undefined | unit 5 social issue and the environment

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UNIT – 5Social issue and the Environment Q1) Discuss the Urban Problems related to energy in detail.A1) Urban problems related to energy A wide range of human activities affect water availability and quality especially in areas with a high population density, concentrated industrial activity and intensive agriculture. Only a small fraction of the world's population has access to tap water that is suitable for drinking. In the European Union, this service is taken for granted, and it is forgotten that this is not the case everywhere. The indicators selected by the panels of water experts will give a comprehensive description of the pressures imposed on quality and availability of water resources and of the success of environmental policy to reduce them. The prevention of over-exploitation of ground water and surface water for drinking water or industrial or other purposes;The prevention of pollution of ground water from diffuse sources; andA better ecological quality of surface and marine water. The indicators formulated by the Scientific Advisory Groups for the policy field Water Pollution & Water Resources go into more detail: nutrients, overuse of ground water resources, pesticides, heavy metals and organic matter are listed as the most important pressures on water. A more general indicator "wastewater treated" is also included as a measure of the efforts invested in the protection of water quality. Q2) Explain Water conservation and its goals.A2) Water conservation can be defined as:Any beneficial reduction in water loss, use or waste as well as the preservation of water quality. A reduction in water use accomplished by implementation of water conservation or water efficiency measures; or,Improved water management practices that reduce or enhance the beneficial use of water. A water conservation measure is an action, behavioral change, device, technology, or improved design or process implemented to reduce water loss, waste, or use. Water efficiency is a tool of water conservation. That results in more efficient water use and thus reduces water demand. The value and cost-effectiveness of a water efficiency measure must be evaluated in relation to its effects on the use and cost of other natural resources (e.g. energy or chemicals). The goals of water conservation efforts include as follows:Sustainability. To ensure availability for future generations, the withdrawal of fresh water from an ecosystem should not exceed its natural replacement rate.Energy conservation. Water pumping, delivery, and waste water treatment facilities consume a significant amount of energy. In some regions of the world over 15% of total electricity consumption is devoted to water management.Habitat conservation. Minimizing human water use helps to preserve fresh water habitats for local wildlife and migrating water flow, as well as reducing the need to build new dams and other water diversion infrastructure. Q3) Elaborate Rain water harvesting in detail.A3) Rain water harvestingRain water harvesting is the accumulating and storing of rainwater for reuse before it reaches the aquifer. It has been used to provide drinking water, water for livestock, water for irrigation, as well as other typical uses. Rainwater collected from the roofs of houses and local institutions can make an important contribution to the availability of drinking water. It can supplement the subsoil water level and increase urban greenery. Water collected from the ground, sometimes from areas which are especially prepared for this purpose, is called Storm water harvesting. In some cases, rainwater may be the only available, or economical, water source. Rainwater harvesting systems can be simple to construct from inexpensive local materials, and are potentially successful in most habitable locations. Roof rainwater may not be potable and may require treatment before consumption. As rainwater rushes from your roof it may carry pollutants, such as mercury from coal burning buildings, or bird faces. Although some rooftop materials may produce rainwater that would be harmful to human health as drinking water, it can be useful in flushing toilets, washing clothes, watering the garden and washing cars; these uses alone halve the amount of water used by a typical home. Household rainfall catchment systems are appropriate in areas with an average rainfall greater than 200 mm (7.9 in) per year, and no other accessible water sources (Skinner and Cotton, 1992). Overflow from rainwater harvesting tank systems can be used to refill aquifers in a process called groundwater recharge; though this is a related process, it must not be confused with rainwater harvesting. Q4) Explain the importance of Water shed management.A4) What is a watershed?A watershed is simply the geographic area through which water flows across the land and drains into a common body of water, whether a stream, river, lake, or ocean. The watershed boundary will more or less follow the highest ridgeline around the stream channels and meet at the bottom or lowest point of the land where water flows out of the watershed, the mouth of the waterway.Much of the water comes from rainfall and stormwater runoff. The quality and quantity of stormwater is affected by all the alterations to the land--mining, agriculture, roadways, urban development, and the activities of people within a watershed. Watersheds are usually separated from other watersheds by naturally elevated areas. Why are watersheds important?Watersheds are important because the surface water features and stormwater runoff within a watershed ultimately drain to other bodies of water. It is essential to consider these downstream impacts when developing and implementing water quality protection and restoration actions. Everything upstream ends up downstream. We need to remember that we all live downstream and that our everyday activities can affect downstream waters. Watershed ManagementManagement of the environment has been primarily focussed on specific issues such as air, land, and water. Most efforts have resulted in decreasing pollutant emissions to air and water, improved landfills, remediation of waste sites and contaminated groundwater, protection of rare and endangered species, design of best management practices to control water and contaminant runoff, and much more. What is still a continuing problem for our waters are nonpoint source pollution and habitat degradation. These are the problems that are responsible for most of the water quality use impairments throughout. These are typically complex problems that are difficult to manage. Both nonpoint pollution and habitat degradation generally cross program purviews. To establish a method to tackle these remaining problems managements must come together to better understand the interactions between the environmental components and the actions that can be taken by all towards the goal of ecosystem integrity. TYPES OF WATERSHEDWatersheds is classified depending upon the size, drainage, shape and land use pattern.

