Environmental Impacts Of Large Dams Environmental Sciences Essay

Environmental Impacts Of Large Dams Environmental Sciences Essay About 48000 large dams have been built as a response to meet energy or water need. Nearly half of the worlds rivers have at least one large dam. One-third of the countries in the world rely on hydropower for more than half their electricity supply, and large dams generate 19% of electricity overall. Half the worlds large dams were built exclusively or primarily for irrigation, and some 30-40% of the 271 million hectares irrigated worldwide rely on dams. There are dams on nearly half of the rivers of the world (Table 2.6). Six percent of the energy consumed in the world is produced from hydraulic power. Additionally, hydraulic power is in the second rank within the renewable energy sources and every year it increases 4 percent in the world. Dams whose height is more than 15 meters are referred to as big dams. Clearly, dams can play an important role in meeting peoples needs (Table 2.7). Table 2.6. Distribution of Dams on the World Continent Number of Dams Percentage of the total Africa 1269 2.7 Asia 31340 65.8 America 8989 18.8 Europe 5480 11.5 Australia 577 1.2 Total 47655 100 Source: World Commission on Dams, Dams and Development, 2000. There are always two opinions about dams the supporters talk about the economic benefits of irrigation, electricity generation, flood control and water supply, the opponents highlight the adverse impacts of displacement and impoverishment of people, destruction of ecosystems and fishery resources, and possibility of disaster if the dam breaks. Environmental Impacts of Large Dams Land and water are ecologically linked in a natural system called a watershed. From the smallest droplet to the mightiest river, water works to shape the land, taking with it sediment and dissolved materials that drain to watercourses and, in most cases, eventually to the sea. The river is a product of the land it flows through the type of rock and soil, the shape of the land, and the amount of vegetation are some of the factors that determine the rivers shape, size and flow. When a large dam is constructed, these ties between the land and the river are broken and the consequences are felt throughout the watershed, as well as by the web of life it supports. Some 40,000 large dams, most of which were built in the past 50 years, now obstruct the worlds rivers. More than 400,000 square kilometers an area larger than Zimbabwe, have been inundated by reservoirs worldwide. The worlds largest impoundment, the 8,500 sq km Volta Reservoir behind Ghanas Akasombo Dam, flooded 4% of that nations land area. An internal survey of hydroelectric dam projects by World Bank has shown that 58% of the dams were planned and built without any consideration of downstream impacts. Table 2.7. Countries having the Biggest Dams according to Size and Function Rank Countries having Biggest Dams Ranking with respect to Dams Function Electrical Energy Water For Drinking and Daily Use Irrigation Flood Protection 1. China China USA China China 2. USA USA United Kingdom India USA 3. India Canada Spain USA Japan 4. Spain Japan Japan Korea Brazil 5. Japan Spain Australia Spain Germany 6. Canada Italy Thailand Turkey Romania 7. Korea France South Africa Japan Mexico 8. Turkey Norwegen Brazil Mexico Korea 9. Brazil Brazil France S. Africa Canada 10 France Swedish Germany Albania Turkey Source: World Commission on Dams, Dams and Development, 2000. The following are a few serious environmental impacts of dams: . (i) Effects on River Systems Reducing the flow of water from a river changes the landscape it flows through, which in turn can affect the ecosystems flora and fauna. A dam holds back sediments, especially the heavy gravel and cobbles. The river, deprived of its sediment load, seeks to recapture it by eroding the downstream channel and banks, undermining bridges and other riverbank structures. Riverbeds are typically eroded by several meters within a decade of first closing a dam; the damage can extend for tens or hundreds of kilometers below a dam. Riverbed deepening lowers the groundwater table along a river, threatening vegetation and local wells in the floodplain and requiring crop irrigation in places where there was previously no need. The depletion of riverbed gravels reduces habitat for many fish that spawn in the river bottom, and for invertebrates such as insects, molluscs and crustaceans. Changes in the physical habitat and hydrology of rivers are implicated in 93% of freshwater fauna declines in North America. Before construction of the Aswan Dam in Egypt, the Nile River carried about 124 million tons of sediment to the sea each year, depositing nearly 10 million tons on the floodplain and delta. Today, 98% of that sediment remains behind the dam. The result has been a drop in soil productivity. The Aswan Dam has also led to serious coastal erosion, another problem stemming from the loss of sediments in a dammed river. Another example of this problem is along the mouth of the Volta River in Ghana. Akosombo Dam has cut off the supply of sediment to the Volta Estuary, affecting also neighboring Togo and Benin, whose coasts are now being eaten away at a rate of 10-15 meters per year. (ii) Hydrological Effects Dams change the pattern of the flow of a river, both reducing its overall volume and changing its seasonal variations. The nature of the impacts depends on the design, purpose and operation of the dam. All parts of a rivers ecology can be impacted by changes to its flow. A rivers estuary, where fresh water meets the sea, is a particularly rich ecosystem. Some 80% of the worlds fish catch comes from these habitats, which depend on the volume and timing of nutrients and fresh water. The alteration of the flows reaching estuaries because of dams and diversions is a major cause of the precipitous decline of sea fisheries in the Gulf of Mexico, the Black and Caspian Seas, Californias San Francisco Bay, the Eastern Mediterranean and others. (iii) Changes to Flooding The storage of water in dams