The primary goal of this course to introduce UW students to India’s environmental policies pertaining to conservation and development. Through lectures, discussions and individual research, students will gain insights about how these policies were developed, put in place, and their outcomes.

This blog site highlights student accomplishments and travel experiences to India.

Friday, November 10, 2017

Impact of Prosopis Juliflora on the environment

By Andrea Weber
August 2017 trip to Coimbatore, India

In Spring 2017, I began my research journey with writing a literature review from newspaper and journal articles about an invasive tree species, Prosopis juliflora, known as seema karuvelai, in Tamil Nadu, India. I was fortunate enough to have the opportunity to travel to India in Summer 2017. My trip to India was amazing and exciting, but is hard to describe in more words. We stayed in a women’s hostel at a co-ed university. The girls were amazing and caring. They made us feel right at home, and shared their research journeys with us.

P. juliflora tree with ripe seed pods growing near Sulur Lake, Coimbatore, India.
While in India, my focus was to discuss an invasive species, Prosopis juliflora with the people, to really understand the impacts it has on the wildlife and humans. After talking with people from many settings, rural, city, mountain, scholarly, I was able to gather enough information to understand this tree from the ground, from the people using it and living with it.

A woman cutting juliflora tree for domestic fuel wood.

In terms of the work we conducted, I learned that knowing people within the field you are researching is extremely important. Things are not always laid out nicely, like they are in a lab manual. If you need information about a certain species of tree that is growing in the area, it is important to gather information from people who have studied it, and people that have lived with it. I learned that it can be difficult to communicate with people who don’t speak the same language, and that sometimes questions need to be worded or approached differently.

Andrea Weber (left) and Mackensie Swift in a restaurant in Coimbatore, India
The information that I gathered from goat farmers, cow farmers, medicine men, and university scholars, were similar, in comparison to what the government newspapers were stating. Through this experience, I am much more aware of the challenges that research presents, such as working around obstacles in the field and with communication.

Saturday, April 29, 2017

Savannah Hook and Ishan Patel presented their research on Zero Liquid Discharge

Savannah Hook and Ishan Patel reviewed the impact of Zero Liquid Discharge (ZLD) Policy on the textile industries and the environment in Tirupur, India.

ZLD required bleaching and dyeing units in and around Tirupur to treat their effluents before discharing them into the environment. They presented the current water quality issues of Noyal River after ZLD was enforced in 2011.

Tuesday, August 23, 2016

Experiences of a U.S. Science Educator in Coimbatore, India

By Sarah 'Katie' Guffey 
July-August 2016 trip to Coimbatore, India

With the population in the United States rapidly changing, it’s helpful for US teachers to understand educational systems throughout the world. Traveling to India allowed me to experience their educational system first hand. Perhaps surprisingly, our schools systems have many commonalities, including the types of schools, subjects offered, and teacher training programs.

While in Coimbatore (a city in Tamil Nadu state), I was able to witness the K-12 system and observe the primary school teachers. Overall, the education system in India and the US are quite similar. Primary schools in India (kindergarten & standards 1 through 5) are equivalent to US elementary schools (grades K-5). Similar to the US public, charter, and private schools, India has various types of K-12 schools including State Government Board, Central Board of Secondary Education (CBSE), among others.

Tamil Nadu State Board schools use a card system to keep track of academic milestones. Teachers use this and supplemental materials as a curriculum guide.

There are Tamil medium schools where all subjects are taught in Tamil and English medium schools where subjects are taught in English.

The first school I visited was a Tamil medium school that was following the Tamil Nadu State Board curriculum. All students will enroll in an English language course however, but rest of the subjects were taught in Tamil.

The majority of students were from a low socioeconomic background. The teachers will have roughly 35-45 students in each class. There was no cafeteria on the school grounds so most students pack their lunch. Similar to the US, if a student’s family falls within a certain socioeconomic status, lunch is provided by the government each day.

On average, only 3 to 4 students miss school each day and it is the student and teacher’s responsibility to make up missed work and instruction. The card system allows the teacher to know exactly where the student was academically before he/she missed school.

