Environmental Studies
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The Case for Stronger Regulation of Environmental Marketing
University of Missouri School of Law Scholarship Repository Faculty Publications Faculty Scholarship Summer 2020 Greenwashing No More: The Case for Stronger Regulation of Environmental Marketing Robin M. Rotman Chloe J. Gossett Hope D. Goldman Follow this and additional works at: https://scholarship.law.missouri.edu/facpubs Part of the Environmental Law Commons, and the Marketing Law Commons 08. ALR 72.3_ROTMAN (ARTICLE) (DO NOT DELETE) 8/22/2020 11:30 PM GREENWASHING NO MORE: THE CASE FOR STRONGER REGULATION OF ENVIRONMENTAL MARKETING ROBIN M. ROTMAN*, CHLOE J. GOSSETT**, AND HOPE D. GOLDMAN*** Fraudulent and deceptive environmental claims in marketing (sometimes called “greenwashing”) are a persistent problem in the United States, despite nearly thirty years of efforts by the Federal Trade Commission (FTC) to prevent it. This Essay focuses on a recent trend in greenwashing—fraudulent “organic” claims for nonagricultural products, such as home goods and personal care products. We offer three recommendations. First, we suggest ways that the FTC can strengthen its oversight of “organic” claims for nonagricultural products and improve coordination with the USDA. Second, we argue for inclusion of guidelines for “organic” claims in the next revision of the FTC’s Guidelines for the Use of Environmental Marketing Claims (often referred to as the “Green Guides”), which the FTC is scheduled to revise in 2022. Finally, we assert that the FTC should formalize the Green Guides as binding regulations, rather than their current form as nonbinding interpretive guidance, as the USDA has done for the National Organic Program (NOP) regulations. This Essay concludes that more robust regulatory oversight of “organic” claims, together with efforts by the FTC to prevent other forms of greenwashing, will ultimately bolster demand for sustainable products and incentivize manufacturers to innovate to meet this demand. -
Environmental and Natural Resources; Agriculture, Food, and Natural Resources Career Cluster
Statewide Program of Study: Environmental and Natural Resources; Agriculture, Food, and Natural Resources Career Cluster Principles of Agriculture, Food, and Natural Resources Level 1 Wildlife, Fisheries, and Ecology Management/Lab Forestry and Woodland Ecosystems/Lab Level 2 Range Ecology Management/Lab Energy and Natural Resources Technology/Lab Level 3 Advanced Energy and Natural Resource/Lab Practicum in Agriculture, Food, and Natural Resources Level 4 Project-Based Research Scientific Research and Design MASTER’S/ Median Annual HIGH SCHOOL/ DOCTORAL Occupations Wage Openings % Growth INDUSTRY CERTIFICATE/ ASSOCIATE’S BACHELOR’S PROFESSIONAL Environmental $53,352 101 32% CERTIFICATION LICENSE* DEGREE DEGREE DEGREE Engineering Technicians Wastewater Board Certified Environmental Environmental Environmental Environmental Engineers $86,757 288 25% Collections, Class Environmental Science Science Science 1 Engineer - Environmental Science $40,268 508 17% Hazardous Waste and Protection Management Technicians, Including Health Environmental Scientists $77,896 644 24% Water Operators, Certified Water Environmental Environmental/ Environmental/ Class D Technologist Studies Environmental Environmental and Specialists, Including Health Health Health Engineering Engineering Zoologists and Wildlife $67,309 45 32% OSHA Hazardous Certified Wildlife, Fish, Wildlife, Fish, Wildlife, Fish, and Biologists Waste Operations Environmental and and Woodlands Woodlands and Emergency Scientist Woodlands Science and Science and Response Science and Management Management Management WORK BASED LEARNING AND EXPANDED Certified in Public Environmental Natural Fishing and Health Engineering Resources Law Fisheries Science LEARNING OPPORTUNITIES Technology/ Enforcement and Management Work Based Learning Environmental and Protective Exploration Activities: Activities: Technology Services Attend summer leadership events Intern at a waste treatment plant Additional industry-based certification information is available on Texas FFA FFA Supervised Agriculture Experience the TEA CTE website. -
How to Create Your Own Environmental Emphasis
