In Week 4 you began this step in the research scaffold process, which extends the examination begun in the Literature Review and continued in the Diversity Perspectives paper. Through the Ethical Perspectives Paper (Scaffold Step #5) you analyze and synthesize the research relating to ethical issues affecting individuals and communities. You identify examples of actions, practices, and policies affecting the vulnerable and disenfranchised groups addressed in your Diversity Perspectives paper and consider the ethical underpinnings, likely outcomes, and consequences of such actions. Be prepared to examine the issue from multiple perspectives.

Depending on the number of scholarly sources used, your Ethical Perspectives paper should be approximately 1,500-2,000 words, and no more than 2,500 words. (Word counts exclude title pages, headers, and reference lists.)

You will identify areas needing further study and substantiate that position by well-reasoned evidence drawn from the scholarly research. Remember, you are not to propose solutions at this point!

Sound complicated? Remember, you’re building on the solid foundation you developed in the Literature Review, and extending the examination begun in your Diversity Perspectives paper. If you’re having difficulty understanding what we mean by “ethical underpinnings,” you will find it helpful to review the Ethics Resources file. [PDF file size, 26 KB]

Compose your work using a word processor (or other software as appropriate) and save it frequently to your computer. Do not include the actual instructions in your submission. (Including the instructions will cause inaccuracies in your Turnitin report). Create a title page for your document with your name, date, course information, and “Scaffold Step #5” clearly noted. Proofread carefully and correct any spelling or grammatical errors

 

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In 2014, the problems with lead contamination in the municipal water supply in Flint, MI became front page news. This and several other incidents around the country have raised concerns about the safety of our tap water. As consumers, we have the choice of using the water provided by our local municipalities or purchasing water, either in large containers, as we see in water dispenser systems, or in individual bottles. At one time or another, almost everyone has purchased bottled water, say while on a trip or out at a fast food place. The growing demand for bottled water has raised concerns about the environmental impact of the plastic refuse created. These bottles can take over 1000 years to biodegrade in a landfill. So, why do we choose to use bottled water instead of tap water? What are the benefits and drawbacks of each?

Completing this activity will assist you in mastering Module Level Outcomes 1 and 2.

First: 

Read the following articles:

• Postman, A. (2016). The Truth about Tap: Lots of people think drinking bottled water is safer. Is it?, National Resources Defense Council  (Retrieved from: https://www.nrdc.org/stories/truth-about-tap?gclid=CjwKEAjwiru9BRDwyKmR08L3iS0SJABN8T4vh7EPp9spmUi3RHAbfjYB4pwB6AqSheOuuzA57FdxXBoCRLPw_wcB )
• Bottled Water – The nation’s healthiest beverage – sees accelerated growth and consumption. International Bottled Water Association. (Retrieved from: http://www.bottledwater.org/bottled-water-%E2%80%93-nation%E2%80%99s-healthiest-beverage-%E2%80%93-sees-accelerated-growth-and-consumption )
• Braff, D. (2016). How Safe is Bottled Water? Chicago Tribune January, 22, 2016 (Retrieved from: http://vlib.excelsior.edu/login?url=http://search.proquest.com.vlib.excelsior.edu/docview/1761988133?accountid=134966 )

View:

• The Real Story of Bottled Water. International Bottled Water Association. (Retrieved from: http://www.bottledwater.org/content/real-story-bottled-water)
• In a thirsty world… bottled water seems wasteful. The Water Project (Retrieved from: https://thewaterproject.org/bottled-water/bottled_water_wasteful

Next:

Post your responses to the following questions:

1. Based on what you have learned in this module, compare the water you get from a tap and bottled water.  Look at factors such as safety, cost, and convenience.

2. What do you see as the major environmental drawbacks and advantages of each source – tap and bottled? Consider concerns such as wasted water in the supply chain or production, pollution from the containers and/or delivery systems (such as lead pipes), and contamination from outside sources.

3. Compare the information in the readings and viewings assigned in this discussion and others from the module. Some are from environmental organizations, some from the bottled water industry, as well as one news report. What specific points do you see as unbiased scientifically based information, and what do you see as a more slanted or biased perspective? Most likely, nothing you read is actually wrong, but it may be “cherry picked” data that supports the perspective of a particular group. Give at least two examples of each.

