ABSTRACT
The 2022 (M 6.8) Luding earthquake on the Xianshuihe Fault Zone (XFZ) caused severe casualties and property losses, and surface deformation and damage of which is crucial for studying the earthquake hazard assessment. However, few intensive scientific understanding has obtained to date because of widespread coronavirus transmission, strong vegetation coverage, and post-earthquake paralyzed traffic. By integrating high-resolution satellite images, large-scale geomorphic mapping, and UAV surveys, we constrain coseismic fractures and ruptures along an NW-SE-trending surface deformation zone, with discontinuous geomorphic scarps, en echelon cracks, and bulges concentrated in the areas of Yanzigou, Moxi, Menghugang, and Xingfu villages near the epicenter. Field observation also shows that the zone extends nearly parallel to the pre-existing XFZ with a length of ∼35 km with variable widths and a maximum vertical displacement of ∼100 ± 10 cm. The earthquake-induced surface coseismic effects, such as landslides, rock falls, and collapses, caused damage to the area. The amplification effect of the topography and the improper aseismic design and poor constructions may be responsible for the spatial distribution of MM Intensity IX, which is larger than other previous earthquakes that occurred in the surrounding area with a similar tectonic setting.
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Su, B.;Guan, C.;An, Q., and Wang, Q., 2020. Analysis and countermeasures of the influence of COVID-19 on the commodity category of port export in China: Taking Shanghai Port as an example. In: Liu, X. and Zhao, L. (eds.), Today's Modern Coastal Society: Technical and Sociological Aspects of Coastal Research. Journal of Coastal Research, Special Issue No. 111, pp. 298–301. Coconut Creek (Florida), ISSN 0749-0208.Since the end of 2019, the novel coronavirus has spread rapidly, which has affected the economy, social interaction, and foreign trade, both in China and around the world. Import and export trade has become an organic part of China's national economy. Import and export trade accounts for nearly 35% of the national economy, which is a major part of China's economic growth. This article takes Shanghai Port as an example, collecting and analyzing the exporters of Shanghai Port in China from January to May 2020. Compared with the relevant data of the same period in 2019, this article discusses the major commodity categories that are affected by the epidemic situation in the export trade volume of Shanghai Port, giving countermeasures according to the influence situation in order to stabilize the quantity of this category in the future and reduce the risk of lower port trade volume of the export commodity categories affected by public health emergencies in China's port trade. At the same time, some suggestions and countermeasures are given to the ecological environment problems affecting the sustainable development of ports.
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COVID-19 has created challenges and opportunities across higher education, with flow-on effects for teaching, research, and publishing. Using an archival case study approach, we analyzed 543 Journal of Geoscience Education submissions from 2018 to 2020 to determine potential impacts of the pandemic on our authors and reviewers. Trends in submission numbers and types, gender, and institutional affiliation were characterized pre- and post-COVID onset. Results indicate that though there was an initial drop in submissions post-COVID onset, submission numbers rose to typical levels a few months later. However, the proportion of Curriculum and Instruction submissions dropped by 10% post-COVID onset, whereas research submissions increased by 12.6%, representing a tenfold increase in the gap between the two. In contrast to other studies that found a decrease in submissions by women authors post-COVID onset, JGE had a 3.8% increase in initial submissions by women corresponding authors. However, there was a 12.2% decrease in revisions by women corresponding authors post-COVID onset. Women reviewers had a 2.2% lower acceptance rate post-COVID onset, though still make up over half of JGE's reviewers. Although there were more contributions from corresponding authors at research intensive institutions, reviewers from these institutions had lower acceptance rates post-COVID onset. Review and revision durations both increased post-COVID onset, and reviewer decline reasons became more specific. In response to these findings, we recommend that the geoscience education community continue to be openly understanding of work-life balance, encourage more Curriculum & Instruction scholarship, and support more contributions from authors and reviewers at non-research intensive institutions.
