Environment
Water quality in the Mersey was severely affected by industrialisation, and in 1985, the Mersey Basin Campaign was established to improve water quality and encourage waterside regeneration. In 2002, oxygen levels that could support fish along the entire length were recorded for the first time since industry began on the Mersey. Salmon have returned to the river and have been seen jumping at Woolston and Howley Weirs between September and November. Salmon parr and smolt have been caught in the Mersey's tributaries, the River Goyt and the River Bollin. Atlantic grey seals from Liverpool Bay occasionally venture into the estuary along with bottlenose dolphin and harbour porpoise. Otter pawprints have been observed near Fiddlers Ferry.
In 2009 it was announced that the river is "cleaner than at any time since the industrial revolution" and is "now considered one of the cleanest in the UK".
Read more about this topic: River Mersey
Famous quotes containing the word environment:
“We learn through experience and experiencing, and no one teaches anyone anything. This is as true for the infant moving from kicking to crawling to walking as it is for the scientist with his equations. If the environment permits it, anyone can learn whatever he chooses to learn; and if the individual permits it, the environment will teach him everything it has to teach.”
—Viola Spolin (b. 1911)
“People between twenty and forty are not sympathetic. The child has the capacity to do but it can’t know. It only knows when it is no longer able to do—after forty. Between twenty and forty the will of the child to do gets stronger, more dangerous, but it has not begun to learn to know yet. Since his capacity to do is forced into channels of evil through environment and pressures, man is strong before he is moral. The world’s anguish is caused by people between twenty and forty.”
—William Faulkner (1897–1962)
“For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.”
—Sara Lawrence Lightfoot (20th century)