Textbook of Environmental Studies for Undergraduate Courses Third Edition Erach Bharucha for weet UNIVERSITY GRANTS COMMISSION Universities Press5c form, or by ed or utilised in any form, or by any repr coe by any information storage Bea oF ‘ublished, without permission nay be modifieds part of this book a lights reserved. No Parl sk a ie oF eC dingo cover one! than fn any form of binding ° ie writing tron the publisher , Third Edition ‘Textbook of nmental Studies for Undergrad Courses, few ted Universities Press (India) Private 754/1, Himayatnagar, Hyderabad 500 029, ‘Telangana, India www.universitiespress.com [email protected] Distributed by ; Orient Blackswan Private Limited Registered Office : 3 Himayatnagar, Hyderabad 500 029, Telangana, India Other Offices Bengaluru, Chennai, Guwahati, Hyderabad, Kolkata, ‘Mumbai, New Delhi, Noida, Patna, Visakhapatnam Press (India) Private Limited 2005, 2013, 2021 © UGC, Erach Bharucha, Universities Cover and book design © UGC, Erach Bharucha, Universities Press (India) Private Limited 2005, 2013, 2021 First published 2005 Reprinted 2005, 2006, 2007, 2008 (thrice), 2009 (thrice), 2010 (twice), 2011, 2012 Second edition 2013 Reprinted 2013 (twice), 2014, 2015 (thrice), 2016 (thrice), 2017 (twice), 2018, 2019 (thrice), 2020 (twice) Third edition 2021 Reprinted 2022 ISBN: 978-93-89211-78-8 ‘Typest in Minion Pro 10.5/12.5 by Bookcraft Publishing Services (1) Pvt Ltd, Chennai Printed at B.B. Press, Noida Published by Universities Press (India) Private Limited $6 747/1/A & 3-6-754/1, Himayatnagar, Hyderabad 500 029, Telangana, IndiaEE St. ster Prva fasafrarea organs arrait sree TRC TTR wR AA af PR 110 002 UNIVERSITY GRANTS COMMISSION Du. Lo focin Nigarvok 4 - - BAHADUR SHAH ZAFAR MARG New DELHI 110 902 Chairman oe (011) 23299628 (011) 23221313 FAX (011) 23231797 E-mail [email protected] Foreword (to the First Edition) Our mother earth is the most precious gift of the Universe. It is the suste nature the key to the development of the future of mankind. Itis the duty and seaponatbie fea us fo, tect nature Tis cea the understanding ofthe ‘Environment’ comes into the Sees on z ed with the development process and the ignor People about retaining the esological balance Indeed, no citizen of the earth can afford to aloof from the issues related to the environment. It is, therefore, essential that the study environment becomes an integral part of the education process, — __The University Grants Commission decided to address the issue of Environmental Stucies oy introducing a basic course on Environment at the undergraduate level. The decision of the Honble Supreme Court of India made such an approach mandatory. We, therefore, appointed a Committee of Experts to advise us on the curriculum for Environmental Studies at the undergraduate level, and the Committee was also requested to produce a textbook on Environmental Studies for such an undergraduate course. This Committee was headed by Dr Erach Bharucha, a well- known Environmental Scientist of Bharati Vidyapeeth, Pune, and they have come out with a véry comprehensive and useful document on this multidisciplinary subject. “The material is well presented in an integrated manner and in very simple language, with a large number of examples. This has made this textbook very rich in content and would prove to be a very valuable document both for d also thank the Committee the students as well as for the teachers. I would like to compliment ant kK 3 job. I am confident this book would be of great help to all members for doing such a wonderful ding the importance of the Environment. those who are interested in understant fu . herga vel) (Arun Nigavekar) Chairmana = to the Third Edition public awareness has altered over the ty 6, n st Litigation ment fa Public Interest. Litig Ny the ent mae is the OWT Fo onder the Ministry of Hu f supreme Cont and Forest rorpted ne environmen ‘and impleme! it egy for public participation. The outcome his country, belonging to all walks of life ide a better country t© live in within the shore a stu rr a undergsadae SU fare stu degra Hes aise to sent ie a coitipers with the Governme detive partie possible time. since the First diverseand| beautiful cout and mountains have been st exists and it must be presel uch has changed in the environment of oy, grasslands, wetlands, deserts, river, ivity in the recent past. Much of nature still Yaar its economic, social and environmental ase tc . . hi ss and stimulate one i actin an environmental i jon aims to enhance is rich in resources but remaiy me ne as sonsible way towards the earth. Our oo hr ceastive point of view pals Co eet these resources from an. environmentally ps ; 7 essentially poor in managing se th the essential reading (knowledge), give an enlightened es heightened feeling of involvement this book is intended to provide on sti "s i |, leading to a fling of ones on soundings (aware yy (action). The four steps of Knowledge wl 's the wa) . ne ts ihe : cornerstones of environmental studies. wor . The earlier concept that environmental studies only encompasses the study of nature has now been extended to appreciating and studying not only nature's landscapes (Unit 2), but also landscapes that human civilisations have nurtured as a way to support lives and livelihoods (Unit 7). This mosaic of landuse elements have come to be referred to as our cultural landscapes. ‘The more recent changes due to our enormous population, poverty, as well as the growing affluent sector that consumes huge quantities of resources and creates waste in insurmountable amounts, is an ever-increasing problem. The Government alone cannot be expected to provide a better life and a cleaner environment for all, without the citizens’ contribution, For this, we need f0 see development through a new set of multi-focal spectacles which combines economic growth, societal equity and environmental long-term management. ‘This concept of development is referred to as sustainable development. Thus, in this rapidly growing economy, the three pillars of sustainable development must be engineered into environmental management—an economic, social and environmentally balanced governance system (Unit 1) We need to preserve our natural resour. ‘ ‘ces, not only for ourselves but also fe iti , " 0 for c : This futuristic management includes the country’s environmental gir Fature citizens her biological diversity. This is an aspect that needs eee ee cae crux of all living systems, both in natural landscay S writ ie Id spec a iversity is the fungi and microscopic creatures ~ and also in our agri It ania Serpe ee a ame agricultura 5 f urban environments. Our forefathers have created thousands of ance cn pvestOck a8 well a8 vegetables, fruits, i Sands of varieties of food crops — « s, é . , inal plants - through . : od crops ~ cereals, ‘ystems (Unit 7). Animal husbandry led to a great divers cree es ational knowledge Breat diversity of livestock breeds to s s to suit a variety syed and protect one’ awarene:Preract to the THiRo Eomion Vv of uses and adapted to local climate and fodder. Not only are many wild species on the brink of extinction, the traditional knowledge of our hunter-gatherer tribal folk, traditional farmers and ivestock owners is being lost faster than the loss of wild species. eee ee environmental management has solved many problems resulting f a f nagement, polluted waterscapes and marine environments, as well as in farming, animal husbandry, fishing, medicine and health issues. Our population is growing older, and more consumerist. Mahatma Gandhi said the earth can support everyones needs but not everyone’ greed. Today we witness what he had foretold decades ago (see Unit 3) This textbook contains Case Studies which make you aware of a variety of environmental situations, which you need to analyse as having inherent strengths, weaknesses, opportunities and threats. There are activities that encourage you to think creatively, analyse and push yourself towards an environmentally proactive lifestyle. ‘The patterns of socioeconomic stratification from the extremely poverty stricken and deprived, to that of the rich and powerful makes it difficult 10 suggest changes in all our lifestyles. Encouraging a sustainable lifestyle has to be appreciated by children, youth and adults from all walks of life. You certainly have the ability to act and change a little corner of the world for the better. The ‘evolutionary process has made you one of a unique species (Unit 4). It is every citizen's duty and responsibility, as spelt out in our constitution, to preserve nature and wildlife. ~ “Therefore, this book is important not only for you to read and pass an exam (which is important), but to help live your own life in consonance ‘with nature. Graduates in science, social studies, law, medicine or engineering, all need to know about the environment. The environment is what we live in, and fit is clean and beautiful, it gives us immense happiness. If the environment is messed up, it impoverishes our lives. While * nvironmental management is a combined activity of people in every community, country