Week 10: FRAMEWORK

The condition of our nation’s school facilities can have an immense impact on the ability of our children to learn and the quality of education they receive. By improving our schools and making upgrades using green technology, this legislation will create new jobs and help improve student health, learning ability, and productivity.

- U.S. Rep. Dave Loebsack (D-IA), a member of the Education and Labor Committee

VALUES FRAMEWORK

1. Does the issue stem from a behavior fundamental to our lifestyle?

Cohen defines civilization as “a term defined as human mastery over other species, and the development of surplus wealth and leisure time needed for thought, reflection, and the transmission of learning.”(13) Our current behavior fundamental has been conspicuous consumption. The environment has been a victimized by the increasing focus of consumerism.

Cohen mentions that although we may need humans to return to nature, in our consumerist world, it will be very difficult to change the billions of people who have become dependent on their materialistic lifestyle. Cohen states, “Other values we hope to achieve such as equity, justice, family, and education also preclude a radical redefinition of our relationship to the biosphere.”(13). The Green Schools Act will aid this reformation of education interrelated with the natural world.

2. Does the problem (or proposed solution) raise fundamental issues of conflicting values?

Creating a healthier environment for teaching and learning seems like a pragmatic goal. However, different values may be of conflict. With today’s economy, and its affects on education, $20 billion over the course of 5 years seems to be quite extravagant to some who believe that this act is not warranted. Some believe that this money should be going towards previous programs that are underfunded, such as the No Child Left Behind and the Individuals with Disabilities Education Act. Others believe that this act is not throwing money away, and it will in fact improve education, economy, and the environment. By the use of sustainable design in schools, strides are made towards environmental protection while improvements in the economy are found by creating demand into a faltering U.S. construction industry. Contributing to the solution for global warming by encouraging more energy efficiency as well as the use of renewable energy recourses may cater towards the environmentalist, however economic and public health gains are visible. I think that the fundamental values of this bill are only conflicting when one fails to see the economic gains through the use of sustainable design of schools.

POLITICAL FRAMEWORK:

1. What is the status of the issue on the policy agenda.

HR. 58 “The Green Schools Act” was introduced to the 111^th Congress on January 6^th, 2009. Currently it has been referred to Committee to deliberate, and revise it before it goes into general debate.

A previous bill, H.R. 6065: Green Schools Act, was introduced to the 110^th Congress on May 15, 2008 and referred to the House of Education and Labor. Because it was not passed before the end of the 110^th session, it was cleared from the books.

2. Does the issue act independently of other political issues, or does it cluster with other key issues?

In general, the Green Schools Act is an independent political issue to “green schools”. However, it can be clustered with previous issues that combat environmental degradation through the use of environmental design practices. Such bills that could be clustered are; The Green Building Continuing Education Act, which requires that green building courses be included in mandatory courses for architects who are seeking re-licensure and The Green Building Standards Act, which required all building construction funded in whole, or in part, by the state must meet stringent green building standards. However, the Green Schools Act, does not require the schools to participate in the act. It simply helps fund those who will undergo the further step to make their school compliant with some or all of the green building standards.

3. In the U.S. context, which level of government is considered primarily responsible for addressing the issue (state, federal, or local)?

The local government is primarily responsible for addressing this issues relating to the Green Schools Act. Funding from the EPA is allocated to the local education agencies for projects for green school construction and improvements.

A local educational agency is defined in 20 USC 7801 as a

“public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or of or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools” (26 A)

SCIENCE AND TECHNOLOGY FRAMEWORK

1. Is there scientific certainty about the cause and effects of the problem?

With global warming at the heart of this initiative, the effect of the Green Schools Act will be the prevention of unnecessary production of millions of tons of CO2. It is fact that buildings are the largest contributors to US CO2 productions. Architecture 2030 a nonprofit, non-partisan and independent organization established in response to othe global warming crises notes, “Data from the US Energy Information Administration illustrates that buildings are responsible for almost half (48%) of all energy consumption and GHG emissions annually; globally the percentage is even greater. Seventy-six percent (76%) of all power plant-generated electricity is used just to operate buildings. Clearly, immediate action in the Building Sector is essential if we are to avoid hazardous climate change.” (Architecture 2030 accessed at http://architecture2030.org/current_situation/building_sector.html 03.26.09)

According to the Green Schools Act, funding will be provided to local education agencies, up to $10,000 per project for improvements or construction of green schools. The technologies used are based on the Leadership in Energy and Environmental Design (LEED) Green Building School Rating System, which is based on the LEED for New Construction rating system. The LEED standards were developed by the U.S. Green Building Council (USGBC).

