02. Eco News - July - Sep 12 - CPR Environmental Education Centre

1Eco News, Vol. 18, No. 2 July - September 2012

Eco News, Vol. 18, No. 2 July - September 20122

Established in 1989

❖❖❖❖❖ 1980 - The C.P. Ramaswami AiyarFoundation starts nature education forteachers and students.

❖❖❖❖❖ 1989 - C.P.R. EnvironmentalEducation Centre (CPREEC) establishedjointly by the Ministry of Environmentand Forests and the C.P. RamaswamiAiyar Foundation as a Centre ofExcellence of the Ministry ofEnvironment and Forests. Governmentof India.

Our Mission

❖❖❖❖❖ To increase knowledge, awareness andinterest among the public about theenvironment in all its aspects

❖❖❖❖❖ To develop resource materials forenvironmental education andawareness raising

❖❖❖❖❖ To conduct training programmes for awide cross-section of people

❖❖❖❖❖ To take up environmental projects fordemonstration and research

Our Activities

❖❖❖❖❖ Training and awareness raising❖❖❖❖❖ Awareness to and through action❖❖❖❖❖ Awareness programmes in ecologically

fragile areas❖❖❖❖❖ Conservation of the ecological heritage❖❖❖❖❖ Research and surveys❖❖❖❖❖ Generation of resource materials❖❖❖❖❖ Exhibitions❖❖❖❖❖ Courses, seminars and symposia

Facilities

❖❖❖❖❖ Environmental Laboratory❖❖❖❖❖ Library❖❖❖❖❖ Computer Division❖❖❖❖❖ Publications Division

Geographical Spread

CPREEC’s activities extend to

❖❖❖❖❖ Andaman & Nicobar Islands❖❖❖❖❖ Andhra Pradesh

C.P.R. ENVIRONMENTAL EDUCATION CENTRE

❖❖❖❖❖ Goa❖❖❖❖❖ Karnataka❖❖❖❖❖ Kerala❖❖❖❖❖ Maharashtra❖❖❖❖❖ Orissa❖❖❖❖❖ Tamilnadu❖❖❖❖❖ Puducherry

NGO Network

CPREEC has an extensive network of about600 NGOs. All educational programmes arecarried out in partnership with selectNGOs, Universities, Colleges and Schools.

Publications

❖❖❖❖❖ Activity and information books andpamphlets for children

❖❖❖❖❖ Environmental training guides and kitsfor teachers

❖❖❖❖❖ Researched Publications❖❖❖❖❖ Colourful and informative posters❖❖❖❖❖ ECONEWS - A quarterly magazine❖❖❖❖❖ Indian Journal of Environmental

Education, a peer-reviewed journal

Exhibitions

CPREEC designs three new exhibitionsevery year and has a bank of mobileexhibitions that travel all over India.

Environmental Education

❖❖❖❖❖ Green Schools of India (GSI)❖❖❖❖❖ Training programmes for Teachers❖❖❖❖❖ Training programmes for School and

College Students❖❖❖❖❖ Environmental Law Education

Special Projects

❖❖❖❖❖ National Green Corps (NGC)❖❖❖❖❖ Biomedical Waste❖❖❖❖❖ Biodiversity Conservation

Research and Surveys

❖❖❖❖❖ Sustainable Technologies❖❖❖❖❖ Surveys of Natural Resources❖❖❖❖❖ Socio-Economic Surveys❖❖❖❖❖ Lab to Field Technology Transfer


Nanditha KrishnaEditor

www.cpreec.org www.cpreecenvis.nic.in

The Conference of Parities (COP)11 of the Conference ofBiological Diversity (CBD) is anopportunity for the world to re-

examine the state of the world. It isunfortunate that the rate of known globalbiodiversity loss according to UNDP(2012) is between 0.015% and 0.1%species per year (approximately 200 to2000 species per year) which is stillalarming and shows no signs of abating.After 10 to 11 meetings, surely countriesmust ACT before signing any moretreaties. And of those who refuse to sign– well, we know they are the exploiters.

It is unfortunate that the termBiodiversity – or Biological Diversity – isstill barely understood. The educatorcannot be blamed for, as prioritieschange, so do terminologies. First it wasNature Education, teaching youth toappreciate habitats and wildlife. Withincreasing pollution, it becameEnvironmental Education. Then,exploitation of natural resourcesincreased exponentially and the termchanged to Education for SustainableDevelopment. The three have totally

different meanings in different contextsand the progression from Nature toDevelopment is a clear indication that theworld has decided to abandon Nature forDevelopment.

In this context, Biological Diversitybecomes extremely important. How canwe preserve it? Sustainable Developmentis a fraudulent term – developmentmeans massive change and cannot besustainable.

Conservation of Biological Diversity inthis fast–changing era is possible only ifforests and unique habitats are leftuntouched. This needs political will andhonesty, and the world needs to rapidlychange direction. Unfortunately, fast-growing populations, the greed to acquiremore and the desire to conspicuousconsumption make this a non-starter.

So, will the CBD remain a good resolutionon paper? Only time will tell.


Contents

Convention on Biological Diversity – An Overview.......................................................5

Strategies to improve the Teaching-Learning Process of Biodiversity...........................8

Wildlife Census...........................................................................................................13

Biodiversity of Andhra Pradesh...................................................................................15

Traditions that help Preserved Plant Biodiversity in Ancient Tamil Nadu...................21

Mangroves of Andaman and Nicobar Islands.............................................................24

C.P.R. Environmental Education Centre is a Centre of Excellence of the

Ministry of Environment & Forests, Government of India, established

jointly by the Ministry and the C.P. Ramaswami Aiyar Foundation.

The Centre has been set up to increase consciousness and knowledge

about the environment and the major environmental problems facing

the country today. It has been conducting a variety of programmes to

spread awareness and interest among the public, including, teachers,

students, voluntary workers, educators, farmers, women and youth, on

all aspects of the environment and ecology, with the purpose of promoting

conservation of nature and natural resources.


Convention on Biological Diversity – AnOverview

Dr. T. Sundaramoorthy

The 1980s and the 1990s werecharacterised by growing publicawareness of the consequences of theloss of biodiversity on this planet. TheConvention on Biological Diversity wasopened for signature at the 1992 UnitedNations World Conference onEnvironment and Development on “EarthSummit”.

To conserve the biodiversity present onthe planet, the United NationsEnvironment Program (UNEP) initiatedthe project titled “Convention onBiological Diversity (CBD)” during theyear 1988. The CBD is the symbol of thedetermination of the various countries ofthe world to comprehensively address theissue of biological diversity. Thenegotiations took place under theauspices of the United NationsEnvironment Programme. TheConvention was opened for signature on5 June 1992 at the Rio Earth Summitand came into force on 29 December1993. It addresses issues relating toresearch and training, public educationand awareness and technical andscientific cooperation.

The Conference of the Parties (COP) isthe governing body of the CBD. COP hasestablished seven thematic programmesof work – agricultural biodiversity, dryand sub-humid lands biodiversity, island

biodiversity, marine and coastalbiodiversity, forest biodiversity, mountainbiodiversity and inland waterbiodiversity. Each programmeestablishes a vision for, and basicprinciples to, guide future work. Theyalso set out key issues for consideration,identify potential outputs, and suggest atime frame and means of achievingthese. Implementation of the workprogramme depends on contributionsfrom parties, the Secretariat, and relevantintergovernmental and otherorganizations. They are periodicallyreviewed by the COP and the open-endedintergovernmental scientific advisorybody known as the Subsidiary Body onScientific, Technical and TechnologicalAdvice (SBSTTA). This body conductsassessments of states and trends of, andthreats to, biodiversity and provides theCOP with technological advice on theconservation of biological diversity andthe sustainable use of its components.

