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Tables of Contents
Serial No. Contents Chapter# 1 Introduction Page No.
1 1 1 2 2 2 3 4 4 4 5 5 6 7 8 9

Introduction of the study Rationale of the Study Significance of the study Objectives Limitation of the Study Organization of the study Chapter #2 Environment Environmentalism Environmental pollution Types of pollution Air Pollution Noise Pollution Water Pollution Soil pollution Chapter# 3 Research Methodology Review of the Literature

10 10 10 10 10 11 11 11

Universe of the Study Hypotheses Tool of Data Collection Sampling and Sample Size Pre Test Data Analysis Study Period Chapter# 4 Data Presentation and Data analysis

12 12-24 25 28

Table#1- Table#13 Chapter#5 References Findings/ Conclusion/ Suggestions

Chapter# 1

Introduction

Introduction of the study Environmental protection is a practice of protecting the natural environment on individual, organizational or governmental levels, for the benefit of both the natural environment and humans. Due to the pressures of population and technology, the biophysical environment is being degraded, sometimes permanently. This has been recognized, and governments have begun placing restraints on activities that cause environmental degradation. Since the 1960s, activity of environmental movements has created awareness of the various environmental issues. There is no agreement on the extent of the environmental impact of human activity, and protection measures are occasionally criticized. Environmental awareness is to understand the fragility of our environment and the importance of its protection. To define environmental awareness we must first understand the environmentalist movement. Environmentalism is an ideology that evokes the necessity and responsibility of humans to respect, protect, and preserve the natural world from its anthropogenic (caused by humans) afflictions. Environmental awareness is an integral part of the movements success. By teaching our friends and family that the physical environment is fragile and indispensable we can begin fixing the problems that threaten it. Numerous resources are available to promote environmental awareness; group learning (in or outside of class), informational and inspirational seminars, such as our Awakening the Dreamer Program, and environmental books and brochures are just a few of the tools that can get you involved in promoting the environment. Rationale of the Study The issue of environment is a growing social problem and the environment is polluted by the human being. The study aims to find out the factors of the environmental degradation and to analyze the level of awareness among the students. The study is required because if the students have a low level of awareness or if the have aware and still they pollute the environment then how the common men wont be contribute to pollute the environment so we have to focus first on the students only then we can aware other members of the society.

Significance of the study The clean and free of pollution places always attracting the people of other parts of world and it helps in the uplifting of the country economy as well as other parts of life. As the environment is related to the public health, so by improving the environmental protection we can improve the public health as well. Moreover the average temperature of our planet is increasing day by day and the glaciers are also melting because of it, as a result the sea level is increasing and the chances of flood etc also going to increase because of this. Moreover the pollution has uncountable adverse effects on our lives so to aware students we can cope with this issue. Objectives To study the level of awareness among the students To find out the main causes of the pollution among the students To make a strategy for the decreasing the pollution To compare the contribution of male and female students to the pollution.

Limitations of the Study The study is limited to the students only The study sample size is limited to only 20 members The data collected by female student was not properly administered because of pukhtoon community. The respondents didnt answered to some of question freely e.g do you smoke?

Organization of the Study The research study contains five chapters. Each chapter is discussed below. Chapter- 1 The 1st chapter provides introduction of the research problem of the study. encompasses rationale of the study, significance, objectives and limitations of the study. Chapter 2 The 2nd chapter deals with the review of researches done previously and related literature on the similar issue and problems. Chapter- 3 The 3rd chapter consists of method that was adopted to carry out the study. This chapter is comprised of universe of the study, hypothesis, tool of data collection, pretesting and data analysis. Chapter- 4 The 4th chapter contains analysis of the data collected by the researcher from the respondents. Chapter- 5 The 5th chapter contains findings concluded from the analysis of data, conclusion and suggestions through which primary education can be improved. It

