ENvironmental Analysis ENVS 220
Fall 2018
Digital portfolio
ENVS 220 "Environmental Analysis" is the second core course in ENVS at Lewis & Clark, taken fall of my sophomore year. This class builds off of the framing concepts learned in ENVS 160. We are focusing on the formulation and communication of research and applying these skills by "doing" environmental studies. Our learning throughout this course takes the form of lab work, quantitative and qualitative research, statistical analysis, discussion, and concentration development. ENVS 220 is a methods class for the major, in this way, we are more concerned with the process of data collection and why we use such methods. This page outlines my efforts in ENVS 220 by linking to and summarizing my work.
Labs- see all posts
the Anthropocene lab seriesLab One Land Use and Cover Change
Our first lab builds on environmental analysis in the Anthropocene. More specifically, using land use and cover change as a way to make sense of the Anthropocene. The Anthropocene describes the way in which the earth is becoming increasingly influenced by human action, and land use/cover change is one way we are able to research and analyze this impact. Our land use/cover change (LUCC) lab investigates this global phenomenon in the situated context of Lewis & Clark college undergraduate campus and the surrounding area, including River View Natural Area (RVNA) and Collins View Neighborhood. To begin, our class created twelve lab groups who each selected a unique site within the boundaries of our three general areas (Lewis & Clark, RVNA, and Collins View). We used a microclimate apparatus to collect temperature and humidity data for each site. Lab Two and Three Land Use and Cover Change For our second Anthropocene lab, we took GLOBE-based biometry measurements, which provided data on canopy and ground cover. After collecting all of our quantitative data throughout weeks one and two, we merged our crowdsourced data and began our analysis of these data for lab three. Lab Four and Five ArcGIS and Story Maps For lab four, we used ArcGIS to work with vector and raster spacial data, which provided visual imagery we could use to examine how this area has changed geographically over time. To conclude our work on the Anthropocene, we synthesized and presented our findings by creating a story map through ArcGIS. Our map linearly illustrates our data collection and results, qualitative and quantitative analysis of this data, and illuminates the ways in which our collective findings reflect broader land cover change trends. |
|
the Capitalocene lab series
Lab six Global Descriptive Statistics
For our next series of labs, we transitioned away from our research of the Anthropocene, and began investigating another proposed term for our current geological epoch—the Capitalocene. To begin our inquiry into the validity of the Capitalocene, our sixth lab was focused on global descriptive statistics. Through this lab, we measured country-level data (one value per country), focusing specifically on economic data, given our interest in the Capitalocene. |
We did this by using a combination of World Bank and Environmental Performance Index datasets. Through global inferential statistics, we found that our results do not follow the Environmental Kuznets Curve, as we hypothesized.
Lab Seven Global ArcGIS We continued our work on the Capitalocene in week seven by mapping country-level EPI and World Bank data, which complements our global descriptive statistics lab. We worked with the same EPI and World Bank data used in the previous lab, with the addition of another Capitalocene indicator derived from the World Bank Data Repository: Renewable Energy Consumption. |
We made a surprising discovery during this lab—we found that Burundi, a low income country in Africa, uses the most renewable energy of all countries included in the EPI. Iceland, a high income country, uses the second highest amount of renewable energy. Through more research, we found that Burundi, along with several other low income African countries, depend on hydropower. In Burundi, 95% of their total energy consumption is from renewable sources. The assumption of the Capitalocene, that income is prioritized over natural resource conservation, is brought into question as highlighted by our results.
|
Lab Eight Inferential Statistics
For our eighth lab, we used global inferential statistics to test the validity of the Capitalocene. Rather than using country-scale global data like we did for the other Capitalocene labs, we used country-scale sample data. To do this, we used World Values Survey (WVS) data to consider whether the Capitalocene explains environmentally significant values and behavior among individuals through inferential statistics. We selected three countries surveyed through the World Values Survey that are representative the of the World Bank income groups we have been working with. We chose Uruguay (high income), Nigeria (low-middle income), and Rwanda (low income). To shed light on the Capitalocene, our group selected V81 "Protecting Environment Vs. Economic Growth" from the WVS variables. |
Lab Nine Portland Environmental Analysis
For our last lab in the Capitalocene series, we examined Portland Environmental Justice. We worked with Portland Air Toxics Solutions (PATS) data, a project developed by the Department of Environmental Quality to work with local communities to develop strategies to reduce air toxics in the Portland area. For population data on race and income, we used American Community Survey data (ACS), a survey by the US Census Bureau that gathers information not asked in the US census.
