Acknowledgements

We would like to thank those involved in creating Planning a Drift Catcher Project and Organizing a Drift Campaign, including: Jeff Conant from the Hesperian Foundation; Mateo Rutherford and Roy Rojas of BITTS for translation; Brenda J. Willoughby ( Action Network North America) for layout; and contributors Andrea Wilson and Tracey Brieger (Californians for Pesticide Reform) and Katherine Mills, Susan Kegley, Tanya Brown, Kelly Campbell and Christine Riordan ( North America). Major funding for this guide and development of the Drift Catcher was provided by the Cedar Tree Foundation. Additional support was provided by grants to Pesticide Action Network North America and/or Californians for Pesticide Reform by the Beldon Fund, The California Endowment, The California Wellness Foundation, Columbia Foundation, Nathan Cummings Foundation, David B. Gold Foundation, Richard and Rhoda Goldman Foundation, Clarence E. Heller Charitable Foundation, David H. Klein, Jr. Foundation and John Merck Fund. The authors bear responsibility for any factual errors. Recommendations and views expressed are those of Pesticide Action Network North America, and do not necessarily represent the views of our funders and supporters.

© 2012 by Pesticide Action Network North America. Permission is granted to reproduce portions of this report, provided the title and publishing organizations—Pesticide Action Network and Californians for Pesticide Reform—are acknowledged.

Our sincerest thanks to the Hesperian Foundation for providing many of the images used in these materials. Copyright © 2003 by the Hesperian Foundation. The Hesperian Foundation encourages others to copy, reproduce, or adapt to meet local needs any or all of this pamphlet provided that what is reproduced is distributed free or at cost—not for profit. Please contact the Hesperian Foundation for permission before beginning any reproduction, adaptation, or translation to avoid duplication of efforts and make sure you are working with the most recent, updated version of these materials. For information on the images, contact Hesperian at: Environmental Health Book, Hesperian Foundation, 1919 Addison St. #304, Berkeley, CA 94704 USA, telephone (510) 845-1447; fax (510) 845-0539; email [email protected]; website www.hesperian.org

2 Table of Contents

Pesticide Drift Basics What Are ?...... 5 What Is ? ...... 6 Short Term Health Impacts of Pesticide Drift...... 7 Long Term Health Impacts of Pesticide Drift...... 8 Types of Pesticide Drift...... 9

All About the Drift Catcher The Drift Catcher Can Test the Air for Pesticides...... 10 How the Drift Catcher Works...... 11 Which Pesticides Can Be Caught?...... 12 What is Needed to Do a Drift Catcher Project?...... 13

Designing a Drift Catcher Project The Partnership...... 14 Process Overview...... 15 Researching Pesticides in Your Community...... 16 Planning a Drift Catcher Project...... 17 When to Use the Drift Catcher...... 18 Additional Considerations...... 19

Resources References and Additional Sources of Information...... 20 Research Worksheet...... 21 Scientific Advisory Panel...... 22 Pesticide Action Network Contact Information and Bios.....23 CPR Contact Information and Bios ...... 24

3 Welcome to the World of Drift Catching!

he Drift Catcher is an easy-to-use, accurate device that can help you and your neighbors learn about pesticides in the air in your community. TThe government and pesticide companies collect and use scientific data to support decisions they make about pesticide use, but communities often have a better perspective on what needs to be studied because they are closer to the problems. The Drift Catcher allows you to collect your own scientific informa- tion and use it to help protect yourself and your community from pesticides. The Drift Catcher provides an accurate snapshot of pesticides in the air at a certain time and place. You collect the air samples and then send them to a lab. The lab will analyze the samples and let you know if there are pesticides in the air and at what levels. You are in control of the project: you decide where and when you will test the air, and how you will use the information you collect. Scientific data can be an important tool in your campaigns to protect your community from pesticide drift, but the Drift Catcher will not make changes happen on its own. Working together as a group of committed community members is an excellent way to build support and put pressure on the people who can make the changes you want. You probably aren’t the only one in your area who is concerned about pesticide drift! Work with your neighbors, friends, co-workers, local leaders and others to figure out what change you would like to see in your community and how you can make it real. The companion guide to this packet “Organizing a Drift Campaign” is filled with tools to help you run a solid campaign for change in your area. We hope this packet of information is informative and gets your group thinking about how the Drift Catcher might be used effectively in your community. We’re here to help and we look forward to working with you! Sincerely, Pesticide Action Network Californians for Pesticide Reform Pesticide Drift Basics

What Are Pesticides?

