Feb. 28th, 2008

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Environmental racism can be defined as:
Racial discrimination in environmental policy making and the enforcement of regulations and laws; the deliberatetargeting of people of Colour communities for toxic and hazardous waste facilities; the official sanctioning of the life-threatening presence of poisons and pollutants in ourcommunities; and the history of excluding people of colour from the leadership of the environmental movement.1

Others have added to that definition by saying environmental racism refers to "any government, institutional, or industry action, or failure to act, that has a negative environmental impact which disproportionately harms - whether intentionally or unintentionally - individuals, groups, or communities based on race or colour."2

It is important though, to understand environmental racism in an historical context. "The exploitation of people of colour has taken the form of genocide, chattel slavery, indentured servitude and racial discrimination - in employment, housing and practically all aspects of life. Today we suffer from the remnants of this sordid history, as well as from new and institutionalised forms of racism, facilitated by the massive post-World War II expansion of the petrochemical industry."3

In the United States, the victims of environmental racism are African Americans, Latinos, Native Americans, Asians, and Pacific Islanders, who are more likely than Whites to live in environmentally hazardous conditions. Three out of five African Americans live in communities with uncontrolled toxic waste sites. Native American lands and sacred places are home to extensive mining operations and radioactive waste sites. Three of the five largest commercial hazardous waste landfills are located in predominantly African American and Latino communities. As a consequence, the residents of these communities suffer shorter life spans, higher infant and adult mortality, poor health, poverty, diminished economic opportunities, substandard housing, and an overall degraded quality of life.

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First among these attributes is Ireland's excellent educational system. Though it is not perfect, and passionate debates continue about how the system can best serve Ireland's changed society, it is in some respects a model. Today, 48 percent of the Irish population has attained college-level education, compared with less than 40 percent in countries such as the United Kingdom, United States, Spain, Belgium, and France, and less than 25 percent in Germany.

Ireland's success in the 1990s, in fact, would not have been possible if the country had not taken a crucial step 40 years ago, when it began a concerted effort to increase educational participation rates and introduce programs that would match the abilities of students to the needs of a global economy and advanced, even high-tech, enterprises. At the same time, the country started making its already demanding K-16 education system more rigorous, creating links between industry and education and formalizing and supporting work-place education.

What happened thereafter is no coincidence. In the mid-1960s, fewer than 20,000 students were attending college in Ireland. By 1999, the number had risen six-fold, to 112,000. In 1984-1985, only 40 percent of 18-year-olds in Ireland were engaged in full-time education. Ten years later, the figure was 64 percent. During the first 5 years of the 1990s, the total number of students engaged in college-level programs grew by 51 percent. By 1995, Ireland had more students as a percentage of population with science-related qualifications than any of the other 30 countries in the Organization for Economic Cooperation and Development (OECD). A long-term commitment to education provided the foundation for the boom that followed.

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