Chapter #2 Environment

Review of the Literature

The surroundings or conditions in which a person, animal, or plant lives or operates or the environment includes the surroundings, conditions or influences that affect an organism or "All that which is external to the human host. Can be divided into physical, biological, social, cultural, etc., any or all of which can influence health status of populations". According to this definition, the environment would include anything that is not genetic, although it could be argued that even genes are influenced by the environment in the short or long-term. Mishra, 2003). Environmentalism Environmentalism is a broad philosophy, ideology and social movement regarding

concerns for environmental conservation and improvement of the health of the environment, particularly as the measure for this health seeks to incorporate the concerns of non-human elements. Environmentalism advocates the preservation, restoration and/or improvement of the natural environment, and may be referred to as a movement to control pollution or protect plant and animal diversity. For this reason, concepts such as a land ethic, environmental ethics, biodiversity, ecology and the biophilia hypothesis figure predominantly. At its crux, environmentalism is an attempt to balance relations between humans and the various natural systems on which they depend in such a way that all the components are accorded a proper degree of sustainability. The exact measures and outcomes of this balance is controversial and there are many different ways for environmental concerns to be expressed in practice. Environmentalism and environmental concerns are often represented by the color green, but this association has been appropriated by the marketing industries and is a key tactic of green washing. Environmentalism is opposed by anti-environmentalism, which takes a skeptical stance against many environmentalist perspectives (Mishra, 2003). The environmental movement (a term that sometimes includes

the conservation and green movements) is a diverse scientific, social, and political movement. Though the movement is represented by a range of organizations, because of the inclusion of environmentalism in the classroom curriculum, the environmental movement has a younger

demographic than is common in other social movements (European Public Health Alliance, 2009). Environmentalism as a movement covers broad areas of institutional oppression, including for example: consumption of ecosystems and natural resources into waste, dumping waste into disadvantaged communities, air pollution, water pollution, weak infrastructure, exposure of organic life to toxins, mono-culture, anti-polythene drive (jhola movement) and various other focuses. Because of these divisions, the environmental movement can be categorized into these primary focuses: environmental science, environmental activism, environmental advocacy, and environmental justice (Baeyens nd Martinez. 2007) Environmental pollution Developmental activities such as construction, transportation and manufacturing not only deplete the natural resources but also produce large amount of wastes that leads to pollution of air, water, soil, and oceans; global warming and acid rains. Untreated or improperly treated waste is a major cause of pollution of rivers and environmental degradation causing ill health and loss of crop productivity. In this lesson you will study about the major causes of pollution, their effects on our environment and the various measures that can be taken to control such pollutions. Human activities directly or indirectly affect the environment adversely. A stone crusher adds a lot of suspended particulate matter and noise into the atmosphere. Automobiles emit from their tail pipes oxides of nitrogen, sulphur dioxide, carbon dioxide, carbon monoxide and a complex mixture of un burnt hydrocarbons and black soot which pollute the atmosphere. Domestic sewage and run off from agricultural fields, laden with pesticides and fertilizers, pollute water bodies. Effluents from tanneries contain many harmful chemicals and emit foul smell. These are only a few examples which show how human activities pollute the environment. Pollution may be defined as addition of undesirable material into the environment as a result of human activities. The agents which cause environmental pollution are called pollutants. A pollutant may be defined as a physical, chemical or biological substance unintentionally released into the environment which is directly or indirectly harmful to humans and other living organisms.

Types of pollution There are many kinds of environmental pollution which harm our environment very badly. Some of them are air pollution, noise pollution, water pollution and Soil pollution etc. Air Pollution

