evs project on environmental education

Top 151+ EVS Project Topics for College Students

In the ever-evolving landscape of education, Environmental Studies (EVS) projects stand as vital pillars in college curriculums. They serve as more than mere academic requirements; they are a gateway to nurturing ecological awareness and fostering problem-solving skills among students.

Yet, in this journey of academic exploration, the pivotal step is selecting the right project topic. It’s an endeavor that can be both exciting and daunting. That’s where we come in. In this comprehensive guide, we’ve curated a rich tapestry of 151+ EVS project topics for college students. These topics transcend the mundane and dive into various facets of our environment, offering students an opportunity not just to excel academically but to also become stewards of our planet.

Embark on this journey, choose a topic close to your heart, and let your academic pursuits blend harmoniously with a profound impact on our world.

Table of Contents

What is EVS Project Topic?

An EVS (Environmental Studies) project topic refers to a specific subject or theme within the field of environmental studies that students choose to investigate, analyze, and present as part of their academic coursework. These topics encompass a wide range of environmental issues, such as biodiversity conservation, pollution control, climate change mitigation, natural resource management, and environmental education. 

EVS project topics aim to deepen students’ understanding of environmental challenges and encourage them to propose solutions or raise awareness about these issues. These projects play a crucial role in instilling environmental awareness, problem-solving skills, and a sense of responsibility among students, making them more informed and proactive global citizens.

Benefits of Using EVS Project Topics for College Students

Using EVS project topics for college students offers a multitude of benefits:

• Environmental Awareness: EVS projects foster a deeper understanding of environmental issues, creating environmentally conscious citizens.
• Problem-Solving Skills: Students learn to analyze complex problems and propose practical solutions, a crucial skill in various career paths.
• Interdisciplinary Learning: These projects integrate knowledge from diverse fields, encouraging a holistic approach to problem-solving.
• Community Engagement: Many EVS projects involve the local community, promoting a sense of responsibility and community involvement.
• Research and Analytical Skills: Students develop strong research and data analysis skills, valuable in both academia and professional life.
• Real-World Impact: EVS projects often lead to tangible environmental improvements, giving students a sense of accomplishment.
• Career Opportunities: Understanding environmental issues can open doors to careers in environmental science, policy, and advocacy.
• Global Citizenship: EVS projects instill a sense of global citizenship and a commitment to sustainable practices.
• Personal Growth: Students gain confidence, communication skills, and leadership abilities through project work.
• Contributing to Sustainability: By working on EVS projects, students directly contribute to environmental sustainability and the greater good.

Also Read: Top 10 MBA Finance Project Topics

List of EVS Project Topics for College Students

Here is a list of Best EVS project topics for college students:

Biodiversity and Conservation

• Impact of climate change on biodiversity.
• Conservation strategies for endangered species.
• Biodiversity in urban environments.
• Invasive species and their effects on local ecosystems.
• The role of national parks in preserving biodiversity.
• Ecotourism and its impact on local biodiversity.
• Indigenous knowledge and practices in biodiversity conservation.
• Benefits of botanical gardens in preserving plant diversity.
• Marine biodiversity and coral reef conservation.
• Wildlife trafficking and its consequences on biodiversity.
• Conservation efforts for keystone species.
• The importance of pollinators in ecosystem health.
• Reintroduction of species into their native habitats.
• Conservation success stories and lessons learned.

Climate Change and Mitigation

• The science of climate change and its causes.
• Renewable energy sources and their role in reducing greenhouse gas emissions.
• Climate policies and their effectiveness.
• The impact of deforestation on climate change.
• Carbon footprint analysis of various industries.
• Alternative transportation methods and their environmental benefits.
• Climate-resilient agriculture practices.
• Geoengineering and its potential risks.
• Carbon offset programs and their efficacy.
• Climate change and its effects on ocean ecosystems.
• The role of international agreements (e.g., Paris Agreement) in addressing climate change.
• Green building practices and their impact on energy consumption.
• Public awareness and education on climate change.
• Local community initiatives to combat climate change.

Pollution and Environmental Health

• Air pollution sources and their impact on public health.
• Water pollution in urban and rural areas.
• Soil contamination and its consequences.
• Noise pollution in urban environments.
• E-waste management and recycling.
• Hazardous waste disposal practices and regulations.
• Effects of pollution on aquatic ecosystems.
• Indoor air quality and its impact on human health.
• Chemical pesticides in agriculture and their health effects.
• Waste reduction and recycling programs.
• Health implications of plastic pollution.
• Environmental justice and pollution disparities.
• Emerging pollutants and their monitoring.
• Strategies for reducing exposure to environmental pollutants.

Renewable Energy and Sustainability

• Solar energy technology and its applications.
• Wind energy and its potential in different regions.
• Biomass energy production and its sustainability.
• Hydropower and its impact on local ecosystems.
• Geothermal energy sources and utilization.
• Sustainable transportation options.
• Energy-efficient technologies in residential buildings.
• Green cities and sustainable urban planning.
• Sustainable agriculture practices.
• Eco-friendly materials and their applications.
• Circular economy and waste reduction.
• Green business practices and corporate sustainability.
• Sustainable fashion and its environmental impact.
• Sustainable food production and consumption.

Environmental Education and Awareness

• Environmental education in primary and secondary schools.
• The role of the media in raising environmental awareness.
• Community-based environmental education programs.
• Eco-friendly practices in daily life.
• Public perception of climate change and environmental issues.
• Environmental documentaries and their impact.
• Art and literature as tools for environmental awareness.
• Role of NGOs and advocacy groups in raising awareness.
• Environmental education through social media.
• Environmental ethics and values.
• Environmental education in indigenous communities.
• Eco-tourism and education.
• The impact of youth engagement in environmental causes.
• Measuring the effectiveness of environmental education programs.

Water Resources and Management

• Water scarcity and its regional variations.
• The impact of urbanization on local water sources.
• Sustainable water management in agriculture.
• Water quality testing and monitoring.
• Groundwater depletion and its consequences.
• River restoration and its benefits.
• Desalination and its role in water supply.
• Dams and their environmental effects.
• Water conservation practices in households.
• Wetland conservation and restoration.
• Indigenous water management practices.
• Watershed management and protection.
• Water conflicts and their resolution.
• The role of technology in water resource management.

Waste Management and Recycling

• Municipal solid waste management strategies.
• Recycling programs and their impact on reducing waste.
• Composting and its role in organic waste reduction.
• Electronic waste recycling and its challenges.
• Plastic waste reduction initiatives.
• Industrial waste management practices.
• Zero-waste communities and their success stories.
• Waste-to-energy technologies and their efficiency.
• Hazardous waste disposal and regulation.
• Green packaging and its environmental benefits.
• The circular economy and waste reduction.
• Recycling incentives and their effectiveness.
• Innovative approaches to waste reduction.
• Sustainable construction and demolition waste management.

Ecosystems and Ecological Studies

• Wetland ecosystems and their ecological importance.
• Forest ecosystems and their role in carbon sequestration.
• Coral reef ecosystems and their conservation.
• Grassland ecosystems and their biodiversity.
• Desert ecosystems and their adaptations.
• Tundra ecosystems and climate change impacts.
• Mangrove ecosystems and coastal protection.
• Urban ecosystems and biodiversity.
• Freshwater ecosystems and pollution.
• Mountain ecosystems and climate change.
• Ecological restoration and its challenges.
• Food webs and trophic dynamics.
• Microbial ecology in various environments.
• Ecological modeling and conservation planning.

Sustainable Transportation and Urban Planning

• Public transportation systems and sustainability.
• Bike-friendly cities and their benefits.
• Electric vehicles and their environmental impact.
• Sustainable urban planning and green spaces.
• Smart cities and their environmental innovations.
• Sustainable commuting options for cities.
• Traffic congestion and its environmental effects.
• Transit-oriented development and its role in urban planning.
• Walkable cities and their impact on public health.
• Green infrastructure in urban areas.
• Sustainable building materials in construction.
• Energy-efficient lighting in urban areas.
• Noise pollution reduction in cities.
• Urban farming and its sustainability in cities.

Renewable Energy and Sustainable Transportation

Environmental policy and legislation.

• The role of government agencies in environmental protection.
• International agreements on environmental issues.
• Environmental impact assessments (EIAs) and their importance.
• Environmental regulations and their enforcement.
• The history of environmental policy in your country.
• Lobbying and advocacy for environmental causes.
• The economics of environmental policy.
• The effectiveness of carbon pricing mechanisms.
• Public participation in environmental decision-making.
• Environmental justice and its role in policy development.
• Case studies of successful environmental policies.
• The politics of climate change mitigation.
• The impact of COVID-19 on environmental policies.
• Environmental policy and its influence on corporate responsibility.
• I hope these project topics help you in your college studies. If you need more information or have any other questions, feel free to ask!

How do I select the best EVS project topic?

Selecting the best EVS project topics for college students can be a rewarding process. Here are some easy steps to guide you:

1. Identify Your Passion: Start by considering what aspects of the environment truly interest you. Your passion will keep you motivated throughout the project.

2. Research Widely: Explore a variety of environmental topics. Read books, articles, and watch documentaries to gain a broader perspective.

3. Consider Relevance: Think about the relevance of your chosen topic to your coursework and career goals. It should align with your academic journey.

4. Feasibility: Ensure that the project is achievable within your resources, including time and access to data.

5. Consult Professors: Discuss your ideas with professors or advisors who can offer valuable insights and help you refine your topic.

6. Unique Angle: Try to approach the topic from a unique angle or propose innovative solutions. This can make your project stand out.

7. Passion Wins: In the end, choose a topic that genuinely excites you. Your enthusiasm will reflect in your work and make the project more enjoyable.

