What is Permaculture…and how can it help our life on the planet?

How can your family reduce their oil consumption, especially after seeing the Gulf disaster unfold?

How can you teach your children about the oil spill and the effects on the environment?

For the answers, check out Real Mama’s Summer 2010 E-newsletter below.

Recognizing that families and caregivers are short on time and that environmental issues and actions can be complex, Real Mama researches and reviews some of the latest environmental topics and concerns for today’s busy families.

Hope you’re enjoying summer so far. Thanks for your visit and please let us know what you think!

The Quick Facts:

Prior to the massive oil spill disaster in the Gulf of Mexico, most people probably did not think of how much oil they consume.  After watching the “spill cam” showing millions of gallons of oil soiling the Gulf, we should all become aware of our own oil consumption.  Whether you are of the “drill, baby, drill” crowd, or the “spill, baby, spill” crew, we can all take common sense actions to conserve our resources and make wiser choices to reduce the demand and need for oil and its related products and to lessen the impacts on the earth.  (See also Real Mama’s article, “The Oil Spill and a Teachable Moment”)

Products Made from Oil

Oil is all around you.  Well, sort of.  Americans use petroleum (oil), directly or indirectly, for transportation fuel, light, heat, and for the manufacture of consumer products.  Specifically, oil is used for:

• gasoline, motor oil, kerosene, home heating oil, and other fuels
• plastics and synthetic rubber
• asphalt
• liquids & solvents such as paint, paint thinners, lacquers, floor cleaners, hair spray, printing inks
• petroleum (or paraffin) wax used in candy making, packaging, candles, crayons, matches, and polishes
• petroleum jelly in medical products, toiletries, and cosmetics
• synthetic fibers like polyester
• fertilizers, pesticides
• generation of electricity
• transportation of products to market.

According to the Energy Information Administration of the U.S. Department of Energy, fuel products account for nearly 9 of every 10 barrels of oil used in the United States.  Also, oil accounts for about 40 percent of all energy consumed in the United States.

Gasoline for our cars and trucks is the largest single use of oil.  Passenger cars use more than 40 percent of the oil consumed in America.  Since 1981, the number of cars and trucks registered for the road has increased by about 75% to 248.7 million vehicles.  The number of miles Americans drive has almost doubled since 1981.

It is projected that oil consumption in the United States will increase by 1.2 percent annually, reaching 24.7 million barrels per day by the year 2020.  This increase in demand will put pressure on our resources and continue our addiction to fossil fuels.

Tips to Reduce Your Use of Oil

A national survey and report released by the Consumer Federation of America (CFA) show that, even before the Gulf oil spill and Congressional hearings, Americans strongly supported reduced oil consumption and tougher fuel economy standards.  What people do not know is how to accomplish this task, and it can be quite simple.

First, we must know what products are made from oil (see previous list).  Then, we can change our behavior, even in the smallest ways, to reduce the demand and extraction of oil from our lands and waters.  What follows are some ideas; some require more effort than others, but they all will help in reducing oil consumption and the need to drill more, further, and deeper.

On the Road

• drive less (combine trips), carpool, or use public transit
• live closer to work or school
• buy the most fuel-efficient vehicle that meets your needs, including hybrid vehicles
• buy fuel-efficient replacement tires for your vehicle
• check your tires for correct pressure
• obey the speed limit
• turn off the car/truck engine while waiting in line
• keep cars tuned and use fuel-efficient engine oil (marked with an “Energy Conserving” label by the American Petroleum Institute)

At Home or Work

• lower the thermostat
• turn off lights when not in use
• buy energy-efficient appliances
• hang laundry outside to dry
• grow your own vegetables (without using pesticides and fertilizers)
• use water-based latex paints and inks
• use glass, ceramic, metal, and cloth containers instead of plastic
• Consider alternative forms of energy for your home (i.e., solar, geothermal, wind)
• walk or bike to do your errands
• Weatherize homes that use home heating oil.

At the Store

• buy food in bulk to reduce packaging
• buy vegetables at a local farmer’s market or farm
• buy organic food
• buy products made from bee’s wax or soy-based waxes
• buy drinks that come in glass containers or bring and refill a reusable container (preferably stainless steel)
• stop buying bottled water
• stop using plastic bags
• eat less meat

It’s a lot simpler than you think to reduce your oil consumption.  In the end, it will save resources and money, and help your health and the earth.

Information used in this article was found at the following sources, which you can visit if you want to find out more about this topic:

(http://www.nrdc.org/air/energy/fensec.asp, Natural Resources Defense Council, “Reducing U.S. Oil Dependence – A Real Energy Security Policy,” last accessed June 24, 2010

(http://wskg.typepad.com/everydaythinking/2010/06/reducing-oil-consumption-.html, “Everyday Thinking: Exploring the World of Science and Nature; Reducing Oil Consumption,” by Crystal Sarakas, June 13, 2010.)