Macro watershed (> 50,000 Hect)

Sub-watershed (10,000 to 50,000 Hect)

Milli-watershed (1000 to10000 Hect)

Micro watershed (100 to 1000 Hect)

Mini watershed (1-100 Hect)

Objectives of watershed managementThe different objectives of watershed management programmes are:1. To control damaging runoff and degradation and thereby conservation of soil and water.
2. To manage and utilize the runoff water for useful purpose.
3. To protect, conserve and improve the land of watershed for more efficient and
sustained production.
4. To protect and enhance the water resource originating in the watershed.
5. To check soil erosion and to reduce the effect of sediment yield on the watershed.
6. To rehabilitate the deteriorating lands.
7. To moderate the floods peaks at downstream areas.
8. To increase infiltration of rainwater.
9. To improve and increase the production of timbers, fodder and wild life resource.
10. To enhance the ground water recharge, wherever applicable. Factors affecting watershed managementa) Watershed charactersi) Size and shape
ii) Topography
iii) Soils
iv) Reliefb) Climatic characteristici. Precipitation
ii. Amount and intensity of rainfallc) Watershed operationd) Land use patterni. Vegetative cover
ii. Densitye) Social status of inhabilityf) Water resource and their capabilities. Q5) Discuss the Resettlement and Rehabilitation of people in detail.A5) Resettlement and rehabilitation of people; its problems and concernsDevelopment projects that displace people involuntarily generally give rise to severe economic, social, and environmental problems: production systems are dismantled; productive assets and income sources are lost; people are relocated to environments where their productive skills may be less applicable and the competition for resources greater; community structures and social networks are weakened; kin groups are dispersed; and cultural identity, traditional authority, and the potential for mutual help are diminished. Involuntary resettlement may cause severe long-term hardship, impoverishment, and environmental damage unless appropriate measures are carefully planned and carried out.The World Bank was the first multilateral lending agency to adopt a policy for Resettlement and Rehabilitation (R&R). The treatment of resettlement issues beyond hydropower and irrigation projects to all types of investment operations. It emphasizes the need for:

Minimizing involuntary resettlement;

Providing people displaced by a project with the means to improve, or at least restore, their former living standards, earning capacity, and production levels;

Involving both resettles and hosts in resettlement activities;

A time-bound resettlement plan; and

Valuation and compensation principles for land and other assets affected by the project.

A full EA is required if a project is likely to have significant adverse impacts that may be sensitive, irreversible, and diverse. The impacts are likely to be comprehensive, broad, sector-wide, or precedent-setting. Impacts generally result from a major component of the project and affect the area as a whole or an entire sector.

Dams and reservoirs; Forestry production projects;

Industrial plants (large-scale) and industrial estates;

Irrigation, drainage, and flood control (large-scale);

Land clearance and leveling;

Mineral development (including oil and gas);

Port and harbor development;

Reclamation and new land development;

Resettlement and all projects with potentially major impacts on people;

River basin development;

Thermal and hydropower development; and

Manufacture, transportation, and use of pesticides or other hazardous and/or toxic materials.

The impacts are not as sensitive, numerous, major, or diverse as category A impacts; remedial measures can be more easily designed. Preparation of a mitigation plan suffices for many category B projects. Few category B projects would have a separate environmental report. Examples of Category B projects are:

Agro-industries (small-scale);

Electrical transmission;

Aquaculture and mariculture;

Irrigation and drainage (small-scale);

Renewable energy;

Rural electrification;

Tourism;

Rural water supply and sanitation;

Watershed projects (management or rehabilitation); and

Rehabilitation, maintenance, and upgrading projects (small-scale).

