Two of the most important and widespread environmental changes will be discussed in detail. The first is the occurrence of deforestation which is globally a problem and desertification also occurring on the majority of continents. Deforestation has an impact on desertification. Various aspects such as the spatial and temporal scale, the causes, and contributors of such manifestation, as well as human impacts and whether all types of global environmental change can be generalised, will be comprehensively considered.
Introduction to Deforestation
An important environmental issue, deforestation, is both a complex global and local problem and Africa, being a developing continent, is being most widely and devastatingly affected by such rapid occurrence. It compromises the notion of sustainable development by impacting the environment in a very immediate and detrimental way. Even though forests play an imperatively environmental vital role, as it supports vital ecosystems and houses a myriad of fauna and flora, it is being destroyed and cleared at an astronomically fast rate without having enough time to restore itself, causing inestimable habitat changes, as well as reducing carbon storage. The United Nations Food and Agriculture Organization (FAO) estimated that, from 1990 to 1995, the annual loss was estimated at 12.7 million hectares Furthermore, deforestation account for roughly one-sixth of total anthropogenic emissions of greenhouse gases and degradation may account for 10% of total emissions in the tropics. Tropical deforestation is responsible for 6–17% of global carbon dioxide emissions that affect climate change (Angelsen & Kaimowitz 1999; Pfaff et. al 2013; Cassea et. al 2004).
Spatial characteristics
It is widely known that deforestation occurs in both developed and developing countries, but at different geographical contexts in specific localities and are characterised by different regional aspects, such as aridity, as well as diverse human-environment conditions. For example, deforestation occurring in Africa will markedly differ from that occurring in Asia because of factors such as poverty and a more arid climate. Each type experiences deforestation at a different rate and extent. Within Brazil, as in most tropical countries, the native forests are being lost through conversion to agriculture”. Brazil and Indonesia have accounted for a large portion of the global deforestation totals. The scale (magnitude) at which it occurs also significantly differs as it can either be on a small or larger scale, depending on what kind of activities (e.g. agricultural and logging) take place. Tropical forests are disappearing as a result of many pressures, both local and regional, acting in various combinations in different geographical locations. Some of the most important places where deforestation is taking place, specifically in developing countries, include Africa, in particular the Congo, in South America, referring to Peru and Brazil, and India, Indonesia, and China as well as developed countries, such as Russia, Canada, the USA, and Australia (Pfaff et. al 2013; Geist and Lambin 2002).
Map 1: Deforestation data on occurrence around the world (Source: The World Bank 2011).
Deforestation, concisely described as the permanent clearing of forests, takes place as a result of myriad activities, most notably include agricultural expansion, such as permanent and shifting cultivation, cattle ranching, and wood extraction for commercial use as well as fuelwood and charcoal production.
Causes and contributors of deforestation
Deforestation occurs at different times at different regions around the world as land use changes, leading to deforestation, varies over time. Forests are depleted over a few years and are used for different activities. As a result of multifaceted socio-economic and geographical problems, especially faced by Africa, deforestation is taking place. Mostly notably the highest contributors to deforestation are small farmers, forest-dependent people, loggers, ranchers, as well as plantation companies.
There are several explanation as why forests are shrinking significantly. However, Cassea et. al (2004) argue that “it is more difficult to establish links between underlying factors and deforestation than between direct or immediate causes and deforestation”. Nonetheless, a clear distinction can be made between direct, proximate causes that directly impact forest cover, that originate from intended land use, pertaining from agriculture activities and expansion, wood collection, infrastructure extension, pasture land as well as indirect, underlying causes underpinning the direct causes which include social processes, referring to migration, human population dynamics, export prices, property rights, and government policies. This clearly indicates that socio-economic considerations impact deforestation considerably. Deforestation is driven by identifiable regional patterns of causal factor synergies, referring to economic factors, institutions, national policies, and remote influences driving agricultural expansion, wood extraction, and infrastructure extension (Cassea et. al 2004; Geist and Lambin 2002; Pfaff et. al 2013; Angelsen & Kaimowitz 1999).
There is one primary and direct factor which contributes the most to deforestation and land-use changes, namely, agricultural expansion. It includes forest conversion for permanent cropping, cattle ranching, shifting cultivation, and colonization agriculture. In permanent cultivation, the expansion of food-crop cultivation for subsistence is three times more frequently reported than the expansion of commercial farming (less than 25% for all regions). This is particular true for developing countries. Land is frequently converted to pasture or crops when forest is cleared. At the underlying, indirect level, deforestation can be attributed to driving factors that act synergistically and being driven by the interplay of economic, institutional, technological, cultural, and demographic variables.
Economic rationality
It is no surprise that economic factors, too, lead to deforestation as commercialization and the growth of timber markets and market failures drive deforestation. Such economic variables can include low domestic costs (for land, labour, fuel, or timber), product price increases (mostly for cash crops) and the requirement to generate foreign exchange earnings also has an impact. By clearing forests it is possible to create agricultural land, higher prices for agricultural products, produce staple food, commodities (e.g. biofuel), and even profiting from timber sales. Thus, there are socio-economic incentive to exploit forests in this way. As frontier agriculture becomes more profitable, both the existing population and migrants from other areas begin to shift resources into forest clearing. Development also impact the rate at which deforestation occur. Ecosystem services don’t generate revenue, thus aren’t part of many countries’ decision-making processes (Angelsen & Kaimowitz 1999; Geist and Lambin 2002).
Institutional factors
These relates to formal pro-deforestation measure including land use policies and economic development of colonisation, transportation (for agriculture and logging and fuelwood collection), and policy failures (e.g. corruption).
Technological factors
These include agro-technological change, with agricultural intensification having no distinct impact separate from agricultural expansion, and poor technological applications in the wood sector (leading to wasteful logging practices). Technology has both a direct effect on farmers’ behaviour and an indirect effect resulting from its impact on product and factor prices (including wages)(Geist and Lambin 2002; Angelsen & Kaimowitz 1999).
Cultural or socio-political factors
These include variables such as economic and policy forces and attitudes of the public.
