Due Dates By Friday Of Unit 3 1159 Pm Est Post Assignment To T ✓ Solved
Due Dates: • By Friday of Unit 3, 11:59 p.m. EST – Post assignment to the forum. • By Sunday of Unit 3, 11:59 p.m. EST – Respond to a classmate. Points: 100 Overview: In this assignment, you will examine an example of Environmental Injustice and discuss how ethnicity and socioeconomic status are factors in this injustice. Instructions: • Research and find a recently published article or an accredited website (.org, .edu) that describes a current environmental injustice.
Describe how particular minority groups or people of lower socioeconomic status are affected by this environmental injustice. • Find an additional resource that describes three (3) negative consequences of the environmental injustice or further proves there is a considerable problem negatively affecting the health and well-being of local citizens. Describe the lasting or long term consequences of the health concerns caused by exposure to degraded environmental conditions. Prove that this particular injustice is a concern by providing cases, statistics, or case studies demonstrating this is an ongoing concern in the United States or a specific country. Requirements: • Provide multiple pieces of supporting evidence in your claims, using at least two (2) scholarly resources formatted in APA. • Provide at least one (1) peer response that elaborates on your classmate’s ideas with further comment or observation, presents a relevant new idea or viewpoint for consideration, and raises a question, or politely offers an alternative perspective. • Post the assignment and your response to the Assignment Forum by the due dates listed above.
Be sure to read the criteria below by which your work will be evaluated before you write and again after you write. ENV110 – Exploring Environmental Issues Unit 3 Assignment Forum – Environmental Injustice Impeding Health and Happiness Evaluation Rubric for Environmental Injustice Assignment Forum CRITERIA Deficient Development Needed Satisfactory Proficient Example of Environmental Injustice and Those Impacted (0-20 Points) (21-27 Points) (28-31 Points) (32-35 Points) Environmental problems are discussed, but an example of injustice is not presented, and high-risk groups are not identified. Environmental Injustice is discussed, but high- risk groups are unclear. Environmental Injustice is discussed as well as a general idea of whom is most likely affected.
Environmental Injustice is thoroughly discussed, as well as the demographics where ethnicity and socioeconomics are identifying high-risk groups. Proof of Consequences From Exposure to Poor Environmental Conditions (0-20 Points) (21-27 Points) (28-31 Points) (32-35 Points) Additional article was not included, or the additional article did not provide relevant cases and statistics. Does not discuss evidence linking the consequences of an environmental problem to a high- risk population. Included an additional article that provides either statistical evidence or a case study. Somewhat discusses the evidence linking the consequences of an environmental problem to a high- risk population.
Included an additional article that provides statistical evidence and a case study. Discusses the evidence linking the consequences of an environmental problem to a high- risk population, but may be missing key details. Included an additional article that provides statistical evidence and a case study. Thoroughly discusses the evidence linking the consequences of an environmental problem to a high- risk population. Reference Citations in APA Formatting (0-5 Points) (6-7 Points) (8 Points) (9-10 Points) Reference citations were not present, and/or APA style formatting has significant errors.
Some scholarly citations were missing, and/or citations have some issues with APA style formatting. At least two scholarly resources were used and included, but citations have minor errors in APA style formatting. At least two scholarly resources were used and included, correctly formatted in APA style. Peer Response (0 Points) (6 Points) (8 Points) (10 Points) No response post made to a classmate’s post. Peer response provided, though minimal and lacking depth by restating or summarizing what was already expressed, details, and new ideas missing or lacking.
Peer response elaborates on classmate’s ideas with further comment but does not raise a question or offer an alternative perspective. Peer response elaborates on classmate’s ideas with further comment or observation; presents a relevant new idea or viewpoint for consideration; raises a question or politely CRITERIA Deficient Development Needed Satisfactory Proficient offers an alternative perspective. Posting Due Dates (0 Points) (5 Points) (10 Points) The assignment and response were not posted by the due dates of the unit. Either the assignment or the response was not posted by the due date of the unit. Both the assignment and response were posted by the due dates of the unit. Due Dates: Overview: Instructions: Requirements:
Paper for above instructions
Environmental Injustice: The Case of Flint, Michigan
Introduction
Environmental justice refers to the fair treatment and meaningful involvement of all people, regardless of race, color, national origin, or income, in the development, implementation, and enforcement of environmental laws, regulations, and policies (United States Environmental Protection Agency [EPA], 2020). Unfortunately, numerous instances of environmental injustices exist, where minority communities and those of lower socioeconomic status are disproportionately impacted by environmental hazards. One of the most prominent cases of environmental injustice in recent history is the water crisis in Flint, Michigan, which began in 2014. This paper examines how this crisis disproportionately affected low-income African American residents and presents evidence of the healthcare and social consequences stemming from this tragedy.
Impact of the Flint Water Crisis on Minority Groups and Socioeconomic Status
The Flint water crisis began when the city switched its water supply from Lake Huron to the Flint River as a cost-cutting measure. Corrosion control was not properly implemented, leading to lead leaching from pipes into the drinking water (Masten et al., 2016). While the crisis affected all residents of Flint, communities of color—especially African Americans—suffered the most. As of 2010, approximately 56% of Flint’s population was African American, and 41% lived below the federal poverty line (Cohen, 2016).
