UNIT-3

ENVIRONMENTAL AWARENESS AND IMPORTANCE OF ENVIRONMENTAL EDUCATION

What is Environment?
The term environment comes from the French word "environ" and means
everything that surround us.
The totality of the surrounding conditions for comfortable living of organism.
Environment is the area in which we live.

NATURAL AND MANMADE ENVIRONMENT

Natural environment refers to the natural biotic and abiotic components of the
environment. They are naturally occurring. For example: Pond, Lake, grassland
etc.
Man made environments are the artificially made environments made by man
resembling natural environment. For example: Fish tanks which are created by
man and they resemble natural aquatic reservoirs.
ENVIRONMENTAL RESOURCES
Types of Resources
Environmental resources can be classified into two categories:
Renewable can regenerate and are replaceable (trees, water), but not necessarily
unlimited The classification renewable depends upon the context in which you
use it (for example, a forest is not renewable, because the climate would change
of all trees were cut down, but individual trees are renewable
Think replenished in the short term 1-10 years
Nonrenewable cannot be replenished by natural processes (fossil fuels, coal, oil,
natural gas)
Sustainable use way of using natural resources at a rate that doesn’t deplete
them to make sure renewable resources are available for future generations.

Biodiversity
Biodiversity is the total variety of life on earth. It includes all genes species and
ecosystems and the ecological processes of which they are a part (Convention on
Biodiversity, 1992)
The term Biodiversity has been derived from two words, “Bio” meaning life and
“diversity” indicating variety So, the term biodiversity stands for different
varieties of life forms that are present on the Earth Hence: All plants, animals,
micro organisms as well as genetic material (like seeds, spores, Rhizomes etc.) are
components of biodiversity.
Significance of Bio diversity
• Economic-biodiversity provides humans with raw materials for
consumption and production. Many livelihoods, such as those of farmers,
fishers and timber workers, are dependent on biodiversity.
• Ecological life support-biodiversity provides functioning ecosystems that
supply oxygen, clean air and water, pollination of plants, pest control,
wastewater treatment and many ecosystem services.
• Recreation-many recreational pursuits rely on our unique biodiversity, such
as bird watching, hiking, camping and fishing. Our tourism industry also
depends on biodiversity.
• Cultural-the culture is closely connected to biodiversity through the
expression of identity, through spirituality and through aesthetic
appreciation. People have strong connections and obligations to
biodiversity arising from spiritual beliefs about animals and plants.
• Scientific-biodiversity represents a wealth of systematic ecological data
that help us to understand the natural world and its origins.
Why is biodiversity important?
Human beings are dependent for their health, well-being and enjoyment of life on
basic biological systems and processes. People get many food, medicines and
industrial products from the wild and domesticated components of biological
diversity.
Intrinsic Value: Biodiversity also has value in its own right, and is not something
that should simply be viewed for its usefulness to humans.Human responsibility
toward other living things, and obligations to future generations, provide strong
reasons for conservation.
Many species keep us alive! How?
• Purifying water
• fixing nitrogen
• recycling nutrients and waste
• pollinating crops
Plants and bacteria carry out photosynthesis, which produces the oxygen we
breathe. Trees absorb carbon dioxide, the main greenhouse gas given off by
human activities.
DEFINITION OF EE
• Mishra (1993) opines that, “Environmental education appears to be a process
that equips human beings with awareness, knowledge, skill, attitude and
commitment to improve the environment.”
• Environmental Education is a process by which people develop awareness,
concern and knowledge of the environment and learn to use this understanding
to preserve, conserve and utilize the environment in a sustainable manner for the
benefit of present and future generations.
The Concept of Environmental Education
The Concept of Environmental Education can be Classified as
1.Education for the environment
2. Education about the environment and
3.Education through the environment.
Education for the Environment
• Environmental education is a kind of education which will seek to make pupils
fully aware of the problems connected with their environment so that they will be
able to tackle these problems with a sense of responsibility and with the technical
skills which will enable them to contribute to their solutions along ‘with other
members of their community.
Education about the Environment
• Environmental Education includes conservation, outdoor and natural resource
education as well as nature study but it also includes everything that relates to
man and his environment. .E.E. is the study of man and how he shapes his total
natural and cultural surroundings for good or ill.
• Man cannot be separated from the earth’s ecosystem for he ‘is the only
conscious manipulator of the environment and his manipulation must be directed
towards enhancing the quality of environment.
Education through the Environment
• Environmental education is not a separate subject. It is a multi disciplinary
approach both to education and to the problem of environment. E.E… Must,
therefore, be of wholes not of parts, if human race is to understand the totality of
environments subject areas must collaborate, integrate and coordinate so that
E.E. may prove effective in overcoming the environmental crisis.
• The multidisciplinary approach integrates environmental education into all
learning, in all subject in all grades all year long and beyond the formal school
years to a lifelong education.
GOAL OF EE
1. To improve the quality of environment
2. To create awareness among the people on environmental problems and
conservation
3. To create an atmosphere so that people participate in decision-making and
develop the capabilities to evaluate the developmental programs