4. What source or sources would you recommend to a friend who is interested in learning more about drinking water from the tap vs. bottled? You can locate your own sources or select from any in the module, but be sure to give reasons why you think this is a reliable source for information.

Your initial post responding to this assignment should be no shorter than 250 words. Include both in-text citations and complete APA style references for all the sources you used to inform your work

 

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 M5D1: Identity Change

Upon successful completion of this activity, students will be able to:

1. Explain the concept of social deviance and provide examples of deviant behavior in social context.4. Apply appropriate social science theories and methodologies to do an in-depth analysis of an important question, issue or problem (Social Science Learning Outcome 2).6. Identify ethical problems faced by individuals or communities and propose reasonable solutions (General Education Outcome 5).

Chapters 23-25 detail the processes by which identity change takes place for two different kinds of stigmatized groups. As you read though these chapters, consider the ways in which your own identity has changed and developed throughout your life; at one point you were learning to “become” a kindergartener, while later you learned to become an athlete, musician, writer, gamer, dancer, etc.

After reading Chapters 23-25, describe the process by which your identity changed at some point in your life (this does not have to be an example of deviance). Use the models provided in Adler & Adler to discuss the various stages of your identity formation as you changed from “being” one identity to another. As you complete this exercise and read and respond to your classmates’ examples, try to identify as many of the “seven stages of [an identity] career” as you can. Also, see if you observe any ways in which your classmates are “using techniques of neutralization” as they discuss their various identity shifts.

Your initial post should be at least 300 words and must substantively integrate the assigned readings in the instructions with proper APA style formatting. Be mindful of plagiarism.

M5D2: Stigma Management

Upon successful completion of this activity, students will be able to:

1. Explain the concept of social deviance and provide examples of deviant behavior in social context.4. Apply appropriate social science theories and methodologies to do an in-depth analysis of an important question, issue or problem (Social Science Learning Outcome 2).6. Identify ethical problems faced by individuals or communities and propose reasonable solutions (General Education Outcome 5).

As you read the introduction to Part V of Adler & Adler and Chapters 32-33, consider how each of us manages smaller stigmas, or embarrassments, in our day-to-day lives. Imagine, for example, walking through a crowded city intersection, when suddenly, you slip and fall onto the pavement, skinning both knees and dirtying your work clothes. Think about various strategies you might use to overcome the embarrassment of that moment: you might try to stand up quickly and recommence your walk, pretending it never occurred (passing for normal); you might laugh heartily and make a joke, “I always try to eat pavement in the morning with my coffee” (employing a disidentifier); or, you might play up the physical injury to gain sympathy, which would distract from the embarrassment of having tripped. This discussion asks you to look at managing deviant stigmas, just as we all manage embarrassment and awkwardness daily.

After completing the readings and viewing the videos in this module, discuss how your observations of homeless people and overweight people have changed or have not changed as a result of these readings. How effective do you think these strategies are for managing stigma? Do you think members of any of the groups that are discussed in these two articles are able to escape from their “deviant identities”? If so, how? If not, why not?

Your initial post should be at least 300 words and must substantively integrate the assigned readings in the instructions with proper APA style formatting. Be mindful of plagiarism.

 

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M5A1: Project 1: Water Balance

A lot of people think that drought means a lack of precipitation.  However, precipitation is only part of the equation.  Another important aspect about what we need to consider is the natural loss of liquid water to the atmosphere, the processes known as evaporation and transpiration (evapotranspiration).  The higher the temperature, the higher the rate of evaporation in a particular area.  Therefore, it is possible to have a drought in one region one year with a given amount of precipitation (35 inches), and to not have a drought the next year with less precipitation (30 inches).  This is caused by the latter year have a lower rate of evaporation due to lower temperatures.  For us to have a good understanding of the stresses that are placed on water resource it is necessary to have a good understanding of the hydro-climatic processes that are at work at different locations.  Here we are looking at the periods of surplus, water utilization, deficit, and recharge.  An analysis of these help indicate the severity of water needs in a particular area.  In the mid-latitudes, the winter season is generally associated with surplus, when the soil is holding its capacity of water, partially due to low rates of evaporation.  Spring is associated with water utilization, where the water stored in the soil from winter is being used up, at least until there is no water left in storage.  Summer is associated with periods of deficit, when there is no water in storage, due to a lack of precipitation and high evaporation rates.  The fall is associated with recharge, where moisture is being added to the soil due to declining levels of evaporation as the atmosphere begins to cool.  Below we are looking at 2 very different locations, Berkeley, California, which is in a fairly dry environment, with a winter-time precipitation maximum, and Terre Haute, Indiana, which has a peak of precipitation in the summer months.  Compare them for similarities and differences in their hydro-climatologic data.