HOW TO CREATE YOUR OWN ENVIRONMENTAL EMPHASIS 2019 ENVIRONMENTAL STUDIES PROGRAM, UCSB 2020 Because of the interdisciplinary design of the B.A. and B.S. Environmental Studies major requirements students are afforded the opportunity to customize their upper-division electives (Area B) and outside concentration (Area C) to create a distinct environmental emphasis or concentration unique to their personal and professional goals and needs. Students may choose from a wide selection of courses from the ES Program as well as departments across campus. This information sheet demonstrates how one may create a personalized concentration by offering some example emphases popular with current ES students. Although one may choose to follow one of the emphases included here, they are SUGGESTIVE ONLY! One may satisfy their major requirements with any combination of applicable courses/units as long as they form a coherent and comprehensive emphasis. Be sure to review the upper-division ES major requirements below before starting an emphasis. A Request to Petition Degree Requirements will be required to apply courses from multiple departments towards the Area C, and can be download here: www.es.ucsb.edu/degreerequirements Please Note: Pursuing an environmental emphasis as part of your Area B & C requirements can help prepare students for a specialized field or profession. However, one’s interdisciplinary emphasis will not be officially noted on their diploma or transcripts. One can highlight their emphasis on their resume and/or cover letter. Please consult an ES Academic Advisor (Bren Hall 4L, Rm. 4312 or 4313) if you have any questions. Review of ES Degree’s Upper-division Requirements: B.A. -
Environmental Science: Integrated Sciences Emphasis
Environmental Science: Integrated Sciences emphasis Understanding & Protecting Our Environment Today’s global environmental problems demand professionals who grasp the complex physical, biological, and social contexts for those problems. Take advantage of this unique program to develop a strong foundation in both environmental science and the human dimensions of environmental issues. Work to develop your own focus by choosing courses from across the University of Idaho. In addition, through this option you will seamlessly incorporate a semester study program, minor, or certificate program to deepen your skillset and increase your marketability across the full range of environmental careers. FRESHMAN FALL SPRING COURSE CREDITS COURSE CREDITS ENVS 101 - Introduction to Environmental Science 3 ENGL 102 - College Writing & Rhetoric 3 ENVS 102 - Field Activities 1 MATH 143 - Pre-Calc Algebra & Analytical Geometry OR MATH 160 - Survey of Calculus OR 3-4 ENGL 101 - Introduction to College Writing 3 MATH 170 - Analytical Geometry & Calculus I ENVS 201 - Careers in the Environmental Sciences 3 Minor/Certificate/ Semester-long experience 3 COMM 101 - Fundamentals of Oral Communications 2 General Education Requirement 3 General Education Requirement 3 General Education Requirement 3 TOTAL 15 TOTAL 15-16 SUMMER BEFORE SOPHOMORE, JUNIOR, OR SENIOR YEAR COURSE CREDITS ENVS 498 - Environmental Science Internship OR 1 can take during fall/spring semester TOTAL 1 SOPHOMORE FALL SPRING COURSE CREDITS COURSE CREDITS GEOL 101/101L - Physical Geology & Lab -
Issues in Environmental Science and Technology
ISSUES IN ENVIRONMENTAL SCIENCE AND TECHNOLOGY EDITORS: R. E. HESTER AND R. M. HARRISON 12 ROYAL SOCIETY OF CHEMISTRY ISBN 0-85404-255-5 ISSN 1350-7583 A catalogue record for this book is available from the British Library @ The Royal Society of Chemistry 1999 All rights reserved Apart from any lair dealing for the purposes of research or private study, or criticism or review as permitted under the terms of the UK Copyright, Designs and Patents Act, 1988, this publication may not be reproduced, stored or transmitted, in any form or by any means, without the prior permission in writing of The Royal Societ}' of Chemistry, or in the case ofreprographic reproduction only in accordance with the terms of the licence.~ issued b}' the Cop}Tight Licensing Agenc}' in the UK, or in accordance Ilith the terms of the licences issued by the appropriate Reproduction Rights Organization outside the UK. Enquiries concerning reproduction outside the terms stated here should be sent to The Royal Society of Chemistry at the addre.~.~ printed on this page. Published by The Royal Society of Chemistry, Thomas Graham House, Science Park, Milton Road, Cambridge CB4 OWF, UK For further information see our web site,at www.rsc.org Typeset in Great Britain by Vision Typesetting, Manchester Printed and bound by Redwood Books Ltd., Trowbridge, Wiltshire Editors Ronald E. Hester, BSc, DSc(London), PhD(Cornell), FRSC, CChem Ronald E. Rester is Professor of Chemistry in the University of York. He was for short periods a research fellow in Cam bridge and an assistant professor at Cornell before being appointed to a lectureship in chemistry in Y orkin 1965. -