delays and reduces floods downstream. River and floodplain ecosystems are closely adapted to a rivers flooding cycle. The native plants and animals depend on its variations for reproduction, hatching, migration and other important lifecycle stages. Annual floods deposit nutrients on the land, flush out backwater channels, and replenish wetlands. It is generally recognized by biologists that dams are the most destructive of the many abuses causing the rapid disappearance of riverine species. About 20% of the worlds recognized 8,000 freshwater species are threatened with extinction. The first effect of a dam is to alter the pattern of disturbances that the plants and animals of a river have evolved for. Many aquatic animals coordinate their reproductive cycles with annual flood seasons. Every flood is valuable in that it takes nutrients from the land and deposits them in the river, providing food for the streams residents. Floods also provide shallow backwater areas on vegetated and shaded riversides; the young of many animals depend on these backwaters to protect them from large predators.   Ã‚  Ã‚  Ã‚  Ã‚  As an example, a fish on a certain river may only reproduce during April of every year so that its offspring will have abundant food and places to hide. If the flood never comes because a dam holds the river back (because people want the water for themselves), the offspring may be produced during a time when they cannot possibly survive. If the fish can wait until the next flood, which may be in July, its young will be born during the wrong time of year, and will have to contend with the absence of their normal food supply and temperatures for which they are not prepared. Vegetation, too, depends upon these regular cycles of flood. Quite often, people will decide that they can spare no water at all and no flooding will occur. Or they may have built the dams specifically to stop flooding, so they can build houses in the floodplains. When this happens, riparian vegetation, the vegetation bordering the river, changes forever. (iv) Removing Sediment   Ã‚  Ã‚  Ã‚  Ã‚  Another reason that riverbeds become scoured and armored is that dams remove all the sediment from the river. It is natural that the river, which is accustomed to carrying sediment and now has none, will pick up the sediment from the streambed below the dam. It is almost as though the river has been starved of its sediment. As in everything else in nature, balance will be achieved one way or the other, often at the expense of one or more species.   Ã‚  Ã‚  Ã‚  Ã‚  The sediment in a dammed river reaches the slow-moving reservoir above the dam and drops out, settling behind the dam. Each dam is engineered to withstand the force of a particular amount of water (this may be very very large). The dam is not engineered to withstand the additional force of tons of wet sediment pressing on the backside. The muddier the river, the faster this heap of sediment will build up. When it builds up very high, either the dam bursts, killing people and destroying settlements downstream, or the reservoirs water pours over the top of the dam. The river downstream of the dam will be like a dead river. It will not have a living river ecosystem filled with fish and birds. The water will be starved of nutrients and provide little or no habitat for animals. In addition, animals that once used the muddiness of the rivers water to conceal them from predators are now overly vulnerable to predation, and may quickly go extinct. A river with dams eventually becomes little more than a dead channel of water. (v) Starving the River   Ã‚  Ã‚  Ã‚  Ã‚  Dams hold back not only sediment, but also debris. The life of organisms (including fish) downstream depends on the constant feeding of the river with debris. This debris includes leaves, twigs, branches, and whole trees, as well as the organic remains of dead animals. Debris not only provides food, it provides hiding places for all sizes of animals and surfaces for phytoplankton and microorganisms to grow. Without flooding and without a healthy riparian zone, this debris will be scarce. Adding to the problem, although debris might come from the river above the dam, it is instead trapped in the reservoir, and never appears downstream. The bottom level of the food web is removed. All in all, the loss of sediment and debris means the loss of both nutrients and habitat for most animals. (vi) Changing Temperature Temperature is another problem. Rivers tend to be fairly homogenous in temperature. Reservoirs, on the other hand, are layered. They are warm at the top and cold at the bottom. If water is released downstream, it is usually released from the bottom of the dam, which means the water in the river is now colder than it should be. Many macro-invertebrates depend on a regular cycle of temperatures throughout the year. When this is changed, their survival is threatened. (vii) Erosion The typical practices in a hydroelectric station are to release large amounts of water in powerful surges during the day in order to provide electricity when demand and prices are highest, and to cut down flow during the night in order to replenish reservoirs for the next day. The cyclic floods caused by this popular practice contribute to the extinction of many species like the salmon by flushing away their spawning gravels during the day and leaving them high and dry at night. Riverbeds become scoured, stripped of their organic materials, sediment, vegetation, and macro-invertebrates. (viii) Stopping Fish Migration   Ã‚  Ã‚  Ã‚  Ã‚  Fish passage is a concern with dams. Many fishes must move upstream and downstream to complete their lifecycles. Dams are often built without fish ladders. When fish ladders are provided, they seldom work as needed. If enough adult fishes do manage to climb above a dam, there remains the issue of their young: how will they get back downstream? Predators kill many while they wander, lost, in the reservoir above the dam. Many are killed in their fall downward through the dam to the river below. They arent killed by the fall itself, but by the high levels of nitrogen gas at the base of the dam.   