and the world its also @ Part of the individual's responsibility. This but aims to touch your heart. course not only enlightens your mind Erach Bharucha Pune, March 2021to the First Edition preface has moved so rapidly from a position of complacency in creatin ry ha 1 sng these newer pro-environmental concepts into formal Sn happened in India over the last few years. This has undoubtedly pee judgment of the Honorable Supreme Court of India that Environmental Soon acecterated Dy 1D6 PT gory core issue al every stage in our education processes, Feeaton mest Fe 1 implement a variety ‘of environment education programs for schools Forone W eee the public at large, this is indeed a welcome change. The author is current} colleges te provide inputs to ‘environmentalise’ textbooks and provide inputs ~ at the NCERT, SCEI T and UGC Levels - to further the cause of formal environment education. rhis textbook has been produced as an outcome ofa UGC Committee that included the author and was set Up develop a common core module syllabus for environmental studies at the undergraduate level, to be used by every University in the country. The author invites comments sam those who wish to contribute towards its improvement in the coming years. Environment education can never remain static. It must change with the changing times, which inevitably changes our environment. Each of us creates waves around us in our environment that spread outwards like the ripples generated by dropping a stone in a quiet pond. Every one of us is constantly doing something to our environment and it is frequently the result of an act that we can hardly ever reverse, as after a the Stones the water one cannot stop the ripple effect from disturbing the pond. is written to bring i i Cn ne ads ands bdr potern nso that beard on eng uli Ba exthok cn hardy be pened machore al beak change in oe ehavior. ige in society. Conservation is best brought about through creating a love for nature. If every college student is exposed to the wonders of the In ‘ve that a new ethic fowarde’e i ; i i the Indian wilderness, I believe th: hi x count 4 other ¢ haps 2° Per ental a environ curricular P and constantly Erach Bharucha Pune, 2005Acknowledgements This edition is ron Nigavekon tone a from the First Edition published in 2005 at the behest of Dr 2013. This book is the sane ay Grants Commission, and the Second Edition in Environmental Stage eo rf ¢ new Ability Enhancement Compulsory Course (AECC)— erelspentaesiner eee oan by the UGC in 2018 to meet the new environment and and were reprinted seven an ese and aoe editions were translated into six languages theit feedback and the paramount ee a A students so far. In response to topics have been introduced tne tn ao ‘able development in India, several current Sareea to this new edition. I thank the many teachers and students who AECC course should include 7 given me ample cause to reflect on what the new textbook for the ee t will, Lam sure, lead to strengthening knowledge, skill and attitude vards our ental challenges, which is now an essential life skill for all our youth wish to thank my team at Bharati Vidyapeeth Institute of Environment Education and Research (BVIEER) that has supported me during the writing of this new edition over the last two years. The team includes Dr Shamita Kumar, Dr Kranti Yardi and Shri Anand Shinde. Kranti has gone over the draft several times and suggested many amendments. I am especially grateful for her many inputs that have been included in many drafts over the last year. She has also been instrumental in coordinating with Dr Ms Ernavz Bharucha who has done the initial editing and Ms Vidya Pujari who has patiently done the word processing repeatedly as it was altered several times through computer glitches and version problems. I wish to thank Ms Anushka Kajbaje for her inputs on the Solid Waste Management section and Ms Archana Kalyani for the ‘Chemical pollution’ content of Environmental Pollution (Unit 5) 1 would like to thank Ms Gauri Joshi for her inputs on Environmental Policies and Practices (Unit 6). My administrative and support services at BVIEER have been extremely helpful—Shri Kate, Shri Bhosale, Shri Vikram Londhe and Shri Appa Chorage. I thank them sincerely. Any errors in the text are entirely oversights on my part. The most important inputs of incomparable value have come from my publishers— Universities Press. Mr Madhu Reddy has been a source of inspiration and kindness in all respects. Dr Gita $ Dattatri, my esteemed editor, has been highly supportive and extremely patient in carrying through the difficult task of making the book more readable. She has given it a completely new look. I could not have had a more cooperative editor. I profoundly thank Madhu and Gita for their unparalleled inputs for producing and publishing this textbook. | am sure it will be even more successful than our previous editions. It has been a great team experience. I hope this book will bring about a change in the mindset and actions for the environment among the youth of our country, who are the citizens of tomorrow. Erach Bharucha Pune, 2020Road Map The tools for understanding this book: @ Read a unit ted to your own life. Introspeet on how it is rela be «it areas where nature abounds as well as site iate surrounds and ° © Observe your own immed: where humans have left behind serious environmental problems. ¢ Work out for yourself on how you can contribute towards @ better world. / © Make your own observations on paper. Discuss these ideas in a group to appreciate differen viewpoints. © Work out a course of action. The tools to use from elsewhere: Courses). © Look for appropriate MOOCs (Massive Open Online Animal planet, National geographic, and ¢ Look for preferably Indian audio visuals on Discovery, so on. But also gather a world view from such programs. © Use the resources provided as additional reading ‘material for topics that interest you and ar linked to your own subject from an environmental perspective. . © Become a nature photographer, bird watcher, gardener of indigenous plants, an environmental communicator, or a member of a conservation organisation.Teaching Methodologies ‘The syllabus for Envir , ee eae onmental Studies for the Ability Enh : ssroom 8 and field work thts Abily Enhancement Compulsory Course includes first 7 units, which cover 45 lectures, 2 labus is divided into 8 units, covering 50 lectures. The " ctures, are clas 5 ing 50 lectures knowledge skills and attitude toward the cage a teaching based and intended to enhance covered over five lecture hours, and wou ia environment. Unit & is based on field activities, to be raeaifeneitonmentallspeet4 cieiateos provide students with first-hand knowledge on various a ee eee ee of the most effective learning tools for Seine ine renin Rar soe ieee aon out of the scope of the textbook mode of teaching ‘hat the student observes or ear A field, where the teacher acts as a catalyst to interpret eee acai aned formate seaere is/her own environment. Field studies are as essential as effectively utilised. y for classroom teaching and field activities should be The Universities/c ‘olleges can draw upon the expertise of outside resource persons for teaching purposes ‘The Environmental Core Module will be integrated into the teaching programs of all under- graduate courses. Annual system: The duration of the course will be 50 lectures. The exam will be conducted aloni . + 8 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 marks, the question paper should carry 100 marks. The B pap structure of the question paper being: Part A: Short-answer pattern—25 marks Part B: Essay-type built-in choice—50 marks Part C: Field work 25marks —__——Contents ulsory Course ment COMP! Education) (according to Ability Enhancer yes oF eas or Under Courses > for Undergraduate C' Foreword (to the Fitst Edition) Preface to the Third Faition Preface to the First Edition ements Acknow Road map Teaching Methodologies ronmental Studies Unit I: Introduction to E 1.1 _ Introduction / 12 The Multidisciplinary Nature of Environmental Studies 12.1. Need for Public Awareness 1.2.2 The Environment and its Stakeholders 123 Ministry of Environment and Forest and Climate Change (MoEF and CC) 1.3. Components of the Environment 1.3.1 The Atmosphere 1.3.2 Hydrosphere 1.3.3 Lithosphere 13.4 Biosphere 135 Natural Cycles Between the Spheres 1.4 Scope and Importance of. Environmental Studies 1.4.1 Scope and Importance 1.4.2 Population Growth and our Resources 1.4.3 Environmental Footprint 144 Importance of Management of the Environment 1.5 Concept of Sustainability and Sustainable Development 15.1 College Curricula 1.5.2 The Need for Sustainable Lifestyles 1.5.3 Equitable Use of Resources for a Sustainable Lifestyle 154 the Different Perspectives 1.5.5 The Need for Gender Equity Unit 2: Ecosystems 2.1 What is an Ecosystem? 