Selecting the right EVS project topics for college students is essential for your academic journey and for making a positive impact on the environment. These 151+ EVS project topics for college students cover a wide spectrum of environmental issues, from conservation to sustainability and awareness. By choosing a topic that resonates with your passion, you can contribute to the betterment of our planet while gaining valuable knowledge and skills.

1. Can I propose my own EVS project topic?

Absolutely! If you have a unique idea that aligns with your course requirements, discussing it with your professors is a great way to propose your own project.

2. Are these project topics suitable for undergraduate students?

Yes, these topics are designed to cater to college students, including undergraduates pursuing degrees in various disciplines.

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• School Education /

Scope and Importance of Environmental Studies in School

• Updated on  
• Oct 7, 2023

The goal of teaching Environmental Studies (EVS) in schools is to instill environmental consciousness and promote responsible behavior. Also, this subject equips students with the knowledge and skills needed to address environmental challenges. Further, it also seeks to foster a sense of admiration and a commitment to sustainable practices. Before we delve into the scope and importance of Environmental Studies in school, it is worth noting that EVS is typically a standalone subject in the early years. However, the elements of environmental education continue to be integrated into various subjects across the curriculum as students progress through higher grades. This reflects the recognition of the importance of environmental awareness in a holistic education.

Table of Contents

• 1 Environmental Studies in School
• 2 Scope of Environmental Studies in School
• 3.1 Awareness, Appreciation, and Critical Thinking
• 3.2 Sustainability and Health Education 
• 3.3 Global Citizenship and Respect for Diversity
• 3.4 Career Opportunities and Empowerment
• 3.5 Climate Change Mitigation and Policy Advocacy
• 3.6 Civic Engagement and Cultural and Ethical Values

Check out: Top 63 Environmental Studies Books

Environmental Studies in School

EVS in schools in India is a multidisciplinary subject that focuses on understanding the environment and the interrelationships between humans and their surroundings. Besides, it encompasses an array of topics related to the natural and social environment, with the aim of fostering environmental awareness, knowledge, and a sense of responsibility among students. In India, EVS is typically introduced as a compulsory subject in the early years of formal education, usually from the primary level (grades 1-5) onwards. The National Council of Educational Research and Training (NCERT) is responsible for developing the curriculum and textbooks for EVS in India.

The NCERT or CBSE curriculum for Environmental Studies in schools covers a broad spectrum of themes, including:

• Earth’s physical features, ecosystems, flora, fauna, climate, and natural resources .
• Human activities, communities, cultures, settlements, and the impact of human actions on the environment.
• Personal and community health, sanitation, and hygiene practices.
• Environmental challenges such as pollution , deforestation, water scarcity, waste management, and conservation.
• Biodiversity, protecting endangered species, and sustainable use of resources.
• Climate change, ozone depletion, and international efforts to address environmental problems.
• Civic and Environmental Responsibilities
• Field Trips and Practical Activities like visits to natural habitats, local communities, and parks.

Also Read: Famous Environmental Movements in India

Scope of Environmental Studies in School

By studying environmental education, school students have the opportunity to gain a holistic understanding of the environment, preparing them to be informed, engaged, and proactive stewards of the planet. This knowledge can also lead to diverse and fulfilling career opportunities in various environmental fields. Here are some key areas within the scope of environmental studies in school:

• Understanding the relationships between living organisms and their environment, including concepts like food chains, biodiversity, and ecological balance.
• Learning about the causes, effects, and potential solutions to one of the most pressing environmental challenges of our time.
• Exploring strategies to protect and preserve diverse species and their habitats.
• Studying how to sustainably use, management, and conservation of energy resources , water, forests, and minerals.
• Examining the sources and consequences of air, water, and soil pollution, and strategies for pollution control.
• Balancing economic growth with environmental protection and social well-being for long-term sustainability.
• Exploring alternatives to fossil fuels, such as solar, wind, and hydroelectric power, and their role in a sustainable energy future.
• Understanding the legal and regulatory frameworks that govern environmental protection and conservation efforts.
• Delving into the moral and ethical considerations related to environmental issues and the responsibilities of individuals and societies.
• Examining how cities can be designed and managed to minimize environmental impact and enhance quality of life.
• Promoting awareness, education, and advocacy for environmental issues within communities and society at large.
• Opportunities for conducting scientific research and developing innovative solutions to environmental challenges.
• Exploring a wide range of professions dedicated to environmental conservation , including roles in environmental science , engineering, policy, education, and advocacy.
• Understanding global environmental issues, international agreements, and the role of international organizations in addressing these challenges.

Must Read the following for a career in Environmental Studies:

Importance of Environmental Studies in School

Incorporating environmental education into education equips children with the knowledge and skills needed to become responsible, informed, and proactive citizens who contribute positively to a sustainable future. Environmental studies are crucial for school children for several reasons:

Awareness, Appreciation, and Critical Thinking

It helps children become aware of their environment, including the natural world, ecosystems, and the impact of human activities. This fosters a sense of appreciation and responsibility for the planet. Besides, EVS encourages critical thinking and problem-solving skills. It prompts children to analyze complex issues like climate change , pollution, and conservation.

Also Read: Importance of Climate Crisis 

Sustainability and Health Education 

It teaches the principles of sustainability, emphasizing the need to balance economic, social, and environmental factors for long-term well-being. Also understanding the environment enables students to appreciate the connection between their health and the quality of their surroundings. This can lead to better personal choices and habits.

Check out: Essay on Sustainable Development with PDF

Global Citizenship and Respect for Diversity

It instills a sense of global citizenship, helping children recognize that environmental issues are interconnected and require collective action on a global scale. In addition, young minds also understand the diversity of life forms and ecosystems, fostering respect for all living creatures and the importance of biodiversity by studying environmental studies in school. 

Also Read: Global Warming Speech for Students in English

Career Opportunities and Empowerment

Environmental education can lead to a range of career opportunities in fields like ecology, conservation, environmental law, and renewable energy. Also, it empowers children to make informed decisions about their own environmental impact, influencing choices related to consumption, transportation, and lifestyle.

Must Read: Career in Ecology and Environment

Climate Change Mitigation and Policy Advocacy

Given the urgency of climate change, educating children about environmental issues equips them to be part of the solution rather than contributors to the problem. Furthermore, EVS knowledge empowers young minds to become advocates for policies and practices promoting sustainable development and environment conservation. 

Also Read: What are Green Jobs?

Civic Engagement and Cultural and Ethical Values

Also, Environmental Studies in school encourage civic engagement by making children aware of the environmental policies and regulations in their communities. Further, they also learn how they can participate in shaping them. Moreover, EVS knowledge will enable these adults of tomorrow to uphold the cultural and ethical values of people from different ethnicities while focusing on a sustainable tomorrow. 

Ans: By studying environmental education, young minds can foray into the fields of environmental conservation, renewable energy sources, legislation, and research and development. 

Ans: Here is the significance of including EVS in school: -Awareness, Appreciation, and Critical Thinking -Career Opportunities and Empowerment -Sustainability and Health Education  -Climate Change Mitigation and Policy Advocacy

Ans: Each class has a different syllabus. However, NCERT EVS books more or less focus on the following topics: -Natural environment -Human environment -Environmental pollution -Sustainable development -Biodiversity  -Global warming and climate change -Environmental conservation

For more interesting blogs like these, follow the School Education page of Leverage Edu now!!

Ankita Singh

Ankita is a history enthusiast with a few years of experience in academic writing. Her love for literature and history helps her curate engaging and informative content for education blog. When not writing, she finds peace in analysing historical and political anectodes.

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Learning Outcomes in Environmental Studies

Curricular expectations, learning outcomes - class iii, learning outcomes - class iv, learning outcomes - class v.

Environmental Studies (EVS) at the primary stage envisages exposing children to the real situations in their surroundings to help them connect, be aware of, appreciate and be sensitized towards the prevailing environmental issues (natural, physical, social and cultural).  Beginning with child’s immediate surroundings (including natural, social, physical and cultural settings) related to self, home, school and family in the early grades and gradually moving on to the wider environment (neighbourhood and community at large), EVS not only helps children to get acquainted with their own environment but it also strengthens their bond with it.

Creating learning situations in the context of children is very crucial to learning EVS. Efforts need to be made to avoid giving direct information, definitions and descriptions and instead create situations for children to construct their own knowledge by interacting first hand with their surroundings and with other children, elders and significant others. During this process, they would access various sources of knowledge besides the textbook and explore various learning sites besides the classroom. Real world exposure would lead to opportunities for them to encounter various social issues (such as those of gender bias, marginalization, challenges of the differently abled (including those of the elderly and the sick) and natural concerns (such as those of protection, preservation, conservation of natural resources).

Care may be taken to ensure that besides resource material, the classroom environment and the pedagogical processes are inclusive i.e. they cater to the diversity of learners in terms of their abilities, cognitive development, pace, style, etc. It is important to acknowledge and give primacy to children’s experiences to help them connect these with the school knowledge while ensuring their active participation. Hence, the learning situations need to include a variety in approaches, strategies and re sources to ensure that each learner (including the differently abled and the disadvantaged learners) gets opportunity to observe, express, discuss, question, critically think, improvise and analyse, i.e. gets engaged in various processes of learning involving use of multiple senses in individual and group set-ups.

As per of EVS curriculum, children at the Primary Stage are expected to;

• acquire awareness about immediate/wider surroundings through lived experiences on various themes related to daily life for example Family, Plants, Animals, Food, Water, Travel, and Shelter etc.
• nurture natural curiosity and creativity for the immediate surroundings.
• develop various processes/skills e.g. observation, discussion, explanation, experimentation, logical reasoning, through interaction with immediate surroundings.
• develop sensitivity for the natural, physical and human resources in the immediate environment.
• point out/ raise issues related to equality, justice and respect for human dignity and rights.