Air pollution is a result of industrial and certain domestic activity. An ever increasing use of fossil fuels in power plants, industries, transportation, mining, construction of buildings, stone quarries had led to air pollution. Air pollution may be defined as the presence of any solid, liquid or gaseous substance including noise and radioactive radiation in the atmosphere in such concentration that may be directly and indirectly injurious to humans or other living organisms, plants, property or interferes with the normal environmental processes. Air pollutants are of two types (1) suspended particulate matter, and (2) gaseous pollutants like carbon dioxide (CO2), Nitrogen Oxides NOx etc (Colls. 2002). Here are some examples of air pollution e.g. Particulate matter suspended in air are dust and soot released from the industrial chimneys. Fly ash pollutes air and water and may cause heavy metal pollution in water bodies. Tetraethyl lead (TEL) is used as an anti-knock agent in petrol for smooth and easy running of vehicles. The lead particles coming out from the exhaust pipes of vehicles are mixed with air. If inhaled it produces injurious effects on kidney and liver and interferes with development of red blood cells. Lead mixed with water and food can create cumulative poisoning. It has long term effects on children as it lowers intelligence. Oxides of iron, aluminum, manganese, magnesium, zinc and other metals have adverse effect due to deposition of dust on plants during mining operations and metallurgical processes. They create physiological, biochemical and developmental disorders in plants and also contribute towards reproductive failure in plants. The stratosphere has an ozone layer which protects the earths surface from excessive ultraviolet (UV) radiation from the Sun. Chlorine from chemicals such as chlorofluorocarbons (CFCs) used for refrigeration, air conditioning, fire extinguishers, cleaning solvents, aerosols

(spray cans of perfumes, medicine, insecticide) cause damage to ozone layer chlorine contained in the CFCs on reaching the ozone (O3) layer split the ozone molecules to form oxygen (O2). Amount of ozone, thus gets reduced and cannot prevent the entry of UV radiation. There has been a reduction of ozone umbrella or shield over the Arctic and Antarctic regions. This is known as ozone hole. This permits passage of UV radiation on earths atmosphere which causes sunburn, cataract in eyes leading to blindness, skin cancer, reduced productivity of forests, etc. Under the Montreal Protocol amended in 1990 it was decided to completely phase out CFCs to prevent damage of ozone layer. Atmospheric gases like carbon dioxide, methane, nitrous oxide, water vapour, and chlorofluorocarbons are capable of trapping the out-going infrared radiation from the earth. Infra-red radiations trapped by the earths surface cannot pass through these gases and to increase thermal energy or heat in the atmosphere. Thus, the temperature of the global atmosphere is increased (Colls. 2002).

Noise Pollution

Noise is one of the most pervasive pollutant. A musical clock may be nice to listen during the day, but may be an irritant during sleep at night. Noise by definition is sound without value or any noise that is unwanted by the recipient. Noise in industries such as stone cutting and crushing, steel forgings , loudspeakers, shouting by hawkers selling their wares, movement of heavy transport vehicles, railways and airports leads to irritation and an increased blood pressure, loss of temper, decrease in work efficiency, loss of hearing which may be first temporary but can become permanent in the noise stress continues. It is therefore of utmost importance that excessive noise is controlled. Noise pollution is a growing problem. All human activities contribute to noise pollution to varying extent. Sources of noise pollution are many and may be located indoors or outdoors. Indoor sources include noise produced by radio, television, generators, electric fans, air coolers, air conditioners, different home appliances, and family conflict. Noise pollution is more in cities due to a higher concentration of population and industries and activities such as transportation.

Noise like other pollutants is a byproduct of industrialization, urbanization and modern civilization. Outdoor sources of noise pollution include indiscriminate use of loudspeakers, industrial activities, automobiles, rail traffic, airplanes and activities such as those at market place, religious, social, and cultural functions, sports and political rallies. In rural areas farm machines, pump sets are main sources of noise pollution. During festivals, marriage and many other occasions, use of fire crackers contribute to noise pollution. Noise pollution is highly annoying and irritating. Noise disturbs sleep, causes hypertension (high blood pressure), emotional problems such as aggression, mental depression and annoyance. Noise pollution adversely affects efficiency and performance of individuals.

Water Pollution

Addition or presence of undesirable substances in water is called water pollution. Water pollution is one of the most serious environmental problems. Water pollution is caused by a variety of human activities such as industrial, agricultural and domestic. Agricultural runoff laden with excess fertilizers and pesticides, industrial effluents with toxic substances and sewage water with human and animal wastes pollute our water thoroughly. Natural sources of pollution of water are soil erosion, leaching of minerals from rocks and decaying of organic matter. Rivers, lakes, seas, oceans, estuaries and ground water sources may be polluted by point or non-point sources. When pollutants are discharged from a specific location such as a drain pipe carrying industrial effluents discharged directly into water body it represents point source pollution. In contrast non-point sources include discharge of pollutants from diffused sources or from a larger area such as runoff from agricultural fields, grazing lands, construction sites, abandoned mines and pits, roads and streets. Water pollution is the major source of water born diseases and other health problems. Sediments brought by runoff water from agricultural fields and discharge of untreated or partially treated sewage and industrial effluents, disposal of fly ash or solid waste into or close to

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a water body cause severe problems of water pollution. Increased turbidity of water because of sediments reduces penetration of light in water that reduces photosynthesis by aquatic plants.