Q6) Explain the impact of Population growth among different nations.A6) Population GrowthThe rapid growth of human population is mainly as a result of rising food supply. Beginning of agriculture and domestication of animals marked the first step of mankind towards a civilized society. During the period from birth of Christ to 1800 AD there was refinement in agricultural technology and the rising human population was limited by expansion of agriculture over the forested land.On the other hand, the population was limited by high mortality rate due to famine, diseases and wars from 18th century onwards immunization, antibodies and insecticides eased the presence of heavy mortality. Life expectancy has been increased during the current century which has resulted in a spectacular rise in human population during 20th century. As per estimate population growth predicts a population of 8.2 billion in the year 2025 AD and more than 10 billion by 2025 AD. The exponential growth of human population in certain countries including India does not mean that resources are unlimited. It is the remarkable advances made in medicine and technology which have brought down human death rate to greater extent. A habitat cannot support any population beyond a certain limit. If the population goes beyond that limit resource limited shows it a adverse effects on the population by increasing death rates and decreasing birth rates, which eventually will lead to a decline in population density. The maximum number of individuals of population that its environment can support and sustain is called the carrying capacity. As the population increases in size, there will be more competition for the available space and food which in turn will affect population growth.
Variation of Population Among NationsThe distribution of world population densities shows that while the great majority of the land surface is sparsely or moderately populated, but some limited areas are densely populated. The densely populated areas include Western Europe, the Indian subcontinent, the plains and river valleys of China, and north-eastern USA. High concentrations of people are also found in some relatively smaller areas, for example—the Nile valley of Egypt, the Islands of Java in Indonesia and the Southern part of Japan.
In terms of continents and countries, the world’s population is very ill-balanced. More than half of the world’s people live in Asia (approximately 3.7 billion), which accounts for only one-fifth of the world’s land area; while North, Central and South America together occupying more than a quarter of the land surface, have only one-fifth of the population (1.3 billion). The African continent also accounts for a quarter of the land surface but has just over one-eighth (840 million) of the world population. On the other hand, Europe whose area is only one twenty-fifth of the total has about one-ninth (729 million) of the world’s people.

The distribution within the continents is also uneven. In Asia, China alone, with about 1.29 billion people, accounts for one-third Asian and one-fifth of the world population. The Indian subcontinent has a further 1.3 billion people—India, 1.05 billion; Pakistan, 143.5 million; Bangladesh, 133.6 million; Nepal, 23.9 million; Sri Lanka, 18.9 million; Bhutan, 0.9 million; and Maldives, 0.3 million. In Europe too, the population is an evenly distributed. Far less people live in Northern European countries than in other European countries. The most populous European countries are Russia (143.5 million), Germany (82.4 million), United Kingdom (60.2 million), France (59.5 million); Italy (58.1 million), Ukraine (48.2 million), Spain (41.3 million) and Poland (38.6 million). In Africa and Americas people are for the most part spread very thinly across the land, leaving large sections such as Northern Canada, Southwest USA, the Sahara Desert and the Amazon forest practically uninhabited.

Factors discouraging settlementThey are usually climatic or relief factors. The main factors are—cold, altitude, heat, drought, poor soils, inaccessibility, etc.
Factors encouraging settlements
They are –good land, flat or undulating terrain, the existence of mineral resources, a good climate suitable for a wide range of crops or a less equable climate suitable to the cultivation of specialized crops which have a good market, etc. Other factors include extension of roads, railways and other modes of transportation.
Population ExplosionThe rapid growth of population is perhaps the most obvious factor affecting the present and future national and regional development, but it is by no means the only population problem in the world today. The main problem is that of ‘Population Explosion’.
Population explosion doesn’t mean overpopulation or population density. Infact, overpopulation or population density is not the major problem. The problem arises when the economic developments fail to maintain pace with population growth. So, the most important factors regarding population are how fast population is growing; and most important is where it is growing. For example, Japan has a high population density but it ranked first on the human development index formulated by U.N.D.P. On the other hand, low population density areas of Africa or S. America are unable to support the existing population. Thus, the size, distribution and structure of the population within a country must be viewed in relation to its natural resources and the techniques of production used by its population. The extent to which they are used and the way in which they are utilized determine whether an area/country is under-or over-populated and hence witnessing population explosion or not. A country is said to have an “optimum population” so long as the number of people is in balance with the available resources of the country. If in a country the process of industrialization accompanied by urbanization is not fast and education is not widespread, then this is really a grave situation called as Population Explosion. Effects of population explosionThe effect of population explosion is numerous with far reaching consequences. Some of them are enumerated as under:

Unemployment,

Low living standard of people,

Hindrance in the process of development of economy

Pressure on agriculture land,

Low per capital income,

Lack of basic amenities like water supply and sanitation, education, health, etc.,

High crime rate

Environmental damage,

Migration to urban area in search of job,

Energy crisis,

Overcrowding of cities leading to development of slums.

Population explosion in Indian contextThe population explosion, though a worldwide phenomenon, poses a serious threat to India as it has to maintain 16.9% of world’s population on only 2.4%of the world’s area. The present growth rate of 1.7% is much higher than the world population growth rate of 1.3%, which is of great concern.
In order to overcome this problem of population explosion, a sound Population Policy is required with the following objectives:

Quick economic development and raising the per capital income.

