Asharra, Katy, Renee, Bridget, Ezra
Natural Systems II
April 29, 1999
Introduction
How environmentally aware are we? This is the fundamental question of our study. Environmental concerns include the entire interrelated systems of nature including our water, land, and air. Because these systems are interrelated, pollution of one system means pollution for the whole creating an imbalance in our environment. We believe it is imperative that people understand that your environment effects you as much as you effect it, therefore awareness of ecology and other such issues are important for personal health and well being. According to the Gaia hypothesisóthe Earth is an integrated system of negative and positive feedback cycles which have the tendency to keep conditions constant for life. The Earth is a complex and enduring system that exists on the premise of balance of all its components. These systems are sensitive to pollutants and abrupt changes and excessive perturbation to these systems might "diminish her capacity" to regulate and modify Earthís conditions so that they remain suitable for life (Lovelock 113). Therefore, it is essential to maintain this harmony through increased awareness of the way in which you effect your natural world through your activities.
As students of Miami University, prior to enrollment the vast majority of us thrives in an environment other than the Ohio River Valley and, if we are lucky, will only live here for about four years. During our limited stay it seems logical that students would invest more energy in local awareness because this is where we live for now, however it is our assertion that many of us do not; and as a result are less knowledgeable about their present environment than perhaps a more permanent environment.
Therefore, we sought to evaluate Miami University studentsí level of understanding concerning the basic ecological and environmental issues of our local area. In the course of researching the areaís environmental problems, we discovered a similar survey conducted by The Ohio Environmental Education Fund in the fall 1998. Although testing global awareness, the survey also measured Ohioansí ecological and environmental knowledge. In doing so, one conclusion made was that "respondents with less than a high school education feel it is their responsibility to preserve their local environment whereas the higher educated considered responsibility for the world environment" (OhioEPA, Vol.12 No.4 1998). This finding may be applicable to our study. As students, education on environmental issues is accessible. If utilized, Miami students may obtain basic information in regard to the global and local environments.
However, these environmentally driven courses generally emphasize global issues, but do not specify local concerns. Also, it seems probable that with the global knowledge gained, a student may become disconcerned with their immediate environment. Once educated globally, students may envision local problems as minute and insignificant in comparison. Therefore, students devote inadequate attention to their immediate environment and, as a result, know little about local ecological and environmental issues. In an attempt to uncover the validity of this claim we surveyed seventy-five random students. In doing so, we tested knowledge of local water quality and air quality. In addition, we questioned students about their relationship with nature. Although seemingly astray from the topic, we asked questions such as "were the stars out last night?". These inquiries attempted to perceive an individualsí personal relationship with nature because this is perhaps the largest determinant as to how concerned and active they will be environmentally. Further, we wish to provide a cirrocumuli, educating college students on environmental issues, that emphasizes personal involvement with nature.
Background
Over the past few decades Ohio has drastically improved itís air quality. For example, in 1978, 75 of 88 counties in Ohio did not comply with federal air quality standards. Also, since the late 70ís (to 1990) all harmful toxins are down at least 50% (www.epa.stat.oh.us).
However, Ohio still leads the nation in emissions for sulfur dioxide, and nitrogen oxides, pollutants that cause smog, soot, and acid rain. These chemicals in the air are proven to be carcinogenic in nature and can cause a variety of other health problems such as: eye irritation, sinus and primary respiratory illnesses, skin disease, and potential heart disease (OEPA-www.epa.state.oh.us-).
Accounting for this pollution are both point and mobile sources. Point sources refer to the major contributors of pollutants, usually large industrial facilities . These are the main producers of sulfur dioxide. These pollutants and the sources around this area are represented in Table 7-11 and 13-15. Mobile sources account for nearly 75% of carbon monoxide pollution in the U.S. (www.epa.state.oh.us).
Drinking water is a prime example of how we are connected and influenced by our environment. The contaminants we place in out water systems, directly or indirectly, will produce negative consequences later on. There are numerous pollutants present in our drinking water such as lead, nitrate, sodium, fluoride, asbestos, copper, and iron (Gabler 70). Prolonged ingestion of these contaminants can cause side effects ranging from mottled teeth to hypertension, brain damage, and even cancer (53) among other serious health defects. These pollutants are derived from pesticides (herbicides, insecticides, and fungicides), chlorine added during treatment, urban run-off or "decay of animal and vegetable matter", and water pipes (74).