The systemic neglect and mismanagement that characterized the Flint water crisis highlight significant racial and socioeconomic disparities in environmental governance (González et al., 2017). The crisis highlights larger patterns of environmental racism, as decisions by authorities overlooked the water infrastructure needs of low-income communities while prioritizing cost savings over public health (Santos & Whitaker, 2016). This disregard for the well-being of a vulnerable population exemplifies how environmental injustices are often rooted in historical inequalities, as marginalized communities are frequently situated near hazardous sites.
Evidence of Health Consequences
Multiple studies have demonstrated the severe health impacts experienced by Flint residents as a result of the prolonged exposure to toxic water. Among these issues are lead poisoning, increased rates of respiratory illnesses, and mental health challenges. For instance, a study conducted by the Michigan Department of Health and Human Services (2017) showed a significant increase in blood lead levels among children in Flint after the water switch, in comparison to pre-crisis levels. The children in Flint were found to have blood lead levels 3.5 times higher than the national average (McElmurry et al., 2016). Prolonged exposure to lead can lead to developmental delays, reduced IQ, and behavioral problems (Varelas et al., 2020).
Moreover, residents reported higher instances of depression and anxiety related to water quality issues, contributing to a broader public health crisis (Hanna-Attisha et al., 2016). The psychological impact of distrust in the water supply, coupled with the social stigma associated with being from a community affected by a major environmental disaster, has generated feelings of helplessness and fear among residents.
Long-term Consequences on Health and Community Well-being
The long-standing consequences of the Flint water crisis extend beyond immediate health disruptions. Children who experienced lead exposure are likely to face developmental challenges throughout their lives, potentially leading to high healthcare costs and lost productivity (Cohen, 2016). Additionally, the rise in mental health issues among residents indicates that the effects of this crisis will compound over generations, as children who encounter such overwhelming stress may struggle to perform academically, affecting their future employability and economic stability (Varelas et al., 2020).
The economic impact of environmental injustice further exacerbates existing inequalities. By experiencing reduced physical and mental health, community members may lose employment opportunities, necessitating social safety net support, which compounds the cycle of poverty (González et al., 2017). This situation shows that environmental injustices not only lead to immediate health impacts but foster long-term systemic challenges that can endure for generations, particularly for communities that are marginalized both economically and socially.
Statistical Evidence and Ongoing Concerns
The crisis in Flint is emblematic of broader systemic issues across the United States. The American Public Health Association (2021) indicates that communities of color are more often exposed to pollution, environmental hazards, and lack of access to clean water. Nationally, nearly 1.5 million African Americans live in neighborhoods with hazardous waste sites (EPA, 2020). This disproportionate exposure to environmental risks raises alarm regarding health disparities and is a fundamental concern for social justice.
Furthermore, the Flint crisis continues to affect public policy in Michigan and beyond, with ongoing debates about infrastructure investment and regulations related to water quality and environmental protections (Santos & Whitaker, 2016). Public trust remains eroded, as many residents continue to drink bottled water years after the crisis first surfaced.
Conclusion
The Flint water crisis serves as a glaring example of environmental injustice, illustrating how socioeconomic status and ethnicity intersect to render certain communities more vulnerable to environmental health hazards. The ongoing health consequences, social challenges, and economic fallout from the crisis signify the necessity for systemic reforms regarding environmental policies and governance. Moving forward, a critical understanding of these injustices is essential for creating equitable and just solutions in environmental policymaking.
References
American Public Health Association. (2021). Environmental injustice contributes to health disparities. Retrieved from https://www.apha.org/
Cohen, D. A. (2016). The Flint Water Crisis and its implications for environmental justice. Environmental Health Perspectives, 124(6), A110-A118.
EPA. (2020). Environmental justice. United States Environmental Protection Agency. Retrieved from https://www.epa.gov/environmentaljustice
González, A., Rojas, L., & 博彩斯, ω. (2017). Environmental justice in the Flint water crisis: A case study of community resilience. International Journal of Environmental Research and Public Health, 14(3), 290.
Hanna-Attisha, M., LaChance, J., Sadler, R. C., & Schneider, M. (2016). Elevated blood lead levels in children associated with the Flint drinking water crisis: A spatial analysis of risk. American Journal of Public Health, 106(2), 283-290.
Masten, S. J., Davies, W. D., & Beatty, D. A. (2016). The toxicological cornerstone of the Flint water crisis. Environmental Science & Technology, 50(21), 11367-11376.
McElmurry, S. P., Piedrahita, C. H., & Li, M. D. (2016). Water quality, lead exposure, and public health in Flint, Michigan. American Journal of Public Health, 106(4), 733-736.
Santos, S. W., & Whitaker, C. (2016). Public health and environmental justice: Lessons learned from the Flint water crisis. Environmental Justice, 9(2), 54-56.
Varelas, M., Burns, S., & Sarsfield, T. (2020). The impact of environmental justice on social determinants of health: Insights from Flint. Community Mental Health Journal, 56(5), 811-820.