Key provisions of the CBD

The Convention consists of 42 Articlesand two Annexes. Article I sets out theobjectives of the Convention as follows:

The main objectives of the Conventionare:

❖ The conservation of biodiversity❖ The sustainable use of biodiversity


❖ The exploitation of genetic resourcesand the fair and equitable sharingof benefits arising from theexploitation of these resources

Institution under the Convention

In order to ensure the development andimplementation of the Convention, theConvention has established a number ofinstitutions to participate in CBDprocesses. These are:

❑ The Conference of Parties (COP)

The Conference of Parties (COP) is thehighest decision making body of theConvention and consists of governmentsand the European Union who form the“Parties” to the Convention. The COP nowmeets every two years and, if necessary,may meet in extraordinary session. TheCOP may be attended by governmentssuch as the United States who are not aparty to the Convention and otherinterested organizations includingindigenous people and local communityorganizations in the capacity ofobservers.

❑ Extraordinary Meetings of theConference of Parties (EM)

The COP is empowered to holdextraordinary meetings of the Parties. Thefirst of these was staged to develop aprotocol on biodiversity in Cartagena, inFebruary of 1999. This was suspendedwhen agreement was not reached on thetext and was resumed in Montreal,Canada, in January 2000 where the textof the Protocol was agreed to.

❑ Inter-Societal Meetings on theOperations of the Convention (ISOC)

During COP 4 it did not prove possibleto take decisions on all issues relating to

the organization of the work, or“operations” of, the Convention. On thisbasis, the COP decided to convene aninter-session meeting on the operationsof the Convention to consideroutstanding issues and recommendedthe development of a strategic plan forthe Convention to COP 5. Such meetingsmay, from time to time, be held in thefuture when the COP is unable to reachdecisions.

❑ The Subsidiary body on Scientific,Technical and Technological Advice(SBSTTA)

The role of the SBSTTA is to provide theCOP with “……. advice andrecommendations on scientific, technicaland technological aspects of theimplementation of the Convention.Specific functions of the SBSTTA includeproviding scientific and technicalassessments of the measures taken toimplement the Convention; identifyinginnovative, efficient and state of the arttechnologies and know how, and advisingon how to promote their development;providing advice on scientificprogrammes and internationalcooperation in research anddevelopment; and generally respondingto scientific, technical and technologicaland methodological questions asked bythe COP”.

❑ The Secretariat

The Secretariat of the CBD presentlyconsists of about 50 staff members underthe leadership of the Executive Secretaryand is based in Montreal, Canada. TheSecretariat is primarily responsible forpreparing and servicing the meetings ofthe CBD and coordination with other


international bodies. The Secretariat isthe main contact group for indigenouspeoples and local communities seekingto participate within the CBD processes.

National reporting

Under the terms of the Convention eachParty is required to submit regularnational reports. During COP5, underdecision V/19, it was decided that thesereports would be submitted every twoyears. The parties prepare their nationalreports through a consultative processinvolving all stakeholders.

All Parties to the CBD have an obligationto develop national strategies, plans orprogrammes for the conservation andsustainable use of biological diversity.Particular emphasis was, therefore,placed on the implementation of NBSAPs,with Parties adopting voluntaryguidelines to be used for the review andupdating of such strategies and actionplans.

National Biodiversity Strategies andAction Plans

National Biodiversity Strategies andAction Plan (NBSAPs) help to identifybiodiversity at risk and provideconservation measures. The developmentand adoption of a national biodiversitystrategy serves as a cornerstone for theimplementation of the Convention by theParties and reflects how the countryintended to fulfil the objectives of theConvention in the light of specificnational circumstances and the sequenceof steps to be taken to meet these goals.

By the end of 2006, 134 Parties hadfinalized their NBSAPs, 11 Parties had

completed revisions and another three

Parties had informed the CBD that a

revision was being carried out. Another

36 parties are presently preparing their

first NBSAPs. These figures indicate that

in all some 90% of the Parties are

currently involved in implementing

conservation measures for biodiversity

conservation.

Sixteen Parties submitted their first

NBSAP during 2006: Angola, Belgium,

Brazil, the Czech Republic, Guinea-

Bissau, Laos, Malawi, Mali, Nigeria, Saint

Vincent & the Grenadines, Sierra Leone,

Suriname, Trinidad & Tobago, Turkey,

Uganda and Zambia.

Brazil became the first Party to adopt a

set of measurable biodiversity targets

within the 2010 framework. Belgium, the

Czech Republic and Sweden have also

linked their NBSAPs to this framework

and Ghana convened a national meeting

to develop its action plan and agreed to

prioritize actions which would support

the implementation of the 2010 Target.

NBSAP is India’s biggest ever

development and planning exercise in

scale and participation. The NBSAP

project entered its final stage in

December 2002. Under the NBSAP

project, 74 action plans are being

prepared.

The CBD goes a long way in ensuring that

compliance mechanisms are in place and

if countries can set achievable targets

and devote sufficient manpower to the

task, the various forms of biodiversity can

be preserved for posterity.


Strategies to improve the Teaching-LearningProcess of BiodiversityU. Thirunavukkarasu

Nature education and its practice

The concerns of environmental educationare being addressed in different waysaround the world. The approach towardsimparting education about naturalresources have changed over the periodof time in all countries, based on the needand prevailing circumstances.

In India, for ages, environmentaleducation has been taught by an informalway by the communities as ‘life skills’.Unfortunately, the culture, whichcohabited with other living beings inperfect harmony over many centuries,has to be re-educated about the necessityof protecting the natural resources.If we dwell deep to find out the cause forthis state of reminding ourselves aboutthe need and importance of natureeducation to our children, we could findthat the role community in educating thechildren was gradually ignored. Thiscould be attributed to westernisation ofeducation starting from colonial rule tothe present day globalisation.

In the midst of altered context andchanged system of preparing the futurecitizens, young children gradually losttouch with nature. A ‘modern day citychild’ does not know where his cerealsare coming from; he/she has problem incomprehending the necessity of wildlifeto human survival.

The present day efforts of makingenvironmental education as compulsorypart of curriculum and its subsequentefforts on teacher preparation havefurther stressed the need forconcentrated effort to educate thechildren on environment. In recent daysour policy makers, governmentmachineries and scores of other agenciesare clamouring for ‘novel methods ofenvironmental education’. The intensityof present environmental challengesrequires new initiatives in teaching -learning processes of environmentaleducation.

Models of nature education

There are various approaches by manygovernmental and non-governmentalagencies in creating awareness andcultivating values in the minds of youngchildren. Different models are availableand practiced in education system.Environmental awareness activities,greening programmes, curriculum basedsupportive programmes, technology up-scaling, community based activities andsustainability initiatives are some of thebroad bases for environmental models.

Benchmarking environmentaleducation

The modern environmental educationmodels started its focus 1970s, it is on


awareness and revolved around ensuringhuman survival, protection of naturalresources and hastening the destructiveforces of human community. The processgot shaped through many internationalevents and policy directions. Amongst it,The UN Conference on HumanEnvironment at Stockholm (1972),UNESCO/UNEP International workshopon environmental education at Belgrade(1975),UNESCO Inter-governmentalConference on Environmental Educationat Tbilisi (1977) are important milestones.

