Environmental Education

Foundr President CHAATAK NATURE CONSERVATION SOCIETY, VARANGAON, Dist-Jalgaon(Maharashtra) India ·

Posted by anil mahajan on July 17, 2012

 
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Posted by anil mahajan on July 17, 2012

ORDNANCE FACTORY VARANGAON

CHAATAK NATURE CLUB – A co-curricular activity with a mission. As a co-curricular activity,it offers opportunities to learn to develop skills to enjoy and care for nature.
  1. To promote interest and knowledge about the natural resources and the environment among the emerging generation.   
  2. To help young people experience the wonder of the nature and wilderness areas.
  3. To create awareness about environment friendly lifestyles.   
  4. To encourage conservation activities like Tree Planting, adapting exercises like Role plays, Jungle Walk, Bird Slide Show, Bird watching, Trekking and publishing magazines.  
  5. To undertake activities to nature and help the environment regenerate through activities like wild life photography, ornithology, trekking rock climbing getting close to nature through various programs like nature conservation music, nature games along with forest walks in night and nature trails during the day.
  6. To organize study tours and camps.
  7. To aware farmers about co-relation between agriculture and animals, birds, inspects
  8. To execute tree plantation in rural and urban areas. Arrange environmental awareness programs such as multipurpose development of forest resources and conservation of forest eco system and awareness of eco tourism.  
  9. To organize various programs for farmers, pulps wholesome that is mental intellectual social economical, physical, cultural, scientific etc. development and specially try to implement principles as embodies in the Indian constitution.  
  10. To form a society for ecotourism and agriculture centre without any political part.
  11. To organise environmental awareness, such as related to air, water soil, and pollution.  
  12. To undertake watershed activities in drought effected area.
  13. To restore the green cover by massive plantation in order to meet fuel and fodder to fulfil the need of the village itself.
  14. To organize group discussion seminar exhibition, competition and lecture services for farmers.

 Thanks

With regards
Anil Mahajan 08806198040
Founder President

Foundr President CHAATAK NATURE CONSERVATION SOCIETY, VARANGAON, Dist-Jalgaon(Maharashtra) India ·

Environmental Education

Strawberry cultivation in forest villages of north bengal

Posted by BABIT GURUNG on February 04, 2012

 
Forum Post

Among our several plans for the ecological and economical development of the forest villages for their sustainable livelihood to encourage their role in saving the natural resources, Our organisation ( Samsing Chauthary) has now started promoting the cultivation of strawberry plant starting with two forest villages of Kalimpong sub-division of north Bengal , Samsing and Mouray . For market research and demand analysis this year we have planned just to sow 8500 saplings of sweet charlie and Cameroza breed of strawberry, with the involvement of community of the forest villages. The best part of environmental awareness is given by strictly following the natural and organic methods of farming without contaminating the virginity of the soil.






Among the several plans and initiatives taken by the Chauthary organisation under the scheme of sustainable livelihood project to supply, this is the one more efficient step. The project aims to develop the livelihood of the forest villages which will promote their approach towards saving the environment by reducing their reliability on the natural resources.  

It also acts as an environment awareness campaign for the villages as the cultivation strictly follows the natural and organic method of farming, with a pre -cautious step to ban the introduction of chemical fertilizers and save the virginity of the soil from getting contaminated. The unique selling point (USP)of the product can be proclaimed as the naturally and organically grown strawberries.



The vision of the project in its own practical version will be to develop a huge market of organic strawberries in North Bengal with the ultimate utilization of the resources whatever available with the forest villagers so they can come forward to save the environment atleast their own surroundings.







The planting though happened lately, started in the first week of December, the fruiting time is expected to start from the last week of January and will continue till the end of March. A complete project report will be prepared to measure the yield per plan comparing both the villages who have slightly different climatic conditions . According to the report the sapling will be again distributed to all the interested forest villagers and therefore the marketing part will be done by the organisation.







To order garden fresh organic strawberries please contact the undersigned:





SAMSING CHAUTHARY

A SOCIAL WELFARE GROUP OF NATURE CONSERVATIONIST

SAMSING FARI, NEAR SUNTALEY KHOLA, DISTT. DARJEELING

Phone: 9475332231, 7384083137

Landline: 03562200395

                                                                 Regn.No S/1L/79108

Environmental Education

Effects Of Radioactive Pollution

Posted by Tulip Das on March 18, 2011

 
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Radioactivepollution is very important environmental problem. The effects o radioactivepollution may represent significant health risk to human and other organisms.

 

Ultraviolet(UV) light is actually electromagnetic radiation with very short wave length(i.e; shorter than that of visible light). UV ray damages the cells of corneaand ultimately results to blindness. It also causes blisters and redness o theskin (skin cancer) by damaging the cells of the skin.

 

The effectsof radioactivity generate damage to the gene pool, the genetics of all livingspecies. Genetic damage from radiation effects over life time and generations.