Demographic factors
In-migration and population pressures also lead contribute to it. An increase in population density is also stressful on forests as this land is used for construction, fuel, and agriculture.
Other discernible causes can also be included, such as land use and clearing for housing and as a result of urbanisation, wildfires and overgrazing can unintentionally lead to the clearing of forests, fire charcoal and palm oil production (especially in Indonesia and Malaysia and in some parts of Africa), and mining are also a contributor, farmers clear forests to plant and cultivate staple crops or to let livestock graze on land. When land productivity declines, the land is furthered exploited for cattle grazing. People, especially poor people, who live close to forests are dependent on it to sustain themselves, as their subsistence depends on the source of forests as it provides critical fuelwood and food sources. Therefore, their livelihoods depends on an unlimited forest resource.
Human influences on phenomena
It is indisputable and inevitable that anthropogenic activities can, and have, caused deforestation to take place at an accelerated rate. In fact, humans are the primary cause of such clearing of forests. Many people, especially in the poorer, more developing parts of the world, forests are a source for survival and subsistence and rely totally on it and therefore are forest-dependent people. Farmers, loggers and ranchers modify the land to suit their needs, and forging and collecting wood from the land, thereby altering the quality of the forest.
Introduction to Desertification
Desertification is principally a man-made phenomenon and a widespread and irretrievable type of land degradation which occurs primarily in dryland environments. Desertification is linked to global environmental change through climate, biodiversity loss, human dimensions, and land change”. Over the last couple of years, desertification has rapidly occurred which has led to the considerable loss of arable land, leading to marginalisation. Desertification is the spread of desert-like conditions in arid and semi-arid conditions. It is a result of pressure from both climatic and human factors (Laki 1994; Middleton 2008; Phillips 1993). Phillips (1993) further elaborates, stating that “it may be the result of inherent biophysical feedbacks in dryland systems”. The UN Convention to Combat Desertification (as cited in Middleton 2008) defines desertification as “land degradation in arid, semi-arid and dry sub-humid areas resulting from various factors, including climatic variations and human activities. At least 35% of the earth’s land surface is threatened, inhabited by 20 % of the world’s population.” Many earth surface systems are unstable, and thus such aspects would inevitably lead to permanent decline. Natural vegetation clearing has taken place at a considerably fast rate, especially over the last couple of years which leads to desertification.
Spatial characteristics
Desertification specifically occurs in drylands, including arid, semi-arid, and dry subhumid zones. For example, in the Sahel, high pressure air-mass movement is thought to have contributed to desertification (Laki 1994). Food security inexorably affect desertification. Phillips (1993) notes that “this degradation occurs on all continents (except Antarctica)” indicating just how extensive and its reach truly are and that it takes place in spite of geology and temperature variances.
Map 2: Global Desertification Vulnerability - Source: United States Department of Agriculture 2003.
Causes and contributors of desertification
Land that are extensively used, contribute to desertification and as Middleton (2008) note, “they can be classified in intensive grazing, wood cutting, livestock overpopulation, over cultivation, overexploitation of vegetation, and a high demand for water resources”. These worries then lead to an inherent instability in vulnerable areas. These all have an exponential and long-term impact on the environment. Salinization of irrigated cropland is also responsible. Laki (1994) notes that the main factors contributing to desertification include “drought, population growth, the spread of extensive agriculture, deforestation, rapid urbanization, the erosion of local political power, the lack of economic institutions and the absence of social institutions which have tended to reduce the capacity of the local people to cope with the resource degradation problem”. Thus, like in the case of deforestation, it is widely influenced by human-induced activities, but also because of climatic factors such as climate change. It also, in turn, causes weather fluctuations especially drought. This have an enormous detrimental impact on valuable ecosystems. As such, desertification is a serious ecological problem and as Laki (1994) argues “the rate at which the process has been occurring has been estimated at 5-10 km per year”. Furthermore, erosion will take place as there is no vegetation cover. Land-ownership patterns also lead to desertification.
An enormous human population growth has occurred in the areas that are facing desertification, coupled with the inevitable need for natural resources, but the land can’t sustain all of these demands. Drought, naturally occurring or exacerbated by the human stresses and exploitation of land resources, have also resulted in greater occurrences of desertification. Different physical factors of soil are influenced by desertification, including depth, organic matter and the fertility of soil.
Desertification can thus be divided in three broad causes: continuing climatic changes; short-term weather oscillations; and human factors. In these regions, the ecological balance between climatic conditions, soil, vegetation cover, animal life and soil biota is so precarious that any incidental vicissitude may upset it’. The damage may be irreversible with severe and continued misuse (Laki 1994). Phillips (1993) argues that “the two-way relationships between seven key components in desertification (vegetation, albedo, temperature, precipitation, soil moisture, wind erosion, and water erosion) result in inherent instability”.
Arid areas are exceedingly influenced by climate. The climate of these arid lands is characterized by highly variable rainfall, high temperatures, strong winds and high evapotranspiration rates that exceed annual average (Laki 1994). Desertification leads to significant changes in microclimates. A reduction in rainfall, also unavoidably causes desertification. Soil worsening can be ascribe to human settlements but also their animals. Sand encroachment also lead to a decline in vegetation. Resource abuse (over cultivation, overgrazing, and woodcutting) is primarily responsible for desertification. Agricultural activities are exposing the soils to water and wind erosion.
As Laki (1994) explains, “marginal areas are brought into cultivation during periods of high rainfall. When dry years follow wet, the ploughed loose soil is susceptible to wind erosion, where the clays and silts are carried away as dust and the sand drifts to form dunes”. Deforestation contributes to desertification by making the microclimate more arid. Burning of grasslands is also a major contributor to desertification. Laki (1994) notes that “fire destroys forage and induces changes in the botanical composition of the predominant vegetation formations and communities”. The impact of desertification is also widespread which include hunger and thirst, as crop and animal production deteriorates. Which in turn leads to poverty and a loss of home, and can lead to a loss of life too.