For our last lab in the Capitalocene series, we examined Portland Environmental Justice. We worked with Portland Air Toxics Solutions (PATS) data, a project developed by the Department of Environmental Quality to work with local communities to develop strategies to reduce air toxics in the Portland area. For population data on race and income, we used American Community Survey data (ACS), a survey by the US Census Bureau that gathers information not asked in the US census.
We used ArcGIS Online to geographically map these data to look for possible connections to issues of Environmental Justice.
From PATS and ACS data, we created three separate maps to examine if different populations are disproportionately affected by diesel emissions: Diesel Vs. Non-White Populations, Diesel Vs. Non-White populations, and Diesel Vs. Income over $100,000. Our results show a correlation between Diesel Emissions (particulate matter 2.5 microns or less in diameter) and density of Asian populations. However, we did not see a clear empirical correlation between Non-White populations and diesel emissions or income over $100,000 and diesel emissions. Due to limitations in our data and mapping tools, we are unable to make a definitive conclusion about the validity of the Capitalocene from this lab. However, we did conclude that any examination of the Capitalocene should consider the impacts of environmental justice, which is built on a combination of conceptual frameworks and empirical data. |
The situated project lab series- see project portfolio page
Lab Ten, Eleven, and Twelve Situated Project Proposal
For our last lab series, each group developed a situated research project proposal. During the first lab meeting, we created a Zotero annotated bibliography where we have collected scholarly sources that help to answer our framing and focus questions. Our group chose to research renewable energy consumption across varying income groups, with a specific focus on Burundi and Iceland. To access our Zotero annotated bibliography, use this link. We used four tags to better organize our sources: Burundi, Iceland, Framing, and Focus. These tabs delineate which question and country each source explicitly addresses. Take a look at my first project update, "Situating the ___ocene: Annotated Bibliography." During week eleven, we continued doing background research. I discuss our roadblocks and triumphs in my lab write-up titled, "What do Burundi and Iceland Have in Common?" |
After defining our framing question, "How can renewable energy technologies impact socio-economic shortcomings in high and low income countries?", we worked to develop the middle and perspective bottom of the hourglass.
For the middle of the hourglass, we came up with a "focus" question, which is basically a situated version of our framing question to give it more focus for our specific scope of inquiry, "How have renewable energy technologies in Burundi and Iceland affected socio-economic shortcomings?" To read about how we developed our questions, read my update post, "Situating the ___ocene: Renewable Energy Use in Burundi and Iceland."
For the middle of the hourglass, we came up with a "focus" question, which is basically a situated version of our framing question to give it more focus for our specific scope of inquiry, "How have renewable energy technologies in Burundi and Iceland affected socio-economic shortcomings?" To read about how we developed our questions, read my update post, "Situating the ___ocene: Renewable Energy Use in Burundi and Iceland."
