Environment
Current environmental issues for Tunisia include:
- Toxic and hazardous waste - disposal is ineffective and presents human health risks
- Water pollution from raw sewage
- Limited natural fresh water resources
- Deforestation
- Overgrazing
- Soil erosion
- Desertification
Tunisia is a party to the following international agreements: Biodiversity, Climate Change, Climate Change-Kyoto Protocol, Desertification, Endangered Species, Environmental Modification, Hazardous Wastes, Law of the Sea, Marine Dumping, Ozone Layer Protection, Ship Pollution (MARPOL 73/78) and Wetlands. Tunisia has signed, but not ratified the Marine Life Conservation agreement.
Tunisia, like other North African countries, has lost much of its prehistoric biodiversity due to the ongoing expanding human population; for example, until historic times there was a population of the endangered primate Barbary Macaque, Macaca sylvanus. The Monk Seal is now extirpated from Tunisia.
Read more about this topic: Geography Of Tunisia
Famous quotes containing the word environment:
“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)
“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)