The pro-environmental movements inIndia, in the 1970s and 1980s were sweptaway by the globalization and resourceintensive consumption patterns in thedecades of 1990s and 2000s. Theintensity of environmental degradationand resource depletion we face todaycompel us to have concrete actionoriented environmental education efforts.

It is the necessary to bench mark orascertain the environmental status beforeand after every environmental educationinitiative. The initiative that guide thelearners in groups to glide throughenvironmental milestones in stages. Themodels practiced should bring about aperceivable environmental standardimprovement- to justify and to measurethe learning outcomes.

Concerns to be addressed whileenriching the environmental teachinglearning

❖ Improving basic education andproviding health care will greatlycontribute in improving classroompractices and enrich curriculum

❖ The concept of environmentalsustainability has to be introduced ina proper light and in a positive way.While trying to save ecology, theeconomic aspirations of societyshould also be given its due place. Acaring and prosperous society withconcern for the environment will pavethe way for a sustainable society inthe future.

❖ Promoting community cohesion andre-linking the school and communitywill encourage sustainabilityprinciples taking root in childhoodeducation.

❖ The centrality of nature educationshould bring in local relevance withpeaceful co-existence with others.

❖ If the principles of sustainability areintegrated in early education, itpromotes children to internalizevalues, attitudes, skills and behaviorsat a very early age to lead asustainable way of life in later years.

There are many ways by which, theteaching learning process of biodiversityeducation might be enhanced. Some ofthem are discussed here.

Creative biodiversity education tostrengthen the teaching-learningprocess

Comprehending creativity by a singletechnical definition is difficult. But in alarger sense “creativity involves theability to produce original ideas and toperceive new relationships amongunrelated things”. Time and again it hasbeen proved that creative mind andprocesses solved many of our societal


problems at the time of crisis. Theconcept of creativity could be usedeffectively in biodiversity education.

Multiple areas for learning andresponding

In learning situations, like in class roomsor in natural areas, it is always advisableto have multiple opportunities forlearning and responding. Learningcorners, activity centers, evaluationbooth, marked trails, bird observationtowers, labeling of plants, suggestionconsole and reference guides are someof the tools, the learner may get involved.

School gardens

School gardens are a place for thechildren to interact with nature. We maynot know what will transpire between achild and the nature exactly. Theorizingit will be a futile attempt. Leave it tonature. Children, not only get a dose offresh oxygen, but also learn many thingson every encounter. Garden providesspace for school-community interactions.Community elders and parents caninteract with the children and shareknowledge about the environmentalresources. The garden can be alsothematic, stressing on, medicinal plants,local species, fruit bearing plants,ornamental plants, vegetables, etc.,School Resource Center on biodiversity The concept of resource centre forbiodiversity education can be an effectivefocal point where, the sharing ofknowledge and experience can happen.The concept of resource centre may varyaccording to the basic objectives andintended learning outcome. The SchoolResource Centre may concentrate on anyone particular aspect of ecology like

biodiversity or it can broaden its focusto suit changing environmentaleducation needs.

Flexible learning on biodiversity

Appropriate teaching-learning materialsto promote conservation education areessential. It can be in the form of self-learning materials, interactive models,questionnaires, working models, posters,paintings, illustrations, scientificdiagrams and play materials The aim isto create ‘positive attitudes towardsnatural resources and promoteconservation initiatives’. Even a series ofpictures, paintings, illustrations may alsoserve as learning motivators to the younglearners.

Teaching and learning on bio-resources

The bio resources of the earth areenormous and only because of the sheervariety in living organisms, the humankind could sustain its life on thisbiosphere. There are various approachesin ‘teaching’ biodiversity to youngchildren. But, strangely most of themethods fail to create the necessaryvalues and attitudes in understandingbiodiversity. Highlighting the perceivablebenefits of biodiversity conservation tothe young learners instead of stressingon complex benefits is appropriate. Thebenefit of tasty new fruit variety ispreferable than the ecosystemmaintenance because of biodiversityconservation.

Reverence for life – the key forconservation

The whole focus of biodiversity educationissues can be addressed by stressing


respect for all life forms. The lives of greatsaints and sages were replete withexamples of reverence for life. Thebiodiversity conservation concerns couldbe promoted by advocating the traditionalwisdom of having respect for life.

Involving the learner in the process ofconservation

Use the instances of aspects ofenvironmental resources in individuals’life and highlight it. The act ofhighlighting the involvement, wouldpromote positive thinking among thelearners in crystallizing the positiveattitude towards conservation

Learning and unlearning

The learner in the past and in the presentwould have been exposed to many kindsof wrong/raw information through otherchannels of communication and thatmight intervene in the present learningprocess. For that, it is essential tounlearn whatever we have learnt in awrongful manner in the past. Theelectronic and print media carries manyshades of facts and figures withconcocted opinions. It is natural that alearner is sometime found in confusedstate with his earlier inputs. Hence, it isessential to orient the learners aboutlearning and unlearning and itsimportance in conservation.

Experiencing nature in its own lap withits beautiful rhythms is the best way oflearning and teaching about nature.Biodiversity education carried out withproper light and orientation will benefitthe learner and make them feel worthyof learning.

School – Community initiative forenvironment biodiversity

A school community interactive forum inevery school can be established toactivate the community participation inbiodiversity education. All thestakeholders of local environment like thechildren, parents, community leaders,traditional health practitioners, panchyatmembers, village administrators andvoluntary workers can be included in theforum. The city schools may also try tocollect the relevant people in to it.Mothers’ Committees, SchoolDevelopment Management Councils,School Parliaments, Eco Clubs, NatureClubs, Adventure Sports, VillageEducation Committees are some of theefforts made by different agencies toaddress the issues of education.

Based on the agreed point of action plan,the parents, teachers and school childrenshould act and try to address thebiodiversity issues. Collection of localdata, survey of resource usage, points ofenvironmental problem, resourcecollection, design and development oflocal technologies, garbage clearing, treeplanting, rain water harvesting,construction of community smokeless-chulas, soak pits, erection of communitymessage boards, construction of low costsanitary facilities, de-silting of ponds,protection of sacred groves, collection ofseeds maintenance of gardens, andpromotion organic farming are some ofthe activities which the forum canconcentrate. Through that, many localenvironmental problems can beaddressed. In the process, thestakeholders get educated about theenvironment and managing it for optimaluse.


An active community will bring socialcohesion and responsibility on the partof every stakeholder and instill rightvalues among children.

Conclusion

The resource that feed and sustain usshould be revered and worshiped.Ancient societies worshiped nature in itsvarious forms. The sacred rivers, templetanks, snow clad Himalayas andinnumerable streams and water bodiesof our land remind us of the reverenceour forefathers had for the naturalresources. Contradictorily, the presentsociety neither has concern nor reverencefor nature. We have arrived at a stage ofenvironmental crisis where a mereawareness about environmental mattersis not sufficient. The situation demands- immediate perceivable action-orientedresults in the protection of environment.

References

1. Joy, A. Palmer, “Environmental

Education in the 21st Century- Theory,

practice, progress and promise”,

Routledge, London. 1998.

2. “UNESCO-UNEP International

Environmental Education Program

Environmental Education series”,

Paris, 1983.

3. “Environmental Education in Schools,

National Council of Educational

Research and Training”, New Delhi,

2004.