Human influences on phenomena
Even though desertification can be triggered by climate variability (e.g. drought), it is irrefutable that form the above-mentioned statistics and data, desertification inevitably and inextricably are influenced by anthropogenic activities. Numerous examples such as overgrazing, intensive grazing, wood cutting, overpopulation, over cultivation, overexploitation of vegetation, and a high demand for water resources all occur as result of medication or altering the land for human’s needs. One thing is sure, desertification is highly unpredictable and is certainly exacerbated by human-induced land activities.
Conclusion
For deforestation it would be wrong to assume that it will and have the same causes and contributors. Many parts are primarily concerned with technological and economic advancement (thus capital-driven) and in other parts, like Africa who is a developing world, many people solely rely on forests for their fuelwood and food. Thus different causes will result from this. Different localities experience different causes, for example, in Africa it is more arid and poverty will also occur more frequently. The rate and extent of the occurrence of deforestation will also vary tremendously among differ parts of the world.
Both deforestation and desertification are two of the most important (and detrimental) environmental changes facing the world today. The poorer communities which live close to forests and deserts are the most vulnerable to such changes. It is clear that desertification can both be influenced by biophysical and socio-economic factors. It is intensified and exacerbated by human-induced land activities that are taking at an unsustainably rate place.
References
Angelsen, A., & Kaimowitz, D. 1999. The International Bank for Reconstruction and Development: Rethinking the Causes of Deforestation: Lessons from Economic Models. The World Bank Research Observer vol. 14, no. 1. pp. 73–98.
Cassea, T., Milhøjb, A., Ranaivosonc, S., Randriamanarivoc, J.R. 2004. Causes of deforestation in southwestern Madagascar: what do we know? Forest Policy and Economics 6 (2004) 33–48.
Geist, H.J., & Lambin, E.F. 2002. Proximate Causes and Underlying Driving Forces of Tropical Deforestation. BioScience Journal Vol. 52 No. 2 p. 143-150.
The World Bank. 2011. Data and Statistics: Deforestation.
Laki, S.L. 1994. Desertification in the Sudan: causes, effects and policy options. International Journal of Sustainable Development & World Ecology, 1:3, 198-205.
Middleton, N. 2008. The Global Casino: An introduction to Environmental Issues. 4th Edition. Hodder Education: London.
Pfaff, A., Amacher, GS., Sills., EO., Coren, MJ., Streck, C., & Lawlor, K. 2013. Deforestation and Forest Degradation: Concerns, Causes, Policies, and Their Impacts. Encyclopedia of Energy, Natural Resource and Environmental Economics.
Phillips, J.D. 1993. Biophysical Feedbacks and the Risks of Desertification, Annals of the Association of American Geographers, 83:4, 630-640.
Reynolds, J.F., D. Mark Stafford-Smith, D.M., & Lambin, E. 2003. Do Humans Cause Deserts? An Old Problem Through The Lens Of A New Framework: The Dahlem. Proceedings of the VIIth International Rangelands Congress August 2003, Durban.
United States Department of Agriculture. 2003. Natural Resources Conservation Service: Soils- Global Desertification Vulnerability.
Thursday, 10 September 2015
Wednesday, 9 September 2015
Barriers to recycling
The
current emphasise on raising important awareness on climate change has helped
people to realise that they play an exponential role in reducing their own
waste via recycling. Unfortunately due to a variety of reasons, recycling
doesn’t always takes place, both locally and globally. The four main categories
of these barriers can be ascribe to household/individual behaviour;
services/local situation; attitudes/motivation; information and knowledge.
1)
Household/individual
behaviour
Many times household waste material hasn’t
become regularised into people’s daily household routines – therefore it hasn’t
been carried out automatically. Many factors, including time, personal cost, space,
labour, practicality, and inconvenience, all impose demands on households when
participating in recycling activities. Many times people also forget to sort at
the source. Practicality specifically refers to houses not being big enough to
keep several waste storage containers and therefore, storage problems ensue.
Furthermore, another barrier to waste separation is that of social dilemma:
short-term rationality impels people to act for their own benefit.
2)
Services / local situation
This category varies by locality. Although
people frequently want to protect the environment and desire to participate in
recycling, that concern is often hampered by the lack of access to recycling
centres.
3)
Attitudes
/motivation
It is axiomatic that motivation and
attitudes can predict behaviour. Half-truths from the media or neighbours about
what happens to the waste can negatively impact such behaviour.
4)
Information and
knowledge
Sometimes people are unsure what exactly
they are expected to do and what exactly which materials are to go in which
receptacle. Recycling schemes have to be easier, more convenient, less time
consuming, less effort but at the same time more enjoyable and rewarding.
Reference
Barr, S. 2007.
Factors Influencing Environmental Attitudes and Behaviors: A U.K. Case Study of
Household Waste Management. Environment
and Behavior Volume 39 Number 4. People’s behaviours and perceptions about recycling activities
Waste
minimisation behaviours are multi-dimensional, complex, and varied. In order to
fully minimise waste in landfills, it is important to understand what factors
influence individual behaviour patterns. Predictors of recycling behaviour comprise
several variables. Much recent attention has focused on individual recycling
schemes, their participation rates, and the characteristics and attitudes of recyclers.
Public awareness and attitudes to waste can affect the population's willingness
to cooperate and participate in waste management practices. Respondents are
frequently divided into recyclers or non-recyclers. Information can make people
aware of the consequences of their behaviour and influence their awareness,
opinions, attitudes, and knowledge. Pro-recycling attitudes and previous
recycling experience are a key contributor to recycling behaviour which is
influenced by having the appropriate opportunities, facilities and knowledge to
recycle. Expressing the environmental benefits of recycling activities can
motivate a person to participate in such activities. Raising awareness
motivates individuals to act.
Behavioural
Variables
Environmental
values, situational characteristics, and psychological factors play a
significant role in the prediction of waste management behaviour. It can be
attributed to several groups of independent variables: environmental values, cognitive
variables (e.g., knowledge, behavioural skills), situational variables, and
personality variables (e.g., attitudes, locus of control/self-efficacy) and
psychological factors which influence environmental behaviour.
