Fieldwork Report in Physical Geography

Fieldwork Report in Physical Geography Importance of fieldwork in Physical Geography The process of observing and collecting data about people, cultures, topographic features and natural environments is considered as the field work. Field work is conducted not only in the wild of our everyday surroundings but also in the semi-controlled environments of a lab or classroom. Generally, field work contributes to help researchers to collect data about the people, species and dynamic places surrounding them. It is the fieldwork which enables the students as well as the researchers to examine how the scientific theories interact with real life. The importance of fieldwork is enormous in both the social and natural sciences. Social sciences deals with economics or history and mainly focus on people, culture, and society while natural sciences, such as biology or chemistry, focus on physical characteristics of nature as well as natural environments. So, in physical geography fieldwork is a standard method which offers new understandings of physical phenomena that can be obtained most clearly. In this way fieldwork turns out to be a highly enthusiastic means to obtain new interpretations when combined with proper tools and techniques associated with other wide-ranging mapping tools in the geographic information science (GIS science) laboratory like land cover or land shape data as well as digital elevation models derived from satellite imagery. Field work in Sundarban Sundarban is positioned along the cost of Bay of Bengal in the southern part of Bangladesh covering an area of 272,510 hectares of which 139,500 hectors are in Bangladesh and the remaining 133,010 hectares form the Indian part. The Sundarbans (Bangladesh part) was designated as a world heritage sites in 1997 by the UNESCO. The worlds largest mangrove Sundarbans consist of three wildlife sanctuaries (Sundarbans West, East and South) which are lying on disjunctive deltaic islands close to the boundary with India in the west of the main outflow of the Ganges, Brahmaputra and Meghna rivers. A complex network of tidal waterways, mud flats and small islands of salt tolerant mangrove forests intersected these sanctuaries. During high tides the area is swamped with brackish water that mix with freshwater from inland rivers. Alluvial deposits in this area are geologically very recent and deep. The landscape of Sundarban is dynamic in nature which is constantly being changed due to the combine d effect of the monsoon rains, delta formation, flooding and tidal influence. Sundarban. the largest mangrove forest in the world is an excellent example of a rich biodiversity and ongoing ecological processes. Moreover, Sundarban is illustrious because of its extensive range of flora such as Sundari (Heritiera fomes), Gewa (Excoecaria agallocha), Goran (Ceriops decandra), Hetal (Phoenix paludosa), Kholshi (Aegiceras corniculatum), Passur (Xylocarpus granatum), Hargoja (Acanthus ilicifolius), Keora (Sonneratia apetala), Kakra (Bruguiera gymnorrhiza), Kerpa (Lumnitzera racemosa), Nolkhagra (Phragmites australis) etc. though the forest flora in the western Sundarbans is not as diverse as in the east because of the abundance of saline conditions. Moreover, the sunderbans of Bangladsh supports largest diversity of fauna including the famous Royal Bengal tiger, different species of birds, numerous reptiles, and other endangered species, such as the estuarine crocodile and then Indian python. That is why Sundarban is a place of great interest for the researchers to conduct field work. Places of interest in Sundarban during the fieldwork: Katka Katka is situated at about 100 km from Mongla about 150km from Khulna city. It is considered as one of the most magnificent spots in Sundarban, where one will see Spotted Deers and Royal Bengal Tiger. This beautiful spot however was severely damaged during the cyclone SIDR. A beautiful sea beach is located on the west of this point and this place is more wild comparing to Hiron point. Major Attractions: