Papers by Pradip Sengupta
Role of Science Communication for Grass Root Level Capacity Building in Eco-Hydrology - Case Study in West Bengal, India
ABSTRACT
Maps are defined as a two dimensional, geometrically accurate representation of a three dimension... more Maps are defined as a two dimensional, geometrically accurate representation of a three dimensional space. It is graphic representation of a set of features whose relationships are shown by size, position and time. Map is a tool by which we can view, measure and understand our environment. Map is one of the easiest tools and probably the best tool for establishing any environmental dialogue. It has generally been observed that the basic knowledge about maps is rather low among the people of this country, even among the formally educated. Map learning can make people able to handle geo-environmental information of local, regional, national and global levels efficiently and more accurately. Science Communicators’ forum, a Kolkata based NGO is pursuing map literacy programme in West Bengal since 2004. The organisation had implemented map literacy programme in 40 rural schools of West Bengal where 3000 students were given training on understanding, using, updating and creating maps of their local area. The exercises had given them a better idea and understanding of their local environment. They learnt how to observe the changes that occurred in terms of demography, social pattern, natural resource, pollution and biodiversity. Environmental mapping programme can be a part of environmental education where the learners will learn to prepare local area thematic maps based on different environment related themes and develop local environmental database. In an advance stage of map learning other geo-informatics tools like GPS, remote sensing and GIS may be introduced. A systematic curriculum can be prepared
Geoinformatics is a special type of ICT that integrates hardware, software, and data for capturin... more Geoinformatics is a special type of ICT that integrates hardware, software, and data for capturing, managing, analysing, and displaying all forms of geographically referenced information for comprehending geography and making intelligent decisions. In implementing geoinformatics in community driven initiatives there are two major constraints: the lack of trained manpower and non availability of affordable software.
Conference Presentations by Pradip Sengupta
The Earth is passing through grave environmental crisis, which is manifested in climate change an... more The Earth is passing through grave environmental crisis, which is manifested in climate change and depletion of natural resources. Previous research reveals that students are not generally made aware of the crisis in their academic life and are incapable of appreciating the phenomenal changes.
The objective of this paper is to study the result of the implementation of Earth Care Centres (ECC) to make school students aware of the crisis, make them capable of generating soil, water & weather related data, preparing maps and utilize the information in real life situation.
In 2007 ECC have been established in 75 schools of West Bengal representing each geoclimatic, socio economic and demographic situations. These schools have been provided with weather instruments, soil and water monitoring and testing and map kit. Necessary orientation, hands on training workshops were held in each school. Students were involved to generate data, prepare maps and share it with the local community.
The result has been measured in terms of development of awareness, knowledge, motivation, participation along with regularity and accuracy of data collection and preparation of thematic maps. The overall success indicator of the model also includes data sharing with the local community.
After 3 years it is observed that in urban and semi urban schools the success rate is 60%. In rural schools in relatively developed and non-problematic areas awareness, motivation, knowledge development and regularity is moderate (55%), though data quality and data sharing is poor. Rural schools in backward areas have shown high level of capacity building (90%). Here rate of data sharing is also significant (15%).
In schools where ECC model have been successful in terms of capacity and awareness, students can identify the cause and effect of environmental changes in local situation and appreciate that in global context.
Uploads
Papers by Pradip Sengupta
Conference Presentations by Pradip Sengupta
The objective of this paper is to study the result of the implementation of Earth Care Centres (ECC) to make school students aware of the crisis, make them capable of generating soil, water & weather related data, preparing maps and utilize the information in real life situation.
In 2007 ECC have been established in 75 schools of West Bengal representing each geoclimatic, socio economic and demographic situations. These schools have been provided with weather instruments, soil and water monitoring and testing and map kit. Necessary orientation, hands on training workshops were held in each school. Students were involved to generate data, prepare maps and share it with the local community.
The result has been measured in terms of development of awareness, knowledge, motivation, participation along with regularity and accuracy of data collection and preparation of thematic maps. The overall success indicator of the model also includes data sharing with the local community.
After 3 years it is observed that in urban and semi urban schools the success rate is 60%. In rural schools in relatively developed and non-problematic areas awareness, motivation, knowledge development and regularity is moderate (55%), though data quality and data sharing is poor. Rural schools in backward areas have shown high level of capacity building (90%). Here rate of data sharing is also significant (15%).
In schools where ECC model have been successful in terms of capacity and awareness, students can identify the cause and effect of environmental changes in local situation and appreciate that in global context.
The objective of this paper is to study the result of the implementation of Earth Care Centres (ECC) to make school students aware of the crisis, make them capable of generating soil, water & weather related data, preparing maps and utilize the information in real life situation.
In 2007 ECC have been established in 75 schools of West Bengal representing each geoclimatic, socio economic and demographic situations. These schools have been provided with weather instruments, soil and water monitoring and testing and map kit. Necessary orientation, hands on training workshops were held in each school. Students were involved to generate data, prepare maps and share it with the local community.
The result has been measured in terms of development of awareness, knowledge, motivation, participation along with regularity and accuracy of data collection and preparation of thematic maps. The overall success indicator of the model also includes data sharing with the local community.
After 3 years it is observed that in urban and semi urban schools the success rate is 60%. In rural schools in relatively developed and non-problematic areas awareness, motivation, knowledge development and regularity is moderate (55%), though data quality and data sharing is poor. Rural schools in backward areas have shown high level of capacity building (90%). Here rate of data sharing is also significant (15%).
In schools where ECC model have been successful in terms of capacity and awareness, students can identify the cause and effect of environmental changes in local situation and appreciate that in global context.