2. Are the control or mitigation technologies widely available, and do we have experience with their management?

The LEED Rating System is widely available and is becoming increasingly credible with the passing years. In addition, but the Environmental Protection Agency and the USGBC are very reliable associations. Thus, the improvements and construction will be managed well in order to receive the funding.

POLICY DESIGN FRAMEWORK:

1. What is the mix of incentives and disincentives used to influence behavior to reduce damaging the environment?

Government will help fund half of the project cost; if 50 percent of the costs of the project will be paid from non-Federal sources; up to $10,000 dollars. The incentive here is for schools to invest more in the renovation or development of schools, now. This way they get help with funding from the EPA, while also being able to observe the energy savings and long term effects of green design. By upgrading schools to green design standards, both the school and the community benefit. A healthier place to teach and learn is created with low energy costs to keep running.

2. What type of progress away from the problem or towards a solution is the policy design likely to generate, and why?

This solution should aid in getting the ball rolling for “green educational improvements”. Costs have been a barrier to many school districts who would like to implement green standards into their everyday school atmosphere. In addition, health will likely improve if this act is used properly to upgrade deteriorating or unsafe schools. Lastly, with reduction in CO2 emissions from buildings, we will find ourselves pulling away from the ever apparent global warming crisis, by finding solutions to mitigate the causes.

MANAGEMENT FRAMEWORK

1. How much experience do we have in addressing this issue or others that share its characteristics?

Green Building has recently been given a rating system. LEED has been evolving over the past few years and is now at Version 3. The ever evolving rating system takes advantage of new technologies while maintaining a steady focus on energy efficiency and the reduction of CO2 emissions. As for experience, green design practices are becoming more popular and thus more utilized. There has been previous Acts, such as various Green Building Standards Acts, which are enacted by the state government and requires buildings that are owned or leased by the state to be LEED certified or comply with certain energy-efficient building standards. Energy and Environmental Design (LEED) guidelines include

Sustainable site improvements
Water conservation strategies and/or systems
Energy conservation strategies or systems
The use of sustainable materials
Strategies or systems that improve indoor environmental quality

Due to the years of experience, I think that we have much experience addressing the issue of green building. I believe that incorporating greed design in our school system will only help to educate more people about the many benefits of green design.

2. Do we know how to manage this kind of procedure or is it something we still need to learn?

Due to the previous green building procedures already discussed, I think that this is something that we know how to manage. It can be only beneficial to our education system in the United States.

Week 9 - International Trade, Population and Environmental Regulation

General Questions:

Do you think that the currently developing countries have the right to exploit forests (and other natural resources) as Europe and the United States did to increase their economic well being?

I believe that currently developing countries do have the right to exploit forests and other natural resources only to the extent at which it takes to sustain their own well being. It is the economic reasons that the United States used mass exploitation of natural resources for maximum profit. The excessive exploitation was the cause of much environmental degradation in the United States. Perhaps if the amount of exploitation was rationed our natural resources wouldn’t have been used so lavishly. It would be hard to ration the extent of exploitation of national recourses for developing countries, especially after the US exploited at such a high rate for economic gains. If we are supposed to lead by example, the United States have done a poor job. As a result, I think that currently developing countries may have the “right” to exploit forest to increase their economic well being. Yet, I am hopeful that they will not use these resources so hastily without thinking of the consequences.

What expectations do you think industrialized nations should have for developing nations in the climate change debate? Should equity between industrialized and developing countries be a goal in this debate?