 

The firsteffect of radioactive pollution was noted in the early twentieth century(1909). The miner who were working in uranium mines, suffered from skin burnand cancer. Some of the major biomedical effects of radiation are well known inhistory. During Second World War in Japan (1945), many people were died due toradioactivity of the atom (atomic explosion). Another prominent radioactivedisaster was 1984, Chernobyl, where an atomic power station was met with anaccident.

Environmental Education

Toxic substance

Posted by Tulip Das on March 13, 2011

 
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Thesubstances which have adverse effects on living organisms and environment, asknown as toxic substances.  A toxicsubstance has the ability to cause systemic damage to living organism. Toxic substancesare resent in air, soil, water and in other living things. They can enterinside body in many ways, like; - through ingestion- by eating or drinking,through inhalation- by breathing, through contact with the skin- by absorption,through injection- from syringe or from other poisonous insect or snake bite.

 

Toxic substancesare mainly of three categories. Chemical, biological and physical. Chemical toxicsubstances include (a) inorganic substances like lead, mercury, asbestos, hydrofluoricacid, chlorine (gas) and (b) organic substances like methyl alcohol, medicineand poison from living things.

 

The dosageor concentration of the toxic substances is very important. Or properfunctioning of organism, many substances may be essential at low doses, butthat particular substance can be dangerous at higher doses. For example,manganese is so important for an pregnant woman, that a deficiency of manganeseduring pregnancy reduce growth and can cause mortality of the offspring, whereas workers exposed to high levels of manganese (manganese mines) sufferingbrain damage that causes memory impairment, disorientation and acute anxiety.

 

Environmental Education

Biomagnification

Posted by Tulip Das on March 03, 2011

 
Forum Post

Pollutants (or materials) in the environment are broadly of two types- a. biodegradable ones and b. Non- biodegradable ones. Biodegradables are subjected to microbial decomposition and thus with no or minimum persistence time in environment, and accordingly follow the regular cyclic material flow. While non-biodegradables are not decomposed by microbes. They have thus long persistent in environment, and are introduced in the biotic organisms along with nutrients food-stuff. They are neither metabolized nor excreted, but retained in unaltered state in higher concentration in organisms of higher trophic levels in the food-chain of an ecosystem. Thus they lead to irreversible disease and death of the organisms and misbalancing the ecosystem.

 

The process where the stable and persistent non-biodegradable pollutants (matters/ chemicals) are accumulated in tissues of biological organisms in a concentration that is much higher than its environmental concentration, which usually causes irreversible disease and death of organisms, ultimately lead to ecological imbalance is known as biomagnification.

 

Causes- Usually stable and non-biodegradable pollutants are lipophilic in nature, means they have the attraction towards lipid. For this lipophilic character, they are partitioned from surrounding water into the lipid or adipose tissues of organisms. Examples are DDT, PCBs (Poly Chlorinated Biphenyls), salts of heavy metals (mercury, lead, cadmium etc.) and so on.

Tulip Das.

Environmental Education

Education for Sustainability

Posted by Susan Sharma on August 20, 2009

 
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The talk given by Mr.Kapil Sibal, Union Minister for HRD on 29th July 2009 at Teen Murti house, was really `Manna’ to an environmentalist’s ear. The crux of his talk was that `Environment Education’ should be at the center of education, all other knowledge can follow. All scientific data and processes are available with nature. "Bring science into education; all aspects of science can be learnt from nature. Science taught in correlation with nature is understood best. "Education for sustainable development in an era of climate change, calls for a change in mindsets. The need is to reach out to communities and have a dialogue. Teachers within the community will have knowledge at ground level". " Teaching of a subject must be holistic. Environmental issues can be effectively linked to say, automobile engineering. Teaching of music can take off from nature…." " Communicating with nature creates a sense of preservation of nature at the heart of education…" "The government’s aim is to connect all villages of India in the next three years. This can lead to leapfrog in education. We must be ready with relevant content in the meantime." Heart of all content is nature.

Environmental Education

Butterfly safari park in Kerala

Posted by Susan Sharma on March 12, 2008

 
Forum Post

A Park exclusively for butterflies, exists in Thenmala hills, Kollam, Kerala.  Situated on 3.5 hectares of forests, the artificially created safari park is filled with roosting plants, nectar providing flowers and a host of leafy shrubs that provide food for caterpillars.  Butterflies here are not kept in captivity.  The humid climate, artificial waterfalls and puddles, host plants and shrubs attract butterflies.  Monsoon season is said to attract maximum variety. 

Rare and endemic beauties like ’Paris Peacock’ and ’Southern Bird Wing’ can be spotted here.