(http://online.wsj.com/article/SB122125023848529351.html, “What the U.S. Should Do To Reduce Oil Consumption,” by Joseph White,Wall Street Journal, September 15, 2008.)

(http://admin.consumerfed.org/elements/www.consumerfed.org/File/Gas_Oil_Survey_Oil_Spill_PR_5_18_10.pdf, Consumer Federation of America, May 18, 2010.)

(http://www.eia.doe.gov/pub/oil_gas/petroleum/analysis_publications/petroleum_profile_1999/profile99v8.pdf, Energy Information Administration, US Department of Energy, “Petroleum: An Energy Profile,” 1999.)

(http://www.stonyrunfriends.org/Committees/UnityNature/Petroleum.html, “What We Can Do To Reduce Petroleum Use,” Baltimore Monthly Meeting of Friends, Stony Run, last accessed June 24, 2010.)

Quick Facts: “Consciously designed landscapes which mimic the patterns and relationships found in nature, while yielding an abundance of food, fiber and energy for provision of local needs.” People, their buildings and the ways they organize themselves are central to permaculture. Thus the permaculture vision of permanent (sustainable) agriculture has evolved to one of permanent (sustainable) culture. (* David Holmgren, Permaculture Principles & Pathways Beyond Sustainability)

In 1995 a friend invited me to dinner at her home to meet the co-founder of Permaculture, Bill Mollison. Bill is a fascinating man who had not only the vision but already years of practice and experience in bringing his form of holistic design in gardening/farming and natural building to many countries in Asia and Africa. In the mid 1990s Permaculture was just coming to our shores. There were a few workshops but nowhere near the offerings we find today, nor the hundreds of groups and practicing Permaculturists (“Permies”) that are all over the country and world, especially in Asia. Back then I took a few weekend workshops, and the only thing I kept with me was how to sheet mulch (http://www.youtube.com/watch?v=f0NrRCNHI-U). I just was not committed at the time to pursue it totally.

The future holds many ecological and economical challenges. The way I see it, we can no longer ignore these challenges and each of us has to take responsibility for the decline of resources, our environment and our lifestyle. I often think about how I can make a difference. What can I do for others, what can I do to set an example? And most importantly, where does one go for ideas and tangible solutions…solutions that are positive?

My interests in sustainability and growing a lot of food had me searching for ideas; how were others doing it? In my searches Permaculture concepts and designs kept coming-up. What I was seeing were: creative ways to irrigate by catching water; ethical ways of keeping animals that can yield more than just food; cooling homes without electricity; the value of trees – food forests, fuel, carbon capture, water circulation; interaction with my community; cottage industries and how to live in an era of energy descent. So many positive solutions to the crises we face now! Permaculture, I was beginning to understand, was far more than growing food. I saw a community of people around the globe practicing ways to live that were enhancing to their environment, included social justice, and put people before profits.

This past spring I took the 72-hour Permaculture Design Course in New York City from Andrew Faust (see www.homebiome.com). In a classroom setting we learned the principles of Permaculture. The course is standardized in that anywhere you take the class it will cover the same principles and concepts, but the individuals who teach the class bring to it their own dynamic presentations from their experiences designing, implementing and living with Permaculture’s principles. Guest teachers who are practicing designers/growers/foresters share their passion and expertise to the class. Field trips were included. Since this class was offered in New York City, emphasis was placed on urban design, but the basic concepts are transferable anywhere.

I have found that Permaculture has many solutions that are creative, tangible and positive! The following are the Permaculture Design Principles:

• Observe and Interact in our environment (with awareness comes creative solutions)
• Catch and Store Energy (hold and store water, wind, sun)
• Obtain Yields (food, energy, products)
• Apply Self Regulation (design in mind to limit or discourage inappropriate growth or behavior)
• Use and Value Renewable Resources and Service (make good use of all resources)
• Produce No Waste (frugality, look for ways to minimize waste and find appropriate uses for them)
• Design from Patterns to Details (designing from patterns observable in nature and society)
• Integrate Rather than Segregate (design so there is a relationship between elements/systems, so they work off each other)
• Use Small and Slow Solutions (low tech, human scale systems)
• Use and Value Diversity (diversity of structures; living and built, plants and animals)
• Use Edges (productive areas in the environment; man-made or otherwise)
• Creatively Use and Respond to Changes (designing creatively in a way that adapts to changes beyond our control or influence)

These days I see my home and environment differently. Although I do suffer from bouts of doom and gloom I know there are positive solutions. At my own home for instance I have installed a pretty sophisticated water catchment system in which I can rig my drip irrigation for my vegetable garden. It is one small step but it serves as an example of what can be done starting in your own home.