A.    Study the attached table in Figure 1 on of this Lab Exercise.  This represents the Water Budget of Berkeley, California.

B.     Using the Terre Haute, Indiana, data given below, complete a data tabulation of the average annual water budget of the area:

WATER BUDGET FOR BERKELEY, CALIFORNIA (Figure 1) SEE ATTACHMENT

Note:

·         The data is in centimeters (cm)

·         The estimated soil moisture is at field capacity

·         In the data tabulation, complete one column at a time.  In this case, January serves as an acceptable starting point.

Consult the following web sites for information about water budgets and the following terminology:

http://www.earthonlinemedia.com/ebooks/tpe_3e/hydrosphere/water_balance_1.html

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/home.rxml

Key:

P = PrecipitationChange in ST = change in 10.0 cm storageST = Actual storage (somewhere between 0 and 10 cm, inclusive)AE = Actual Evapotranspiration (never greater than the Potential Evapotranspiration); evapotranspiration -> is the combined processes of evaporation and transpiration; the delivery of water to the atmosphere by vegetation and by direct evaporation from wet surfacesD = Deficit (Will only occur when the soil has no moisture; ST = 0) -> PE = Potential Evapotranspiration (the higher the temperature the greater; this is theamount that would be lost with an unlimited supply of water)S = Surplus (will only occur at field capacity -> 10 cm -> soil is holding its maximum capacity of moisture

In terms of a water balance we generally look at 4 stages of water usage:  surplus, usage, deficit and recharge.  We are making an assumption, for the basis of this exercise, that the maximum storage capacity of the soil (field capacity) is 10cm.  Using this value, a surplus can only occur when the soil is at field capacity in storage (10cm).  Usage occurs as the soil water storage is reduced from 10 cm to none.  A deficit will occur only when the soil has no water in storage.  Recharge occurs as water is being added to storage, and the values of storage are increasing from 0 to 10 cm.  Upon reaching 10cm, the soil will be back in a surplus situation.  In the mid-latitudes, surplus is often associated with winter, usage with spring, deficit with summer and recharge with the Fall.  One other assumption that we make here is that with the Berkeley data we are starting with 9.7 cm in storage at the beginning of the year and the Terre Haute starts off being at field capacity with a value of 10 cm of storage from the previous December.

Use Figure 2 for the Terre Haute data.

 WATER BUDGET FOR TERRE HAUTE, INDIANA (Figure 2) SEE ATTACHMENT

STEP 1:  P-PE is calculated by measuring Precipitation (P) minus Potential Evapotranspiration (PE) for each month. 

Example:  January at Berkeley is calculated as 13.0 minus 2.6, which equals 10.4.

STEP 2:  Soil Storage (ST) will be a value between 0 and 10 cm.  We will assume that in the previous December that the soil is saturated heading into January.  It will remain saturated until P-PE is a negative value.

Example: At Berkeley, P-PE is positive in January through March, so ST remains 10.0 in January through March.

STEP 3:  When P – PE becomes negative, that value is subtracted from soil storage, until ST reaches 0 or P – PE becomes positive again. 

Example: In April at Berkeley, P – PE is -1.9 cm. 10 – 1.9 is 8.1 cm.  In May at Berkeley, P – PE is -4.7 cm.  8.1 – 4.7 = 3.4 cm.  In June at Berkeley, P – PE is -7.9.  Since P – PE exceeds the Soil Storage of 3.4 cm from the previous month the Soil Storage (ST) goes down to 0.  It can’t go down to any value less than 0.