2.2 Structure and Function of Ecosystems 2.2.1 Structure of Ecosystems New Dimensions for Mainstreaming Sustainable Development into Environmental Education and Education for Sustainable Development— syllabus for Environmental Studies auaaw ere wo ww Be np BS wh gei intercom of Ecosystems Covers xi 23 Cosystem Canes iM Nature— Hum, 25 Energy Flow inn poet an Services and Ecosystem Resources 26 24° Food Chai, in Ecosystem 26 24 in, Food Web ‘AT Ecological Succ ye OoBieal Successio a 2.5 Case Studies of iccession in, 30 25.1 Forest Eo ystems 29 Genny Ecosystems rassland Ecos 30 esert Een ystems 30 ‘COsystems. Aquatic E, 36 Estuary otystems 40 ‘cosystems 2.6 De atic 42 ‘egradation of Ecosystems 46 Unit 3: Natural Resources: 48 Renewabl 3.1 a al Resources le and Non-Renewable Resources 50 aa ‘enewable and Non- 50 3.2 Land Resource: lon-renewable Resources a oe s and Landuse Change 3y Land Degradation 32 .2.2 Soil Erosion 56 3.2.3 Desertification Ey 3.3. Deforestation ce 3.3.1 Causes and Impacts of Deforestation es 3.4 Water 3 3.4.1 Use and Over-exploitation of Surface and Ground Water 64 3.4.2. Floods 64 3.4.3 Droughts 6S 3.4.4 Water Conservation, Rainwater Harvesting, Water Management 66 3.4.5 Conflicts Over Water—International and Interstate 69 3.5 Energy Resources 70 3.5.1 Renewable and Non-renewable Energy Sources 70 3.5.2 Use of Alternate Energy Sources 73 3.5.3 Growing Energy Needs 78 3.6 Role ofan Individual in the Conservation of Natural Resources 82 Unit 4: Biodiversity and Conservation 84 F i versi 84 4.1 Levels of Biological Diversity 5 4.1.1 Genetic Diversity 36 Diversity 86 f Indi: ° 1.2 Biogeographic Zones of India , , a 87 ‘ jloba versity Hotspots 42.1 Biodiversity Patterns and Global Biodiversity Hotsp im 7 oga-diversity Nation 1.3 India asa Mega-diversity . ; 96 cn demic Species ia 13.1 Endangered and Endemic Species of Ini mexi ConTents 4 Colour Plates 43.2. Ki 433 Ki 4.4 Threats to Biodiversity 4a Habitat Loss TE2 Poaching of Wildlife 44.3 Human ‘Wildlife Conflicts {4.4 Biological Invasion 44.5 Conservation of Biodiversity ane species and Fi one Resources and (In situ and Bx situ) 5 Ecosystem and Biodiversity services 45.1. Ecological Services 45.2 Economic Value ; | 4.5.3 Social Values of Biological ieee 454 Ethical and Moral Values of Biodiversity 4.5.5 Aesthetic Value en 4.5.6 Informational Value, Communication Education Public Awareness (CEPA) 45.7 Option Value Unit 5: Environmental Pollution 5.1 Environmental Pollution 5.1.1 Types of Pollution 5.1.2 Causes of Pollution 5.1.3 Effects of Pollution 5.1.4 Control of Pollution 5.2 Air Pollution ‘Types of Air Pollution Causes of Air Pollution Effect of Topography on Air Pollution Effects of Meteorological Conditions on Air Pollution Effects of Air Pollution on Living Organisms Effects of Air Pollution on Materials Effects of Air Pollution on the Stratosphere Control Measures for Air Pollution Air Pollution in India 5.3 Water Pollution 53. 1 Types of Water Pollution 5.3.2 Causes of Water Pollution 5.3.3. Effects of Disease-Causing Agents (Pathogens) 5.3.4 The Status of Water Quality and Pollution of India’s Rivers 5.3.5 Control Measures for Water Pollution _ 5.3.6 Effects of Thermal Pollution on Water Resource 5.3.7 Effects of Pollution on the Marine Envii = 5.4 Soil Pollution monet 54d ‘Types of Soil Pollution 101 102 103 104 104 105 106 107 1s us us 7 118 gs lig lg 121 121 12 122 123, 123 123 124 126 126 126 127 128 128 13. BL 133 133 134 134 137 138 139 139 140 1.oe ca Contents XII! 53 Gils ofSoil Degradation 5 flects of Soil Degradatio, il 44 Control of Soil Depa on fa 85. Chem egradation 2 5 Chemical Pltation tt 5.1 T; 7 ie ene Chemical Pollutants 143 Eases of Chemical Pollution 44 Bet of Chemical Pollution 145 ‘ontrol of Chemical Pollution Biological Concentration and Biomagnif 7 5.6 Noise Pollution meneton te 5.6.1 Types of Noise Pollution v8 Causes of Noise Pollution 148 Effects of Noise Pollution 148 Control Measures for Noise Pollution 149 5.7 Nuclear Hazards and Human Health Risks 150 5.8 Solid Waste Management 151 pa Problems of Municipal Solid Waste Disposal 152 -8.2 Control Measures for Urban and Industrial Solid Waste 152 583 Collection and Transport of Solid Waste 153 5.84 Municipal Sanitary Landfill a 5.9 Waste to Energy Methodologies Le 5.9.1 Types of Waste act) 5.10 Pollution Case Studies Eee 5.10.1 Dos and Don'ts for Solid Waste Management 164 5.11 Consumerism and Waste Products no 5.11.1 Role of an Individual in the Prevention of Pollution 166 Unit 6: Environmental Policies and Practices a 6.1 Environmental Policies and Practices a0 6.2 Climate Change, Global Warming, Ozone Layer Depletion, Acid Rain and Impacts on Human Communities and Agriculture 6.2.1 Climate Change 6.2.2 Global Warming 62.3 Ozone Layer Depletion 6.2.4 Acid Rain 6.2.5 Impacts on Human Communities and Agriculture 6.3 Environmental Law 6.3.1 Environment Protection Act (1986) 6.3.2. Air (Prevention and Control of Pollution) Act (1981) 6.3.3. The Water (Prevention and Control of Pollution) Act (1974) 6.3.4 ‘The Wildlife Protection Act (1972) 6.3.5. Forest Conservation Act (1980) 6.3.6 International Agreements 6.3.7 Vienna Convention and Montreal Protocolsae —————————_—«~—CO— xiv Contenrs 191 " : 19) yoto Protoce | re Kote Mian on Botoical DY ml 6 nv solos E10 The Chemical WeaPer 7 7 od Nature Reserves , Got Tribal Populations ane , 5 ga2 Human. Wildlife Contlic environment Unit 7: Human Communities and the Environmen! _ nit 7: Human Commu >1 Human Population and Growth suman Heath and ware 2 Environment, S11 Impacts on Environ a 72 Carbon Footprint “pete Persons n Resettlement and Rehabilitation of Project-Affe ns 4 Disaster Management as 74.1 Floods 2 2 Earthquakes : 4.3. Cyclones 44 Landslides Environmental Movements = 1 The Chipko Movement 9 5.2 Silent Valley 230 7.5.3. The Bishnois of Rajasthan 230 7.6 Environmental Bthics: Role of Indian and other Religions and Cultures in Environmental Conservation 230 7.7 Environmental Communication and Public Awareness 236 Unit 8: Field Work 22 81 Visit to a Local Area to Document Environmental Assets: River / Forest / Grasslands / Hill / Mountain 242 8.2 Visit to a Local Polluted Site 8.2.1 Solid Waste Study Site 8.2.2 Water Pollution Site 8.2.3. Air Pollution Site 8.3 Study of Common Plants, Insects, Birds 84 Study of Simple Ecosystems 252 8.4.1 Field Visit to a Fores ee 8.4.2 Field Visit toa Gi % 8.4.3 Field Visit to a Desert or Semi-Arid Area » 844 Field Visit to an Aquatic Ecosystem x 8.4.5 Field Visit toa Hill/Mountain ‘2 8.4.6 Field Visit to Delhi Ridge Pe Index miMy message, especially to young people, ist have the courage ta thin i = path, courage to discover the impo, Fe nk differently, courage to invent, to travel sible, and to conquer the pi Learning Objectives in this chapter you will learn, & What environmental studies is and why itis muitidisciplinary © What the components of the environment are @ What the scope of environmental studies is # What sustainability and sustainable development are Purpose The interlinkages in nature must be appreciated to unravel the intricacies ofthe world around! us, Ory \F we internalise the complexity of ecosystems, species and genetic aspects of our environment, and appreciate its rich biological diversity, can we learn to protect and preserve the wealth of environmental assets and services, The éarth i ike a complex organism made of billions of interconnected parts through multiple functioning pathways. A deeper knowledge of its working will enrich our lives. Our Role Each of us has to take responsibility to preserve nature, otherwise, we fail in our duty towards our future genera- tions. We cannot permit them to blame us for despoiling the earth leaving them devoid of life-giving resources, 1.1 INTRODUCTION Definition: Environmental studies deals with every issue that affects living beings on earth. It is the study of inter-relationships between living creatures and all aspects of their environment. It essentially requires a multidisciplinary approach that brings about an appreciation of our natural world and the impact of humans on its integrity. Itis an applied science that seeks practical answers to the increasingly important question of how to make human civilisation sustainable using the finite resources available on earth. Its components include all natural and social sciences such as biology, geology, chemistry, physics, engineering, sociology, health, anthropology, economics, statistics, computers and philosophy. It deals with human population and the resources on which life depends, and is linked to economics and politics. Governance at global, national, state and local levels is therefore linked to environmental studies, ‘The scope is thus all pervasive and ubiquitous in nature. 