Significant reduction in birth rate, which is more fundamental and important than the first, by providing legal and fiscal motivations like raising age of marriage, legalization abortion etc.

The planning of population must not aim merely at controlling the rate of multiplication but it should also include the improvement of the quality of the population as well by providing better facilities in education, health, etc.

(iv) The death rate should be brought down further, as high death rate results in waste of human energy and resources.

Integrating population planning with economic planning.

We are thus facing a population explosion of crisis dimensions which has largely diluted the fruits of the remarkable economic progress that we have made over the last few decades. It is clear that simply to wait for education and economic development to bring about a desirable drop in fertility is not a practical solution. The time factor is so pressing and the population growth so formidable that we have to get out of this vicious circle through a direct assault upon the population problem as a national commitment. Q7) Discuss the Family Welfare Programmes in detail.A7) Family Welfare Program, Woman and Child Welfare, AIDSThe International conference on Population and Development held in 1994 established an international consensus on a new approach to policies to achieve population stabilization. In 1951 India became the first country in the world to launch a family planning programme to reduce population growth in the country.The department of Family welfare undertook many pilot activities for implementation of the family welfare program to meet the needs of women who are at risk of unwanted births and has assisted the country to accelerate fertility decline. In 1997, India changed the strategy of National Family welfare program to Reproductive and child Health- and in the ninth five-year plan (1997-2002), a total change in implementation was recommended.Reproductive health is the term, which covers all aspects of women’s health from child hood to adolescence, through reproductive age, menopause and beyond it. It is the integration of maternal health, child health and adolescent health into primary health, through which we hope to transform the population problem to population solution.WHO defines reproductive health within the framework of definition of health as “A state of complete physical, mental and social wellbeing and not merely the absence of disease or infirmity, the reproductive health addresses, the reproductive processes, -functions and system at all stages of life.”Reproductive health therefore implies that- People are able to have a responsible satisfying and safe sex life and that-they have the capability to reproduce and the freedom to decide, if when and how often to do so. This definition puts emphasis on right of men and women to be informed of and to have access to safe, effective, affordable and acceptable methods of fertility regulation of their choice and the right of access to appropriate health care services that will enable women to go safely through pregnancy and child birth- and provide couples, with-the best chance of having a healthy infant”.Women’s health is important during all phases of their life. When she gives birth. She passes on the gift of good health to the next generation. A healthy child grows up into a healthy adolescent, good health during adolescent period leads to good health during reproductive years, the cycle Continues into the next generation when a healthy pregnant is able to give birth to a healthy child. RCH Program will go a long way towards improving the overall health of women and that of society as a whole.In order to achieve reproductive health women empowerment is essential. It is also necessary that required changes be made in the social factors that hinder women overall development and their rights. Reproductive rights means women’s right to decide whether, when and how to have children – regardless of nationality, class, ethnicity, race, age, religion, disability, sexuality or marital status in the social, economic and political conditions that make such decisions possible.” Family Welfare Programmes Mainly include:1. Family planning information, counselling and services to women for healthy reproduction.2. Education about safe delivery and post-delivery of the mother and the baby and the treatment of women before pregnancy.3. Health care for infant’s immunization against preventable diseases.4. Prevention and treatment of sexually and Reproductive Tract infection.A large number of people suffer from in-silence due to reproductive tract infection and sexually transmitted disease. RTI can cause pregnancy – related complications infertility and chronic pain. They are inflammatory disease and HIV. So an important object of the welfare program is the identification and tract infection.Nearly 4 out of 10 currently married women in India report at least one reproductive health problem that – could be symptomatic of a more serious reproductive tract infection. The percentage of correctly married women with any reproductive health problem varies from 19 percent in Karnataka to 67 percent in Meghalaya.Among women who report any reproductive health problem two-thirds have not seen any one for advice or treatment. Less than one third of women who seek advice or treatment for reproductive health problems go to government health professionals. So education regarding reproductive health, safe habits and syndrome treatment are the answer to create healthy mother who in turn will produce a healthy baby.Keeping in view the issues and problems confronting reproductive and child health, various family welfare programmes have been effectively implemented in every state with a larger prospective intended for population stabilization, reduction of infant and Maternal mortality through integrated Family Welfare services, I.E.C act activities. (Information, Education and Communication activities) Immunization and prophylaxis against Anemia and Vitamin A deficiency of children and mothers with a comprehensive health strategy. It is a people centred programme. Government and community should support this programme.The basic objective of the Family welfare programme is to stabilize the population and to provide qualitative health services including immunization to both-pregnant mother and children. Since the last 48 years, the Family welfare programme is being implemented in the State with financial assistance of the