# Chapter Notes: Ecology and Development

This document provides a comprehensive analysis of the key concepts, vocabulary, and grammatical principles presented in the chapter "Ecology and Development," focusing on the work of Wangari Maathai.

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## Ways with words

### A. Vocabulary Definitions

| Word | Meaning |
| :--- | :--- |
| **Constituency** | An electoral district. |
| **Pursue** | To follow in an effort to overtake or capture. |
| **Infiltrate** | To enter or gain access to an organization or place secretly and gradually. |
| **Nomadic** | Living the life of roaming; wandering. |
| **Anatomy** | The art of studying the different parts of an organized body. |
| **Subversive** | Seeking or intended to overthrow an established system or institution. |

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### C. Words with Prefixes

The following words and sentences demonstrate the use of common prefixes.

* **mal-** (bad, wrongful)
    * **Malignancy**: Early detection of the **malignancy** is crucial for successful treatment.
    * **Malware**: It is important to install software to protect your computer from **malware**.
* **mis-** (wrong, incorrect)
    * **Misspell**: Be careful not to **misspell** any names in the official document.
    * **Mismatch**: The team was a **mismatch** for their stronger, more experienced opponents.
* **un-** (not, opposite of)
    * **Uncover**: The investigation is expected to **uncover** the truth.
    * **Unsafe**: The building was declared **unsafe** after the earthquake.
* **in-** (not, opposite of)
    * **Inedible**: The meal was so poorly cooked that it was completely **inedible**.
    * **Incapable**: He felt **incapable** of expressing his true feelings.
* **pre-** (before)
    * **Prevent**: Regular maintenance can **prevent** equipment failure.
    * **Preplan**: It is wise to **preplan** your travel itinerary to avoid delays.
* **il-** (not, opposite of)
    * **Illogical**: Her argument was emotional but entirely **illogical**.
    * **Illusion**: The oasis in the desert was merely an optical **illusion**.
* **dis-** (not, opposite of)
    * **Discomfort**: The patient reported feeling a slight **discomfort** in his chest.
    * **Disengage**: The soldiers were ordered to **disengage** from the conflict.
* **im-** (not, opposite of)
    * **Immature**: His response to the criticism was surprisingly **immature**.
    * **Immortal**: The hero of the epic poem was believed to be an **immortal** being.
* **re-** (again)
    * **Return**: Please **return** the library books by their due date.
    * **Rewrite**: The editor asked the author to **rewrite** the concluding chapter.
* **ir-** (not, opposite of)
    * **Irremovable**: The stain on the carpet proved to be **irremovable**.
    * **Irrational**: His fear of flying was completely **irrational**, but he could not overcome it.
* **de-** (down, off, away from)
    * **Deactivate**: You must **deactivate** your security pass upon leaving the company.
    * **Defrost**: It is necessary to **defrost** the freezer at least twice a year.
* **non-** (not)
    * **Nonstick**: A **nonstick** pan is ideal for cooking eggs.
    * **Nonverbal**: Body language is a powerful form of **nonverbal** communication.

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## Comprehension

### Answer the Following Questions

**a. What did Maathai decide to do for the community?**
Wangari Maathai decided to address the community's fundamental needs by initiating a tree-planting program. This was designed not only to combat environmental degradation like deforestation and soil erosion but also to create jobs and provide resources like firewood and clean water.

**b. Mention the problems faced by women in Kenya.**
The primary problems faced by women in Kenya were malnutrition, scarcity of food, inadequate clean water, lack of firewood, widespread unemployment, and the severe effects of soil erosion on their agricultural lands.

**c. Why did the speaker go to the women to talk about planting trees?**
Maathai approached the women specifically because they were the ones most directly affected by the environmental problems. As the primary caregivers and agricultural workers, they bore the brunt of the hardships and were therefore most concerned about the future and the well-being of their children.

**d. What is the most important achievement of the movement described in the text?**
The most important achievement of the movement was the empowerment of the women involved. They became independent, acquired valuable knowledge and techniques for conservation, and began teaching one another, thereby creating a self-sustaining and powerful grassroots network.

**e. Why were the foresters’ ways not helpful to the women for planting trees?**
The foresters' methods were not helpful because their professional training led them to complicate what was a simple, practical task. Their technical, top-down approach was inaccessible and intimidating to the rural women, who ultimately succeeded using their own common sense and practical knowledge.

**f. When and how did she start The Green Belt Movement?**
She officially started The Green Belt Movement on World Environment Day in 1977 by planting seven trees in Nairobi, symbolizing the beginning of a nationwide environmental campaign.

**g. Why do the donors want to provide money to the women?**
Donors wanted to provide money because they recognized the tangible and satisfactory results of the women's efforts. They saw that the movement was an effective and sustainable grassroots initiative that was successfully addressing both environmental and social problems.

**h. What happened when the speaker criticized the political leadership?**
When Wangari Maathai criticized the political leadership for corruption and poor governance, she was branded as **subversive**. The government portrayed her as a troublemaker and an enemy of the state in an attempt to discredit her and her movement.