The second teacher was from a CBSE, English medium school. All subjects were taught in English with students given the option to take an additional language (Hindu, Tamil, French, etc.). The majority of students are from a middle, socioeconomic background. Generally, teachers will have between 25-35 students in each class. This school differs from the state board school in that the students have access to computers. This allows the teacher to implement the use of a class website. In addition to the card system, students also have a textbook and a workbook. On average, 1-2 students miss class each day however, most teachers will receive notification from the parent if the child is planning to miss school. Individual instruction will be provided during the child’s physical education class to make up for missed classwork.

Visiting these classrooms and talking to teachers allowed to interact with many talented teachers and gain valuable insights that will help me to teach an ever-changing student population in the US.

Saturday, April 30, 2016

Kathie Beasley presented her research on environmental pollution associated with a major Indian festival

Kathie Beasley presented an overview of the environmental pollution associated with Vinayakar Chadturti, a Hindu festival celebrated throughout India. At the conclusion of this festival, large and small statues of this venerated deity are immersed in standing and running water bodies.

The environmental pollution left behind from this annual festival is lasting due to the lead content in paint, and other materials used for making the statutes. Her research focused on the increasing demand for these statues and the impacts of decorative lead-based paints on water quality.

Anne Nicole Reed wins second place in the 2016 Best Undergraduate Research Projects award

Anne 'Nicole' Reed won second place in the Best Undergraduate Research Project award in 2016 Wyoming Undergraduate Day for her human-elephant conflict research in India. UW's chapter of Phi Beta Kappa (PBK) selected three student presentations to honor excellence in UW undergraduate Research. Nicole shared second place with another student Roslyn Fleming (English Honors Program).

Nicole presented her research findings and insights she gained from the field trip to India. After completing the literature-based research in spring 2015 on human-elephant conflict, she traveled to India in summer 2015 with Alanna Elder (BS Agroecology & ENR) to gain first-hand information about this problem, and how people and elephants are tolerating each other.

These prizes, according to Dr. Rachel Watson, were offered to research presentations that showcased the "interfaces between science and the human condition addressed in a nuanced way that shows understanding and not simply consideration".

Dr. Watson and a panel of judges reviewed 270 abstracts and selected 9 semi-finalists. Judges attended each of these 9 presentations and selected three winners. Nicole received this award at the banquet on April 30, 2016.

Wednesday, October 14, 2015

Human-elephant conflict: an experience with stakeholders in Southern India

Alanna Elder
August 2015 trip to Coimbatore, India

During the spring of 2015, I took the Environmental Policy, Conservation and Development in India. The class provided a snapshot of environmental challenges in India, and then we chose topics for individual study. I began a literature review of human – elephant conflict and spent the next three months in Laramie getting lost in the library’s database; in the vastness of India; in a problem that puzzles land managers around the world. By the end of the semester, I had a paper that I thought was accurate and an understanding that was almost tangible because I dug for it. I doubted, however, whether everything I had read would check out on the ground. In order to confirm that what I wrote was real, I wanted to see humans, elephants, and their overlapping territories in real dimensions.

Nicole and Alanna visited a corridor frequently
used by the elephants to obtain water
Thanks to funding from the College of Agriculture’s SEND program, and the Haub School for Environment and Natural Resource’s Research and Creative Activities grant, I was able to do just that.

I traveled to Coimbatore, India in August 2015 with Dr. Sivanpillai, ENR professor Courtney Carlson, and Nicole Reed, a classmate who had researched crop raiding by elephants.

There we met two faculty members from Kongunadu Arts and Sciences College, Drs. S. Raja (Zoologists) and K. Thenmozhi (Botanist). They guided us to farms and forest offices and provided insight into elephant behavior and the effects of invasive plants on elephant habitat.

Coimbatore Forest District is a hot zone for the human-elephant conflict in the state of Tamil Nadu, and includes agricultural plains as well as the rain forest reserves of the Western Ghats.