Pesticides are chemicals used to kill insects, rodents, and weeds. In this packet we use the word pesticides to describe all chemicals used to control pests. These are some types of pesticides:

• —used to kill insects • —used to kill weeds • —used to control plant diseases • —used to kill rats, mice and other rodents

Where are pesticides used? Pesticides are used on farms, in homes, schools and other buildings to kill insects, rodents or other pests. They are also used on farms, lawns and golf courses to kill weeds, in insect repellents, on mosquito netting and in shampoo used to treat lice. Pesticides are used in rural, suburban and urban areas all over the world.

5 Pesticide Drift Basics

What Is Pesticide Drift?

Pesticide drift is the movement of pesticides through the air, away from the area where they were applied.

Pesticide drift can be hazardous to your health and the environment High concentrations of pesticide drift in the air can cause immediate (or “acute”) poisonings, resulting in serious illness and, in rare cases, death. Exposure to pesticide drift may cause birth defects, cancer, asthma, de- velopmental disabilities and other long-term (or “chronic”) health effects (see pages 7 and 8 for more informa- tion on health impacts). Pesticide drift can also harm the local environment by contaminating waterways, air, and soil, killing fish, birds and other wildlife. Andrea Wilson

Pesticide drift can be hard to detect Sometimes you can see and smell a cloud of pesticides drifting off a field, but sometimes you can’t see or smell it at all. Some pesticides are invisible and odorless, which means you can be exposed to them without even knowing it. Not all pesticide drift happens during or right after a . Some pesticides con- tinue to evaporate from fields for several days to several weeks after an application is completed. Who is affected? People who live near farms, or in the city or suburbs can all be affected by pesticide drift. People can be af- fected anywhere pesticides are used. Pesticides sprayed onto a school sports field may drift into the classroom. When someone applies pesticides in their garden, the chemicals may drift into their neighbors’ yards. Pesti- cides can travel long distances and have been found as far as 50 miles away from where they were applied. Are there pesticides in YOUR air? Catch the drift! If you are concerned about pesticide drift in your community, the Drift Catcher can help you measure the concentration of pesticides in your air. If you find high levels of pesticides in your air, you can use your data to raise awareness of the problem and make change.

6 Pesticide Drift Basics

Short-Term Health Impacts of Pesticide Exposure

Pesticide exposure can result in a range of symptoms, from mild to severe, depending on the pesticide and level of exposure. Some immediate effects of being exposed to pesticides are:

eye, nose or throat irritation, difficulty nausea, vomiting breathing

skin irritation, rash dizziness, tremors, muscle weakness

headaches blurred vision, eye irritation

stomachaches, excessive diarrhea sweating, fever

These symptoms can occur a few minutes to a few days after being exposed to pesticides. If you ever get sick and think it might be related to pesticides, be sure to tell your doctor. It is important to report poisonings to your doctor so you can be properly treated and the incident can be reported. In rural areas, farm workers, their families, and communities located next to agricultural fields are most at risk of acute poisoning. Acute poisonings in urban and suburban settings are typically the result of pesticide applications in and around buildings to control termites, ants, and/or roaches, or near commercial nurseries. Pesticides applied to lawns and gardens can also cause acute poisonings, especially to children and pets. Jan Buckwald

This house has been covered with a plastic tarp and filled with a gaseous pesticide used to kill termites. 7 Pesticide Drift Basics

Long-Term Health Impacts of Pesticide Drift

Long-term (chronic) health problems can result from pesticide exposure over a long period of time even when exposure levels are low. Even though people may not know they are exposed, these health problems may emerge years after a serious poisoning incident or from low-level, long-term exposure. The following condi- tions have been shown to be linked to pesticide exposures: • Brain cancer • Birth defects • Parkinson’s disease • Leukemia • Miscarriage • Non-Hodgkin’s lymphoma • Infertility • Asthma • Sterility California’s Central Valley, the location of the most pesticide use per person in the nation, is now the second most polluted air region in California (just behind Los Angeles). The Central Valley has the highest asthma rate in California and third highest in the nation (behind New York and Chicago).

Children are at greater risk Developing fetuses, infants, and young children are most vulner- able to the health impacts of . Children are Susan Kegley still growing and developing, and their metabolism is less capable of protecting them against harmful chemicals. Children tend to play on the floor and put their hands and objects into their mouths, both of which may be coated with pesticide-contami- nated dust and dirt. Because children breathe more air per pound of body weight than adults, they are exposed to relatively greater quantities of pesticides. For more information and references, see CPR’s Pesticide Action Kit at www.calhealthyschools.org and the Secondhand Pesticide Report (full citations on page 20).

