From the 1970s to the 1990s, U. S. citizens were actively involved in grassroots actions, culminating in 1970, 1977, and 1990 Clean Air Acts. The affected industries put up strong political opposition to this legislation but it has accomplished a lot in terms of human health and air quality. One of the main achievements of the Clean Air Act is that the atmosphere is now almost lead-free. According to estimates by EPA, since 1970, lead emissions have reduced by 85% (EPA para. 4). This progress is expected to continue as older agricultural equipment and motor vehicles powered by leaded gas turn obsolete. Moreover, many urban centers now adhere to the sulfur dioxide (SO2) standards set by the federal government. By 1977, there was already a 20 percent reduction in lead emissions (APA para. 6).
1970, 1977, and 1990 Clean Air Acts specify six criteria for air pollutants. Between 1980 and 2006, the implementation of these criteria resulted in a 49 percent decrease in air pollution (Miller & Spoolman 263). This is despite the significant increases in vehicle miles traveled, gross domestic product, population, and energy consumption. The 1990 U. S. Clean Air Act authorized emission trading and under this program, power plants with the highest levels of pollution (there are 110 of these in 21 states) were allowed to sell and buy SO2 pollution rights. The less pollution the more carbon credits earned. Consequently, coal-burning-powered plants in the U. S. realized a 53 percent reduction in SO2 emissions between 1990 and 2006 (Miller & Spoolman 264). Today, a newly manufactured car in the U.S emits approximately 75 percent less pollution in comparison with cars manufactured before 1970. In 10 to 20 years, we are likely to witness additional gains in the form of new energy-efficient cars, and emission engine systems.
The Clean Air Acts have not escaped the attack of executives of the affected companies, on grounds that they would be detrimental to economic growth, and that they would be costly to implement (Miller & Spoolman 267). On the other hand, proponents of these regulations opine that the implementation of these regulations is more expensive than the actual cost. Besides, implementing these standards has resulted in job creation. It also boosts the economy because companies endeavor to develop novel technologies that minimize air pollution.
Students, education institutions, and citizen groups can also take an active role in the fight against air pollution at the community level. Students and citizens groups can educate the local community on the need to use mass transit such as railway transport as opposed to having to use personal vehicles (Miller & Spoolman 268). Citizens groups and students should also encourage the local community to cycle or walk to work instead of driving. Educational institutions should also educate members of the community on the need to use cars with improved fuel efficiency to reduce air pollution. Also, education institutions should advise members of the community on the need to get rid of older cars because they emit more pollutants. In addition, educational institutions can also advise members of the community on the need to periodically check car exhaust systems, possibly twice a year.
Works Cited
EPA. History of the Clean Air Act. 2010. Web.
EPA. What are the six common air pollutants? 2010. Web.
Miller, George and Spoolman, Scott. Environmental Science. Stamford, Mass: Cengage Learning, 2009. Print.
Miller, George and Spoolman, Scott. Sustaining the Earth: an integrated approach. Stamford, Mass: Cengage Learning, 2008. Print.