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13226 results in Environmental science

Page 98 of 662

  • Polar science strategies for institute managers

  • C.P. Summerhayes
  • Journal:
    Polar Record / Volume 52 / Issue 2 / March 2016
    Published online by Cambridge University Press:
    05 October 2015, pp. 239-248

  • Managing polar research is a tremendous challenge. It covers work at sea on rough and intimidating oceans, and on land over crevassed terrain or rotten sea ice with the prospect of death or frostbite. These environments are extremely hostile and difficult to work in. Results are costly to obtain, and yet the work is of vital importance, as the polar regions are the world's freezers, critical components of the climate system, and repositories of amazing biodiversity. These regions are grossly undersampled, and relatively poorly monitored. National efforts are best carried out in an international framework, in which cooperation is essential for major breakthroughs, and the exchange and sharing of data and information and facilities is essential for ongoing monitoring of change. Under the circumstances the managers of polar research institutes must proceed with well-developed strategies. Given the growing interest of different countries in the polar regions, it would seem useful to bring together advice won through hard effort over the years in how best to develop strategies for polar scientific institute management. This discussion paper offers advice on how such strategies may best be developed.

    The author has compiled this based on many years of management experience in both the ocean and polar sciences with the following institutions: the UK Natural Environment Research Council's Institute of Oceanographic Sciences Deacon Laboratory, the UK's National Oceanography Centre, UNESCO's Intergovernmental Oceanographic Commission, and the International Council for Science's Scientific Committee on Antarctic Research

  • Capability of the CANAPI algorithm to derive shrub structural parameters from satellite imagery in the Alaskan Arctic

  • Rocio R. Duchesne, Mark J. Chopping, Ken D. Tape
  • Journal:
    Polar Record / Volume 52 / Issue 2 / March 2016
    Published online by Cambridge University Press:
    05 October 2015, pp. 124-133

  • The observed greening of Arctic vegetation and the expansion of shrubs in the last few decades probably have profound implications for the tundra ecosystem, including feedbacks to climate. Uncertainty surrounding this vegetation shift and its implications calls for monitoring of vegetation structural parameters, such as fractional cover of shrubs. In this study, CANAPI, a semi-automated image interpretation algorithm that identifies and traces crowns by locating its crescent-shaped sunlit portion, was evaluated for its ability to derive structural data for tall (> 0.5 m) shrubs in the Arctic. CANAPI estimates of shrub canopy parameters were obtained from high-resolution imagery at 26 sites (250 m x 250 m each) by adjusting the algorithm's parameters and filter settings for each site, such that the number of crowns delineated by CANAPI roughly matched those observed in the high-resolution imagery. The CANAPI estimates were then compared with field measurements to evaluate the algorithm's performance. CANAPI successfully retrieved fractional cover (R2 = 0.83, P < 0.001), mean crown radius (R2 = 0.81, P < 0.001), and total number of shrubs (R2 = 0.54, P < 0.001). CANAPI performed best in sparse vegetation where shrub canopies were distinct, while it tended to underestimate shrub cover where shrubs were clustered. The CANAPI algorithm and the regression equations presented here can be used in Arctic tundra environments to derive vegetation parameters from any sub-meter panchromatic imagery.

  • 4 - Ecosystems

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 112-152

  • Summary

    Learning objectives

  • ▄ To define and build up the concept of ecology and ecosystem.

  • ▄ To be acquainted with abiotic and biotic components of the ecosystem.

  • ▄ To know about their structural arrangement like food chain, food webs and ecological pyramids.

  • ▄ To find out how these structures are related to functions like energy flow and nutrient recycling.

  • ▄ To know about the process of transition in ecosystem (ecological succession).

  • ▄ To classify ecosystem.

  • ▄ To know the characteristic features and distribution of biota in various ecosystems and the reason behind such distribution.

  • ▄ To develop a comprehensive understanding about the various species interactions.

  • ▄ To enumerate the ecosystem services that people receive.

    • Definition and Concept of Ecology

    The word ecology has emanated to the forefront of human consciousness. It is the branch of science that incorporates the basic conceptions of civilization. The word was introduced by Hans Reiter, a German scientist, by combining two words ‘Oikos’ (house) and ‘logos’ (to study). Thus, it deals with the study of animal and plant inter-relationship and also their relation to the environment. Ernst Haeckel was the first to define ecology as the systematic study of organisms in their natural home. It was Odum (1963) who defined ecology as ‘the study of structure and function of nature’. It is the study of any or all inter-relationships between organisms in relation to their surrounding or environment. Ecology can be studied as plant and animal ecology. Often the tern ‘bioecology’ is used when equal importance is given to the study of flora and fauna.