Ã‚  Ã‚  Ã‚  Ã‚  There are many fishes that cannot climb dam ladders or leap over low dams. Some of these fishes swim upstream every year to breed, and then let the water carry them back downstream. The eggs of pelagic spawners float downstream, too, which is why the adults must swim far upriver to breed. Otherwise, the baby fish would soon end up in sea. (ix) Social Impacts of Dams: Conflict with people The most important social impact of a dam is displacement of people. The forced removal of people from their homes and the land by which they make a living has been the tragic consequence of dams. Although the people are offered resettlement, the situation leads to disintegration of self-identity and place-connection for both individuals and communities. The social connections are lost and the people find it hard to recover a sense of belonging to both community and the physical environment that supports their existence. The major issues related to displacement are summarized below: Effect Biogeophysical impacts Social impacts Primary (direct) Flooding of reservoir Water diversion and hydrological changes Soil compaction and paving Mountain top removal and stream filling Reduction/depletion of minerals and species Deforestation Creation of barriers to species migration Eviction and resettlement Labour camps Loss of resource due to construction and/or flooding Secondary (indirect) Landslide, flood, and earthquakes from dams Water quality decline Soil salinisation Loss (or gain) of fish and wildlife populations Ecosystem changes leading to pest problems or disease Aquifer disruption causing problems downstream Loss of fish species leads to loss of migratory bird species Loss of access to resources and property Unemployment with project completion Psychosocial stresses Creation of new identities Urbanization as labour camps become permanent Unsustainable agriculture in resettlement area leading to soil erosion Ethnic conflict due to resettlement The inundation of the river valley has significant adverse social impacts by blocking access to natural and social resources of the river valley. This puts pressure on the ecosystem, as fewer resources are available to serve the needs of the population located within the region. Increased competition for commonly held resources, such as wild fruits and vegetables, timber, fodder and firewood, disrupts the subsistence routines of riverine populations. This has the impact of forcing people to forge in new areas that may be further from their homes in and/or in locations that are used by other groups for either similar or conflicting purposes. The dams also seriously affect human health through the spread of disease. For instance, schistosomiasis and malaria proliferate in areas around the still water of dam reservoirs. Beyond creating habitat for disease vectors, dams have been linked with the spread of non-communicable diseases like mercury poisoning. The increase in disease is also attributable to the influx of migratory workers during the time of dam construction. The overall social impact of a surge in disease in communities is to increase social malaise and to circumscribe livelihood opportunities. The process of displacement has affected most the weaker sections of the people in India. The scheduled tribes and castes and backward caste people constitute a large chunk of the displaced people. Women and children suffer the maximum in any displacement. The conditions of people displaced by the various dams in the Narmada have attracted the attention of the Supreme Court of India, and it is observed that the measures at resettlement and in making provision for civic amenities in the new settlements are far below expectation. The total number of people displaced by dams is estimated to be 40 80 million throughout the world a substantial number of these people are Indians (the estimates vary, but the figure is likely to be around 4.4 million people). The people get compensation, but the process is often long-drawn, and sometimes, the actual sufferers are not getting true value for the losses incurred. These are inadequate when compared to the permanent loss of livelihood, and the social and mental cost of displacement. Large Dams in India At independence, in 1947, there were not more than 300 large dams in India. By 2000, the number grew to over 4000, more than half of them built between 1971 and 1989. India ranks third in the world in dam building after US and China. While some of these dams were built primarily for flood control, water supply, and hydroelectric power generation, the primary purpose of most Indian dams (96 percent) remains irrigation. In fact, large dam construction has been the main form of investment in irrigation undertaken by the Indian government. However, much controversy has evoked since 1980s with the Sardar Sarovar Project on the Narmada when the people started asking questions on the social, environmental, and economic costs of dams and their benefits. Most irrigation dams in India are embankment dams. They consist of a wall built across a river to impound water forming a reservoir upstream and a system of spillways and gates to bypass the wall to maintain normal flow and the impounded water flows to canals feeding agriculture fields downstream. People living in the upstream catchment area, lose property and livelihood and gain very little, while people living in the command area (downstream) gain the most from irrigation. Between 1951 and 2000, Indias production of food grains increased fourfold, from 51 million tonnes to about 200 million tonnes resulting in considerable foreign exchange savings in food grains import, and making India a food grain surplus or at least self-sufficient country. About two thirds of this increase has been attributed to rise in irrigated areas, 35 % of which are irrigated by dams. Case Studies The world is building more dams every year. New dams promise more electricity and at the same time, they are devastating to others. A few case studies are briefly