The learner:

• Identifies simple observable features (e.g. shape, colour, texture, aroma) of leaves, trunk and bark of plants in immediate surroundings.
• identifies simple features (e.g. movement, at places found/kept, eating habits, sounds) of animals and birds ) in the immediate surroundings.
• identifies relationships with and among family members.
• identifies objects, signs (vessels, stoves, transport, means of communication, transport, signboards etc.), p laces (types of houses/shelters, bus stand, petrol pump etc.) activities (works people do, cooking processes, etc.) at home/school/ neighbourhood.
• describes need of food for people of different age groups, animals/birds, availability of food and water and use of water at home and surroundings.
• describes roles of family members, family influences ( traits/ features /habits / practices), need for living together, through oral/ written/other ways.
• groups objects, birds, animals, features, activities according to differences/similarities using different senses. (e.g. appearance/place of living/ food/ movement/ likes - dislikes/ any other features ) using different senses.)
• differentiates between objects and activities of present and past (at time of the elders). (e.g. clothes /vessels /games played/ work done by people).
• identifies directions, location of objects/places in simple maps (of home/ classroom/ school) using signs/symbols/verbally.
• guesses properties, estimates quantities; of materials/activities in daily life and verifies using symbols/non - standard units (hand spans, spoon/mugs, etc.).
• records observations, experiences, information on objects/activities/places visited in different ways and predicts patterns (e.g. shapes of moon, seasons).
• creates drawings, designs, motifs, models, top, front, side views of objects, simple maps (of classroom, sections of home/school, etc.) and slogans, poems, etc.
• observes rules in games (local. indoor, outdoor) and other collective tasks.
• voices opinion on good/bad touch , stereotypes for tasks/play/food in family w.r.t gender, misuse / wastage of food and water in family and school
• shows sensitivity for plants, animals, the elderly, differently abled and diverse family set ups in surroundings. (For the diversity in appearance, abilities, choices - likes/dislikes, and access to basic needs such as food, shelter, etc.)
• Identifies simple features (e.g. shape, colour, aroma, where they grow/any other) of flowers, roots and fruits in immediate surroundings.
• identifies different features (beaks/teeth, claws, ears, hair, nests/shelters, etc.) of birds and animals.
• identifies relationship with and among family members in extended family.
• explains the herd/group behaviour in animals (ants, bees, elephants), birds (building nests), changes in family ( e.g. due to birth, marriage, transfer, etc. ).
• describes different skilled work ( farming, construction, art/craft, etc.), their inheritance (from elders) and training (role of institutions) in daily life.
• explains the process of producing and procuring daily needs (e.g. food, water, clothes) i.e. from source to home. (e.g. crops from field to mandi and to home, water from local source and ways of its purification at home/ neighbourhood).
• differentiates between objects and activities of past and present. ( e.g. transport, currency, houses, materials, tools, skills - farming, construction, etc.)
• groups the animals, birds, plants, objects, waste material for observable features. ( e .g. on appearance (ears, hair, beaks, teeth, texture of skin/surface), instincts (domestic/wild, fruit/ vegetable/ pulses/ spices and their shelf life) uses (edibility, medicinal, decoration, any other, reuse), traits (smell - taste/, likes, etc.)
• guesses (properties, conditions of phenomena) , estimates spatial quantities (distance, weight, time, duration) in standard/local units (kilo,gaj, pav etc.) and verifies using simple tools/set ups to establish relation between cause and effect. ( e.g. evaporation, condensation, dissolution, absorption; for places; near/far, objects; size and growth; shelf life of flower, fruit, vegetables)
• records her observations /experiences/information for objects, activities, phenomena, places visited (mela, festival, historical place) in different ways and predicts patterns in activities/phenomena.
• identifies signs, location of objects/places and guides for the directions w.r.t a landmark in school/neighbourhood using maps etc.
• uses the information on signboards, posters, currency (notes/coins), railway ticket/time table.
• creates collage, designs, models, rangolis, posters, albums, and simple maps (of school / neighbourhood etc.) using local/waste material.
• voices opinion on issues observed/ experienced i n family/ school/ neighbourhood e.g. on stereotypes (making choices/ decision making/ solving problems), discrimination practices on caste in use of public places, water, MDM/community eating, child rights ( schooling, child abuse, punishment, labour.)
• suggests ways for hygiene, reduce, reuse, recycle and takes care of different living beings (plants, animals, and the elderly, differently abled people), resources (food, water, and public property) .
• Explain the super senses and unusual features (sight, smell, hear, sleep, sound, etc.) of animals and their responses to light, sound, food etc.
• explains the use of technology and the process of accessing basic needs (food, water etc.) in our daily life. ( e.g. farm produce to kitchen i.e. grains to Roti, preservation techniques, storage tracking of water source)
• describes the interdependence among animals, plants and humans. (e.g. communities earning livelihood from animals, dispersal of seeds etc.).
• explains the role and functions of different institutions in daily life. (Bank, Panchayat, cooperatives, police station, etc.)
• establishes linkages among terrain, climate, resources ( food, water, shelter, livelihood) and cultural life. (e.g. life in distant/difficult areas like hot/cold deserts) .
• groups objects, materials, activities for features/properties such as shape, taste, colour, texture, sound, traits etc.
• traces the changes in practices, customs, techniques of past and present through coins, paintings, monuments, museum etc. and interacting with elders. (e.g. cultivation, conservation, festivals, clothes, transport, materials/tools, occupations, buildings/houses, practices like cooking, eating, working)
• guesses (properties, conditions of phenomena) , estimates spatial quantities (distance, area, volume , weight etc. ) and time in simple standard units and verifies using simple tools/set ups. ( e .g. floating/sinking/ mixing/evaporation /germination /spoilage /breathing /taste)
• records observations/experiences/information in an organised manner (e.g. in tables/ sketches/ bar graphs/ pie charts) and predicts patterns in activities/phenomena (e.g. floating, sinking, mixing, evaporation, germination, spoilage ) to establish relation between cause and effect.
• identifies signs, directions, location of different object s/landmarks of a locality /place visited in maps and predicts directions w.r.t. positions at different places for a location.
• creates posters, designs, models, set ups, local dishes, sketches, maps (of neighbourhood/ different places visited) using variety of local/waste material and writes poems/ slogans/travelogue etc.
• voices opinion on issues observed/experienced and relates practices /happenings to larger issues of society. (E.g. discrimination for access/ownership of resources, migration/ displacement /exclusion, child rights).
• suggests ways for hygiene, health, managing waste, disaster/emergency situations and protecting/saving resources (land, fuels, forests, etc.) and shows sensitivity for the disadvantaged/deprived.

Source : NCERT

Last Modified : 9/27/2022

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As the EVS Program continues to grow, the Program Office has compiled this page as a portal to answer some of your most frequent questions.  If you have an idea for something that should be added to this page, please let us know.

Current EVS Student FAQs

• Advising: Where to Go

Four Year Plans & Course Lists

Declaring your track.

• How to Run and Correct Your Degree Audit

Petitioning to Modify or Waive a Requirement

Concurrent (dual) enrollment.

• Petitioning to Increase Maximum Hours

Sustaining a Planet (the “Approved Geological Sciences Course in Sustainability”)

• How to Complete Your EVS Capstone (Research) Experience
• Career Options & Services

Prospective Student FAQs

• What is the “EVS Program?”

What is the difference between the EVS Program and the B.A. in Sustainability Studies (B.A.S.S) degree?

How can i apply to the evs program, how can i declare myself as an evs major, how many students does the evs program admit each year, how competitive is the evs program, what does evs look for in an applicant.

• What is the “Math Readiness Requirement?”

Are there other options to explore environmental science at UT?

Can i double major in evs and another major, can i minor in evs, what types of classes would i be taking as an evs major, in what college will i be enrolled as an incoming student, what if i am already enrolled in a different college, such as engineering or business, but i’m interested in pursuing evs, can i take evs courses without being admitted to the evs program, current student faqs, advising: where to go.

Prior to selecting your track (while your major is listed as “EVS-Entry”), you can be advised by the EVS Program Office or in your college’s advising office.  After declaring your track you should begin working primarily with your college’s advising office, as they will be the office that ultimately sees you through to graduation.  Your college’s advising office can also answer questions about things like  concurrent enrollment  and  petitioning to have degree requirements modified or waived:

Advising through the EVS Program Office is available for declared EVS majors on an appointment and walk-in basis. Please call 512-232-4545 to schedule an appointment or to inquire about weekly walk-in hours.

Updated EVS Degree Plans for all active catalogs, Course Lists, and Sample Four-Year Plans can be found on the EVS Current Student Forms page .

Declaring your track is simple, and can be done anytime after you have started taking the Introductory Field Seminar in Environmental Science & Sustainability (EVS 311).  Just:

• Complete a Declaration of EVS track  form.
• Complete a “Transferring to another College or School” if necessary.
• Drop the form(s) off at the EVS Program Office anytime.

Declarations are generally processed at the during the first 8 days of each long term or the first 4 days of each summer session, if a student is registered for summer courses. Track declarations submitted over the course of the term will go into effect at the start of the next semester enrolled.

How to Run a Degree Audit

To run your degree audit, click here and launch IDA 2.0 (Interactive Degree Audit 2.0) then select “Create Audit” from the left-hand menu. Choose your college, your degree (B.S. Environmental Sciences) and your catalog (usually it has the same year as you started at UT).

Submit your audit, look at the results, and make sure all your courses and credits are properly counting towards your degree requirements. An accurate degree audit is essential for two reasons:

• Registration appointments are allocated based on the percentage of your degree completed as determined by your degree audit.
• You cannot graduate until your degree audit reads 100% complete.