    Ecology as a discipline

    Ecology was regarded as an offshoot of biology as it deals with all forms of life and explores the riddles at different hierarchies of living systems. But presently, it is a multidisciplinary science that requires input from the various streams like physics, chemistry, biology, geography, geology, economics, international relations, policies, legislation and uses mathematical, statistical and computational tools to explain naturally observed phenomena with relevance to their varied consequences.

    There are four fundamental doctrines of ecology.

  • ▄ It encompasses a web of inter-relations of its constituents.

  • ▄ These interconnected networks form an arrangement that involves both abiotic (non-living) and biotic (living) components.

Fundamentals of Environmental Studies
  • Mahua Basu, Xavier Savarimuthu, SJ
  • Published online:
    06 August 2018
    Print publication:
    01 October 2015
  • Fundamentals of Environmental Studies is taught as a compulsory paper to first-year undergraduate students across major technical universities in India. This book introduces the fundamental principles and concepts of environmental science, ecology and related interdisciplinary subjects, such as policy, law, pollution control, economics and natural resource management. It covers a wide range of topics and issues including biodiversity, global warming, acid rain, ozone layer depletion, nuclear accidents, nuclear holocaust, disaster management, manipulation of various natural resources including water, land, forests, food and mineral resources, and the problems associated with natural resource management. It also analyzes different types of ecosystems, biochemical cycles and laws of thermodynamics and provides easy-to-understand examples. In addition, the book offers separate chapters on various types of environmental pollution and waste management, including waste water treatment, solid waste management and green management.

  • 5 - Biodiversity and Its Conservation

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 153-207

  • Summary

    Learning objectives

  • ▄ To understand the various aspects and levels of biodiversity.

  • ▄ To know about the various biogeographical regions and enormous wealth of India along with global perspective.

  • ▄ To realize and develop a value and appreciation for the biodiversity services we receive.

  • ▄ To draw attention towards the threats that biodiversity confronts.

  • ▄ To know about scientific biodiversity management strategies.

    • Introduction and Concept

    The primary aims of the Convention of Biodiversity (CBD) are:

  • ▄ conserving biodiversity including protection and management;

  • ▄ sustainable and viable employment of the constituents of biodiversity; and

  • ▄ rational and justifiable benefit distribution that arise out of the utilization of genetic resources.

    • India being a signatory party to the CBD also pursues the same objectives.

    According to Convention of Biodiversity, CBD, 1992 ‘Biological diversity’ means the variability among living organisms from all sources including, inter alia, terrestrial, marine and other aquatic ecosystems and the ecological complexes of which they are part: this includes diversity within species, between species and of ecosystems’.

    The term ‘biological diversity’was invented by Thomas Lovejoy in 1980 while the word ‘biodiversity’was invented by Walter G. Rosen in 1985; however, it appeared for the first time in 1988, in an article by EO Wilson. Diversity can be defined as the total number of diverse objects and their relative frequency in which they occur on earth. In other words, biological diversityrefers to the variety (multiplicity) and variability (changeability) among the sum total of allorganisms along with the environmental domains in which they usually occur.

    According to World Resources Institute (WRI), World Conservation Union (WCU),and United Nations Environment Programme (UNEP), in ‘Global Biodiversity Strategy,’ 1992: ‘Biodiversity is the totality of genes, species, and ecosystems in a region…’. Biodiversity can be represented by three hierarchical or tiered categories, i.e., in terms of genes, in terms of species, and in terms of ecosystems that refer to and describe relatively different aspects of living organizations that scientist's quantify in diverse ways.

    In biodiversity, the organization of living beings is considered at various levels, starting from the complete ecosystems right up to the chemical assemblies that constitutes the hereditary units at molecular level. Hence, biodiversity includes various ecosystems, various species, various genes and their comparative abundance.

  • 8 - Disaster and Disaster Management

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 315-343

  • Summary

    Learning objectives

  • ▄ To develop a comprehensive understanding of the concept of vulnerability, risks, hazards and disaster as well as scope of environmental studies.

