governments
of:
Central Government under this Act include setting up
 155

The standards of
quality of air, water or soil for various areas and
The maximum purposes
permissible limits of concentration of various environmental pollut
ants (including
noise) different areas.
for
The procedures and
safeguards for the handling of hazardous substances.
The prohibition and
restrictions on the handling hazardous substances in different
areas.

e.The prohibition and restriction on the location

and
of industries and to carry on
process
operations in different areas.
. The procedures and
safeguards for the prevention of accidents which may cause
environmental pollution and providing for remedial measures for such
accidents.
The power of and
entry inspection, power to take sample etc. under this Act lies with the
Central government or any officer empowered it.
by
For the purpose of
protecting and improving the quality of the environment and preventing
and abating pollution, standards have been specified under Schedule 1-IV of Environment
(protection) Rules, 1986 for emission of gaseous pollutants and discharge of effluents/waste water
from industries. These standards vary from industry to industry and also vary with the medium
into which the efiluent is discharged or area of emission. For instance, the maximum
permissible
limits of B.0.D. (Biochemical Oxygen Demand) of the waste water is 30 ppm if it is
discharged
into inland waters, 350 ppm if discharged into public sewer and 100 ppm, if discharged onto land
or coastal region. Like-wise, emission standards vary in residential, sensitive and industrial area.
Naturally the standards for sensitive areas like hospitals are more stringent. It is the duty of the
Pollution Control Board to check whether the industries are following the prescribed norms or
not.

Under the Environmental (protection) Rules, 1986 the state Pollution Control Boards have to
follow the guidelines provided under schedule VI, some of which are as follows.
a)
a) They have to advise the industries for treating the wastewater and gases with the best
available technology to achieve the prescribed standards.

b) The industries have to be encouraged for recycling and reusing the wastes.
c)
C) They have to encourage the industries for recovery of biogas, energy and reusable
materials.
d) While permitting the discharge of effiluents and emissions into the environment,
d)
State Boards have to take into account the assimilative capacity of the receiving wa

ter body.
The Central and State Boards have to emphasize on the implementation of clean
e)
to increase fuel efficiency and reduce the
technologies by the industries in order
generation of environmental pollutants.
Under the Environment (protection) Rules, 1986 an amendment was made in 1994 for
156
There are 29 tvn
development
projects. ypes of
the Central Govem
various
(ElA) of
Assessment clearance Irom overnment
Impact which require
Environmental
the rule
schedule I of
under
projects listed the proposed proi
before establishing. Contro1 1504rd, when roject
The preie
Pollution
from the State theexisting
existing levels. The roject
Others require clearance load exceeding
is going to
c a u s e pollution
from StatelPollution Boaed
Pollution ControlBoard
Control
activity NOC
or expansion risk analysis report,
to provide
ElA report, of project report/ feasibilit
proponent has water and
electricity, summary
availability of and comprehensive v
commitment regarding environmental appraisal of the project
in questionnaire for
a be displaced due to
the project.
report, filled 1000 people are likely to
more than
rehabilitation plan, if Government also made the
Act, 1986 the Central
Environment (protection) Under these rules, it is the
Under the Rules, 1989.
and handling)
Hazardous Wastes (Management to ensure that such wastes are properly
all practical steps
responsibility of the occupier to take hazardous waste categories
effects. There are 18
off without any adverse
handled and disposed for their proper handling, storage, treatment,
and there are guidelines
rule
recognized under this the owner.
which should be strictly followed by
transport and disposal, for environmental audit
Environment (Protection) Act, 1986 has also made provision
The environmental laws and
whether or not a company
is complying with the
as a means of checking law for improving
have been made in our country through
regulations. Thus, ample provisions
environment.
the quality of our