Environmental
values
Environmental
values, classified as underlying orientations held by individuals toward the
physical environment are important in looking at people’s individual
perceptions of recycling and what influence their waste management behaviour.
It is used interchangeably with environmental concerns, ecological worldviews,
and environmental attitudes. Moreover, the relationship between social and
environmental values can be interpreted as a socio-environmental basis for examining
values toward environment. Environmental concern (or related concepts such as
environmental values or ecological worldview) relate to an individual’s
orientation towards, or concern for, the preservation, restoration, or
improvement of the environment. People who believe recycling substantially
reduces the use of landfills and conserves natural resources are more likely to
recycle. Furthermore, Individuals who are more open to change, more altruistic,
and feel closer to nature are more likely to be pro-environmental. Relational
aspects of environmental values concern the implicit understanding of
individuals to the relationship between nature and culture, or environment and
human. It also to behavioural domains relating to the way in which humans treat
the environment.
Situational
Variables
Situational
Variables influence waste management behaviour and are defined by given
personal situation with regard to behavioural context (for example, service
provision), individual characteristics (such as socio-demographics) and
individual knowledge and experience of the behaviour. Behavioural context has
been examined by a relatively small number of authors and has focused around
the extent to which access to a structured kerbside recycling collection
enhances recycling behaviour and degree to which static recycling provision
influences action. Situational factors are embrace enabling and disabling
influences and classed as contextual, sociodemographic, knowledge based, and
experience based. Those with better access to static recycling also tend to recycle
more.
Environmental
and behavioural knowledge is important in shaping waste management and general
pro-environmental behaviour. Environmental knowledge is the abstract knowledge
for action, being a representation of general knowledge about the state of the
environment and an awareness of environmental problems, such as waste issues.
Knowledge regarding both environmental problems and an awareness of how to
perform environmental behaviours is of importance. One can distinguish between
‘abstract’ and concrete (providing more scope to predict recycling and other
environmental behaviours. Moreover, personal experience of the behaviour is a
significant prediction of waste management behaviour; a strong link has been
found between behavioural experience in one domain and action in another,
whereby participation in one behaviour leads to more willing uptake of other
actions.
Psychological
Factors
Psychological
factors (factors are unique perceptual traits of the individual and are
personal perceptions of the individual in question that affect their overall
behaviour) are all linked by the fact that they are personality characteristics
of the individuals and the perceptions of those individuals toward the actions
that they are undertaking and include altruistic influences on recycling
behaviour. Psychological factors relate to personality and perceptional traits
of individuals that determine their overall attitudes regarding an
environmental behaviour. These variables are based on a recycling behaviour score;
environmental concern score; facility provided attitude score; recycling
attitude score; waste recycling confidence score; community identity score;
difficulties in sorting household waste.
Altruism
It
relates to the degree to which recycling could be seen as altruistic, or
helping, behaviour.
Intrinsic
motivation
Intrinsic
motivation to act is an important predictor of environmental and waste
management behaviour. Individuals who find recycling enjoyable and derive inner
satisfaction from helping the environment are more likely to both initiate and
continue with pro-environmental behaviour.
Threat
to wellbeing
A
belief that environmental problems can be perceived as so much of a threat to
well-being and health that they override many of the traditional predictors of
environmental behaviour in their importance. The personalisation of an
environmental problem may urge individuals to act as a matter of self-interest
so as to avoid harm.
Extent
of behaviour
The
extent to which undertaking a given behaviour will also have a tangible impact.
Individual actions can have little or no impact toward a given problem.
Behaviour is predicted by behavioural intention, as well as the situational and
psychological factors. In turn, behavioural intention would be predicted by
environmental values, situational and psychological factors.
Importance
of others’ recycling behaviour
The
importance of others’ recycling behaviour is also likely to be significant in
increasing individual recycling rates and when individuals are aware of a given
social norm and accept this norm.
Public
awareness and attitudes
Public
awareness and attitudes to waste can affect the population's willingness to
cooperate and participate in adequate waste management practices. General
environmental awareness and information on health risks due to deficient solid
waste management are important factors which need to be continuously
communicated to all sectors of the population.
Self-efficacy
Self-efficacy
may also be seen as a significant predictor of waste management. There exist a
relationship between the degree to which respondents felt competent to and
actually did undertake the behaviour and their action as well as their
perception that such action will have a tangible positive effect.
Environmental
citizenship
Individuals
who conform to certain characteristics are more likely to behave in an
appropriate manner because they feel involved within society and most
importantly have a notion of citizenship. This include a balance between rights
and responsibilities, an active involvement within society, characterized by a
feeling of good community spirit and a part in the local decision making
processes regarding the environment.
Convenience
Recycling
behaviour can be facilitated by convenience. Making recycling more convenient
and accessible would be expected to enhance attitudes towards behaviour.
Understanding
the factors that influence or promote recycling behaviour can lead to more
efficient recycling programmes. Thus, four broad categories of explanatory
variables relate to recycling behaviour (internal motivators (psychological
factors that lead individuals to be self-motivated in continuing a certain act
or task), external motivators (are psychological factors that motivate
individuals in continuing an act through things they cannot control), internal
facilitators (are factors that provide individuals with the knowledge and
mental capacity to complete a task properly), and external facilitators (characteristics
of the surrounding physical environment that allow for the completion of a task
and also barriers that can discourage individuals from doing a task).
Conclusion
People’s
perceptions, behaviours and opinions all differ as a result of differing
environmental values, situational factors, and psychological factors. One thing
remains certain, recycling is a viable solution, in terms of environmental,
economic, and social aspects, to minimise the waste that has rapidly occurred
over the recent years.
References
Barr,
S. 2007. Factors Influencing Environmental Attitudes and Behaviors: A U.K. Case
Study of Household Waste Management. Environment
and Behavior Volume 39 Number 4.
Barr,
S. & Gilg, A.W. 2007. A Conceptual Framework for Understanding and
Analyzing Attitudes towards Environmental Behaviour. Geografiska Annaler. Series B, Human Geography, Vol. 89, No. 4 (2007),
pp. 361-379.