  • ▄ To know about various types of disasters in general.

  • ▄ To develop an understanding of disaster management, its structure and organization.

  • ▄ To elicit public awareness and collective response to protect ourselves from various types of disasters.

  • ▄ To know about prevention, mitigation and response in cases of floods, cyclones and earthquakes.

  • ▄ To analyse the causes, impact and mitigation measures through case studies.

    • Introduction and Definition

    Disaster is an incident or series of events that gives rise to casualties and loss or destruction of surroundings, buildings, properties, infrastructural facilities and all other vital services or survival means to such an extent that is not within normal means and competence of affected people to deal with. Disaster can be defined as ‘catastrophic situation in which the normal pattern of life or ecosystem has been disrupted and extraordinary emergency interventions are required to save and preserve lives and or the environment’.

    The United Nationsdefines disaster as ‘the occurrence of sudden or major misfortune which disrupts the basic fabric and normal functioning of the society or community’.

    As per the Disaster Management Act, 2005, disaster is defined as:

    ‘a catastrophe, mishap, calamity or grave occurrence in any area, arising from natural or manmade causes, or by accident or negligence which results in substantial loss of life or human suffering or damage to, and destruction of, property, or damage to, or degradation of, environment, and is of such a nature or magnitude as to be beyond the coping capacity of the community of the affected area’.

    Ingredients of disaster

  • ▄ An event comprising trauma for a population/environment.

  • ▄ A vulnerable position/area that bears the load of the traumatizing incident.

  • ▄ The breakdown of local and neighbouring resources to cope with the problems created by the phenomenon.

    • Characteristics of disaster

  • ▄ Inevitability or certainty. ▄ Ability to be forbidden. ▄ Pace of onset.

  • ▄ Span of forewarning. ▄ Extent of impact. ▄ Scope and intensity of impact.

    • Factors affecting disaster

  • ▄ Host factors

  • i. age of the individuals; ii. status of immunization; iii. degree of mobility; and iv. emotional stability.

  • ▄ Environmental factors

  • i. physical factors; ii. chemical factors; iii. social factors; and iv. psychological factors.

  • 1 - Multidisciplinary Nature of Environmental Studies

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 1-25

  • Summary

    Learning objectives

  • ▄ To develop a comprehensive understanding of the concept and scope of environment studies.

  • ▄ To know about the immense importance of environment as a subject.

  • ▄ To develop public awareness about our environment and elicit collective response for its protection.

  • ▄ To gather information about organizations and people relentlessly working in this field.

  • ▄ To know and analyse the types of environment and environmental components and how they affect our survival.

    • Definition and Concept of Environment

    The word environment is derived from the French word environ, meaning external conditions or surroundings that favour the growth of flora and fauna, human beings and their properties and protect them from the effects of pollution.

    According to Douglas and Holland (1947), environment is ‘a word which describes, in the aggregate, all of the extrinsic (external) forces influences and conditions, which affect the life, nature, behaviour and the growth, development and maturation of living organisms’.

    ‘Environment covers all the outside factors that have acted on the individual since he began life’.

    (Woodworth and Marques, 1948)

    Environment means the aggregate of a complex set of physical, geographical, biological, social, cultural and political conditions that surrounds an individual or organism and eventually determines its appearance as well as nature of its survival.

    Types of Environment

    Environment is practically everything that embraces an organism. Out of all the planets comprising the solar system, the only habitable planet to provide all the necessary conditions for existence of life is the Earth. The physical and chemical environments however varies at places and provides unique conditions for living beings to adapt and survive.

    On the basis of human interference, environment can be categorized as natural, semi-synthetic or artificial.

  • ▄ A natural environmentis inherent, unaltered and not manipulated by man. Life processes and evolution progresses are unhindered in such an environment. However, one does not often find such places in the present day. The core areas of the biosphere reserve are examples of natural ecosystems.

  • ▄ A semi-synthetic environmentis the natural environment that is modified partially by human intervention, namely development of lakes, aquaculture tanks and so on.

  • ▄ An artificial or man-made or synthetic environmentis when the natural environment is deliberately controlled and converted by mankind. For example, aquariums, cities, community parks, paddy fields or the tissue culture laboratories.

  • Preface

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp xi-xii

  • Summary

    Environmental studies is not just another term paper that students are expected to rush through. On the contrary, it is much more potent in its content and its proper understanding will not only help young learners live their lives in the most sustainable manner, but will also help them make a difference and contribute to the reversal of many of the ailments that afflict Mother Earth.