described below: The Enawene Nawe, Brazil The Enawene Nawe, a small Amazonian tribe (over 420) who live by fishing in Mato Grosso state, Brazil, is a relatively isolated people. They grow manioc and corn in gardens and gather forest products, like honey but fishing is their main livelihood and fish are a vital part of their diet, as they are one of the few tribes who eat no red meat. During the fishing season, the men build large dams across rivers and spend several months camped in the forest, catching and smoking the fish which is then transported by canoe to their village. For decades, the Enawene Nawe has faced invasion of their lands by rubber tappers, diamond prospectors, cattle ranchers and more recently soya planters Maggi, the largest soya company in Brazil, illegally built a road on their land in 1997 (this was subsequently closed by a federal prosecutor). Although their territory was officially recognized and ratified by the government in 1996, a key area known as the Rio Preto was left out. This area is tremendously important to the Enawene Nawe both economically and spiritually this is where they build their fishing camps and dams, and where many important spirits live. Now, up to 11 dams are planned along the Juruena River, which flows through the Indians territory. The dams will be funded by a consortium of businesses, many of whom are involved in the soya industry. The Enawene Nawe is opposing the dams, and has launched an appeal for support to halt the construction. The Penan, Malaysia In 2008, a leaked map exposed the huge dam plans of the national electricity company in Sarawak, Malaysia. The local Penan people, who are familiar with destructive interference from outsiders, now face a new challenge to their land and livelihoods. Blueprints were accidentally posted on the internet for dams that will submerge homes and villages. To make matters worse, these dams are projected to produce far more electricity than Sarawak uses. The Borneo forests The island of Borneo, a fragile treasure house of rainforests, rare animals and plants, is under threat from plans for Chinese engineers to build 12 dams that will cut through virgin land and displace thousands of native Dayak people. The government of the Malaysian state of Sarawak says the dams are the first stage of a corridor of renewable energy that will create 1.5 million jobs through industries powered by safe, clean hydro-electricity. Campaigners are furious but appear powerless in the face of a project they fear will compound the devastation wrecked on Borneos peoples and land by previous dam projects and the felling of its forests. They point to the ruin caused by the levelling of millions of acres of trees for oil palm plantations to meet the worlds demand for biofuels. The dams would slice across a vast sweep of Sarawak, a place where wisps of cloud cling to remote, tree-clad peaks, huge butterflies flit through the foliage and orang-utans, sun bears and leopards roam. The Bakun dam, a separate project due to be completed by 2011, has already displaced an estimated 10,000 indigenous people, leading to bitter legal battles and a chorus of dismay from economists about cost overruns. For all that, it may be too late to save the natural bounty of Borneo itself. Orphaned orang-utans, piteously holding the outstretched hands of their human saviours, are the most conspicuous symbols of its fragility. Divided between Malaysia and Indonesia, with Brunei occupying a tiny enclave in the north, Borneos riches have ensured its plunder. One reason is the voracious world demand for timber. The other is the biofuels made from palm oil. Almost half of Borneos rainforests have been cut down. Two million acres have vanished every year as trees are felled, the wood sold and the land turned over to oil palms. Enormous fires cast a perpetual pall of toxic haze, making Indonesia the worlds third largest greenhouse gas polluter after China and the United States. Green gold, or palm oil, poses an even more insidious threat because it promises prosperity and development to the numerous poor of Borneo along with immense rewards for the elites. The vegetable oil comes from crushed palm husks. Long used for cooking, cosmetics and soap, it has now become a principal source of biodiesel fuel. Malaysia and Indonesia produce about 85% of the worlds supply of palm oil most of it from Borneo. The price of this apparently environment-friendly fuel is high as the damages far outweigh the benefits. All over Sarawak, tribal people have lost their ancestral lands to similar gambits. The situation in India Bhakra-Nangal Dam This dam is situated in the town Bhakra in Punjab and is Asias biggest dam. The dam is built on the Sutlej River. It is 225.55 m high above sea level. The dam is 518.25 m long and 304.84 m broad. Its huge reservoir known as the Gobindh Sarovar, stores up to 9621 million cu m of water, enough to drain the whole of Chandigarh, parts of Haryana, Punjab and Delhi. It has 4 floodgates, which are fully functional during the period of floods, and also has 2 power- stations situated on either side of the dam. Each of the power plants comprise of 5 generators, and a power station. The total electricity produced in both the generators is 1325 MW. The Narmada River Dams The Narmada River originates from the Maikal ranges at Amarkantak, 1057 m above the sea-level, now in Shahdol district of Madhya Pradesh. The river flows for 1312 km through the three states of Madhya Pradesh (MP), Maharashtra and Gujarat before falling into the Arabian Sea. The valley has been the seat of an uninterrupted flow of human civilization from pre-historic times. The river has supported a variety of people and diverse socio-cultural practices ranging from the relatively autonomous adivasi (tribal) settlements in the forests to non-tribal rural population. The Narmada basin extends over an area of 98,796  km2 and lies between 720 32 E to 810 45 E and 21o 20 N to 23o 45 N. The basin covers large areas in the states of Madhya Pradesh (86%), Gujarat (14%) and a comparatively smaller area (2%) in