The Western Ghats is one of the hottest hotspots of biodiversity (Myers et al., 2000) endowed with rare, endemic and threatened species of flora and fauna. Freshwater fishes form a major endemic vertebrate group in the Western Ghats after amphibians and reptiles (Gururaja, 2002). India reports 930 species of fresh water fish (Rema Devi, 2003) and 288 are from the Western Ghats. Of these 118 species are endemic to the Western Ghats and Sri Lankan region (Dahanukar et al., 2004). This write up reports the range extension of Schistura nilgiriensis (earlier Nemacheilus nilgiriensis, Jayaram, 1999) from one of the west flowing rivers in the Western Ghats (Sharavathi river 13-15 0 N & 74-76 0 E).

Schistura nilgiriensis, a small-sized, Endangered (Molur & Walker, 1998) and endemic fresh water fish of Western Ghats belongs to family Balitoridae (Image 1). Five specimens were collected from a first order perennial stream of river Sharavathi at Niluvase (13°44'18"N & 75°06'30"E, 692m), Thirthahalli taluk, Shimoga district, Karnataka (Fig. I) on 6 November 2003 at 18:30hr.

Since water was very shallow (Mean: 6.69cm, Range: 1.1-10.5cm) fishes were collected by dragging a 30x30cm cloth. The stream had rocky bottom, with meager flow. Width of the stream with flow ranged from 0.6-4.5m and water temperature was 23°C. One of the preserved specimen was deposited at Zoological Survey of India (Southern Regional Station, Chennai) on 9 December 2003 (Reg. No. F-7594 SRS/ZSI), and the remaining four are deposited at the Centre for Ecological Sciences field station, at Kumta, Karnataka.

Total length is 48.18±3.5mm (range: 42.3-51.1), with uniform depth (Table 1). Barbules are well developed, thread like, six in number, four on the anterior and two on margins of the mouth. Body has 11-13 light brown bands with thin cream coloured interspaces. Lateral line is incomplete, extended till the tip of pectoral fin. Bright red colouration on the anal and dorsal fins was noticed. This colouration gets paler towards the margin. Menon (1999) describes of pelvic fins not reaching the aHal opening, however collected specimen have pelvic fins reaching the anal opening.

Menon (1999) reported S. nilgiriensis from Pykara dam, Nilgiri district, Tamil Nadu. Easa and Shaji (1997) recorded this species from Nilgiri Biosphere Reserve (l0 o 45'-12°05'N & 76°10'-77°10'E). An earlier study (Shaji et al., 1995) reported S. nilgiriensis from Kurukkathodu (11°49'-11°50'N & 75°49'-75°57'E), a stream of west flowing river Uruttipuzha in Aralam Wildlife Sanctuary, Kerala. All these earlier reports were restricted to the southern Western Ghats within 10-12 0 N & 74-77°E. The aerial distance calculated (using MapInfo Version 6.0 GIS software) between the new reports from Niluvase to Kurukkathodu is approximately 225km north-west and over 300km north-west of Pykara dam.

Schistura nilgiriensis was collected from the south-western part of the Sharavathi river basin which is rich with evergreen to semi-evergreen forests (tree species include Mastixia arborea, Ventilago maderaspatana, Aglaia sp. and Agrostistachys indica). Stream flow monitoring of 28 months show perennial water in the streams in this part (western side least disturbed) compared to the eastern part of the river basin.

This highlights the ecological sensitivity and richness of the region. Presence of S. nilgiriensis in the Sharavathi river basin (Karnataka) is a range extension in west flowing river, central Western Ghats.

REFERENCES

Dahanukar, N., R. Raut, and A. Bhat (2004). Distribution, endemism and threat status of freshwater fishes in the Western Ghats of India. Journal of Biogeography 31: 123- 136.

Easa, P.S. and c.P. Shaji (1997). Fresh water Fish diversity in Kerala part of the Nilgiri Biosphere Reserve. Current Science 73(2): 180-182. Gururaja, K.V. (2002). Effect of habitat fragmentation on distribution and ecology of anuran in some parts of central Western Ghats. Ph.D. thesis, Kuvempu University.