Green Marketing and Environmental Consumerism in Continuing Higher Education Cathy Sandeen University of California Los Angeles
It’s Not Easy Being Green: Green Marketing and Environmental Consumerism in Continuing Higher Education Cathy Sandeen UNIVERSITY OF CALIFORNIA LOS ANGELES ver the last few years, terms such as “carbon neutral,” “greenwashing,” and “zero impact” have begun to permeate the media. The proliferation and serious use of such terms reflect a significant cultural focus on one of the most crucial Oissues of our time: sustainability—an effort to reduce our impact on the environment. Not surprisingly, the current focus on all things “green—greener— greenest” has found its way into the realm of continuing higher education as well through a proliferation of courses and programs. A recent Internet search on the phrase “sustainability certificate” produced over 7,600 results, reflecting a strong perceived or real demand. This article provides both a working knowledge of the field and practi- cal applications of the concepts and is organized according to the following sections: • sustainability in the US; • the corporate response; • sustainability in higher education and continuing higher educa- tion; © 2009 Cathy Sandeen, Dean of Continuing Education and UCLA Extension, University of California Los Angeles, Los Angeles, CA CONTINUING HIGHER EDUCATION REVIEW, Vol. 73, 2009 93 IT'S NOT EASY BEING GREEN • green marketing and environmental consumerism (including “greenwashing”); • results from a current original market research survey; and • practical next steps for continuing higher educators. Throughout I have provided a number of definitions of commonly accepted and relatively new terms related to sustainability. BRIEF BACKGROUND AND CONTEXT Carbon neutral: “Calculating your total climate-damaging carbon emis- sions, reducing them where possible, and then balancing your remaining emissions, often by purchasing a carbon offset: paying to plant new trees or investing in ‘green’ technologies such as solar and wind power” (Oxford American Dictionary). -
2019 Environmental Science Major
Major Map: Environmental Science – Bachelor of Science (B.S.) College of Arts and Sciences School of Earth, Ocean & Environment Bulletin Year: 2019-2020 This course plan is a recommended sequence for this major. Courses designated as critical (!) may have a deadline for completion and/or affect time to graduation. Please see the Program Notes section for details regarding “critical courses” for this particular Program of Study. Credit Min. Major Critical Course Subject and Title Hours Grade1 GPA2 Code Prerequisites Notes Semester One (13-14 Credit Hours) ! ENGL 101 Critical Reading and Composition 3 C CC-CMW BIOL 101 & 101L – Biological Principles I 4 CC-SCI or MSCI 101 The Ocean Environment GEOL 101 Introduction to the Earth 3-4 PR or GEOL 201 Observing the Earth (fall only) or GEOG 201 Landform Geography UNIV 101 The Student in the University 3 PR/CC or Carolina Core Requirement3 Semester Two (17 Credit Hours) ! ENGL 102 Rhetoric and Composition 3 C CC-CMW C or better in ENGL 101 CC-INF MATH 141 Calculus I4 4 C CC-ARP MATH 115 or Math placement test score BIOL 102 & 102L – Biological Principles II 4 CC-SCI BIOL 101 & 101L (BIOL 102 & 102L) or MSCI 102 The Living Ocean POLI 201 American National Government 3 CC-GSS/ VSR Foreign language5 or other Carolina Core Requirement3 3 CC-GFL Semester Three (18 Credit Hours) MATH 142 Calculus II 4 C CC-ARP MATH 141 ENVR 201 Environmental Science & Policy I (fall only) 4 C PR/CC- Sophomore Standing INT CHEM 111 & 111L – General Chemistry I 4 PR MATH 115 or Math placement test score Carolina Core Requirement3 3 CC Foreign language5 or other Carolina Core Requirement3 3 CC-GFL Semester Four (17 Credit Hours) ENVR 202 Envir. -
A Menu for Change
