Environment
Decades of questionable Soviet policies in pursuit of greater cotton production have resulted in a catastrophic scenario. The agricultural industry appears to be the main contributor to the pollution and devastation of the air and water in the country.
The Aral Sea disaster is a global, not a local problem. The Aral Sea used to be the fourth-largest inland sea on Earth, acting as an influencing factor in the air moisture and arid land use. Since the 1960s, the decade when the misuse of the Aral Sea water began, it has shrunk to less than 50% of its former area and decreased in volume threefold. Reliable or even approximate data have not been collected, stored or provided by any organization or official agency. Much of the water was and continues to be used for the irrigation of cotton fields, a crop requiring a large amount of water to grow.
The numbers of animal deaths and human refugees flows from the area around the sea can only be guessed. The question of who is responsible for the crisis remains open – the Soviet scientists and politicians who directed the distribution of water during the 1960s, or the post-Soviet politicians who did not allocate sufficient funding for the building of dams and irrigation systems. Nevertheless, it is a big catastrophe.
Due to the virtually unsolvable Aral Sea problem, high salinity and contamination of the soil with heavy elements are especially widespread in Karakalpakstan, the region of Uzbekistan adjacent to the Aral Sea. The bulk of the nation's water resources is used for farming, which accounts for nearly 84% of the water usage and contributes to high soil salinity. Heavy use of pesticides and fertilizers for cotton growing further aggravates soil pollution.
Read more about this topic: Uzbekistan
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“A positive learning climate in a school for young children is a composite of many things. It is an attitude that respects children. It is a place where children receive guidance and encouragement from the responsible adults around them. It is an environment where children can experiment and try out new ideas without fear of failure. It is an atmosphere that builds children’s self-confidence so they dare to take risks. It is an environment that nurtures a love of learning.”
—Carol B. Hillman (20th century)
“If the Revolution has the right to destroy bridges and art monuments whenever necessary, it will stop still less from laying its hand on any tendency in art which, no matter how great its achievement in form, threatens to disintegrate the revolutionary environment or to arouse the internal forces of the Revolution, that is, the proletariat, the peasantry and the intelligentsia, to a hostile opposition to one another. Our standard is, clearly, political, imperative and intolerant.”
—Leon Trotsky (1879–1940)
“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)