2005: Vol. 52, Issue 4 by Robin Saha
This article tests the proposition that, beginning in the 1970s, historic growth of public enviro... more This article tests the proposition that, beginning in the 1970s, historic growth of public environmental concern and opposition to waste facilities, as well as changes in the policy environment increasingly encouraged hazardous waste facilities siting to follow the path of least (political) resistance and resulted in environmental inequities. Our longitudinal analysis of sitings in the State of Michigan from 1950 to 1990 reveals a distinct temporal pattern supporting our hypotheses. Whereas significant racial, socioeconomic, and housing disparities at the time of siting were not in evidence for facilities sited prior to 1970, patterns of disparate siting were found for facilities sited after 1970. Thus, we call for environmental justice studies employing longitudinal methods to understand the processes and factors contributing to environmental inequalities with greater consideration to changes in historical context.
Papers by Robin Saha
The report section contains a summary of the University of Montana\u27s survey results in a memo ... more The report section contains a summary of the University of Montana\u27s survey results in a memo submitted to the EQC by Robin Saha. The graduate students conducted research requested to support the investigation regarding House Joint Resolution 34 on challenges that occur at Superfund sites under the federal Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA), the state Comprehensive Environmental Cleanup and Responsibility Act (CECRA), and the Voluntary Cleanup and Redevelopment Act (VCRA). Students completed research for the six sites: Bozeman Solvent; Brewery Flats (Lewistown); Burlington Northern (Livingston); Lockwood Solvent; S&W Sawmill (Darby); and Upper Tenmile Creek (Rimini). The memo includes possible approaches to improve the state Superfund process
This course teaches students how to analyze and research environmental and natural resource polic... more This course teaches students how to analyze and research environmental and natural resource policy issues and how to advise policy actors on political strategies to protect their interests. The goal is for students to develop an understanding of the complex dynamics of policy making to prepare them to become active, engaged citizens and to pursue policy-related careers. The focus is on current domestic policy issues.
This course is open to graduate students and upper division undergraduates. It explores how and w... more This course is open to graduate students and upper division undergraduates. It explores how and why environmental risks, such as exposure to toxic chemicals-and benefits, such as access to natural resources, environmental amenities, and environmental protection-are inequitably distributed among various segments of society. The premise of this course that socially, economically, and environmentally sustainable societies at the local, national, and global levels cannot be achieved unless the underlying causes of environmental and social inequity are understood and addressed. Thus, in the first part of the course we look at the historical, sociocultural, political, and economic processes by which environmental inequities by race, socioeconomic status, and gender are believed to have arisen and continue to persist. We do so by examining various case examples, including those in Montana as well as hurricane Katrina. The class also explores the unique causes and consequences of environmental injustice in "Indian Country". In the second part of the course, we will use our understanding of the causes to consider environmental justice solutions. We will look at strategies and tools that environmental justice groups are using to empower themselves and work toward a more just and sustainable society. We will also critique efforts of environmental justice organizations, government, industry, and traditional environmental organizations. Over the course of the term, students will research and analyze an environmental justice issue, topic, or case, or conduct a service learning project in collaboration with a grassroots community organization. This course has received a new-initiated Service Learning designation, which means all students will have an opportunity (i.e., are required) to volunteer for an environmental justice group. The service learning experience and a related service learning project option help integrate and deepen understanding and appreciation of course content. Course objectives This course seeks to develop students' understanding of myriad causes of environmental inequality and apply those understandings to critique existing solutions to environmental inequality and propose new solutions. By the end of the course students will be able to: identify examples of environmental injustice in various contexts. access and utilize demographic and pollution data. WED.
This graduate class and is co-convened with ENST 489S, a course with the same name that is open t... more This graduate class and is co-convened with ENST 489S, a course with the same name that is open to undergraduates. Together we explore how and why environmental risks, such as exposure to toxic chemicals-and benefits, such as access to natural resources, environmental amenities (e.g., access to clean water, water management service, open space, parks etc.), and environmental protection-are inequitably distributed among various segments of society. The premise of this course is that socially, economically, and environmentally sustainable societies at the local, national, and global levels cannot be achieved unless the underlying causes of environmental and social inequity are understood and addressed.