Objectives of Environmental Education

1. Awareness: to help social groups and individuals acquire an awareness of and
sensitivity to the total environment and its allied problems.
2. Knowledge: to ‘help social groups and individuals gain a variety of experiences
and acquire a basic understanding of the environment and its associated
problems.
3. Attitudes: to help social groups and individuals acquire a set of values and
feeling of concern for the environment and the motivation for actively
participating in environmental improvement and protection.
4. Skills: to help social groups and individuals acquire the skills for identifying and
solving environmental problems.
5. Participation: to provide social groups and individuals with an opportunity to
be actively involved at all levels working towards the resolution of environmental
problems.
Principles of Environmental Education
To consider environment in its totality (natural, artificial, technological, ecological,
moral, aesthetic).
To consider a continuous life process.
To be interdisciplinary in approach.
To focus on current, potential environmental situations.
To emphasize active participation in prevention and control of pollution.
To examine root cause of environmental degradation.
The Scope of Environmental Education
1.Biological Aspect. Human being, animals, birds, insects, microorganism, plants
are some of the examples of biological aspects.
2. Physical aspect: It can be further divided into natural aspects and human-made
aspects. Air, water, land, climate etc are included in natural physical aspects.
Likewise, Human made physical aspects cover all human made things such as
roads, buildings, bridges, houses
3. Socio-cultural aspect: Socio-cultural aspects are man-made social practices,
rules and laws, and other religious places etc. Human beings have created them
with their effort.
NEED FOR ENVIRONMENTAL EDUCATION
• All major natural resources in the country are in grave danger of irreparable
damage.
• A society cannot survive if its natural resources are rendered unfit for use
by its people.
• The only hope of salvaging this grave situation is by making the young
aware that they need to proactively begin to protect the environment they
will inherit.
• Science and Technology can help in a limited way but cannot deliver it.
EE AT PRIMARY LEVEL
• Environmental Studies (EVS) at the primary stage envisages…
• exposing children to the real situations in their surroundings
• To help them connect, be aware of, appreciate and be sensitized towards
the prevailing environmental issues (natural, physical, social and cultural).
SECONDARY LEVEL
• to increase public awareness about environmental issues, to explore
possible solutions, and
• To lay the foundations for a fully informed and active participation of
individual in the protection of environment and the prudent and rational
use of natural resources.
TERTIARY LEVEL
Higher Secondary School Stage: The emphasis must be on conservation,
assimilation of knowledge, problem identification and action skills. Contents may
be science-based and action oriented work.
College Stage: Maximum emphasis should be on knowledge regarding sustainable
development and conservation. The content must be college based on Science
and Technology. Teaching practical’s and action-oriented field work is to be done.
In the school education, NCERT has been playing vital role in designing syllabi, text
books, guide books, charts and kits etc.
University Education: The university education has three major components-
Teaching, Research and extension. At post graduate level, four major areas are
recognized environmental engineering, conservation and management,
environmental health, social Ecology.
PAST PAPERS
1.World Environmental Day is on
• June 5th (b) July 5th (c) October 12th (d) March 8th
2. Write the main principles of environmental education.
3. Write descriptions on natural and manmade environments.
4. Discuss the significance of incorporating environmental education at various
levels of education.
5. The following is a renewable environmental resource
a. Petrol b. Coal c. Copper d. Forest
6. What is the importance of Environmental education?

Human intervention and its impact on environment

Humans impact the physical environment in many ways:
• Overpopulation,• pollution,• burning fossil fuels, deforestation.• Global
Warming.• Climate Change.• Genetic Modification.• Ocean Acidification.
 • Changes like these have triggered climate change, soil erosion, poor air
quality, and undrinkable water.
Measures to protect environment
• Reduce, reuse, and recycle. Cut down on what you throw away
• Volunteer. Volunteer for cleanups in your community.
• Educate.
• Conserve water.
• Choose sustainable.
• Shop wisely.
• Use long-lasting light bulbs.
• Plant a tree.