A Menu for Change Using behavioural science to promote sustainable diets around the world The Behavioural Insights Team / A Menu for Change 2 The Behavioural Insights Team / A Menu for Change Toby Park, Head of Energy & Sustainability, The Behavioural Insights Team [email protected] Acknowledgements This report has benefitted from several individuals’ contributions. With particular thanks for substantive research support and contributions to early content and the structure of the report, to Emma Garnett (University of Cambridge) and Brittney Titus (University of Oxford), both supporting us while at placement at BIT. With thanks also to Elisabeth Costa (BIT), Dr Filippo Bianchi (BIT), Dr Jessica Barker (BIT), and Dr Christian Reynolds (University of Sheffield) for their valuable feedback and comments. This is a long report. We hope you’ll read it cover-to-cover, but if not, it’s written to allow you to dip into individual sections. Look out for the short orange descriptions at the beginning of each chapter to keep track of where you are. Sections 1.1-1.2 introduce the problem, and make the rationale for shifting global diets. This will be familiar ground for environmental scientists. Section 1.3 looks at the current state, and emerging trends, in diets around the world, and Section 1.4 highlights the many historical occasions when diets have radically changed through technological innovation or deliberate intervention from government and industry. Section 1.5 acknowledges the sensitivities of this topic, and offers some reflections on how we might navigate public and political consent. We don’t have all the answers here but give a series of recommendations for building public support and developing effective policy. -
Science and Sustainability: an Introduction to Environmental Science
1 Science and Sustainability: An Introduction to Environmental Science Chapter Objectives This chapter will help students: Define the term environment and describe the field of environmental science Explain the importance of natural resources and ecosystem services in our lives Discuss the effects of population growth and resource consumption Characterize the interdisciplinary nature of environmental science Understand the scientific method and the process of science Diagnose and illustrate some of the pressures on the global environment Evaluate the concepts of sustainability and sustainable development Lecture Outline I. Our Island, Earth 1. The astronaut’s view of Earth suggests that its systems are finite and limited. 2. Increases in population, technological powers, and resource consumption alter our planet and damage the systems that keep us alive. A. Our environment surrounds us. 1. Our environment consists of all the living and non-living things around us. 2. It encompasses built environments – structures and living spaces – as well as natural components such as plants and animals. 1 Copyright © 2011 Pearson Education, Inc 3. The fundamental insight of environmental science is that we humans are a part of the natural world, not separate from it, and we are dependent on a healthy, functioning planet. B. Environmental science explores our interactions with the world. 1. Environmental science is the study of how the natural world works, how our environment affects us, and how we affect our environment. 2. Environmental scientists study issues of central importance to our world and its future. Rapidly changing global conditions demand that we act now to solve problems. C. We rely on natural resources. -
Ecological and Environmental Chemistry
CHEMISTRY JOURNAL OF MOLDOVA. General, Industrial and Ecological Chemistry. 2017, 12(1), 9-19 ISSN (p) 1857-1727 ISSN (e) 2345-1688 http://cjm.asm.md http://dx.doi.org/10.19261/cjm.2017.427 ECOLOGICAL AND ENVIRONMENTAL CHEMISTRY Nowadays, our human civilization existing of industrial and humanitarian aspects of life, to on Earth faces a series of top importance defend against the cosmic threats, etc. People challenges that represent direct impact on its have to harmonize their relations with nature, to existence and development, both industrial and ensure the long-term and sustainable life of their social. All the natural compartments and their civilization, under conditions of rapid changes in components are subjected to the strong and technology, sciences, social life, natural processes unprecedented anthropogenic influence, including and permanently emerging challenges. lithosphere, soil, surface and ocean water, In the previous years of progressively atmosphere, vegetal and animal