Although Oxfordís water has high levels of calcium carbonate, the real hazard stems from coliforms. The white residue we find in our drinking water is produced by excess amounts of limestone (calcium carbonate), that fortunately is not harmful. The real danger is the coliform present in the water (See Table 16). Coliform is a "bacteria that is colonized in the gastrointestinal tracts of mammals and is present in fecal material among other sources" (370). High levels of coliform are indicative of other bacterial contaminants that make water unsafe for consumption. Treatment includes "disinfection, filtration, coagulation, and sedimentation" (43). Based upon the water and air quality, we can assume that the soil in Oxford is just as polluted as the air and water because the pollutants in the air and water adversely effect the fertility, quality, and components of the surrounding soil.
Process and Results
In order to grasp an understanding of the studentís "environmental awareness" we decided to form a survey asking questions pertaining to environmental issues, aspects, and activism. We passed the survey out in Shriver, Brill Science Library, and on Western (since they do not venture across Paterson St.). We surveyed 75 students of different majors and years. Eleven students were Fine Arts majors, four were undecided, nineteen were business, eleven were Western, twelve were science, and eighteen were arts and science. We then tallied the results and analyzed them.
Our results were varied, though most seemed to support our preconceived notion that many Miami students are uninformed about their local environment. We asked questions concerning activism that would represent their overall concern for the environment. These entailed questions on recycling habits and driving. Students were asked how often they recycle. Of the students we surveyed, 68% claimed to always recycle, .09% said they recycle sometimes, and 22% never recycle. This is represented in Table 1. The results to this question were surprising because of their inconsistency with our hypothesis. Although, considering the resources available, a larger majority of students should be recycling, we were delighted to have such a high number. Students were then asked if they have a car on campus. As seen in Table 2, 47% do have a car and 53% do not. We then asked the 47% with a car, how often they drive. Table 3 shows that 54% drive at least once a day, 31% drive more than once a week, 12% drive once a week, and a minuscule .03% drive less than once a week. These were the expected results from this question. Although some people may have a valid reason for using a car daily, like work, the fact is Oxford is a square mile and everything is within walking distance. This led us to believe there is a lot of unnecessary driving which can signify a lack of concern for environmental issues.
The rest of the questions were used to evaluate studentís awareness on different aspects of the environment, such as air and water. For the section on air pollution, we asked students to explain the cause of the colors in the sunset and to list some major contributors of air pollution in our area. Based on their answers, we tried to gage their awareness. Students who gave an answer close to the correct answer we labeled as aware, those that gave an answer that displayed some knowledge of the issue we counted partially aware, and those who gave answers like "I donít know" we labeled unaware. Table 4 shows the results of these questions, with 37% aware, 20% partially aware, and 43% unaware. We used the same method for water pollution, asking questions about the white residue in the drinking water and the condition of Acton Lake. Table 5 shows 37% of students are aware, 20% are partially aware, and 43% are unaware. We also tried to show the studentsí awareness of their environmental surroundings which would symbolize their appreciation or connection with the environment. This was measured through the questions, "what causes the colors in the sky at sunset?" and "were the stars out last night?". Those who gave any answer for these questions were considered aware and those who answered "I donít know" were considered unaware. Table 6 shows 47% of the students are aware and 53% are unaware. The last three surveys proved to be consistent with our thesis.
Materials and Methods
To perform this project successfully would be to gain a comprehensive foundation about the make-up of oneís local environment. Instead of assigning a set curriculum that forces students to learn particular facts and figures, we believe that it is essential to get students involved in the process of their own learning. The entire philosophy of Environmentalism revolves around valuing your natural world and fostering a positive connection with it. When one is attune with the natural cycles and workings of the environment, it is much easier to foster a needed respect and concern for problems on a local and global level. All one truly needs for this project is a creative intent interlaced with the passion to follow oneís own inquiry.