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The conversion of wild caves into tourist sites poses serious threats to the conservation of subterranean environments. Among them, the extensive growth of photosynthetic biofilms induced by artificial lighting—the so-called lampenflora—is of particular concern for cave managers. The identification of cost-effective management actions controlling the growth of lampenflora is therefore required to preserve the environmental and touristic values of show caves. By taking advantage of the closure period imposed to contain the COVID-19 pandemic, we tested whether 6 months of cave closure could be an effective strategy to reduce the concentration of photosynthetic biofilms on speleothems in four geographically close Italian show caves. We compared the concentration of the three main microorganism groups composing lampenflora, i.e., cyanobacteria, diatoms, and green algae, measured in September 2020 with values recorded 6 months after the closure, in May 2021. Although slight variations have been observed across the different sampling sessions, we did not detect any significant effect of the closure period on the overall concentration values of lampenflora. Also, we recorded no significant differences in lampenflora concentration after 4 months of regular tourist use, in September 2021. Our results suggest that management practices based on regulating visits to show caves are not effective strategies to reduce lampenflora. Therefore, management practices aiming at a sustainable use of show caves should focus on the active removal of photosynthetic biofilms.
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Geological (Engineering) Field Methods (GEOE/L 221) is a core course for two programs at Queen's University in Kingston, Ontario, Canada, where students learn foundational knowledge, skills, and methods to conduct fieldwork that is used to investigate geological and geological engineering aspects of the Earth. Typically, this fall-term course involves weekly field trips in the Kingston area to visit a variety of rock outcrops to learn and practice methods of field navigation, observation, and measurement. Remote delivery of this course in fall 2020 due to COVID-19, without in-person field trips, required a significant transformation, which included creating field and demonstration instructional videos, using 3D digital photogrammetry models of rock samples and outcrops, developing independent outdoor activities for pace and compass navigation, manual sketching, and graphical measurements on paper, and utilizing a culminating immersive 3D video-game-style geological field mapping exercise. This paper examines these new course elements, how well the course learning objectives were achieved in a remote setting, and the successes and limitations of remote delivery. Although many new virtual elements enhance the course, and some have been incorporated into subsequent in-person offerings, a return to in-person teaching for geological sciences and geological engineering field methods courses is strongly recommended.
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In recent years, the proliferation of coronavirus disease has profoundly affected the world. The vitality of urban space is difficult to recover in the short term. Therefore, in the early stage of human-to-human transmission of the epidemic, we need to determine the potential urban agglomeration space as soon as possible, the timely find of hidden danger areas, and carry out spatial optimization to prevent the further spread of the epidemic. This becomes the urgent problem at the moment. Jinan is the capital city of Shandong Province, and the mega-city of China. The study is focused on the main urban area within the bypass. This study used spatial data methods such as spatial grammar and GIS technology. First, we analyzed the spatial topological properties of urban road network during the epidemic. Then, we carried out spatial autocorrelation analysis on the topological attributes to get the shape of urban spatial clustering layout during the epidemic. Finally, the thesis crawled through various types of infrastructure points-of-interest and conducted nuclear density analysis to get the dynamic trend of urban space in Jinan. The research results showed that there is significant space for agglomeration in the main urban area of Jinan. The areas with strong agglomeration are basically located in tourism areas, school areas, business areas, living circle areas of residential communities in Licheng and Lixia districts, transportation hub areas in Tianqiao District, and high-tech industrial areas in Lixia District. Topography, water body, greening, and parks could effectively reduce the concentration of human flow, and are important areas to relieve the potential abnormal epidemic. This study provided a new method for detecting epidemic prevention and control areas, optimizing urban space layout and formulating prevention and control strategies in the early stage of human-to-human epidemic transmission and lack of case surveillance data and control measures.
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This study assesses the relationship between coro-navirus (COVID-19) and the spread of various heavy metal contaminants across Iraq. The study collects all confirmed, recovered, and death cases of the COVID-19 virus at its onset in Iraq until May 2, 2020, comparing Iraq with the top three infected countries in the world (the United States Spain, and Italy). In addition, numerous heavy metal contamination in different Iraqi cities have been summarized and associated with the allowable upper and lower worldwide standard limits. Furthermore, the study introduces a hierarchical predictive approach for the relationship between confirmed infected cases and deaths due to the COVID-19 virus and heavy metal contamination in various Iraqi cities. It is concluded that all the studied Iraqi cities have heavy metal contamination for different chemical elements exceeding the allowable standard limits. Extreme contents of copper, nickel, lead, and zinc are concentrated in Al-Qadisiyah, Al-Sulaimaniyah, Erbil, and Baghdad with limits of 160 µg/g, 240.9 µg/g, 378 µg/g, and 1,080 µg/g, respectively. Based on the hierarchical prediction approach, a linear positive relationship between both confirmed cases and deaths due to COVID-19 with different heavy metal contamination was obtained with a maximum coefficient of determination (R2) of 0.97.