Spotted Deer herds Jamtala watchtower to view wildlife Basking Crocodiles Tiger spotting The Katka beach Proposed fieldworks: Soil sample collection from Kotka by boring. Sediment collection through â€Å"sediment trapper† near Kotka Collection of water sample. Dublar Char Dublar char is located 25 km southwest of Katka and 35 km southeast of Nilkamal (Hironpoint). This is essentially known as the fisherman’s island. Major Attractions: Numerous species of fish and crab Raash mela on November Local fish processing procedures Unique topographical features Proposed fieldworks: Colleting soil samples by boring and using monolith, Determining the spot height points, wind speed and tidal information, Data collection of vegetation and biodiversity in that area, Collecting water samples, Surveying on the problems Prospects related to fish drying sector. Karamjal Karamjal is situated in the northeastern part of Shundarban near the Mongla port. It is 107 km away from Khulna city and is a significant eco-truism spot. Major Attractions: Basking Crocodiles breeding farm Monkeys Various representative plants of Shundarban Otter and Spotted Deer Proposed fieldworks: Colleting soil samples Soil samples , Collecting sediments from the river bed water sample collection Activities during the fieldwork The journey for Shundarban started in the morning of 9th November 2013 at 8.30 am. The fieldwork started by collecting â€Å"soil sample† through â€Å"boring† collection of â€Å"sediments† by â€Å"sediment trapper† and water sample collection near kotka in 10th November, 2013 and ended it by visiting Karamjal tourist spot and collecting of sediments from there in 13th November, 2013. The day to day description of activities during the fieldwork is given below:- Day-1 (10.11.13) Visited the Jamtala watchtower at Katka to view amazing wildlife Visited the beautiful Katka beach Collected sediments by â€Å"sediment trapper† Collected water sample. Day-2 (11.11.13) Studied the soil profile of Dublar Char (east side) to identify the Sedimentary Sequence based on Litho-stratigraphic Survey. Water sample collected by Hydrological survey. Measured the biodiversity and identified by vegetation survey. Identified and determined the spot height points by leveling survey. Measured the wind speed wave by GEOTIMED group survey. Observed and collected information of human economical activities focusing on the people related to the dry fish industry of Dublar Char by FGED group Questionnaire survey. Collected river bed sediments by â€Å"sediment trapper† Day-3 (12.11.13) Visited the West side of Dubler char. Collected information of human economical activities focusing on the people related to the dry fish industry of Dublar Char by FGED group Questionnaire survey. Arranged a Cultural program a Feast. Day-4 (13.11.13) Visited Karamjal. Collected soil sample from Karamjal. Arranged a formal Viva exam by honorable teachers. Major Challenges Fieldwork in Sundarban proved to be a quite difficult task in many ways. Some major challenges that we figured out during the fieldwork can be stated as following: Challenges during the study of soil profiles and lithological Survey: . The sample got a bit disturbed while preparing the profile as the soil was a bit friable. Loss of soil while cleaning up profile Presence and seepage of water in the study site.( From nearby water body) The soil sample collected by the gauge sampler sample got a bit disturbed. Human induced problems and technical error while collecting soil sample. Challenges during the study of Wave Wind measurement and hydrological survey: Facing difficulties during the plotting of the GEOTIMED device. Human induced troubles and technical error during wind speed measurement. Extreme time consumption during the survey . Insufficient collection of data. Challenges during the study of Biodiversity Vegetation survey : Risk of attack by tigers. Grid formation was disturbed by Dense plantation and obstructed the work. It was time consuming process to locate each grid. Identification of species was quite difficult.