Soil pollution

Addition of substances which adversely affect the quality of soil or its fertility is known as soil pollution. Generally polluted water also pollute soil. Solid waste is a mixture of plastics, cloth, glass, metal and organic matter, sewage, sewage sludge, building debris, generated from households, commercial and industries establishments add to soil pollution. Fly ash, iron and steel slag, medical and industrial wastes disposed on land are important sources of soil pollution. In addition, fertilizers and pesticides from agricultural use which reach soil as run-off and land filling by municipal waste are growing cause of soil pollution. Acid rain and dry deposition of pollutants on land surface also contribute to soil pollution (Environmental Science Notes, n.d).

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Chapter# 3

Research Methodology

Universe of the Study Universe is an area, from where data is collected. It is also called population. There are no hard and soft rules to determine the universe. It depends on the nature and scope of the investigation. Universe of the study indicates the territorial limits within which the researcher conducts his research. It delimits the area where the researcher has to carry out his investigation. In case universe of the study is not specified, it would become boundless and thus difficult to manage (Creswell, 2007). Universe for this research was the students of the sociology department. Hypotheses Environmental pollution in the University of Peshawar is due to the unawareness of the students. The students are aware of the consequences of their acts which pollute the environment. Tool of Data Collection Questionnaire was selected as tool of data collection, which the respondent answers himself. Questionnaire is a set of questions arranged in such a manner that information on variables can be collected. The respondent is free to responds the questions as he likes. The respondent is morally bound to reply correctly (Taga. A. H, 2007). Sampling and Sample Size 20 students were selected for the data collection. The purposive sampling was used as the data were collected by the student of sociology department. Under the purposive sampling quota sampling technique was used, questionnaire was distributed among 10 male students and 10 female students.

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Pre Test To cover the demerits of the study, one questionnaire was administered for pretesting, which proved to fulfill the requirements of the study. Data Analysis The data obtained through questionnaire was tabulated for the act of interpretation followed by analysis to reach the actual findings. Study Period Date of commencement The study started on 16 December, 2013. Date of completion The study completed on 20 December, 2013.

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Chapter# 4

Data Presentation and Data analysis

Table# 1 Classification of 20 respondents on the basis of age and sex Age Male Female Total 19 0 1 1 20 0 2 3 21 1 2 3 22 4 2 6 23 2 2 5 24 1 0 0 25 2 1 1 Avg age 22.9 21.6 22.25

25

20

15

Male Female

10

Total

0 19 20 21 22 23 24 25 Avg age

Total 20 respondent was selected for filling questionnaire. Out of 20, 10 were male and 10 were female. Average age of the respondent was 22.25 years, where the average age of male respondent was 22.9 and that of female was 21.6.

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Table#2 no of Students Who Use Polythene bags Using polythene bags Male Female Total out of 40 9 10 19 1 0 1 Yes No % of student, who use plastic bags 90 100 95

120 100 80 60 40 20 0 Yes No % of student, who use plastic bags Male Female Total out of 40

This graph shows the percentage and the no of students who use polythene bags for bringing fruits and vegetable etc. the total 19 students answered that they use polythene bag where 1 answered that he doesnt use it. Total 95% of students use polythene bags where the 90% males students do use it and the females 100% use polythene bags.

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Table# 3 number of polythene bags used per day by the students No of bags use by 1 students Male Female Total 2 4 7 2 2 3 1 0 1 4 4 9 2 3 4 or above

10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 or above Male Female Total

This graph shows the numbers of polythene bags use by students. Most of the students use 4 or more than 4 bags per day whereas some use 3, 2 and 1 bag daily.