Because this project is in its proposal stage, much of the center and bottom of the hourglass is hypothetical. Our proposed methodology is below:
Methodology Acquire country-level World Bank Data World Bank data allows us to compare global Renewable Energy Consumption and Income Group data. We can use these data to calculate descriptive statistics in each situated context;Interviews with Stakeholders We would go to the largest RET energy producer in each country, and have conversations with staff and private contractor employers. This allows us to collect intensive and qualitative data; Surveys of Citizens Surveys would allow us to quantify the mentalities of people who live near RET source sites have about energy use. This allows us to collect extensive and quantitative data; Field Based Research Ground truthing the distance RET power can travel from hydropower sources, mapping who has access. Additionally, we would apply for access to RET facilities to track generation of megawatt hours. These methods would provide a comprehensive view of the ways in which citizens access and regard renewable energy in each respective context. The top and middle of the hourglass come together to inform the bottom of the hourglass, where we draw broad conclusions and propose solutions for this environmental problem. We discussed the possibility of using our data and knowledge to draft comprehensive legislation and revise existing global sustainability goals. Please visit my situated project portfolio to view the final outcome of this lab series. |
|
synthesis & reflection posts- see all posts
In addition to in class discussions, group work, and labs, students in ENVS create separate posts that allow us to dig deeper into topics introduced to us in class. For my first reflection post, "Beginning to 'do' Environmental Studies", I wanted to dig deeper into our first focus of study. During the first few weeks of class, we focused on the Anthropocene and land use/cover change as a way to measure its effects. Anthropocene is a proposed term to define the Earth’s current geological epoch. The Anthropocene defines Earth’s current geologic time period as anthropogenic (being human-influenced).
|
Before beginning our own inquiry into local land use/cover change, we researched existing large scale projects such as the Global Land Programme and GLOBE, which provided framework for our own project. By incorporating our research on land use/cover change with our investigations in the lab portion of ENVS 220, we were able to situate our understanding of environmental analysis on a greater scale. I wrote my second reflection post, "Ok.. It's Time to Concentrate", about brainstorming for my concentration, which includes an in-depth explanation of my motivation and the possible directions my concentration would take.
An important part of the Environmental Studies program at Lewis & Clark are the annual Environmental Affairs Symposiums. In my reflection post titled "ENVX: Environment Across Boundaries", I dive deeper into my participation in the past two ENVX symposiums and what they have taught me about engaging across difference. Last year, I attended one of the several symposium field trips.
|
We worked with Healthy Democracy to learn necessary skills for healthy deliberation, and visited a ranch in southern Oregon to meet with individuals in a farming community who supported the armed militiamen who seized control of an Oregon wildlife refuge in 2016.
The 2018 symposium featured an unusual keynote speaker, Daryl Davis, a man who is known for reaching out and engaging with members of the KKK as a black man. While issues of racism and issues of the environment are hardly comparable, we can adopt his methodology to help us find solutions we have not already considered. The practice of engaging across boundaries is especially important for those who are interested in fields having to do with the environment, due to the differences in demographics, individuals interested in environmental fields are often far separated from opposing viewpoints.
The 2018 symposium featured an unusual keynote speaker, Daryl Davis, a man who is known for reaching out and engaging with members of the KKK as a black man. While issues of racism and issues of the environment are hardly comparable, we can adopt his methodology to help us find solutions we have not already considered. The practice of engaging across boundaries is especially important for those who are interested in fields having to do with the environment, due to the differences in demographics, individuals interested in environmental fields are often far separated from opposing viewpoints.
One of my favorite parts of the Environmental Studies major is the interdisciplinary nature of our scope of inquiry. In my reflection post, "Can One Person Really Make a Difference?", I identify and discuss a common theme I have noticed between ENVS and a SOAN class I am currently taking, "The Political Economy of Food". This theme is the preference between individual and collective action, which is an important debate when discussing issues of our current global food system and how it can be remedied. We have been discussing individual versus collective action in the context of the rising popularity of veganism and vegetarianism, as well as shopping ethically and sustainably. In ENVS 160, we analyzed individual and collective action in depth, and found that it is most useful to meld both strategies to make impactful structural changes from both ends of the spectrum.
|
For my situated research project, my group is focusing on renewable energy use in countries of high and low income groups, with a specific focus on Burundi and Iceland. I wrote a reflection post, "The Energy Challenge in Sub-Saharan Africa: is Renewable Energy a Solution?", where I discuss the energy challenge in sub-Saharan Africa, and how renewable energy technologies (RET) may be able to help remedy this problem. While several countries in sub-Saharan Africa have already implemented RETs, they have yet to reach their full potential for increasing energy access in rural areas of sub-Saharan Africa.