4. “Proceeding on Environmental

Education for the New Century”,

C.P.R.Environmental Education

Centre, Chennai, 2000.

Eco News is printed and published by Dr. Nanditha Krishna on behalf of

C.P.R. Environmental Education Centre

at The C.P. Ramaswami Aiyar Foundation,

1, Eldams Road, Alwarpet, Chennai - 600 018.

Editor : Dr. Nanditha Krishna

Production : M. Amirthalingam

Where the details about the writer(s) are not given, it means that

he/she works in CPREEC.

The views expressed by the writers do not necessarily reflect the views of the

C.P.R. Environmental Education Centre


Wildlife CensusM. Kumaravelu

Wildlife census always evokes interestnot only because it affords an enjoyabletime for the volunteers on duty trailinginside the woods, but also helps wildlifemanagers to arrive at certain conclusionsregarding the population of differentanimals, their density, distribution andthe presence of different types of floraacross the jungles.

It is an accepted fact that the exactnumbers of animal populations and thatof the flora cannot be arrived at becauseof the animal count. The census helpsto bring to light the approximatepopulation of the flora and fauna in thegiven area. The wildlife census, althoughit looks easy on paper, is indeed a toughjob as it involves highly complicatedmathematical and statistical techniques.

A numbers of factors are consideredimportant for wildlife census. The period,species, landscape, status of forests,floral distribution are importantcomponents of the jungle census be it inthe national parks or wild life sanctuariesor tiger reserves. Some key species likethe tiger and other endangered speciesare always kept in high focus during thecensus.

To collect the actual number of animalsin a given area, wildlife managersgenerally employ many indices andcalculations. This has the followingobjectives – the study of the status wildpopulation, secondly, monitoring the

changes in animal numbers and thirdlyto study the population dynamics andmanagement. Generally, the census ofwild animals is used to determine thechange in population size at periodicalintervals. In India, wildlife censusmethods broadly can be dived into twocategories - direct and indirect methods.

Direct methods of wildlife census

In this category, six major methods areinvolved. These six methods are directcount, drive count, road-side count,waterhole count; pellet group count andcamera trap method. However, the birdcensus operation is conductedseparately.

Direct count involves counting of everyanimal. This could be possible for largermammals including deer, wild dogs,jackals, hyenas etc,. This direct countmethod should be carried out at least ontwo or three successive days during theearly morning hours. Direct count helpsin finding the approximate age, sex, exactnumber in the herd / pack / group whichcan thus be arrived at. While doing this,it is necessary to avoid double counting.Thus, the errors in arriving at data canbe eliminated.

The drive count is nothing but a directcount; it can be possible only in the openforests and the terrain should be plain.Experienced enumerators can easilysurround the area and drive the animals


in one direction. Normally theenumerators use sides and relevantpoints as a stop to count the animals.Since the drive count method results inmany hindrances to the animals andenumerators, it is not popularly inpractice during the animal counts.

Road-side count is a common methodused for animal counting all along theroad-side. However, this cannot be usedfor overall data for a stipulated zone orprotected area.

Water-hole techniques are being widelyused in dry deciduous forests and scrubjungles. Mostly, large animals arecounted from a hide when they visitwater-hole. While employing this methodsome important criteria should befollowed. For example, there should beavailability of sufficient water in the tanksand ponds which would draw a sufficientnumber of animals. Open water-holesare to be selected where a machan/hideout can be constructed. This methodshould be followed for about three to fourdays continually. Using of binoculars willhelp in determining the sex andapproximate age classes. In this method,generally expert enumerators aredeployed.

Pellet group count is a method by whichthe density of deposited defecades of asingle species is used to determine thepopulation density. The small pelletsdeposited during a single defecation atplace are called ‘pellet group’.

Indirect methods

During the absence of the possibilitiesof direct sightings indirect methods likeKing strip census, Pugmark census,

sampling for tigers and other carnivoressigns are being applied effectively.

The King strip census applies a simpleformula to estimate the population. Thisis done by the observer by walking alonga transect line which is a permanent tractin the habitat. Similarly, the sight methodis also a scientific method with a simpleformula to arrive at the number ofanimals. This method is mainly in thecase of mammals.

Pugmark census is a common andpopular method of counting large cats,including tigers. Only trainedenumerators can employ this methodeffectively. Only a clear impress withplaster of paris and well definedpugmarks are being taken into account. In addition, information about the area,surface i.e. hard ground or soft ground,scratch marks, droppings, roars andnearby kills can be noted in this method. This would help in identifying theuniqueness of each animal, especially fortiger pug marks. While making data usesof GPS, the forest types are to be notedwithout fail.

Equally important is the bird census.Generally, birds are not consideredas vital as other wild animals.However, birds are the one species whichare found practically in every place andthe presence of species in different areasindicate the status of the habitat. Thedecline of vultures and the black eaglein the eastern slopes of the Nilgiris hasbeen indicated by the disappearance oftall trees. The bird census is beingcarried out in three major ways viz: a)Wetland bird count b) Non-wetland birdcount and c) Call count. All thesemethods are being done only in the early


morning hours by experts and local birdwatchers. Wetland bird count is beingcarried out generally during mid-winter.To avoid overlaps in huge wetlands, theenumerators can select important pointsfor observation. Using detailed mapswith GPS data and the selection of pointsfor observation are to be done prior tothe census days. Residential andmigratory birds are to be observedseparately. Call counts can be involvedonly in the hilly tracts, wherein thevegetative cover is highly dense. Theenumerators are to be well versed andtrained to carry out avian count by usingthis method.

The result of a census of wild animalspecies in an area is that we canunderstand the status which would

further help in the planning for themanagement of a particular species andits habitat conservation. It is importantto train the enumerators, especially thosewho are new to animal and bird count.This would help them to have anacquaintance with the jungle cover andlandscape and the strategies to beadopted and applied during the countalong the jungle trails.

References

1. “Census Techniques”, Nilgiri Wildlife& Environment Association”, TheNilgiris.

2. Rajesh Gopal, “Wildlife CensusTechniques”, Wildlife Institute ofIndia, Dehradun, 2004.

Biodiversity of Andhra PradeshK. Venkataratnam

The state of Andhra Pradesh has richbiodiversity, and geographically standsas the fifth largest state in the countrywith an area of 2,75,068 sq km with thelongest coastline stretching nearly 1000KMs. Strategically located in the centralregion of the Indian sub-continent,Andhra Pradesh has representatives ofthe magnificent Indian plant and animallife. It also has wide and varied vegetationtypes enriched by a variety of flora andfauna, varied topography ranging fromthe hills of the Eastern Ghats and theNallamallas to the shores of the Bay ofBengal which support varied ecotypes.The forest in the state can broadly be

divided into four major biotic provincesi.e. Deccan Plateau (53 %), CentralPlateau (35%), Eastern Highland (11%),East Coastal Plains (1 %) and has anetwork of 21 sanctuaries and 6 NationalParks covering an area of 12,579 Sq.Kms. or 4.57 % of the geographical areaof the state. The state bird is the BlueJay (Cyanocitta cristata). The state animalis Black buck (Antelope cervicarpra). Thestate tree is the Neem (Azadirachta indica)and the state flower is the white lotus(Nelumbo nucifera).