Many health risks are still unknown There is still much we don’t know about the health problems that can result from pesticide exposure. Most pesticides have never been tested for safety on humans even though people are fre- quently exposed to multiple pesticides. We know very little about the effects of cumulative expo- sure. The non-pesticidal ingredients in pesticides (called “inert” ingredients/ “other” ingredients) can also be harmful, and they are usually not identified on the label.

8 Pesticide Drift Basics

Types of Pesticide Drift

There are two types of drift: spray drift and post-ap- applied by a crop duster, airplane or by a tractor. plication drift. Spray drift occurs during and imme- Applicator error can cause drift; however, even when diately after a pesticide application. Post-application pesticides are applied correctly, drift can still occur. drift occurs after the application is complete, hours and even days later. Post-application drift occurs after application is complete, hours and even days later. There are two Spray drift occurs during and immediately after types of post-application drift: a pesticide application when wind or application equipment blow spray droplets, dust or gases off the • Volatilization drift: Some pesticides are applied intended site. The pesticide droplets sprayed out of as liquids or oils but then evaporate (or “volatil- nozzles are the most problematic and can drift long ize”) into a gas after they are applied to crops or distances before settling. These pesticides may be fields. These are called volatile pesticides. Once in gas form, volatile pesticides can drift long dis- tances. Fumigant pesticides (used to treat homes, storage bins, and soil before planting) are espe- cially volatile, and pose the worst drift hazard of all pesticides. Unlike spray drift or drift of dust particles, volatilization drift is invisible, making it difficult to detect without monitoring equipment. • Drift of pesticide-coated dust particles: Some- times high winds in agricultural areas create clouds of dust from pesticide-treated fields. This dust may end up in yards and parks, as well as in homes and cars, where it can be inhaled or ingested. Children are particularly vulnerable to this type of exposure because they play on the floor and often put their hands or other objects into their mouths. Most pesticides can become attached to dust and move around in this way.

How Much is Too Much? The U.S. Environmental Protection Agency estimates how much of a particular pesticide is “acceptable” for the average person’s exposure. In many cases, the levels are set much lower for children than for adults, because it typically takes less expo- sure to have a negative health effect on a child than on an adult. These levels can be translated into “acceptable” air concentrations called Reference Exposure Levels (RELs). The studies used to set the RELs are done by the industries that make and sell the pesticides. For most pesticides, RELs have not been developed. U.S. EPA’s RELs might not be the most accurate or complete information on “acceptable” exposures, but they do provide some guidelines that the EPA uses in setting the rules for chemical use.

9 All About the Drift Catcher

The Drift Catcher Can Test the Air for Pesticides

Pesticide drift can be hard to detect and impossible to measure without air monitoring equipment. The Drift Catcher is a tool for measuring the concentration of pesticides in the air in your community. The device is easy to use and gives accurate results. Katherine Mills Katherine Mills

The Drift Catcher Communities all over the country are using the Drift Catcher to find out more about pesticides in their air

The Drift Catcher can help you learn more about the pesticides in the air in any location in your community including your home, job, school, or local park. It can also test the air inside buildings. Here are some exam- ples of the kinds of studies the Drift Catcher can help you do in your area: • Show that pesticides are present or absent in the • Document the levels of pesticides in the air and air in a specific location—i.e. near a school, play- compare them to Reference Exposure Levels ground or residential area or inside a building. (RELs) set by government agencies (see page 9 for more on RELs). • Document how long pesticides stay in the air after they are applied. • Document the relationship between the distance from the place where the pesticides are applied, and the amount of pesticides in the air.

10 All About the Drift Catcher

How the Drift Catcher Works

After pesticides are applied, molecules of the pesticide are present in the surrounding air (A). The Drift Catcher uses a vacuum pump (B) to pull that air through two glass sampling tubes (C). These tubes contain a special material (resin), which traps the pesticide molecules as the air passes through. After sampling the air, the glass sampling tubes are removed and sent to a laboratory for analysis. The laboratory sends back a report that tells you what type of pesticide molecules are in the air, and at what levels.

A. pesticide B. electric air pump C. glass sampling tubes molecules are draws pesticide-laden contain special resin and suspended in or air through glass trap pesticides as air part of the air sampling tubes passes through them

Will the Drift Catcher provide reliable data? The Drift Catcher is designed to meet rigorous scientific standards. The methods used to collect and analyze air samples are those established by governmental organizations, including the National Institute for Occupa- tional Safety and Health (NIOSH), Occupational Safety and Health Administration (OSHA), the California Air Resources Board (ARB), the California Department of Pesticide Regulation (DPR), and the U.S. Environ- mental Protection Agency (EPA). Our staff scientists have extensive experience in environmental analysis and in making science accessible to non-scientists. In addition, our methods are reviewed by a Scientific Advisory Committee (see page 22 for a list of members). When used properly, the Drift Catcher should provide accu- rate information about pesticides in the air.