Riley,
M. 2008. From Salvage to Recycling – New Agendas or Same Old Rubbish? Jstor Area, Vol. 40, No. 1, pp. 79-89.
Swami,
V., Chamorro-Premuzic, T., Snelgar, R., Furnham, A. 2011. Personality,
individual differences, and demographic antecedents of self-reported household
waste management behaviours. Journal of
Environmental Psychology 31 (2011) 21e26.
Tonglet,
M., Phillips, P.S., & Bates, M.P. 2004. Determining the drivers for
householder pro-environmental behaviour: waste minimisation compared to
recycling. Resources, Conservation and
Recycling 42 (2004) 27–48.
Woodard,
R., Harder, M.K., Bench, M. 2006. Participation in curbside recycling schemes
and its variation with material types. Waste
Management 26, 914–919.
Don’t waste your waste - Benefits of recycling
![]() |
| Source: Recycling Guys |
Researchers
have been writing about recycling since the 1970s and it is a heavily
researched topic and therefore a lot is already understood about this topic.
Recycling
has become an established norm for many communities. Recycling is a viable
means of addressing the problems associated with municipal waste disposal. Recycling
can not only benefit yourself, but also the environment.
·
Less
Pressure on Landfills - Reduces the amount of waste sent to landfills and
incinerators and that must be dispose of;
·
Sustainable
use of Resources;
· It
lessens the need to extract the planet’s limited raw material resources and conserves
natural resources such as timber, water, and minerals;
·
Prevents
pollution by reducing the need to collect new raw materials; Recycling of
industrial products cuts down pollution levels significantly;
·
Saves
energy - A large amount of energy is consumed by processing raw materials during
manufacturing and recycling ultimately minimises this;
·
Prevents
Loss of Biodiversity: Less raw material is needed when you engage yourself in
recycling products and it will prevents loss of biodiversity and ecosystems. Soil
erosion and water pollution, enabling indigenous plants and animals to survive
in forests;
·
Recycling
reduces the pressure to expand forestry and mining production - recycled paper
made from certain trees is re-used repeatedly to minimize felling/
deforestation;
·
Reduces
greenhouse gas emissions that contribute to global climate change - human
activities have contributed to an accelerated warming of the Earth’s surface
through the increase of emissions of greenhouse gases (GHGs) and have altered the
chemical composition of the atmosphere;
·
Helps
sustain the environment for future generations;
·
It
is a very helpful environmental education tool – all people (from young children
to elders) can participate in recycling initiatives to protect our precious
resources;
·
Helps
create new well-paying jobs in the recycling and manufacturing industries;
·
Motivate
the Use of Greener Technologies: By participating in recycling has helped
people to use greener technologies e.g. renewable energy sources like solar and
wind;
·
Greater
economic development; and
·
Well-run
recycling programs cost less to operate than waste collection, landfilling, and
incineration.
References
United
States Environmental Protection AgencyRecycling Statistics
General
·
To produce each week's Sunday newspapers,
500,000 trees must be cut down.
·
Recycling and composting diverted nearly
70 million tons of material away from landfills and incinerators in 2000, up
from 34 million tons in 1990-doubling in just 10 years.
· It takes 95% less energy to recycle aluminium
than it does to make it from raw materials. Making recycled steel saves 60%,
recycled newspaper 40%, recycled plastics 70%, and recycled glass 40%. These
savings far outweigh the energy created as by-products of incineration and
landfilling.
·
In 2000, recycling resulted in an annual
energy savings equal to the amount of energy used in 6 million homes (over 660
trillion BTUs). In 2005, recycling is conservatively projected to save the
amount of energy used in 9 million homes (900 trillion BTUs).
·
A national recycling rate of 30% reduces
greenhouse gas emissions as much as removing nearly 25 million cars from the
road.
Aluminium
![]() |
| Source: Recycle UK |
·
When one ton of steel is recycled, 2,500
pounds of iron ore, 1,400 pounds of coal and 120 pounds of limestone are
conserved.
·
Recycling one aluminium can saves enough
energy to run a TV for three hours
·
A 60-watt light bulb can be run for over a
day on the amount of energy saved by recycling 1 pound of steel.
Paper
![]() |
| Source: Dreams Time |
·
If all our newspaper was recycled, we
could save about 250,000,000 trees each year!
·
The average American uses seven trees a
year in paper, wood, and other products made from trees. This amounts to about
2,000,000,000 trees per year!
·
The amount of wood and paper we throw away
each year is enough to heat 50,000,000 homes for 20 years.
·
The average household throws away 13,000
separate pieces of paper each year. Most is packaging and junk mail.
·
Each ton (2000 pounds) of recycled paper
can save 17 trees, 380 gallons of oil, three cubic yards of landfill space,
4000 kilowatts of energy, and 7000 gallons of water. This represents a 64%
energy savings, a 58% water savings, and 60 pounds less of air pollution!
![]() |
| Source: Globalcry |
·
Recycled paper supplies more than 37% of
the raw materials used to make new paper products in the U.S. Without
recycling, this material would come from trees. Every ton of newsprint or mixed
paper recycled is the equivalent of 12 trees. Every ton of office paper
recycled is the equivalent of 24 trees.
·
The 17 trees saved (above) can absorb a
total of 250 pounds of carbon dioxide from the air each year. Burning that same
ton of paper would create 1500 pounds of carbon dioxide.
·
The construction costs of a paper mill
designed to use waste paper is 50 to 80% less than the cost of a mill using new
pulp.
Plastic
![]() |
| Source: 123rf |
·
Plastic bags and other plastic garbage
thrown into the ocean kill as many as 1,000,000 sea creatures every year!
·
Recycling plastic saves twice as much
energy as burning it in an incinerator.
·
11 recycled PET (POLYETHYLENE
TERAPHTHALATE) plastic bottles can make 1 pair of men’s trousers pet .
Glass
·
Every month, we throw out enough glass
bottles and jars to fill up a giant skyscraper. All of these jars are
recyclable!