NON-GOVERNMENT
ORGANIZATIONS (NGO'S)
10.2 ROLE OF environmenta
help by advising the government about some local
Voluntary organizations can
an effective and
the grass-root levels. They can act as
issues and at the same time interacting at
viable link between the two. They can act
both as an 'action group' or a 'pressure group. Ina
environment throug:
movements for the protection of
can be very effective in organizing public

creation of awareness.
i?
Movement" for conservation of trees by Swarajya Mandal
Dasholi Gram
The "Chipko of te
Gopeshwar and the
"
Narmada Bachao Andolan" organized by Kalpavriksh, are some
instances where NGO's have played a landmark role
in the society for conservation ofenvironmen
tor
a real force
and Non Government Organizations (NGO's) can be
People's organization ne
environment in community. When the people of goodwill, motivated
the protection ofthe any
a genuine concern for the environm
by self interest nor by any hidden agenda but solely by in
the common cause, they are
bound to make a real difference
JOined together to work for
Iives of those around them, and in their own lives as
well. Such work could be more fruittul a
also spiritually rewarding, if it means helping to protect
the environment.
and

on the awareness
The success of India's environmental programmes depends greatly ched

environmental awareness campaign has been laun

consciousness of the people. A national m e s ,

to sensitize the people to the environmental problems through audiovisual program 184

n
vahinis' have been constituted
Seminars, symposia, training programmes etc. 'Paryavarn tation

districts involving the local people to play an active role in preventing poaching, deroi
 157

and environmental pollution. 4000 NGO's have

been given financial assistance for
environmental awareness. An Environmental Information creating
setup to disseminate information on System (ENVIS) network has been
which are involved in spreading the environmental issues. India has a large network of
NGO's
message of sustainable development the
following is a list of some of
environmental organizations in India.
to grass roots, The
1) Centre for Science and
Environment: CSE is an
independent public interest or-
ganization, which aims to increase public
ronment and
science, technology, envi-
awareness on
development. The centre was started in 1980. This centre promotes eco
friendly development.
The recent report by CSE on more than permissible limits of pesticides in the cola
drinks sensitized the people all over the
country.
2) CPR environmental education centre: The C.P.Ramaswamy lyer foundation, an
autonomous centre of the ministry of environment and forest.

3)
3) CYWEN youth for environment: A youth group in Ahmedabad dedicated to the
preservation of urban environment.
4) Friends of the River Narmada: This is an international coalition of organizations
and individuals. The coalition is a solidarity network for the 'Narmada Bachao An
dolan' (Save the Narmada Movement) and other similar grass root struggles in India.

5) Haryana Environmental Society: Environmental Society based in Haryana dedi-

plantation drives.
cated to nature, environment and tree
for the
6 Indian Environmental Association: Mumbai based registered organization
protection and preservation of environment.
Environment and Development India: A non-govern-
7) People's Commission on it holds public
launched in New Delhi in 1990.
mental non-profit association
was

and the insight into, environ-

to harvest the perceptive on
hearings in the country stake holders and inducts
and development issues from a vide constituency of
mental
Governments decision making process.
them into
Wildlife Fund for Nature, India.
8) wWF India: World

1 0 . 3 ENVIRONMENTAL EDUCATION

10.3.1 INTRODUCTION discussed at several national

Education (EE) has been thoroughly in 1971
The issue of Environmental and conferences after
the deliberations at
Fourex
workshops
and international seminars, Human Environment
at Stockholm in
1972.
Conference on collaboration with
and in United Nations Environmental Society in
organized by the Indian
nol seminar, ou Delhi in 1979, emphasis
imber of recommendations were made in the seminar.
The most relevant to the subject is a Chinese perception about the education, which .
you plan for one year, plant rice, If you plan for 10 years, plant trees, but, if you plan fo says
ars educate the people". Infact education is to be regarded as investment of thehighest or10
hich in time to comne becomes an asset.
order,
There is a need for new approach to education, which cuts across various subjects at school
d higher levels. Environmental concerns are to be brought in all subject areas, rather than t
troduce a more new subject.

0.4 GOALS, OBJECTIVES AND GUIDING PRINCIPLES OF EE

Goals of EE are to develop a world population that is aware of and concerned about, toal
ivironment and its associated problems, and commitment to work individually and colletivey
wards solution of current problem and the prevention of new ones.
A number of new objectives and guiding principles for developing environmental education
all levels in both formal and non-formal levels, were formulated at the Tbilisi conference
UNESCO 1977). These are as follows:
bjectives:
These were formulated to help social groups and individuals towards the following
1) Awareness: i.e. acquire an awareness of and sensitivity to the total environment and
its allied problems.
2) Knowledge: i.e. gain a variety of experience and acquire a basic understanding of the
environment and its associated problems.