11 All About the Drift Catcher

Which Pesticides Can Be Caught?

Pesticide active ingredients are the chemicals in the pesticide that kill pests (insects, weeds, etc.). The rest of the ingredients are called “inert ingredients”. Many different products contain the same active ingredients. If you know the product name, there are several ways to find out more about the active ingredients. Pesticides have a printed label that looks this:

Ingredients: Diazinon...... 5.00% Inert Ingredients...... 95.00%

See back panel for additional CAUTION precautionary statements. KEEP OUT OF REACH OF CHILDREN NET CONTENTS 32 FL OZ (1QT) 946mL EPA Reg # 59144-2

The active ingredients are listed on the label. Another way to find out the active ingredients of a pesticide product is to use the Product Search at www.pesticideinfo.org. For example, if you typed in the product name “Lorsban,” the search would give as the active ingredient. Below are some common active ingre- dients that can be sampled with the Drift Catcher.

Pesticide that can be analyzed PAN staff scientists currently can sample and analyze the following pesticide active ingredients.

1. Most pyrethroids, including: 2. Most organophosphorus 3. Others Allethrin compounds, including: 1,3-Dichloropropene Bifenthrin Azinphos-methyl 2,4-D and derivatives Cyfluthrin Bensulide Alachlor Cyhalothrin Chlorpyrifos Aldicarb Cypermethrin Diazinon Atrazine Cyphenothrin Dimethoate Benomyl Deltamethrin Disulfoton Carbaryl Ethoprop Carbendazim Fluvalinate Fenamiphos Carbofuran Imiprothrin Fenitrothion Chlorpropham Permethrin Malathion Diuron Phenothrin Methidathion Formetanate Prallethrin Methyl parathion Glyphosate Resmethrin Naled/DDVP Metam Sodium/MITC Tetramethrin Phorate Methiocarb Tralomethrin Phosmet Methomyl S,S,S-tributyl Methyl Bromide phosphorotrithioate (DEF Oxamyl or Tribufos) Paraquat Tetrachlorvinphos Propham Propoxur Ziram

12 All About the Drift Catcher

What is Needed to Do a Drift Catcher Project? People, Time and Money

Before you get started on your Drift Catcher project, it is important to make sure you have everything you will need.

PEOPLE: It’s better with friends • Drift Catcher project participants: Drift Catcher projects are most effective when done as a group. This allows you to share the responsibility of training, sampling and using the results. Who do you know who is concerned about pesticides in your community? Talk to them to find out if they are interested in helping you plan your Drift Catcher project. • Drift Catcher operators: Who do you know that is really careful, pays attention to details, and has some extra time? That is the type of person that makes a great Drift Catcher operator.

TIME: Drift Catching takes time • Drift Catcher training: The training session for learning the technical aspects of the Drift Catcher takes about four hours. • Planning your experiment: You will need to spend time with your group determining the best places to site the Drift Catcher to answer your questions about pesticides in the air. • Using the Drift Catcher: Once you are up and running, using the Drift Catcher shouldn’t take too much time. You will need about 30 minutes to set up the Drift Catcher for a new air sampling run, and then about 15 minutes to change the tubes. How frequently you change the tubes will depend on what you are testing for (see page 18 “When to use the Drift Catcher?”).

MONEY: There are costs associated with Drift Catching • Drift Catcher equipment: Each Drift Catcher costs $1000 and some groups will use more than one at a time. We can loan Drift Catchers to groups for a refundable deposit of $200 for each one. If your group doesn’t have money for a deposit, let us know; we may still be able to help you out. • Sample analysis: A commercial laboratory charges about $125 per sample if you know which pesticide you are looking for and approximately $225–300 per sample if you want to look for a range of commonly used pesticides. Check with us—we may be able to help you find funding to use a commercial lab.