·
The energy saved from recycling one glass
bottle can run a 100-watt light bulb for four hours or a compact fluorescent
bulb for 20 hours. It also causes 20% less air pollution and 50% less water
pollution than when a new bottle is made from raw materials.
·
A modern glass bottle would take 4000
years or more to decompose -- and even longer if it's in the landfill.
·
Mining and transporting raw materials for
glass produces about 385 pounds of waste for every ton of glass that is made.
If recycled glass is substituted for half of the raw materials, the waste is
cut by more than 80%.
Reference
Recycling Revolution
Recycling
Defining Recycling
Recycling is defined as the redirection of materials from waste stream into the manufacturing, agricultural, horticultural and construction sectors for use in the creation of new products waste materials are used in the creation of other new products. Inherent in this redirection is that one must know what kind of material is fit for what purpose (Senzige et al. 2014). Recycling is the process of collecting and processing materials and turning them into new products. These materials would have otherwise end up in the trash.
Importance of
recycling
Recently, geographical research has continuously involve sustainable household waste management strategies, of which recycling is an important component and have focused specifically around people’s behaviour and perceptions to recycling activities. Waste is abundantly found all over the world and spaces for landfills are diminishing and because landfills are the traditional way of getting rid of solid waste, alternative actions are necessary. Due to the rapid urbanisation taking place in cities, burgeoning population, rapidly developing economies, unsustainable human activities, lifestyle changes, and mass consumption (due to a rise in income), it has detrimentally negative impacts on both the environment and people.
References
Schubeler, P., Christen, J., and Wehrle, K. 1996. Conceptual framework for municipal solid waste management in low-income countries. Urban management and infrastructure.
Recycling is defined as the redirection of materials from waste stream into the manufacturing, agricultural, horticultural and construction sectors for use in the creation of new products waste materials are used in the creation of other new products. Inherent in this redirection is that one must know what kind of material is fit for what purpose (Senzige et al. 2014). Recycling is the process of collecting and processing materials and turning them into new products. These materials would have otherwise end up in the trash.
Recently, geographical research has continuously involve sustainable household waste management strategies, of which recycling is an important component and have focused specifically around people’s behaviour and perceptions to recycling activities. Waste is abundantly found all over the world and spaces for landfills are diminishing and because landfills are the traditional way of getting rid of solid waste, alternative actions are necessary. Due to the rapid urbanisation taking place in cities, burgeoning population, rapidly developing economies, unsustainable human activities, lifestyle changes, and mass consumption (due to a rise in income), it has detrimentally negative impacts on both the environment and people.
Municipal
solid waste (MSW) presents environmental, social, and economic problems. More
people are migrating to cities in search of a better life, but place a huge
strain on resources and lead to poor waste management. Of importance is the way
in which this waste is handled, collected and dispose of to ensure that is
appropriate and safe solid waste management. Beneficial use of waste depends on
efficient collection and separation. Due to solid waste being an increasingly
growing problem, especially over the last two decades, greater awareness is
required. The decisions of Municipal Solid Waste Management (MSWM) are not only
very capital intensive, but it also challenging from environmental and social
points of view. Due to a mass consumer society, waste management has become a
global environmental priority.
Scale
is central to the geography of contemporary recycling schemes as the notion for
searching for a sustainable future is described in idea of ‘Think Global, Act
Local’ and is extremely useful in waste management principles to encourage
individuals to reflect upon their own lifestyles within the context of global
and local environmental problems and to make small everyday changes in their
lives to positively contribute to curtailing environmental problems and overuse
of natural resources. As such, participating regularly in recycling activities
can yield the required results. Separating waste in households are important to
close the loop of materials. Despite increases in solid waste that is being
recycled, the overall MSW continues to increase and therefore improvement is
required. Awareness of environmental degradation has been abundant in the news
of late through mostly education. This has led to environmental concern
entering the human consciousness to make more sustainable choices. The most
important aspect regarding this, is to thoroughly ensure that waste simply
doesn’t take place and to best avoid and reduce waste all together. However,
there are some barriers to participating in recycling activities such as fear
of the perceived dangers of waste, social norms and a carelessness towards the
environment.
Sustainable waste
management
At
the United Nations Conference on Environment and Development in 1992 in Rio de
Janeiro, it was decided that levels of governmental structure around the world
would make progress to reduce the amount of waste sent to landfills (Barr
2007). For sustainable waste management to take place, require changes in
individual consumer habits and attitudes and an understanding of waste
minimisation behaviour. To achieve sustainable and effective waste management,
development strategies must go beyond purely technical considerations to
formulate specific objectives and implement appropriate measures with regard to
political, institutional, social, financial, economic and technical aspects of
MSWM (Schübeler et al. 1996). By adapting to the prevailing context of the
country in which MSWM systems operate would lead to the effectiveness and
sustainability thereof. MSWM must promote environmental conditions through
controlling pollution and to ensure the sustainability of ecosystems.![]() |
| Source: Recycling Supply |
References
Schubeler, P., Christen, J., and Wehrle, K. 1996. Conceptual framework for municipal solid waste management in low-income countries. Urban management and infrastructure.
Senzige,
J.P, Nkansah-Gyeke, Y., Makinde, D.O., & Njau, K.N. 2014. The potential for
solid waste recycling in Urban Area of Tanzania: The case of Dar Es Salaam. International Journal of Environmental
Protection and Policy.
Barr,
S. 2007. Factors Influencing Environmental Attitudes and Behaviors: A U.K. Case
Study of Household Waste Management. Environment
and Behavior Volume 39 Number 4.
Sunday, 23 August 2015
Children, please disconnect from the virtual world and reconnect with the natural world. It will be worthwhile!
Introduction
![]() |
Children are disappearing from the
outdoors at a rate that would make them top of any conservationist’s list of
endangered species if they were any other member of the animal kingdom - Tim
Gill.