central Govt.The family planning programme is not merely intended for population stabilization now but it has much larger perspective in holistic approach towards Reproductive and child health. Services, family planning, Immunization, training etc. comprise a comprehensive health care package. The Family welfare activities are guided as per the policies, guidelines and funding by Govt. of India.To ensure qualitative healthy delivery and population control the Reproductive and child Health programme has been implemented in every state with community needs assessment approach. To boost the health care delivery, each State Govt. has formulated health reforms and implemented the same to give better autonomy to the health institutions. Q8) Explain Role of information Technology in Environment and Human health.A8) Role of Information Technology in Environment and Human HealthInformation technology has tremendous potential in the field of environment education and health as in any other field like business, economics, politics or culture. Development of internet facilities, Geographic Information System (GIS) and information through satellites has generated a wealth of up-to- date information on various aspects of environment and health.A number of software have been developed for environment and health studies which are used friendly and can help an early learner in knowing and understanding the subject. Database on Environment System:Database is the collection of interrelated data on various subjects. It is usually in computerized form and can be retrieved whenever required. In the computer the information of database and can be very quickly retrieved. The comprehensive database includes wildlife database, conservation database, forest cover database etc. database is also available for diseases like HIV/AIDS, Malaria, Fluorosis, etc. (a) National Management Information System (NMIS):NMIS of the Department of Science and Technology has compiled a database on Research and Development Projects along with information about research scientists and personnel involved. (b) Environmental Information System (ENVIS):The Ministry of Environment and Forests, Government of India has created an information System called Environmental Information System (ENVIS). With its headquarters in Delhi, it functions in 25 different centres all over the country.The ENVIS centres work for generating a network of database in areas like pollution control, clean technologies, remote sensing, coastal ecology, biodiversity, western Ghats and eastern environmental management, media related to environment, renewable energy, desertification, mangroves, wildlife, Himalayan ecology, mining etc. (c) Remote Sensing and Geographical Information System (GIS):Satellite imageries provide us actual information about various physical and biological resources and also to some extent about their state of degradation in a digital form through remote sensing. Satellite imageries provide us actual information about various physical and biological resources and also to some extent about their state of degradation in a digital form through remote sensing. We are able to gather digital information on environment aspects like water logging, desertification, deforestation, urban sprawl, river and canal network, mineral and energy reserves and so on. (d) Geographical Information System (GIS):GIS has proved to be a very effective tool in environmental management. GIS is a technique of superimposing various thematic maps using digital data on a large number of inter-related or inter dependent aspects. Several useful soft-wares have been developed for working in the field of GIS. Different thematic maps containing digital information on a number of aspects like water resources, industrial growth, human settlements, road network, soil type, forest land, crop land or grassland etc. are superimposed in a layered form in computer using software. Such information of polluted zones, degraded lands or diseased cropland etc. can be made based on GIS. Planning for locating suitable areas for industrial growth is now being done using GIS by preparing Zoning Atlas. GIS serves to check unplanned growth and helps in providing correct, reliable and verifiable information about forest cover, success of conservation efforts etc.They also provide information of atmospheric phenomena, like approach of monsoon, ozone layer depletion many new reserves of oil; minerals etc. with the remote sensing and GIS play a key role in resource mapping, environmental conservation, management, planning and environmental impact assessment. It also helps in identifying several disease infested areas which are prone to some vector-borne diseases like malaria, schistosomiasis etc. based upon mapping of such areas. There are several Distribution Information Centres (DICs) in our country that are linked with each other and with the central information network having access to international database. They also provide information of atmospheric phenomena like approach of monsoon, ozone layer depletion, inversion phenomena, smog etc. We are able to discover many new reserves of oils, minerals etc. with the help of information generated by remote sensing satellites. Thus, remote sensing and GIS play a key role in resource mapping, environmental conservation, management, and planning and environmental impact assessment. (e) The World Wide Web:With resources material on every aspect, class-room activities, and digital files of photos, power-point lecture presentations, animations, web-exercises and quiz has proved to be extremely useful both for the students and the teachers of environmental studies. Q9) Discuss The Environment (Protection) Act,1986 in detail.A9) The Environment Protection Act, 1986 (the "Environment Act") provides for the protection and improvement of environment. The Environment Protection Act establishes the framework for studying, planning and implementing long-term requirements of environmental safety and laying down a system of speedy and adequate response to situations threatening the environment. It is an umbrella legislation designed to provide a framework for the coordination of central and state authorities established under the Water Act, 1974 and the Air Act. The term "environment" is understood in a very wide term under s 2(a) of the Environment Act. It includes water, air and land as well as the interrelationship which exists between water, air and land, and human beings, other living creatures, plants, micro-organisms and