What is Deforestation??
Deforestation is the permanent destruction of indigenous forests and woodlands.
The term does not include the removal of industrial forests. Indigenous forests
now cover 21% of the earth’s land surface.
Cause of Deforestation
• Loggers need trees for timber trade
• Miners and oil explorations cause trees to be cut down
 • The building of roads in heavily wooded area
• Agriculture
General Effects of Deforestation:
Economically, politically, environmentally and more…..
• Increased Soil Erosion
• Disruption of Water Cycles
• Increased Greenhouse Gas Emissions
• Desertification
• Reduced Biodiversity
• Promotes Illegal Harvesting of Trees/Fuelwood Harvesting
• Destroys the habitats of indigenous peoples and ecosystems of the animals
living there
• Governments solely rely on trees in terms of exports for economic benefit,
especially in areas of poverty or undeveloped countries
What is a Quarry?
A quarry is a place where rocks, sand, or minerals are extracted from the surface
of the Earth. A quarry is a type of mine called "open-pit mine", because it is open
to the Earth's surface.
Problems with quarrying
• Quarrying is the method that we use to obtain limestone by using
explosives to break it into pieces
• It produces dust which may cause breathing difficulties such as asthma
• It is noisy
• It may create more traffic to and from the quarry.
• Destroys the landscape and may impact wildlife.
What is Mining?
Mining is the process of extracting minerals like gold, silver, copper, nickel and
uranium (metallic) and salt, potash, coal and oil (nonmetallic) formations that
concentrate naturally in the earth.
Effects of mining
1] Impact on forest
2] Different environment pollution due to mining
3] Soil erosion
4] Formation of sinkholes and land subsidence
5] Loss of biodiversity
6] Impact on water
What are Mangroves?
Mangroves are plants that grow in tidal areas.
The word mangrove can describe a single plant or it can refer to a whole
community of plants.
They are halophytes ('salt loving"). Most plants can not survive in salty conditions;
mangroves have adaptations to thrive here.
Importance of mangroves
• They are the buffer zone between the land and the sea. Mangroves protect
the soil from erosion.
• They play an invaluable role as a nature’s shield against cyclones, ecological
disasters and as protector of shorelines.
• They are a breeding and nursery grounds for a variety of marine animals.
Conservation of mangroves
• Afforestation (distinct conservation effort)
• Legislation.(including laws and policies)
• Monitoring and Surveys.(land and aerial, etc.)
• Protection. (including conservation, parks and reserves developme
• Recommendations.
• Soil conservation.
• Status studies.
Sacred Groves
Sacred groves comprise of patches of forests or natural vegetation from a few
trees to forests of several acres that are usually dedicated to local folk deities
(Example – Ayyanar and Amman) or tree spirits (Vanadevatas).
These spaces are protected by local communities because of their religious beliefs
and traditional rituals that run through several generations.
Sacred groves are the tract of virgin forest harboring rich biodiversity, protected
by the local people based on the ground of beliefs of culture, religion and taboos
of indigenous people.
They are the repositories of rare and endemic species and can easily be thought
of as remnants of primary forest left untouched by the local inhabitants and
protected by them due to the consideration that deities resides in these forests.
It is one of the oldest form of conservation of nature, practiced by the indigenous
communities and rural people.
What is a wetland?
• Water saturated patches of land.
• A Transition zone, comprised of a unique system between water, soil, and
vegetation.
• Home to a vast number of aquatic and terrestrial species of flora and fauna.
Types of wetlands.
• Marshes
• Swamps
• Bogs
• Fens
Importance of Wetlands
• importance to People: Wetlands act as natural water filters by absorbing
wastes and trapping mud and silt to make other bodies of water cleaner.
• Wetlands also help control floods by absorbing extra runoff from heavy
rains.
Threats to wetlands
• Uncontrolled weed infestation
• Anthropogenic invasion or Encroachment on wetland areas for various
purposes leading to habitat destruction
• Hydrological interventions
• Pollution
• Climate Change
Environmental Education
It is a process that equips human beings with awareness, knowledge, skills,
attitudes and commitment to improve environment and higher quality of life.
lt helps to increases people’s knowledge and awareness about environment and
associated challenges.
Environmental education is a way of implementing the goals of environmental
protection. It is not a separate branch of science. It should be carried out
according to the principles of life-long integral education. (UNESCO 1976)
Components of environmental education
• Awareness and sensitivity to the environment and environmental challenges
• Knowledge and understanding of the environment and environmental
challenges
• Attitudes of concern for the environment and motivation to improve or
maintain environmental quality
• Skills to identify and help to resolve environmental challenges Participation in
activities that led to the resolution of environmental challenges.
Objectives of environmental education
• An awareness of the environment and its problems
• Basic knowledge and understanding of the environment and its
interrelationship with man
• To make them understand that pollution of air, water and soil are to be
avoided at all cost
 • To develop a true love and regard for nature
• To help them develop healthy habits
• To take steps to conserve, preserve and reform the natural resources
• To practice programs of sustainable development
• To create an awareness of environmental issues
• To develop a deep sense of love for and commitment to nature
• To make the students cultivate the habit of keeping the environment clean
and green
• To drive home to them the need to use energy sources wisely and carefully
• To drive home to them the dignity of labor
Types of Environmental education
• Informal environmental Education
• Environmental education as a part of formal education
Scope of Environmental Education
• It provides the learners the ability to understand and appreciate the works
of literary men and scientists on nature and natural resources.
• EE makes the learner aware of the burning problems and their solutions.
• Man is helped to live a healthy and productive life in harmony with nature.
• Environmental education enables people to work for the eradication of
poverty
• EE helps the people to understand the significant role ecology plays in the
welfare of humanity.
• The need for conservation and preservation of sol, wildlife, forest, sea food
etc. are made clear.
• EE helps people to discover new source of food, energy, pest control, etc.
Approaches of EE
1. Local Specific Approach
2. Holistic Approach
Components of environment
Abiotic components or abiotic factors: non living chemical and physical parts of
the environment that affect living organisms the functioning of ecosystem
Biotic components, or biotic factors: any living component that affects another
organism or shapes the ecosystem. This includes both animals that consume
other organisms within their ecosystem, and the organism that is being
consumed.
Ecosystem
Ecosystem is a community or group of living organisms that live in and interact
with each other in a specific environment.
Food chain
Afood chain is a linear sequence of organisms through which nutrients and energy
pass as one organism eats another. In a food chain, each organism occupies a
different trophic level.
Trophic levels