                                                          

Environmental Education

Environmental Impact Analysis

Posted by Susan Sharma on June 14, 2007

 
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Here is an opportunity to learn about EIA-provided by Centre for Science and Environment

Training: Understanding EIA: From screening to decision making
New Delhi, August 27-31, 2007

=================================

CSE invites applications for its five-day training programme, which aims at demystifying Environmental Impact Assessment (EIA) for NGOs, environment managers and community-based organisations (CBOs). It also seeks to develop the capacity of state-level regulators and state level expert appraisal committees to screen and scope the EIA process, evaluate reports and conduct public consultations, especially after the new EIA notification.

The course will expose participants to:
- Technical and new legal aspects of EIA
- Environmental and social impacts of various types of developmental projects
- Hands-on exercises in screening, scoping, data analysis and developing environment management plans
- Tools and thumb rules to evaluate various environmental and social impact parameters
- Techniques to engage in public consultation
- Post-EIA monitoring

Last date for registration:
July 31, 2007

Register online >>
http://www.cseindia.org/programme/industry/eia/eia_form.htm

For more information contact:
Sujit Kumar Singh
<
sujit@cseindia.org>

Note:
- Course is open to NGOs, academicians, regulators, decision makers and industries
- Due discount will be given to grassroots NGOs and CBOs


Environmental Education

Role of films in education

Posted by Susan Sharma on April 15, 2007

 
Forum Post

" .there is very little evidence to show that videos are used in the classroom, especially at primary and upper primary level, though impact can be huge considering the visual memory of children at that early stage. However, videos are used by institutions at higher levels: I had the chance to attend a programme on ’Forced Migration’ organized by Jamia Milia Islamia, New Delhi and we were shown documentaries and films on displaced people and refugees, followed by a discussion. It was a very good experience since it actually provoked questioning about the problems and issues. The impact is everlasting........
........First and foremost, there is a need to develop documentaries, videos and films on issues like environment protection, health, social learning and so on, where students can be taught through examples from their neighbourhood. It would not only make them aware and sensitize them but would also develop articulation and comprehension skills. Learning can be more fun. "

Geeta Verma
Jawaharlal Nehru University
New Delhi


"Schools are not uniform entities. There are schools and schools. Most of the time, local communities have no control over it. There have been several initiatives such as the Village Educational Committees which are supposed to input into and control the school bureaucracy. But the power structures in the village are such that all these committees, especially in areas where the poor and powerless live, have never allowed them to have any control over them.


We run a school called Green School which is a five year school for the poorest – mainly dalits. In this school we have used various kinds of videos, but not the ones produced by children. Because the Project Method, which we normally use in the school, is a very slow process and takes a lot of time. We have developed child-reporters integral to their learning, but they work on photo cameras and tape recorders with which we produce wall-papers on each of the projects.


Bringing in video for this (in spite of the fact that we have abundant video resources within DDS) proves very expensive, slow and needs a lot of attention. Though one might start with a video or two in the beginning, to keep this process going might be very, very difficult for rural communities and rural schools.


At one point of time when our school was collaborating with some Municipal schools in London, our children produced some short videos to explain their families, their agriculture, their festivals and their contexts to English children in a series of ‘video journals’. One video called ‘MY SCHOOL’ was a fascinating one bringing out how children from deprived rural families see their school and their education.


Many years ago, when I was a TV producer working for SITE, I produced very location specific, participatory videos for primary school children in rural areas of Karnataka and Andhra Pradesh. But it was a huge programme backed up by several institutions such as state educational institutions, state governments of AP and Karnataka and the Government of India, as well as ISRO (Indian Space Research Organization). Even with that backing, the way schools used the video was a big sham. In AP, hundreds of thousands of video players and TV sets are kept in school cupboards for years: there is no enthusiasm at all to use them.


All these are very complex issues hinging upon the power of teachers in their schools (I am using this in a negative sense because teachers often abhor any extra work and are backed by their powerful unions], the power of the community to take control, as well the interest of the community to engage in these issues.


At the end of it all, all these innovations suit the elite schools and not the community schools in rural areas which need a whole transformation that needs the collaboration of multiple agencies.


In summary, let me say that while in theory video in schools is a very good thing, it is extremely difficult to get into action on that. I am quite pessimistic."


P V Satheesh
Deccan Development Society
Hyderabad

Dr. PV Satheesh was one of the pioneers of the SITE programme. 
SITE (Satellite Instructional Television Experiment), the ISRO-NASA satellite TV project
 
Source:
ICT for Development Community, Education Community" <se-ictd_se-ed@solutionexchange-un.net.in>

Environmental Education

environmental education at shool

Posted by Divya Chandran on January 02, 2007

 
Forum Post

This is regarding the present scenario of school level environmental education prevailing in our country...The fact that evs is a very easy subject makes it difficult for the better understanding of the environment..But both the school authority and the student should realise the very essence of studying the subject. This is possible only if we try to inculcate the love for nature instead of storing knowledge from a teacher...lets try to find out some innoative ways to impart this education in an inspirational way..

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