To inquire about upcoming Permaculture workshops, go to Andrew Faust’s website, The Center for Bioregional Living at www.homebiome.com. Also, see www.yestermorrow.org/, www.growingpower.org, www.tristatefoodnotlawns.org
and www.permacultureactivist.org.

For more information, consult the following books:
Permaculture Principles & Pathways Beyond Sustainability, David Holmgren
The Transition Handbook, Rob Tompkin
Permaculture, A Designers’ Manuel, Bill Mollison
Food Not Lawns, H.C. Flores
The Urban Homesteader, Kelly Coyne & Eric Knutsen

Wendy has been gardening for more than 25 years. She has grown herbs for the herbal medicine industry, maintained perennial gardens, been a gardener for a Community Supported Agriculture (CSA) and has most recently started a service in which she installs, maintains and teaches vegetable gardening to homeowners, apartment dwellers and businesses. Currently she is a student of Permaculture and plans on integrating the principles into her gardening practices. You can contact Wendy at wendy@thefrontyardfarmer.net

The Quick Facts: Using sunscreen (and bug spray depending on geography) is essential in the summer to protect kids and adults from exposure. In recent years information is readily available and is accessible to help make the important decision about which products to use to keep your family safe from the elements while taking into consideration health and environmental impacts.

Every summer we reach for the sunscreen and bug spray, often relying on the same brands we used last year and even the brands our parents used.  There are many resources now available that provide information on sunscreen ingredients and bug sprays, and ranks products with regard to safety and effectiveness.  (See Real Mama’s previous articles about specific ingredients and why they should be avoided: Safe Sunscreen for Kids and Safe Bug Spray for Kids: The “Buzz” on Chemical and Plant-Based Repellents)

Sunscreens — Top 15

According to the Environmental Working Group (EWG), a non-profit organization whose mission is to use the power of public information to protect public health and the environment, the top-rated sunscreens all contain the minerals zinc or titanium and not contain oxybenzone or vitamin A (retinyl palmitate), and are not sprayed or powdered.  Below are some examples from EWG’s website and the corresponding number ranking the products were given (0-2 recommended; 3-6 caution; 7-10 avoid):.

Mineral Sunscreens

• All Terrain: Aquasport Performance Sunscreen, SPF 30; TerraSport Performance Sunscreen, SPF 30; KidSport Performance Sunscreen, SPF 30 (2)
• Badger: Sunscreen for Face and Body, Unscented, SPF 30; Sunscreen for Face and Body, Lightly Scented, SPF 15 or 30 (1 & 2)
• California Baby: Sunblock Stick No Fragrance, SPF 30+; Sunscreen Lotion, No Fragrance, SPF 30+; Sunscreen Lotion Everyday/Year-Round, SPF 30+; Sunscreen Lotion, Citronella, SPF 30+; Sunblock Stick Everyday/Year-Round, SFP 30+ (1 & 2)
• Caribbean Solutions: Natural/Biodegradable SolGuard, SPF 25; Sol Kid Kare Natural Sunscreen, SPF 25 (2)
• La Roche-Posay: Anthelios 40 Sunscreen Cream (2)

Non-Mineral

• Beyond Coastal: Active Sunscreen, SFP 30; Daily Active Sunscreen, SPF 15 (3 & 4)
• Bull Frog: Ultimate Sheer Protection Face, SPF 30; Ultimate Sheer Protection Body, SPF 30 (5)
• Coppertone: UltraGUARD Sunscreen Lotion, SPF 15; Oil-Free Sunscreen Lotion, SPF 15; Sport Sunblock Lotion, SPF 15 (4 & 5)
• Glytone: Sunscreen Lotion, SPF 25 (4)
• La Roche-Posay:Anthelios Water Resistant Sunscreen Cream, SPF 15 (3)

Middle of the Road

• Coppertone, Water Babies Pure and Simple Sunscreen Lotion, SPF 50+ (3)
• CVS: Sunscreen with Zinc Oxide, SPF 45+; Baby Sunstick, SPF 50 (3, because it contains Vitamin A)
• Johnson & Johnson: Baby Sunscreen Lotion, SPF 40 (3)

Sunscreens — Buyer Beware

Although warnings about oxybenzone, sprays, and powders have been around for years, a new caution sprung-up recently around vitamin A (retinyl palmitate).  In 2009, a U.S. Food and Drug Administration (FDA) study indicated that retinyl palmitate, when applied to the skin in the presence of sunlight, may speed the development of skin tumors and lesions.