To begin this lesson plan, we believe that students should get first hand exposure to their local environment---take a hike, or bring your students outside. Have them write observations on what theyíre seeing or felling at the moment. Have them name the natural flora or fauna that is in season. Ask them to describe and creatures they see, or the even an abstract description on the way the sun is shining. Suggest drawing, or writing poetry---anything to get the students really into the moment and into the feel of nature that will create a powerful emotive connection between their experience and their selves. We recognize that students in cities may not have the opportunity to complete this task as thoroughly, but they still should attempt to connect with as much of their natural environment as possible. A second project that should be assigned is to a) distribute the survey to asses students underlying knowledge on their surroundings, and b) give the students surveyís to pass out as a means of determining where the rest of the communities awareness lies. After this is accomplished give students the freedom to design their own study which addresses one of the issues included on the survey.
For example, an informative and interesting lab that students could perform would be to test water for pollutants in a local stream or lake. Students can pick what pollutant they are interested in (lead, mercury) and research background information on it. Then they would design their own individual manner of testing for these pollutants. Teachers should stress the importance of consistency in the times they take samples and the process in which they go about measuring the amount of toxicity found in each sample. Students should be advised to research possible explanations for their results and then to conduct a "conference" where results and procedures can be presented to the class in a creative and thorough manner.
Another assignment that could be beneficial in increasing students sense of biophilia would be to assigning a naturalist essay. Have students write about their individual feelings regarding nature. Suggest writing about an experience or memory that comes to mind that canít be thought of with out experiencing an extreme sense of nostalgia or flood of emotions regarding nature. Provide students with an example of a naturalist essay---not to only increase their awareness on the Environmental Literature but to inspire a well thought and fluid essay.
Into your Own Hands
Large scale change begins with the individual who must decide what they need and desire for their health and environment. Beyond eating and living organically, we must learn the importance of educating ourselves about our surroundings wherever we may be instead of leaving it up to the institutions and industries to quietly pollute our living sphere with reckless abandon as we look on in ignorance. The Earth provides for us and is to be be appreciated and celebrated, however, if we continue to pollute the Earth and disregard its warnings, it will purge itself of our species so that it may exist in harmony. This "recognition of an underlying web of connection in nature can foster a belief in a fundamental meaning and harmony governing human existence"(Kellert pg. 135).
Discussion and Conclusions
Miami University students, in some respects, have insufficient environmental awareness regarding local issue. But why is this? It is perhaps true that as higher educated individuals, students tend to "think globally" but neglect to "act locally." However, our results conclude that the majority of students exhibit an estrangement from nature and this estrangement may account for an at least partial lack of awareness. Failing to appreciate or even notice wonders such as the sunset suggests students have an inability to recognize the interrelatedness of themselves and nature. Although in a class students may read Gaia, many seem to envision themselves as outside of this entity. One additional contribution to low awareness levels may be the insufficient availability of education on the local environment. As a result of these elements, Miami University students lack essential knowledge about our surroundings and how they effect us. For this reason, it seems imperative to not only address the issue of unawareness, but present a solution based on individual intrinsic connection with nature. The notion of biophilia asserts that humans have a natural affinity for nature. It promotes the idea that "nature offers an essential medium for our development and we continue to rely-physically, emotionally, intellectually on the quality and richness of our affiliations with natural diversity"(Kellert pg. 1). Expanding on this concept we can reach the conclusion that not only is it essential for humans to find union with nature, it is the only way that we can promote healthy practices and stewardship to the natural world.
Bibliography
Gabler, Raymond. Is Your Water Safe to Drink?. New York: Consumers Union, 1988.
Kellert, Stephen R. Kinship to Mastery: Biophilia in Human Evolution and Development.
California: Shearwater Books, 1997.
Lovelock, James. Gaia
Ohio EPA newspaper. Vol. 12. No.4. 1998
http://www.epa.gov/emission/pm10.htm
http://www.ohiocitizens.action/current/org.htm
http://www.epa.gov:9966/envirodcd/owa/sdw_report.first_table?report_id=454566OH
http://www.epa.state.oh.us.htm
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