    Our environment, which has been shaped over millennia, is today threatened, primarily because of man's greed and wantonness. Indiscriminate burning of fossil fuels and a mad haste for development over the last three centuries have played havoc with the fragile ecosystems, at places irretrievably. Environmental studies is thus gaining in importance as it not only promises a holistic view of related issues, but is also capable of pointing out human follies and providing answers for a cleaner, greener and more prosperous future world order.

    The paper on which this book is printed, the wooden desk on which you are now studying the book, the electricity that is propelling the ceiling fan, the pen that you are using to take down notes – everything around us has an impact on the world that we live in and therefore on our environment. By understanding what starts the domino effect leading to ultimate consequences for the environment – through Environmental Studies – we can not only strive towards a more sustainable lifestyle locally, but can actually make some difference at the planetary level by capping wastages and ensuring the optimal usage of resources.

    Each drop of positive action taken by every individual will add up – through families, societies, nations – to encompass entire mankind and will one day make up the ocean that will help us restrain, even reverse the wheels of ecological destruction that we ourselves have set in motion. This is precisely why we have stressed and striven to ensure that the students understand the subject, are able to relate the knowledge they gain to the way they live and finally to empower them to be the change they will profess.

    Any textbook can define, dictate and be didactic. Our effort on the contrary is not merely restricted to helping students achieve top grades.

  • 6 - Environmental Pollution

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 208-269

  • Summary

    Learning objectives

  • ▄ To know about the different aspects of pollution.

  • ▄ To identify the causes of pollution, to realize the impact of pollution and develop a plan for solution and to set up adequate control measures.

  • ▄ To develop public awareness and to elicit collective and individual response to prevent pollution.

  • ▄ To know about real life situations through case studies and arouse sensitivity.

    • Introduction

    Definition

    Pollution can be defined as any undesirable change in the physical, chemical and biological characteristic of air, water or land that may or will harmfully affect human life or that of various species, the industrial processes, living conditions and cultural assets.

    Classification of pollutants

    Generally a pollutant is classified as biodegradable and non-biodegradable. Biodegradable pollutants are those which degrade easily such as sewage, whereas non-biodegradable pollutants are those which either do not degrade or degrade very slowly, such as plastic.

    General source of pollutants

    The sources of pollution caused by man-made actions can be grouped under four categories.

  • ▄ Mobile transport: motor cars, motor bikes, aircrafts, ships, vapourization of gasoline.

  • ▄ Stationary/immobile combustion: domestic, business sources, steam power-driven and thermal power plants.

  • ▄ Factories and industry processes: metal and non-metal extractions, paper and pulp, oil refineries, synthetic chemicals, food processing industries.

  • ▄ Disposal of solid wastes: domestic and mercantile refuse, refuse from coal combustion, burning of agricultural refuse.

    • State of pollution in India

    A Comprehensive Environmental Pollution Index (CEPI) is used to typify the quality of the environment at a particular locality ensuing the source of pollution, their path or conduit and the receiver. CEPI is envisioned to function as an instrument of timely warning. Such a pollution index apprehends the well-being of environmental components like air, water and land in their various dimensions. The CPCB or SPCB or Pollution Control Committees in association with IIT Delhi, had applied Central Environmental Pollution index to 88 specific industrial clusters or areas. Out of 88, 43 were ‘critically polluted’ (with score more than 70 out of 100); 32 were ‘severely polluted’ with scores varying between 60 and 70. In the interim assessment report carried out jointly by CPCB and GPCB, 2012, Vapi ranked first in pollution with a CEPI score of 90.75 out of 100, Angul Talcher ranked second with 89.74, while Vatva and Ankleshwar rank sixth and seventh respectively.

  • 3 - Natural Resources – Water, Land, Forest, Food and Mining

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 66-111

  • Summary

    Learning objectives

  • ▄ To identify the various issues associated with natural resource and know the ways to ease such problems.

  • ▄ To realize the immense importance of water and land as resources.

  • ▄ To develop a concern about forest resources.

  • ▄ To know about the present practices of food production and mining and also the judicious ways of using them.

  • ▄ To know about these resources in the Indian perspective.

  • ▄ To be able to take in personal efforts and implement equitable use of resources in natural resource management.