I think that industrialized nations should have the expectations that developing nations will attempt to contribute to the reduction of emissions or will use some sort of regulation to reduce pollution. Equity is an unobtainable goal. However, because industrialized nations are now feeling the strains of the mass exploitation of natural resources, they should expect the developing nations to learn from the industrialization nation’s mistakes, and start incorporating environmental awareness in economic decisions.

What if a developing nation values economic development more than slowing down global warming? Should they be required to participate in reducing emissions?

It is inevitable that developing nations will value economic development more than slowing down global warming. This is due to the fact that education often has a correlation with income. The developing nations are usually less educated that those industrialized nations. Although their priorities may be economic development, I do believe that they should be required to participate in reducing emissions. Emission reduction should be a national attempt. Due to the fact that industrialized nations produce more waste and pollutants than currently developing nations; perhaps it is rational that developing nations should have to meet standards less rigid than those that are set in placed for the more wealthy nations.

Conversely, what expectations should developing nations have for industrialized nations?

Because education is a main reason that the poor are less likely to participate in environmental programs, I believe that the developing nations should have the expectation for industrialized nations to educate them in ways to become more environmentally conscious. In addition, they should expect industrialized nations to provide aid to help start environmental programs or associations.

Final Project Topic: Green Schools Act

Green Schools Act
HR 58 IH
111th CONGRESS

Objective: To promote green schools.

Humans have unknowingly broken away from their natural habitat. In the past century, we have managed to invent technologies that have since shaped the world. While we greatly abuse to our natural habitat for the most profitable outcome, we neglect to notice that our relationships with each other as well as relationships with nature have shattered. It is a great loss. The natural elements and landscapes of our native land are rarely known by name. And what used to be a home is now merely house. Humans have changed the world without right cause. Unfortunately, we have not yet come to the common realization we are connected to the natural world, we share the same planet and rely on it for life. It is our connections with nature and essentially the larger scale of things that brings us back to reality. We have to share this planet with all living creatures. If we do not learn to coexist we are simply aiming ourselves for destruction.

“Ecological design is not reducible to a set of technical skills. It is anchored in the faith that the world is not random but purposeful and stitched together from top to bottom by a common set of rules. It is grounded on a belief that we are part of the larger order of things and that we have an ancient obligation to act harmoniously within those larger patterns. It grows from the fact that we do not live by bread alone and the effort to build a sustainable world must begin by designing one that first nourishes the human spirit.” (Orr, 30)

I chose to do my final paper on the Green Schools Act. This bill is based on the opportunity to promote green construction and improvement to educational facilities.
This includes but is not limited to, grants (up to $10,000 per project) established by the Environmental Protection Agency (EPA) to aid in promoting green school construction and improvements. The construction methods, systems, technologies, or facility improvements that are to be used are based on the Leadership in Energy and Environmental Design (LEED) guidelines. Such initiatives include:

Sustainable site improvements
Water conservation strategies and/or systems
Energy conservation strategies or systems
The use of sustainable materials
Strategies or systems that improve indoor environmental quality

With respect for nature and each other, there is a possibility to build great educational facilities integrating this respect. Teaching our children about the environment through example is an important key to creating an environmentally aware society. With this act, education by example is created by incorporating the use of ecological design in educational facilities. Essentially a new respect for all of creation and a realization of the harmony created between space, humans, and nature will be understood and embedded within the students who learn at the green educational facilities.

Sources:
Orr, D. (2007) The Nature of Design: Ecology, Culture and Human Intention
http://thomas.loc.gov/cgi-bin/query/D?c111:2:./temp/~c111PPDN7Q::

Minority Neighborhoods Health Risk Heightened

ENVIRONMENTAL JUSTICE:
Minority Neighborhoods at Risk

In minority neighborhood, kids’ risk of cancer soars
By Howard Witt and Tribune Senior Correspondent July 29, 2007

