Discussion on Eating Locally: Environmental health

Discussion on Eating Locally: Environmental health

Table of Contents

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Instructions

Discussion on Eating Locally: Environmental health

Discussion on Eating Locally: Environmental health

Eating Locally (Environmental Health)

Craft a 2–3-page argument in favor of eating locally sourced food.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 3: Apply personal and professional decisions based upon an understanding of environmental risks.

Discuss specific ways to implement a local diet.

Supply several examples of local food sources.

Suggest ways to encourage others to eat locally.

Describe how to handle food waste in the home.

Competency 4: Communicate effectively in a variety of formats.

Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

Context

 

Write coherently to support a central idea in appropriate format with correct grammar, usage, and mechanics.

As you consider the topic of local food, take some time to consider food safety issue and the closely related environmental issues of waste and safe living environments. The Assessment 3 Context document provides an overview of these issues. Take time to review this document for key concepts and ideas related to safe food production, safe waste disposal, and safe homes.

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

How could you implement a local diet into your lifestyle?

Are there farmers’ markets in your area?

What environmental risks to your food or your home might be involved when you shop in a farmers market?

Where is the nearest community supported agriculture farm (CSA) to your home?

How could you encourage others to eat locally?

What are the ecological and human health concerns associated with agricultural and household pesticides?

Is the U.S. ethanol fuel program adding to the world food crisis? If so, how? If not, why is that so?

Do you think irradiation is a safe technology? Do you think labeling should be required on irradiated food?

What is an example of a green building technique? Do you think it is feasible for most people to use these techniques? How could it be made more accessible to the general public?

What actions could you take to make your home a safe, healthy home?

What happens to food waste and solid waste in your home and in your community? Follow the path from home to end point.

What can be done to minimize food waste in the United States?

What can be done to minimize the amount of solid waste ending up in our landfills?

Resources

REQUIRED RESOURCES

The following resources are required to complete the assessment.

Capella Resources

Click the links provided to view the following resources:

Assessment Instructions

in a 2–3-page report, make a case for eating locally. Address the following in your report:

Identify the benefits of implementing a local diet.

What are the benefits to the environment?

How does a local diet conserve natural resources?

What are the potential benefits to human health?

Discuss specific ways in which you could implement a local diet. How could you (or do you) integrate a local diet into your lifestyle?

Identify several examples of local food sources you have access to. Are there farmers’ markets in your area?

What is community supported agriculture (CSA)? What is the history of the CSA movement? Where is your nearest community supported agriculture farm (CSA)?

Identify sustainable methods for dealing with food waste in your home. How do you currently handle your family’s food waste?

Describe ways you could encourage others to eat locally.

ADDITIONAL REQUIREMENTS

Your report should follow a logical structure and be evidence based. Use the APA Paper Template (linked in the Resources under the Required Resources heading) as a resource for citations and formatting.

Written Communication: Written communication should be free of errors that detract from the overall message.

Length: The report should be 2–3 pages in content length. Include a separate title page and a separate references page.

Font and Font Size: Times New Roman, 12-point, double-spaced. Use Microsoft Word.

APA Formatting: Resources and in-text citations should be formatted according to APA (6th edition) style and formatting.

Number of Resources: You are required to cite a minimum of 2 scholarly resources. You may conduct independent research for resources and references to support your report. Provide a reference list and in-text citations for all of your resources, using APA format. You may cite texts and authors from the Resources.

 

ASSESSMENT 3 CONTEXT

Food Safety

There are environmental risks related to what we eat and what we throw away, for example the risks to the food supply caused by pests and pesticides. Pests are unwanted plants (weeds) or animals (vectors). The most common types of vectors are insects (arthropods) and rodents. Overpopulation, poverty, and lack of sanitation provide opportunities for vector-borne diseases to spread. Global warming and resistance make control of disease-carrying vectors difficult.

Pesticides are one way to control pests, but there is much controversy surrounding their use. While the benefits of pesticides include increased food supply, lower food prices, and decreased spread of vector-borne disease, pesticides can adversely affect birds, fish, and mammals. They can be harmful to those who apply the pesticides and those who are exposed to them, especially children. Although pesticides play an important role in our society, there are many natural alternatives to pesticides that are safer to use and very efficient, especially in and around the home.

Sanitation is one important way you can reduce the incidence of pests in your home. Sanitation is also important when it comes to food safety. The Centers for Disease Control estimates that each year roughly 1 in 6 Americans (or 48 million people) gets sick, 128,000 are hospitalized, and 3,000 die of foodborne diseases (n.d.). Thus, proper handling of food is vital. Other techniques used to decrease the risk of food-borne illnesses are pasteurization, inspection of meat and produce items, and food irradiation.

Most of the processed foods in stores contain genetically engineered crops. In genetic engineering, the DNA from one species is introduced to another—sometimes the same species, sometimes another. Although genetically engineered foods require fewer pesticides and herbicides, there are concerns about food allergies and safety for humans and wildlife.

Foods with the highest toxicity indexes for pesticides include:

Fresh peaches.

Frozen and fresh winter squash.

Apples.

Grapes.

Spinach.

Pears.

Green beans.

Broccoli.

Orange juice.

Bananas.

Corn.

(Organic Trade Association, 2012).

WASTE DISPOSAL AND SAFE LIVING ENVIRONMENTS

The disposal of waste is a looming problem in the country. Landfills are slowly filling up, chemicals from the breakdown of wastes have entered the soil and the water, and few steps have been taken to change the throw-away mentality of our society.

The average person generates 4.3 pounds of waste per day (Duke Center for Sustainability and Commerce, 2014). Further, waste disposal is one of the biggest expenses in city budgets. Improper disposal causes problems with vermin and insects, and pollutes surface as well as groundwater. Individuals are often unaware of the special programs for disposing of hazardous materials, so these too end up in landfills. The management of waste is a public health problem that must be addressed seriously, and soon.

As we look at how to deal with the waste generated, we must also look at the health of our homes and workplaces. According to the Environmental Protection Agency (2013), most North Americans spend ninety percent of their time indoors. Indoor air pollution is one of the top five environmental risks and can be 2–100 times higher than outdoor air pollution. Since the 1970s, buildings have been built airtight to conserve energy, which has led to an increase in health problem associated with indoor air pollution. Indoor air quality is a problem in both old and new construction, as well as in homes, business, and schools. Problems can be caused by mold and mildew, and the presence of certain construction materials such as toluene and vinyl chloride. Headaches, allergies, depression, and chronic respiratory problems are indicators of indoor pollution

Discussion on Eating Locally: Environmental health

Discussion on Eating Locally: Environmental health

Discussion on Eating Locally: Environmental health

Discussion on Eating Locally: Environmental health

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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