property. Under the Environment Act, the Central Government is empowered to take measures necessary to protect and improve the quality of environment by setting standards for emissions and discharges of pollution in the atmosphere by any person carrying on an industry or activity; regulating the location of industries; management of hazardous wastes, and protection of public health and welfare. From time to time, the Central Government issues notifications under the Environment Act for the protection of ecologically-sensitive areas or issues guidelines for matters under the Environment Act. In case of any non-compliance or contravention of the Environment Act, or of the rules or directions under the said Act, the violator will be punishable with imprisonment up to five years or with fine up to Rs 1,00,000, or with both. In case of continuation of such violation, an additional fine of up to Rs 5,000 for every day during which such failure or contravention continues after the conviction for the first such failure or contravention, will be levied. Further, if the violation continues beyond a period of one year after the date of conviction, the offender shall be punishable with imprisonment for a term which may extend to seven years. Q10) Discuss The Air (Prevention and Control of Pollution) Act, 1981 in detail.A10) The Air (Prevention and Control of Pollution) Act, 1981 (the "Air Act") is an act to provide for the prevention, control and abatement of air pollution and for the establishment of Boards at the Central and State levels with a view to carrying out the aforesaid purposes. To counter the problems associated with air pollution, ambient air quality standards were established under the Air Act. The Air Act seeks to combat air pollution by prohibiting the use of polluting fuels and substances, as well as by regulating appliances that give rise to air pollution. The Air Act empowers the State Government, after consultation with the SPCBs, to declare any area or areas within the Sate as air pollution control area or areas. Under the Act, establishing or operating any industrial plant in the pollution control area requires consent from SPCBs. SPCBs are also expected to test the air in air pollution control areas, inspect pollution control equipment, and manufacturing processes. Q11) Explain The Water (Prevention and Control of Pollution) Act, 1974 in detail.A11) The Water Prevention and Control of Pollution Act, 1974 (the "Water Act") has been enacted to provide for the prevention and control of water pollution and to maintain or restore wholesomeness of water in the country. It further provides for the establishment of Boards for the prevention and control of water pollution with a view to carry out the aforesaid purposes. The Water Act prohibits the discharge of pollutants into water bodies beyond a given standard, and lays down penalties for non-compliance. At the Centre, the Water Act has set up the CPCB which lays down standards for the prevention and control of water pollution. At the State level, SPCBs function under the direction of the CPCB and the State Government. Further, the Water (Prevention and Control of Pollution) Cess Act was enacted in 1977 to provide for the levy and collection of a cess on water consumed by persons operating and carrying on certain types of industrial activities. This cess is collected with a view to augment the resources of the Central Board and the State Boards for the prevention and control of water pollution constituted under the Water (Prevention and Control of Pollution) Act, 1974. The Act was last amended in 2003. Q12) Explain The Wildlife Protection Act, 1972 and The Forest Conservation Act, 1980 in detail.A12) The Wild Life (Protection) Act, 1972 was enacted with the objective of effectively protecting the wild life of this country and to control poaching, smuggling and illegal trade in wildlife and its derivatives. The Act was amended in January 2003 and punishment and penalty for offences under the Act have been made more stringent. The Ministry has proposed further amendments in the law by introducing more rigid measures to strengthen the Act. The objective is to provide protection to the listed endangered flora and fauna and ecologically important protected areas. The Forest Conservation Act, 1980The Forest Conservation Act, 1980 was enacted to help conserve the country's forests. It strictly restricts and regulates the de-reservation of forests or use of forest land for non-forest purposes without the prior approval of Central Government. To this end the Act lays down the pre-requisites for the diversion of forest land for non-forest purposes.The Scheduled Tribes and Other Traditional Forest Dwellers (Recognition of Forest Rights) Act, 2006, recognises the rights of forest-dwelling Scheduled Tribes and other traditional forest dwellers over the forest areas inhabited by them and provides a framework for according the same.The Indian Forest Act, 1927 consolidates the law relating to forests, the transit of forest-produce and the duty leviable on timber and other forest-produce. Q13) Discuss about Human Rights and Value Education in detail.A13) For years human rights work at the global level was guided by the goals of a just and humane global order. But a debate fueled by the Cold War raged over the international legal standards for the protection and promotion of human rights. The ideological struggle between the West's insistence on the priority of political rights and the East's on the primacy of economic rights may be ending. And the growing chasm between the richer nations of the North and the poor countries of the South has been bridged at least by an acknowledgment of one global set of "common standards of achievement" for all of the world's societies. This became apparent in the unequivocal final conclusions of the 1993 World Conference on Human Rights proclaiming the international standards to be universal and indivisible. Thus, in teaching about human rights as a vehicle to educate for global citizenship, the international standards should be the fundamental core of the content and values to be communicated. The UN Decade for Human Rights EducationWe are now in the midst of the Decade for Human Rights Education proclaimed by the General Assembly of the UN. Two general objectives have been defined for this decade: (1) that all human beings are made aware of the rights accorded to them by the Universal Declaration of Human Rights and the international instruments for its implementation; that