Maharashtra. In the river course of 1,312  km, there are 41 tributaries, out of which 22 are from the Satpuda range and the rest on the right bank are from the Vindhya range. The valley experiences extremes of hydrometeorological and climatic conditions with the upper catchment having an annual precipitation in the range of 1000  mm to 1850  mm and with half or even less than half in its lower regions (650  mm-750  mm); the diversity of vegetation from lush green in the upper region to dry deciduous teak forest vegetation in the lower region is testimony to this feature. The Narmada basin is drought affected and a large part of North Gujarat, Saurashtra and Kutch constitute semi-arid or arid regions on account of extreme unreliability of rainfall, rendering them chronically drought prone and subject to serious drinking water problems. Teak and Indias best hardwood forests are found in the Narmada River basin and they are much older than the ones in the Himalayas. The lower Narmada River Valley and the surrounding uplands, covering an area of 169,900  km2 consists of dry deciduous forests. The natural vegetation of the region is a three-tiered forest. Tectona grandis is the dominant canopy tree, in association with Diospyros melanoxylon, Dhaora (Anogeissus latifolia), and Boswellia serrata. Riperian areas along the regions rivers and streams, which receive year-round water, are home to moist evergreen forests. The ecoregion is home to 76 species of mammals and to 276 bird species none of which are endemic. According to the World Wildlife Fund (WWF), about 30% of the ecoregion is covered in relatively intact vegetation. The ecoregion includes some large blocks of habitat in the Vindhya and Satpura ranges. About 5% of the ecoregion lies within protected areas, including Bandhavgarh, Panna, and Sanjay National Parks. The valley has some of the important national parks and wild life sanctuaries. Kanha national park located in the upper reaches of Narmada, about 18  km from Mandla, boasts of several wild animals including the Tiger. Two tributaries of Narmada, namley, Hallon and Banjar, flow through this park. It is one of the best National Parks of Asia, which has been described vividly by Rudyard Kipling in his famous creation Jungle Book. Satpura National Park, set up in 1981, is located in Hoshangabad district of Madhya Pradesh and covers an area of 524  km2. Along with the adjoining Bori and Panchmarhi Sanctuaries, it constitutes an area of 1,427  km2 of unique Central Indian Highland ecosystem. Satpura National Park, being part of a unique ecosystem, is very rich in biodiversity. The fauna comprises tiger, leopard, sambar, chital, bhedki, nilgai, four-horned antelope, chinkora, bison (gour), wild boar, wild dog, bear, black bear, black buck, fox, porcupine, flying, mouse deer, Indian jo int squirrel etc. There are a variety of birds. Hornbills and peafowl are the common birds. The flora of the national park consists of mainly sal, teak, tendu, aonla, mohua, bel, bambo, and a variety of grasses and medicinal plants. Madla plant Fossil National park, Dindori National fossils park Ghughuya is situated in Din dori district of Madhya Pradesh in India. This national park has plants in fossil form that existed in India anywhere between 40 million and 150 million years ago spread over seven villages of Mandla District (Ghuguwa, Umaria, Deorakhurd, Barbaspur, Chanti-hills, Chargaon and Deori Kohani). The Mandla Plant Fossils National Park is an area that spreads over 274,100  m2. The Pachmarhi Biosphere Reserve covers part of three civil districts viz., Hoshangabad, Betul and Chhindwara of Madhya Pradesh. The total area is 4926.28  km2. It envelops three wildlife conservation units viz., Bori Sanctuary (518.00 km ²), Satpura National Park (524.37  km2), and Pachmarhi Sanctuary (461.37  km2). Satpura National Park comprises the core zone and the remaining area of 4,501.91  km2, surrounding the core zone serves as buffer zone. The area comprises 511 villages. The area exhibits variety of geological rock and soil formations. There is a wide spectrum of floral and faunal features that occupy the Satpura conservation area. It is one of the oldest forest reserves, which has an established tradition of scientific management of forests. It constitutes a large contiguous forest block that harbours a community of plant and animal species typical of the central highland region. Of the 30 big dams proposed along the Narmada, Sardar Sarovar Project (SSP) and Narmada Sagar Project (NSP) are the mega dams. The Maheshwar and Omkareshwar dams along with SSP and NSP, are to form a complex which would ultimately cater to the needs of SSP. The struggle of the people of the Narmada valley against large dams began when the people to be displaced by SSP began organizing in 1985-86. Since then the struggle has spread to encompass other major dams in various stages of planning and construction chiefly Maheshwar, Narmada Sagar, Maan, Goi and Jobat. Tawa and Bargi Dams were completed in 1973 and 1989 respectively. Sardar Sarovar project The Sardar Sarovar Project (SSP) faced stiff opposition from the people right from the planning stage. The Narmada Bachao Andolan (Save the Narmada movement) has been at the forfront of this opposition and at one time the NBA was successful in stopping World Bank funding for the project. A number of cases were filed against the project. However, the Supreme Court of India in 2000 issued a final ruling allowing construction to proceed. It is estimated that nearly 200,000 people would be displaced to construct the reservoir and a large number of people will lose land or livelihood due to project activities. A majority of the displaced people are tribal people. Medha Patkar (born 1 December 1954 in Bombay) is the founder of the Narmada Bachao Andolan and has vowed to work for the displaced people. She is one of Indias most important environmental activists. Her uncompromising insistence on the right to life and livelihood has brought to the fore the basic questions of natural resources, human rights, environment, and developm