Mother Nature
Mother
Nature is the perfect teacher that helps children to learn about the natural
world in an interactively fun manner, while it simultaneously enhances the
learning process and strengthens your children’s connections to nature. It is
so vitally important that the natural environment must form an integral part of
a child’s life and education. It is so wonderful to be in harmony with Mother
Nature and fully immersing oneself in all she has to offer. Mother Nature
offers such a diverse number of living things, including, diverse fauna, and
flora species as well as abundance of land and water. Natural settings include
places such as parks, forests, and gardens and offer an unparalleled natural
setting.
Children don’t get outdoors anymore
Nature-entwined
activities rarely take place nowadays. The sad truth is that children hardly
get any exercise and fresh air as there are limited opportunities to connect
with Mother Nature and don’t spend quality time in the outdoors. For example,
simply listening to a bird sing is an unreality for many children. Even more
worrisome is the fact that a lack of children’s exercise is further exacerbated
by participating in unhealthy lifestyles, spending hours in front of
technology. The truth is they would rather spend time indoors facing a
computer, than to actually be outside and interacting with nature. This has led
to a decline of children playing outside and having fun on a natural level, unable
to fully take advantage of the benefits from such natural activities.
Many
children have developed a biophobia
which is essentially the fear of the natural world and environmental issues. These
children don’t know what they’re missing out on. Using all five of their senses
to get a comprehensive idea of the activities (such as getting their hands
dirty, making up games as they go along, and riding their bikes) simply don’t
occur. What is even more striking (and disturbing) is the fact that they are
not familiar with spending quality ‘green’ time outdoors anymore. The norm is
to spend as much time indoors. They follow an indoor, sedentary lifestyles
daily and spent way too much time in unnatural, man-made, indoor environments
without getting enough exercise outdoors. This has detrimentally negative
impacts on their health and developmental process.
Finding a balance between the
virtual and real world
It is a
widely known fact that technology provides various benefits as it helps to
expand children’s knowledge horizons. Technology is a very good educational
tool to assist in the learning process to learn more about the natural world
and to fully enhance the experience knowledge. But this must be balanced out
with real-life nature experiences. One has to have a balanced life, on the one
hand, playing a sufficient amount outdoors, with being plugged in. Therefore, a
nature-rich curriculum is of utmost importance whereby outdoor education
programmes are integrated into the curriculum. If this isn’t possible, children
should still get an opportunity to have access to green spaces and explore
natural settings without any restraint, ensuring that children are in their
(natural) element. Being in the outdoors is an extremely healthy alternative to
spending time indoors, in front of the TV or PC.
Adults play a
vital role in encouragement
It is
vital that teachers, adults, and parents, being children’s mentors and leaders,
open up the ‘green’ door to a whole new possibilities. They are in the perfect
position to motivate children to get outside, interacting with natural settings
and discourage them from spending too much time in front of screens. It is so
vitally important that environmental education start at an early age. As a
viable solution, parents must participate in natural activities, such as
walking or riding a bike, which will help encourage children to do the same. It
is widely accepted that children learn intently from their parents and their actions.
When they follow a green, healthy, active lifestyle, children will soon follow
suit as it is clear that their parents also find it enjoyable, educational, and
beneficial and will follow in their parents’ green footsteps. ![]() |
| Source: The Star |
Benefits of being in nature
It is
axiomatic that a child-nature encounter will have a myriad of benefits and naturalized
outdoor play environments have many positive effects for children. Mother
Nature has all kinds of benefits and forms part of an integral learning
experience for children. She offers a continuous learning process, while having
fun at the same time. Nature is able to assist children, physically,
intellectually, emotionally, socially, and spiritually. It is good (and,
really, obligatory) to participate in different educational and recreational
activities that Mother Nature provides as it aid in their overall wellbeing.
Nature is definitely a healing place. Children are able to learn by way of
constructing their own knowledge about the world around them, and not merely
only by memorizing facts. There is an enormous difference if a child merely
sees a picture of a natural landscape and truly using their senses to closely
experience it in a natural setting. This enables children to interact with
nature on a more intimately and personal level, resonating that much deeper
with them.
There
are some perfectly good opportunities on offer in Mother Nature, especially to
participate after school and especially weekends. Several reasons why kids need
to go outside, what they will gain from green outdoor spaces, and reasons to save
kids from an imminent nature-deficit disorder, include:
Health
Benefits
Daily
exposure to natural settings include several health benefits, such as:
·
Vital
to their overall health and functioning
·
Increase
physical activity
·
Fewer
physical ailments
·
Faster
recovery from illness
·
Improves
eyesight
·
It
boosts immunity
· Improves
nutrition and when they grow their own food they are more likely to eat fruits
and
veggies.
·
Reduce
childhood obesity
· More
advanced motor fitness, including coordination, balance and agility
·
Helps
to sleep better
Mental
Benefits
·
Better
psychological well-being and functioning
·
Creates
mental and emotional wellness
·
Reduces
Attention Deficit Disorder (ADD) symptoms as children concentrate more after
connecting with nature.
·
Reduces
absenteeism
·
Helps
them deal with adversity
·
Alleviate
stress – spending time at an ocean washes away (pun intended) their daily cares
and
is therapeutic, too.
is therapeutic, too.
Developmental Process
Developmental Process
![]() |
| Source: Vivid Life |
·
It
adds to the sensory experience
·
Expand
natural and knowledge horizons
·
Development
of independence and autonomy
·
Hone
cognitive abilities, skills and functioning
·
Acquisition
of knowledge, intellectual development, think resourcefully, higher concentration
and self-discipline, creative
problem solving, improved thinking and recall of information,
developing
important skills (e.g., initiative, literacy, math, science skills), thereby
improving
their academic performance.
·
Improve
their awareness, reasoning, discovery, and visual-spatial skills (especially observational
skills) as they are tremendously inquisitive, interested, and curious about the natural world
and seek to learn more about the environment around them.
skills) as they are tremendously inquisitive, interested, and curious about the natural world
and seek to learn more about the environment around them.
· Children
are able to handle challenges and problems better, to launch investigations, to
think
creatively and imaginatively and to find inspiration in small natural
elements in Mother Nature.