Andhra Pradesh can be broadly dividedinto three regions, namely, Telengana


(Northern Region), Coastal Andhra(Eastern Region) and Rayalseema(Southern Region). The most foresteddistricts of the state are Khammam,Adilabad and East Godavari, while theleast forested are Nalgonda andAnantapur. Mangrove swamps and palmtrees margin the coastal plain of AndhraPradesh, while thorny vegetation coversthe scattered hills of the plateau. Of thestate’s total area, about one-fourth isforest-covered, with dense woodlandsoccurring primarily in the north along theriver Godavari and in the south in theEastern Ghats. The forests consist of bothmoist deciduous and dry savannavegetation; teak, rosewood, wild fruittrees, and bamboo are plentiful.Elsewhere in the state, neem (whichproduces aromatic oil), banyan, mango,and the pipal are among the commontrees. Flowering vegetation, includingjasmine, rose, and a number of endemicspecies abound in the hilly region of theEastern Ghats. A few more endemicspecies are (local names) Gum Arabic,Prickly Chaff flower, Baobab, Bengalquince, White Dammar, Indianfrankincense, Indian bdellium tree.

The varied habitats harbour a diversityof fauna which includes the tiger,panther, wolf, wild dog, hyena, sloth bear,gaur, black buck, chinkara, chowsingha,nilgai, cheetal, sambar and a number ofbirds and reptiles. The long sea coastprovides the nesting ground for seaturtles, the back water of Pulicat lake isthe feeding ground for the flamingo andgrey pelican. The estuaries of the riversGodavari and Krishna support richmangrove forests with the fishing cat andotters as key stone species. The state hasa rich range of 1424 species of nativemedicinal plants which are present inthree agro-climatic regions. 176 non-

native medicinal plants occur in theregion in cultivated, planted ornaturalized state. Plants like the tulsi,neem, King of bitters are commonly usedin treating and preventing specificailments and diseases.

Flora

Andhra Pradesh harbours a total of 2800taxa belonging to 1051 genera under 185families i.e., 16% of the angiospermsknown from India. Of these 2071 speciesbelonging to 150 families and 796 generaare Dicotyledon and 729 species belongto 255 genera and 35 families aremonocotyledons. The most diversefamilies are Leguminoceae (340 species),Poaceae (294 species), Cyperaceae (157species), Euphorbiaceae (136 species),Asteraceae (123 species), Acathaceae(117 species), Rubiaceae (93 species),Orchidaceae (79 species), Lamiaceae (75species), Convolvulaceae (63 species).The wild Gymnosperm species includeCycas circinalis, Cycas beddomei, Cycassphaerica, Gnetum montanum andGnetum ula.

Mammalian diversity

The mammalian diversity of AndhraPradesh is represented by 108 speciesbelonging to 33 families in 12 orders thatinclude 7 species of marine mammalsbelonging to 2 families. More than 50%of the known mammalian diversity ofAndhra Pradesh is constituted by smallmammals that belong to the orderschiroptera (bats), scandentia (treeshrews), rodentia (rodents and squirrels),pholidota (pangolins) and lagomorpha(hares and pikas). The Indian cheetahthat once existed in India was also foundin Andhra Pradesh.


Fungi

Fungi belong to the kingdom Eukaryotathat can be divided into four phyla, 103orders, and 484 families’ and4979genera. More than 27,000 species of fungihave been recorded from India making itone third of the global fungal diversity.As many as 5000 species of fungi arebelieved to be present in Andhra Pradesh.

Herbs, medicinal plants

Andhra Pradesh has a rich range of 1424species of native medicinal plants whichare present in three agro-climatic regions(Andhra region, Telangana region andRayalseema region). 176 non-nativemedicinal plants occur in the region incultivated, planted or naturalized state.Seven important medicinal plants ofTirumala are endemic plants. Kondasamrani (Boswellia Ovalifoliolata), Ranaguvva (Cycas beddomei), Kondakottimeera (Pimpinella tirupatiensis),Raktachandanam (Pterocarpussantalinus ), Guggilamu (Shoreathumbuggaia), Tamaralli (Syzygiumalternifolium ) and Tella karaka(Terminalia pallid).

Exotic plants

Some exotic plants have entered intoAndhra Pradesh causing severe damageto our native species and some plantshave turned into weeds, multiplying fastand causing harm to the ecosystem, e.g.water hyacinth, Agave and Parthenium.

Miracle grains - Millets

Millets have been core to India’s food andfarming cultures. As against other foodgrains, millets provide multiple securities

of food, fodder, health, nutrition,livelihood and ecology.

Protected areas and National parks

Protected areas of the state of AndhraPradesh include: Nehru Zoological Park,Hyderabad, Sri Venkateswara ZoologicalPark, Tirupathi, Indira Gandhi ZoologicalPark, Visakhapatnam.

National parks like Sri KasuBrahmananda Reddy National Park,Hyderabad Sri Venkateswara MrugavaniNational Park, Tirupathi, Mahavir HariniVanasthali National Park, Hyderabad,Papikond National Park and Rajiv GandhiNational Park.

Wildlife/ Sanctuaries: Nagarjuna Sagar-Nalgonda Dist, Kawal- Adilabad,Pranahita-,Rangareddy, Eturunagaram,Pakhal-warangal, Kinnerasani-khammam, Coringa-EastGodavari,Kolleru-West Godavari and Krishnadistricts, Krishna Pocharam, Manjira,Rollapadu Gundla Brahmeswaram, Srilankamalleswaram Nelapattu, Pulicat,Kaundinya Sri Penisul narasimhaswamy,Kambalakonda, Sivaram andKambalakonda.

Avian diversity

The avian diversity of Andhra Pradesh isrepresented by 486 species which belongto 71 families in17 orders. Some of therare and endangered avian speciesoccurring in Andhra Pradesh include theGreat Crested Grebe, the spotted-billedpelican, the painted stork, the darter andvultures (all species). Other speciesinclude the red jungle fowl, the Malabarpied hornbill, the great Indian bustard,the lesser Florida, the Indian courser, the


yellow-throated bulbul, the hill myna andthe tree sparrow.

Rare and endemic species

As many as 70 species and subspeciesare endemic to Andhra Pradesh. The hillarea snakes such as the Indian Pythonand the Indian Sawbuck Turtle are someof endangered species in AndhraPradesh. Seven important medicinalplants are endemic to Tirumala and theyare Boswellia Ovalifoliolata, Cycasbeddomei, Pimpinella tirupatiensis,Pterocarpus santalinus , Shoreathumbuggaia, Syzygium alternifoliumand Terminalia pallida.

Endangered animals

The gaur (Bos gauru) is restricted to southIndia and south east Asia. Eturunagaramand Papikonda sanctuaries.

Reptilian diversity

The reptilian diversity of Andhra Pradeshis represented by 103 species belongingto 20 families and 3 orders. Two speciesof crocodiles and less than 15 species oftortoises and turtles are found in AndhraPradesh. The rest of the reptilian diversityis represented by lizards and snakes.Among the lizards, two species, namelyNagarjuna’s Skink (Eutropis nagarjuni)and Ashwamedh’s Supple Skink(Lygosoma ashwamedhi) and among thesnakes, one species, namely, Bholanath’sRacer (Coluber bholanathi) are endemicto Andhra Pradesh.

Amphibian diversity

The amphibian diversity of AndhraPradesh is represented by 22 species

belonging to 14 genera and four families.Some of the interesting amphibiansinclude the grey balloon frog, the marbledballoon frog, the painted frog, Leith’s frogand a yet to be described species ofHylorana genus.