Vitamin A is added by the sunscreen industry to 41 percent of all sunscreens largely because of its anti-oxidant properties that supposedly slows skin aging.  Although that may be true for lotions and night creams used indoors, in 2009, the FDA found that vitamin A’s photo-carcinogenic properties may result in cancerous tumors when skin is exposed to sunlight.  The FDA data are preliminary and the agency is expected to publish a report in October 2010 that may even suggest that some sunscreens increase the risk of skin cancer.  Since findings are still preliminary and some contradictory, EWG recommends that consumers avoid sunscreen with vitamin A (retinyl palmitate or retinol on the label).  EWG recommends that consumers avoid the following products:

• Coppertone KIDS Continuous Spray Sunscreen, SPF 70+ (7, contains oxybenzone, spray, and misleading SFP); Note: EWG does not recommend using spray sunscreens, particularly for children because all the chemicals become airborne and maybe inhaled.
• Banana Boat Baby Max Protect, SPF 100 (7 unbalanced sunscreen, contains oxybenzone, contains vitamin A, misleading SPF); Note: EWG recommends that consumers avoid products labeled with anything higher than “SPF 50+” and reapply sunscreen often, regardless of SPF.
• Mineral Powders, SPF anything (7, contains vitamin A, powder); Note: EWG recommends that consumers do not use loose powder sunscreens since they can enter the airways and move from the lungs to the bloodstream.

Bug Sprays — Top 3

Generally, bug sprays that are plant-based are nontoxic and safe.  However, most chemical-based bug sprays have been found by the U.S. Environmental Protection Agency (EPA) to be slightly toxic, even when applied as directed.  Many plant-based bug sprays that have been found to be just as effective (against U.S. mosquitoes) include oil of lemon eucalyptus and soybean oil, but they work for shorter periods of time than chemical-based ones. Below are some bug sprays reviewed by EWG in their cosmetic database and their assigned ranking:

• Badger Anti-Bug Shake & Spray (1)
• California Baby Bug Repellent Spray (1)
• Jason Natural Cosmetics Quit Bugging Me: Natural Insect Repellant Spray (2)

Bug Sprays — Buyer Beware

Most of us have heard of DEET, however, the ingredient actually being used in bug sprays is N,N-diethyl-m-toluamide, also known as N,N-diethyl-3-methylbenzamide, and commonly known as DEET.  DEET is recommended by the American Academy of Pediatrics (AAP), Center for Disease Control (CDC), and EPA for use when there is a need to prevent insect-borne diseases and insects other than just mosquitoes (i.e., ticks).  However, these institutions note that a DEET product with a concentration of 10% appears to be as effective as those with DEET concentrations of 30% (the maximum concentration recommended for children), with the only difference being that higher concentrations remain effective for longer periods of time.  Below are some sprays reviewed by EWG and their assigned rankings as well as percentage DEET:

• Cutter Backwoods Mosquito Spray Unscented (3, contains N-N-Diethyl-M-Toluamide, 21.85%)

In sum, there are safer ways to protect your family from exposure to the sun and insects.  Take a few minutes to check your beach and camp bags for the best products for your family and the environment.

Information used in this article was found at the following sources, which you can visit if you want to find out more about this topic:

http://www.ewg.org/2010sunscreen/ (Environmental Working Group, a non-profit whose mission is to use the power of public information to protect public health and the environment)

http://www.costmeticdatabase.com (Skin Deep is a safety guide to cosmetics and personal care products by the researchers at the Environmental Working Group)

http://aapnews.aappublications.org/cgi/content/full/e200399v1 (AAP News article entitled, “Follow safety precautions when using DEET on children,” from the AAP Committee on Environmental Health)

http://www.epa.gov/pesticides/factsheets/chemicals/deet.htm (EPA, Pesticides: Topical and Chemical Fact Sheet on “The Insect Repellent DEET.”)

The Quick Facts: Whether it’s an at-home project or a lesson plan for the classroom, the oil spill in the Gulf of Mexico has provided us with a teachable moment that cannot be passed-up. With real time streaming video available of the actual leak and a host of easy-to-replicate science experiments, the devastation in the Gulf may be the catalyst needed to raise a generation with an awareness of the realities that accompany our fuel consumption habits.