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Table#4 what students do with the polythene bags after using it? after using plastic bag Throw bags in dustbin Male Female Total 3 6 9 Dont throw plastic bag in dustbin 6 4 10 Aware of the consequences and still do it 2 1 3 Dont aware of the thats why they dont throw it in dustbin 4 3 7

12 10 8 6 4 2 0 Through bags in dustbin Dont through plastic Aware of the Dont aware of the bag in dustbin consequences and still thats why they dont do it through it in dustbin Male Female Total

The graph shows that what students do with polythene bag after using it and also that whether aware of the consequences of not throwing it into any proper place or dustbin. Majority of male students not throw the polythene bags into the dustbin while some throw it into the dustbin. Those who dont throw it into dustbin are mostly unaware of the consequences of their act while some male students are aware of the adverse effects of polythene bag on the environment but they still dont throw in the proper place in order to recycle it. On the other hand majority of female students do throw it in a dustbin etc whereas some dont. most of the students who dont throw the polythene bags into dustbin or any proper place are unaware of the consequences of the their act.

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Table#5 number of students who use plastic bottle for mineral water, and nunmbers of plastic bottles being used by them Plastic bottles for mineral water Male Female Total 8 8 16 2 2 4 1 2 3 2 1 3 1 0 1 4 5 9 Yes No 1 bottles per day 2 bottles per day 3 bottles per day 4 or more than 4 bottles

18 16 14 12 10 8 6 4 2 0 Yes No 1 bottles per day 2 bottles per day 3 bottles per 4 or more than day 4 bottles Male Female Total

The respondents were asked about the using mineral water for drinking purpose. The above graph shows the data which is given by them. Most of the respondents use plastic bottles for mineral water which also add to the environmental pollution. Most of the students use 4 or more than 4 bottles daily for drinking while some also use 3, 2 or 1 bottle per day. Total 16 out of 20 students using bottles for mineral water where 8 out of 10 male students use it and same is the case of females students.

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Table#6 what students do with the plastic bottles after using it for mineral water? Are they aware of the consequences of their act if throw it in improper place? after using plastic bottle Male Female Total Throw plastic bottles in dustbin 2 4 6 Dont throw Aware of the Dont aware of the thats why they dont throw it in dustbin 4 3 7

plastic bottles in consequences and dustbin 6 4 10 still do it 2 1 3

12 10 8 6 4 2 0 Through plastic bottles Dont through plastic Aware of the Dont aware of the in dustbin bottles in dustbin consequences and still thats why they dont do it through it in dustbin Male Female Total

The above graph shows that most of the students dont throw the plastic bottles into the dustbin or any other proper place while some throw it into dustbin. There is the significance numbers of students who throw the plastic bottles in the improper place or they pollute the environment are unaware of their act where is some student aware of that it is harmful for our environment but they still do it.

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Table#7 number of students snack chips and numbers of packs of chips eat by them. Plastic bottles for mineral water Male Female Total 9 7 16 1 3 4 1 1 2 Yes No 1 pack of chips per day 2 packs of chips per day 2 2 4 3 packs of chips per day 1 0 1 5 4 9 4 or more than 4 packs per day

18 16 14 12 10 8 6 4 2 0 Yes No 1 pack of chips 2 packs of chips 3 packs of chips 4 or more than per day per day per day 4 packs per day Male Female Total

This graph shows that how much students snacks chips. So total 16 students out of 20 do eat packed chips like lays. 7 out of 10 female do eat chips and 9 out of 10 male students do eat it. Significance numbers of students do eat 4 or more than 4 packs daily whereas some others do eat 3, 2 or 1 pack per day.