1.2 THE MULTIDISCIPLINARY NATURE OF ENVIRONMENTAL STUDIES Understanding the environment can be appreciated from very different perspectives. One could look at the environment as a natural scientist—a botanist, zoologist, microbiologist; or as a chemist or physicist who looks at soil, water, air, energy or land, from the view point of the earth's integrity and pollution control (‘Table 1.1)com the perspective of a social cit from inable levels oF carelessly 7 id at sustail could se perces are DEINE Se ouventat STUDIES . — concerns peoples One ent deeplY eth yatuiral F4 since the environ ae at whether stist who Looks : painable lev els. 1 ste of the land, water and gement .gement, politics, law Ei perspective, Mana Environmental ie This is inked to Te splay an impo jovernance ‘a different i and epidemi oan Tt lose 1 with the envionment and ePH coniclogy, are closely its management 4 Hs mateo a part of environ a ae aha sees the links beers logit mowledge ~ and Brings 0 associated W oa se these studies ~ based both on modern ye the wit and ethic As health and health and safety at ¢ Finally, it is the eco! and traditional fol ide-ranging perspectives into a cogent whole ince ute to environmental SCI Muttiple disciplines that contrib 4 ‘bo Genetics, Forestry, Wildlife biology i science, History, Heritage conservation ics, Environmental engineering, I cal scl iogy, Bioinformati [eth scence Preventive asl ‘Physical science Chemistry, Physics, Renewable ene/9Y ae law Se ove) jaws, Poltion control, Land laws, Energy “Media Media studies Environmental economies and sustainability | Economics 4.2.1 Need for Public Awareness |As the earth’ natural resources are rapidly dwindling an degraded by human activities, it is evident that somethin; the Government to perform all the necessary clean-up functions. degradation must become a part of all our lives. Just as prevention is better than cure for a disease, protecting our environment is economically more viable than cleaning it up once it is degraded or polluted. Individually, we can reduce wastage of natural resources and we can act as watchdogs that inform the Government about sources or polluters that lead to pollution and degradation of the environment; only then will the polluter pay! Mass media such as newspapers, radio and television strongly influence, create public awareness and reinforce public opinion. Politicians in a democracy always respond positively to a strong Cea GaE a ae Us a Non-Governmental Organisation (NGO) that green policies. ‘Spaceship earth’ has a limited ena m able to snuence petieians © mal the several Government and Non een a ° resources and we need to cooperate with a ers. ‘They have created a vi Open Protection and conservation of nature ad is not enough, ‘his ee fl ‘ing ourselves more ould translate to concern d our environment is being increasingly g needs to be done. It is not possible for Prevention of environmental and natural resources. aware of our environmental assets and problems Fee ee about our environment and change the way in » We should shift from wasteful behaviour patterns to environmentally iendly practices, a alyse old W perspectives. Y friend! tices, and analyse old methods fi t en will our fie t nethods from new perspectives. Or i esty ie ecome more sustainable and support our environment (Table 1 v muonsIntaoouction To EnvinonwentaL Sruoies 3 Table 1.2 _Environmentay significant days Salim Ali's name is synonymous with ornithology in India and with the BNHS, He also wrote several great 52 February C rae How wetland day books including the famous Book of Indian Birds. His 26February | National science day | autobiography, Fall of a Sparrow, should be read by 21 March Word forestry day every nature enthusiast. He was our countrys leading 2 March World water day conservation scientist. and influenced. environmental 18 April Word heritage day policies in our country for over 50 years. [2zapil—— Earth dey 22May__ intemational biodiversity day 05 June__| World environment day | 11July __| World population day [16 September | World ozone day 28 Sepiember | Green consumer day 03 October | World habitat day 1-7 October Wildlife week 04 October Animal welfare day 02 December. Bhopal gas tragedy day 1.2.2 The Environment and its Stakeholders We are all responsible for our environment and its integrity irrespective of our profession, society or family background. Environmental professionalism includes many different types of people whom we refer to as stakeholders, Environmental scientists: Professionals who study and implement environmental issues such as environmental assets (air, water, soil and biodiversity), study and limit problems of population growth and poverty, control pollution of air, water and solid waste management, suggest better methods of energy reuse, water distribution, disaster management and environmental health. Ecologists: Interdisciplinary scientists who study nature (natural history) and study the multitude of inter-linkages between species and with their habitats. Conservation biologists: Scientists who have been concerned with preserving nature, its species, habitats and genetic diversity as an integrated whole. Taxonomists: Botanists, zoologists and microbiologists concerned with living organisms and their nomenclature. Conservationists: People who are conscious of the need to preserve nature in all its glory by setting up nature reserves, understanding the inter-relationships between species and habitat integrity. They use their knowledge and skills to save endangered species and threatened habitats through scientific analysis. A subset includes those who take on eco-restoration of degraded habitats and the translocation and rehabilitation of flora and fauna, Environmentalists: Scientists or interested intellectuals and people at large who are all interested in protecting the environment around them and fight for a better, livable world. While some are professionals, many are common folk who believe strongly that humanity cannot survive without an undisturbed, productive environment. Anyone from any profession can use at his discretion, pro-environment behaviour that supports nature’ life support systems. Traditional knowledge holders: A select group of people who have expert knowledge of their own environment including locally used resources, medicinal and food resources and the myths and folklore around local resource use. Ae, gee¢ inter-relationships be sch looks at the ee ai th, wich 10" pabilitation of displaced people, ‘AEs STU sea is 2 BP" "they com —ontatsts: TIS SF nment scioenvronmentl 1° gy ‘ mic ites & elevation. poverty eleval silent spring rember 1962. This, for the first time, Suggest er 19 ated in ways that di jsned 0" 2 rnments oP" dams oy act can a public ies and gow ents were permitting ervironmesss me Sprig yn 0k HONE ig question what thet doveenent policy. Carson believed that y ms ps lc a Bienes patie environ pe problem OF ee ne ransformation in society. ers 10 tS was at OF Uys brought government Te audiences ask ‘Who sPea Environmental managers sarge percentage of Indias land. In the past, the age imvolved in PreserviN8 forests, preventing ce timber. mae Protection Act, Forest Conservation Act, Fores, al loges such as wetlands, grasslands, deserts, hill, Haga Act and protesting al MINE TPT hissensetMeY SE the ultimate land use manager, ‘mountains, lakes, rivers and maring habitats. In this sense € : jsts: In the past EE eee ot ‘cultural scientists: In the past» A P ice Now their role has expanded 10 preserving Traditional Knowledge Systems (TKS) ang indigenous traditionally used crops, maintain seed banks for genetic purposes and train farmersin costeinably managing farmland and theit grazing areas. “Animal husbandry: Earlier, their focus was 0” milk pro amnintan indigenous breeds of livestock for future genetic management. Fisheries: Their focus has been on increasing production of fish as part of our food security, However, the introduction of exotic fish into our rivers has led to a steep drop in the abundance of indigenous species. Thus, as resource managers, fisheries development must now look at indigenising fish resources. Foresters: The Forest primary function was (0 Pro Criminal deforestation, duction. This has extended to the need to nergy managers ‘This sector was expected to satisfy the energy needs of India’s expanding population. The focus was on thermal energy which requires coal or oil, but this causes serious ait pollution that affects respiratory health, The sector is thus movi W energy sources . The s P : ‘ing towards cleaner energy ‘ Urban planners: They deal wit i cpundog on ede vllogs io owt sl ne een gates » industri isa pec sector which indudes architects landscape planes ve ee This green housing, water supply, public trang; ee Schools, hospital and markets, An import perspective where the peace and quiet of Portege social scientists, those involved it tant aspect is rs and associated sectors such lanning of gr " nature cai reen spaces froma biodiversity Green architecture: Architects ate intewingy yng ns Mh sure “asin 22 bro-envionment concep int construct be 2irflow and ran water harvesting. Lee an based on sustainable site develocmess nett quality Pment, water sa olved in in working out ways to introduce 8 environment-fri ion is now ving, energy ca endly materials and ue of to note the environmental qual” a y efficiency Policy makers and the judiciary the iency and indoor environme™ # These Policy makers re k y makers respond io green concepts qe) StRehO sifthey n ealise th Ider ers of go ieee od environment manage! 