Unfortunately when the students at the school where I volunteer return from summer break, our country will still be struggling to contain the oil spewing into the Gulf of Mexico.  The efforts to clean up the massive amount of crude oil in the water, on the beach, and now in the surrounding wetlands, no doubt, will be in full force.  And, while this disastrous spill is potentially scary for young children, the learning opportunity for older kids is undeniable.  If there is any upside to this environmental tragedy, it will certainly be that our children will enter adulthood better educated about the potential harms of our reliance on fossil fuels. (See also Real Mama’s article, “Reduce Your Family’s Oil Consumption“)

Our goal as environmental educators is to open our children’s minds to all sides of current ecological issues, teach science principles, and encourage responsible stewardship practices. Overall, we want students to understand the need for natural resource conservation and to instill a sense of hope that will inspire a generation of problem solvers.

Here are some classroom lessons that help teach about oil spills and cleanup efforts:

Oil Seepage is a Natural Part of our Earth

The crude oil located far beneath the rocky ocean floor seeps into the ocean naturally.  Some estimates put this natural seepage at over 60 million gallons every year.  While informing students of this natural process, it is important to note that this seepage is widespread and slow; bubbling through the rock layers over time.  Contrast this natural process with the violent explosion on the Deep Water Horizon off the coast of Louisiana.  In less than two months, nearly double that amount gushed into a very localized area in the Gulf of Mexico.  With this information students can ponder one of many controversial points surrounding this massive oil spill.  Can our Earth naturally process the crude oil leaking into the Gulf from this latest oil spill?

Create an Oil Spill and Simulate a Cleanup

With a shallow pan, cocoa powder, blue food coloring and vegetable oil, you can simulate an oil spill in the classroom.  Fill a pie tin or other shallow pan halfway full with blue colored water to represent the ocean.  Make a mixture of cocoa powder and vegetable oil to represent the crude oil.  Pour the oil mixture into the “ocean” and have students record the results.  Create different weather scenarios by blowing on the pan or mixing the oil up with a fork.

After students have marked down their spill observations, have them brainstorm on the fastest and most effective way to cleanup the “oil spill” using the following items: cotton balls, medicine droppers, cotton swabs, and dish soap.  Have students record the cleaning process selected.  Set a timer and record how long it takes to clean up the spill.

Effects of Oil on Animals and Birds

The Internet is filled with images of birds covered with brown oil, but students can learn first hand how bird feathers change in character when soaked with oil.  Provide each student with a feather and have them wet it with water.  Students should record their observations (e.g., the feather repels the water).  Next, guide the students to dip their feathers in vegetable oil and record any differences (the oily feather should be heavier and no longer able to repel water). Have students discuss what might happen to a bird whose feathers are completely covered in oil.  Pass around dish soap and ask if students are able to get the feather clean.

Human Activity Pollutes More Than Oil Spills

Probably the biggest lesson that can be learned in teaching about oil pollution is the role we each play.  Petroleum is not just used to make gasoline.  It is prevalent in thousands of other products we use everyday from water bottles to lipstick to crayons.  The more we consume products that contain petroleum, the less chance we have that offshore drilling will slow down.  Have students discuss how our consumption habits play a role in the oil spill disaster.

Finally, inform students that 363 million gallons of oil enter the ocean every year from industrial waste and automobiles.  According to the National Aeronautics and Space Administration (NASA), about half of all the oil that enters Earth’s oceans comes from human activity.  The U.S. Environmental Protection Agency (EPA) estimates that half of U.S car owners change their own oil but only a third of these people dispose of the oil properly.  Students should list the changes they can make to help reduce that amount of oil entering the waters at the hands of human activity.

Information used in this article was found at the following sources, which you can visit if you want to find out more about this topic:

(http://www.nasa.gov/vision/earth/everydaylife/SeaWiFs_Oil.html, the National Aeronautics and Space Administration)

GEF Green In Action Awards are granted to schools, classes, or groups of Green Keepers. Participants in GEF programs send in photos, videos, and/or artwork that demonstrate the impact of their participation in a GEF environmental education project or eco-challenge (i.e. National Green Week, Green Thumb Challenge, Green Energy Challenge, etc.).

Watch the Award-Winning Vermicomposting Video!
http://tinyurl.com/25ootjy

Here is a list of the green programs they developed and a brief description of each:

Litter Patrol — We have been learning about storm waster run-off in our class and the harmful effects to marine wildlife.
No Trash Tuesday — We have also created a Zero Waste Lunch Program at our school.
Lunch Time Recycling — With money awarded to me from our Parent Teacher Association, we had a lunch recycling cart built.
Vermicomposting — As part of my service learning program, I taught my second graders how to build small worm composting bins out of recycled materials.
Earth Poetry — We are writing a series of poems about the earth and activism.

Read the full article here.

Congratulations to Camille, Ms. Andrews and her entire class for their hard work and dedication to making our planet a better place!