13 Designing a Drift Catcher Project

The Partnership Pesticide Action Network North America (PAN) is • Drift Catcher operators: You will have to find interested in working with community groups on people to operate the Drift Catchers. You don’t Drift Catcher projects to help local campaigns for need to be a scientist, but you do need to pay pesticide reform. Working with communities across attention to details, be reliable, and be willing and the country, we aim to strengthen the nationwide able to participate in the Drift Catcher training effort to prevent pesticide drift. As partners, we will and certification process. be working together throughout this process in the following roles: • Careful recordkeeping: To make sure your data are reliable, Drift Catcher operators will need to Pesticide Action Network will provide: keep a careful record of each sample taken. Special forms are provided for this purpose. • Drift Catcher Kit: All the materials you need to conduct your own air sampling experiments are • Access to your data: In order to link your project contained in the Drift Catcher Kit. We will loan with similar projects and to make changes on a or sell you a Drift Catcher kit (or kits), which regional or national level, PAN requests access to includes a Users’ Manual, equipment and supplies the results of your sampling for use in scientific for sampling, and packaging materials for shipping publications. We will respect all requests for confi- samples. dentiality. • Drift Catcher training: After a training session, • Deposit on equipment: If you are borrowing the a PAN staff member will determine if you are Drift Catchers from PAN, we ask that you provide qualified to use the Drift Catcher effectively. a $200 deposit on each Drift Catcher. The deposit will be returned to you when you return all the • Project planning and strategy support: PAN, or equipment to PAN. If your group is a member of a partner group, will help you strategize how to Californians for Pesticide Reform (CPR), it may most effectively use the Drift Catcher in order to be possible for CPR to cover this cost (see page 24 find out what you want to learn about pesticides for CPR contact information). in the air. We can help you decide what chemicals to test for, where you might sample, and how you • Sample analysis: Your group will be responsible might best use the results. for the cost of sample analysis. Pesticide Action Network can often help direct you to potential • Ongoing support: Over the course of your funding sources for this type of work. We can also project, PAN will continue to be available as a re- recommend commercial laboratories. source to help you plan and implement your Drift Catching and provide ongoing technical support • Goals: It is important to have in mind what you as needed, including equipment maintenance. wish to accomplish with the Drift Catcher and how the data might be used to attain these goals. Your group will provide: These goals should be discussed with your group to focus your plans. • Planning information: To determine the best sampling strategy, PAN will need some basic information including any knowledge you might have on pesticide applications in your area, any incidence of illness related to applications, and other sources of air pollution that may also be re- sponsible for adverse effects. You will also need to determine as a group what information you would like to find out.

14 Designing a Drift Catcher Project

Process Overview

The following is an overview of the stages of a typical Drift Catcher project:

1. Local group building: If you are concerned operators to have hands-on practice. It is helpful about pesticide drift, you are probably not alone. to train multiple people in the use of the Drift A Drift Catcher project can be a great way to Catcher, to make your project more flexible and meet other local people or groups and join sustainable. forces to make as much change as possible. It’s a good idea to talk to other people who might 4. Sampling: Once you have a firm plan, it’s time be interested in the project and begin to build a to start collecting samples to find out about pesti- coalition of people and groups that want to work cides in your air. on pesticide drift issues. 5. Data analysis: After completing your air moni- 2. Planning a Drift Catcher project: Pages 16 to toring, the samples get sent to a lab for analysis. 19 in this packet will help you to plan an effec- 6. Interpreting the data: Once the sample analysis tive Drift Catcher project. PAN or one of our has been completed, PAN staff will be available partners will be available to answer any questions, to help explain the results. provide support and resources, and/or facilitate a strategy session with your group. 7. Publicizing/using the data: The data is now yours. Share it with community members, local 3. Drift Catcher training: The training takes about officials or the media. four hours and includes time for Drift Catcher Paulina Novo

Drift Catcher training with a community group in Santa Cruz.

15 Designing a Drift Catcher Project

Researching Pesticides in Your Community

The more you know about pesticide use in your community before you start Drift Catching, the more effec- tive your experiment will be. Try to find out which pesticides are used in your area and when and where they are applied. This information will help you decide where to sample, when to sample, and how long to run your samples. Your best resource may be your neighbors and friends Talk with people in your community about pesticides. By talking to community members about their experi- ences with pesticides, you can also build relationships and perhaps meet some other people interested in help- ing with the Drift Catcher Project. Some ideas of questions you can ask: • Have there been any high-profile cases of pesticide poisoning of people or animals, or contamination of property, in the community? Which pesticides were involved? When did this occur? • Are there any pesticides that are especially problematic in the community because of high or frequent use? • When do you notice pesticides being used? Is there a certain time of year or hour during the day? How frequently do they occur? Can you see pesticides in the air? Can you smell them? • Where do you see pesticides being applied? Are they near your home or school? • How are the pesticides applied? By tractor, plane, back- pack sprayer? Who is applying them? • What crops are grown in the area? • Have you ever been sick after seeing pesticides being ap- plied? • Do your kids or anyone in your family have trouble breathing after a pesticide application? Is asthma a problem? When does your kids’ asthma get worse? • Do you or your family members ever feel dizzy, get headaches, or feel their skin tingling after a pesticide application?