In my final reflection post, "The Semester in Review", I discuss the various topics and skills that we have discussed and worked to develop throughout the semester. I have gained many tools, including ArcGIS, inferential and descriptive statistics, excel, and so on, that will allow my to complete comprehensive environmental analysis in years to come. While I was unsure about what I would gain from this class initially, I am now finishing the semester with the necessary knowledge and skills to successfully tackle environmental issues. |
concentration- visit page
The concentration process centers around the question hierarchy, a process for developing thoughtful and informed questions we use often throughout all areas of ENVS. These questions are simplified into four categories:
Descriptive "what is it?"
Explanatory "why is it happening?"
Evaluative "is this a problem and for who?"
Instrumental "what are the solutions?"
Descriptive "what is it?"
Explanatory "why is it happening?"
Evaluative "is this a problem and for who?"
Instrumental "what are the solutions?"
Historically, the concentration has consisted of sixteen additional credits selected by students which will guide their learning in the direction of their individual interests. However, the ENVS major is making major changes for the 2019-2020 school year, and concentrations will become an advisory aspect of the major. While this facet of the major is changing, it is still valuable to conduct background research and select classes which will support our individual interests.
I am working towards a double major in Environmental Studies and Sociology/Anthropology. As such, I want to develop a concentration that will marry the two majors and guide my learning in a productive direction for both areas of study. Additionally, I am planning on attending the Australia Regional Study program in Spring 2018. I feel that the concentration development process is an excellent opportunity for me to learn more about the culture and history. For my concentration, "The Changing Food Systems of Indigenous Peoples", I will look to some of the cultural indicators of food security, food sovereignty, and sustainable development according to Indigenous Peoples, which are integral to understanding the critical connections between traditional knowledge and traditional foods. For my full concentration summary, please visit the concentration page.
|
concentration questionsDescriptive:
What are the consequences of changing diets for Indigenous Peoples? What complicates the Westernization of Indigenous diets? Explanatory: Why has the Indigenous diet transitioned from traditional food practices to a widely accepted contemporary diet? Why is there a desire to change the current diet of Indigenous Peoples globally? Evaluative: What are the Indigenous perspectives on their changing food practices? Instrumental: What initiatives can be put forth to inspire and enable healthy eating amongst Indigenous populations to better address food inequities? How can we incorporate Indigenous perspectives into these initiatives? |
concentration CoursesSOAN 249 (The Political Economy of Food, 4 credits), Taken Fall 2018. This class situates food as a nexus between society, culture, and political economy. This course will help me better understand the interconnectedness between politics and the food system.
SOAN 349 (Indigenous People: Identities and Politics, 4 credits), Fall 2019. This course will help me gain a better understanding of Indigenous peoples, Indigenous identities, and social movements for Indigenous rights. SOAN 350 (Global Inequality, 4 credits), Offered Alternate Years, Spring Semester. Through this course, I hope to learn about the relationships and issues between First and Third world societies including colonialism and food and hunger, as well as solutions for overcoming global inequality. Hist 388 (What’s for Dinner, 4 credits), Alternate years, spring semester. This course will give me a better understanding of expressing identity through food, and longing for food of the past and ideas about the future of food. |
Throughout this semester in Environmental Analysis, we have been building off of the conceptual framework I gained in Introduction to Environmental Studies last fall. Our investigation of the Anthropocene and the Capitalocene offered insights into the varying perspectives of environmental thought. The skills I have gained through our lab work, including ArcGIS, Excel, and statistical analysis, have given me an excellent foundation that I can build on throughout me next few years in Environmental Studies. My concentration and the development process has created an opportunity for me to learn more about the culture and history of Australia, where I plan to study abroad during my Junior year. In the last few weeks of this course, we worked on developing a situated research project proposal. Through the development of this proposal, I gained a deeper understanding of the implementation of renewable energy technology and its connection to socio-economic status in Burundi and Iceland.