4 Part of a large| IntRooUCTION To ENVIRONMENTAL StuDIES 5. this possible, the public at la public movements, ‘The judiciary has b een extremely ive i . i has supported laws that have mene rotctive im managing our environment and forest, and eae ade it possible for appropriate executive actions by government punished environmental Leg en bas over the years, supported pro-environmental ations and 'w breakers by using the ‘polluters must pay’ principle ‘lh SE RESTE TST a MC Mehta fought for ten lon 19 Years to protect the Taj corte Pollution. In 1993, after a decade of court Cee rom factory owners, the Supreme Court ordered 212 small factories surrounding the Taj Mahal to close because they had not installed pollution control devices. Another 300 factories were put on notice to do the same. In 1991, M C Mehta filed a Public Interest Litigation against the Government that led to the inclusion of environmental education in school and college curricula, 8 have a great role to play in providing necessary advocacy through 1.2.3 Ministry of Environment and Forest and Climate Change (MoEF and CC) ‘The MoEF and CC is primarily concerned with the planning, promotion and coordination of the implementation of India’s environmental and forestry policies and programmes. These relate to the conservation of the country’s natural resources including lakes and rivers, its biodiversity, forests and wildlife, ensuring the welfare of its animals and prevention and abatement of pollution. ‘These objectives are well supported by a set of legislative and regulatory measures aimed at the preservation, conservation and protection of the environment. The Ministry also serves as the nodal agency in the country for the United Nations Environment Programme (UNEP), South Asia Cooperative Environment Programme (SACEP), International Centre of Integrated Mountain Development (ICIMOD) and for the follow-up of the United Nations’ Conference on Environment and Development (UNCED). The Ministry is entrusted with issues relating to multilateral bodies such as the Commission on Sustainable Development (CSD), Global Environment Facility (GEF) and of regional bodies like the Economic and Social Council for Asia and Pacific (ESCAP) and South Asian Association for Regional Cooperation (SAARC) on matters relating to the environment. As a part of the MoEF’s planning of environmental policies, the Environmental Information System (ENVIS) was established in 1982 by the Government of India, The focus of ENVIS is to provide environmental information to decision makers, policy planners, scientists, engineers and research workers all over the country. ENVIS is a decentralised system with a network of distributed subject-oriented centres ensuring integration of national efforts in environmental information collection, collation, storage, retrieval and dissemination to all concerned (Fig. 1.1). A large number of nodes, known as ENVIS centres, have been established in the network to cover the broad subject areas of environment such as pollution control, toxic chemicals, central and offshore ecology, environmentally Fig. 1.1. Governance and linkages—_—— soit 6G Exurmonser STUOES sae tect 0108) Topest cound and apprerria fi Sora, the Minist'y st and Climate € F THE 1.3 comPoNeENTS 0! : a of complex asPEO The carth is composed Kes te nas spheres tha ee Known ae re ago through Seavey billions of Pad the ancient $e changes fand—the lithosPhers hydrosphere. the iste and it had air and other gaseous osphere (Fig. 1 | iam rh ey cl life. Living beings in the biosphere living part of nature, biotic) evo’ link all the other three spheres 0" tagether form the abiotic (non-living) Pa of nature, We don't still know if life as we understand it, is present anywhere else in the universe. To appreciate # understand the hydrosphere, lith of our environment are closely int natural processes. 1.3.1 The Atmosphere ‘The atmosphere provides, ENVIR! fhe complexitie josphere and atmo: . terlinked. They function 3s of life - vo Fig. 1.2 Earth’s spheres the sphere on oxygen for human respiration (metabolic requirements), oxygen for wild fauna in natural ecosystems and domestic animals which are used by humans as food, © oxygen and carbon dioxide, used by plants and animals. Structure of the atmosphere ‘The Saat forms a protective shell over the earth, * The atmosphere is composed of 79% nitrogen, 20% oxygen and the remaining 1% is @ mixture of carbon dioxide, as neon, helium, methane, several layers. The innermost layer, about 75% of the mass of the earth's troposphere is the only part warm altitude in the troposphere. At the to rise. . ‘this boundary where tempe marks the end of the troposphere a layer of the atmosphere. a“ ° the Stratosphe, water vapour and tr: krypton, hydrogen Tature reyers the beginning of th extends up to 59 re sal occurs is jronment management, . ono eee as Ministry of Environ) grain hy as 7 ment deg OE OoNMENT biotic part of nature - we need ty which life depends. The vital spheres in cycles which drive all the earths ace amounts of several other gases sich and xenon, The Ihe tepesphere, extends air. T! f the earth to an apple. This lowest layer Pea en enough for us t top of the trop atmosphere is divided into up to 6-20 km. It contains of this layer is obvious by comparing no thicker than the apple's skin. The ae ‘Temperature declines with sphere, temperatures abruptly begi called the tropopause. The tropopi! © stratosphere, which i km above the earth's condLy Ivrmooucrion ro EnviRoNMeNTAL StuDiES 7 the compositio the comet mo te stratosphere is similar to that of the troposphere, it has two major ozone is about 1000 timeg opt et YaPOUE here is about 1000 times less, while the volume of eae trees reste ‘The presence of ozone in the stratosphere prevents 99% of the humans from cannon ) radiation from reaching the earth’s surface, thereby protecting Hence, aeroplanes ily im the ann aBe t@ the immune system. This layer does not have clouds. altitude in the stratosphere, YT &® it creates less turbulence. ‘The temperature rises with The mesosphere extends 50-1 1 re = pee 50-85 km above the earth. The temperature decreases with altitude, ° a c ayer a tonietion Of the gases is a major phenomenon, thus causing a rise in ~ This layer is called the ther = ees ‘mosphere. This extends from 85-640 km above the © The exosphere extends beyond 550 km to 1000 km in space. only the lower troposphere is routinely involved in our weather and is linked to issues related to air pollution. The ether layers are not significant in determining the level of air pollution. ‘The atmosphere is not uniformly warmed by the sun. This leads to air flows and variations in climate, temperature and rainfall in different parts of the earth. It is a complex dynamic system and if disrupted has serious consequences, Most air pollutants have both global and regional effects. Living creatures cannot survive without air even for a few minutes. To continue to support life, the air must be kept clean and pollution-free. 1.3.2 Hydrosphere ‘The hydrosphere provides, clean water for drinking which is a metabolic requirement for all living processes, water for washing and cooking to maintain good hygiene levels, water for agriculture which provides us with food, food from the sea including fish, crustaceans and seaweed which support millions of people, food from freshwater sources including fish, crustaceans and aquatic plants, water flowing down from mountain ranges harnessed to generate electricity through hydroelectric projects, and ¢ water for industries to produce consumer goods. A major part of the hydrosphere is the marine ecosystem in the ocean. The fresh water in rivers, lakes and glaciers is perpetually being renewed. Some of this fresh water is stored in underground coe eee aquifers. Water pollution threatens the health of communities, as our lives depend on the availability of clean water. This once plentiful resource is now severely depleted and the sad truth is that we are forced to buy this natural resource. 