See page 21 for a form to record the information you collect.

Internet Research Check out www.pesticideinfo.org to find out more about individual pesticides or pesticide products. This website provides information on pesticides typically used on specific crops, toxicity to humans and the environment, regulatory status, poisoning diagnostic tools, manufacturer, use data, and more. From this site, you can also link to other online resources about pesticides.

Pesticide Action Network North America (PAN) Pesticide Action Network staff can help you figure out which pesticides are used on certain crops or in certain areas. Call (415) 981-1771 if you need help.

16 Designing a Drift Catcher Project

Planning a Drift Catcher Project

The following questions will help you plan your Drift Catcher project. Remember to use the information you have gathered about pesticide use in your community (see previous page). What do you want to find out about pesticides in your air using the Drift Catcher? For example, the levels of pesticides found in the air near local schools, parks, or residences; whether or not there are pesticides in the air inside the local hospital; or how long pesticides stay in the air after an applica- tion. ______What pesticides will you try to catch? Try to find out the name of the active ingredient. ______Where will you place the Drift Catcher(s)? Be specific! For example: In the playground of the local park, in Laura’s front yard, next to the soccer field. Also consider: Is it a safe location? How will you prevent others from interfering with or damaging the equip- ment? Will it be safe from heavy wind and rain? ______Who will you have to coordinate with to put the Drift Catcher in your chosen location(s)? Will you need anyone’s permission? ______

17 Designing a Drift Catcher Project

When to Use the Drift Catcher

There are several approaches to the timing of your Drift Catcher project. Here are two examples: Catching one pesticide application This type of experiment can be done if you know an application has just happened within several hundred yards of your sampling site. Take one 12-hour sample, then change to another set of tubes for another 12 hours. Then do a 24-hour sample and another 24-hour sample for a total of three days of sampling. This approach allows you to catch peak levels in the air immediately following the application.

Day 1 Day 2 Day 3

Hours 12 12 24 24

Catching multiple pesticide applications or monitoring general air levels If there are multiple applications in your community at different times, if you don’t know when applications are going to occur, or if you are further than a quarter of a mile from the application site, use this approach. Do your sampling in 24-hour cycles for a longer period—a week, two weeks, or even longer. This method allows you to find out what amounts of pesticides are in the air over a longer period of time.

Day 1 Day 2 Day 3

Hours 24 24 24

When will you sample? For how long? ______

Who Will Operate the Drift Catcher?

Who will operate the Drift Catcher(s)? ______What is his/her/their availability? ______Can this person get to the sampling site when necessary? ______

18 Designing a Drift Catcher Project

Additional Considerations

What do you plan to do with your results? Who will you share the data with? (i.e. Local community, county or state government, media, your attorney). ______Who might not be pleased if you find pesticides in the air? ______What other obstacles might you face during your Drift Catcher Project? ______What will you do if you don’t find pesticides in the air? ______

Things to Remember When Planning Your Project • Good results depend on careful, accurate work. Remember, even if the Drift Catcher doesn’t show Using a Drift Catcher isn’t difficult, but you must high levels of pesticides in your air, there is still work carefully and fully document everything you plenty you can do to reduce pesticide use in your do and observe. community. • It is impossible to know ahead of time what • The presence of pesticides is not by itself proof of results the Drift Catcher will show. The Drift harm. Reference Exposure Levels (RELs), where Catcher may find high concentrations of pesti- available, can provide some level of comparison to cides in your air, or none at all. concentrations of concern (as set by the EPA), but RELs have not been determined for many widely • There are several reasons why the Drift Catcher used pesticides (see page 9 for more information might not detect pesticides in your air. 1) They on RELs). You might also consider comparing are not present, 2) The pesticide is not one that your Drift Catcher results to local health data. can be measured using the particular sample tube or anaylsis method, 3) The concentrations are too • Your work may not stand up in court if you are low for the laboratory instrument to detect, or 4) not a professional scientist. However, if you fol- The wind might have been blowing the pesti- low all the procedures and do an excellent job of cide away from the sampling location. There are documenting your work, it is still possible. several options you might consider at this point.