STEP 4:  The Soil Storage will remain at 0 until the P – PE becomes positive.

Example:  At Berkeley, P – PE remains negative in the months of July, August, September, and October.  Therefore, the storage remains 0.

STEP 5:  When P-PE becomes positive, that positive value is added back to storage.

Example:  At Berkeley in November P – PE is 1.9 and that added to the previous month’s storage of 0 gives a new storage value of 1.9.  In December a P –PE of 7.8 added to the previoos month’s storage of 1.9 is 9.7 cm.

STEP 6:  The change in storage is simply the change from the previous month’s value.

Example:  At Berkeley in December, the change in storage from the previous month is 9.7 (December) minus 1.9 (November), which equals 7.8.

STEP 7:  The difference between Potential Evapotranspiration (PE) and Actual Evapotranspiration (AE), is that PE represents the value that would exist with an unlimited amount of moisture at a given temperature, while AE represents the amount that could evaporate given the amount of precipitation (P) and water in storage (ST), that is actually available.  As long as the soil is t full capacity (field capacity, which equals 10 cm), and P – PE is positive, AE and PE will be the same.

Example:  At Berkeley, ST is at 10 and P – PE is positive in the months of January, February, and March.  So, AE and PE are the same value.

STEP 8:  When P – PE is negative, but ST is still above 0 for the entire month, AE and PE will still be the same value.

Example:  At Berkeley, ST is still above 0, while P – PE is negative in the months of April and May, so the AE and PE are still the same.

STEP 9:  Often we will have a month of transition where P – PE is a greater negative value than can be supplied by water in soil storage (ST).  In this case AE is calculated by combining the precipitation from the current month and adding this with the storage that was available from the previous month:

Example:  In Berkeley in the month of June P – PE was -7.9.  There was only 3.4 cm of water in storage in the previous month May.  To calculate the AE we combine the storage that was available in May and the precipitation (P) that fell in the month of June:  3.4 plus 0.5 equals 3.9 cm of AE.  AE will always be equal to or less than PE, but never more.

STEP 10: If there is 0 water in storage and P – PE is a negative value, AE will be equal to only the amount of precipitation that falls.

Example:  At Berkeley there is 0 water in storage and P – PE is negative in July, August, September, and October.  So AE is equal to the precipitation that fell in each of these months only.

STEP 11:  Once P – PE becomes positive AE and PE will be equal to one another.

Example:  At Berkeley in November P – PE equals 1.9.  This is also the value of AE since sufficient moisture is now available.

STEP 12:  Deficits are only possible when there is 0 water in storage (ST), and is the difference between PE and AE.

Example: At Berkeley in June, ST is 0, PE is 8.4, and AE is 3.9.  PE minus AE is 8.4 minus 3.9, which equals a deficit of 4.5 cm.

STEP 13: Surpluses are only possible when soil storage (ST) is at 10 cm, and is the difference between P and AE.

Example: At Berkeley in January P was 13.0 cm and AE was 2.6.  The surplus is equal to P minis AE which is 13 minus 2.6, which equals a surplus of 10.4 cm.

Of course, Berkeley is a west-coast Mediterranean climate (distinct wet and dry seasons), and Terre Haute is a mid-latitude continental climate.  How do these 2 locations compare in their surplus, deficit, usage, and recharge characteristics?  Describe in detail, how and why these areas have differences in their characteristics.  Remember to look at characteristics such as geographic position, topography, elevation, climate, prevailing winds, access to moisture, etc.  This should be 2-4 pages, double-spaced in length (about 400 to 800 words).

Check your work and correct any spelling or grammatical errors. This course has Turnitin® fully integrated into the course. Once submitted, your assignment will be evaluated by Turnitin® automatically.