Common Audit Issues

• If UGS 303 ( Sustaining a Planet ) is not satisfying the “approved geological sciences course in sustainability” requirement complete a  Request for Audit Correction
• If  thematic course  listed as satisfying a requirement on the course list (e.g. a Policy or climates & Oceans class) is not satisfying that requirement on the audit, then complete a  Request for Audit Correction
• If advanced placement credit sent to UT is not being reflected on the degree audit, then make sure you have claimed the AP credit ( click here  to view scores and claim credit).
• If a previously requested correction is not appearing on the audit after more than 4 weeks, make sure you are using the correct catalog year (try re-running your audit in a different catalog).

Correcting Your Audit

If something is not properly registering on your degree audit, complete a  Request for Audit Correction . These requests typically take 3-4 weeks to fully process.  Note: Audits cannot be corrected until you have declared your track and are enrolled in the college from which you will graduate. Go here for information on how to declare your track.

If you have taken a course that you believe should satisfy an existing requirement (either at UT Austin or at another school), or if you would like to request a waiver of a requirement due to unforeseen, exigent circumstances, you can petition to have the requirement modified or waived in your individual circumstances.

• Core Curriculum petitions , such as government and history, must be made online through the School of Undergraduate Studies.  Click  here for more information.
• Prescribed Work petitions (relating to the coursework common to all three EVS tracks) should be made by completing this form  and providing it to the EVS Program Office.  In this form you are required to explain the basis for your request and providing any supplemental material (e.g. a course syllabus) you would like the EVS Faculty Committee to consider.  Note these requests can take up to 6 weeks for complete processing.
• Track-Specific petitions (including the “Additional Prescribed Work” that is part of the geography track) should be made by contacting the track’s advising office pursuant to that office’s particular process. These petitions are within the sole purview of the resident school or college.

Taking courses at another college or university ( including University Extension ) while you are also currently enrolled at UT Austin is called “concurrent enrollment.”  Each college has its own rules pertaining to concurrent enrollment, and the following general descriptions of each schools’ policies are presented solely for illustrative purposes only.

• EVS-BIO:  “The College of Natural Sciences permits concurrent enrollment with certain restrictions. Math or science courses cannot be taken concurrently and counted toward a degree unless specifically approved in advance by the college. Students must see their academic advisor for detailed information and to petition for approval.” Click  here for more information.
• EVS-GRG: “The College of Liberal Arts permits concurrent enrollment with certain restrictions.”  Click  here for more information.
• EVS-GEO: “Concurrent enrollment is enrollment simultaneously at the University and at another educational institution or in University Extension.  During a long-session semester students in the Jackson School enrolled at the University are not allowed to take courses at another school or institution or by correspondence or extension at the University unless specifically approved in advance by the Dean.  Exceptions are considered on a case by case basis after the student meets with their academic advisor and submits a Concurrent Enrollment Petition to the Undergraduate Student Services Office in advance.   Exceptions to this policy for math and science courses are considered only in extremely rare circumstances.  No more than 30 percent of the semester hours required for any degree in the Jackson School may be completed online with by correspondence or University Extension.”  Click  here for more information (EID login required).

Petitioning to Increase Maximum Hours

Undergraduate students may register for up to 17 credit hours in any long-session semester (or 14 hours in the summer) without approval from their dean. Students who wish to take more than the maximum number of hours must petition with their dean’s office; each college has its own rules pertaining to increasing maximum hours, as described below:

• EVS-BIO: “If a student wishes to carry more than 17 hours, approval is required in the Dean’s Office (WCH 1.106).” Students should complete the petition form in WCH 1.106, which will then be routed to the CNS advisors for review. Approval is based on: at least a 2.5 GPA for coursework completed in residence at UT Austin, proposed courseload, and successful completion of 14-15 hours in a recent UT Austin semester.
• Students attempting to graduate may also request to raise their maximum hours.
• Students participating in a Maymester Study Abroad program may request their maximum hours be raised.
• EVS-GEO: Jackson School students must have a 3.0 UT GPA, have successfully completed 14-15 hours in a recent semester, and submit a proposed course load for review by the Advising Office. Petition forms to increase max hours can be picked up at the front desk in JGB 2.108.

All EVS students are strongly encouraged to take Sustaining a Planet (UGS 303) as their first year signature course. This course will not only satisfy your core curriculum signature course requirement, but it will also relieve you of your “approved geological sciences course in sustainability.” It is, in fact, the only way to complete this requirement of your EVS degree.  It is offered each fall, so incoming freshmen should plan on taking it their first term at UT Austin.

If you came to EVS after completing your signature course, or if you were required to take a different signature course as part of a first year academic enrichment program, please contact the EVS Program office to discuss your options.

The EVS Capstone Research Experience

All EVS students complete a senior capstone experience prior to their graduation. The majority of EVS students complete a two-semester, independent research-project (EVS 271 & EVS 371).  Under this option students find a faculty lab in which to work whose research is of personal interest to them.  They complete a contact with the faculty mentor and complete a project designed to prepare them for graduate school or professional practice.  If you are looking for inspiration or ideas, click here for a list of topics your EVS predecessors have addressed and for the EVS Capstone Research Experience contract.

Students should start thinking about their capstone experience before or during the start of their junior year in order to ensure adequate time to plan and execute their intended project.

Career Services & Opportunities

EVS is continuing to work on developing support for its students as they begin to take their first steps outside the university, and since EVS is coordinated through the Environmental Science Institute, we regularly hear about fantastic internship and volunteer opportunities for EVS students.  Although we sometimes highlight these by emailing you (particularly if the opportunity is exclusively for EVS students) all opportunities for EVS students (regardless of track) are collected on the Jackson School’s  Career Connections .  Additional information about popular recurring opportunities is collected on our student opportunities page.

What is the “EVS Program”?

The EVS Program is the name given collectively to the Bachelor of Science in Environmental Science degrees offered by the College of Natural Sciences, the College of Liberal Arts, and the Jackson School of Geosciences.  In other words, everyone pursuing a B.S. in Environmental Science UT Austin is participating in the EVS Program.

Starting on the 2016-2018 catalog, the UT College of Liberal Arts began offering the Bachelor of Arts in Sustainability Studies (B.A.S.S.) . While both the EVS Program and the B.A.S.S. offer students the ability to study the environment from an interdisciplinary perspective, key differences exist between the programs:

Students not already enrolled at UT Austin can apply to the EVS Program by selecting “environmental science” as their desired major at the College of Natural Sciences, the College of Liberal Arts, or the Jackson School of Geosciences.  Applications from all internal transfer students (those already enrolled at UT Austin) are accepted and evaluated each spring semester. Detailed information about applications to EVS is available here.

The EVS Program is a restricted degree , so you can only declare yourself after applying and being admitted to the program.

Because of the hands-on nature of our coursework, EVS classes have to stay small. This means that they are a fantastic way to explore environmental science, but it also means that we have to limit our enrollment. Since each EVS course can hold a maximum of 25 students, and since we are only equipped to manage two sections of each required course per year, we can only accommodate approximately 50 students each year.

Since it is a small program at a large university, and since interest in the subject matter is high, the EVS Program is extremely competitive.

Freshmen and external transfer applicants are evaluated through the university’s Office of Admissions, and therefore are evaluated according to the official application review factors (available here ).  Internal transfer applicants are also asked about any field or lab experience, as well as about their interest and commitment to environmental science.

What is the “Math Readiness Requirement”?

To be considered for admission to the Environmental Science major as an incoming freshman or external transfer student, you must meet the calculus readiness requirement. You can show calculus readiness by submitting one of the following by the admissions deadline: A SAT Math score of 620 or above (on exams taken after March 2016; a score of 600 or above is considered for exams taken prior to March 2016); an ACT Math score of 26 or above; an AB or BC Advanced Placement (AP) Calculus Test score of 3 or higher; an International Baccalaureate (IB) HL or SL Mathematics score of 4 or higher; or, an official college or university transcript showing credit for a college-level Calculus I (or higher) course with a grade of “C” or higher.

Yes! While the EVS Program is the only way to get a Bachelor of Science degree in Environmental Science, the subject is a huge one, and lots of different schools at UT have programs that explore the scientific aspects of the environment.

The EVS Program is an extremely rigorous Bachelor of Science degree program, requiring 126 credit house of coursework, including the traditional studies in calculus, chemistry, biology, and physics, as well as thematic science classes and intensive field and lab work. Therefore, unless you intend to complete the double major with another related course of scientific study, a double major will likely not be possible within a standard time frame.

No. If you are interested in adding a sustainability element to your current course of study, you may be more interested in the Bridging Disciplines Program . The 19-hour program functions a lot like a minor, and may be the best way to explore the issues while continuing on your current course of study.

EVS coursework is both interdisciplinary and hands-on in nature.  This means you can expects to take lots of classes in a variety of disciplines, and you can expect to get your hands dirty.  A full discussion of the EVS curriculum is available here .

Incoming freshmen and transfers who have been admitted to the EVS Program will be able to begin their coursework in any of the participating colleges – Natual Sciences, Liberal Arts, or the Jackson School.  Student currently enrolled at UT and admitted to the EVS Program can remain in their college of residence until they determine what “track” of the EVS Program they will pursue.

We recommend you do not transfer colleges until you have applied and been formally admitted to the EVS Program. If you need to transfer prior to applying to EVS, consult your academic advisor to discuss your options.

Not usually. Because these courses are required for those pursuing an EVS major, we have to make sure that all admitted EVS students are accommodated.  That said, there are occasionally open seats in EVS courses for students who are interested in pursuing the major but who are not yet admitted.  In those rare cases, we let academic advisors know and they can point you towards additional information.

We hope you found this helpful.  Feel free to contact us at  [email protected] if you have suggestions for additional topics!

