scholarly journals ‘Environmental Impact Assessment’ in Drylands: Late Knowledge Penetration or a Deliberate Ignorance for Megaprojects?

World ◽  
2021 ◽  
Vol 2 (3) ◽  
pp. 374-378
Author(s):  
Farshad Amiraslani
Keyword(s):  
Ecosystem Services ◽  
Environmental Impact ◽  
Impact Assessment ◽  
Environmental Impact Assessment ◽  
Ecological Resilience ◽  
Delayed Action ◽  
The Way

Despite the paramount role of drylands in supporting people’s livelihoods and rendering ecosystem services, legislation on Environmental Impact Assessment has been introduced belatedly after several decades. By exemplifying Iran, the author proposes two main reasons for such a delayed action. First, drylands are misleadingly considered as barren lands where biodiversity is relatively low. In one classification, deserts are even categorized along with rocks. Second, the author emphasizes that drylands have been subjected to unprecedented changes due to the expansion of infrastructure and urbanization that started in the 1970s. These growing pressures have been beyond the ecological resilience of drylands and have not been monitored, assessed, and modified correctly. Further scrutiny regarding EIA undertakings in drylands and the way they can be improved is now needed.

Health determinants in Canadian northern environmental impact assessment

Polar Record ◽  
2006 ◽  
Vol 42 (4) ◽  
pp. 315-324 ◽  
Author(s):  
Jackie Bronson ◽  
Bram F. Noble
Keyword(s):  
Decision Making ◽  
Environmental Impact ◽  
Impact Assessment ◽  
Environmental Impact Assessment ◽  
Health Impact ◽  
Life Cycles ◽  
Local Context ◽  
Health Determinants ◽  
Limited Attention

The need to address the human health implications of northern development is well founded, and the role of health determinants in environmental impact assessment is increasingly recognised; however, there is limited understanding of the nature of health determinants and current practices in northern project assessment and decision making. This paper reports on a study of the nature and use of health determinants in Canadian northern environmental impact assessment, and discusses the key challenges to, and opportunities for, improved practice. Four themes emerged from this study. First, the consideration of health is limited to physical environments and the physical determinants of health, with limited attention to broader social and cultural health determinants. Second, when health is considered in northern project impact assessments such considerations rarely carry forward to post-project approval monitoring of health determinants and evaluation of health impact management programmes. Third, while there is general consensus that health determinants should be an integral part of northern impact assessment, there exist different expectations of the role of health determinants in project evaluation and decision making due in large part to different understandings and interpretations of health. Finally, a broader conceptualisation of health and health determinants in northern environmental impact assessment is required; one that takes into consideration northern cultures and knowledge systems, and is adaptive to local context, geography and life cycles.

ENVIRONMENTAL IMPACT ASSESSMENT TEACHING AT THE UNIVERSITY OF SÃO PAULO: EVOLVING APPROACHES TO DIFFERENT NEEDS

2010 ◽  
Vol 12 (03) ◽  
pp. 245-262 ◽  
Author(s):  
LUIS E. SÁNCHEZ
Keyword(s):  
Environmental Impact ◽  
Best Practices ◽  
Impact Assessment ◽  
Environmental Impact Assessment ◽  
Undergraduate Students ◽  
Assessment Practice ◽  
Graduate Course ◽  
Socially Responsible ◽  
The University

This paper documents the experience of teaching environmental impact assessment (EIA) to undergraduate students at Escola Politécnica, an engineering school in Brazil, where EIA was first introduced as a graduate course in 1990, evolving to be taught as an undergraduate course. Learning objectives, course contents and teaching approaches are described. The courses have always sought to prevent a "legal trap" in teaching EIA, i.e. shaping the contents and the approach upon the applicable legal requirements, as it is assumed that, ultimately, EIA is not practiced because of laws, but because society calls for environmentally and socially responsible decision-making. Given the limited literature on EIA education, the paper also hopes to stimulate further reflection and debate on the role of teaching in enhancing environmental assessment practice and in improving its effectiveness and disseminating best practices.

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