Jayaram, K.C. (1999). The freshwater fishes of the Indian region. Narendra Publishing House, New Delhi, India, 551pp.

Menon, A.G.K. (1999). Check list-fresh water fishes of India. Records of Zoological Survey of India, Occasional Paper. No. 175: 234-259.

Molur, S. and S. Walker (1998). Conservation Assessment and Management Plan for Freshwater Fishes of India - Report of the Workshop, Zoo Outreach Organisation, Conservation Breeding Specialist Group, Coimbatore, India.

Myers, N., R.A. Mittermeier, C. Mittermier, G.A.B. Da Fonesca, and J. Kent (2000). Biodiversity hotspots for Conservation Priorities, Nature 403(24): 853-857.

Rema Devi, K. (2003). Fresh water fish diversity, pp. 217-224. In: Natural Aquatic Ecosystems of India, Thematic Biodiversity Strategy and Action Plan. Venkataraman, K. (Ed.), The National Biodiversity Strategy Action Plan, Zoological Survey of India.

Shaji, C.P., P.S. Easa, and S. Chand Basa (1995). Freshwater fish diversity in Aralam Wildlife Sanctuary, Kerala, South India. Journal of the Bombay Natural History Society 92: 360-363.

ACKNOWLEDGEMENTS

We acknowledge the financial support from the Ministry of Environment and Forests Government of India and Karnataka Power Corporation Limited, Bangalore. We are grateful to Dr. Rema Devi and Dr. Indra, ZSI, SRS, Chennai for timely help in species identification. We thank Sreekantha for valuable suggestions, and Diwakar K. Mesta and Vishnu D. Mukri for the help during field investigations.

  See Image 1 in the web supplement at www.zoosprint.org

Amphibians of Peninsular India. R. J. Ranjit Daniels. Universities Press (India) Pvt Ltd, 3-5-819, Hyderguda, Hyderabad 500029.2005.268 pp. Price: Rs 315.

Frogs and toads have always fascinated man through the ages, dating back to Man­dukya Upanishad of the Vedic ages to the recent discoveries in the Western Ghats. More technically known as 'amphibians' (Greek equivalent for their biphasic life stages as tadpoles and adults), these in­clude caecilians, salamanders, newts, and sirens. Amphibians are in serious scientific contention over the last decade for at least two main reasons. One being far more crucial, pertaining to their viable exis­tence as there are alarming indications of decline in their global population, and the other on the frequent discoveries from bio­-diversity hotspot regions like Sri Lanka and the Western Ghats of India, empha­cizing the linkages of phylogeography, evolution, etc.

This book by Daniels, has landed in the stands at a right time, when more and more researchers are getting into the tield of herpetology with a fewer number .)f experienced researchers remaining in it (or at least in this part of the globe). Indeed the book is a much-awaited one on amphibians, as the author did write a series of field identification papers in Cobra during 1997, which were again an exceptional attempt in that period. In popularizing the subject, the structure and contents of the book are good and come out of the vast experiences and in-­depth knowledge of the author in amphi­bian research. As the author himself ad­mits, this book is written keeping in mind the students and amateur naturalists. It probes and compels the young minds into the field of research, especially while dealing with the suggested students' pro­jects. Such an approach by a senior re­searcher highlights the openness of the author about the subject and also empha­sizes the current research attitude that requires more openness to share informa­tion (more so to the younger generation).

All the chapters have been written in a crisp and lucid manner, and are certainly not loaded with details on anatomy, physio­logy and developmental biology, etc. of typical subject books, but have instead provided what is relevant to present-day research in the field. Suggested reading provides ample scope to the reader to go beyond the book. Keys to the species have been dealt with nicely with the in­clusion of related taxa, life history, local names and remarks along with field characters, diagnostic features, habits, habitats and distribution. This has encom­passed almost all the information pertain­ing to field identification of a species, which was earlier more fragmented pieces of information.