Farmers use these observation decks for monitoring elephant movement
Forest Department reports Dr. Raja had acquired showed that one range within the district had the highest rates of crop raiding, so that was where we started. Our conversations with farmers, officials and scientists sometimes echoed verbatim what we had read, or even cited articles we recognized. Still, these perspectives were fuller coming from people with a stake in the problem. The broken fences were theirs, and the trampled crops. Some had the memory of meeting an elephant, a reverence for the animal, a home to keep or a landscape to preserve.

Nearly everyone we talked to attributes the problem to habitat loss, as city borders continue to expand into forests formerly dominated by wildlife. The farmers we met made clear the choices of people living along the forest boundary, who would attempt to protect crops with trenches, fences, or night guarding. Some had switched from high-sucrose plants to curry, which elephants don’t generally touch. Others had given up farming altogether.

Inside a brick kiln in Coimbatore
A tribal woman living along an elephant corridor told us that she and her family had quit growing beans to work in a brick kiln. We could spot its tongue of smoke in the valley below her home. Thirty years ago, she had only seen elephants on occasion, and from a distance. Now, they pass her house almost daily. She said, “Where else can they go?”

Another family we visited had lost five coconut trees in two weeks. In one field, they showed us a trunk rubbed smooth by an elephant trying to uproot the tree. Nearby a tree was grounded, carved out of the kernels elephants tend to eat. The couple had electric fencing (not entirely elephant proof) around a different field, but chose to leave this one open, knowing that wildlife in the area were stressed for water. Who were they to stand in the way of survival?

Survival was an idea we heard throughout the trip, and it became increasingly hard to pin down. It is a motive, a reality, an apology – it is a force that puts every living thing in conflict with something else. According to the family, a man was harvesting dirt illegally from the land adjacent to their farm, selling soil to buy his food. Behind this field with the toppled coconuts, there was a slow-growing cavern in the scrub. The papers I read could not have shown me what survival looked like.

Monday, October 12, 2015

The human-elephant conflict that is changing India and the research that shaped our summer

Anne Nicole Reed
August 2015 trip to Coimbatore, India

This summer I had the opportunity to travel to India to learn about the human-elephant conflict. This trip was a follow up to the spring ENR policy course in which we studied policy related decisions in Southern India. After looking at many subjects Alanna Elder, Dalton Nelson, and I chose to work on the ongoing human-elephant conflict. The papers we wrote on this subject were the beginning stages of our research in India. We focused our efforts in Southern India along the Western Ghats mountain range.

This trip was an eye opening experience, I not only was fortunate enough to learn about the elephant issues in this region and what they are doing to remedy this, but I also learned about their culture which I think is a large aspect to solving any human wildlife conflicts.

In Southern India there are many conflicts that occur between the wildlife and humans, however, one of the largest that has been escalated since the 1980s is the human-elephant conflict.

Although there has continually been conflict between the two, in the 1980s began large-scale human expansion into the elephant habitat.

The crop damage or crop loss has been substantial on a local level which is the true source of frustration for the farmers. Both elephants and humans have lost their lives in this conflict.

While in India we visited with many farmers and locals to better understand the situation from this aspect but we also visited with forestry officials and scientists to also receive it from an official stand point.
Gaining a better understanding of the problem:
one perspective at-a-time. Farmers describe
how elephants destroy their crops.

By speaking with many different people it was easy to see how split people are on this subject and why it can be difficult to find long standing solutions.

While I enjoyed learning from the many people we met I believe my favorite aspect to this trip was getting to know the locals and being able to have in depth conversations with them because this adds another layer to the research that you would otherwise not have if just basing the research on literature.

I am thankful for this opportunity and plan to travel to this area again if given the opportunity.

Alanna Elder and Nicole Reed (right) observe the elephants in their feeding camp.

I believe this trip was well worth the effort and I look forward to furthering my studies with Dr. Sivanpillai through working with the Konganadu College of Arts and Science on the elephant crop destruction. This study not only has helped me on an educational level but a personal level as well.