This module has been developed for students in Business Administration and Engineering. Students learn to integrate ethics into environmental problem-solving by studying different approaches (deontology, utilitarianism, virtue) that take different perspectives (individualistic/holistic, anthropocentric/nonanthropocentric) on real world environmental problems. Three cases taken from Puerto Rico introduce these themes: Super Aqueduct, Windmills, and Gas Pipelines. The characterization of environmental problems as "wicked" comes from Rittel and Weber. Students are given tools for tackling these ill-structured situations that resist more traditional approaches. Ethical approaches in environmental are presented to help uncover the ethical, social, political, economic and ecological dimensions of interdisciplinary environmental problems. Real world cases provide a practical "laboratory" in which students can try out and test problem solving frameworks. Finally, reflective activities and reference materials are provided to help achieve module closure. This module has been developed as part a project funded by the National Science Foundation, "Collaborative Development of Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779.
This section provides a brief description of the links provided by this module. These sources are designed to suppliment the material provided in this module and to help you navigate the resources displayed on the internet to find materials of value in environmental ehtics.
- The Zoe Colocotroni was an oil tanker that became grounded
on a reef off the southwest coast of Puerto Rico. This led toa famous legal decision and a creative solution to the problem
of determining damages to the environment.- Ethics Updates links to a wealth of online materials related to
environmental ethics. Many of these can also be found at theNorth Texas University website.
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Cases
These cases touch on environmental problems in the Puerto Rican context. To respond, begin with a socio-technical analysis of Puerto Rico. To help, please look at http://cnx.org/content/m14025/latest/. You will find an STS table toward the end of the module in the form of a media file. Click on this file to open tables that describe Puerto Rico in the context of engineering and energy generation.
Super aqueduct
In the 1990’s, the San Juan Metro Area suffered chronic water shortages during the summer months. High demand in the Metro Area (which covers about one third of Puerto Rico) coupled with less rain in the summer months was one cause. Decaying and neglected water infrastructure (leaky water lines, illegal taps into the water supply, and silt-filled reservoirs whose water storage capacity had been drastically reduced), high temperatures, and less rain provided the other causes.
During the late 1990’s, government and water officials debated different options for resolving the problem. First, they imposed a rationing system where water was turned off except for short periods in the morning and evening. This discouraged nonessential uses such as watering lawns and filling swimming pools, but rationing proved unpopular and failed to address the broader, underlying causes.
Another solution emerged based on moving water from other parts of the island where supply was plentiful and population sparse to the areas of scarcity. Called the Super Aqueduct, this pipeline would transport water from the Rio Grande south of Arcecibo to San Juan and surrounding communities. Objections to the super aqueduct focused around environmental and safety concerns.
First, taking water from the Rio Grande would reduce the amount of fresh water that flowed into the Arecibo estuary, an ecosystem that emerged where the fresh water of the Rio Grande flowed into the salt water of the Atlantic Ocean. Reducing the flow of fresh water into the estuary would harm the estuary. Moreover, it would accelerate the draining of Puerto Rico’s main aquifer located in the north under the limestone hills that form what is called the Karst region. Highway construction, individual wells and the general decline of the rivers that deliver fresh water to the Atlantic have all drained fresh water from this aquifer which has been replaced by salt water drawn in from the Atlantic.
Opposition to the Super Aqueduct also raised safety concerns. The aqueduct was designed to deliver up to 100 million gallons of water per day to the San Juan area. This made it essential to design and construct pipes that could contain water running through it at such high pressures. Moreover, it required careful planning in locating the pipeline to make sure that avoided densely populated areas. To dramatize this, a section of pipeline burst during a routine test causing considerable property damage. Fortunately, nobody was at home when a river of water inundated several houses sweeping away heavy appliances such as washing machines, refrigerators, and stoves.
The Super Aqueduct was constructed and activated in 2002. It is now transporting water to the Metro Area and the chronic water shortages in the summer have stopped.
Communication is effective because it allows individuals to share ideas, thoughts, and information with others.
effective communication can lead to improved outcomes in various settings, including personal relationships, business environments, and educational settings. By communicating effectively, individuals can negotiate effectively, solve problems collaboratively, and work towards common goals.
it starts up serve and return practice/assessments.it helps find voice talking therapy also assessments through relaxed conversation.
miss
Every time someone flushes a toilet in the apartment building, the person begins to jumb back automatically after hearing the flush, before the water temperature changes. Identify the types of learning, if it is classical conditioning identify the NS, UCS, CS and CR. If it is operant conditioning, identify the type of consequence positive reinforcement, negative reinforcement or punishment
nature is an hereditary factor while nurture is an environmental factor which constitute an individual personality. so if an individual's parent has a deviant behavior and was also brought up in an deviant environment, observation of the behavior and the inborn trait we make the individual deviant.
Samuel
I am taking this course because I am hoping that I could somehow learn more about my chosen field of interest and due to the fact that being a PsyD really ignites my passion as an individual the more I hope to learn about developing and literally explore the complexity of my critical thinking skills
hello. autism is a umbrella term. autistic kids have different disorder overlapping. for example. a kid may show symptoms of ADHD and also learning disabilities.
before treatment please make sure the kid doesn't have physical disabilities like hearing..vision..speech problem. sometimes these
Jharna
continue..
sometimes due to these physical problems..the diagnosis may be misdiagnosed.
treatment for autism.
well it depends on the severity.
since autistic kids have problems in communicating and adopting to the environment.. it's best to expose the child in situations where the child
Jharna
child interact with other kids under doc supervision.
play therapy.
speech therapy.
Engaging in different activities that activate most parts of the brain.. like drawing..painting. matching color board game.
string and beads game.
the more you interact with the child the more effective
Jharna
results you'll get..
please consult a therapist to know what suits best on your child.
and last as a parent. I know sometimes it's overwhelming to guide a special kid.
but trust the process and be strong and patient as a parent.
Jharna
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