Water Logging Menace in Metro Cities Need a Conceptual Change in Approach for its Permanent Solution

2021 ◽  
Vol 4 (2) ◽  
pp. 30
Author(s):  
Mahesh Prasad
2013 ◽  
Author(s):  
Benjamin C. Heddy ◽  
Gale M. Sinatra ◽  
Robert Danielson ◽  
Jesse Graham

2017 ◽  
Vol 16 (5) ◽  
pp. 1211-1216 ◽  
Author(s):  
Wenfeng Zheng ◽  
Xiaolu Li ◽  
Nina Lam ◽  
Dan Wang ◽  
Lirong Yin ◽  
...  
Keyword(s):  
New York ◽  
Land Use ◽  

1995 ◽  
Vol 62 (3) ◽  
pp. 357-369 ◽  
Author(s):  
Frank Arntzenius
Keyword(s):  

2019 ◽  
Vol 11 (9) ◽  
pp. 2578
Author(s):  
Jumeniyaz Seydehmet ◽  
Guang-Hui Lv ◽  
Abdugheni Abliz

Irrational use and management of water and land are associated with poor hydro-geological conditions causing water logging and salinization problems, possibly leading to farmland abandonment and economic loss. This poses a great challenge to the sustainability of oasis’ and requires desalinization through reasonable landscape design by multiple crossing studies so we collected traditional knowledge by field interviews and literature schemes, except for the modern desalinization approaches by literature, and we found that the salinization problem has been solved by traditional land reclamation, traditional drainage, natural drainage and flood irrigation, locally. It is worth mentioning that the traditional reclamation in salinized areas requires flood water, sand dunes and a salinized pit area; the sand dunes are used to elevate the pit surface, and water is used to leach salt from the soil. Natural drainage (the depth and width are 4–10 m and 50–100 m, respectively) caused by flash flooding has significant benefits to some salinized villages in the range of 3000–5000 m and ancient groundwater drainage systems, such as Karez are supporting the oasis with drainage water for centuries. In addition landscape characteristics, salinization and hydro-geological conditions of the oasis were studied from Landsat image, DEM, literature and field photos. Then based on the gathered information above, a desalinization model was developed to decrease the groundwater table and salt leaching in the water logging landscape. Then according to landscape characteristics, different desalinization approaches were recommended for different landscapes. To address environmental uncertainties, an adaptive landscape management and refinement approach was developed, and acceptance of the model was validated by stakeholder opinion. The results provide guidelines for sustainable desalinization design and highlight the importance of combining traditional knowledge and modern ecological principles in sustainable landscape design.


1999 ◽  
Vol 83 (3) ◽  
pp. 275-307 ◽  
Author(s):  
Robin Marion ◽  
Peter W. Hewson ◽  
B. Robert Tabachnick ◽  
Kathryn B. Blomker

Author(s):  
Rebecca L. Hite

Abstract One of the most fundamental understandings within biology is evolution, yet often ascribed as one of the most misunderstood scientific concepts by the American public. Despite not being explicitly mentioned in most American science standards, human evolution is nevertheless taught as an engaging context for understanding complex evolutionary processes among pre-college science students. Therefore, pre-college science teachers seek out human evolution content experts (e.g., Smithsonian Institution, NOVA, ENSI) to procure curricula (lesson plans) to teach these concepts in their classrooms. For students to accurately understand human evolution, research recommends lesson plans employ a diversity of direct and indirect evolutionary evidence, infused with social science perspectives related to the nature of science (NOS) and/or socioscientific issues (SSI) to foster necessary conceptual change. Given such empirical affordances of using multiple sources of evidence and integrated social science perspectives to foster conceptual change in teaching human evolution, it is unknown to what extent these attributes are present in lesson plans created by these entities and targeted to pre-college science teachers. To ascertain to what extent pre-college lesson plans on human evolution employ these research-based best practices, this paper analyzed 86 lesson plans created by 18 entities with content expertise in human evolution concepts that had developed online pre-college lesson plans. Among the sampled lesson plans, less than one third (29%) presented a combination of direct and indirect evidence. Further, a mere 17% incorporated elements of NOS, where SSI (like historical (n = 3) and racial (n = 1)) perspectives were fewer. In sum, findings suggest available resources are deficient in fostering the conceptual change necessary for pre-college students to fully understand human evolution concepts. This study evidences a continued need to ensure best practices are incorporated into human evolution lesson plans created for pre-college teachers.


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