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Litter is one of the major environmental problems. These wastes cause adverse health, environmental, and even economic effects. One of the consequences of the COVID-19 pandemic is the impact on litter composition and density due to its changes in lifestyle and consumption patterns. In this study, the effect of the COVID-19 pandemic on the composition and density of litter on the ten southern beaches of the Caspian Sea in Iran in 1 year was investigated. The results showed that the density of the litters was in the range of 36.5–306 items/m2. The highest and lowest proportions of the COVID-related litters on the locations studied were 2.54 and 5.95%, respectively. The indexes in the areas studied showed that the COVID-19 pandemic has reduced the density of the litter in 90% of the beaches studied by changing the style of citizens, but the emergence of new dumping related to COVID-19 has increased the potential for health and environmental hazards caused by litters. The effects of the COVID-related litters increased the clean environment index by 5 to 12% on the beaches. This study shows that the impact of social phenomena such as a pandemic on litter and its results can be used for the better management of municipal solid wastes, including litter in similar situations in the future.
ABSTRACT
The rise seen in the use of the virtual field trip in 2020 and 2021 due to the global COVID-19 pandemic was unprecedented. Virtual field trips aim to replicate the learning outcomes and experiences of actual field trips by providing a digital alternative to in-field courses. They provide valuable opportunities for those unable to visit the field and alternative learning experiences for those that can. However, understanding their efficacy in terms of learning outcomes, the effectiveness of the learning support offered, and cohort cohesion generally remains untested. Here, we show how negative aspects of a virtual field trip both pre- and post-course are countered by positive outcomes in terms of the breadth of learning outcomes and experience. As part of our analysis, we tested methods to mitigate barriers to inclusion and learning on a virtual field trip, including internet connectivity and hardware access;the use of printed workbooks;and limitations to interaction, support, and cohort cohesion. Our results show that, although negative perceptions (as evidenced by questionnaire responses) are dominant, with 71 % of the 27 pre-course respondents and 88 % of the 21 post-course respondents commenting on these aspects across both student and staff cohorts, positive aspects of virtual field trips (43 %–57 %) also feature highly. Students show a positive shift in their perception of online teaching and learning over the course, with positive comments moving from 19 % pre-course to 71 % post-course, whereas positive comments by staff are low both pre- and post-course (at 14 %). Printed workbooks, staff-to-student ratios, and interaction are received positively. Overall, we find that negative perceptions of virtual field trips pre- and post-course exist but that both students and staff also identify positive elements, including the breadth of learning outcomes, particularly regarding data synthesis and analysis. We suggest ways to learn from these findings in order to design virtual field trips that deliver effectively in blended learning environments for the benefit of all.
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COVID-19 caused many disruptions, not only in society, but also in university education, including in hydrology and water-related sciences. Taking part in an academic teaching training course at Uppsala University during COVID-19, we got curious about how COVID-19 might have impacted European water education. Consequently, we chose to investigate this aspect in the mandatory project of the course by conducting an online survey. In this paper, we communicate the results of the survey and reflect (hold up a mirror to water education) on how the teaching of hydrology and water-related sciences changed due to COVID-19. The answers of 28 respondents, working in the field of hydrology at different universities across Europe, showed that in the pre-COVID-19 classroom lectures, laboratory work and fieldwork were commonly used teaching formats in courses with 10 to more than 40 students. These results agreed with those found in the literature. The occurrence of COVID-19 forced hydrological education to suddenly move from classroom to online teaching, which was possible thanks to the available digital tools and technical infrastructure. The practiced online teaching format remained lectures. Most of the respondents (>40 %) reported not using classroom assessment techniques to gauge the students' performances. In addition, a loss of human interaction in the online environment was noticeable. Hence, whether students reached their learning outcomes during distance teaching was largely unknown. The most affected learning activities were the ones that could not be moved to online teaching, such as laboratory work and fieldwork. As a result, comprehensive hydrological knowledge might be missing for at least several cohorts of hydrologists. In this way, COVID-19 caused a secondary effect on society which needs skills in solving future challenges such as water management in a changing climate. Next to negative aspects, we observed positive COVID-19 aspects;for example, the hydrology community explored novel teaching formats and shared teaching material and experiences online. COVID-19 forced hydrology teachers to explore, improvise, and be creative to continue teaching. Hydrology can use this experience to learn from and modernize hydrology education by developing a lesson design suited for the online environment, including best practices and making practical and “exotic” non-traditional teaching formats accessible to all hydrology and water students.