19 Resources

References and Additional Sources of Information

Pesticide Drift Pesticides Literature Review, Ontario College of Fam- S. Kegley, A. Katten and M. Moses, Secondhand ily Physicians, 2004 (Toronto, Ontario), Pesticides: Airborne Pesticide Drift in California, see http://www.ocfp.on.ca/. Pesticide Action Network North America, California Rural Legal Assistance Foundation and Pesticide Organizing Education Center, 2003 (San Francisco, CA), see Bobo, Kimberly et al., Organizing for Social Change: http://www.panna.org/resources/documents/Second- Midwest Academy Manual for Activists, Seven Locks handPs.pdf. Press (Santa Ana, CA), see http://www.midwestacademy.com/Book/page3.html. The Threat of Pesticides in Our Air: A Community Response Guide, Californians for Pesticide Reform, Rainforest Action Network Activist Toolbox, 2004 (San Francisco, CA), http://www.ran.org/action/toolbox/. see http://www.pesticidereform.org. SPIN Project (Strategic Press Information Network) provides media technical assistance to nonprofit Pesticides and Health G. Solomon, O Ogunseitan, J. Kirsch, Pesticides and public-interest organizations, Human Health, Physicians for Social Responsibility http://www.spinproject.org. and Californians for Pesticide Reform, 2000 (San Technical Pesticide Information Francisco, CA), PAN’s Pesticides Database, see http://www.psrla.org/resources.htm. http://www.pesticideinfo.org. Pesticides Are Poison, Hesperian Foundation, 2003 Pesticide Action Network North America’s website (Berkeley, CA), has a variety of publications, fact sheets and other see http://www.hesperian.org/pesticide.htm. resources on various issues related to pesticides, California Healthy Schools Campaign website has http://www.panna.org. fact sheets about pesticides and children’s health, http://www.calhealthyschools.org/.

20 Resources

Research Worksheet

Use this worksheet to record information you collect about pesticides in your community Have there been any high-profile cases of pesticide poisoning in the community? Which pesticides were involved? When did this occur? ______When do you notice pesticides being used? What time of year? What time of day? How frequently? ______Where are the pesticides applied? ______How are the pesticides applied? By tractor, plane, backpack sprayer? Who is applying them? ______If you live in an agricultural area, what crops are grown locally? ______Which specific pesticides are you most concerned about? Why? ______Are there health problems in your community that people think might be linked to pesticides? What kinds? When do the symptoms get worse? ______

21 Resources

Scientific Advisory Committee

This committee provides scientific advice and guidance as we develop protocols to validate the device, the sampling and analysis methods, and the training of community members in using the device. Participation on the committee does not necessarily imply endorsement of the use of the results.

Mr. Ray Chavira, U.S. EPA Region 9 Professor Dara O’Rourke, Environmental Sciences and Policy Management, UC Berkeley Dr. Michael DiBartolomeis, Toxicologist, California Office of Environmental Health Hazard Assessment Ms. Carla Perez, Communities for a Better Environment Dr. Elinor Fanning, Consulting Toxicologist Mr. Mike Poore, California Air Resources Board Mr. Mike James, retired engineer Mr. Randy Segawa, Environmental Monitoring, Ms. Nicki Norman, Community Resources for California Department of Pesticide Regulation Science Dr. Jay Schreider, Medical Toxicology, California Dr. Mike Majewski, U.S. Geological Survey Department of Pesticide Regulation