Introduction to Environmental Health and Risk Assessment Essay

Asbestos is considered a Public health hazard. As such there have been a number of scientific measures adopted to manage this risk to environmental health and safety. In this discussion the author would advance that the best way to manage asbestos is by applying the asbestos code designed for that particular location. It is believed to be safe since it is a code which has been researched prior to its design and many of the major risk factors were considered. It follows distinct guides such as ‘elimination/removal (most preferred); isolation/enclosure/sealing; engineering controls; safe work practices (administrative controls); personal protective equipment (PPE) (Asbestos control measures, 2010). As it pertains to this project the risk management plan to be adopted is the elimination and removal option which would be discussed in more detail. Justification for the decision In order to justify why it is believed that the elimination and removal option is the best under any circumstances to mange asbestos risks ,the reader must understand what it really does. First the removal has to be conducted by a certified environmentalist who is knowledgeable in the practice and would conduct the process according to the environmental heath and safety code pertaining to that procedure. Therefore, it excludes the infiltration of a novice undertaking the risk management technique. Asbestos is a very serious environmental hazard as such any attempts at control must be scientifically monitored. As was previously mentioned these are scientific interventions which are implemented after decades of well evaluated research, ‘environmental data, community health concerns and health outcome data†¦Ã¢â‚¬ ¦. nvironmental data are reviewed to determine whether people in the community might be exposed to hazardous materials from the NPL facility. ’ (ATSDR, 2009). The removal boundaries are carefully defined; security signs and appropriate displays are erected for the public to recognize that the environment is being targeted for asbestos removal. This protects the community during the process since they would not enter the dangerous boundary zones. It is total illumination. Besides; the electrical equipment are removed and all appliances which are used to provide electrical power must be turned off. These add to the asbestos risk when elimination and removal are done. It cannot be overemphasized that this ensures complete elimination and security after the process is completed. Hence, here is the justification that this is the best option for removing both friable and non friable asbestos. It is highly recommended as a risk management device. How will elimination and removal provide a greater amount of protection from the inherent risks associated with Asbestos? Obviously, it is irradiation of the risk itself. It is like conducting a root cause analysis whereby the foundation of the factor is upturned to ensure that is has been destroyed completely. Isolation/enclosure/sealing; engineering controls; safe work practices (administrative controls); personal protective equipment (PPE) (Asbestos control measures, 2010) are all palliative measures. These do not stand the test of time because they act simply as control measures. There is still asbestos in the atmosphere. Of major significance is that the effects of asbestos do not manifest immediately. It takes years. During that time no one knows how effective these control measure might be. There is never a sure way of evaluating their true effectiveness until an entire community becomes ill from this exposure which was supposed to be controlled. Therefore, it is the author’s belief that the best ways to avoid any predisposed effects and provide optimum safety is by elimination and removal. An Outline of the selected method used to evaluate results of the option chosen to implement Asbestos risk management. The implementation task in itself offers a process of evaluation which is to determine the presence of asbestos in the air after the elimination process has been completed. This is a scientific evaluation. There are mainly three types of asbestos. Prior to the elimination procedure the environmentalist would have evaluated the types to determine whether it was white (chsorile); blue (crocidolite) or brown (amosite). The Environmental Protective Agency (EPA) has devised a scientific methodology to evaluate asbestos removal. It has been researched and found to be an appropriate measuring instrument. This entails the adoption of an alternative test which will evaluate the removal procedure used to determine how effective it was in estimating how much asbestos was really removed. Precisely, it attempts to remove some types of asbestos harbored in buildings. The interior of the building is wet, and then demolished without excluding whatever other types of asbestos may be present. Enough water is applied to trap any asbestos which might have escaped the initial reatment. This exercise is monitored and the amount of asbestos present in the atmosphere is evaluated. It is usually tested against a previously conducted irradiation treatment. (U. S Environmental Protection Agency. Asbestos Project Plan, 2010) This is a feasible way of evaluating the results of a previously conducted asbestos removal exercise. The environmentalists can also re-measure the asbestos content scientifically. However, this method even evaluates the specific instrument used and just not the degree of substances removed.