world. increasing industrial development (XVIII - Anthropogenic activities has reached such high mid-XX centuries), practically no attention was proportions that provoke the changes in the paid to the danger of deliberated interference of energy (heat) balance of certain regions and man into the material processes occurring on the planet as a whole that can affect the climate, planet. Along the decades, the scientists increase of water level in oceans and seas, considered the nature possessing the unlimited flooding of large areas. capacity to compensate the anthropogenic Almost, all the ecosystems and natural impacts. However, even centuries ago, the facts of compartments are affected by the anthropogenic irreversible changes in environment as a result of pollution. -
Environmental Resource Management, B.S. 1
Environmental Resource Management, B.S. 1 learning. ERM deals with natural resources, conservation and land ENVIRONMENTAL RESOURCE management issues. MANAGEMENT, B.S. You Might Like this Program If... • You are interested in spending time outdoors in the field gathering Begin Campus: Any Penn State Campus data and monitoring environmental conditions • You have a passion for conservation and natural resource issues End Campus: University Park • You are interested in making a difference by solving real world Program Description problems Environmental Resource Management (ERM) is an interdisciplinary, science-based major designed to prepare students to understand and critically analyze environmental problems ranging from local to global in scale, identify solutions, and communicate ideas related to environmental and natural resource issues. The ERM major also focuses on human interactions with the environment by emphasizing the management of environmental resources. The ERM curriculum begins with foundation course work in the biological, physical and social sciences. Later courses apply these principles to the management and sustainability of the environment, and include environmental problem-solving, ecosystem management and environmental law. The third tier, offered through three options, affords considerable flexibility and the opportunity to specialize. The major prepares students for employment in a variety of environmental positions, including environmental consulting, public agencies, and nonprofit organizations. Students are also prepared for graduate school or law school upon graduation. Realizing the wide range of career possibilities requiring diverse types of academic preparation, three options of study are available: the Environmental Science Option, the Soil Science Option and the Water Science Option. In the Environmental Science Option, students select a minor or choose a group of courses (totaling at least 18 credits) that focus on a particular aspect of the environment. -
Environmental Science (ENVS) 1
Environmental Science (ENVS) 1 ENVS 204 Introduction to Ecosystem Management3 Credits ENVIRONMENTAL SCIENCE Scientific management of natural resources in a changing environment. Problem solving emphasized in a case study approach to ecosystem (ENVS) management. Theories of ecology, economics, fisheries and wildlife management, biology, and sociology to solve problems using realistic and ENVS 101 Introduction to Environmental Science-GTSC23 Credits complex landscape scenarios. Impact of resource use and pollution on the earth's environment and Prerequisites: ENVS 104 or permission of instructor. biota. Scientific approach to solving environmental problems and the Corequisites: ENVS 204L. impacts of values upon global environmental decisions examined. ENVS 204L Introduction to Ecosystem Management Laboratory1 Credit General environmental awareness and literacy emphasized. Students Lab component required for ENVS 204. may take either ENVS 101 or ENVS 103/ENVS 103L for essential learning Prerequisites: ENVS 104 or permission of instructor. natural science credit, but not both. Corequisites: ENVS 204. Essential Learning Categories: Natural Sciences Fees: Yes. Colorado Guaranteed Transfer (GT) Pathways General Education Curriculum ENVS 212 Environmental Health and Safety2 Credits Examination of environmental health and safety issues associated with ENVS 103 Field-Based Introduction to Environmental Science-GTSC13 hazardous materials. Includes basic toxicology, threat assessment, Credits and control strategies. Meets 40-hour OSHA training requirement