Though the book does lack the unique style of the author, which was prevalent in his earlier papers and books, it is more lucid. A few typographical errors (e.g. in p. 4, Rhinametridae, instead Rhinatremati­dae) still persist in the book. Combining various existing names with their syno­nyms has added more confusion than the purpose for which it was written. As an example, the species account of Hoplo­batrachus tigerinus has been detailed in p. 188. The synonyms of this species in­clude Rana malabarica, which is a sepa­rate species by itself. This will lead to identity conflict of the species, as there is a separate description of Rana mala­barica on p. 233. One might think that H. tigerinus and R. malabarica are the same species with two different names, which in a real sense is not true. The title for the sketches is really cumbersome and lists many common names (similar to that of synonyms as mentioned earlier). Instead of listing, the single name with its no­menclature would have been sufficient. Some of the sketches of amphibian species that seem to be computer morphing of colour photographs into black and white, do not reveal much about the species. This could have been substituted with photo­graphs that would aid in easy identifica­tion. Similarly, sketches of tadpoles along with the adult without relative sizes do not seem to help students in the field as the tadpoles grow in the begin­ning (increase in size) and undergo ret­rogressive metamorphosis (reduced size) before turning into adults. This is more evident in the tadpole sketches of Rana curtipes, Rana aurantiaca, Nyctibatra­chus major and Euphlyctis hexadactylus. I do personally agree that when the live specimen is photographed, it is difficult to keep a scale, and moreover this will tarnish the reality of the picture. But as the intention of the book is to make both students as well as amateurs alike iden­tify the amphibian, sketches without rela­tive size hardly serve the purpose. The femoral glands in N. major are sketched closer to the groin; in reality it is further below and near the vent portion. Even such a minor error has great impact dur­ing field identification.

Good quality photographs are the best part of the book (except one from the author on Euphlycitis cyanophlyctis); however, they stand completely isolated without any linkages to the text part. Inclusion of glossary of terminology would have been an added advantage to students. Distribu­tion information would have been more impressive if it had maps of peninsular India. A sentence about trap stealing in the field has stressed the extremities one might face in the field conditions. At the same time bringing in India into the issue may not have been right, especially when nationality and national pride are serious issues in young minds. Such sentences could have been avoided by the author.

There is no doubt that this book will go a long way as a pioneering field guide to the amphibians in the peninsular region and will be a recommended copy for both students and amateurs.

K. V. GURURAJA
Energy and Wetlands Research Group,
Centre for Ecological Sciences,
Indian Institute of Science,
Bangalore 560 012, India
e-mail: gururaj@ces.iisc.ernet.in

BOOK REVIEWS

Understanding Environment. Kiran B. Chhokar, Mamata Pandya and Meena Raghunathan (eds). Sage Publications India Pvt Ltd, B-42, Panchsheel Enclave, New Delhi 110017.2004.331 pp. Price:Rs 280.

The life-supporting systems of the bio­sphere are being threatened due to defor­estation, destruction of habitats, overuse of energy resources and environmental pollution. Changes in the earth's climate, decline and deterioration of natural re­sources, accumulation of waste products, soil exhaustion and destruction of ecosys­tems, are already apparent. Anthropogenic activities coupled with the burgeoning human population are responsible for the loss of a large number of life forms; nu­merous important plant and animal spe­cies are on the verge of extinction, while others are threatened or are vulnerable. In order to bring about sustainable resource conservation and management, it is essential to adopt different approaches for manag­ing the ecosystem and biodiversity. To arrest the process of degradation and species loss requires specialized solutions and an understanding of ecological proc­esses. Human beings have been inter­ested in ecology since the beginning of civilization. Even our ancient scriptures have included practices and values related with ecological and environmental con­servation. India is one of the mega diver­sity countries with Vavilovian centres of origin and diversification of cultivated plants, and endowed with rich traditional knowledge system. Currently, it is even more critical than ever before, for humankind as a whole to have a clear understanding of environmental concerns and to follow sustainable development practices. The need for sustainable development is a key to the (future of humankind. The degrada­tion of our environment is linked to con­tinuing problems of pollution, loss of forest, solid waste disposal, and issues related to economic productivity, and national as well as ecological security. The increasing levels of global warming, depletion of the ozone layer and a serious loss of biodiversity have also made everyone aware of growing environmental concerns. Environmental management has gained momentum in recent years, with the initiatives focusing on managing environmental hazards and preventing possible disasters.