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Table#8 what students do with the plastic pack after eating chips, do they throw it in a dustbin or not and if not are they aware of the consequences of their act? after eating chips Throw plastic pack in dustbin Male Female Total 5 4 9 Dont throw plastic pack in dustbin 4 3 7 Aware of the consequences and still they dont throw it in a dustbin 1 1 2 Dont aware of the thats why they dont throw it in dustbin 3 2 5

10 9 8 7 6 5 4 3 2 1 0 Through plastic pack in dustbin Dont through plastic pack in dustbin Aware of the Dont aware of the consequences and still thats why they dont they dont through it in through it in dustbin a dustbin

Male Female Total

The above table shows that what students do with the plastic pack of the student and whether they aware of the consequences of their acts or not. Total 9 students out of 16 throw the pack into the dustbin whereas the remaining 7 dont. the majority of thos e who dont throw the plastic pack into the dustbin are unaware_____5 out of 7 are unaware of their act and the remaining 2 are aware of their act that their act pollute the environment.

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Table#9 No of students eat fast food, and do they throw the leftover in a proper place like a dustbin or not? And if not are they aware of the consequences of their act or not? Do you eat Fast food and what you do with leftover yes No Throw left over in a dustbin Dont throw it in dustbin Aware of the consequences of not throwing in a dustbin Dont Aware of the consequences of not throwing it in a dustbin Male Female total 6 7 13 4 3 7 3 4 7 3 3 6 1 1 2 2 2 4

14 12 10 8 6 4 2 0 yes No Through left Dont through it Aware of the Dont Aware of over in a in dustbin consequences the dustbin of not consequences throughing in a of not dustbin throughing it in a dustbin Male Female total

Total 13 out of 20 students do use fast food for eating and the remaining dont eat fast food. The respondents were asked that what they do with the leftover. 7 of the respondent answered that they throw it in a dustbin and 6 answered that they dont throw it into the dustbin, majority of the student were unaware of their act that it pollute the environment and it has the negative impacts on public health where some of the students were aware of their act but they still practicing doing it.

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Table#10 No of students eat fruits, and do they throw its peel in a proper place like a dustbin or not? And if not are they aware of the consequences of their act or not? Do you eat fruits and what you do with its peel yes No Throw peel in a dustbin Dont throw peel in dustbin Aware of the consequences of Dont Aware of the

not throwing peel consequences of in a dustbin not throwing it in a dustbin

Male Female total

10 10 20

0 0 0

4 6 10

6 4 10

2 1 3

4 3 7

25 20 15 10 5 0 yes No Through peel in Dont through Aware of the Dont Aware of a dustbin peel in dustbin consequences the of not consequences throughing peel of not in a dustbin throughing it in a dustbin Male Female total

The above graph shows that all the students do eat fruits where half of the students throw the peel into the dustbin and the remaining half dont throw it into the dustbin. Those who dont throw it into dustbin are the majority unaware of that it create po llution and some are aware of it but still continuing to throw the peel into public places, parks and roads etc.

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Table#11 No of students smoke cigarette, and do they throw its peel in a proper place like a dustbin or not? And if not are they aware of the consequences of their act or not? Do you smoke cigarette and what you do with its filter after smoking Male Female total 2 0 2 8 10 18 yes No Throw filter Dont in a dustbin or any other proper place 0 0 0 2 0 2 2 0 2 throw it in dustbin Aware of the consequences of not throwing in a dustbin Dont Aware of the consequences of not throwing it in a dustbin 0 0 0

18 16 14 12 10 8 6 4 2 0 yes No Spit it in a Dont spit it in Aware of the Dont Aware of dustbin or any dustbin or any consequences the other proper proper place of not spiting it consequences place in a dustbin or of not spitting it any proper in a dustbin or place any proper place

Male Female total

The above graph and table shows that 20 percent of male students do smoke cigarette whereas the 0% female students smoke cigarette. Total 2 out of 10 male students smoke cigarette and they dont throw the filter into the dustbin or any other proper place, moreover they are aware of that they pollute parks ground and other places where they throw the filters but still they do it.