 

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 M5A1: Project 1: Water Balance

A lot of people think that drought means a lack of precipitation.  However, precipitation is only part of the equation.  Another important aspect about what we need to consider is the natural loss of liquid water to the atmosphere, the processes known as evaporation and transpiration (evapotranspiration).  The higher the temperature, the higher the rate of evaporation in a particular area.  Therefore, it is possible to have a drought in one region one year with a given amount of precipitation (35 inches), and to not have a drought the next year with less precipitation (30 inches).  This is caused by the latter year have a lower rate of evaporation due to lower temperatures.  For us to have a good understanding of the stresses that are placed on water resource it is necessary to have a good understanding of the hydro-climatic processes that are at work at different locations.  Here we are looking at the periods of surplus, water utilization, deficit, and recharge.  An analysis of these help indicate the severity of water needs in a particular area.  In the mid-latitudes, the winter season is generally associated with surplus, when the soil is holding its capacity of water, partially due to low rates of evaporation.  Spring is associated with water utilization, where the water stored in the soil from winter is being used up, at least until there is no water left in storage.  Summer is associated with periods of deficit, when there is no water in storage, due to a lack of precipitation and high evaporation rates.  The fall is associated with recharge, where moisture is being added to the soil due to declining levels of evaporation as the atmosphere begins to cool.  Below we are looking at 2 very different locations, Berkeley, California, which is in a fairly dry environment, with a winter-time precipitation maximum, and Terre Haute, Indiana, which has a peak of precipitation in the summer months.  Compare them for similarities and differences in their hydro-climatologic data.

A.    Study the attached table in Figure 1 on of this Lab Exercise.  This represents the Water Budget of Berkeley, California.

B.    Using the Terre Haute, Indiana, data given below, complete a data tabulation of the average annual water budget of the area:

WATER BUDGET FOR BERKELEY, CALIFORNIA (Figure 1)  see attachement

Note:

·        The data is in centimeters (cm)

·        The estimated soil moisture is at field capacity

·        In the data tabulation, complete one column at a time.  In this case, January serves as an acceptable starting point.

Consult the following web sites for information about water budgets and the following terminology:

http://www.earthonlinemedia.com/ebooks/tpe_3e/hydrosphere/water_balance_1.html

http://ww2010.atmos.uiuc.edu/(Gh)/guides/mtr/hyd/home.rxml

Key:

P = PrecipitationChange in ST = change in 10.0 cm storageST = Actual storage (somewhere between 0 and 10 cm, inclusive)AE = Actual Evapotranspiration (never greater than the Potential Evapotranspiration); evapotranspiration -> is the combined processes of evaporation and transpiration; the delivery of water to the atmosphere by vegetation and by direct evaporation from wet surfacesD = Deficit (Will only occur when the soil has no moisture; ST = 0) -> PE = Potential Evapotranspiration (the higher the temperature the greater; this is theamount that would be lost with an unlimited supply of water)S = Surplus (will only occur at field capacity -> 10 cm -> soil is holding its maximum capacity of moisture

In terms of a water balance we generally look at 4 stages of water usage:  surplus, usage, deficit and recharge.  We are making an assumption, for the basis of this exercise, that the maximum storage capacity of the soil (field capacity) is 10cm.  Using this value, a surplus can only occur when the soil is at field capacity in storage (10cm).  Usage occurs as the soil water storage is reduced from 10 cm to none.  A deficit will occur only when the soil has no water in storage.  Recharge occurs as water is being added to storage, and the values of storage are increasing from 0 to 10 cm.  Upon reaching 10cm, the soil will be back in a surplus situation.  In the mid-latitudes, surplus is often associated with winter, usage with spring, deficit with summer and recharge with the Fall.  One other assumption that we make here is that with the Berkeley data we are starting with 9.7 cm in storage at the beginning of the year and the Terre Haute starts off being at field capacity with a value of 10 cm of storage from the previous December.

Use Figure 2 for the Terre Haute data.

 WATER BUDGET FOR TERRE HAUTE, INDIANA (Figure 2) see attachment

STEP 1:  P-PE is calculated by measuring Precipitation (P) minus Potential Evapotranspiration (PE) for each month. 

Example:  January at Berkeley is calculated as 13.0 minus 2.6, which equals 10.4.

STEP 2:  Soil Storage (ST) will be a value between 0 and 10 cm.  We will assume that in the previous December that the soil is saturated heading into January.  It will remain saturated until P-PE is a negative value.

Example: At Berkeley, P-PE is positive in January through March, so ST remains 10.0 in January through March.

STEP 3:  When P – PE becomes negative, that value is subtracted from soil storage, until ST reaches 0 or P – PE becomes positive again. 