Fishes diversity

The fish diversity of Andhra Pradeshincludes 180 plus species of freshwaterfish in 98 genera and more than 50families and 600 plus species of marineand estuarine fish in 300 genera, 121families and 28 orders.

Odonate & butterflies diversity

The Odonate diversity of Andhra Pradeshis represented by more than 75 speciesof dragon flies and damselflies in 43genera and 10 families. The spiderdiversity consists of over 110 speciesbelonging to approximately 38 generaand 27 families. The butterfly speciesdiversity is represented by over 250species. So far as many as 125 plusspecies belonging to as many as 65genera and 7 families of beetles have beendocumented in the state.

Invertebrate diversity

Among the other invertebrate diversity,as many as 40 plus species of plant mitesin 21 genera belonging to 12 families; 15plus species of ixodid ticks in five generabelonging to one family; 52 plus speciesof orabatid mites in 37 genera belongingto 23 families; 23 plus species ofcollembolan in 13 genera belonging tofour families; more than seven species ofaptery gots I five genera under threefamilies and 60 plus species of short-horned grasshoppers in 25 genera


belonging to two families have beendocumented from Andhra Pradesh.

Wetlands

Apart from the world famous fresh waterKolleru Lake, Pulicat lake, Coringa-Nelapattu and Uppalapadu birdsanctuaries, Pakhalwater tank, coastalmangroves are the important wetlandsin Andhra Pradesh. Mangrove forestsare located in the estuaries of theGodavari and the Krishna rivers. TheGodavari mangroves are located inGodavari estuary of East Godavaridistrict and the Krishna mangroves inKrishna estuary of Krishna and Gunturdistricts.

The total area under Godavari andKrishna mangrove wetlands are 58,263ha of which 33,263.32 ha are underGodavari and 24,999.47 ha are inKrishna. However, the dense mangrovesin Godavari and Krishna are only 17,000ha and 7,347 ha respectively. The restare distributed between mudflats, waterbodies, sand bodies and casuarinasplantations. The Coringa WildlifeSanctuary has three Reserve Forests,namely Corangi reserve forest, CorangiExtn reserve forest and Bhairavapalemreserve forest. The mangroves of CoringaWildlife sanctuary receive tidal flushingthrough the Matlapalem canal, CorangiRiver and the Gaderu River. The Gaderuand Corangi rivers are the distributariesof the River Godavari. The Coringamangrove forest is the second largestcoastal ecosystem in the east coast ofIndia.

Even from prior to the identification ofthe taxa, these mangroves have beenused by the fisherman for the timber,

fuel, fodder and medicine. The mangrovecommunity consists of more than 13species of mangrove and other plants.The following three dominant mangroveplants, Avicenna marina, Excoecariaagallocha and Sonneratia apetala arefound to be present on the banks of amajor channel of the Godavari Riverrunning through the forest. 27 groups ofzooplankton are there in thesemangroves. The macrobenthic animal ofthe Godavari mangrove ecosystems arerepresented by 15 groups. The grouppolychaetes are represented by 18species.

Threats

The wetlands and mangrove ecosystemshave, like other biotopes, beenexperiencing the human-impact in theform of resource utilization and resourcealteration and/or modification.

Biological heritage sites proposed

The Andhra Pradesh State BiodiversityBoard, which was established in the year2006, has taken up a variety of initiativesto improve the biodiversity in the state.Formation of Biodiversity ManagementCommittees (BMC) in the local bodiesthroughout the State is essential toimplement the Biodiversity Act, 2002. Ason 10th September 2012, only five (5)peoples’ bio-diversity registers arecompleted.

The state bio diversity board hasidentified & proposed the following 9places to be declared as BiologicalHeritage Sites considering theirimportance in the respective Districts.Migratory birds - Kondakarla- Ava(Vishakhapamum), Telukunchi


(Srikakulam), Katakshapur (Warangal),Chintapalli (Khammam) Choudavaram(West Godavari) and Tatipudi Reservoir(Vijayanagaram) for fiss foot birds. Apartfrom above six, the Biodiversity Boardhas also proposed the following threeareas to be declared as BiologicalHeritage Sites. These are 1) Marshy areain Sompet Bela (Srikakulam), 2) a hugebanyan tree (500 years old) theTimmamma Mari Manu (Anantapur), 3)Agricultural Biodiversity (Zahirabad Agribiodiversity) heritage site (Medak).

Establishing biodiversity museum

The Andhra Pradesh State governmenthas decided to establish a world classBiodiversity museum in the state capitalHyderabad and has allocated 13 acres ofprime land in Gatchibowli, Hyderabad.

Conservation of biodiversity throughtraditional knowledge

Natural preparations are used to combatpests and to preserve foods and seeds.In some parts of the state, farmers followtheir own /traditional storage methodsin keeping the seeds. During the regularsowing in the fields, the seed isregenerated and conserved. This is aliving seed bank method withoutrefrigerated chambers. These treasuresare sealed with a mixture of clay and cowdung. Ashes and neem leaves protectthem against pests. In this way, the seedscan be preserved for at least a year.

Status and conclusion

The current status of knowledge,research on biodiversity and conservationmeasures taken by the Andhra Pradeshgovernment are far from complete and it

is assumed that the known diversity,especially among the lower groups ofanimals and plants, is less than 40-45%of the diversity that could be present inthe State. Experts in biodiversity haveappealed to the Andhra Pradesh StateForest department and the StateBiodiversity Board to initiate projects forthe purpose of documenting thebiodiversity.

References

1. Kumar, S.V. PCCF (HOD), Andhra

Pradesh Forest Department,

Hyderabad.

2. Mishra, R. H. S., Addl PCCF (GIS),

Andhra Pradesh Forest

Department, Hyderabad.

3. Tulasirao, Dr., Andhra Pradesh

Forest Department, Hyderabad.

4. “Abstracts from AP -State of Forest

Report 2011”, Forest Department,

Hyderabad

5. Hampaiah, Dr., Chirman, State Bio

Diversity Board, Hyderabad.

6. “Data from Newsletters of AP State

Bio Diversity Board”, Hyderabad.

7. Srinivasulu C. and Bhargavi

Srinivasulu, Dept. of Zoology,

Osmania University, Hyderabad,

India.

8. Seetharamaraju, M. & C.

Srinivasulu, Wildlife Biology

Section, Department of Zoology,

University College of Science,

Osmania University, Hyderabad.


Traditions that help Preserved PlantBiodiversity in Ancient Tamil NaduM. Amirthalingam

Introduction

Traditional knowledge plays a veryimportant role in the conservation andmanagement of nature, natural resourcesand biodiversity. Every village temple hada sacred tree. The king, in times of war,appealed to this tree to bloom in emeraldverdure to presage victory (purapporulvennpamalai, 243). This tree was alsorevered by devotees for its divineforeknowledge and unfailing prophecies.The king worshipped the tree and ahealthy and sturdy tree reflected theprosperity of his rule. In Tamil Nadu,local practices of vegetation managementwere perhaps derived from the basicecological concepts of local communitiesreflected in “bio-geographical zones likeconcepts in Tamil tradition” (Raman,1998). Local knowledge systems havebeen found to contribute to sustainabilityin diverse fields such as conservation ofsacred elements; some places are namedafter plants and animals such as sacredgroves, sacred trees, remnant treeworship, sacred gardens and sacredanimals. Local knowledge has also beenfound useful for the revival of folktraditions in Tamil Nadu and thesetraditions are useful for the conservationof biodiversity.