·
Improved
life skills
·
The
ability to grow and learn to their fullest potential.
Social
benefits
Enhance social behavior and relations by improving and stimulating social interactions with other children and it build their confidence, enhancing collaborative skills, and children more positive feelings towards each other.
Enhance social behavior and relations by improving and stimulating social interactions with other children and it build their confidence, enhancing collaborative skills, and children more positive feelings towards each other.
![]() |
| Source: Outdoor Nation |
Nature can be used as an inquiry learning source full of endless possibilities, activities, and ideas. Nature-based experiential education have various benefits, including:
![]() |
| Eco Walk the Talk |
children and opens up a whole new natural world where their
imagination can run wild as it explore socials, material and
imaginary worlds.
·
Playing
in the outdoor classroom makes learning fun as they are
able to learn through landscapes, participate in free and fun
exercise, and has a playful engagement with nature. They
able to learn through landscapes, participate in free and fun
exercise, and has a playful engagement with nature. They
can get down and dirty and it provides an opportunity to let
off
steam.
steam.
·
It
offers an opportunity to enjoy, acquire, research, and explore
green spaces and there are diverse natural spaces, something for every age. Being outside helps them remember that they are still kids.
green spaces and there are diverse natural spaces, something for every age. Being outside helps them remember that they are still kids.
·
When
they spend some quality time in a natural environment, they develop their own
sense of
place and a sense of wonder. It leads to positive contact with nature
and nature offers a sense of
wonder and being at one with the natural world.
This sense of wonder enables life-long learning
to occur.
·
It
enables them to express their own ideas
·
It
is a continuous hands-on, active experience, whereby they investigate and learn
through
activities that build on a child’s sense of wonder and curiosity.
· It
enables unstructured creative exploration, unconstrained
physical movement, and self-led natural play activities, which,
in turn, make children independent as they learn on their own
physical movement, and self-led natural play activities, which,
in turn, make children independent as they learn on their own
terms in green settings and make use of diverse
materials and
· Keep
children captivated and interested as their eyes are always
curious.
curious.
·
A
direct, real-life, positive experience with the natural world is
an enriching engagement in the natural environment and fully
participate in the natural games as they have direct contact with
green spaces.
an enriching engagement in the natural environment and fully
participate in the natural games as they have direct contact with
green spaces.
Protecting our valuable Mother
Nature
Mother
Nature offers diverse fauna, and flora species as well as abundance of land and
water. Children are the future generations to protect it and it is vital that
they have an innate connection with Mother Nature from a very young age in
order to protect it from future destruction. It doesn’t do children good when
they are exposed to some of the most prominently terrifying environmental
issues early on, and they don’t have enough time to develop a personal
connection with Mother Nature. Before we can ask children to save the
environment, it is important to cultivate their biophilia, their love for the
Earth.
During
early childhood, children’s experience shape values, attitudes towards the
natural world and will continuously be used throughout their lives. It is
imperative that children discover their relationship with nature, foster conservation
attitudes, and commit to an eco-lifestyle from a very young age to care for our
fragile planet. When nature-rich children have an inherent connection to the
natural world by participating in natural activities on a regular basis, they
will have an affinity to and love of nature and have positive feelings and an
appreciation for Mother Nature, creating positive bonds with nature, emotionally
and intimately connected and a positive environmental ethic, growing an
understanding that nature does matter and to respect Mother Nature, and will be
interested in preserving nature and its diversity and increasing their
knowledge of nature, acquired an intuitive, deep understanding of the natural
world, which is the foundation for sustainable development. It will also evoke
an urgency for protecting it and it will enable caring about environmental
stewardship, fostering a positive attitude towards the environment, and
cultivate an essential respect towards other living things and preserve natural
environments. The more
they are connected to nature on a personal level, the more environmentally
concerned they will become which will foster empathy and lead to participating
in environmentally responsible behaviors. Children are stimulated to be
mindful to the environment and which intensifies their relationship with Mother
Nature, having a sense of acting responsibly towards the environment and an
appreciation of the beauty of the natural world.
There's no way that we can help
children to learn to love and preserve this planet, if we don't give them
direct experiences with the miracles and blessings of nature - Anita Olds.
![]() |
| Source: Dreams Time |
As George Monbiot argues, “If children lose contact with nature they won’t fight for it. Most of those I know who fight for nature are people who spent their childhoods immersed in it. Without a feel for the texture and function of the natural world without an intensity of engagement almost impossible in the absence of early experience, people will not devote their lives to its protection”.
When children study nature, it will develop their natural science knowledge, and provide an opportunity to learn to appreciate nature’s special species and the rich diversity thereof. The natural world is a complex place of beauty, mystery and wonder. It is important to closely attune our senses to the workings of the natural world. When children are more knowledgeable about natural aspects to understand the natural world, and how it functions, they are able to develop a life-long attachment and appreciation to the natural world as well as species living within this ecosystems. Animals are a source of wonder for children. It can help to foster a responsibility towards living thing as they instinctively interact with animals. It is about learning to be compassionate and considered towards the environment and to living things. It is vital to help raise awareness of how and why one must care for the environment and what they, as young people, can help to do their bit for the Earth, but do so in an interactive and fun manner.
If all of
these aspects do occur, the natural environment will be honoured and cherished
and simultaneously children will have an emotional attachment to our beautiful
Earth. Children are
then fully encouraged to be enthusiastic about caring for our fragile planet
and evoke of urgency for protecting it.
Conclusion
It is time
to bring children back to their natural roots, so to speak, and to expose them
to the many green environments on offer. It is long overdue for children to up
their green credentials and to experience and fully immerse themselves in
enjoying an outdoor experience. As seen by the myriad benefits of spending time
outdoors, in a natural green setting, is needed in frequent, regular doses, a
Vitamin G (Green) of some sort. Green Rangers, we have an important mission for you: Be a kind green heart, and have a green start by spending as much quality in the company of Mother Nature. She will forever be thankful and will definitely be sending some green love back. Children (and adults), see
you outside - our beautiful Mother Nature will be waiting!

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