International approaches to learning Essay

E1. Provide an explanation of three different international approaches to learning. One international approach to learning is Forest Schools. A Forest School is an outdoor education in which the children who attend get the opportunity to visit forest and woodland areas and develop different skills such as, personal, social and technical skills. Forest Schools offer children and young people the opportunity to develop their confidence through hands-on learning in a woodland environment. Forest Schools are also a unique way of building independence and self-esteem in children and young people. â€Å"Forest Schools aim to develop a greater understanding of their own natural and man-made environments, a wide range of physical skills, social communication skills, independence and a positive mental attitude, self-esteem and confidence.† Carolyn Meggitt, 2012, Childcare and Education, London, Hodder Education Another international approach to learning is The Maria Montessori Approach . The Montessori Approach is an educational approach created by a woman called Maria Montessori. Montessori education is focused on a motivated aim: To aid the child’s development into a complete adult human being, comfortable with themselves, the community and everyone around them. The Montessori Method to education is a child-centered educational process based on scientific observations of children from birth to adulthood. This approach values the human spirit and the development of the whole child – physical, social, emotional, cognitive. â€Å"Montessori education offers children opportunities to develop their potential as they step out into the world as engaged, competent, responsible and respectful citizens with an understanding and appreciation that learning is for life†. http://amshq.org/Montessori-Education/Introduction-to-Montessori/Benefits-of-Montessori Another international approach to learning is The Steiner Approach. The Steiner Approach to education was formed by Rudolf Steiner who was an Australian philosopher. When it came to education, Rudolf Steiner believed in developing the whole person. â€Å"The education approach differs from mainstream education in several ways. For a start, Steiner schools put a strong emphasis on the important of spiritual values and social skills and the teaching method is based on a balance of intellectual, practical and artistic teaching†. Physical skills is considered as important too and they use dance to help the children’s development. Steiner as considered color as important especially for helping the children with their imagination skills.  In Steiner Schools, children tend to have the same teacher from the age of six or seven until the age of fourteen and in each class there will be a mix of different age groups. E2. Choose one international approach from E1 and give reasons for your choice. The international approach to children’s learning which interests me the most is the Forest School approach. The reason I have chosen this approach is because E3. Explain the background to the approach you have chosen and write about it. Philosophers, naturalists and educators in Europe and the UK such as Wordsworth, Ruskin, Baden Powell, Leslie Paul, Kurt Hahn, Susan Issacs and the Macmillan Sisters all laid the foundations for what is known as Forest Schools today. Forest Schools were originally based on a rich heritage of outdoor learning going back to the 19th century. Forest schools originated in Sweden in the 1950’s as a way of teaching children about the natural world. Denmark adopted the idea of Forest Schools and it became an important part of early year’s provision. The Forest School concept was then brought to England in 1993 by the staff of Bridgewater, Somerset after an exchange visit to Denmark. Forest Schools have had a huge impact on children within the UK. Forest Schools have made differences in children’s confidence; the children have the freedom, time and space to learn and develop independence. Seen differences in their social skills; the children have learned to gain awareness of the consequences of their actions on other children through different activities, for example sharing tools and playing with one another. Differences have been seen in communication; the language development has been supported by the sensory activities children have been taking part in. Seen differences in their physical skills; these improvements were characterized by the development of physical stamina and gross and fine motor skills. Also, differences were seen in their knowledge and understanding; the children and developed interests with the environment and natural surrounding which meant they were willing to learn more and they gained respect for the environment. E4. Describe the key principles of your chosen approach. Forest Schools have six main key principles. The first one is ‘A Forest School is a long-term process of frequent and regular sessions in a woodland or natural environment, rather than a one-off visit. Planning, adaptation, observations and reviewing are integral elements of Forest School.’ This means that the same group of learners should ideally attend a Forest School at least once every other week and continue to do so for a long period of time. A Forest School programme has a structure which is based on the observations and joint work between learners and practitioners. This will show progression of their learning. The early sessions of any programme begin to form physical and behavioural boundaries as well as making their first observations on which to base future programme development. The second key principle is ‘Forest School takes place in a woodland or natural wooded environment to support the development of a relationship between the learner and the natu ral world’. This means that the woodland area is ideal for the Forest School practice and the individual needs of learners as it provides them with space and the environment in which they are able to explore and discover. This links to The EYFS – A unique child – play