Ecological traditions and name ofplaces

Places named after animals, birds andplants are numerous. Puliyur,

Pulipakkam (Chengalpattu District),Karadipatti (Madurai District), Aanaiyur,Aanaika, and Maanturai (Tiruchi District)have been named after animals.Onankudi, Konnaiyur, Viralimalai,Kaaraiyur, Usilampatti, Sooraikadu,Murungaikollai, Kurundhampatti,Iluppur, Kadukkaai Kaadu, Panaiyapattiand so on (Pudukottai district);Thamaraipoondi, Kumizhiyam,Palakuruchi, Mullaiyur, Ichangkaadu(Ariyalur district) have been named afterplants. The culture and lifestyle of theancient Tamils were deeply intertwinedwith trees, foliage and flowers. Seasonalbehaviour like flowering, producing newleaves, or shedding of flowers and leaveswas taken as an indication of futurehappenings. The tree was revered bydevotees for its unfailing propheticattributes. The king worshipped the treeand a healthy and strong tree representedthe king and his rule. Such trees wereknown as kaaval marangal.

Sacred plants

Trees worshipped in the temple andassociated either with the temple or thedeities came to be known assthalavrikshas or sacred plants. Further,trees like vembu, vilvam and kontrai weresacred to a particular deity whose idolwas installed beneath the tree(purananuru, 199-1; agananuru, 287-7;paripadal, 4-67). Later, when templeswere erected for the deities who hadoriginally occupied places under the


trees, devotees took special care not toremove or disturb those trees. InTamilnadu, there are a number of treeshrines and the prominent ones includethe mango (ekamra) tree at Kanchi, ablack plum (jambu) at Jumbukeswaramnear Tiruchirappalli, the Indian palm(panai) at Tirupanaiyur and the “blinding’tree (tillai) at Chidambaram.

The sacred trees are symbolic of a singlegenetic resource and play a pivotal rolein the conservation of local floral wealthand biodiversity. Every tree has a legendof its own. For example, Thillai(Chidambaram) is derived from the tillai(excoecaria agallocha), the mangrovetree. The Tamils considered the treesacred and worthy of worship. Even if thesacred tree happened to fade away orperish, it did not cease to be sacred andworship was still continued. A kadambatree (Anthocephalus cadamba) onceflourished in the MeenakshiSundareswarear Temple at Madurai.There are several examples of trees foundin sculptures: in Kutralam, peopleworship the lingam under the kurumpala;,in Kurukkai, the tree is worshipped bythe goddess and rishis; in Tirukuvalai,the lingam under a tree is worshipped bythe king and others; in Anbilalandhurai,the lingam under the tree is worshippedby a king; in Tirukottai, a rishi sits underthe kottai chedi (Ricinus communis) andin the five metal sculptures of theTirumangalam temple, one of thenayanars is seen under the kontrai tree.The social, economical, medicinal andenvironmental importance of these treeswas recognised and the sacred treeconcept evolved as a means of conservingthe land’s rich plant diversity. The sacredtrees represent various geo-climatic

habitats. For instance, the banyan (Ficusbenghalensis), pipal (Ficus religiosa) andIndian fig (Ficus glomerata) are affordedtotal protection in India. Trees came tobe regarded as abodes of certain deities:the arasu or pipal tree and the thulasi(basil) symbolized Vishnu; the vilva treesymbolized Shiva and the kadambu treesymbolized Amman and Muruga. Sometemples were erected in places wheresuch trees were worshipped and, incourse of time, they came to be associatedwith the temples as sthala vrikshas: thejambu tree with Jambukesvaram, themango tree with Ekambareswarar Templeand the fig (athi) tree with Attiyur(Varadaraja Perumal Temple,Kanchipuram). It has the punnai(Alexandrian Laurel) tree as the sthalavriksha. Alwar Tirunagari in Tirunelvelidistrict has the tamarind tree as its sthalavriksha, because the saint Nammalvar didpenance under it and the sacred treeitself is worshipped as Thiru-pali-Alwar.The sacred trees are thus symbolic of asingle genetic resource and play animportant role in the conservation ofbiodiversity. The social, economical,medicinal and environmental importanceof these trees was recognised and thesacred tree concept evolved as a meansof conserving the land’s rich plant geneticdiversity. The sacred trees representvarious geo-climatic habitats. Sacredplants play a very important role inecology. The red flowers of the Indiancoral tree are used in the worship of LordVishnu and Lord Siva; of Alari (Neriumindicum) in the worship of Lord Siva andthe Sun-god; ketaki (Yucca gloriosa) inthe worship of Lakshmi, and pala orbreadfruit (Artocarpus integrifolia) in theworship of Lord Vishnu. The use of someflowers is prohibited in worship rites like


vaagai (sirisa /Albizzia lebbeck) in theworship of Lord Ganesha and vengai(Pterocarpus marsupium) in the worshipof Lord Siva. Most of the roadside shrinesin Tamil Nadu are associated withreservoirs, ponds, rivers, springs orstreams.

Sacred plants and biodiversity

Tamil tradition and culture havesuccessfully preserved biodiversitythrough the ages. The sacred trees aresymbolic of a single genetic resource andplay an important role in the conservationof biodiversity. The social, economic,medicinal and environmental importanceof these trees was recognised and thesacred tree evolved as a means ofconserving the land’s rich genetic plantdiversity. The sacred trees thus representvarious geo-climatic habitats.

Rare plant species are also preserved andworshipped as sacred plants. The processof conserving economically, ecologicallyand medicinally important plants bydeclaring them as sacred also protectedthe genetic value of several plant species.Thus, the preservation of sacred treesmay also help in the conservation of localfloral wealth. As a result, the sanctityattached to several contemporary sacredtrees remains unexplained or untraced.

This religious practice plays a vital rolein the conservation of certain native plantspecies. The sthalavrikshas of Tamilnaduconstitute a part of the genetic resourcesfor the conservation of species diversity.Many living organisms depend on theplants for their resources like food,medicine and shelter and also theyconserve our floral diversity. Some of the

sthalavrikshas are very important fortheir economic value like for the shippingand timber industry. Almost all thesthalavrikshas are one way or another areused for medicinal purposes

Sacred plants and their role in ecology

Sacred plants play a very important rolein ecology. Sacred plants provide food,shelter and nesting substratum forseveral species of birds and squirrels. Forinstance, the banyan (Ficusbenghalensis), the pipal (Ficus religiosa)and the Indian Fig (Ficus glomerata)) areafforded total protection in India. Thefive most sacred leaves of pipal, clusterfig (Ficus lacor), banyan and mango areubiquitously employed in making prayersand offerings. The red flowers of theIndian coral tree are used in the worshipof Lord Vishnu and Lord Siva; of Alari(Nerium indicum) in the worship of LordSiva and the Sun-god; of ketaki (Yuccagloriosa) in the worship of Lakshmi, andof pala or breadfruit (Artocarpusintegrifolia) in the worship of Lord Vishnu.The use of some flowers is prohibited inworship rites like vaagai (sirisa or parrottree /Albizzia lebbeck) in the worship ofLord Ganesha and vengai (Pterocarpusmarsupium) in the worship of Lord Siva.During the sacred thread ceremony, thebrahmacarin has to perform the sacrificeusing pipal twigs called samit.

