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THE POLLUTER PAYS PRINCIPLE and the REMEDIATION of LAND Emma Lees* Keywords: Contamination, Environmental Liability, Polluter Pa
THE POLLUTER PAYS PRINCIPLE AND THE REMEDIATION OF LAND Emma Lees* Keywords: contamination, environmental liability, polluter pays principle Abstract The Environmental Liability Directive attempts to provide a harmonising framework for liability for environmental damage within the European Union on the basis of the polluter pays principle. This article considers legislation in place in the Member States which sit alongside provisions based on the ELD. It shows that such regimes rely on different models for liability, which require, in turn, fundamentally different understandings as to how the polluter pays principle can work as a principle of liability. It considers provisions in place in Denmark, the United Kingdom, the Walloon Region, the Netherlands, and Germany. The differences between these systems are not differences of degree, nor are they mere technicalities, rather they represent a significant challenge not only to the goals of the ELD, but to the principles underpinning it. By undertaking a comparative analysis of these systems, it becomes clear not only that the ELD sits uncomfortably with these “parallel” provisions, but also that this discomfort is not only one of overlapping and complex legislative provisions, but rather one of underlying justification for liability. ‘The purpose of the Environmental Liability Directive (“ELD”) is to establish a framework of environmental liability, based on the ‘polluter-pays’ principle, to prevent and remedy environmental damage’ (European Commission, 2006, p. 1; A. Waite, 2006, p. 67). This goal is threatened by the variation in Member State liability for remediation of land which sits alongside the ELD in the Member States. When the legislation in Member States relating to contaminated land is examined, it becomes clear that the Member States prefer to extend liability beyond the liability of the polluter. -
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. -
Egan, Michael. "Subaltern Environmentalism in the United States: a Historiographic Review." Environment and History 8, No
The White Horse Press Full citation: Egan, Michael. "Subaltern Environmentalism in the United States: A Historiographic Review." Environment and History 8, no. 1 (February 2002): 21–41. http://www.environmentandsociety.org/node/3107. Rights: All rights reserved. © The White Horse Press 2002. Except for the quotation of short passages for the purpose of criticism or review, no part of this article may be reprinted or reproduced or utilised in any form or by any electronic, mechanical or other means, including photocopying or recording, or in any information storage or retrieval system, without permission from the publishers. For further information please see http://www.whpress.co.uk. Subaltern Environmentalism in the United States: A Historiographic Review MICHAEL EGAN1 Department of History Washington State University Pullman WA 99164-4030, USA Email: [email protected] ABSTRACT When a group of people is faced with both social and environmental subordina- tion, they are the victims of environmental injustice. This subordination is manifest in the disproportionate siting of environmental hazards in poor or minority communities and also in the inequitable distribution of ecological resources, both of which perpetuate the marginalisation of subaltern groups. At the heart of the environmental justice movement is a fight for the empowerment of subaltern groups, heretofore excluded from environmental decision-making. In recognising that the environmental health of their living spaces and families is critical to exacting any kind of improvement of their socioeconomic condi- tions, subaltern groups have added a dynamic new dimension to their social struggles. This counter-hegemonic struggle for ecological democracy is one of the fastest growing social movements in contemporary society, and requires the attention of environmental historians to situate it within the broader context of the history of environmentalism. -
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. -
A Citizen's Guide to Using Federal Environmental Laws to Secure
A Citizen’s Guide to Using Federal Environmental Laws to Secure Environmental Justice Copyright © 2002 Environmental Law Institute®, Washington, DC. All rights reserved. ISBN No. 1-58576-033-1. ELI Project No. 981624. An electronically retrievable copy (PDF file) of this report may be obtained for no cost from the Environmental Law Institute web site <www.eli.org>, click on “Publications” then “2002 Research Reports” to locate the file. [Note: ELI Terms of Use will apply and are available on site.] (Environmental Law Institute®, The Environmental Forum®, and ELR® – The Environmental Law Reporter® are registered trademarks of the Environmental Law Institute.) acknowledgement This project was supported by the Office of Environmental Justice of the U.S. Environmental Protection Agency under Assistance Agreement No. CR82675501. The views expressed herein should not be attributed to EPA nor should any official endorsement be inferred. table of contents Chapter 1. Introduction to Environmental Laws and Available Resources ...............................35 Environmental Justice Funding and Other Assistance for Public Participation. ..35 Other Grants . ......................... ......36 Introduction to Environmental Justice Issues.............1 Program Funding ..............................36 How Environmental Laws Can Help You to Protect Your Community ...............................3 How This Handbook Can Help You to Use Appendix A - Summary Descriptions of Selected Environmental Laws to Your Advantage...............4 Environmental Statutes..........................39 How This Handbook Is Organized, and What It Covers . 5 What This Handbook Does Not Cover.................6 Appendix B - Overview of Additional U.S. EPA Community Grant Programs .....................83 Chapter 2. Understanding the Players and the Laws Appendix C - Selected Other Environmental Justice Resources ...............................87 Identifying the Players..............................9 The U.S. -
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 -
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. -
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