1.3.3 Lithosphere ‘The lithosphere provides, soil with micronutrients which is the basis for agriculture, stone, sand and gravel for construction, © microscopic flora, small soil fauna and fungi present in soil which break down plant litter as well as animal waste to provide nutrients for plants, ® a large number of minerals that can be mined (for industrial use), oil, coal and gas from underground sources which provide power for vehicles, agricultural machinery, industry, and are used for cooking, lighting and heating in our homesrowenta SUES arth about 4.6 DillIOn Years ago, ea palo rede etic eran ono ane Ts rhe lithosphere began a 20 ih cool No reproduce: Life probably began in the no eat a8 hich DEBE Fenian of fe on land. The crus resulted from simple e an mcesse8 ally le nts. OF the 92 ‘elements in the litl hosphere, Ihyarosphere and cv and Ties und continesm these, 479 is OXYBC 28% is silicon, 8% pe cath is 6-7 Ram nic Te or erys se. Asim and calcium constitute 4% ny igh ae om ro whe so esi Pot compound Rocks, when broken eae ints form sgriculture, These minerals are also the raw ether, these eleme ’ each. Toge eet. dorm soil on which fumans & vrerial used in various industries 4.3.4 Biosphere (the living part of our environment) provides, ops and domesti whic The biosphere ood munity and form food «food, from et © food for all forms of life, chains in nature, a «biomass such as fuel wood is from forests an pla sources of energy 1 i terials. ea ¢ timber and other construction mate fe can exist. Seater i i on the earth in which life B a wean al Seton ber nee form the structural and functional ecological units, which together can be considered as one giant global living. system—the earth. Within this Lae Characterised by broadly similar geography and “dimatic conditions, as well as communities of plant sey animal life can be divided for convenience into different biogeographical realms. Within these, smaller biogeographical units can be identified on the basis of structural differences and functional aspects into recognisable ecosystems, which give a distinctive character to a landscape or waterscape, such as those of a country, a state, a district or even an individual valley, hill range, river or lake. ‘The simplest ecosystem to understand is a pond (Fig. 1.3). It can be used as a model to understand the nature of any other ecosystem and to appreciate the changes that are seen over time in any ecosystem. The structural features of a pond include its size, depth and the quality of its water. The periphery, the shallow part and the deep part of the pond, each provide specific conditions for different plant and animal communities. Functionally, a variety of cycles like the amount of water within the pond at different times of the year and the quantity of nutrients flowing into the pond from the surrounding terrestrial ecosystem, all affect the ‘nature’ of the pond. animals, com sie as interdependent species im 2 ms of organic matter as tations, with other for 1.3.5 Natural Cycles Between the Spheres th ves are ; Thee four sphe s are closely interlinked systems and are dependent on the integrity of each other, Disturbing one of these spheres affects the others. The links between them we mainly in of cycles. For instance, the atmosphere, hydros; ; ern ore : phere, hydrosphere and lithosphere ar cl cl theo ugh th eye ater (water) cycle. The water evaporating from the hydtos eth ne and ei ystems) forms clouds in the atmosphere. On condensing, thi of vin, whi pe A moisture for the lithosphere, on which life depends, Thi Se agent of erosion a i . eral : age of rosin and over millions of years has created soil. Atmospher = pe e reak down rocks into soil. ‘The most sensitive ace SS ee ees atm ere, 7 “ i josphere, the hydrosphere and the lithosphere on th ) ae et ee he one ha a il e hand, and, with the millions ot on rocks as anwirooucrion to EnvironMeNtaL STUDIES 2 hy Fig. 1.3 Succession in a pond living organisms in the biosphere on the other. All living organisms which exist on earth live only in the relatively thin layer of the lithosphere and hydrosphere present on the surface. The biosphere which is formed by living organisms has countless associations with different parts of the three other spheres. The spheres interacting at a regional level thus contribute a variety of ecosystems. It is, therefore, essential to understand the inter-relationships of the separate entities — soil, water, air and living organisms ~ and to appreciate the value of Preserving intact ecosystems in their entirety, EE Take a simple object in daily use and track its components back to each of its basic spheres—lithosphere, atmosphere, hydrosphere, biosphere. Example: This textbook: } © Paper from wood—the biosphere | © Water for pulping wood—the hydrosphere | ® Bleach to whiten the paper—a mineral from the lithosphere 1.4 SCOPE AND IMPORTANCE OF ENVIRONMENTAL _ STUDIES | : 1.4.1. Scope and Importance If we study the natural history of the areas in which we live, we would see that our surroundings were originally natural landscapes such as a forest, a river, a mountain, a desert, or a combination of these elements. Most of us live in landscapes that have been profoundly modified by human beings in villages, towns or cities. But even those of us who live in cities must get our food supply from surrounding villages. These in turn, are dependent on natural landscapes such as forests,fuelwood, fodder and fish, I. oricultures 10. Envnnonnuntar SME ras water FoF sari ate ne tablY affect the space esonirees SUCT* oundings gene senses MTT gt UF green eee ane ten Wi preathe air. We use resources from \ nive in, Hy ants and animals whic! om aweb we We ase water 10 drink ae Ma 2 : ears ajronment and our lives cand depend on which food is made a ho gery ; / ‘af life, of which we ate also a pare a vo tive without protecting the dlepend on keepl = vital syste n ty the earth a8 Mother Nature, and con re tpey have cultural practices that ‘Our dependenc | resources. Many of India’s ix environmental resourses earth nature is V rearned that respecting 2 aresouree respect nature and all Hsing teas path century ese values. EM per traditions are based on these va} ‘ " vi arms of ie are important fo" ‘our well-be ne a cqources could be seed » a soon, modern societies NO) ; ee oe food by using Over the past 200 years, ™ ais tho empes at; i gi ations. Some " the application of technological innovation Som trai ef + arc animals cee et ame and developing industry to provide his pattern of ill-considered and pesticide II as several other harmful ‘mland through mega has led to rapid economic | degradation as fertilisers genetic modifications. i all sorts of consumer goo ent has inevitably man life and wellbeing. mic growth; t ‘gating far wel ds, All this develop: Jed to environmental effects on hu Industrial development e goods for our increasingly rces such as water, minerals, h as minerals and oil, will a thought for and intensive agriculture that provide th 2 0 consumer-oriented society also use UP large amounts of natural resow “ petroleum products, wood and energy: Non-renewable resources, su act these resources without be exhausted in the near future if we continue to extr: subsequent generations. Renewable resources, such as timber and water, can be used at sustainable levels as they can be regenerated by natural processes ‘of nature. However, these resources too will get depleted if we continue to use them faster than nature can’ replace them. For example, if the removal of timber sod firewood from a forest is faster than the re-growth and regeneration of trees, the supply of wood cannot be replenished. A natural forest acts like a sponge which holds water in the rainy season and releases it slowly over the drier periods. Thus, deforestation depletes forest resources, ess ou water resources, and leads to flash floods in the monsoon season and leaves rivers dry once the rains are over. We need to understand these multi fe i i iple effects on the envi from routine human activities. ° Ta Our natural resources can be cot i a mpared with ey i S$ i i f st mapidly the capital willbe ee ued shmenct ina bank. It is our national capital. If we use i ero. On the othe: if we us sustain us over a Jonger term. ‘This is the basis of wt a pee eleelaee Skee er ¢ "This asis of sustainable devel E co their specifi fields ef work should strive te achiees a ble development. ‘Thus all professionals in achieve sustainability through their actions. Humankind is growing fa hi in the s g faster than ever bet 3 soa lmanking wing fa r than ever before. Growing numbers f i ‘ ched over sbilloninawerides ers from around 2.5 billion in the air, water and biological resources, We ar i ». We are industry, urbanisation, modern aj annot ex theta ot expand to provide more living space, food, 8 its resources at an ever-growing pace. Land for riculture, thermal, wind and sola e, pasture lands, , solar power is ands, energy prod: required fo SY production from hyd re rall our ne m hydropower eds. We are products which need large landfi . need large landfills, ‘the envir ¢ human population growth (Chapter) nn tl Ssues we # environmental goods and servic ae vices creating more and more waste need to deal with include natural resources (Ch Apter 3)Inaroouction to EnronmentaL SruDies @ levels of resou + leofeamrs onan deforestation and desermn @ Toss and degradation of wear @ loss of marine resources (Chen # development of an Integearnte & loss of species duc toon * peliation (Chapter), “en @ reducing our footpri i 2. Reducing ou footprint on he cironmen (Chapter 7), ¢ disasters and their management (ch: ae ei risks of climate change and its causes’ cae tion and waste (Chapters 3,5) rotected Area Network (C a (Chapter 4), Why do we need to look at managem individuals for envi ivy do w for environment. ¢: The government amet a all our environmental issues ‘oy sel we dream world, country, i © Each of us has an environmental respons 2 feet wy do we pest look at national concerns? Jur country has a large population of Our natural capital has een over i pee poor pene Biotiversity loss and the climate change will impoverish us further. /e need to act now to fullfil our Sustainable Development Goals (SDGS). the developed world ‘© Wesitill have to address issues related to poverty, education