and exploration. Forest School aims to develop relationships with nature through regular personal experiences in order to develop long-term practices in staff and learners and the wider community. Also Forest Schools uses natural resources for inspiration, to enable ideas and to encourage key motivation. The third key principle is ‘Forest School aims to promote the holistic development of all those involved, fostering resilient, confident, independent and creative learners’. Holistic development means to develop everything†¦ their physical, social, cognitive, verbal, emotional, artistic, creative skills and spiritual aspects as well. The Forest School leader/practitioner will also try a link Forest School experiences to the children’s home and school life. The fourth key principle is ‘Forest School offers learners the opportunity to take supported risks appropriate to the environment and to th emselves’. This means that the Forest School leaders provide the children with sharp tools and allow them to build fires when under supervision; this allows the children to take safe risks and learn how to use these tools properly providing them with lifelong skills. Any Forest School experience follows a Risk–Benefit process managed by the practitioner and the child that is personalised to the developmental stage of the child. This also means that  Forest School opportunities are aimed to build on the individual’s motivation and positive attitudes and interests of the children. The fifth key concept is ‘Forest School is run by qualified Forest School practitioners who continuously maintain and develop their professional practice’. This means that a Forest School must be ran by practitioners who hold a minimum qualification of Level 3 Forest School qualification and also must hold a Paediatric First Aid qualification which include outdoor elements. It means that there must be a high ratio of practitioner/adult to children. The Forest School leader must have working documents which have all the up to date policies and procedures which are required to run a Forest School and which have the correct information for all the roles and responsibilities of the practitioners and any volunteers. Also the Forest School leader is a reflective practitioner and sees themselves as a learner too. The final key principle is ‘Forest School uses a range of learner-centred processes to create a community for development and learning’. This means â€Å"A learner-centred pedagogical approach is employed by Forest School that is responsive to the needs and interests of learners.† http://www.forestschoolassociation.org/full-principles-and-criteria-for-good-practice/ Also, play and choice is an essential part to the Forest School learning and play is seen vital to the learning and development of children at the Forest School. Forest School provides motivation for all learning preferences and dispositions. Also reflective practice is a key feature of each session to ensure learners and practitioners can understand their achievements, develop emotional intelligence and plan for the future. Practitioner observation is an important part of Forest School pedagogy. Observations link into ‘scaffolding’ and adapting experiences to learning and development. Scaffolding links to Jerome Bruner and his theory on Scaffolding. â€Å"A ‘scaffold’ ensures that children aren’t left to their own devices to understand something. The support is removed when the student is ready, like the scaffolding that supports workers who’ve been constructing or repairing a building, which is removed when construction is complete.† http://education-portal.com/academy/lesson/jerome-bruner-scaffolding-and-constructivism-theories.html#lesson E5. Describe the materials and resources that support the children’s learning  in your chosen approach. E6. Provide information on how these materials and resources are used to promote learning. E7. Explain the role of the practitioner in supporting learning in your chosen approach. In a Forest School, the role of the practitioner to boost and develop self-esteem and self-belief and confidence by suggesting small, manageable tasks and ensure that they have time and freedom to learn at their own pace without pressure. This supports the children’s learning because they are At a forest school, the role of the practitioner is to constantly model suitable behviour and encourage the children to develop better awareness of their own and other’s emotional needs. The role of the practitioner is to complete all health and safety and risk assessments. They must follow all policies and procedures. The role of the practitioner is to administrate first aid when needed and maintain a first aid it at all times. The role of the practitioner is to count the equipment in and out as well. All this is done to make sure the children and kept safe from any kind of harm and to maintain the safety and welfare of all the children. The role of the practitioner is to always take into consideration the specific needs of a particular group of children or an individual child and will ensure that every child is respected as an individual, that bullying is not tolerated and that the rules and guidelines are followed. In the event of an emergency they will direct the group to safety. Another role the practitioner must do is complete child observations. This helps the practitioners to understand how individual children learn and play. Also helps with planning so the practitioner can tailor activities to meet each child’s individual needs. The role of the practitioner is to make sure that they complete planning, ensuring that all the children are getting the best out of their experience and by making sure it is a stimulating and inspiring experience for all children and meet the individual needs of all children and the developmental stages of The Early Years Foundation Stage. The role of the practitioner is to maintain the Forest School site. Ensure environmental considerations are being met by making sure the site is kept clean and tidy after every session at the Forest School.