they know that procedures exist for the redress of violation of these rights; and that they are aware that political authorities and citizens can be held accountable for rights violations; and (2) that societies become more fully informed of the problems that impede the realization of human rights and awakened to the possibilities for the resolution of these problems.As we help students to develop capacities for such judgment making, we can teach them about the standards, how to use them to assess the actions of their own and other nations, and how to act on this knowledge. The Universal Declaration of Human RightsWhich of the standards should be taught to what groups of learners and within what frameworks are questions teachers must decide. To help make those decisions, the following recommendations are offered. For all learners from middle school through secondary, begin with the Universal Declaration of Human Rights (UDHR) adopted in 1948. As a "Declaration" of principles with no obligatory legal enforcement attached to it, the thirty principles of the UDHR have nevertheless become the basis of virtually all of the other standards. They can be used as a diagnostic tool for determining what constitutes the major social problems of the world. Events in the news can be reviewed in terms of their specific consequences for the fundamental rights proclaimed in the UDHR, and students could make a map of world problems defined in terms of the concepts articulated in the Declaration. A Holistic Values Approach to Human Rights Education
Human Dignity and Integrity are the center of a web of concepts that constitute the essence of human rights education. Dignity is defined as the fundamental, innate worth of the human person. A good society honors the dignity of all human persons and expects all members of the society to respect the dignity of others. Integrity refers to the wholeness of the many facets of the human person: physical, mental, aesthetic, and spiritual. The good society provides for the expression and development of the multiple facets of the human person and holds them to be inviolable. From this core emerge all of the other values that give rise to specific concepts of human rights. Five values constitute the framework for a holistic values approach: economic equity, equality of opportunity, democratic participation, freedom of person, and a sustaining and sustainable environment. Economic Equity embodies the belief that everyone has a right to the fulfillment of basic survival needs so that no one suffers unnecessary deprivation. It is on the basis of this value that the poverty imposed by an inequitable distribution of the world's wealth is viewed as a violation of the human rights of the impoverished. It implies the responsibility to work for distributive justice.Equal Opportunity calls for all members of society to be given a chance to develop all of the human capacities with which they are endowed. This value has led to defining racism, sexism, and colonialism as human rights violations, and society assuming responsibility for social justice. Democratic Participation is embedded in the belief that people are entitled to exercise power and make decisions in regard to public and social issues, asserting their civil and political rights. They have the right to participate in formulating the policies that will affect their lives and in decisions about the use of public resources. Democratic participation requires the acceptance of the responsibility of citizenship on the part of all citizens. Freedom of Person is the fundamental notion of the Western tradition of human rights. It asserts that persons have the right to control their own bodies, minds, and spirits, choose their own ways of life, and move freely where they will, if it does not adversely affect others, neglect important responsibilities, or cause harm to the community. It is the value that rejects slavery, unjust imprisonment, torture, enforced prostitution or pregnancy, and restriction of movement within or between countries. This right is fulfilled by the responsibility to refrain from and prevent infringement upon the freedom of others. A Sustaining and Sustainable Environment encompasses the latest definition of human rights-rights that may be claimed not only by individuals but by human groups and by humanity itself. It is derived from the assumption that maintaining life is essential to the continuance of the human experience and to the ongoing struggle of humankind to attain its full humanity. A sustaining environment implies the right to circumstances that enable persons and groups to make a living, the right to economic and social development, the right to peace, and the right to a healthful environment. It also entails individual and group responsibility for preserving the health of the environment itself. These five value concepts provide the tools for elaborating alternatives to the negative events that dominate history books and major news stories. Notice that it is toward positive social ends that the standards are directed. Education has always been directed toward the achievement of such goals. Education for global responsibility finds these goals in the UDHR and the other international standards. They constitute the primary content of education for global citizenship. Teaching Human Rights Conventions in Our CoursesThe Universal Declaration is the core content, and the various conventions offer extensions of that content through which a deeper, more complex study of the major global issues and the events of modern world history can be pursued. The conventions offer an especially constructive starting point for teaching twentieth century world history, each of them emerging from a particular set of events or problems, and together forming an important force in the trend toward world community. Among these issues and events in world history are genocide in general and the Holocaust in particular, the plight of the world's children, poverty and underdevelopment, the situation of women, political repression and torture, the future of the indigenous peoples, and the environment.2 These topics are suitable, indeed necessary, content for senior high school. However, even in lower grades where, in more and more cases, the Holocaust is being taught, the International Convention on the Punishment and the Prevention of the Crime of Genocide should be introduced, and its meaning and relevance should be addressed even if its text is not presented. To be true to the concept of universal ethical principles, such studies should refer to other genocides, historical and contemporary.By the end of high school, students should be familiar with conventions now in force, the issues behind them, and the role of citizen groups and nations in working for their adoption as part of international treaty law. Highlighting Principles from Conventions and Case Studies of Global Citizenship