and health «We have to address waste and pollution caused by the richer segments of society. Our nation is considered a global emerging economy, Thus, we have the problems of tne eee All these concerns are addressed in this book and must be reflected in the way we live our lives. Natural cap a social capital which is related to our shared human resources, ital: Just as we have a financial capital (economic) in terms of money, we also have as well as natural capital which includes environmental goods and services. { What will our descendat Will they see us as greed Will they see u Create your own dream, nightmat ‘The world can be looked at through di when each of us tries to delve it differently at different poin' ps back and forth. changes and even jum ‘The brain is a trickster. Stare seconds persistently. What happe? The eyes see i as if it is a real cube se he world differently. flat surfe the time. It seems Similarly, people see as a futuristic, thoughtful, enlightened, caring 9 he future Learning through crit nts think about us when they Jook back into their past? y, wasteful, unthinking or just ignorant? Or yeneration? re situation of the future. ifferent coloured glasses. Even complexities of nature, we see into the e constantly ts in time. Our perspectiv at this transparent cube for several ns? The cube is ona two dimensional brain interprets it differently all t, but the : en from different angles. cage CN NE,= 1 SUS Ewgowwent™t S sources come face today is the recent population boop, portant environ sple died by the time they reac P mbers grew sequently, ster health care led to longer Morage Tongevity- SHS s, the BO wth rate has bere 1 in the deat ivy was countered by the grees he agricultural, food processing 12 w of the most i oe esa the past, human nt (Figs 1.4). In the their prime. 40 jifespans, reduced inf exponential leading €0 th fevolution through extensive ansportation sectors. 50 years was the fant mortality and fal ¢ depletion of food irrigation, more resources: land invest’ and tr ‘on the earth and its FesOUrces? This is Lite drops of wate soe 1 thought of your OW! . art nvironmental footprint. It 15 enormous. Little grains of sand, Make the mighty ocean And the pleasant land, known as your sennetcee j 1388 china iS India | United States 326 Indonesia 263 Brail | 211 Pakistan 197 | Nigeria 192 | Bangladesh «165 Russia | 143 Mexico 130 © 100 200 360 400 500 600 700 800 9001000 1100 12001300 1400 1500, Millions of people ‘Source: internet World Stats - wnwinternetworldstatscom/stats8.htm 7,519(028,470 world population estimated for June 30, 2017 Fig. 1.4 Most populated countries in the world 1.4.3 Environmental Footprint Energy that we use for cooki i ' oking, heating and , fi hydropower units through several kilometres ere ee ieee ansmission lines and transfi c petrol/diesel vehicles or by acer eee impact on air quality eonahnn ees &F by public transport from one poi i Stee non-dege ied enormous because everyone is on the or . eee ‘s ena ae Plastics and waste other resources which se Lands T snare te generated and tobe managed is unimaginable the a nee Tage lands Te ee as eB while our small handprint (which re We use paper Ea or ee development to ot ur ot ee ees s » wood products and og: 15), tha . ' and non, fc . hat lead to deforestation. We use ane limber forest resources toma fac He an enormons quantity of water years Bl sors of good n everyday life, much of whichEEE :'=S— wiRopUCTION To EnviRoNMeNtaL Stuoies 13 a Fig. 1.5, ‘Sustainability: Footprint << Handprint is carelessly wasted ly wasted and poll 2 support this high environmental oe et earth one of us is leaving behind every de yet a that of 7.8 billion people on exch: slong with The earth hae tigecg ath (Table 1.3)? carth has limited natural resources, W: i Fi es, aa et air, soil, minerals, oil, the Products we get — merica | __2,670,000,000 forests, grasslands, oceans and from agri 7 oa a __1,450,000,000 livestock, are all a part of our life su griculture and Source: Global footprint network, 2018, National Without them, life itself is impossible Ae cheep ‘eretscconts ne i . Aswe increasing in number, the quantity of res ep we use (as well as misuse) also increases. The ERT earth's resource base must inevitably shrink, © Learning by observing your own surroundi paar aera bel eeeeiealel nasa once . The and your own impact. Can you cu eT xpected to indefinitely sustain reduce your impact? ‘is expanding level of utilisation of resources © make positive actions for the environment? and energy needs of our growing population. The final outcome will be a result of the relative Increased amounts of waste and pollution are Size of your negative footprint and your positive i Sw andprint contaminating our existing supply of resources Ee and pose a threat to the quality of life for all. This situation will only improve if each of us begins to take actions in our daily lives that help preserve our environmental resources. Apart from the goods, the environment also provides a number of environmental services. While the goods can be easily assessed for their economic importance, the real economic value of environmental services is extremely complex as this is often hidden. Imagine attempting to put a price on clean air, potable water, and the services rovided by forests, wetlands and grasslands P Ps PI uf in our daily lives. Environmental scientists and economists are struggling to put these complex studies into perspective. Table 1.3 Ecological footprint (2018 resutts) _5,200,000,000 ng janagement of the Environment nntally unsound has 1.4.4 Importance of M d, a shift to economic growth that : letion of the world’s rapid natural resource base. Realisation that this inappropriate yentually destroy civilisation, has led to a new wave for proactively hat could result in a better world for all mankind in the future. MOEF of mitigating and adapting to climate change which is the As discusse was inequitable and environme led to the depl human behaviour would e managing the environment U 4 and CC now has the added responsibility greatest threat to the future of mankind. —oe agate er 14 ENVIRONMENTAL ‘Srupies, ra book. item of food, 3 table or a okt fal of wate a ngs 8 natural SPAS 0 use in daily life backwards from ste any article that you ¥ are gh a journey, Trace its components throug ry others who our environment. ‘are you using that resou © Inwhat ways could you Tt an unequal distil 36 10 it? ‘ou do to prevent was! ce unsustainably? : = se articles that you normall ty throw away? What recycled te and ru! heir use? materials can you use? ow cold you eave rae he various eneray sources You use EVGIY day. 1.5 CONCEPT OF SUSTAINABILITY AND SUSTAINABLE DEVELOPMENT Sustainability is defined as a P t environment that can be maintained indefinitely (Caring fo Earth, IUCN, 1991) (Fig. 1.6). In_ 1987, the UN soos Brantland Commission defined sustainable development as ‘meeting the needs of the present without compromising the ability of future generations to meet their own needs’ (Report of the World Commission on Environment and rocess or state of the Development). , Until two decades ago, the world looked at economic stetus alone as a measure of human development. Thus, countries that were economically ‘well developed and where tively ri led advanced nations, = people were relatively richer were called advanced nati Fi.1.6 Sanable deloprent hile the countries where poverty was widespread and were economically backward were called developing countries. Most countries of North America and Europe, which had become industrialised earlier, are economically more advanced. They not only exploited their own natural resources rapidly, but also used the natural resources of developing countries to grow even larger economies. So as development progressed, the rich countries got richer while the poor nations got poorer. However, even the developed world has begun to realise that their lives were being seriously affected by environmental consequences of development based on economic growth alone. This form of development did not add to the quality of life as the environmental conditions had begun to deteriorate. : re er rine most development specialists began to appreciate the fact that economic growth ciel ed pou 2 ee way of life for people unless environmental conditions eae aaa opm a strategies in which only economic considerations were used, had eet serious environmental problems due to air and water pollution, inadequate well being and i — and a variety of other ill effects that seriously affected peoples society, at both the national STrRRaecnAT Bee between the ‘haves’ and the ‘have-nots in the poor was made worse by what mn cegine disparity in the lifestyles between the rich and eaten at has now come to be known as unsustainable developmentInarooucron 10 Enwanonmenrar Stuoies 15 eee The sustainable village: Mahatma Gandhi Preeti erent Ima Gandhi envisioned the development of anew type of village community based aa EU and a eagEeN He sts the ned for sanitation based on reeycting human and i ar sk Hen uated cottages built of reyate mater He