Greenversations

This is cross-posted from The White House Blog

By Al Armendariz

Growing up in the tightly knit community of El Paso, Texas, I was always sure of a few things.

One was that family was of the utmost importance. It’s the kind of place where several generations might live within a few blocks of each other, and someone is always ready to help, scold, or praise you.

The other sure-thing involved the skyline: No matter where I was in El Paso, I could always look up and see the smokestacks of the old Asarco smelter looming. The facility affected the city in more ways than that constant visual presence. It gave many residents, including me, a lasting lesson on how pollution and industrial contamination can affect a community.

For years, El Paso families had suspected chemicals from the copper smelting facility had been contaminating nearby homes. Several studies have confirmed this is the case—toxic contamination from arsenic, lead, cadmium, and other chemicals has been found within a radius well outside the boundaries of the facility. And families who live in this area have suffered because of it. For example, a study by the Agency for Toxic Substances Disease Registry found children living near the facility were much more likely to have elevated levels of lead in their blood, which can lead to neurological, behavioral, and developmental problems.

Although the smelter closed down in 1999 (after more than 100 years of operation), its legacy of contamination still affects this community.
Since the company declared bankruptcy in 2009, EPA has been working with the state of Texas and local community leaders to determine how best to clean up the toxic pollution so it doesn’t harm more generations of El Paso families. It’s especially meaningful to me to be at EPA while my hometown is in the midst of doing something so significant to improve public health. El Paso has transformed itself from a city dependent on polluting heavy industry to one with a diverse economic foundation in health care, defense, international trade, and education. So the smelter clean-up is not just a big issue for the city of El Paso, it means a lot to EPA as well.

Since becoming the regional administrator for the South Central region of the US, I’ve been a part of many efforts to restore communities that have been affected by toxins and industrial pollution. It’s been one of the most gratifying parts of my career to see communities transforming themselves, including places that are cleaning up from the legacy of toxic industrial pollution, and cities rebuilding themselves after natural disasters.

Seeing first-hand how pollution can harm the soil, water, and air in a family’s backyard is one of my first “environmental memories.” It’s probably one of the things that led me to study chemistry and engineering, and to become dedicated to protecting the environment. So by leading our region’s work with the state and El Paso’s leaders, I get to help resolve an environmental issue that was present in the lives of my families and friends.

Of course, it’s not just in El Paso that EPA is helping keep families safe and healthy. Along the entire border, we’re bringing colonia communities clean, reliable drinking water for the first time, and working with the government of Mexico to reduce air pollution from trucks hauling cargo into the US. I’m proud to be part of an Agency with such a long track record of protecting the health and environment of people along the border.

About the author: Al Armendariz is the Environmental Protection Agency’s Regional Administrator for Region 6(Dallas: serving Arkansas, Louisiana, New Mexico, Oklahoma, and Texas)

Editor’s Note: The opinions expressed in Greenversations are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

By Erica Arnold

In high school, we learn how to study on our own, flirt with that cutie two desks down, and balance school with family, sports, and a social life.  These skills helped me during the past three years.  I have, however, been fortunate to take from  high school something that I think is even more important than a good looking prom date or even a high grade point average.  I have found both a passion and a career path: environmental science.

For as long as I can remember I have been fascinated by our planet and have always enjoyed spending time outdoors.   Now, I consider myself a true environmentalist.

What made the difference?  Taking AP Environmental Science in my junior year.  My teacher, Mr. Jensen, lives what he teaches. From the first day of class, his enthusiasm and belief that each of us can make a difference captivated us. We learned about the dangers of pollution, global climate change, the crucial role each ecosystem plays in Earth’s cycles and why we should protect biodiversity.  Trips to a waste water treatment center and nature conservatories further inspired us to become environmentally active in our communities.

In recent years, my high school has also taken steps to “go green”.  We have our own battery recycling system, encourage resource conservation, installed water bottle fillers in our drinking fountains and sell reusable mugs and cups. Our recycling club collects and sorts recyclable materials from each classroom.

If we ALL decide to make SMALL changes throughout the year, together we can start making a BIG difference!  What can you do?

• Take a reusable bag while shopping for school supplies or groceries
• Use both sides of the page when taking notes
• Bring lunch or snacks in reusable containers
• Drink from reusable bottles
• Use a flash drive instead of printing and toting assignments to and from school
• Save gas and make friends by carpooling
• Use a desk lamp for late night studying; don’t light up a whole room

When I go back to school as a senior, I’ll use that environmental inspiration and knowledge to initiate more sustainable practices in our school and community.  Where will this passion for the environment take me? I plan to go to college, study environmental engineering and, someday, solve some of our issues with pollution and waste.

About the author:  Erica Arnold is a senior at Hinsdale Central High School in Illinois and plans to study environmental engineering in college next fall.

Editor’s Note: The opinions expressed in Greenversations are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

By Cynthia Giles

Far too often in this country we see minority, low-income and indigenous communities overburdened by exposure to environmental pollution. They can see, feel, and smell the air, water and chemical pollution in their neighborhoods every day. Those environmental challenges impact public health and can limit the economic possibilities of struggling communities. Addressing these issues is a top priority for EPA and environmental enforcement, the focus of my office, is one key way we are taking action to reduce pollution in communities most in need of the work we do.