Food web
Aims of Environmental Education
• To provide different groups of people in a variety of professional fields with
the knowledge needed to develop a sense of responsibility towards the
environment and the rational utilization of its resources.
• To make use of these knowledge and skills to preserve, conserve and utilize
the environment in a sustainable manner for the benefit of present and
future generations.
Goals of Environmental Education:
• To develop concern and awareness among world population about the
total environment and its associated problems.
• To improve the quality of environment.
• To create awareness among the people on environmental problems and
conversation.
• To create an atmosphere so that people participate in decision making and
develop capabilities to evaluate the developmental programmes.

Components of environmental education

• Awareness and sensitivity to the environment and environmental
challenges
• Knowledge and understanding of the environment and environmental
challenges
• Attitudes of concern for the environment and motivation to improve or
maintain environmental quality
• Skills to identify and help resolve environmental challenges
• Participation in activities that lead to the resolution of environmental
challenges
Environmental Education in Curriculum Process
Benefits of Environmental Education students by…
➢ Improving Academic Achievement
➢ Breaking the Indoor Habit
➢ Improving Student Health.
➢ Supporting STEM
➢ Helps Children to Develop Critical Thinking Skills.
➢ Students Learn Responsibility
Benefits of Environmental Education Schools and Educators by……
➢ Creating Enthusiastic Students.
➢ Fostering Innovative Teacher-Leaders
➢ Addressing Academic Standards
➢ Saving Schools Money
Benefits of Environmental Education Larger World by……
➢ Fostering Healthier Schools
➢ Supporting Sound Decision-Making
➢ Contributing to Sustainability
➢ Conserving our Natural Resources
Importance of Environmental Education
▪ It increases engagement of students in different branches of science
▪ It improves student achievement in core subject areas
▪ It provides critical tools for a 21st Century work force.
▪ It helps to tackle “nature deficit disorder”.

✓ The environmental education aims at developing in the child an awareness and

understanding of the physical and social environment in its totality.

