Monica D. Ramirez-Andreotta

A greenhouse and field-based study to determine the accumulation of arsenic in common homegrown vegetables grown in mining-affected soils

The uptake of arsenic by plants from contaminated soils presents a health hazard that may affect home gardeners neighboring contaminated environments. A controlled greenhouse study was conducted in parallel with a co-created citizen science program (home garden experiment) to characterize the uptake of arsenic by common homegrown vegetables near the Iron King Mine and Humboldt Smelter Superfund site in southern Arizona. The greenhouse and home garden arsenic soil concentrations varied considerably, ranging from 2.35 to 533 mg kg(-1). In the greenhouse experiment four vegetables were grown in three different soil treatments and in the home garden experiment a total of 63 home garden produce samples were obtained from 19 properties neighboring the site. All vegetables accumulated arsenic in both the greenhouse and home garden experiments, ranging from 0.01 to 23.0 mg kg(-1) dry weight. Bioconcentration factors were determined and show that arsenic uptake decreased in the order: Asteraceae>Brassicaceae>Amaranthaceae>Cucurbitaceae>Liliaceae>Solanaceae>Fabaceae. Certain members of the Asteraceae and Brassicaceae plant families have been previously identified as hyperaccumulator plants, and it can be inferred that members of these families have genetic and physiological capacity to accumulate, translocate, and resist high amounts of metals. Additionally, a significant linear correlation was observed between the amount of arsenic that accumulated in the edible portion of the plant and the arsenic soil concentration for the Asteraceae, Brassicaceae, Amaranthaceae, and Fabaceae families. The results suggest that home gardeners neighboring mining operations or mine tailings with elevated arsenic levels should be made aware that arsenic can accumulate considerably in certain vegetables, and in particular, it is recommended that gardeners limit consumption of vegetables from the Asteraceae and Brassicaceae plant families.

Home gardening near a mining site in an arsenic-endemic region of Arizona: Assessing arsenic exposure dose and risk via ingestion of home garden vegetables, soils, and water

The human-health risk posed by gardening near a legacy mine and smelter in an arsenic-endemic region of Arizona was characterized in this study. Residential soils were used in a greenhouse study to grow common vegetables, and local residents, after training, collected soil, water, and vegetables samples from their home gardens. Concentrations of arsenic measured in water, soil, and vegetable samples were used in conjunction with reported US intake rates to calculate the daily dose, Incremental Excess Lifetime Cancer Risk (IELCR), and Hazard Quotient for arsenic. Relative arsenic intake dose decreased in order: water>garden soils>homegrown vegetables, and on average, each accounted for 77, 16, and 7% of a residential gardeners daily arsenic intake dose. The IELCR ranges for vegetables, garden soils, and water were 10(-8) to 10(-4), 10(-6) to 10(-4), and 10(-5) to 10(-2), respectively. All vegetables (greenhouse and home garden) were grouped by scientific family, and the risk posed decreased as: Asteraceae≫Fabaceae>Amaranthaceae>Liliaceae>Brassicaceae>Solanaceae≫Cucurbitaceae. Correlations observed between concentrations of arsenic in vegetables and soils were used to estimate a maximum allowable level of arsenic in soil to limit the excess cancer risk to 10(-6). The estimated values are 1.56 mg kg(-1), 5.39 mg kg(-1), 11.6 mg kg(-1) and 12.4 mg kg(-1) for the Asteraceae, Brassicaceae, Fabaceae, and Amaranthaceae families, respectively. It is recommended that home gardeners: sample their private wells annually, test their soils prior to gardening, and, if necessary, modify their gardening behavior to reduce incidental soil ingestion. This study highlights the importance of site-specific risk assessment, and the need for species-specific planting guidelines for communities.

Environmental research translation: Enhancing interactions with communities at contaminated sites

The characterization and remediation of contaminated sites are complex endeavors fraught with numerous challenges. One particular challenge that is receiving increased attention is the development and encouragement of full participation by communities and community members affected by a given site in all facets of decision-making. Many disciplines have been grappling with the challenges associated with environmental and risk communication, public participation in environmental data generation, and decision-making and increasing community capacity. The concepts and methods developed by these disciplines are reviewed, with a focus on their relevance to the specific dynamics associated with environmental contamination sites. The contributions of these disciplines are then synthesized and integrated to help develop Environmental Research Translation (ERT), a proposed framework for environmental scientists to promote interaction and communication among involved parties at contaminated sites. This holistic approach is rooted in public participation approaches to science, which includes: a transdisciplinary team, effective collaboration, information transfer, public participation in environmental projects, and a cultural model of risk communication. Although there are challenges associated with the implementation of ERT, it is anticipated that application of this proposed translational science method could promote more robust community participation at contaminated sites.

