With reference to Bombay Natural History Society (BNHS), consider the following statements : 1. It is an autonomous organization under the Ministry of Environment and Forests. 2. It strives to conserve nature through action-based research, education and public awareness. 3. It organizes and conducts nature trails and camps for the general public. Which of the statements given above is/are correct?

Gives a clear example (ICFRE) of a research council/institute explicitly created under the Ministry of Environment and Forests, illustrating the kind of bodies that are 'under the Ministry'.

A student could compare BNHS's founding/administrative status with ICFRE (e.g., government creation, statutory body vs independent society) to judge whether BNHS is similarly 'under the Ministry'.

Shows the pattern that some national organisations operate as autonomous societies but are described as 'coming under' a specific ministry (NPC under DPIIT).

Use this pattern to check whether BNHS is registered as an autonomous society and whether any ministry is formally listed as its administrative sponsor.

Lists Bombay Natural History Society alongside NGOs and international partners in conservation activities, suggesting BNHS functions as a partner/NGO rather than a government-created institute.

A student could take this as a clue that BNHS is likely an independent NGO and then verify BNHS's legal/organizational form (e.g., society/NGO) to test whether it is under the Ministry.

Describes the Wildlife Trust of India explicitly as an NGO that partners with governments, giving an example of non-government conservation organisations working with ministries.

By analogy, check whether BNHS is described in sources as an NGO/independent trust (like WTI) or as a government-established statutory body to infer its relationship to the Ministry.

Explicitly lists 'Bombay Natural History Society (India)' among partners in bird conservation programmes, indicating BNHS participates in organized conservation efforts.

A student could infer that an organisation named as a conservation partner likely engages in practical conservation activities and then check BNHS materials for research/education components.

Biosphere reserve objectives include promoting research on ecological conservation and providing facilities for education, research, awareness and training — a model of activities typical for conservation organisations.

Using this pattern, a student could expect a conservation NGO/ society (like BNHS) to adopt similar research, education and awareness roles and then verify BNHS mission statements.

National wildlife policy components include reinforcing wildlife research, promoting nature education, and participatory management — showing official conservation practice bundles research + education + outreach.

A student can apply this common policy grouping to judge whether BNHS, as a major national conservation actor, would likely have a mission that mirrors these elements and then seek BNHS sources.

IUCN's stated role includes supporting scientific research, managing field projects, and bringing together NGOs and communities to conserve nature — exemplifying that conservation bodies combine research, action and public engagement.

A student could generalize that societies affiliated with or partnering in global conservation networks typically include action-based research and outreach in their missions and check BNHS for such alignment.

The government's Environment Education, Awareness and Training scheme lists objectives (education, awareness, training, NGO involvement) that are common components of organised conservation activity.

One could reasonably expect major national conservation societies to incorporate education and public-awareness work consistent with such schemes; this suggests what to look for in BNHS documentation.

Lists BNHS among organisations active in bird/conservation programmes, showing BNHS is an engaged conservation body and partner in field projects.

A student could infer that organisations active in conservation partnerships often run public outreach (trails/camps) and then check BNHS's public-programme offerings.

Describes a local conservation society running a 'Community Tourism Demonstration Model Camp', an example of conservation groups operating camps that involve communities and visitors.

By analogy, a major, long-standing institution like BNHS might run similar camps/trails aimed at public engagement; one could compare BNHS activities to such examples.

Describes scientific societies (e.g., Royal Society, Paris Academy) historically holding public lectures and experiments to popularise natural knowledge, showing a pattern of scientific bodies doing public outreach.

Apply this general pattern to BNHS as a scientific/natural history society and investigate whether it follows the same public-engagement tradition (trails/camps).

States that national parks preserve sites 'for special scientific education and recreation', establishing that protected-area management includes organised educational/recreational activities like trails and camps.

Since BNHS works in wildlife/bird conservation (snippet 2), a student might reasonably check if BNHS organises public educational activities associated with parks or reserves.