✓Kothari Commission (1966) recommended environmental education in the

school curriculum from an early stage.
Primary stage :
Awareness about immediate surroundings;
Need for food, water, air, shelter, clothing and recreation;
Importance of trees and plants;
Familiarisation with local birds, animals and other objects;
Interdependence of living and non-living things;
Importance of cleanliness and sanitation;
Importance of celebration of festivals and national days;
Awareness of sunlight, rain and wind;
Caring for pet animals;
Awareness about air, water, soil and noise pollution;
Familiarization with one’s own body;
Need for the protection of environment;
Knowledge about the source of energy;
Importance of the conservation of water resources and forests and
Indigenous and traditional knowledge about the protection of environment.
Upper Primary stage:
▪ Adaptation of living beings in environment;
▪ Natural resources;
▪ Water cycle;
▪ Food chain;
▪ Importance of plants and trees in keeping the environment clean;
▪ Classification of plants;
▪ Role of plants and animals in environmental balance and soil conservation;
▪ Ecosystems;
▪ Necessity of clean air for healthy living;
▪ Physical features of the country;
 ▪ Population and environment;
▪ Care and protection of livestock;
▪ Necessity of wildlife protection;
▪ Impact of deforestation;
▪ Impact of industrialization on environment; and
▪ Role of civic society in protection of the environment, personal and public
property including monuments.
▪ Biosphere;
▪ Greenhouse effect;
▪ Ozone layer depletion;
▪ Use of fertilizers and pesticides;
▪ Wildlife protection;
▪ Soil chemistry;
▪ Management of domestic and industrial waste;
▪ Pollution of noise, air, water ad soil and control measures;
▪ Management of non-degradable substances;
▪ Edible and ornamental plants;
▪ Sewage disposal and cleaning of rivers;
▪ Nuclear energy;
▪ Radiation hazards;
▪ Gas leak;
▪ Wind power;
▪ Bio-energy; and
▪ Environmental laws and acts.
What is Organic Farming?
Organic farming works in harmony with nature rather than against it. This
involves using techniques to achieve good crop yields without harming the natural
environment or the people who live and work in it.
Techniques In Organic Farming
▪ Mulching
▪ Bio-Fertilizer
▪ Vermi-compost
▪ Seed treatments
Importance of Organic Farming
▪ High nutritional value
▪ Poison free
▪ Food tastes good
▪ Food lasts longer
▪ Resistant to pests and weeds
▪ Lower input cost
▪ Drought resistant
▪ No pollution
▪ Increases fertility of soil
Uses And Benefits
▪ Reduction of Toxic Substances in the Environment
▪ Job Creation
▪ Assisting the Fight Against Climate Change
▪ Preservation of the Culture of Agriculture
▪ Reduction of Farm waste
Vermicomposting:
Vermis =worm, cultura = growth. Vermicomposting is a method of making
compost with the use of earthworms, which generally live in soil, eat biomass and
excrete it in digested form.
The end product of vermicomposting is vermicompost. It contains N (1.2-1.6%),
PO, (1.8-2.0%) & K₂O (0.5 0.75%).Earthworm consume large quantities of organic
matter and excrete soil as cast.
VERMICULTURE: A Scientific method of breeding and raising earthworms in
controlled condition.
ADVANTAGES:
Vermicompost is an eco-friendly bio fertilizer.
It is also rich in beneficial microflora such as N-fixer, P-solubilizers and cellulose
decomposer.
Vermicompost is richer in micro-nutrients than other composts.
It enhances the decomposition of organic matter in soil and also minimize the
incidence of pests and diseases in crop.
It improves soil structure, aeration, texture, water holding capacity and prevents
soil erosion.
Sustainable Development
Sustainable development is defined as “meeting the needs of the present without
compromising the ability of future generations to meet their own needs.”
This definition was given by the Norwegian Prime Minister, G.H. Brundtland, who
was also the Director of World Health Organization (WHO).
What is meant by Sustainable Development?
The goal of sustainable development is to enable all people throughout the world
to satisfy their basic needs and enjoy a better quality of life without
compromising the quality of life of future generations.
“We do not inherit this earth from our parents……we borrow it from our children”
(African proverb) John King – April 2007.
Features of Sustainable Development
Ethical Guiding Principle: like democracy or social justice- different
interpretations are possible.
Anthropocentric: places human beings and their welfare above concepts of
environmental sustainability.
Physical sustainability: recognizes limits to Nature, and overall global ecological
balance
Global Equity: environmental benefits to be equitably distributed over present
generation
Inter Generation Equity: environmental resources ang economic welfare should
be available for future generations, at least equal to present ones.
Significance of Sustainable development
▪ Using the available resources judiciously and working towards maintaining
the ecological balance.
▪ To prevent degradation of the environment and laying emphasis on
protecting the environment.
▪ To prevent overexploitation of resources.
Sustainable practices-Sustainable practices support ecological, human, and
economic health and vitality. Sustainability presumes that resources are finite,
and should be used conservatively and wisely with a view to long-term priorities
and consequences of the ways in which resources are used.
• Avoid Disposable Items: Use cloth shopping bags instead of getting plastic
or paper bags at the store.
• Make Your Household Chemical
• Transition to Renewable Energy
▪ Go Car-Free
• Eat Locally
• Live Smaller
Role of students in sustainable development
1. Students usually play a vital role as initiators, drivers and contributors of
the sustainability processes
2. Students can promote sustainable development through education and