WEBLINK:
http://archives.chicagotribune.com/2007/jul/29/news/chi-pollute_bdjul29

Manchestera Texas, a suburb in the midst of a Houston’s most toxic industrial zone, is seeing the repercussions of industrial pollution at length. Experiencing health problems including cancer, the residents of this 90% Hispanic, low-income, working class neighborhood are starting to see signs of the industrial zone, Houston Ship channel bearing a toll on the community. One resident Rosario Marroquin, has lived in Manchestera her whole life and has witnessed the cancer outbreak; her own 6 year old son, Valentin, has just started his leukemia treatments. Marroquin states “The factories were here fist, and I understand that…I understand that we need all this industry for our nation’s economy. But when you look at the pain of a child in the hospital, why can’t these plants do something better, invest more money in pollution controls?”(Witt, 2007). Residents of city of Manchestera, are just some of the many residents that are at jeopardy due to Environmental injustice. Evan Rinquist mentions that a number of studies in the 1980’s concluded that “minority neighborhoods generally experienced worse air quality, worse water quality, more landfills, more sources of toxic pollution, more hazardous waste sites, and weaker enforcement of environmental regulations.” (Vix, 239)

To address the cases in Houston, the University of Texas School of Public Health published a study of children living within a 2 mile radius of the Houston Ship Channel, an area heavily industrialized. In this study it was found that children who live within this radius have a “56 percent greater risk of contracting acute lymphocytic leukemia than children living farther away.” (Witt, 2007). This is not just a local problem; environmental justice issues such as this one are also a national problem. “Risk associated with environmental degradation and hazards are not always proportionate to all people and communities. Environmental justice is considered fair treatment for all people regarding environmental laws, regulations, and policies.” (www.epa.gov)

Rinquest shows that through studies such as Ken Sexton et al. “Air Pollution Health Risks: Do class and Race Matter?”, minority “residents are much more likely than white residents to live in areas with unhealthy levels of air pollutants.”(Vix, 244). Greater environmental health risks are associated with those people with greater exposure to facilities and pollution(Vix, 255). Consequently, Witt states that in EPA data analyzed by the Associated Press in 2005, it was found that “blacks are 79% more likely than whites to live in neighborhoods where industrial pollution is suspected of posing the greatest health danger.” Environmental injustices dealing with pollutants and minority residents associated health risks can be seen in the cases similar to the Manchestera Texas.

The argument in most cases is that the industries were there first and the residents came second. As an example, the Houston Ship Channel region case, the industrial petrochemical facilities were established during World War II, in a time where the area was highly unpopulated. The rebuttal is that the presence of industries often has a negative effect on housing property values, thus attracting low income families to the area. Unfortunately, political power of the minority, low-income communities is often lacking. Thus, the minority, low income community is stuck, with not enough money to move away from the situation and not enough political power to change the situation.

David Konisky mentions that “Communities with high levels of political capacity (that is, wealth, education, group organization skills are more likely to overcome free rider problems and pressure government into strictly enforcing environmental laws”(Konisky, 106). Because political power is a often a function of wealth, education, group organizational skills and frequent participation in the political process; low income minority neighborhoods, often lack political power(Rinquest 249). Thus, the government enforcement is often less stringent without the community interference. Community outreach coordinator for Mothers of Clean Air explains, “It is very easy for industry and the politicians to wear down these communities because they don’t believe they have a right to anything better, and many people are afraid to come forward and complain”(Witt, 2007). Yet, the children of the surrounding communities are developing illnesses that will be with them their entire lives.

States, such as Texas have the power to set their own standards for toxics; unfortunately, Texas has not done anything in the absence of federal standards. However, the Mayor of Houston, Bill White is advocating for stiff fines on industrial plants that do not reduce their toxic emissions. Due to the strong opposition from the petrochemical industry, White has agreed to the formation of an “an industry-government commission” to aid in voluntary emission reductions. Although optimistic, to eliminate the possibility of less stringent laws in the minority neighborhoods, White threatens that if the plants do not comply voluntarily then he will be forced to resurrect his proposed ordinance dealing with strict fines. Reductions of emissions may be costly to the industrial plants, but it can be done. It is hopeful, that with the reductions, health risks associated with living in proximity to the plants will decrease.