3)
3) Atitude: i.e. acquire a set of values and feelings of concem for the environment anc
the motivation for active participation in environmental improvement and prouev
tion.
4) Skill: i.e. acquire skills for identifying and solving environmental problems.
4)
5) Evaluation ability: i.e. Evaluate environmental measures and education programme
5)
in terms of ecological, economic, social, aesthetic and educational factors
6) Participation: i.e. provide an opportunity to be actively involved at all levels in work
6)
ing towards the resolution of environmental problems.

Guiding Principles
To consider the environment in its totality (natural, artificial, iechnological, soa
economic, political, moral, cultural, historical and aesthetic)
To considera continuous life process (from pre school to all higher levels- forma
well as non-formal).
To be inter disciplinary in approach.
To emphasis active participation in prevention and solution to environmenta prob
 lems.
To examine major environmental issues from local, national, regional and interna-
tional point of view.
To focus on current, potential environmental situations.
To consider environmental aspects in
plans for growth and development.
To emphasis the complexity of environmental problems and need to develop critical
thinking and problem solving skills.
To promote the value and necessity of a local, national and international cooperation
in the prevantion and solution ofienvironmental problems
To utilize diverse learning about environment and different approaches to teaching
and learning about environment.
To help learners to discover the symptoms and the real causes of environmental

problems.
values clarifi-
To relate environmental sensitivity, knowledge, problem solving and
cation at every grade level.
experiences and provide
To enable learners to have a role in planning their learning
an opportunity for making decisions
and accepting their consequences.

ENVIRONMENTAL EDUCATION PROGRAMME

10.5
education programmes
Newman (1981) proposed athree-fold classification of environmental
based on different disciplines.
disturbance and
concerned with the environmental
Environmental studies: This is
1) changes in the society (social sciences)
minimization of their impacts through

soil and
Environmental science:
study of the processes in water, air,
It deals with the
2) pollution or environmental damage
and to know a scientific
lead to
organisms which considered acceptably clean, safe and
a standard which can be
basis for establishing and natural sciences)
human and the natural ecosystem (physical
healthy for technical processes which are
This is the study of the
Environmental Engineering: environment
3) the pollution and the assessment of impact of these on
used to minimize
(Engineering science).

EDUCATION IN INDIA
10.6ENVIRONMENTAL
diverse climatically,
wide. Ours is a country highly
scenario in India is very socially
The environmental
floristically, founistically, ethnically, lingually,
edaphically, attention must
geologically, geographically, location specific. At the first level special
EE has to be
and economically. Therefore,
 be paid to school going children and women (about 50% of the population). They are n
be aware of health, family planning, nutrition, rural development, slum improvement, san:m
anis
hygiene, water and food contamination, fodder and fuel wood etc. Further children are to
the real
meaning of wildlife. Most children think only tiger, lion or elephant as wildlife, Th-
o oe educated for
plants, smaller animals, microbes etc. i.e. holistic approach to wildlife.
Chief goals of EE in India must be
1) To improve the quality of environment
2) To create an awareness
among the people on environmental problems and conse
tion.
3) To create an
atmosphere so that people participate in
the capabilities to eyaluate the
decision-nmaking and dev
developmental programmes.
10.7 GIRLS' AND WOMEN'S EDUCATION
Women and girls in the
of education limits
developing world are often denied opportunities for education. L=
prospects, decreases family income, reduces health, puts women and
risk of trafficking and exploitation, andlimits the economic advancement of entire girls
World Education believes that education for
countries.
way to improve the lives of individual families as
girls and women is the single most effecti
well as to bring economic
communities worldwide. development to po-
World Education has a long history of
successfully working with local partners to desig
manage, and evaluate community-based initiatives to
advance the conditions of
Worid Education's programs help girls enroll and girls and womer
stay in school and
or create new educational,
financial, and social resources in help women gain access t
girls and women improve their own lives, the their communities. They also hal-
lives of their
communities. For parents-and especially mothers-this families and the conditions in ther-
their daughters have equal access to means creating conditions that ensu
basic
their futures, and education, are able to make
are able to
protect themselves from informed decisions abou
example. trafficking, sexual exploitation, HIV, 0
By improving educational
opportunities for girls and
develop skills that allow them make decisions and
to women, World Education helps
wo
en