awareness. They can also raise their voice to promote an ecofriendly living.
Student activists can serve as pressure groups for meeting the SDGs.
3. Through participation in dialogues or protest movements, and by using
social media tools to galvanise support, students can demand
implementation of sustainable development plans.
4. create posters or presentations to inspire others. Encourage out-of the-
Box-thinking and spread to local communities. Meet and collaborate with
NGOs and govt schools for better outputs.
5. Inspire and motivate SDG activities as a classroom project or activities –
fundraising, creative arts, sale of recycle products, clean-up activities, zero
waste drives, debates, blog writings, meeting farmers, gardening,
collaborate with NGOs and govt schools, weekly plantation programs,
surveys and researches on climate changes.
Role of Governmental agencies in environmental protection
➢ List of government agencies
➢ Environmental protection agency
➢ Fish and wild life service
➢ Botanical survey of India
➢ Indira Gandhi National forest Academy.
➢ National park agency.
Role of Non Governmental agencies in environmental protection
➢ Environmental Monitoring and Reporting
➢ Protecting the environment
➢ Management of Resources and Environment: Community Based Projects
➢ Providing basic social services
➢ Awareness-Raising. Campaigning and Advocacy
➢ Education, Training and Capacity Building
➢ Government and NGO Partnerships
➢ Regional and International Cooperation and Networking
➢ Engaging in suffering relief activities
➢ Promoting interest of the poor
➢ Advocating community development
➢ Environmental Management plans
➢ Promotion of renewable energy
➢ Biodiversity & Wildlife conservation
➢ Various other research activities and movements
The Air(Prevention and Control of Pollution) Act, 1981
Chapter VI of the air act relates to prevention and control of air pollution
The state governments in consultation with the Board declare air pollution control
areas.
Alter air pollution control areas
Declare new air pollution control areas
Water (Prevention & Control of Pollution) Act, 1974
Prohibition of disposal of polluting matter to a stream or well or river or sewer or
on land is the key to the regulatory system under the Water Act.
No person shall knowingly cause or permit
Poisonous, noxious or polluting matter to enter into a stream or well or sewer or
land.
Its violation is against public interest and attracts penal consequences (mens rea
and knowledge about the said offence are important)
Wildlife protection act
The Wildlife Protection Act, 1972 is an Act of the parliament of India enacted for
protection of plants and animal species it extends to the whole of India, except
the State of Jammu and Kashmir which has its own wildlife act. It has six
schedules
Forest conservation act, 1980:
Forest Conservation Act is an act to provide for the conservation of forests and for
matters connected with protection of trees from illegal felling and destruction.
This act covers all aspects of forests including reserve forests, protected forests or
any forest land irrespective of its ownership.
The salient features of this acts are:
➢ Restrictions on the use of forest land
➢ Constitution of Forest Advisory Committee
➢ Offences by Government Departments and authorities
ARTICLE 48 A
The State shall endeavor to protect and improve the environment and to
safeguard the forests and wildlife of the country.
ARTICLE 51 A (g)
Article 51-A (g), says that “It shall be duty of every citizen of India to protect and
improve the natural environment including forests, lakes, rivers and wild life and
to have compassion for living creatures.
EARTH SUMMIT
The United Nations Conference on Environment and Development (UNCED), also
known as the ‘Earth Summit’, was held in Rio de Janeiro, Brazil, from 3-14 June
1992.
It was held for addressing urgent problems of environmental protection and
socio-economic development at the global level.
KYOTO PROTOCOL
What is Kyoto protocol?
The Kyoto Protocol is a protocol linked to the United Nations Framework
Convention on Climate Change (UNFCCC or FCCC), aimed at fighting global
warming
The UNFCCC is an international environmental treaty with the goal of achieving
the “stabilization of greenhouse gas concentrations in the atmosphere at a level
that would prevent dangerous anthropogenic interference with the climate
system.
Montreal Protocol
Developed under the management of the United Nations Environment
Programme in 1987
Came into force on January 1989
The Montreal Protocol and the Vienna Convention the framework agreement
from which the Protocol was born- were the first global agreements to protect
the Earth’s atmosphere.
The Montreal Protocol is Working
Scientific assessment shows that the abundance of ozone depleting chemicals in
the lower atmosphere is declining.
However, abundance of Halons is increasing due to releases from banks.
Production of CFCS and Halons has declined by 86 % in the last ten years.
The ozone depletion in Antarctic, Arctic and mid latitudes is continuing, due to
past emissions of CFCs. It will peak in the next few years.
STOCKHOLM CONFERENCE
History of Stockholm Conference
In 1968, UN General Assembly ooked a world conference on human development
The United Nations Conference on the Human Environment was held in
Stockholm, Sweden from 5.16 June in 1972.
This conference took place with 113 States 400 NGO 1500 Joumalist 6000 People
and 19 inter governmental Agencies
Significance of Stockholm Declaration
➢ Stockholm Declaration has highly influence in the development of
International environmental laws and policies
➢ The Declaration containing 26 principles is generally regarded as the
foundation of modern international environmental laws.
➢ The creation of UNEP was the landmark achievement of the Stockholm
Declaration