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We present two original, video-game-style field geology experiences designed to allow flexible, open-ended exploration for geologic mapping and structural geology. One simulation features the Whaleback anticline, a site in central Pennsylvania (USA), with a three-dimensional exposure of a 30 m high fold, based on a terrain model that was acquired through structure-from-motion photogrammetry. The second example is a fictional location with simplified geology, which was built with digital modeling software and inspired by the geology of northwestern Washington. Users move through the terrain, as if in the field, selecting where to make observations of the geologic structure. Additionally, these virtual field experiences provide novel visualization opportunities through tools like a geodetic compass that instantly plots data to a stereonet and a jetpack simulation, which allows the user to interrogate geologic surfaces in hard-to-reach locations. We designed the virtual field experiences in a widely used video-game-creation software and published the field simulations for access via the internet and common web browsers so that no special hardware or software is required to play. We implemented these field simulations to partially replace field and lab exercises in two different courses offered remotely through the University of Washington Department of Earth and Space Sciences, with assignments that address many of the learning goals of traditional in-person exercises. Because the virtual field experiences are open-ended, other instructors can design different exercises to meet different learning goals. While this game environment currently serves as an enhancement to remote education, this format can also augment traditional educational experiences, overcoming several challenges to accessing the field or particular outcrops and, thereby, broadening opportunities for participation and scientific collaboration.
ABSTRACT
The advent of photorealistic, 3D computer models of cliff sections (virtual outcrops) has improved the immersive nature of virtual geological field trips. As the COVID-19 pandemic led to widespread national and international travel restrictions, virtual field trips (VFTs) became practical and essential substitutes for traditional field trips and accelerated the development of VFTs based on virtual outcrop data. This contribution explores two such VFTs delivered to a masters level Integrated Petroleum Geoscience course at the University of Aberdeen. These VFTs are based on traditional field trips that are normally run to the Spanish Pyrenees and Utah (USA). The paper summarizes the delivery mechanism for VFTs based on virtual outcrops and examines student perception, gauged primarily through questionnaires and learning outcomes. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student perception was very positive and comparable to satisfaction with the conventional trips. Staff feedback and student assessments suggest that the learning outcomes were satisfied and highlight the value of this method of teaching for students who are unable to attend the field trip and as an addition for those who can.
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Strategies of risk mitigation become effective when citizens facing hazardous phenomena adopt rational behaviours that contribute to the lowering of the risk. This is more likely to occur when endangered communities share a widespread understanding of natural phenomena and their impacts. To reach this goal, educational and outreach materials are often organised around the descriptions of the natural process and its effects. Unfortunately, however, receiving correct information does not automatically grant the adoption of safe behaviours. Our teaching efforts may fail because of pre-existing biases, beliefs, and misconceptions. The identification of these biases is important to plan effective educational campaigns capable of providing the concepts that are needed to actually inform citizens' choices about natural hazards.In this work, we present the results of an unconventional workshop on volcanic risk that we proposed to primary and secondary schools (aged 6–13) in Italy. The workshop is meant to explore the mental models that kids and youngsters have about volcanic eruptions, and it takes the form of a creative exercise. We asked the pupils to write and illustrate a story in four frames, describing the onset and outcome of an imaginary eruption. All stories were then presented to the class and always provided useful hints to spark discussion about volcanic processes and hazards. As a whole, the collected stories provide a multifaceted description of volcanic eruptions and their potential impacts as imagined by the kids. A careful analysis of this material provided several insights useful to improve future outreach material and educational plans. The workshop is simple to reproduce, even remotely, and could easily be extended to different types of hazards.While very simple to organise, this approach grants the secure engagement of most participants and offers a very different perspective on pupils' understanding of natural phenomena.