    • Natural Resources and Associated Problems

    Growing population:World population is over 7 billion at present. More number of people means more mouths to feed, more crops, more forests to be converted into croplands; more intensive farming, more use of pesticides and fertilizers to boost production and more and more soil deterioration in the long run. A huge amount of water is diverted for irrigation to complement food production and a large number of trees and plants are being cut down for use as fuel and fodder for domestic animals. Human encroachment in forests becomes inevitable. Rapid means of transport and communication depletes natural habitats while rapid urbanization results in severe pollution and health problems.

    Rapid pace of industrialization:Production always occurs in anticipation of demand and ahead of it. Industries are working overtime to feed a growing population's needs without paying any heed to the fact being utilized that are used to feed this demand is finite. Wanton and at times even trivial needs are leading to the diversion of scarce resources which is creating a huge amount of stress on the eco systems of the planet Earth. Industrialization and mass production change our world to such an extent that human consumption has increased in tandem with the ability to produce without adequate thought being given to whether production and consumption of such levels is at all required.

    Uneven distribution of resources:Earth's resources are distributed unevenly. Fossil fuels, minerals, agricultural resources – all show skewed distribution patterns. While development around the pithead – where the resources are mined – is what should have been the natural result, the fact remains that the history of industrialization and economic development is also the story of how these diverse and scattered resources have been tapped by some nations to fuel their growth and prosperity.

  • 10 - Human Population and the Environment

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 408-444

  • Summary

    Learning objectives

  • ▄ To develop a comprehensive understanding about population and community.

  • ▄ To know about the population dynamics, such as size, density, age structure, survival patterns, etc.

  • ▄ To know about the various population growth forms.

  • ▄ To know about the various patterns of population distribution all over the world.

  • ▄ To know about the impact of population growth on environment.

  • ▄ To develop a comprehensive understanding about demography and the latest Indian census report.

  • ▄ To know about the various initiatives taken to control population growth.

  • ▄ To know about family welfare programmes.

  • ▄ To know and analyse the relationship between environment and health.

  • ▄ To develop an understanding about the role of information technology in the field of environment.

    • Population and Community

    Population consists of a group of organism belonging to a particular species. On the other hand, a community comprises a group of organisms from different species living together. The branch of science that deals with the study of population is called population ecology. Population ecology is an autecology whereas community ecology is synecology.

    Population characteristics

    A. Size and density:simply refers to the number or biomass of individuals. The size of a population depends on birth, death and migration.

    Size = number of organisms present at any instant + birth + immigration – death – emigration

    This can create ambiguity and so density seems to be a better expression over size. Density is the number of individuals residing per unit area. It may be expressed as crude densitywhich is the number or biomass of individuals per total space; say for example all land within organism's range. Specific density(ecological density) on the other hand is the number or biomass of organisms per habitat space; say for example, the portion of land for actual living. A population size is governed by density dependent factorssuch as competition, predation, and parasitism, disease outbreak etc. and density independent factorssuch as severe weather conditions, disasters, famines, seasonal cycles, sunlight, pesticides and human actions like dam construction, forest clearance, wars, etc.

    The population exhibits three main types of spatial distribution:

  • ▄ Clustered/clumped dispersion: Individuals usually are aggregated in groups. This can be due to mutual attraction, or availability of a resource in a particular place.

  • 2 - Natural Resources – Energy

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 26-65

  • Summary

    Learning objectives

  • ▄ To develop a concept of natural resource.

  • ▄ To be able to classify the different types of natural resource.

  • ▄ To know about the immense importance of renewable and non-renewable energy, their applications, advantages and disadvantages.

  • ▄ To know about such resource in the Indian perspective.

  • ▄ To explore the future possibilities of sustainable energy production.

    • Introduction

    Materials that occur in the nature under different environmental conditions are termed as natural resources. They are valuable in their natural (unmodified) form and their value is determined by the amount of material that can be extracted from them and the demand for the same. A commodityis usually considered a natural resource when the key activities associated with it are extraction and purification in contrast to manufacture. Thus, quarrying, extraction, fishing and forestry are referred to as natural-resource industries, whereas agronomy is not.

    Classification of Natural Resources

    Natural resources can be classified on the basis of the following parameters.