UNIT 4 – DISASTER MANAGEMENT

DISASTER
The term disaster owes its origin to the French word “Desastre” which is a
combination of two words ‘des’ meaning bad and ‘aster’ meaning star.Thus the
term refers to ‘Bad or Evil star
Disaster Management
Disaster Management (or Emergency Management) is the discipline of dealing
with and avoiding risks. It is a discipline that involves preparing, supporting and
rebuilding when natural or human made disasters occur.
A continuous and integrated process of planning, organizing coordinating and
implementing measures which are necessary for:-
➢ Prevention of danger or threat of any disaster.
➢ Reduction of risk of any disaster or its severity or consequences.
➢ Capacity-building.
➢ Preparedness to deal with any disaster.
➢ Prompt response to any threatening disaster situation
➢ Assessing the severity or magnitude of effects of any disaster
➢ Evacuation, rescue and relief.
➢ Rehabilitation and reconstruction.
PRINCIPLES OF DISASTER MANAGEMENT
• Minimize casualties
• Prevent further casualties
• Rescue the victims
• First aid
• Evacuate
• Medical care
• Reconstruction
Four objectives of disaster management
• Reduce Damages and Death
• Reduce Personal Suffering
• Speed Recovery
• Protect Victims
PHASES
Phase 1: Mitigation
Phase 2 Preparedness
Phase 3: Response
Phase 4: Recovery
Phase 1: Mitigation - Meaning: To prevent future emergencies and take steps to
minimize their effects
The “mitigation” phase occurs before a disaster takes place.
The organization’s main goal is to reduce vulnerability to disaster impacts (such as
property damage, injuries and loss of life
Examples of hazard mitigation include:
Digging water channels to redirect water and planting vegetation to absorb water
Reinforcing fencing to prevent animal escapes
Constructing permanent barriers to control flooding
Buying insurance policies
Phase 2: Preparedness - Meaning: To take actions ahead of time to be ready for
an emergency
The “preparedness” phase also occurs before a disaster takes place.
Here, an organization attempts to understand how a disaster might affect overall
productivity and the bottom line. The organization will also provide appropriate
education while putting preparedness measures into place.
This phase includes planning, training, and educational activities for events that
cannot be mitigated.
Examples include:
Developing disaster preparedness plans for what to do, where to go, or who to
call for help in a disaster
Exercising plans through drills
Creating a supply list of items that are useful in a disaster
Phase 3: Response - Meaning: To protect people and property in the wake of an
emergency, disaster or crisis
The “response” phase occurs in the immediate aftermath of a disaster.
Organizations must focus their attention on addressing immediate threats to
people, property and business.
As the response period progresses, the organization will need to begin planning
the reconstruction of damaged infrastructure.
Examples of response activities include:
Implementing disaster response plans
Conducting search and rescue missions
Taking actions to protect yourself, your family, your Animals, and others
Addressing public perceptions about food safety
Phase 4: Recovery - Meaning: To rebuild after a disaster in an effort to return
operations back to normal
The “recovery” phase takes place after a disaster.
This phase is the restoration of an organization following any Impacts from a
disaster.
By this time, the organization has achieved at least some degree of physical,
environmental, economic and social stability.
The recovery phase of a disaster can last anywhere from six months to a year.
During the recovery period, restoration efforts occur concurrently with regular
operations and activities. The recovery period from a disaster can be prolonged.
Examples of recovery activities include:
Preventing or reducing stress-related Illnesses and excessive financial burdens
Rebuilding damaged structures based on advanced knowledge obtained from the
preceding disaster
Reducing vulnerability to future disasters.
Types of disaster