Reporting back environmental exposure data and free choice learning

Reporting data back to study participants is increasingly being integrated into exposure and biomonitoring studies. Informal science learning opportunities are valuable in environmental health literacy efforts and report back efforts are filling an important gap in these efforts. Using the University of Arizona’s Metals Exposure Study in Homes, this commentary reflects on how community-engaged exposure assessment studies, partnered with data report back efforts are providing a new informal education setting and stimulating free-choice learning. Participants are capitalizing on participating in research and leveraging their research experience to meet personal and community environmental health literacy goals. Observations from report back activities conducted in a mining community support the idea that reporting back biomonitoring data reinforces free-choice learning and this activity can lead to improvements in environmental health literacy. By linking the field of informal science education to the environmental health literacy concepts, this commentary demonstrates how reporting data back to participants is tapping into what an individual is intrinsically motivated to learn and how these efforts are successfully responding to community-identified education and research needs.

Improving Environmental Health Literacy and Justice through Environmental Exposure Results Communication

Understanding the short- and long-term impacts of a biomonitoring and exposure project and reporting personal results back to study participants is critical for guiding future efforts, especially in the context of environmental justice. The purpose of this study was to evaluate learning outcomes from environmental communication efforts and whether environmental health literacy goals were met in an environmental justice community. We conducted 14 interviews with parents who had participated in the University of Arizona’s Metals Exposure Study in Homes and analyzed their responses using NVivo, a qualitative data management and analysis program. Key findings were that participants used the data to cope with their challenging circumstances, the majority of participants described changing their families’ household behaviors, and participants reported specific interventions to reduce family exposures. The strength of this study is that it provides insight into what people learn and gain from such results communication efforts, what participants want to know, and what type of additional information participants need to advance their environmental health literacy. This information can help improve future report back efforts and advance environmental health and justice.

Pollution Prevention through Peer Education: A Community Health Worker and Small and Home-Based Business Initiative on the Arizona-Sonora Border

Government-led pollution prevention programs tend to focus on large businesses due to their potential to pollute larger quantities, therefore leaving a gap in programs targeting small and home-based businesses. In light of this gap, we set out to determine if a voluntary, peer education approach led by female, Hispanic community health workers (promotoras) can influence small and home-based businesses to implement pollution prevention strategies on-site. This paper describes a partnership between promotoras from a non-profit organization and researchers from a university working together to reach these businesses in a predominately Hispanic area of Tucson, Arizona. From 2008 to 2011, the promotora-led pollution prevention program reached a total of 640 small and home-based businesses. Program activities include technical trainings for promotoras and businesses, generation of culturally and language appropriate educational materials, and face-to-face peer education via multiple on-site visits. To determine the overall effectiveness of the program, surveys were used to measure best practices implemented on-site, perceptions towards pollution prevention, and overall satisfaction with the industry-specific trainings. This paper demonstrates that promotoras can promote the implementation of pollution prevention best practices by Hispanic small and home-based businesses considered “hard-to-reach” by government-led programs.

Combating Climate Injustices: An Informal Science and Popular Education Approach to Addressing Environmental Health Disparities

As global warming worsens, addressing environmental health disparities and justice is increasingly important. This necessity is evident in southern metropolitan Tucson, Arizona, an area underserved and disproportionately experiencing the effects of climate change. Including underserved groups in problem solving can spur knowledge generation and the building of community capacity to address and mitigate environmental health challenges posed by climate justice. This article describes a community-based project that utilized a peer education framework coupled with citizen science design. Community health workers (promotoras) were trained in environmental health, climate change, and environmental monitoring protocols to then educate and train families about these same subjects. The study goal was to evaluate science and environmental health learning, awareness, and self-efficacy at the promotora and residential levels resulting from intensive 40-hour trainings, peer education via home visits, and environmental monitoring. Pre- and postsurveys were completed by the promotoras and the families they visited. Motivations for participation as well as changes in self-efficacy and knowledge were analyzed. Results revealed that the promotora’s motivations were primarily internal and they were concerned with health. Using the Wilcoxon signed-rank test (p = .05), it was observed that for both study groups, knowledge of water and energy conservation statistically increased, as well as self-efficacy for environmental action and scientific learning. This article demonstrates that promotoras are critical in environmental health and climate science peer education. These findings can be used to further develop peer education citizen science projects in underserved communities, ensuring that efforts increase participants’ learning, self-efficacy, and enhance social–ecological outcomes.

Increasing Environmental Health Literacy through Contextual Learning in Communities at Risk

Environmental health literacy (EHL) has recently been defined as the continuum of environmental health knowledge and awareness, skills and self-efficacy, and community action. In this study, an interdisciplinary team of university scientists, partnering with local organizations, developed and facilitated EHL trainings with special focus on rainwater harvesting and water contamination, in four communities with known environmental health stressors in Arizona, USA. These participatory trainings incorporated participants’ prior environmental health risk knowledge and personal experiences to co-create training content. Mixed methods evaluation was conducted via pre-post participant surveys in all four trainings (n = 53). Participants who did not demonstrate baseline environmental science knowledge pre-training demonstrated significant knowledge increase post-training, and participants who demonstrated low self-efficacy (SE) pre-training demonstrated a significant increase in SE post-training. Participants overall demonstrated a significant increase in specific environmental health skills described post-training. The interdisciplinary facilitator-scientist team also reported multiple benefits, including learning local knowledge that informed further research, and building trust relationships with community members for future collaboration. We propose contextual EHL education as a valuable strategy for increasing EHL in environmental health risk communities, and for building academia-community partnerships for environmental health research and action.