    A. On the basis of origin

    i. Biotic natural resources

    Biotic natural resources are obtained from the biosphere either in the raw form or through cultivation. For example, fossil fuels, agricultural products, fruits, wax etc. Petroleum having an organic origin is a biotic resource.

    ii. Abiotic natural resources

    These resources are procured from land, water and minerals and are non-living. Air, water, land, gold, diamond, silver, bauxite, nickel, copper, iron ore, zinc, lead, sulphur, chromites, talc, marble, limestone, platinum, vanadium, salt, sand, gravel etc are all abiotic resources.

    B. Based on the degree to which they are developing/processing

    i. Currently used resources

    Those resources which are presently used for human use. For example, coal and petroleum.

    ii. Potential resources

    These include untouched and untapped resources for future use. Hydrogen is one such resource.

    C. On the basis of regeneration ability or continual supply

    i. Renewable resources

    They are resources, which can be recycled, or resources that can be replenished quickly through natural cycle. For example, solar radiation, wind energy, water energy, biomass energy (solar energy stored in wood), agricultural products, forests, wildlife, etc. If they are consumed at a rate exceeding their natural rate of replacement, the stock will eventually run out. Non-living renewable natural resources are soil and water.

  • 9 - Social Issues and Environment

  • Mahua Basu, Xavier Savarimuthu, SJ
  • Book:
    Fundamentals of Environmental Studies
    Published online:
    06 August 2018
    Print publication:
    01 October 2015, pp 344-407

  • Summary

    Learning objectives

  • ▄ To understand the concept of sustainable development.

  • ▄ To be informed about urban problems.

  • ▄ To identify the need for water conservation and its various practices.

  • ▄ To identify the aspects of resettlement and rehabilitation due to development.

  • ▄ To develop a concept of environmental ethics.

  • ▄ To get acquainted with different global environmental issues towards seeking solution.

  • ▄ To know about the various existing environmental laws and their implications.

  • ▄ To incite awareness in the general people.

  • ▄ To know the effective role of citizens and groups towards environmental protection.

    • Unsustainable to Sustainable Development

    Industrial Revolution unleashed in its wake, massive development, especially in Europe and America. Fueled by fossil fuels, these economies witnessed industrial activities in scales hitherto unimaginable with newer and bigger orbits of growth being achieved as a matter of natural consequence. However, in this self-perpetrating rush for growth and development, two vital issues were conveniently ignored.

  • ▄ The Earth's resources are finite and therefore they will run out sooner or later. With exponential growth in their consumption and usage the prospect of their getting extinguished can only be hastened. Peak oil, is a prime example.

  • ▄ There are adverse effects of burning fossil fuels. The rate at which fossil fuels are burnt releasing carbon dioxide in the atmosphere cannot be matched by all the plants on Earth that convert such CO2, resulting in increasing concentration of the gas with its attendant problems. Again, the pollutants that such industrial activities give rise to as byproducts are seriously damaging the fragile eco system. The result is what may be loosely termed as climate change and global warming.

    • By the time mankind really took cognizance of the facts, the damage had already been done with the wheels set in motion that will have far reaching (and needless to say, terribly adverse) consequences for the world we live in.

    The rich, industrial nations that have by now have become used to a lifestyle of conspicuous consumption with inordinately huge carbon footprints, were and are, still not ready to sacrifice their desire for industrial development to offset the corrosive results of their ecological sins. To appear responsible, they sought out the common high ground, that of sustainability – a lifestyle that urges one to consume in a manner that ensures one leaves enough for the future generations.

  • ‘Spoken language is a prison’: ways of belonging and speaking in northwest Greenland

  • Stephen Pax Leonard
  • Journal:
    Polar Record / Volume 52 / Issue 2 / March 2016
    Published online by Cambridge University Press:
    24 September 2015, pp. 204-214

  • ‘Speaking’ and ‘belonging’ have a particular salience as indices of intimacy in a remote corner of northwest Greenland where connectedness is constantly reinforced through a distinct commonality of expression and certain social practices, such as very frequent visiting of one another, story-telling, recycling of names and a shared monistic philosophy. The Inugguit define themselves by a repertoire of communicative and behavioural strategies which are used to ensure that one is accepted in a supportive kin group: the perennial social and personal imperative for each member of the group. This article shows how despite social and climatic upheaval, these practices remain, but that the hunters’ ‘symbiotic’ relationship with nature is eroding as the loss of sea ice means they can no longer live like the animals they hunt.

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