• A student’s perspective on GEO371T: The Science of Environmental Justice
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Environmental Education | EVS

Environmental education enables learners to develop a structure of knowledge about the world and seek knowledge that they can use and develop throughout their lives.

• Environmental Education Short Notes
• Download Environmental Education PDF Free
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MEANING OF ENVIRONMENTAL EDUCATION

The Environment is derived from the French word “Environner” , which means encircle or surrounding . Environmental education describes the interrelationships among organisms, the environment, and all the factors, which influence life on earth, including atmospheric conditions, food chains, the water cycle, etc.

SCOPE OF ENVIRONMENTAL EDUCATION

• The study of environmental education creates awareness among the people to know about various renewable and non-renewable resources .
• It provides knowledge about ecological systems and causes and effect relationships.
• It provides necessary information about biodiversity richness .
• The study enables one to understand the causes and consequences due to natural and man-made disasters and pollutions and measures to minimize the effects.
• The study exposes the problems of overpopulation , health, hygiene, etc.
• It exposes the role of arts , science, and technology in eliminating or minimizing the evils from society.
• It teaches the citizens the need for sustainable utilization of resources. 

OBJECTIVES OF ENVIRONMENTAL EDUCATION AT SCHOOL

Objectives of environmental education at primary level.

• To know and understand the true aspects of the environment in general.
• To know and understand the interaction between mammals, between human and their environment.
• To build and develop skills in thinking, reasoning , enquiring, evaluating, and making decisions concerning humans and the world around them.
• Inculcate the attitude in using the knowledge and skills towards solving problems and issues related to individuals, society, and the environment.
• To build the values and attitudes towards the need and necessity to live together in harmony.

Objectives of Environmental Education at Secondary Level

• To emphasize the r elevance of science to daily life .
• To develop a scientific attitude in students.
• To create an environment conducive to greater reliance on the use of principles and practices of science.
• To acquaint the students with various natural phenomena.
• To develop an outlook that emphasizes the method employed in different disciplines of science. 

Aspects of Environmental Education Emphasized at Higher Secondary Level

Major problems in implementing environmental education in schools.

• Rigid Specialization
• The complexity of inter-disciplinary value of Environmental education
• The high student-teacher ratio for organizing student participation programs.
• Lack of qualified trained environmental educator.
• Lack of proper resources in terms of equipment, supplementary materials, and reference materials.
• The tendency to resist changes . 

Ecology is the science that deals with the relationships between living organisms with their physical environment and with each other.

Two major subdivisions of modern ecology are

• Ecosystem Ecology - Which Views Ecosystems as Large Units
• Population Ecology - Which Attempts to Explain Ecosystem Behavior from The Properties of Individual Units.

Structure and Function of an Ecosystem

An ecosystem has two components

• Biotic Components – Consisting of Living Things
• Abiotic Components – Consisting of Elements that are not alive

Functions of an Ecosystem

• Regulatory functions
• Habitat functions
• Production functions
• Information function

ENVIRONMENTAL PROBLEMS AND PROTECTION

All of the organic and inorganic components surrounding us, as well as the events, conditions, and processes of their interactions are known as the environment.

Environmental Pollution

Any undesirable change in the environment is known as environmental pollution.

Odum(1971) defines, ‘pollution is an undesirable change in the physical, chemical or biological characteristics of our land, air, or water what may or will harmfully affect human life or that of desirable species.

Classification of Environmental Pollution

Pollution can be broadly classified according to the components of the environment that are polluted. Major of these are:

• Air pollution
• Water pollution
• Soil pollution (Land Degradation) and
• Noise pollution 

DEFORESTATION AND ITS IMPACT ON ENVIRONMENT

• Deforestation is a contributor to global warming and is often cited as one of the major causes of the enhanced greenhouse effect.
• Deforestation causes carbon dioxide to linger in the atmosphere .
• As carbon dioxide accrues, it produces a layer in the atmosphere that traps radiation from the sun.
• The radiation converts to heat which causes global warming, which is better known as the greenhouse effect.

In deforested areas, the land heats up faster and reaches a higher temperature, leading to localized upward motions that enhance the formation of clouds and ultimately produce more rainfall.

Methods for The Prevention And Control Of Air Pollution

• Use of better-designed equipment and smokeless fuels.
• Automobiles should be properly maintained.
• More trees should be planted along roadside and houses.
• Renewable energy sources, such as wind, solar energy, ocean currents, should fulfill energy needs.
• Tall chimneys should be installed for vertical dispersion of pollutants.

To change our behavior in order to reduce air pollution at home as well as on the road, a few following small steps taken by us would lead to clean our Environment.

• Avoid using chemical pesticides or fertilizers in your yard and garden.
• Be energy efficient . Most traditional sources of energy burn fossil fuels, causing air pollution.
• Plant trees and encourage others to plant trees as well.
• Try to stop smoking; at home, at the office, or at outside.

On the Road

• Keep your vehicle well maintained.
• Drive less.
• Don’t buy more car than you need.

Water Pollution Prevention and Control

Water is a key resource for our quality of life. It also provides natural habitats and ecosystems for plant and animal species.

The discharge of toxic chemicals from a pipe or the release of livestock waste into a nearby water body is considered water pollution. The contamination of groundwater, rivers, lakes, wetlands, and oceans can threaten the health of humans and aquatic life.

Sources of Water Pollution:

• The first is point-source pollution , in which contaminants are discharged from a discrete location. Sewage outfalls and oil spills are examples of point-source pollution.
• The second category is non-point-source or diffuses pollution, referring to all of the other discharges that deliver contaminants to water bodies.

Prevention and Control of Water Pollution:

• Sewage should be treated before it is discharged into the river or ocean. This is possible through modern techniques .
• Waste food material, paper, decaying vegetables, and plastics should not be thrown into open drains.
• Effluents from distilleries and solid wastes containing organic matter should be sent to biogas plants for the generation of energy. 

Soil Erosion and Its Prevention

Soil erosion by water, wind, and tillage affects both agriculture and the natural environment. Soil loss, and its associated impacts, are some of the most important environmental problems of today.

It is mostly due to poor land-use practices, which include deforestation, overgrazing, unmanaged construction activity, and road or trail building.

Soil erosion is always a result of mankind’s unwise actions, such as overgrazing or unsuitable cultivation practices.

Soil erosion is just one form of soil degradation. Other kinds of soil degradation include

• Salination,
• Nutrient Loss, And

Prevention of Soil Erosion:

• To make sure that there are always plants growing on the soil.
• To avoid overgrazing .
• Allow indigenous plants to grow along the river banks instead of plowing and planting crops right up to the water’s edge.
• Encouraging biological diversity by planting several different types of plants together.
• Conservation of wetlands.

We can check soil erosion by adopting the following additional practices:

• Intensive cropping and use of proper drainage canals.
• Planting trees and sowing grasses.
• Extensive afforestation practices to be carried out.

Mitigation of Noise Pollution

• Reducing noise pollution by muffling the sounds at the source is one of the best methods in industry and for urban living.
• The creation of green cover adjacent to municipal roads and in mines is the way to mitigate noise pollution.
• Redesigning industrial equipment, shock mounting assemblies, and physical barriers in the workplace are also for reduction and exposure of unwanted industrial noise.
• Highway noise pollution can be mitigated by constructing noise barriers.

CONSERVATION AND PROTECTION OF ENVIRONMENT

We know that natural resources are getting depleted and environmental problems are increasing. It is, therefore, necessary to conserve and protect our environment.

The following Practices Help in Protecting Our Environment.

• Rotation of crops.
• Judicious use of fertilizers, intensive cropping, proper drainage, and irrigation.
• Treatment of sewage, so that it does not pollute the rivers and other water bodies.
• Composting organic solid waste for use as manure.
• Planting trees in place of those removed for various purposes.
• National parks and conservation forests should be established by the government.
• Harvesting of rainwater. 

Some Action Points to Protect or Improve the Environment

• Dispose of the waste after separating them into biodegradable and non-biodegradable waste material.
• Start a compost heap or use a compost bin. This can be used to recycle waste food and other biodegradable materials.
• Avoid unnecessary or wasteful packaging of products
• Reusable bags
• Plant trees
• Never put any leftover chemicals, used oils down the drain, toilet, or dump them on the ground or in water or burn them in the garden.
• Don’t burn any waste , especially plastics.
• Use unleaded petrol and alternate sources of energy.
• Walk or cycle where it is safe to do so.
• Use public transport wherever you can.
• Send your waste oil, old batteries, and used tiers to a garage for recycling or safe disposal.

HUMAN POPULATION AND ENVIRONMENT

The rapid growth of the world’s population over the past one hundred years results from a difference between the rate of birth and the rate of death. The growth in the human population around the world affects all people through its impact on the economy and environment.

The current rate of population growth is now a significant burden on human well-being.

Causes of Overpopulation

The following are the causes of overpopulation.

• The Decline in the Death Rate
• The Rise in the Birth Rate
• Lack of Education

POPULATION EXPLOSION

In the year 2000, the world population was 6.3 billion and it is predicted to grow four times in the next 100 years. This unprecedented growth of the human population at an alarming rate is referred to as a population explosion.

Population explosion is causing severe resource depletion and environmental degradation. Our resources like land, water, fossil fuels, minerals, etc. are limited and due to overexploitation, these resources are getting exhausted.

Effects of the rapid population growth in India

• Providing employment to a growing population
• The problem of utilization of manpower
• Over-strained infrastructure
• Pressure on land and other renewable natural resources
• The increased cost of production
• Inequitable distribution of income

Causes of Over Population

The two main common causes leading to overpopulation in India are

• The birth rate is still higher than the death rate.
• The fertility rate due to the population policies and other measures has been falling but even then, it is much higher compared to other countries. 