**i. Mention the agencies that supported her movement.**
The agencies that provided crucial support to her movement included:
* United Nations Development Fund for Women (UNIFEM)
* Danish Voluntary Fund
* Norwegian Agency for International Development (NORAD)
* African Development Foundation

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## Critical Thinking

### a. Is the title “Foresters without Diplomas” suitable for the essay?

The title “Foresters without Diplomas” is exceptionally suitable for this essay because it perfectly encapsulates the central theme: the triumph of practical, community-based knowledge over formal, institutionalized expertise. The essay contrasts the methods of the professionally trained foresters with those of the rural Kenyan women. The foresters, with their diplomas, approached tree-planting with a complexity that was inaccessible and unhelpful to the community. They represented a top-down approach that failed to connect with the people on the ground.

In contrast, the women, though lacking formal qualifications, became true "foresters" through their own ingenuity and common sense. They developed simple, effective techniques for finding seeds and nurturing seedlings, demonstrating a profound understanding of their local ecosystem. The title celebrates their achievement and validates their indigenous knowledge, powerfully arguing that effective environmental stewardship does not always require a diploma—it requires connection, commitment, and practical wisdom.

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### b. Can a person make a difference in a society?

The idea that a single individual can make a significant difference in society is not a naive sentiment but a historical fact. While global problems can seem overwhelmingly large, history is filled with examples of individuals whose vision and determination have catalyzed profound change. One person, armed with a powerful idea and unwavering commitment, can certainly alter the course of their society.

In the context of Nepal, Dr. Sanduk Ruit stands as a powerful example. Born in a remote village in Eastern Nepal, he witnessed the devastating impact of preventable blindness, particularly from cataracts. Instead of accepting this as an insurmountable problem, he dedicated his life to developing a revolutionary, low-cost method of cataract surgery. His innovation, known as the Ruit technique, made sight-restoring surgery accessible and affordable for hundreds of thousands of impoverished people in Nepal and across the developing world. Dr. Ruit's work did not just restore sight; it restored dignity, independence, and economic productivity to countless individuals and their families. His story is a compelling testament to the fact that one person’s focused effort and innovative thinking can indeed make a world of difference.

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### c. Essay: The Community Forest in Nepal

**The Community Forestry Program in Nepal: A Green Revolution from the Grassroots**

The Community Forestry Program in Nepal stands as a globally recognized model of successful participatory environmental governance. It is a testament to the idea that entrusting local communities with the stewardship of their natural resources can simultaneously address the twin challenges of forest conservation and poverty reduction. For a nation where the majority of the population depends on agriculture, this intervention has been nothing short of a green revolution.

For decades, Nepal’s forests were centrally managed by the state, a policy that often led to widespread deforestation and degradation as local communities felt alienated from their own resources. The paradigm shifted with the introduction of community forestry, which legally empowered local user groups to manage, protect, and utilize their nearby forests. This transfer of authority has yielded remarkable ecological results. Satellite imagery and ground reports have consistently shown a significant increase in Nepal's forest cover over the past three decades. Communities have actively engaged in reforestation, prevented illegal logging, and managed forest resources sustainably, leading to the regeneration of vital ecosystems, the protection of biodiversity, and the conservation of soil and water resources.

The program's impact extends far beyond ecological restoration. The forests provide communities with essential resources like timber, firewood, and medicinal herbs, directly improving their livelihoods. Furthermore, revenue generated from the sustainable sale of forest products is often reinvested into community development projects, such as building schools, health posts, and drinking water systems. This model has not only improved local economies but has also fostered social cohesion and strengthened democratic practices at the grassroots level.

Despite its success, challenges remain, particularly in ensuring the equitable distribution of benefits to women and marginalized groups. However, the Community Forestry Program in Nepal remains a powerful example of how environmental conservation and human development can go hand in hand, proving that the most effective guardians of the forest are the people who call it home.

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## Grammar: Transitive, Intransitive, and Linking Verbs

### c. Identify the Verb and its Type

a. His father **looks** handsome.
   * **looks**: Linking Verb
b. Bhawana **drinks** milk every day.
   * **drinks**: Transitive Verb
c. He **became** a watchman.
   * **became**: Linking Verb
d. This bread **smells** good.
   * **smells**: Linking Verb
e. The dog **barked** loudly.
   * **barked**: Intransitive Verb
f. He **chased** the dog.
   * **chased**: Transitive Verb
g. My sister **swims** fast.
   * **swims**: Intransitive Verb
h. He **painted** a picture.
   * **painted**: Transitive Verb
i. Radhika always **asks** questions.
   * **asks**: Transitive Verb
j. Anjana **has** long hair.
   * **has**: Transitive Verb (Indicates possession and has a direct object: "hair")
k. A hungry lion **roars**.
   * **roars**: Intransitive Verb
l. He **tried** again and again.
   * **tried**: Intransitive Verb
m. The weather **is** hot.
   * **is**: Linking Verb
n. Owls **hide** in the daytime.
   * **hide**: Intransitive Verb