Student: Shoshana Rybeck
Graduation date: May 2020
Type: Concentration (single major)
Date approved: November 2017
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Summary
It is argued that we are now in the Anthropocene, a new geological epoch characterized by unprecedented environmental change caused by human action (Goudie 2017). This Anthropocene is supported by the industrial activities taking place at many levels of our world’s development, as we have increased carbon dioxide levels in the atmosphere by about 120 parts per million from fossil fuel burning since the industrial revolution, permanently marked glacial ice and sediment with particles from fossil fuel burning, and doubled the amount of nitrogen and phosphorus in our soil due to fertilizer use and poor waste treatment (Vaughan 2016). All of these anthropogenic environmental changes have yielded serious, problematic effects, with increased carbon dioxide contributing to global warming and therefore all of the global impacts of climate change, and excess nutrients and toxic pollutants in our waterways, air, and soil disturbing ecological processes and the health of various organisms, including humans. We’re in the anthropocene, large scale global changes caused by non-point source human actions, but there still is classic point source pollution in our world (Kjellstrom et al.). Point source pollution takes many forms, from particulate emissions to toxic runoff and contributes greatly to environmental transformations we see today, transformations that often have an impact on ecosystems and populations. Point source pollution also has the potential to be largely exported, which we have seen occur again and again, with nations such as India and Bangladesh, feeling the brunt of the industrial pollution, as manufacturing and production is outsourced to their cities (Govil et al.).
The effects of point source pollution can be identified throughout our world today. With dead zones appearing in our world’s waterways from toxic runoff and oxygen depletion and high levels of particulates in our atmosphere from industrial activities, humans, wildlife, and our natural entities have felt the impact of traceable pollution. These impacts, however, are not always evenly distributed. Understanding not only this distribution, but also the participation of these impacts, meaning the actors and actions that eventually lead to the impact, is crucial and at the core of environmental justice as a concept (Walker 2009). We can cite incidents of ethnic minorities, indigenous persons, people of color, and low-income communities facing disproportionate amounts of burden from industrialization, militarization, and consumer practices, as those populations tend to be affected the strongest by environmental changes (Pellow 2009). We also can, should, and need to go further than citing cases of environmental injustice, and work to analyze the systemic, social, political, economic, environmental, and institutional factors that contribute to these disproportionate impacts. We must acknowledge participation in inequity.
Recognizing the impacts of point source pollution through an environmental justice lens, the foundational belief that all people irrespective of race, ethnicity, class, gender, and physical capability should be ensured clean, healthy, and safe environments to live, work, and gather in; and access to safe and nutritious food and clean water, brings up the question of not only how to identify the distribution and participation of inequities, but also how to mitigate and reconcile said inequities (Byrne 2015). Institutional powers such as environmental law, regulations, and policies are substantial forces this work, but also face difficulty when the legitimacy and success of their practices are put into question. International environmental law and domestic environmental law are used to address human impacts on our natural environment such as pollution and resource use, and have the power to confront private actors when needed (Brunée 2013). While institutional forces’ influence over point source pollution is somewhat limited, it is still substantial. Ultimately environmental law, policy, and regulation are dynamic and formidable agents of change and prove to be the most constructive in addressing the inequitable impact of point source pollution.
References
“Bangladesh,India : INDIA: Centre Develops Strategies to Allow Industrial Development in Northeast.” 20160802. Mena Report.
Brunée, Jutta. 2013. International Environmental Law. Oxford Bibliography
Byrne, Jason A. 2015. Environmental Justice. Oxford Bibliography
Goudie, Andrew. 2017. Anthropocene. Oxford Bibliography.
Govil, Govil, and P. Govil. 200406. “Assessment of Heavy Metal Pollution in Katedan Industrial Area, Hyderabad, India.” Geochimica Et Cosmochimica Acta 68 (11):A463–A463.
Kjellstrom, Tord, Madhumita Lodh, Tony McMichael, Geetha Ranmuthugala, Rupendra Shrestha, and Sally Kingsland. 2006. “Air and Water Pollution: Burden and Strategies for Control.” In Disease Control Priorities in Developing Countries, edited by Dean T. Jamison, Joel G. Breman, Anthony R. Measham, George Alleyne, Mariam Claeson, David B. Evans, Prabhat Jha, Anne Mills, and Philip Musgrove, 2nd ed. Washington (DC): World Bank.
Mohai, Paul, David Pellow, and J. Timmons Roberts. 2009. “Environmental Justice.” Annual Review of Environment and Resources 34 (1):405–30.
Vaughan, Adam. 2016. Human impact has pushed Earth into the Anthropocene, scientists say. The Guardian. January 7, 2016.
Walker, Gordon. 2009. “Beyond Distribution and Proximity: Exploring the Multiple Spatialities of Environmental Justice.” Antipode 41 (4):614–36.
Questions
- Descriptive: What and where are the largest sources of pollution and point source pollution? How are the sources of point source pollution distributed? Who has the power to regulate sources of point source pollution? Who negotiates the arrangements associated with point source pollution?
- Explanatory: Why are sources of point source pollution distributed that way? What forces have contributed to the location of sources of point source pollution?
- Evaluative: What constitutes equity and inequity in the context of point source pollution? Based on this definition, is the distribution of point source pollution inequitable? What systemic processes may create inequity in the effects of point-source pollution?
- Instrumental: What inequities can and cannot be realistically changed, and based on this what should be our priorities sin address inequities in point source pollution? How should we address the inequitable distribution of point-source pollution?
Concentration courses
- ECON 232 (Economic Development, 4 credits) Spring 2019. In this class I will learn about the economic phenomena associated with developing countries, which will teach me crucial concepts about how development, industry, and point source pollution relate.
- ENVS 311 (Unnatural Disasters, 4 credits) Spring 2018. In this class I will examine and learn about the relationship between humans and geographical landscapes. The course material will inform my focus in anthropogenic environmental changes, as we will discuss and work to understand how human impacts can lead to environmental disasters and transformations.
- IA 340 (International Political Economy, 4 credits) Spring 2018. In this class I will learn about the relationship between politics and economics, which will teach me the necessary ideas behind how institutions and communities can address anthropogenic environmental changes, specifically point source pollution, and their effects.
- ECON 256 (The Industrial Revolution, 4 credits) Spring 2019. This class will help me understand the economics behind the Industrial Revolution in Europe, and the forces and effects associated with the time of technological advancement and growth. Understanding this period in economic terms will inform my studies on how industry and growth are related to economic and environmental phenomena, and how those two disciplines can be connected to address issues of industrial growth.
Arts and humanities courses
- PHIL 215 (Philosophy and the Environment, 4 credits). Pre-approved A&H course; no justification required.
- HIST 239 (Construct American Landscape, 4 credits) Spring 2019. In this class I will learn about the various forces that impacted our American Environment. These lessons will inform my understanding of growth and development and will teach me about critical elements of industry, pollution, and in turn, their regulation.