EFFECTS OF OVERPOPULATION

• Unemployment
• Manpower utilization
• Pressure on infrastructure
• Resource utilization
• Decreased production and increased costs
• Inequitable income distribution

STEPS TO CONTROL POPULATION IN INDIA

• Increasing the welfare and status of women and girls
• The spread of education
• Increasing awareness for the use of contraceptives and family planning methods
• Sex education
• Encouraging male sterilization and spacing births
• Free distribution of contraceptives and condoms among the poor
• Encouraging female empowerment
• More health care centers for the poor

FACTORS AFFECTING ENVIRONMENT

• High quantity of Exhaust gases
• Deforestation
• The high number of industries such as mining
• Chemical effluents
• Unprecedented Construction
• Secondary Pollutants
• Ruinous agricultural policies
• The Population Explosion
• Unplanned Land-use policies

Soil Erosion

• Deforestation increases soil erosion; thus, valuable agricultural land is lost.
• Solid wastes from households and industries also pollute land and enhance land degradation.

Solid wastes include things from household waste and industrial wastes.

They include

• Peelings of Fruit and Vegetables
• Waste from Cattle Shed
• Night Soil And

ENVIRONMENTAL LAWS IN INDIA

• 1986 – The Environment (Protection) Act
• 1986 – The Environment (Protection) Rules
• 1989 – Hazardous waste (Management and Handling) Rules
• 1989 – The Manufacture, Storage, and Import of Hazardous Chemical Rules
• 1989 – The Manufacture, Use, Import, Export, and Storage of hazardous Micro-organisms/ Genetically Engineered Organisms or Cells Rules
• 1991 – The Public Liability Insurance Act and Rules and Amendment, 1992
• 1995 – National environmental Tribunal Act
• 1997 – The National Environment Appellate Authority Act
• 1998 – Biomedical waste (Management and Handling) Rules
• 1927 – Indian Forest Act and Amendment 1984
• 1972 – Wildlife Protection Act, Rules 1973 and Amendment 1991
• 1980 – The Forest (Conservation) Act and Rules 1981
• 1882 – The Easement Act
• 1897– Indian Fisheries Act
• 1956 – The River Boards Act
• 1970 – Merchant Shipping Act
• 1974 – The Water (Prevention and Control of Pollution) Act
• 1977 – The Water (Prevention and Control of Pollution) Cess Act
• 1978 – The Water (Prevention and Control of Pollution) Cess Rules
• 1991 – Coastal Regulation Zone Notification
• 1948 – Factories Act and Amendment in 1987
• 1981 – Air (Prevention and Control of Pollution) Act
• 1982 – Air (Prevention and Control of Pollution) Rules
• 1982 – Atomic Energy Act
• 1987 – Air (Prevention and Control of Pollution) Amendment Act
• 1988 – Motor Vehicles Act 

In the past few years, there are many new Laws for Environmental Education and Protection has also been enacted by the government of India.

ROLE OF NGO’S IN PROTECTION FOR THE ENVIRONMENT IN INDIA

• Creating awareness among the public on current environmental issues and solutions.
• Being involved in the protection of human rights to have a clean environment.
• Protecting the natural resources and entrusting the equitable use of resources.
• Data generation on natural resources.
• Analysis and monitoring of environmental quality.
• Transferring information through newsletters, brochures, articles, audiovisuals, etc.
• Organizing seminars , lectures, and group discussions for the promotion of environmental awareness.
• Helping the villages’ administrative officials in the preparation, application, and execution of projects on environmental protection.

ENVIRONMENTAL MOVEMENTS IN INDIA

• Silent Valley Project
• Chipko Movement
• Narmada Bachao Andolan, 1985
• National Test Range at Baliapal

ENVIRONMENTAL RESOURCE MANAGEMENT

Environmental resource management is the management of the interaction and impact of human societies on the environmen t.

Environmental resource management tries to identify the factors affected by conflicts that arise between meeting needs and protecting resources. It is thus linked to environmental protection and sustainability.

The Goals of Environmental Management System (EMS)

• To increase compliance and reduce waste
• The EMS helps to develop, implement, manage, coordinate, and monitor environmental policies.

Features of the Environmental Management System (EMS)

The features of an environmental management system (EMS) are as follows:

• It Serves as a tool, or process, to improve environmental performance.
• Provides a systematic way of managing an organization’s environmental affairs.
• EMS assists with planning, controlling, and monitoring policies in an organization.
• It Gives order and consistency for organizations to address environmental concerns through the allocation of resources, assignment of responsibility, and ongoing evaluation of practices, procedures, and processes.
• It employs and assigns accountability and responsibility.
• Helps understand legislative requirements to better determine a product or service's impact, significance, priorities, and objectives.
• Encourages contractors and suppliers to establish their own EMS.

MAN, AND ENVIRONMENT

Man and environment are inter-related. The environment influences the life of human beings and also human beings modify their environment as a result of their growth, dispersal, activities, death, and decay, etc.

The different social structures like industrial, agricultural, religious, aesthetic, etc. have developed during various stages of human civilization and these structures represent human beings ’ accumulated cultural resources based on the natural environment.

The changes in the relationship between man and environment depend upon the change in the organization and attitude of society. 

To Improve the Environmental Standards and to Maintain Ecological Balance, the Following are Some Issues Before the Present Civilized Society.

• Rapid population explosion
• Rational use of non-polluted water resources
• To sustain and increase agricultural growth
• To check soil erosion
• Restoration of forest resources
• To check pollution

Some Possible Ways of Tackling the Problems and Maintaining the Environmental Standard

• Taking effective measures for population control.
• Optimum use of natural resources.
• Conserving and protecting biodiversity.
• Creating public awareness about the benefits and implications of the environment.
• Giving top priority to environmental protection.
• Developing eco-friendly technological processes.
• Promoting sustainable agriculture which will not harm the environment.
• Using bio-fertilizer or eco-friendly fertilizers.
• Using the minimum amount of pesticides and insecticides.
• Choosing suitable techniques to treat the pollutants before their discharge into the environment.

Author Remarks:

Environmental Education Is A Subject Taught In B.Ed , BA, BCOM, BSC, MED, deled, Class 9, 10, 11 and Class 12th And In Some Other Teaching Courses Also. In This Page, You Will Find Environmental Education (EVS) Short Examination Notes And Downloadable Free PDF Book In English Medium for First Year And Second Year and Semester 1, 2, 3, 4, 5, and 6. Here We Have Covered Some of The Main Topics and Important MCQ Questions of Environmental Education (EVS) Which Will Really Help in Your Exam Preparation and Also You Can Make Your Assignment Report and File for BEd Very Easily with The Help of These Notes. These Notes and Free PDF Book on Environmental Education Subject Will Be Helpful for All the Students and Teachers of Any College or University. We Have Also Suggested Some of the Best Reference Books for Environmental Education EVS That you can Also Go Through. Students and Teachers Preparing for All The Exams Can Also Learn With The Notes Provided Above.

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Acknowledgement for EVS Project (6 Samples)

August 20, 2023

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By Mohsin Khurshid

Welcome to a compilation of acknowledgement samples for your Environmental Studies (EVS) projects. Expressing gratitude and recognition is important, and these samples will help you craft meaningful acknowledgements for your project contributors.

Table of Contents

• 1.1 Acknowledgement for EVS Project
• 1.2 EVS Project on Air Pollution Acknowledgement
• 1.3 Acknowledgement for Environment Project
• 1.4 Acknowledgement for EVS Project on Pollution
• 1.5 Acknowledgment for Project on Environmental Pollution
• 1.6 Sample Acknowledgement for Environmental Studies Project
• 2.1 How should I start writing an acknowledgement for my EVS project?
• 2.2 How can I structure the acknowledgements section for my EVS project?
• 3 Conclusion

6 Acknowledgment Samples for EVS Project

Below are six samples of acknowledgment for your EVS projects.

Acknowledgement for EVS Project

I would like to extend my heartfelt gratitude to everyone who has played a role in the successful completion of my EVS project. I am especially thankful to my dedicated EVS teacher, [Teacher Name], who not only provided guidance but also fueled my curiosity. The assistance and insights provided by my classmates have been invaluable, enhancing the project’s quality.

I cannot forget to thank my parents for their unwavering support throughout this journey, from brainstorming to finalization. Their encouragement motivated me even during challenging times. This project has taught me the importance of collaborative efforts and understanding environmental issues.

EVS Project on Air Pollution Acknowledgement

In undertaking this ambitious project on air pollution, I owe my gratitude to numerous individuals who have generously shared their knowledge and time. Foremost, my EVS teacher, [Teacher Name]’s mentorship has been pivotal; their expertise guided me through the maze of information. I am indebted to environmental experts who provided valuable insights and reviewed my work. Collaborating with friends during data collection not only made the process enjoyable but also enriched the project.

Lastly, I express my heartfelt appreciation to my family for their continuous encouragement and understanding of the hours I spent on research and analysis. This project has truly opened my eyes to the critical issue of air pollution.

Acknowledgement for Environment Project

Completing my environment project has been a journey filled with learning and growth, and it would not have been possible without the support and guidance of several individuals. My EVS teacher, [Teacher Name]’s dedication to providing clear direction and constant feedback significantly shaped the project’s structure and content. Collaborating with classmates who shared their perspectives and insights elevated the project’s quality.

My heartfelt thanks go to my parents for their unwavering support and patience throughout the project’s lifecycle. This endeavor has broadened my understanding of environmental concerns and has shown me the importance of sustainable practices.

Acknowledgement for EVS Project on Pollution

Undertaking a project on pollution has been an eye-opening experience, and I am indebted to many for their contributions. My sincere gratitude to my EVS teacher, [Teacher Name], for guiding me through this endeavor. Their expertise in the subject and constant encouragement kept me motivated. Environmental specialists who shared their insights and reviewed my work played a crucial role in shaping the project’s depth. Collaborating with peers made data collection engaging and fruitful.