envisioned clean roads thet reno or ae ae ae got ised of nt products All these for himself when these cor of sound long-term development. He had designed a sustainable lifestyle oncepts were not a part of general thinking The definition i sustainable development expresses the idea of environmental, economic and social equity within the limits of the world’ natural resources. It is a process which leads to a better quality of life for all, especially the poor and deprived, while reducing the negative impact on the environment. Its strength is that it acknowledges the interdependence of human needs and environmental requirements, ‘To ensure sustainable development, any activity that is expected to bring about economic growth must also consider its environmental impact (or environmental costs) so that itis more consistent with long-term. growth and development. Many development projects - such as dams, mines, roads, industries and tourism development ~ have severe environmental consequences in terms of their impacts on natural resource use, land use and biodiversity. All these environmental impacts must be assessed and studied before any development activity is even begun. Thus, for every project, in a strategy that looks at sustainable development, there must be a scientifically and honestly done Environmental Impact Assessment (EIA), without which the project must not be cleared. To bring about sustainable development, society must create a balance between economic growth, societal equity and long-term environmental stability. Any change in one of these three pillars compromises one or both of the other pillars. This balanced approach to development is reflected in the wellbeing of society. Itis a reflection of education, health, housing, access to food, medicine and nutrition, and psychological wellbeing. It is brought about by eliminating poverty, bringing about equality in society to remove stresses, and providing future generations and all other species on earth with an environment conducive to their own growth. SDGs:To bring about sustainable development at the global level, the nations of the world came up with 17 SDGs (Table 1.4). While all the goals are important, there has to be a country-specific focus. For example, + India still has a need to reduce poverty—Goal 1. © India being a mega diversity country rich in flora and fauna, must work on Goals 14 and 15. + Industrialised rich nations must focus on reducing inequality among nations (Goal 10), responsible consumption (Goal 12) and climate action (Goal 15) «© Countries with high mortality and morbidity from vector borne diseases must focus o@ Goal 5 to promote preventive healthcare. All chantries must ensure quality education through communication education and public awareness strategies, with a focus on education for sustainable development (ESD) 1.5.1 New Dimensions for Mainstreaming Sustainable Development into College Curricula While India surges ahead into a new stage of economic growth, long term benefits of our economy (development) cannot be achieved at the cost of the economically deprived. Development in its true sense must percolate across all sectors of society ‘A comprehensive growth strategy is now considered three pillars of good governance must be considered, to be of great importance in which all the {his must undoubtedly include economicfo 16 Ewvmonnanar STUDS ‘sustainable Development Table 1.4 ers ———— tices DY - ein for al at all ageS— npn Ey ornare ace TN vr wing ensure Nea Good no indy grou, POINT duaty education, si nt ant quia ring opportunities 1 al re CEPA. alternate income generation sae nano aia t ate and santa: Ensure aval and sus ae sankaton tr systainable and modern 7 “Affordable and clean eneray: Ensure access to energy forall i 8 Decent work and economic gr ‘and productive employment and decent work f0F 4 — a and. conan Build resilient infrastructure, promote inclusi sustainable industralsation and foster innovation 10 Reduced inequalities: Reduce income ihin and among counties 5 ; Sletinable ets and communes; Mae es and Mum? setlements inclusive, Safe, resilient and sustai _ _ _ | ~ Responsible consumption and production: Ensure sustain nsumption and production 14 ____ pattems 13 Climate action: Take urgent action to combat ‘climate change and emissions and promoting developments in renewable energy 14 ife below water: Conserve and sustainably use the oceans, ‘seas and marine resources for sustainable development ive and ote sustained, incusi nt for all g 12 impacts by regulating 7 growth, achieve societal equity and at th i e . 7 growth, achieve societal eq ye ; same time be environmentally sensitive. This cannot be sched uns i bacom P pian parcel of our educational system. SDG 4 and Aichi Target 1 ion which are international treaties i ‘ ee n ‘aties of which India has bs : ignatory an 6 forth the need for strong educational and awareness —— The med fr ne peers bic nan emerging economy such as India, is absolutely on ie ically unsustainable growth, inequitable ai Saas and > access to resources and education. While India has had a a strong si f 8 sense of environmental ethics from a ancient times through religious and cultural philos sca ; Philosophy scenceand the nvtablc home ee teswamped by newer concepts af country can boast of having set up re: eee our cultures due to lobalisati eciiria laws which prohibited the killing of a set of sean send ee covered aad the 3" century Bc. ‘This predite Fi a set of species as far back ir his Svenues, oF promulgated the concept of scheduled —_ Pea aeenceas teens S by 2000 years. SanctuariesIwrroouction ro Envinonmenta, Sruoies 17 tor elephants were created several centuries ago. Buddhist and fain philosophy celebrated and protected all forms of life, long before modern science realised the importance of every species as a part of a well-balanced and healthy ecosystem, Hindu culture is steeped in gods that have taken a variety of animal forms. Mughal rulers studied natural history and supported artists. Ancient tribal communities worshiped the tiger and cobra as major deities. Biodiversity conservation has thus been a part of Indias cultural diversity for thousands of years from the earliest drawings of cave dwellers in the Bhimbetka Stone Age hunter- gatherers into our own age in the anthropocene. However, today, we are in a period when the country is on the threshold of a new era of growth and development in sharp contrast to the ancient historical period. ‘This isa growing void between ancient myth and present reality which needs to be addressed beginning with the current generation. While the 1950s and 1960s was the age of post independent non-formal nature education, the 1970s and 1980s altered these initiatives into environmental education triggered by degraded ecosystems, increasing levels of pollution of air and water, soil erosion, desertification and deforestation, This led to increasing the pro-en 0 wironment initiatives through formal. school curricula, Students have been increasingly distanced from nature and their own environment and find it difficult to internalise this information. Our new age education must motivate students towards a new way of thinking about the earth’s natural resources and take action to find ways of dealing with education for sustainable development. India has been too slow in giving momentum to alter environmental education by integrating the economic and societal concerns of sustainability into our formal school curricula to include this aspect of environmental education, While some theoretical aspects of sustainability have become known to the teacher community, activating this information into the lives of their students is still vague and unfocused. Education for sustainable development is a dynamic process. It stems from the following steps: ¢ information, © awareness of one’s own environment, © developing a concern for the environment, and ¢ awillingness to act for the environment and its conservation. Education progressed from nature education to environmental education and finally to sustainable development. As observation of nature is the most effective trigger to create pro-environmental behaviour, the best way to start is to look around a natural landscape and all its beauty to trigger one’s environmental consciousness. Observing the pressures on environmental wellbeing will result in concern which will change one’s behaviour, thereby reducing our environmental footprint and help create a sustainable world. Stage I: Nature education (From the 1930s to the ’80s) © Appreciation of flora and fauna through field observations * Links of water and food we eat with nature’s resources, © Appreciation of home and school surroundings. Stage Il: Environmental education (From the 1980s to 2010) * Keeping the environment clean, thus impro 1g our health, Appreciating plants, mammals, birds, insects and their role in natural eos » Know India’s protected areas and biogeographical zon Energy saving and use of alternate energy sources. Observe and alter rural/urban environmental disputes, Prevention of environment-related diseases.