Environment
Environment - current issues: soil erosion; air pollution caused by industrial and vehicle emissions; water pollution, especially in coastal areas
Environment - international agreements:
party to: Air Pollution, Biodiversity, Climate Change, Desertification, Endangered Species, Hazardous Wastes, Law of the Sea, Marine Dumping, Marine Life Conservation, Ozone Layer Protection, Ship Pollution, Tropical Timber 83, Tropical Timber 94, Wetlands
signed, but not ratified: Air Pollution-Persistent Organic Pollutants, Air Pollution-Volatile Organic Compounds, Climate Change-Kyoto Protocol, Environmental Modification, Nuclear Test Ban
Terrain: mountainous and hilly north of the Tagus River, rolling plains in south
Elevation extremes:
lowest point: Atlantic Ocean 0 m
highest point: Ponta do Pico (Pico or Pico Alto) on Ilha do Pico in the Azores 2,351 m
Natural resources: fish, forests (cork), tungsten, iron ore, uranium ore, marble, arable land, hydroelectric power
Land use:
arable land: 26%
permanent crops: 9%
permanent pastures: 9%
forests and woodland: 36%
other: 20% (1993 est.)
Irrigated land: 6,300 km2 (1993 est.)
Read more about this topic: Geography Of Portugal
Famous quotes containing the word environment:
“In a land which is fully settled, most men must accept their local environment or try to change it by political means; only the exceptionally gifted or adventurous can leave to seek his fortune elsewhere. In America, on the other hand, to move on and make a fresh start somewhere else is still the normal reaction to dissatisfaction and failure.”
—W.H. (Wystan Hugh)
“Maturity involves being honest and true to oneself, making decisions based on a conscious internal process, assuming responsibility for one’s decisions, having healthy relationships with others and developing one’s own true gifts. It involves thinking about one’s environment and deciding what one will and won’t accept.”
—Mary Pipher (20th century)
“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)