CORE View metadata, citation and similar papers at core.ac.uk provided by University of Montana E... more CORE View metadata, citation and similar papers at core.ac.uk provided by University of Montana ENST367W E n v i r o n m e n t a l P o l it ic s a n d P o l ic ie s
In this course students learn how to analyze and debate environm ental and natural resource polic... more In this course students learn how to analyze and debate environm ental and natural resource policy issues. The goal is fo r students to develop an understanding o f th e complex dynamics o f policy making as preparation fo r being active, engaged citizens and pursuing policy-related careers. The focus is on current dom estic environm ental policy issues. A fundam ental objective is fo r students to understand the w orkings o f governm ental policy-making institutions, political processes by which governm ent decisions are made and th e ways th a t various policy actors a tte m p t to influence those decisions. In the beginning o f the course, students are introduced to the Policy Process Framework, which describes the stages o f moving fro m environm ental problem to policy solution. Thus, we examine how environm ental problems gain the atte n tion o f governm ent and result in public policies being form ulated, adopted, im plem ented, evaluated, and in some cases, changed or term inated. Later in the course, th e class uses the Government Politics M odel to analyze current natural resource and environm ental policy issues. Models are tools th a t allow us to examine th e various components of complex systems-in our case the political system-and understand the behavior of policy actors and relationships among them. Models help us explain current policy debates, predict th e ir outcomes and identify ways th a t various policy actors can influence th e outcomes in th e ir favor. To be successful in the course, students w ill dem onstrate mastery in applying th e Governm ent Politics M odel and understanding governm ent institutions. In learning to apply the Governm ent Politics M odel to specific cases, students begin by identifying key stakeholders and decision makers. Students also examine decision making processes o f governm ental institutions, which we refer to as th e Rules o f the Game, such as those used by Congress, federal agencies, and the courts. Next, students identify the p o litical interests and stakes o f th e policy actors, the actors' underlying values, and th e ir ability to influence the decision makers at d iffe re n t stages o f the decision making process. In evaluating th e relative pow er o f these actors, we consider th e ir access to decision makers and o th er policy actors, po litica l resources, and tactics or strategies.
The Center for Effective Government works to build an open accountable government that invests in... more The Center for Effective Government works to build an open accountable government that invests in the common good, protects people and the environment, and advances the national priorities defined by an active informed citizenry. Individuals and organizations wishing to quote, post, reprint or otherwise redistribute this report, in whole or in part, are permitted to do so if they provide attribution to the Center for Effective Government as the original publisher.
We heartily thank Missoula Mayor John Engen for his leadership in addressing climate change local... more We heartily thank Missoula Mayor John Engen for his leadership in addressing climate change locally. Without his embracing of the U.S. Conference of Mayors Climate Protection Agreement, Missoula would not be taking this important step of conducting a greenhouse gas emissions inventory of municipal operations. We are grateful for the opportunity to assist the City by conducting real-world applied research. We appreciate the chance to learn about City operations and offer recommendations for reducing Missoula's energy use, saving on energy costs, and shrinking the City's carbon footprint. We also appreciate working in close partnership with the City and interacting with and getting to know the City's dedicated, professional staff. We very much appreciate the time and effort that many City personnel devoted to the project in providing information, spending time helping us understand and interpret data and commenting on draft chapters. We also thank members of Mayor Engen's Administrative Leadership Team, along with numerous City personnel, for their valuable guidance and assistance. Although the involvement of these individuals is described in applicable chapters, several individuals require special recognition for their outstanding contributions to our collective effort. First and foremost is Ginny Merriam, the City's Public Information/Communications Officer, who coordinated the project, routed our various information requests and helped tremendously with the survey we conducted of employee commuting, to name just a few of her contributions. We are grateful for her dedication to the project, good nature, patience and helpfulness. City Chief Administrative Officer Bruce Bender also helped us coordinate with various personnel and directly responded to many of our requests. We would be remiss without extending special appreciation to Mary Kay Wedgwood in the Finance Department for her helpfulness in providing access to utility billing records on numerous occasions. Vicki Judd, Manager of Community Relations for NorthWestern Energy in Missoula, also graciously responded to multiple data requests and generously gave her time to the project, for which we are grateful. We are also most appreciative of Jack Stucky, the City's Vehicle Maintenance Supeintendent, particularly for providing fuel use data on the municipal fleet, for helping us identify and understand utility billing for municipal buildings, and for providing information about the City's existing energy conservation and efficiency efforts. We are also grateful to Jack Stucky for his helpful comments and critiques of drafts of various chapters, which allowed us to make significant improvements to this report.