The United Nations Conference on Envi­ronment and Development held in Rio De Janeiro in 1992, and the World Summit on Sustainable Development at Zoharbex in 2002, have drawn the attention of people around the globe to the condition of our environment. In order to achieve the goals of sustainable development, people need to become aware of the environmental issues and acquire background information to enable them to make and influence de­cisions. Environmental education is thus concerned with attitude towards and de­cisions about environment quality, with informed management of resources, and with the ethical considerations that relate to these. Recognizing the importance of environmental education at all levels, the Supreme Court ordered that a course on environment be made mandatory at the undergraduate level to sensitize the youth to environmental issues and concerns. According to the Supreme Court directive, the University Grants Commission intro­duced a six-month compulsory environ­mental course in all universities and colleges during the academic year 2004-05.

The declaration of the decade for Edu­cation for Sustainable Development (ESD) beginning 2005, by the United Nations has provided further impetus. The goal is to create a sustainable world through ac­tive participation of citizens. Thus, ESD is seen as a process that develops vision, builds capacity, and empowers to make changes in human societies. Education has a pivotal role to play in achieving a sustainable economy and society. The di­lemma that an educator faces today, is that, by and large, academic institutions try to teach everyone to accept the economic system and to succeed within it. Unfor­tunately, that success pretty much guar­antees the accelerated blighting of the planet and all living organisms, without exception. The cognitive and cultural separation of 'ecology and environment' from the human enterprise, has led to large scale degradation and depletion of natural resources. The guiding ideology needed to learn and teach sustainability is an orientation that emphasizes conserv­ing cultural values, beliefs and practices that contribute to sustainable relation­ships with the environment. Perhaps the best way to see if institutions of education have begun to develop ecologically is to determine whether or not they acknowl­edge, in their structure, pedagogy and curri­culum.

Environmental education would help recognize the importance of investigating the environment within the context of human influences, incorporating an ex­amination of economics, culture, political structure and social equity as well as natural processes and systems. Ultimately, the goal of environmental education is to develop an environmentally literate public. It needs to address the connection bet­ween our conception and practice of edu­cation and our relationship as human cultures to life-sustaining ecological sys­tems. For each environmental issue there are many perspectives and much uncer­tainty. Environmental education cultivates the ability to recognize uncertainty, envi­sion alternative scenarios, and adapt to changing conditions and information. The knowledge, skill and mindset trans­late into a citizenry that is better able to address its common problems and take advantage of opportunities, whether envi­ronmental concerns are involved or not.

Environmental issues make better sense when one can understand them in the context of one's own cognitive sphere. Environmental education focusing on real-­world contexts and issues often begins close to home, encouraging learners to forge connections with and understand their immediate surroundings. The aware­ness, knowledge and skills needed for these local connections and understand­ings provide a base for moving out into larger systems, broader issues, and a more sophisticated comprehension of causes, connections and consequences.

The book under review by Centre for Environment Education (CEE) conceptu­alizes the environment as a multidimen­sional complex living system and explains the interlinkages among various func­tional components of the system. Begin­ning with basic concepts, 13 chapters cover a wide range of topics as well as pedagogical approaches (questions, exer­cises, etc.) that help in sensitizing readers to environmental issues and concerns. The chapters have a useful collection of references, so that students can acquaint themselves with the literature. The publi­cation examines basic ideas of pedagogy and demands real thought on the part of the reader. Here, the reader is presented with instructional systems that consider performance-based learning (self-learning and evaluation: questions and exercises). Readers find themselves mobilizing a cluster of skills that together move them towards competency development. The publication should be on the reading list of university education dealing with this subject. For those working in this field, the path is made easier with this timely publication by CEE.

Address:

Energy and Wetlands Research Group,
Centre for Ecological Sciences,
Indian Institute of Science,
Bangalore, Karnataka 560012, India