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.
Questions & Answers
A golfer on a fairway is 70 m away from the green, which sits below the level of the fairway by 20 m. If the golfer hits the ball at an angle of 40° with an initial speed of 20 m/s, how close to the green does she come?
A mouse of mass 200 g falls 100 m down a vertical mine shaft and lands at the bottom with a speed of 8.0 m/s. During its fall, how much work is done on the mouse by air resistance
Chemistry is a branch of science that deals with the study of matter,it composition,it structure and the changes it undergoes
Adjei
please, I'm a physics student and I need help in physics
Adjanou
chemistry could also be understood like the sexual attraction/repulsion of the male and female elements. the reaction varies depending on the energy differences of each given gender. + masculine -female.
Pedro
A ball is thrown straight up.it passes a 2.0m high window 7.50 m off the ground on it path up and takes 1.30 s to go past the window.what was the ball initial velocity
2. A sled plus passenger with total mass 50 kg is pulled 20 m across the snow (0.20) at constant velocity by a force directed 25° above the horizontal. Calculate (a) the work of the applied force, (b) the work of friction, and (c) the total work.
you have been hired as an espert witness in a court case involving an automobile accident. the accident involved car A of mass 1500kg which crashed into stationary car B of mass 1100kg. the driver of car A applied his brakes 15 m before he skidded and crashed into car B. after the collision, car A s
can someone explain to me, an ignorant high school student, why the trend of the graph doesn't follow the fact that the higher frequency a sound wave is, the more power it is, hence, making me think the phons output would follow this general trend?
Nevermind i just realied that the graph is the phons output for a person with normal hearing and not just the phons output of the sound waves power, I should read the entire thing next time
Joseph
Follow up question, does anyone know where I can find a graph that accuretly depicts the actual relative "power" output of sound over its frequency instead of just humans hearing
Joseph
"Generation of electrical energy from sound energy | IEEE Conference Publication | IEEE Xplore" ***ieeexplore.ieee.org/document/7150687?reload=true
A string is 3.00 m long with a mass of 5.00 g. The string is held taut with a tension of 500.00 N applied to the string. A pulse is sent down the string. How long does it take the pulse to travel the 3.00 m of the string?