Evidence That Rita’s Open University Course

Using the evidence it could be said that Rita’s Open University course has had a broadly positive effect as the knowledge and experiences she has had are turning her into the type of person she wants to be. *Quotes not in chronological order 1. â€Å"Denny found out I was on the pill again; it was my fault, I left my prescription out. He burnt all me books. † Although this can be argued to have a negative effect I think it can be said to be positive as it has shown Rita what Denys is really like and as a result of this they break up so Rita is free to continue to grow and to learn like she wants too. . â€Å"This tutor came up to me†¦ an' he said, â€Å"Are you fond of Ferlinghetti? † It was right on the tip of me tongue, to say, â€Å"Only when it's served with parmesan cheese†, but, Frank, I didn't! † This demonstrates to the audience that Rita has come a long way from the person she once was. The fact that she says Ferlinghetti ; only his su rname shows how she now has some of the same familiarity as Frank does and that she can call poets by the surname only, as she is at that level of education now.The fact that she didn’t need to make a sarcastic jokey comment about the it being a type of pasta shows that she no longer feels like she has to hide her lack of intelligence as she has now reach a level of education where she feels comfortable discussing poets. 3. â€Å"(She goes and perches on the book shelf)†. This shows that after her time at summer school Rita is now comfortable around books and that sort of environment.She does feel awkward around them and feels at home, at home enough to sit on the bookshelf. This its self is an achievement as when she first came to lessons with Frank she only ever walked over to them but never interacted with the book and bookshelf, as she felt she wasn’t at the right level of education and didn’t feel comfortable doing it. 4. â€Å"(She tosses the book on the desk and perches on the bookshelf)†. When Rita â€Å"tosses the book† we as an audience can clearly see how much Rita has changed. hen Rita first went to Frank for lessons she used to sit and methodically empty out her bag and place her belongings on the desk showing a great care for her educationally belongings and her books as if to her knowledge is a really precious thing to her and that she has to treat it with respect and care as it doesn’t really belong to her. However when she â€Å"tosses the book† it shows that Rita no longer things it doesn’t belong to her as she has embraced education now and has a confidence about it as she just nonchalantly tosses the book on the desk as if it’s not important to her as it used to be.Almost as if she’s ‘been there done that’. 5. â€Å"(She takes off her shawl and gives it to Frank who hangs it on the hook by the door)†. The fact that she is wearing a shawl shows h ow much her life has changed. In the eighties when this was set it was seen to be upper class to wear a shawl and here Rita is wearing one and getting a gentlemen to hang it up instead of slinging it over her chair like she used too with her coat. This is all due to her education so has had a positive impact clearly on the way she now dresses. 6. â€Å"†¦ I asked her why. I said. Why are y’ cryin’, Mother? ’ She said, ‘Because – because we could sing better songs than those. † –Rita has begun to look at her life as an out sider now and she wants to change it she wants more from it. This is partly due to her education, partly due to Frank and partly due to her own desires. She is not happy with her life and is now more motivated than ever to change it and to â€Å"Know everything†. She believes that education is her way out and that it can change her life for the better. 7. â€Å"Come on, let’s go an’ have the tutorial down there. The fact that Rita wants to go â€Å"down there† with all the proper university students shows that she no longer thinks she isn’t good enough and that she can actually fit in there and that it is perfectly plausible for her to have her tutorial down there. 8. â€Å"(Rita burst through the door. She is dressed in new second hand clothes)† & â€Å"(She twirls on the spot to show off her new clothes)†. When Rita returns from summer school in London it’s not the old Rita that returns, it is a whole new Rita with a whole new wardrobe.This shows how much education has had an impact on her life and she is far away from the girl she once was which is exactly what Rita wanted. Education has changed her life. She also has a new air of confidence about her and feels she is now on the same level as Frank as she twirls to show her new clothes because he will be interested. However the fact that they are â€Å"new second hand clothes† shows that no matter how hard she tries she will never fully get rid of her past.

Substances Include Those Like Stressful Life Events Such

substances include those like stressful life events such as illness, divorce, conflict in relationships, poor social supports from peers and parents, lack of quality relationships, frequent conflicts and arguments in relationships, and supportive relationships with parents (Rogers, 2016). Suicide Suicide among adolescents, has been an increasing problem over the past several decades. Suicide is now the third leading cause of death for young people ages 15 to 24, accounting for 20% of all suicidal deaths. Looking through a biopsychosocial lens, there are factors that we can see that contribute to the thoughts and attempts of suicide, these factors include stressful life events, such as academic problems, unintended pregnancy,†¦show more content†¦During adolescence, these factors are powerfully influenced by increases in the eating of fast food and high fat snacks, that are often combined with increases in sedentary behavior and/or low levels of physical activity (Koehn, Gillison, Standage, Bailey, 2016). Many adolescents do not identify any convincing reason to protect their health through diet and exercise, hypothetically as threats to health seem too far in the future to make health related activities a priority (Koehn, Gillison, Standage, Bailey, 2016). Adole scents are satisfied to allow their physical activity and dietary choices be dictated by ease or priorities such as asserting their individuality and fitting in with their friends (Koehn, Gillison, Standage, Bailey, 2016). Crime and Violence In the life transition stage of adolescent males, we see an increase in deviance, crime, and violent behavior (Rogers, 2016). Looking through the biopsychosocial lens, there are factors that have been found to help predict violence and delinquency in adolescence. On the micro level, these include being male, substance use, low-wages, occasional achievement, low impulse control, feelings of powerlessness, childhood aggression, hyperactivity, and withdraw (Rogers, 2016). On the mezo level, we would look for family conflict, lack of family support, and discipline and negative peer pressure, like the negative influences of gangs for example (Rogers, 2016). 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