‘Harm in the Water’ Award-Winning Film depicts challenges in Tennessee water contamination – WTVC

Report on Water Contamination and Sustainable Development Goals Highlighted by ‘Harm in the Water’

Introduction: The ‘Harm in the Water’ Film

The award-winning film ‘Harm in the Water’, produced by Black in Marine Science (BIMS), serves as a critical examination of water contamination and its severe societal impacts. The report focuses on the persistent threat to public health from toxins such as PFAS and industrial runoff in major waterways, including the Mississippi and Tennessee Rivers. The film highlights how these challenges directly impede progress toward several United Nations Sustainable Development Goals (SDGs).

Water Contamination and its Impact on Sustainable Development Goals (SDGs)

The film’s investigation reveals a direct correlation between water pollution and the failure to meet key SDG targets. The disproportionate effect on low-income communities further exacerbates inequalities, making this an issue of environmental justice and sustainable development.

• SDG 6 (Clean Water and Sanitation): The film provides evidence of ongoing contamination in waterways like the Chattanooga River, which a 2024 study confirmed remains unsafe for swimming. This directly contravenes the goal of ensuring access to safe water for all.
• SDG 3 (Good Health and Well-being): The presence of hazardous toxins in public water sources presents a significant and direct threat to community health, undermining the objective of ensuring healthy lives.
• SDG 10 (Reduced Inequalities): The narrative emphasizes the disproportionate burden of water contamination carried by low-income communities, highlighting a critical failure in achieving equitable living conditions.
• SDG 14 (Life Below Water): Dr. Tiara Moore, Marine Ecologist, notes that pollutants flow downstream from rivers into larger bodies of water, such as the Gulf of Mexico. This process degrades marine ecosystems and threatens aquatic life, working against the conservation of marine resources.

Expert Analysis and Community Engagement for SDG Achievement

Expert commentary within the report underscores the necessity of education and community action to address these environmental challenges and advance the SDGs.

Key Perspectives:

• Dr. Tiara Moore, Founder of BIMS: Dr. Moore highlights the interconnectedness of water systems, stating that pollution in one area inevitably affects communities downstream. This reality calls for integrated water resource management as outlined in SDG 6 and cross-sectoral partnerships as envisioned in SDG 17 (Partnerships for the Goals).
• Dr. Stanton Belford, Associate Professor of Biology: Dr. Belford advocates for hands-on community involvement, such as creek cleanups. He states, “when we have students, faculty, community members, staff, all involved… they actually get to observe and realize the importance of… conserving… these valuable resources.” This approach fosters environmental stewardship essential for SDG 11 (Sustainable Cities and Communities).

The Role of Education and Advocacy in Promoting Sustainability

A central theme is the power of education and representation in creating lasting environmental change. The non-profit BIMS was founded to address these needs directly.

1. Inspiring Future Scientists: BIMS aims to “celebrate the black marine scientists who exist in this field… and inspire the next generation.” This mission directly supports SDG 4 (Quality Education) and promotes diversity in STEM fields, contributing to SDG 10.
2. Democratizing Information: Dr. Moore emphasizes that the film’s goal is to make environmental knowledge accessible, stating, “you shouldn’t need a PhD to understand what’s going on in your community.” This aligns with SDG targets related to education for sustainable development.
3. Fostering Connection: Dr. Belford suggests that personal connection to local ecosystems is a prerequisite for conservation. Encouraging communities to engage with their waterways builds the public will needed to protect them.

Recommendations for Community Action

Based on expert advice, residents can take the following steps to contribute to cleaner waterways and support the SDGs:

• Engage in local conservation efforts to build a stronger connection to and understanding of local ecosystems.
• Reduce personal contributions to pollution by avoiding single-use plastics and choosing reusable or recyclable alternatives.
• Support organizations that promote environmental awareness and work to increase diversity and representation in the marine sciences.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 3: Good Health and Well-being: The article directly addresses public health concerns, stating that toxins like PFAS and industrial runoff “persistently threaten public health.”
• SDG 4: Quality Education: The article highlights the importance of education and awareness. The film ‘Harm in the Water’ aims to ensure people don’t need a PhD to understand local environmental issues. The non-profit Black in Marine Science (BIMS) works to “spread environmental awareness and, of course, inspire the next generation.”
• SDG 6: Clean Water and Sanitation: This is the central theme of the article, which focuses on “water contamination,” pollution in major waterways like the Mississippi and Tennessee Rivers, and the conservation of “valuable resources” like freshwater.
• SDG 10: Reduced Inequalities: The article points out the “disproportionate impact on low-income communities.” Furthermore, the creation of the non-profit “Black in Marine Science” aims to “celebrate the black marine scientists who exist in this field,” addressing representation and inclusion in environmental science.
• SDG 12: Responsible Consumption and Production: The article provides a direct recommendation for responsible consumption, advising that “residents can help by avoiding plastics and using alternatives such as water bottles or items that can be recycled.”
• SDG 14: Life Below Water: The article connects freshwater pollution to marine ecosystems. It explains that pollution in the Mississippi River “is going to flow all the way down to the Gulf of Mexico,” affecting marine environments downstream.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.9: By 2030, substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination.
   • The article’s focus on how “toxins such as PFAS and industrial runoff persistently threaten public health” directly relates to reducing illnesses caused by water contamination.
2. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development.
   • The film’s goal is to “spread environmental awareness” and make complex environmental information accessible to the community. The work of BIMS to “inspire the next generation of marine scientists” also contributes to this target.
3. Target 6.3: By 2030, improve water quality by reducing pollution, eliminating dumping and minimizing release of hazardous chemicals and materials.
   • The entire article discusses the problem of pollutants and toxins in waterways and highlights “ongoing cleanup efforts,” which aligns with the goal of improving water quality by reducing pollution.
4. Target 6.b: Support and strengthen the participation of local communities in improving water and sanitation management.
   • The article mentions the value of getting “students, faculty, community members, staff, all involved in the creek cleanup,” which is a direct example of community participation in water resource management.
5. Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all.
   • The film exposes the “disproportionate impact on low-income communities,” highlighting an inequality that needs to be addressed. The mission of BIMS to “celebrate the black marine scientists” and inspire the next generation promotes racial inclusion in the environmental field.
6. Target 12.5: By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse.
   • The expert advice for residents to “help by avoiding plastics and using alternatives such as water bottles or items that can be recycled” is a direct call to action for waste reduction.
7. Target 14.1: By 2030, prevent and significantly reduce marine pollution of all kinds, in particular from land-based activities.
   • The article explicitly links land-based pollution to marine environments by stating that pollution from the Mississippi River flows “all the way down to the Gulf of Mexico,” impacting downstream ecosystems.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• For Target 6.3: The article mentions a “2024 study indicating that portions of the Chattanooga River are still too contaminated for safe swimming.” This implies an indicator related to the proportion of water bodies with good ambient water quality or the measured levels of specific contaminants (like PFAS) that make water unsafe for recreational use.
• For Target 6.b: The reference to community involvement in “creek cleanup” suggests an indicator such as the level of community participation in water management and cleanup activities.
• For Target 12.5: The advice to avoid plastics implies progress could be measured by indicators like the reduction in single-use plastic consumption or an increase in local recycling rates.
• For Target 4.7: The creation of the film and the non-profit BIMS are themselves indicators of efforts in environmental education. Progress could be measured by the number of educational initiatives or programs established to promote environmental awareness and sustainable development.

4. Summary Table of SDGs, Targets, and Indicators

Source: newschannel9.com