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Table#12 no of students uses snuff, and do they spit it in a proper place like a dustbin or not? And if not are they aware of the consequences of their act or not? Do you use snuff and do u spit it in a dustbin or any proper place yes No Spit it in a dustbin or any other proper place Dont spit it in dustbin or any proper place Aware of the consequences of not spiting it in a dustbin or any proper place Dont Aware of the consequences of not spitting it in a dustbin or any proper place Male Female total 3 0 3 7 10 17 0 0 0 3 0 3 3 0 3 0 0 0

18 16 14 12 10 8 6 4 2 0 yes No Spit it in a Dont spit it in Aware of the Dont Aware of dustbin or any dustbin or any consequences the other proper proper place of not spiting it consequences place in a dustbin or of not spitting it any proper in a dustbin or place any proper place

Male Female total

The case of snuff is much more similar to that of cigarette. The 30% male whereas the 0% female do use it and all those who do it, they throw it in the public places instead of throwing it in dustbin or some other proper place. the other interesting thing is same in the smoker and snuff user that they are aware of that they pollute the environment and they still do it.

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Table#13 no of students listen music, and do they listen it on headphones etc or woofers? And they listen it on woofer then whether they listen it loudly or on normal volume and if they listen it loudly then whether they aware of the consequences of the loud music on the external environment or not? Do you listen music, and how yes No Head phones woofers on woofers Loudly normal volume on Aware of consequences of loud music Not aware of the consequences loud music on woofers 2 0 2

woofers and still listen it loudly

Male Female total

10 10 20

0 0 0

6 9 15

4 1 5

4 0 4

0 1 1

2 0 2

Not aware of the consequences of loud music Aware of consequences of loud music over normal volume on woofers on woofers Loudly woofers Head phones No yes 0 5 10 15 20 25 total Female Male

This table shows that 20 out 20 respondents listen the music, most of female students listen it through hands free or headphones or earphones where the majority of male students listen it through woofers. Those who listen loudly through woofers are disturbing for others and it also creates noise pollution. None of the female student from my respondent is listen music loudly through woofers. Half of those male students who listen music on woofers loudly are aware and other half are unaware of that their music creates noise pollution.

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Chapter# 5Findings/conclusions/suggestions Average age of the respondent was 22.25 years, where the average age of male respondent was 22.9 and that of female was 21.6. 95% of students use polythene bags where the 90% males students do use it and the females 100% use polythene bags Most of the students use 4 or more than 4 bags per day whereas some use 3, 2 and 1 bag daily most of the students who dont throw the polythene bags into dustbin or any proper place are unaware of the consequences of the their act Few students who are aware of the consequences of their act and they still throw polythene bags in public places Total 16 out of 20 students using bottles for mineral water where 8 out of 10 male students use it and same is the case of females students significance numbers of students who throw the plastic bottles in the improper place or they pollute the environment are unaware of their act some student aware of that it is harmful for our environment but they still do it 16 students out of 20 do eat packed chips like lays 7 out of 10 female do eat chips and 9 out of 10 male students do eat it Significance numbers of students do eat 4 or more than 4 packs daily 9 students out of 16 throw the pack into the dustbin whereas the remaining 7 dont throw it in dustbin 5 out of 7 are unaware of their act and the remaining 2 are aware of their act that their act pollute the environment 13 out of 20 students do use fast food for eating and 7 dont eat fast food 7 of them throw the leftover in a dustbin and 6 do not majority of the student were unaware of their act that it pollute the environment and it has the negative impacts on public health some of the students were aware of their act but they still practicing doing it

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all the students do eat fruits half of the students throw the peel into the dustbin and the remaining half dont throw it into the dustbin those who peel of the fruite in public, majority are unaware of that it create pollution and some are aware of it but still continuing to throw the peel into public places, parks and roads etc

20 percent of male students do smoke cigarette whereas the 0% female students smoke cigarette 2 out of 10 male students smoke cigarette and they dont throw the filter into the dustbin they are aware of that they pollute parks ground and other places where they throw the filters but still they do it

30% male whereas the 0% female do use snuff, all those who do it, they throw it in the public places instead of throwing it in dustbin or some other proper place are aware of the consequences of their acts

20 out 20 respondents listen the music female students listen it through hands free or headphones or earphones mostly majority of male students listen it through woofers None of the female student from my respondent is listen music loudly through woofers Half of those male students who listen music on woofers loudly are aware and other half are unaware of that their music creates noise pollution

Conclusion Hence the hypothesis is proved that most of the students is doing some acts and they are unaware of the consequences of their acts. Whereas few students are aware but they still doing it, so the second hypothesis is also exist a little bit. In some cases like smoking and using snuff, respondents pollute the environment deliberately, at that point the second hypothesis is also proved.