programs have a positive impact on some of influence community

erwh, HIV, peace and security, and the the most change. tum, thes
nge. In turn,
profound issues of our time: Populath
World Education's role Widening gap between the rich Populau
through GILO and poor.
equítable access to and verage of K-9 (Girls' Improved Learning Outcomes) is expand
nagement education for to
and children, especially
untability
ensure accountabi
en for administration and broaden
quality improvements at thecommunity especially
school level. Moregirls,
girls, and to impro
u n
specificauyond to
1
Education provides communities with the wherewithal participation in educld
quality; improve school management, to
expand girls' access; raise
nts at the school level leadership
instruction

and i
through administration;
innovative school and susta duce
uality

expansion programs tna

 161
alternative construction,
maintenance, and expansion solutions
community/school-based maintenance programs such as add-on classrooms,
school improvement plans (SIPs), and through school self assessment and
multi-grade classrooms. (SSA)

1. First of the MULTIPLE CHIOCE

major environmental
India was
a). The Wildlife Protection Act protection acts to be promulgated in
b). The air act
c). The environment act
d). Noise pollution rules
2 Environmental protection is the
a) Government. responsibility of
b) Non government organizations
c)Individuals d) All
3. World Environment
day is observed on
a) 15th of August b) 5th of June c) 17th of July d) None of these
4. The Wild life
protection Act in India was passed in
a) 1978 b) 1972 1986 d) 1992
Water (prevention and control of pollution) Act in India was passed in
a) 1974 b) 1982 c) 1986 d) 1990
6. The forest (conservation) Act in India was passed in

a) 1977 b) 1980 c) 1982 d) 1988

7. Air (prevention and control of pollution) Aet in India was passed in
a) 1970 b)1975 c) 1981 d) 1990
8. The environment (protection) Act in India was passed in

a) 1980 b) 1986 c) 1990 d) 1994

9. Any environment protection policy should be based on

a) No development b) Sustainable development
sources d) None of these
c) Exploitation of natural
environment protection and conservation
10. Article 51A(g) of Indian constitution says
is

a) A fundamental duty of citizen b) Not the responsibility of citizen

Government d) None of these
c) The responsibility of
and wildlife sanctuaries is
11. The goal of national parks
and their products
a) of
To promote international trading animals
from forest
b) To evacuate tribal people
)Conservation of wildlife
 d) None of these
12. The was started in
tiger conservation project
a) 1973 b) 1974 c) 1981 d) 1990
Which of the following is empowered to take measures to protect and improye
13.
environment as per the environment (protection) Act.
a) Central government b) State government

c) Corporation d) Municipal authority

effluents
14. Which of the following is the authority to monitor industrial

a) Centre for science and environment

b) Pollution control board
c) Indian environmental association
d) None of these
15. Centre for science and environment is
a) Non government organization b) Government organization
c)International body setup by United Nations d) None of these
16. The goal of environmental education for all is
a) To create awareness b) To encourage participation
c) To make people knowledgeable All of these
17. Environmental education is must for
a) Children b) Women
c) Everyone d) Scientists
18. The leader of "Chipko Movement"is
a) Sunder lal bahuguna
b) Medha patkar
c) Vandana shiva None of these
d)
19. GILO is a project associated with
a) Women Education
b) Environment Education
c) Environment Protection
d) None of the above

ANSWERS
1)a 2) d 3) b
4) b 5) a 6) b | 7) c 8)b 9) b
11)c12) a13)aa14) b 15) a 16) d 17).c18) a 19)a 10) a