I am thankful for my family’s understanding and support, without which balancing research and other commitments would have been challenging. This project has ignited my passion for addressing pollution issues.

Acknowledgment for Project on Environmental Pollution

Addressing the critical topic of environmental pollution would not have been possible without the assistance of several individuals. I am deeply grateful to my dedicated EVS teacher, [Teacher Name], for their guidance at every step. Their input refined my understanding of the subject. Environmental experts who provided valuable insights and suggestions greatly enhanced the project’s quality. Collaborating with classmates during the project’s execution added diverse perspectives.

I extend heartfelt thanks to my family, whose encouragement and patience allowed me to dedicate time to research and analysis. This project has fostered my commitment to a cleaner and healthier environment.

Also, check acknowledgment samples for college projects .

Sample Acknowledgement for Environmental Studies Project

Completing my environmental studies project has been an enlightening journey, thanks to the support of many. I am particularly thankful to my EVS teacher, [Teacher Name], whose guidance was instrumental in shaping the project’s direction. Their unwavering encouragement and insightful feedback fueled my progress.

Collaborating with peers during data collection added depth to my analysis. My family’s understanding and encouragement were crucial as I dedicated time to research. This project has deepened my awareness of environmental issues and has inspired me to contribute to positive change.

You may also like to read sample acknowledgments for university projects .

How should I start writing an acknowledgement for my EVS project?

To start writing an acknowledgement for your EVS project, begin by expressing gratitude to the individuals who supported and guided you throughout the project. Acknowledge your EVS teacher for their valuable guidance and expertise in the subject. Mention any environmental specialists, classmates, and family members who contributed to your project. Be sincere and concise in your appreciation, and highlight the role each person played in shaping the project’s success.

How can I structure the acknowledgements section for my EVS project?

Structuring the acknowledgements section of your EVS project is important to ensure clarity and organization. Here’s a simple guideline:

• Start with a Gratitude Note: Begin with a general thank-you note expressing your appreciation for the opportunity to work on the project and the support you received.
• Mention Teachers and Guides: Acknowledge your EVS teacher, principal, and any mentors or experts who guided you. For instance, “I am grateful to my EVS teacher, [Teacher Name], for their invaluable guidance throughout this project.”
• Include Peers and Classmates: Thank your classmates for collaborative efforts, brainstorming sessions, and discussions. They could have contributed to the project’s diverse perspectives.
• Appreciate Family Support: Express gratitude to your family for their patience, encouragement, and understanding while you worked on the project.
• Note Specialized Help: If you consulted any environmental specialists, researchers, or conducted interviews, acknowledge their contributions.
• Showcase Community Support: If community members or organizations played a role, acknowledge their participation and support.
• Keep it Personal and Sincere: Use heartfelt language and ensure each acknowledgment is sincere and respectful.

Acknowledgements serve as a way to appreciate the support and guidance received during your EVS project. By using these samples, you can ensure that your acknowledgements reflect your sincere gratitude to those who helped you in this important endeavor.

Acknowledgement for SST Project (5 Samples)

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EVS Project (Class 11 ICSE): FYJC

February 27, 2022 by studymumbai Leave a Comment

EVS Project for ICSE Class 11 (FYJC) students.

Guidelines for writing project report

It is mandatory for the students to write project reports according to the following guidelines. A reference list of project topics is usually provided by the school/college. Evaluation of Project work is done according to the guidelines.

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Selection of the project topic (Introduction) : Student is expected to write briefly about the subject and the reasons for selecting the particular topic. Brief history, new updated information, current status of the topic should be included in introduction.

Importance of topic : Student has to write the precise importance of project work by identifying the present environmental, scientific and social value of the project topic.

Objectives of the project work : This should have the write up on what you will do in the project work and must write the appropriate objectives. The objectives of the project work should be in proper manner.

Project work methodology : A short description of how the information will be obtained under the practical approach. It is necessary to use a variety of data collection methods which includes survey, questionnaire, interviews, experiments, field observations, site visits, etc. The students should generally consider their local environmental issues for the project work (but not limited to). So that they can identify and formulate solutions to the problems surrounding them. Students should be encouraged to illustrate the problems of the selected environmental issue. Encourage use of the newspapers / self-drawn pictures/ photographs of the issues taken by the students themselves.

Observations : The data / information obtained from the selected topic should be depicted in the form of observation tables, graphs and brief points. The next part – conclusion is based on the observations recorded.

Analysis of data : It is an important step to analyze/evaluate the observations based on a various numerical or statistical methods, e.g. Mean, mode, median, correlation, average, percentage etc. Based on this analysis it becomes more accurate and effective. By this method, you can effectively indicate the numerical values through graphs, histograms, and images.

Results & Conclusions : The results should have interpretation and inference of the data / information obtained.

• Topic: Make a list of people who have worked in Maharashtra for environment conservation and document the work done by them.
• Topic: What is an Ecological Pyramid? Explain all the ecological pyramids given in the notes.
• Topic: Enlist some Do’s and Don’ts during respiratory group of diseases. What precautions should we take in case of current Covid-19 Pandemic?
• Topic: Collect the information about “Nobel Peace Prize” winner Environmentalists (at least two) and write about the work done by him/her and what message you get from this information.
• Topic: Collect the information regarding any one of the nationally recognized movements related to the environment and prepare a short report on it.

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• State and City Partner Contacts and Programs
• EXHALE: Strategies to Help People with Asthma Breathe Easier
• Breathing Easier: Success Stories
• Asthma Evaluation Resources
• Partnerships and Collaborations

National Environmental Education Foundation (NEEF)

At a glance.

Learn how NEEF works to help CDC reach the Controlling Childhood Asthma Reducing Emergencies (CCARE) goal of preventing 500,000 hospitalizations and emergency department visits among children with asthma by August 30, 2024.

This project supports progress toward expanded visibility and uptake of EXHALE strategies to control asthma.

Through program integration and expanded implementation of the EXHALE strategies, engaging trusted influencers, and monitoring meaningful measurement, NEEF’s Pediatric Asthma Initiative is doing the following:

• Increasing the number of persons who receive communication and education messages regarding CCARE and EXHALE, including healthcare providers, public health practitioners, children with asthma, and their parents or caregivers
• Establishing partnerships and collaborating with national partners, asthma programs, NGOs, and CDC
• Creating opportunities to expand application of EXHALE strategies, thus improving access to strategies that will accelerate progress in reaching the most vulnerable communities and underserved populations

Learn more‎

NEEF’s achievement of these strategies will lead to the following outcomes:

• Increased and equitable use of EXHALE strategies
• Established partnerships for distributing messages and sharing in decision-making
• Increased awareness and collective use of the EXHALE strategies

Over the past 3 years, using various strategic plans and projects, NEEF distributed CCARE and EXHALE messages to 45,000 healthcare providers, practitioners, and decision makers, and children with asthma and their families.

CDC’s National Asthma Control Program helps millions of people in the US control their disease, reducing deaths, illness, and limitations on activity.

St. Marks National Wildlife Refuge

𝐕𝐢𝐬𝐢𝐭𝐨𝐫 𝐒𝐞𝐫𝐯𝐢𝐜𝐞𝐬 𝐌𝐞𝐦𝐛𝐞𝐫 𝐒𝐭. 𝐌𝐚𝐫𝐤𝐬 𝐍𝐚𝐭𝐢𝐨𝐧𝐚𝐥 𝐖𝐢𝐥𝐝𝐥𝐢𝐟𝐞 𝐑𝐞𝐟𝐮𝐠𝐞 𝐀𝐦𝐞𝐫𝐢𝐜𝐚𝐧 𝐂𝐨𝐧𝐬𝐞𝐫𝐯𝐚𝐭𝐢𝐨𝐧 𝐄𝐱𝐩𝐞𝐫𝐢𝐞𝐧𝐜𝐞

𝐉𝐨𝐛 𝐓𝐲𝐩𝐞 𝐏𝐚𝐢𝐝 𝐈𝐧𝐭𝐞𝐫𝐧𝐬𝐡𝐢𝐩 𝐒𝐚𝐥𝐚𝐫𝐲 𝐃𝐞𝐭𝐚𝐢𝐥𝐬 $𝟔𝟎𝟎/𝐰𝐞𝐞𝐤 + 𝐇𝐨𝐮𝐬𝐢𝐧𝐠 𝐃𝐞𝐚𝐝𝐥𝐢𝐧𝐞 𝐌𝐚𝐲 𝟏𝟕, 𝟐𝟎𝟐𝟒 𝐑𝐞𝐪𝐮𝐢𝐫𝐞𝐝 𝐄𝐱𝐩𝐞𝐫𝐢𝐞𝐧𝐜𝐞 𝟎 - 𝟏 𝐲𝐞𝐚𝐫𝐬

American Conservation Experience, a non-profit Conservation Corps in partnership with the U.S. Fish and Wildlife Service (FWS), is seeking 1 Member to contribute to Visitor Services alongside FWS Staff at St. Marks NWR.

https://www.conservationjobboard.com/job-listing-visitor-services-member--st-marks-national-wildlife-refuge-st-marks-florida/5030667044?utm_source=ongage&utm_medium=email&utm_campaign=regular

St. Marks NWR provides numerous recreation opportunities to thousands of visitors every year. People enjoy viewing the unique geology and diverse wildlife. Regulation of recreation activities allow for public enjoyment of the refuge while still protecting the wildlife and habitats.

Location and Contact Information

To report violations on the refuge, call the refuge office at 850-925-6121. Or to report violations occurring on any National Wildlife Refuge or other U.S. Fish & Wildlife Service-managed lands, you can call 1-844-FWS-TIPS (397-8477) or email  [email protected]  24 hours a day. 