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Suggestions There should be awareness sessions, workshops and movement for the awareness of environmental protection. And for few students who is aware and still pollute the environment through certain acts, the resocialization and some other psychological treatment is needed like counseling etc. and the student are the vital parts for the protection of the society, they need to aware the students and as well as the other people of the society.

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References

.Creswell, J.W. (2007). Qualitative inquiry & research design (2nd ed.). USA: Sage Publishers. . Colls, J. (2002). Air Pollution. New York: Spon Press. . Mishra, V. (2003). Health Effects of Air Pollution. Pdf copy. .Taga. A. H, (2007). Theory and Research in sociology. Lahore: A.H. Taga Publication. . G. Baeyens, M. L. Martinez (2007). Coastal Dunes: Ecology and Conservation. Pdf copy. . European Public Health Alliance, (2009). Air, Water Pollution and Health Effects. Retrieved from http://www.epha.org/r/54 Science Senior Secondary Notes; pdf copy retrived

.Environmental

from:http://download.nos.org/333courseE/10.pdf

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TO ANALYZE THE AWARENESS ABOUT ENVIRONMENTAL PROTECTION AMONG THE STUDENTS

QUSTIONIARE Name______________________ Sex________________________ Age_____________________ Semester_________________

1. Do you use polythene bags for bringing Fruit and vegetable etc? a. Yes b. No If yes, then

2. How many do you use daily for your needs? a. 1 b. 2 c.3 d. 4 or above

3. Do u through it in a dustbin or any proper place? a. Yes b. No If no, then

4. Are you aware of its consequences? a. Yes b. No If yes Give the reason for your action

________________________________________________________________________ ________________________________________________________________________

5. Do you use plastic bottles for mineral water? a. Yes b. No If Yes

6. How many do you use daily for your needs? a. 1 b. 2 c.3 d. 4 or above

7. Do u through it in a dustbin or any proper place? a. Yes b. No If no, then

8. Are you aware of its consequences? a. Yes b. No If yes Give the reason for your action

________________________________________________________________________ ________________________________________________________________________

9. Do you eat/snack chips? a. Yes b. No If Yes, then

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10. How many do you eat/snack daily? a. 1 b. 2 c.3 d. 4 or above

11. Do u through plastic pack of the chips in a dustbin or any proper place? a. Yes b. No

12. If no, are you aware of its consequences? a. Yes b. No If yes Give the reason for your action

________________________________________________________________________ ________________________________________________________________________

13. Do you eat fast food? a. Yes b. No If yes, then

14. Do you through the leftover (the portion of the meal which is remained) to the dustbin or any other proper place? a. Yes b. No If no, then

15. Are you aware of the consequences of your action? a. Yes b. No If yes, then give the reason for your action

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16. Do you eat fruits like banana and mango etc? a. Yes b. No If yes, then

17. Do you through its peel (chilka) in a dustbin or any other proper place? a. Yes b. No If no, then

18. Are you aware of the consequences of your action? a. Yes b. No If yes, then give the reason for your action

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19. Do you smoke cigarette? a. Yes b. No If yes then

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20. Do you through the filter in any proper place or dustbin? a. Yes b. No If no, then

21. Are you aware of the consequences of your action a. Yes b. No If yes, then give the reason for your action

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22. Do you use snuff (naswar)? a. Yes b. No If yes, then

23. Do you spite it in a dustbin or any other proper place a. Yes b.No If no, then

24. Are you aware of the consequences of your action a. Yes b. No If yes, then give the reason for your action

________________________________________________________________________ ________________________________________________________________________

25. Do you listen music? a. Yes b. No If yes, then

26. You listen music on the a. headphone/ earphone/ hands free 27. Do you listen music at full/ high volume? a. Yes b. No if yes then b. woofer/ speakers if option b, then

28. Do you aware the bad effects of listening music on full/ high volume on the outside environment? a. Yes b. No If yes, then give the reason for your action

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