Example: In April at Berkeley, P – PE is -1.9 cm. 10 – 1.9 is 8.1 cm.  In May at Berkeley, P – PE is -4.7 cm.  8.1 – 4.7 = 3.4 cm.  In June at Berkeley, P – PE is -7.9.  Since P – PE exceeds the Soil Storage of 3.4 cm from the previous month the Soil Storage (ST) goes down to 0.  It can’t go down to any value less than 0.

STEP 4:  The Soil Storage will remain at 0 until the P – PE becomes positive.

Example:  At Berkeley, P – PE remains negative in the months of July, August, September, and October.  Therefore, the storage remains 0.

STEP 5:  When P-PE becomes positive, that positive value is added back to storage.

Example:  At Berkeley in November P – PE is 1.9 and that added to the previous month’s storage of 0 gives a new storage value of 1.9.  In December a P –PE of 7.8 added to the previoos month’s storage of 1.9 is 9.7 cm.

STEP 6:  The change in storage is simply the change from the previous month’s value.

Example:  At Berkeley in December, the change in storage from the previous month is 9.7 (December) minus 1.9 (November), which equals 7.8.

STEP 7:  The difference between Potential Evapotranspiration (PE) and Actual Evapotranspiration (AE), is that PE represents the value that would exist with an unlimited amount of moisture at a given temperature, while AE represents the amount that could evaporate given the amount of precipitation (P) and water in storage (ST), that is actually available.  As long as the soil is t full capacity (field capacity, which equals 10 cm), and P – PE is positive, AE and PE will be the same.

Example:  At Berkeley, ST is at 10 and P – PE is positive in the months of January, February, and March.  So, AE and PE are the same value.

STEP 8:  When P – PE is negative, but ST is still above 0 for the entire month, AE and PE will still be the same value.

Example:  At Berkeley, ST is still above 0, while P – PE is negative in the months of April and May, so the AE and PE are still the same.

STEP 9:  Often we will have a month of transition where P – PE is a greater negative value than can be supplied by water in soil storage (ST).  In this case AE is calculated by combining the precipitation from the current month and adding this with the storage that was available from the previous month:

Example:  In Berkeley in the month of June P – PE was -7.9.  There was only 3.4 cm of water in storage in the previous month May.  To calculate the AE we combine the storage that was available in May and the precipitation (P) that fell in the month of June:  3.4 plus 0.5 equals 3.9 cm of AE.  AE will always be equal to or less than PE, but never more.

STEP 10: If there is 0 water in storage and P – PE is a negative value, AE will be equal to only the amount of precipitation that falls.

Example:  At Berkeley there is 0 water in storage and P – PE is negative in July, August, September, and October.  So AE is equal to the precipitation that fell in each of these months only.

STEP 11:  Once P – PE becomes positive AE and PE will be equal to one another.

Example:  At Berkeley in November P – PE equals 1.9.  This is also the value of AE since sufficient moisture is now available.

STEP 12:  Deficits are only possible when there is 0 water in storage (ST), and is the difference between PE and AE.

Example: At Berkeley in June, ST is 0, PE is 8.4, and AE is 3.9.  PE minus AE is 8.4 minus 3.9, which equals a deficit of 4.5 cm.

STEP 13: Surpluses are only possible when soil storage (ST) is at 10 cm, and is the difference between P and AE.

Example: At Berkeley in January P was 13.0 cm and AE was 2.6.  The surplus is equal to P minis AE which is 13 minus 2.6, which equals a surplus of 10.4 cm.

Of course, Berkeley is a west-coast Mediterranean climate (distinct wet and dry seasons), and Terre Haute is a mid-latitude continental climate.  How do these 2 locations compare in their surplus, deficit, usage, and recharge characteristics?  Describe in detail, how and why these areas have differences in their characteristics.  Remember to look at characteristics such as geographic position, topography, elevation, climate, prevailing winds, access to moisture, etc.  This should be 2-4 pages, double-spaced in length (about 400 to 800 words).

Check your work and correct any spelling or grammatical errors. This course has Turnitin® fully integrated into the course. Once submitted, your assignment will be evaluated by Turnitin® automatically.

 

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