Ensuring compliance with our nation’s environmental laws and taking enforcement actions against companies or individuals when they do not follow those laws is important for three reasons:1) it levels the playing field for companies and individuals that comply with the law; 2) it ensures that public health in communities does not suffer because some facilities or individuals choose not play by the rules; and 3) it offers an opportunity, through legal requirements, to install pollution controls, clean-up contaminated sites, or conduct projects to address local health and environmental issues.

For example, last December, my office reached a settlement with NEORSD, a stormwater and wastewater treatment facility serving the Cleveland area. In the settlement, NEORSD agreed to install sewer overflow pollution controls which the sewer district estimates will lead to more than 30,000 jobs in the Cleveland area and return $2.63 for every $1.00 invested. The settlement also allows the sewer district to use of green infrastructure projects to capture water. They will engage the community to decide which neighborhoods and vacant lots to revitalize and which types of projects to use, for example: rain gardens, urban croplands and permeable pavement.

Settlements like these provide real benefits to affected communities and can help turn an environmental violator into an environmental leader. As a lawyer, an advocate for justice, and a mother, I work every day to protect our children and our families from exposure to harmful pollution. Along with many other women in the federal government, including EPA Administrator Lisa Jackson, Lisa Garcia  — EPA’s lead advocate for environmental justice — and Ignacia Moreno — my counterpart at the Department of Justice, we are taking concrete steps to ensure that every American has the foundations they need for success: air that is healthy to breathe, water that is clean to drink, and land free of toxic chemicals.

About the Author: Cynthia Giles is Assistant Administrator for EPA’s Office of Enforcement and Compliance Assurance

Editor’s Note: The opinions expressed in Greenversations are those of the author. They do not reflect EPA policy, endorsement, or action, and EPA does not verify the accuracy or science of the contents of the blog.

About the author: Kelly Leovic works in EPA’s National Exposure Research Laboratory and manages the Environmental and Community Outreach Program in Research Triangle Park, N.C.
 
I asked this question to the 3rd grade class at Y.E. Smith Elementary School at EPA’s Science Day on December 5th. EPA began hosting the annual Science Day at the downtown Durham school in 2004 as part of our outreach efforts to inspire students’ interest in science and the environment.
 
Twenty-two EPA employees, as well as four community volunteers, participated in EPA’s Science Day, by teaching hands-on environment science activities. Each presenter shared their lesson with three classes, linking their activities to the N.C. Standard Course of Study to supplement the grade level curriculum. Topics ranged from geology to energy consumption to water quality.
 
So, getting back to my 3rd graders…I give each student a fake $1 million dollar bill, a “piece of land,” and colored pencils to draw what they would build on their riverfront property with their million dollars. The idea is that each student’s piece of land is part of the ecosystem and what one person does on their land can affect others as the pieces are assembled. The activity is called “Sum of the Parts” and is from Project WET. As the students complete their million-dollar drawings, we put together the pieces of the river “puzzle” on the floor and then brainstorm about the types of water pollution that could come from what they built on their property. Types of pollution included run-off, litter, oil from boats, fishing line, and my personal favorite, sewage, which I referred to as pee and poop. We then begin to talk about how upstream development and the resulting pollution can affect those downstream.
 
Most of the 3rd graders built huge houses; some even drew “mansions.” Having done this activity with students of all ages, I always enjoy seeing their creativity followed by their recognition that consumption can affect the environment. In comparison, middle schoolers like to build malls and shoe stores, and adults tend toward solar homes and organic gardening. Regardless, “Sum of the Parts” is always a hit because it encourages the students to think about the impact of their personal activities on the environment. Plus, it gives them the opportunity to be creative with their drawings, and, much to their delight, they get to keep the fake $1 million!
 
To learn more about past EPA Science Days, go to the Durham Public Schools Partners in the Community link at http://www.dpsnc.net/channel-4/partners-in-education/epa-science-day. If you are located in the Research Triangle Park area and would like to have EPA come speak at your school or to your community group, check out our Speakers Bureau at www.epa.gov/rtpspeakers. Speaking topics include air quality, climate change, sustainability, and water quality, as well as science fair judging.

Each week we ask a question related to the environment. Please let us know your thoughts as comments. Feel free to respond to earlier comments or post new ideas. Previous questions.

Drugs and pharmaceutical products include powerful chemicals that have saved or improved countless lives. But even small amounts of drugs need to be disposed of carefully so they don’t pollute the environment or harm human health and wildlife. In early 2007 the government set guidelines for proper disposal of prescription drugs.

What do you do with unused over-the-counter or prescription drugs?

Cada semana hacemos una pregunta relacionada al medio ambiente. Por favor comparta con nosotros sus pensamientos y comentarios. Siéntase en libertad de responder a comentarios anteriores o plantear nuevas ideas. Preguntas previas.

Los medicamentos o productos farmacéuticos contienen poderosas sustancias químicas que salvan o mejoran numerosas vidas. Sin embargo, aún las cantidades de medicamentos más pequeñas tienen que ser desechadas cuidadosamente para no contaminar el medio ambiente ni perjudicar la salud humana o la vida silvestre. A principios del 2007, el gobierno estableció normas para desechar adecuadamente los mediocamentos recetados.

¿Qué hace con medicamentos que no ha usado sean recetados por el médico o aquellos que ha obtenido sin receta médica?