ENST 367W E n v i r o n m e n t a l P o l it ic s a n d P o l ic y CCS 395 C l i m a t e a n d C ... more ENST 367W E n v i r o n m e n t a l P o l it ic s a n d P o l ic y CCS 395 C l i m a t e a n d C l e a n E n e r g y P o l ic y
This co-convened undergraduate (489S) and graduate (595) course meets UM's Social Sciences Genera... more This co-convened undergraduate (489S) and graduate (595) course meets UM's Social Sciences General Education requirem ent fo r undergraduates. Together we explore how and why environm ental risks, such as exposure to toxic chemicals-and benefits, such as access to natural resources, environm ental amenities, and environm ental protection-are inequitably distributed among various segments o f society. The premise o f this course th a t socially, economically, and environm entally sustainable societies at th e local, national, and global levels cannot be achieved unless th e underlying causes o f environm ental and social inequity are understood and addressed. A Note on Email C om m unication: In accordance w ith privacy laws the University requires me to com m unicate w ith students about academic m atters through students' University email (UMConnect) account. Although efforts w ill be made to lim it emails, occasionally it is necessary to com m unicate w ith th e class. Thus, please regularly check your UM email account fo r this class. A Note about O btaining Assistance: If you or your team needs assistance outside of class, please come see me during office hours (or by appoin tm e nt if meeting during office hours is not possible). I pride myself on be readily available fo r extra help. EVST 489 & 595 Environmental Justice Issues and Solutions / Fall 2014 / Page 2 Field Trip There w ill be a full-day field trip on Thursday, October 9 to the Flathead Indian Reservation, which is home to the Confederated Salish Kootenai Tribes. The field trip w ill feature a visit to the National Bison Range. Further detailed w ill be provided in class. All students are expected to attend th e field trip and should make necessary arrangements w ith th e ir other instructors, employers, families, etc. Description of Assignments Service Learning Volunteering: All students are required to volunteer a m inim um o f 15 hours fo r a campus or com m unity environm ental justice organization such as W om en'
This co-convened undergraduate (489S) and graduate (595) course meets UM's Social Sciences Genera... more This co-convened undergraduate (489S) and graduate (595) course meets UM's Social Sciences General Education requirem ent fo r undergraduates. Together we explore how and why environm ental risks, such as exposure to toxic chemicals-and benefits, such as access to natural resources, environm ental amenities, and environm ental protection-are inequitably distributed among various segments o f society. The premise o f this course th a t socially, economically, and environm entally sustainable societies at th e local, national, and global levels cannot be achieved unless th e underlying causes o f environm ental and social inequity are understood and addressed. A Note on Email C om m unication: In accordance w ith privacy laws the University requires me to com m unicate w ith students about academic m atters through students' University email (UMConnect) account. Although efforts w ill be made to lim it emails, occasionally it is necessary to com m unicate w ith th e class. Thus, please regularly check your UM email account fo r this class. A Note about O btaining Assistance: If you or your team needs assistance outside of class, please come see me during office hours (or by appoin tm e nt if meeting during office hours is not possible). I pride myself on be readily available fo r extra help. EVST 489 & 595 Environmental Justice Issues and Solutions / Fall 2014 / Page 2 Field Trip There w ill be a full-day field trip on Thursday, October 9 to the Flathead Indian Reservation, which is home to the Confederated Salish Kootenai Tribes. The field trip w ill feature a visit to the National Bison Range. Further detailed w ill be provided in class. All students are expected to attend th e field trip and should make necessary arrangements w ith th e ir other instructors, employers, families, etc. Description of Assignments Service Learning Volunteering: All students are required to volunteer a m inim um o f 15 hours fo r a campus or com m unity environm ental justice organization such as W om en'
The EQC Agency Oversight Subcommittee was approached by Professor Robin Saha of the University of... more The EQC Agency Oversight Subcommittee was approached by Professor Robin Saha of the University of Montana to conduct a detailed survey of stakeholders from each of the sites evaluated in Chapter 4. Set out below is a summary of the University of Montana's survey results in a memo submitted to the EQC by Professor Saha. Please note that in the public comments in Appendix E, the DEQ has made a number of comments regarding the University of Montana's survey results.
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2005: Vol. 52, Issue 4 by Robin Saha
Papers by Robin Saha