ABSTRACT
In the present situation, Covid-19 is considered to be an unbeaten global pandemic. In every single fleeting moment, this SARS-CoV-2 (coronavirus-2) causes greater damage to our life including the physical world including drastic imbalance of the whole economic condition of any country. The lockdown governed in two consecutive years (2020 and 2021) in the world to control the spreading of the virus poses an undue threat to the industrial sectors including the coal mining sectors that determine the economic growth of the country. With these negative impacts of coronavirus-2 in our life, this present review aims to explore some of the positive influences of the Covid-19 pandemic through the restoration of the environmental system which are otherwise not possible. This quantitative review finds that spreading of the Covid-19 pandemic indirectly improves the air and water quality by reducing the number of vehicles, reduces the CO2, NOx, particulate matter, and other polluting gases emission from coal-based power plants through periodical lockdown in the country. Moreover, the lockdown implemented to minimise the spreading of the Covid-19 significantly reduces the coal dust production from the mining and transportation of coal that indirectly reduces environmental pollution.
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Using 6 years of evaluation data, we assess the medium- and long-term impacts upon a diverse range of students, teachers, and schools from participating in a programme of protracted university-mentored projects based on cutting-edge space science, astronomy, and particle physics research. After having completed their 6-month-long projects, the 14–18-year-old school students report having substantially increased in confidence relating to relevant scientific topics and methods as well as having developed numerous skills, outcomes which are corroborated by teachers. There is evidence that the projects helped increase students' aspirations towards physics, whereas science aspirations (generally high to begin with) were typically maintained or confirmed through their involvement. Longitudinal evaluation 3 years later has revealed that these projects have been lasting experiences for students which they have benefited from and drawn upon in their subsequent university education. Data on students' destinations suggest that their involvement in research projects has made them more likely to undertake physics and STEM degrees than would otherwise be expected. Cases of co-created novel physics research resulting from Physics Research in School Environments (PRiSE) has also seemed to have a powerful effect, not only on the student co-authors, but also participating students from other schools. Teachers have also been positively affected through participating, with the programme having influenced their own knowledge, skills, and pedagogy, as well as having advantageous effects felt across their wider schools. These impacts suggest that similar “research in schools” initiatives may have a role to play in aiding the increased uptake and diversity of physics and/or STEM in higher education as well as meaningfully enhancing the STEM environment within schools.
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W.A.T.E.R. stands for Workshop on Advanced measurement Techniques and Experimental Research. It is an initiative started in 2016 in association with the Experimental Methods and Instrumentation (EMI) committee of the International Association for Hydro-Environment Engineering and Research (IAHR) aimed at advancing the use of experimental techniques in hydraulics and fluid mechanics research. It provides a structured approach for the learning and training workshop series to postgraduate students (aiming specifically at doctoral students), young researchers, and professionals with an experimental background in fluid mechanics. It offers an opportunity to learn about state-of-the-art instrumentation and measurement techniques and the latest developments in the field by partnering with manufacturers. W.A.T.E.R. brings together academics, instrumentation manufacturers and public sectors in a structured setting to share knowledge and to learn from good practices. It is about training people who already have a certain knowledge and skill level but who need to go deeper and/or wider in the field of measurement and experimental research.
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Indian cities are highly vulnerable to atmospheric pollution in recent years, due to exponential growth in urbanisation and industrialisation, and the increased pollution has been made to focus on the temporal variation analysis and forecasting of air pollutants over major Indian cities like Delhi and Bangalore. PM2.5 concentrations are nearly 60.5% less than the annual average value during monsoon season while 76.3% more during the winter months. Ozone concentrations increase during the summer months (~ 46.3% more than the annual average) in Delhi, whereas in Bangalore, ozone concentrations are more (~ 75% more than the annual average) during the winter months. Variations of carbon monoxide and nitrogen oxides are significantly less comparatively. COVID-19 lockdown has a substantial positive impact on air pollution. Air pollutant concentrations are reduced during phase I and phase II of the lockdown. Pollutants, especially NOx and PM2.5 concentrations, are drastically reduced compared to the previous years. NOx concentrations are reduced by ~ 20% in Bangalore, whereas ~ 50% in Delhi. PM2.5 concentrations are reduced by ~ 41% in Delhi and ~ 55% in Bangalore. Forecasting of pollutants will be helpful in providing the valuable information for the optimal air pollution control strategies. It has been observed that linear model gives better results compared to ARIMA and Exponential Smoothening models. By forecasting, the concentration of NO2 is 115.288 µg/m3, the ozone is 30.636 µg/m3, SO2 is 11.798 µg/m3, and CO is 2.758 mg/m3 over Delhi in 2021. All the pollutants during forecasting showed a rising trend except sulphur dioxide.