22 Resources

Pesticide Action Network Contact Information and Bios

Pesticide Action Network (PAN) advocates adoption of Emily Marquez ecologically-sound pest management methods in place of Staff Scientist pesticide use. For 20 years, our international network of Ph.D. Biology, Boston University over 600 citizens groups in more than 90 countries has [email protected], (415) 728-0171 created a global pesticide reform movement with regional Emily began studying reptiles as an undergraduate at the coordinating centers in Africa, Asia, Europe, Latin Amer- University of California, Berkeley, working on effects of sex ica and North America. PAN North America’s primary steroids on sex determination and development in snakes, approach is to link the collective strengths and expertise of turtles and lizards. While in graduate school at Boston groups in Canada, Mexico and the U.S. with counterpart University, she studied live-bearing snakes and wrote her citizen movements in other countries, and to carry out joint thesis on the impact of contaminated soil on expression projects to further our collective goals of sustainable agricul- of genes that play a role in reproduction, using turtles as a ture, environmental protection, worker’s rights, improved model. Before joining PAN in 2012, Emily did postdoctoral food security, and guaranteed human rights for all. research at UC Davis and UC Berkeley. She has also vol- Pesticide Action Network North America unteered at the nonprofit Bikes Not Bombs, teaching bike 1611 Telegraph Ave, Suite 1200 mechanics to youth from the Boston area. Emily manages Oakland, CA 94612 PAN’s Grassroots Science Program, including community phone (510) 788-9020 monitoring of air and water for pesticide exposure. fax (415) 981-1991 [email protected] Paul Towers www.panna.org, www.pesticideinfo.org Organizing and Media Director B.S., Environmental Policy Analysis and Planning, University of California, Davis Staff [email protected] Susan Kegley Paul joined PAN in summer 2011 bringing more than eight Senior Scientist years experience in community organizing, fundraising and Ph.D. Organic and Inorganic Chemistry, University of North organizational development with environmental, health Carolina, Chapel Hill and social justice organizations. Before coming to PAN, he [email protected] directed Pesticide Watch and Pesticide Watch Education Susan came to PAN in 1998 after 15 years of university Fund, sister California organizations dedicated to reducing teaching and research, the last eight of which were focused pesticide use and promoting healthy farming. Previously, on environmental chemistry and curriculum development at Paul was a community organizer with New England-based UC Berkeley. She has extensive experience in environmental Toxics Action Center, and he is a graduate of Green Corps, sampling and analysis for pesticides, PCBs and heavy met- the field school for environmental organizing. Paul’s me- als, and has developed a number of curriculum modules dia background comes from serving as Public Affairs and that focus on de-mystifying chemistry for undergraduates. General Manager of KDVS-FM and as a co-founder of Common Frequency, a media justice nonprofit. At PAN, At PAN, Susan is a consultant and Co-Director of the PAN Paul provides support to partner organizations and commu- Pesticide Database (www.pesticideinfo.org) She also works nities, coordinates the Corporate Control Team, and acts as on issues related to pesticide use and policy, using pesticide primary contact for print media, television and radio. Paul use and toxicology databases to evaluate and map trends speaks conversational Spanish. in pesticide use, documenting the effects of pesticides on people, fish and wildlife, as well as on water and air quality. Susan is Principal and CEO of Institute, Linda Wells Midwest Organizer which provides technical services and consulting on pesti- B.A., Political Sciences & Global Development, Grinnell cides, industrial organic compounds, and heavy metals. She College is author of a number of publications on environmental and [email protected], (612) 284-5023 organometallic chemistry (see http://www.pesticideresearch. com/skegley.html). Linda joined PAN in winter 2011, bringing nearly a decade of organizing experience with environmental and economic justice issues. Before PAN, Linda’s environmental work

23 Resources focused on protecting endangered ecosystems through Braden training program for white social justice activists; marketplace campaigns with ForestEthics. Linda is also a and she is a graduate of Green Corps, the field school for co-founder of the nationwide Hand in Hand — the domes- environmental organizing. Linda is a fourth-generation tic employers association, which seeks to create fair working Iowan from Davenport. She is based in Minneapolis and conditions for domestic workers. As part of her dedication provides support to PAN partner organizations and com- to strong multiracial movements for justice, Linda has munities, particularly in Iowa and Minnesota. Linda speaks served on the leadership team of the Catalyst Project’s Anne conversational Spanish.

CPR Contact Information and Bios

Californians for Pesticide Reform (CPR) is a coalition of Staff over 170 public interest organizations committed to pro- tecting public health and the environment from pesticide Tracey Brieger proliferation. CPR’s mission is to: Co-Director M.S. Environmental Sciences and Policy Management, • Educate Californians about environmental health risks University of California, Berkeley posed by pesticides; [email protected] • Eiminate the use of the most dangerous pesticides in Before joining CPR in 2002, Tracey worked at PAN and California and reduce overall pesticide use; with Probe International in Toronto monitoring the use of Canadian taxpayers money for overseas aid projects. She • Promote sustainable solutions for our farms, spent two years in Thailand and Laos monitoring World communities, forests, homes and yards; and Bank projects and volunteering on organic agriculture proj- ects. As a University of California, Berkeley Human Rights • Hold government agencies accountable for protecting Fellow, Tracey also worked with the Save the Narmada public health and Californians right to know about pesti- movement in India documenting villagers experiences of cide use and exposure. human rights violations resulting from a massive hydroelec- Californians for Pesticide Reform tric power project. Tracey currently serves on the Steering 1611 Telegraph Ave, Suite 1212 Committee of the California Food and Justice Coalition. Oakland, CA 94612 phone (510) 788-9025 Sarah Aird www.PesticideReform.org Co-Director J.D., American University [email protected] Sarah brings a great deal of experience to her work at CPR. In Washington, D.C., she helped organize tenants in her housing unit into an effective tenant association. Addition- ally, she was the Executive Director of Network in Solidarity with the People of Guatemala (NISGUA). Since moving back to California, she has worked with Amazon Watch, Friends of the Earth and as an immigration lawyer before joining CPR core staff in February 2010. Sarah earned her law degree from American University, focusing on humans rights, and is fluent in Spanish. At CPR, Sarah coordinates the HOMES campaign. Much of this work involves informing managers and tenants on ways to implement integrated pest management strategies in their buildings.

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