Models of Decision Making

One poor decision that I made more than a year ago happened when I was a member of the committee of a small, preliminary business company somewhere in Texas, which was only starting to burst in less than ten years of operation.   Having read from articles that IT had become such an integral part of the business strategies of most companies nowadays because it made lots of money, assisted in terms of management and information, and that it kept records safer and faster, the thought made me think that IT was really what we needed.   We were on the brink of entering the next higher stage of business. We did brainstorming about the next strategy to implement by the following year, so that the business would be more successful and prominent for the next stage of business.   I suggested about investing with IT equipments, as this would have extended our markets and services to be able to reach out to more customers in further states.   The decision turned out to be a poor one because of misapprehension and negligence, as well as the wrong choice of strategy and application. Major Analysis Using the ‘rational model’ in making individual decisions, the decision that I used in performing an IT investment to the business can be outlined as follows: I. Forming the decision A.  Ã‚  Ã‚   Identifying the problem 1. There was a problem in terms of functional and systems approach, as the manufacturing was not smooth and orderly, and the tasks were not done efficiently. 2.There was a problem when it came to supply chain management, especially that the ingredients should have already been ready by the time the orders were sent. 3.There was a problem when it came to efficient floor management, so that the preparation did not flow smoothly and quickly. B. Generating alternative solutions 1. Improve functional system by improving strategies, tasks, and goals. 2.Improve supply chain system by exchanging tighter coordination with the supplier companies. 3. Improve IT system by using the investment finance. C. Selecting a solution 1.The chosen alternative should solve or alleviate as much problems as it can handle. 2. The chosen alternative should be strategically and financially acceptable. 3.The chosen alternative should present values, information, and skills that could be availed from the existing environment. II.Negative consequences of the decision A.Negative financial consequences 1. About 68% of the total available fund did not bring about the expected results. 2.Overall profit landed at merely $97,000, with a loan amounting to $200,000 plus company expenses. B.Negative motivational consequences 1.The staffs and the committee lost motivation after being announced that the company had lost more than half of the expected returns. 2.The staffs and the committee lost motivation because the company almost fell to bankruptcy. C.Negative personal feedback 1. I lost my position as the second adviser of the finance administration. 2.I was almost fired from the company. III.Importance of the decision A.Importance to the company 1. The decision would have solved problems in functional, supply chain, and efficient floor management. 2.The decision would have created a link and opportunity with strong IT companies in the environment. B.Importance to the higher staffs 1.Improvement in the functional and efficient floor management would have led to higher profits and bigger returns. 2. Improvement in profits and returns would have led to bigger opportunities and investments. C.Importance to me 1.The decision, if it were successful, would have promoted me as the first adviser of the finance administration. 2. The decision, if it were successful, would have motivated me to do bigger projects amid the risks. Three decision theories, which were exercised in the planning and implementation of the decision were the following: First and foremost is the ‘rational model’, which centers on comprehensive rationality and the sense of the alternatives.   The rational model arrives at a decision by going over the four distinct steps: first is identifying the problem; second is generating alternative solutions; third is selecting the solution; fourth and final is implementing and evaluating the solution (Baker III, 2001, p.1).   It presents the decision-making process by helping me, first, in pointing out what exactly is the problem in the company; then by thinking of the alternatives that can be used, which would solve the issues that were at hand. Second decision theory that was used in the planning and implementation of the decision is the ‘political model’, which uses the organization as a coalition, with procedural rationality having to control the decision making process.   In this model, what controls are the following aspects: first is environmental uncertainty; second is resource dependence; third is task interdependence; fourth and final is goal conflict (Rotman School of Management, 2001, p.4).   The rationality of the procedure appears to be most important. Third theory that was used in the decision making process is the ‘instance-based model’, wherein decisions are based on instances and the chosen alternative sprouts through ‘accumulated experience’ (Gonzalez&Lebiere, 2004, p.8).   Because we have known other companies that became successful after investing in the IT, such as Vanguard Group, then it became reasonable for us that our company will also succeed in terms of IT investment.   We failed to conclude that the internal and external environments are two very important factors. Conclusion Based on my analysis in the recent pages, it appears that making judgments and decisions for a company should not rely solely on one person or group of persons.   There should be brainstorming from different groups that believe on different ways and strategies.   People make judgments almost too hastily.   Each factor should be analyzed slowly and efficiently, especially when it comes to the finances and the returns of the finances. As for me, I have learned the lesson that it takes two to tango†¦ not just two, in fact; the more there is then the better.   It is good to make decisions in pairs†¦ but a great deal better if we do them in numerous pairs. References Baker III, E.   (2001).   Decision making.   Retrieved November 23, 2007, from Dr. H. Eugene Baker’s Homepage: http://www.unf.edu/~gbaker/Man6204/Decision.PDF. Rotman School of Management.   (2001).   Contingency framework: models of decision making.   Retrieved November 23, 2007   

Essay on P2 Unit 4 Health and Social Care - 1421 Words

P2 – Explain the potential effects of five different life factors, on the development of an individual There are different factors that can influence a person development. When a person is developing that are different biological and environment factors that can determinate the way they are, how they act and how they develop. It all depends on a combination of both biological inheritance and the environment influences. In this assignment I will talk about how five different factors affect an individual development. During pregnancy that are existing factors that can affect the development of the foetus and that can bring health and other problems when the child is born, which the child can carry for the rest of her/his life, these†¦show more content†¦A healthy diet is full of fruit, vegetables, starchy foods, proteins, fibre and calcium is also important for the mother to avoid caffeine. The environment inside the mother’s womb can indeed have a dramatic influence on the development of a child but environment influences such as where the child is raised can have a huge affect on a child development as well. Children of a low income tend to live in more polluted areas, where the air and the water are polluted, pollution can cause brain development in children as well lung diseases that can be development in childhood or can affect them later in life. One the factors that can have a huge impact on a child’s life is housing. Those on a low income are more likely to be living in poor housing conditions experiencing stress from overcrowding including noise, lack of privacy, having to wait to use facilities such as the toilets, poor heating and ventilation in winter, poor washing and cooking facilities, the house can have many hazards for a child due to architectural features, dampness, as well the neighbourhood cannot be safe or have poor facilities such a s shops and parking. 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