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Here we describe the curriculum and outcomes from a data-intensive geomorphic analysis course, “Geoscience Field Issues Using High-Resolution Topography to Understand Earth Surface Processes”, which pivoted to virtual in 2020 due to the COVID-19 pandemic. The curriculum covers technologies for manual and remotely sensed topographic data methods, including (1) Global Positioning Systems and Global Navigation Satellite System (GPS/GNSS) surveys, (2) Structure from Motion (SfM) photogrammetry, and (3) ground-based (terrestrial laser scanning, TLS) and airborne lidar. Course content focuses on Earth-surface process applications but could be adapted for other geoscience disciplines. Many other field courses were canceled in summer 2020, so this course served a broad range of undergraduate and graduate students in need of a field course as part of degree or research requirements. Resulting curricular materials are available freely within the National Association of Geoscience Teachers' (NAGT's) “Teaching with Online Field Experiences” collection. The authors pre-collected GNSS data, uncrewed-aerial-system-derived (UAS-derived) photographs, and ground-based lidar, which students then used in course assignments. The course was run over a 2-week period and had synchronous and asynchronous components. Students created SfM models that incorporated post-processed GNSS ground control points and created derivative SfM and TLS products, including classified point clouds and digital elevation models (DEMs). Students were successfully able to (1) evaluate the appropriateness of a given survey/data approach given site conditions, (2) assess pros and cons of different data collection and post-processing methods in light of field and time constraints and limitations of each, (3) conduct error and geomorphic change analysis, and (4) propose or implement a protocol to answer a geomorphic question. Overall, our analysis indicates the course had a successful implementation that met student needs as well as course-specific and NAGT learning outcomes, with 91 % of students receiving an A, B, or C grade. Unexpected outcomes of the course included student self-reflection and redirection and classmate support through a daily reflection and discussion post. Challenges included long hours in front of a computer, computing limitations, and burnout because of the condensed nature of the course. Recommended implementation improvements include spreading the course out over a longer period of time or adopting only part of the course and providing appropriate computers and technical assistance. This paper and published curricular materials should serve as an implementation and assessment guide for the geoscience community to use in virtual or in-person high-resolution topographic data courses that can be adapted for individual labs or for an entire field or data course.
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Overall lockdown limitations toward the start of the year 2020 are credited to the annihilation and fatalities worldwide because of COVID-19. Most of the nations revealed rapid growth of COVID-19 cases and subsequently declared lockdown in several stages. Because of these lockdowns, industries had to stop producing goods other than the actual merchandise needed to survive. The air quality and natural water quality witnessed a noticeable improvement from limited human activity. This paper presents an investigation demonstrating this improvement under various lockdown periods, specifically for the Indian subcontinent. The rivers and atmosphere of Indian settings have been utilized here as a contextual analysis associated with industrial pollution. This work aims to study the associations and interrelationships between lockdowns during COVID-19 and their effect on air and water quality. The paper presents then and now an analysis of the Indian atmosphere based on various particulate matters and river health based on the biological oxygen demand, chemical oxygen demand, and dissolved oxygen. The study indicated a significant dip in air and water pollution levels and a significant improvement in the atmosphere and rivers’ quality during this period. Significant water bodies witnessed the pH level of 7.5 amidst lockdown, which is a good indicator of improved water health since the pH level of drinkable water is 7. The analysis carried out in this paper can also be mapped to other countries and landscapes of the world.
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he 2021 Denver Gem I and Mineral Showcase (herein meaning the collection of gem, mineral, and fossil shows and events happening in Denver, Colorado, in the first half of September) saw a lot of changes this year, and speculation about the show proved to be an enduring topic of conversation in the mineral community during the past year. Thankfully, we can say now that, COVID-19 pandemic-related challenges aside, the show turned out to be an excellent constellation of events that were well received and well attended. This year, the biggest change to the Denver Gem and Mineral Showcase was the birth of a new show called the "HardRock Summit" (16-19 September), which combined both the former Denver Fine Mineral Show (run by Dave Waisman of Fine Mineral Shows, LLC) and the traditional Denver Gem & Mineral Show, the nonprofit show organized by a group of Denver-area gem and mineral clubs and currently in its fifty-fifth year (started in 1967).