Teachers can illuminate the principles embodied in the conventions through the study of conditions that gave rise to their drafting and adoption. They can also demonstrate how social activism and the exercise of political responsibility were mobilized to confront specific assaults on human dignity. The role of citizens and non-governmental organizations in the development of the texts and ratification of these international laws is a highly instructive example of the political efficacy of individual and group action at the world level. The history of the conventions provides case studies of the actual exercise of global citizenship.Although the actual texts are not readily accessible to most students, there are many useful materials based on them available from the UN and other sources, and in some cases, there are excellent simplified versions of such major conventions as the one on the Rights of the Child and on the Elimination of All Forms of Discrimination Against Women.3 Simplified popular versions of all the conventions are needed for instructional purposes. Q14) How The Evolution of Human Rights took place? Explain in detail.A14) Human rights have been defined out of the lived history of human beings. This is why the concept of "generations" of human rights offers such a fruitful framework for teaching history as an evolution of human rights. Existing human rights concepts can be placed in the context of what has been called "modern history," and the evolving, and yet to be defined human rights concepts can be identified as "postmodern," or the human rights of the "ecological age." Thus, the first generation or category of rights to have been defined is that of the political and civil rights articulated as the rationales for the democratic revolutions that closed the eighteenth century. The second generation is that of the economic and social rights generated by the socialist and workers movements of the nineteenth century. The twentieth century produced the third generation, the "solidarity" rights sought by groups with common identity or experience. The rights to self-determination of peoples and self-identification of ethnic groups are articulated in this generation. As the twentieth century closes, a fourth generation claimed on behalf of all humanity may be emerging. The students of today will define this generation. Global ResponsibilityWhat is or is not ethically acceptable policy and practice? An inquiry into how different cultures seek to implement the principles of human rights provides a values-based approach that respects cultural diversity. Such an analysis helps demonstrate the great variety of possible approaches to the realization of the universal human values, often found in the basic tenets of the world's major religions. It would also help to deepen understanding of the primacy of ethical principles over particular cultural or political practices in the making of value judgments in global affairs, and help to transcend the common notion of "our way is the best, if not the only way," which stands as such a barrier to cross-cultural cooperation.When is action to change social conditions justifiable? When asking students to formulate positions on such issues as humanitarian intervention to relieve people suffering from severe need or victims of human rights abuses, or the imposition of sanctions to induce nations to change practices deemed unjust, the UDHR and other standards provide the most relevant guidelines.For example, if a government is known to permit, or itself carry out torture, the Convention on Torture can be reviewed as a basis for a decision to impose sanctions or take other punitive measures against that government. Such measures can be assessed in other terms than the interest of one group over others, or the moral superiority of one nation over another. The standards can be used to assess the behaviors of all nations, accusers as well as accused. They provide the frame of reference for the ethics of a global community. Preparing for Active and Effective Global CitizenshipTo deepen student understanding of a global citizens' movement, inquiries can be addressed to the relevant non-governmental organizations about their actions to promote particular conventions. Examples are the actions of Amnesty International in support of the Convention on Torture, and of Defense for Children International on behalf of the Convention on the Rights of the Child. Students themselves can become involved in such organizations, working to inform the public or lobbying the government to ratify particular conventions. In the study of the process of formulating, drafting, adopting, and ratifying conventions, students can also learn much about the UN, international relations, and the intersections of national policies and world affairs. They can come to comprehend more of the complexities of national sovereignty and the role of international law in the management of the affairs of the world community. No One Approach Is BestThere are various approaches to the study of human rights: historical, problem-centered, values analysis, international relations, and others. None of these is exclusive of or superior to the others. However, in using human rights to achieve four main goals of global education (understanding the international system, knowledge of practical approaches to non-violent conflict resolution, comprehension of the fundamental conditions of peace, and appreciation of other cultures), curriculum based on the international legal standards for the promotion and protection of human rights is probably the most productive. This is especially so when the goal is preparation for active and effective global citizenship. The standards provide the essential tools of citizenship in a complex world of sovereign nations and diverse cultures inextricably linked within one planetary system. We are one human species. Our survival depends on our tolerance for diversity and universal recognition of human dignity. These universal standards should be central to all human rights education.

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