EARTHQUAKES
Definition: Earthquake can be defined as the sudden shaking of the earth crust
Typical adverse effects
Damage occurs to human settlement, buildings, structures and infrastructure,
especially bridges, elevated roads, railways, water towers, pipelines, electrical
generating facilities.
Secondary effects include fires, dam failure and landslides which may block water
ways and also cause flooding.
There may also be a breakdown of communication facilities. There are large
number of casualties because of the poor engineering design of the buildings and
close proximity of the people.
There is also a huge loss to the public health system, transport and
communication and water supply in the affected areas.
1..MITIGATION
• These mitigation efforts should include: Securing heavy objects to walls and
floors, such as shelves, bookcases, cabinets, and water heaters.
• Placing large, heavy, or breakable objects on lower shelves. Hanging heavy
items – such as pictures and mirrors away from areas where people sit or
gather frequently.
2.PREPAREDNESS
• Keep an earthquake disaster kit on hand, including a well-stocked first aid
kit a supply of medicines required for life-threatening conditions, copies of
important documents, extra money, a flashlight, a hand crank or solar-
powered radio, extra batteries, blankets, drinking water and nonperishable
food, and tools to shut off utilities. Store the kit in a secure, waterproof
location that is easily accessible.
• Conduct calm family discussions about earthquakes. Decide upon an
outdoor meeting location for your family to reunite after a quake and
conduct in-home practice drills. Teach your household members to knock
three times repeatedly if they were to become trapped inside your home.
• Conduct a thorough investigation of your home, checking for any defective
wiring, leaky gas connections, and deep cracks in the ceiling or foundation
that could pose a danger during a quake.
3.RESPONSE
If you are in bed, turn face down and cover your head and neck with a pillow. If
you are outdoors, stay outdoors away from buildings. If you are inside, stay and
do not run outside and avoid doorways
4.RECOVERY
• Stay calm. Help others if you are able.
• Be prepared for aftershocks.
• Listen to the radio or television for information from authorities. …
• Put on sturdy shoes and protective clothing to help prevent injury from
debris, especially broken glass.
• Check your home for structural damage and other hazards.
FLOOD
1.MITIGATION
• They include floodwalls/seawalls, floodgates, levees, and evacuation
routes.
• Nonstructural measures reduce damage by removing people and property
out of risk areas.
• They include elevated structures, property buyouts, permanent relocation,
zoning, subdivision, and building codes
2.PREPAREDNESS
• Be prepared to turn off electrical power when there is standing water,
fallen power lines etc.
• Turn off gas and water supplies before you evacuate.
• Secure structurally unstable building materials.
• Buy a fire extinguisher and make sure your family knows where it is and
how to use it.
3.RESPONSE
• Stay away from riverbank edges and urban streams. Do not drive through a
flooded area
• During flood events, more people drown in their cars than anywhere else.
• Don’t drive around road barriers; use travel routes recommended by local
authorities.
4.RECOVERY
• Take Care of Yourself First. If you are ill or injured, get prompt medical
attention
• Give Your Home First Aid
• Get Organized
• Dry Out Your Home
• Restore the Utilities
• Clean Up
• Check on Financial Assistance
 • Rebuild and Flood Proof.

FIRE
1.MITIGATION
• Avoid unattended or careless use of candles. No open flames are allowed
inside any Tufts University building.
• Keep BBQ grills at least 10 feet from the house.
• Do not disable smoke or CO detectors
• Do not smoke indoors
• Do not leave your cooking unattended.
2.PREPAREDNESS
• Provide adequate means of escape.
• Outline clear pathways to exit doors.
• Install smoke detection systems.
• Maintain smoke suppression systems.
• Conduct regular fire drills.
• Use flame-retardant materials in interiors.
• Make your office accessible to fire fighters.
• Keep the building plans handy.
3.RESPONSE
• General fire response procedures must be implemented immediately upon
suspicion of a fire.
• Remove patients and personnel from the immediate fire area if safe to do
so.
• Activate Alarm and notify others.
• Activate nearest audible fire alarm by pulling the handle down on alarm.
4.RECOVERY
Give first aid where needed; cool and cover burns to reduce the chance of further
injury or infection. Let friends and family know you’re safe. People and animals
that are seriously injured or burned should be transported to professional medical
or veterinary help immediately.
LAND SLIDE
1.Mitigation
Modifying slope geometry, using chemical agents to reinforce slope material,
installing structures such as piles and retaining walls, grouting rock joints and
fissures, diverting debris pathways, and rerouting surface and underwater
drainage.
2.PREPAREDNESS
• Stay away from the slide area
• Listen to local radio or television stations for the latest emergency
information.
• Watch for flooding, which may occur after a landslide or debris flow.
• Check for injured and trapped persons near the slide, without entering the
direct slide area.
3.RESPONSE
• Learn and be alert to early warning signs.
• Evacuate immediately if landslide is likely.
• If you cannot evacuate and are inside, curl into a ball and protect your
head.
• Prepare for secondary risks such as flooding, downed power lines, and
damaged buildings.
4.RECOVERY
If you have been affected by a landslide then you should expect ongoing
movement of the slide or continuing falls or flows of material. Stay clear of
unstable areas, which can continue to expand in all directions. Turn off water, gas
and electricity if affected by the landslide.

PAST PAPERS
1. Mention the phases of disaster management.
2.How do you prepare for flood prevention?
3.Define DM. Explain the phases of DM in flood, landslide, fire, earthquake.