Keystone species, biodiversity andecosystem function

Keystone species play a crucial role inbiodiversity conservation, through keyfunctions that they perform in anecosystem (Ramakrishnan, 1992a).Sacred groves, sacred trees and sacred


animals teach us the rudiments to belearnt in the evolution of the conservationsystem in the wider fabric of the culturalpattern of India (Amirthalingam, 2006).

Sthalavrikshas support several species ofprimates, birds, reptiles and insects.Animals and birds could live undisturbedin these trees since sthalavirkshas areconsidered sacred. Several insects andbutterflies play a vital role in pollination.The sthalavrikshas act as a safe guardand important feeding ground for insectsand butterflies.

However, socially and culturally,religiously important species areworshipped in temples. These plantspecies play a vital role in theconservation of soil nutrients and groundwater level.

References

1 Raman, K.V. “The Ecological Traditionin Tamil literature and Epigraphy”, in:Krishna, N. (ed) Ecological traditionsof Tamilnadu, pp16-24, CPREnvironmental Education Centre,Chennai, 2005.

2 Ramakrishnan, P. S.1992. Shiftingagriculture and sustainabledevelopment: An interdisciplinarystudy from north-eastern India,UNESCO–MAB Series, Paris andParthenon Publ, Carnforth, Lancs.,UK (republished by Oxford UniversityPress, New Delhi 1993).

3 Amirthalingam, M., “Conservation ofsacred groves through culturalbeliefs”, Eco News, Vol. 13, No. 1,p.13, April – June, 2007.

Mangroves of Andaman and Nicobar Islands

Introduction

The word mangrove is derived from thePortuguese word ‘Mangue’ and theEnglish word ‘grove’. Mangroves are salt-tolerant forest found mainly in tropicaland sub-tropical inter-tidal regions of theworld. It is in the mangroves that thefresh water from the Everglades meetsthe salt water from the tidal flats, thuscreating a brackish water estuary.Mangrove swamps are a very importanthabitat in the Andaman and Nicobarislands. These mangroves are highly

productive but very brittle. Moreover,mangroves act as an ecosystem and arealso a haven for plants and animalspecies.

A. Gopal


Salient features of mangroves

Mangroves are basically evergreen withbulky tough leaves designed to minimizetranspiration. The root system is adaptedto the peculiar conditions found in themangrove forests such as still root inRhizophora and knee roots in Bruguiera.Pneumatophores (breathing roots) aresent in profusion in Sonneratia andAvicennia. Viviparous germination, aprocess by which the seed germinateswhile still on the tree and falls down thusgiving rise to further growth is anessential characteristic of the species ofthe family Rhizophoraceae.

Significance of mangroves

Mangroves consist of tropical tidal forestsand swamps. The buffer zone is betweenthe land and the sea and thus protectsthe land from sea erosion. They also actas a cost-free, self-repairing and staticborder security force for protecting thecoast from erosion by storms, cyclonesand floods. They also support a vast rangeof biodiversity. They act as a naturalsewage treatment plant, absorbingpollution, including heavy metals.Mangroves provide land protection,sediment trapping, high primaryproductivity and fishery yield. The muddeposits at the mouths of streams slowdown the current and help the silt tosettle. The forest accumulation consistingmainly of fallen leaves and branches fromthe mangrove provide nutrient to themarine environment. The Mangrovesform a nursery for the breeding of fish,crabs, shrimps and mollusks, and thehabitat of some species of fish. Theyconstitute a unique habitat for wildanimals and birds and provide a nesting

ground for various species of birds. It isalso a potential recreation site for fishing,boating, bird watching, sightseeing &photography. Mangroves thus providea vast field for scientific and socio-economic studies.

The situation of mangroves in theIslands

The Andaman and Nicobar islandsconsist of 572 islands, rocks and islets,extending over a land area of 8,249Sq.kms and coastline of 1962 kms.Andaman and Nicobar consist of a veryfragile islands ecosystem. The total areaunder vegetation in the islands is 7171sq.km. as per the Forest Statistics-Department of Environment and Forest,Andaman and Nicobar. Out of these, 966sq.kms. consist of mangrove vegetation.In Andaman district, the area undermangroves is 929 sq.kms, while inNicobar district mangroves occupy 37sq.kms. The mangrove cover of theseislands comprises 9.4% of the land areaor 10.85% of the total forest area.Luxuriant mangroves can be seen inShoal Bay (South Andaman), CarbyanCove (S. Andaman), Chidyatapu (S.Andaman), Wandoor (S. Andaman),Yerrata Jetty in Rangat (MiddleAndamans) & in Austrin Creek(Mayabunder).


Important mangrove species ofAndaman and Nicobar Islands

The Andaman and Nicobar islands areone of the richest mangrove regions ofour country. As per the availableinformation from various sources, 27 treespecies, 5 shrubs, 1 climber and 2species of palms and ferns, eachbelonging to 17 genera, are reported tooccur in the mangrove ecosystem of theseislands. Important mangrove speciesfound in these islands includeRhizophora mucronata, R. apiculata,Bruguiera gymnorrhiza, B. parviflora,Avicennia officinalis, A. marina, Ceriopstagal, Heritiera littoralis, Sonneratiacaseolaris, S. alba, Exoecaria agallocha,Xylocarpus granatum, Aegicerascorniculatum, Scyphiphorahydrophyllacea, Nypa fruticans etc.(source: DOEF, ANI)

What will be the reduction ofmangroves in Andaman and NicobarIslands?

The value of the mangroves has goneunrecognized for many years after the

tsunami hit the islands in December2004. Mangrove systems requireintensive care to save threatenedareas. So far, conservation andmanagement efforts lag behind thedestruction; there is still much to learnabout proper management andsustainable harvesting of mangroveforests. Degradation of mangroves iscaused by natureinduced changes. Thetsunami affected 21 sq.km (Foreststatistics, DoEF, ANI) of mangrove coverin these islands. The damaged foreststake a very long time to recover. This typeof damage of the mangrove will lead toreduction of wild life. The animals likelyto get affected are the water monitorlizard, the saltwater crocodile, theAndaman teal, the sand piper, theKingfisher, the stork etc. In addition tothis, the nursery area of important finand shell fishes will be reduced.

References

1. Forest Statistics, DoEF, Andamanand Nicobar Islands.

2. h t t p : / / f o r e s t . a n d . n i c . i n /mangrove_fauna1.htm

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Phone : 24346526 / 2433 7023 Fax: 91-44-2432 0756E-mail : [email protected] / [email protected] / [email protected]

CPR Convention Centre is a new addition to Chennai. Situated amidst the lushgreen gardens of the C.P. Ramaswami Aiyar Foundation’s vast campus in theheart of Chennai, it has already become one of Chennai’s leading venues forconventions and celebrations. Several conferences, business meetings, etc. havebeen conducted here in serene surroundings.

CPR Convention Centre is an excellent multipurpose center, the perfect placeto host seminars, meetings and conferences. It has a fully air-conditioned hallwith modern interiors and comprehensive meeting and banquet facilities designedto accommodate up to 200 guests (theatre style).

Situated on the second floor, above C.P. Art Centre, Chennai’s happening place,there are levitator (lift) facilities, state of the art sound and presentation systems,excellent acoustics, projection facilities and – wonder of wonders - ample carparking.

CPR Convention Centre provides the best facilities and services par excellencefor all your convention needs. For more details contact Public Relations Officer,Mr.N.Srinivasan - 9444580641

02. Eco News - July - Sep 12 - CPR Environmental Education Centre

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Transcript of 02. Eco News - July - Sep 12 - CPR Environmental Education Centre