Take a drive down Lighthouse Road to get acquainted with the Refuge. Pick up a map in the Visitor Center or in the online library .

Behind the gates wildlife tours are offered on various dates in Oct. thru Mar. 

To better enhance our tours and events we ask that our guests follow the guidelines listed below..

• Registration is required.
• Pets will not be allowed on any tour.
• For your safety and tour enjoyment, we recommend that all participants wear closed-toe shoes, bring a bottle of drinking water, sunscreen, and bug spray (please apply away from the other participants).
• For your comfort and enjoyment, we suggest that you dress for the weather, wearing or bringing layers.  It is also a good idea to carry a lightweight rain jacket for unexpected showers or cooling weather
• Practice “pack it in, pack it out”. Any trash, including biodegradable food and   packaging, is to be taken back with the participant and disposed of off-site.
• Attendees must arrive early enough to use the restroom prior to tour start time.  If tour is scheduled to start at 9, it will be pulling out of the meeting area at 9.
• Eating any leaves and/or berries found alongside trail
• Approaching, handling, or attempting to feed any wildlife
• Collecting any material, with the exception of trash, on refuge property
• Be aware of your surroundings. The refuge is home to venomous snakes, alligators, burrowing animals, and some endangered species. Stay safe, when getting on and off the tour wagon watch your step and try not to disturb any habitats or animals with loud noises.
• As a courtesy to all visitors, those that sign up and are no shows will not be allowed to sign up for another tour.

See Events for a list of available tours .

Our organization.

Our Species

The Refuge lists contain 44 species of mammals,  271 species of birds,  and 38 species of amphibians/reptiles. Some are resident and others are seasonal or occasional.

A large raptor, the bald eagle has a wingspread of about seven feet. Adults have a dark brown body and wings, white head and tail, and a yellow beak. Juveniles are mostly brown with white mottling on the body, tail, and undersides of wings. Adult plumage usually is obtained by the sixth year. In...

Adult monarch butterflies are large and conspicuous, with bright orange wings surrounded by a black border and covered with black veins. The black border has a double row of white spots, present on the upper side of the wings. Adult monarchs are sexually dimorphic, with males having narrower...

Our Library

You should view the publications before your visit. Please download/print the ones you need. That way you are prepared if the Visitor Center is closed or the supply is exhausted.

Click on View Our Library to see more publications. Allow time to load.

General information about the St. Marks National Wildlife Refuge.

Get Involved

Volunteers at St. Marks National Wildlife Refuge  are an integral part of the staff. They assist with numerous projects ranging from wildlife inventories to presenting interpretive programs, and their help has been instrumental in the accomplishment of a number of refuge projects and activities.

The  Friends of St. Marks Wildlife Refuge , formed in 1987, is the 501(c)3 non-profit friends group that supports the St. Marks National Wildlife Refuge in accomplishing its biological and educational objectives.

Environmental Education Programs & Field Trips

Attention School teachers, Homeschool groups and Scout leaders: Come to the St Marks National Wildlife Refuge for a FREE field trip! You can pick from one of our current education programs or our Environmental Educator can tailor your trip to fit what you are studying in the classroom. Each lesson incorporates a variety of hands-on activities into every program. Through multi-sensory experiences, audience interaction, fun animal bio facts and meaningful contact with Refuge Staff, all participants may experience a new awareness and appreciation for the natural world.

Projects and Research

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We do not guarantee that the websites we link to comply with Section 508 (Accessibility Requirements) of the Rehabilitation Act. Links also do not constitute endorsement, recommendation, or favoring by the U.S. Fish and Wildlife Service.

Watch CBS News

Biden announces new tariffs on Chinese EVs, semiconductors, solar cells and more

By Nancy Cordes , Kathryn Watson

Edited By Ellen Uchimiya

Updated on: May 14, 2024 / 7:34 PM EDT / CBS News

President Biden announced new tariffs Tuesday on Chinese electric vehicles, semiconductors, batteries, solar cells, steel and aluminum. The tariffs on Chinese EVs will rise to 100%, quadrupling the current tariff of 25%. 

It's the latest bid by the Biden administration to keep China from  undercutting U.S. companies  and threatening U.S. manufacturing jobs, many of which are union jobs. At the White House Tuesday, the president recognized union workers in the crowd, along with members of Congress from key manufacturing and swing states. Mr. Biden said he's "proud" to be labeled "the most pro-union president in American history." 

"I'm determined that the future of electric vehicles be made in America, by union workers, period," he said. 

The president is directing the tariff on solar cell imports from China to double to 50%. Tariff rates on certain steel and aluminum products will more than triple to 25%, up from 7.5% or less. The Biden administration is also doubling tariffs on Chinese semiconductors from 25% to 50% and increasing tariffs on Chinese medical supplies, batteries, critical minerals and ship-to-shore cranes. 

"The fact is, American workers can out-work and out-compete anyone, as long as the competition is far. But for too long, it hasn't been fair," Mr. Biden said. "For too long, it hasn't been fair."

The president said it's unfair for Chinese companies to create products cheaply because of subsidies from the Chinese government, and China's practice of overproducing what the market demands renders competition unfair. Mr. Biden kept his remarks brief Tuesday, citing impending rain that threatened to drench the Rose Garden.  

These steps together will raise tariffs on $18 billion in imports from China, the White House says, as the administration keeps in place Trump-era tariffs on China under Section 301. 

Leading up to the announcement, Biden administration officials insisted that addressing climate change is still important to the administration, as they continue to seek to protect U.S. businesses.  

"Cheap Chinese EVs that negatively impact U.S. businesses or workers do not further the cause of EVs in this country," a senior administration official said on a call with reporters Monday. 

Without going into detail about the policy change, national security adviser Jake Sullivan suggested the tariffs were intended to counter the threat posed by China's business practices. 

"It's no secret that the president, this entire administration, has been concerned about unfair practices by the [Chinese] that harm American workers and businesses, the issue of overcapacity, the ways in which China has put in place a series of non-market, distorting practices in strategic sectors," Sullivan told reporters at the White House Monday. 

Lael Brainard, director of the National Economic Council, told reporters Monday that China is "using the same playbook it has before to power its own growth at the expense of others" by "flooding global markets" with excess exports. 

In Beijing Tuesday, foreign ministry spokesman Wang Wenbin said China "always opposes unilateral tariff hikes in violation of WTO (World Trade Organization) rules and will take all necessary measures to safeguard its legitimate rights and interests," Agence France-Presse reports.

As far as the EV tariff goes, the move is largely symbolic, for now. Chinese EVs are not a big part of the EV market in the U.S., but China's exports overall have been rapidly increasing, up 50% over the past two years . China is producing EV cars that cost a fraction of those made by American automakers, and they're receiving glowing reviews. 

BYD, the world's largest EV manufacturer rolled out a new car, the Seagull, which the Associated Press says "drives well and is put together with craftsmanship that rivals U.S.-made electric vehicles that cost three times as much." It sells for around $12,000 in China, with a shorter-range version that's under $10,000. 

The new tariff dramatically hiking Chinese EV prices could ease some pressure on automakers, and on the United Auto Workers, which endorsed Mr. Biden's reelection bid in January, considerably later than in 2020. One of the sticking points was the president's efforts to transition the economy to EVs, which the union feared would hurt workers. In accepting the endorsement, Mr. Biden promised not to leave U.S. auto workers behind.

"China is determined to dominate that market, with EV predominantly made in China and Chinese jobs," he said . "The previous administration was content to sit on the sidelines and let China take all these jobs, but I won't let that happen."

He added that "companies transitioning to new technology should retool, reboot, and rehire in the same factories in the same communities with comparable wages, and existing union workers should have the first shot at those jobs."

Administration officials say the president's announcement about the tariffs is not related to the upcoming election. 

"This has nothing to do with politics," a senior administration official told reporters, stressing that the president's actions Tuesday reflect the conclusion of U.S. Trade Representative Katherine Tai's quadrennial review — that China has continued to engage in unfair business practices. 

Senior administration officials insisted the tariffs somehow will not result in higher prices for U.S. consumers. "No increases in costs," one of the senior administration officials said. 

Scott Lincicome, tariffs experts and vice president of general economics at the libertarian-leaning Cato Institute, said the president's new tariffs are largely "performative," given the impact of existing tariffs and how small the Chinese EV market is in the U.S. But the tariffs could affect the EV market in the U.S. in the longer term, he said. 

"The fact is that it appears that a couple Chinese automakers' make pretty good EVs at good prices," Lincicome said. "Because of that, the Chinese vehicles could serve as a kind of long-term check on prices in the United States and as competitive pressures for innovation."

"In the long term, I think we can expect that the United States will become an island of higher-priced EVs because of this move," Lincicome added. 

In addition to the lower prices on tech consumer goods produced in China, U.S. officials have some fear that internet-connected Chinese consumer devices could be used to harm Americans through hacking or spying. 

Democratic Sen. Sherrod Brown has proposed a ban on all imports of Chinese internet-connected vehicles. At this point, according to a senior administration official, the Biden administration doesn't have a position on this issue, and the tariffs are geared toward protecting U.S. workers and American industry. The administration is still investigating whether internet-connected vehicles from China pose a national security threat to the U.S. 

These ramped-up clean energy tariffs come after Mr. Biden asked U.S. Trade Representative Katherine Tai to consider tripling tariffs on Chinese steel and aluminum imports, an announcement Mr. Biden strategically made at U.S. Steelworkers headquarters last month in Pittsburgh.

Nancy Cordes is CBS News' chief White House correspondent based in Washington, D.C. Cordes has won numerous awards for her reporting, including multiple Emmys, Edward R. Murrow awards, and an Alfred I. duPont-Columbia University Award.

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