Category: assignments (Page 1 of 2)

Sheryr Sonia

CODES 120

Dr. Martinez

12 November 2024

How does our problem contribute to our problem?

Our ultimate goal is to implement more water infrastructure education for youth in East St. Louis, influencing a new generation to become further aware of issues regarding all-around water infrastructure. However, —complex systems are composed of many interconnected parts. Simple systems are systems in which components interact with each other to serve a purpose but aren’t connected in a way like complex systems. Understanding the complex system of water equity amongst youth is essential because “although we can certainly do our part to conserve this valuable resource, today’s youth will ultimately be responsible for sustaining Earth’s future water supply” (KEYE). 

Regarding water infrastructure, constructing awareness about the importance of conserving water is vital, especially for youth. Eventually, we will put the importance of water infrastructure in the hands of a new generation. Therefore, we must teach them the reasons behind water conservation and practical usage. Water infrastructure is complex; if one factor changes slightly, the rest of the system can easily be thrown off. This is why we need to aid in introducing water infrastructure to youth, and this must be done in interactive ways. Interactive activities will keep students engaged and active in the topic of conversation.

The Jackie Joyner-Kersee Food, Agriculture, Nutrition Innovation Center has several goals related to water infrastructure, education, agriculture, and nutrition. The Jackie Joyner-Kersee Food, Agriculture, Nutrition Innovation Center aims to provide educational and professional development to the youth and community of East Saint Louis and beyond (JJK). Jackie Joyner-Kersee Food, Agriculture, Nutrition Innovation Center has the desire to create a national model of excellence that can be widely replicated for the youth of East St. Louis (JJK). They are also committed to developing an approach with all students to widen their knowledge regarding the many opportunities to avail in categories such as agriculture, food production, nutrition. Therefore, we will be working heavily with JJK to engage youth in water infrastructure knowledge. 

Stakeholder Analysis

Dr. Martinez

CODE 120

5 November 2024

Stakeholders should play a role in major water supply and resource management decisions because water is a public good that directly affects their lives and their communities.

Students are among our most significant stakeholders in this project. Allowing the younger generation to be involved not only helps our water but also helps the environment overall. In addition, better water quality leads to an improvement in the overall health of the community. Abbas Hassan states, “The youth demographic represents a dynamic force characterized by enthusiasm, energy, and a deep desire to make a difference. Engaging young people in WASH (water, sanitation, and hygiene) initiatives taps into their passion for social change and their ability to challenge conventional thinking”(Hassan). These initiatives are essential for human health, well-being, and development. 

Another stakeholder is taxpayers; their money funds the school and plays a massive part in its budget. Taxpayers fund water infrastructure in their neighborhoods and the schools that provide the students their education. In addition, they own houses in the area and have an interest in the water infrastructure and the education of their population.

JJK and Heartlands are also stakeholders. In particular, JJK participates in your education at their center, so they are particularly important.  JJK provides education to students and has programs run with the students. Heartlands also help educate communities and invests in watershed planning in the area.

Asma Bachikh states, “Stakeholder participation is at the core of effective water and sanitation management. Many countries—83 percent of 94 countries surveyed in 2013-2014—now have stakeholder participation in policies and/or laws” (Bachikh). This quote shows how much of a role stakeholders, like students and taxpayers, can play in water infrastructure.

Students are one of our most important stakeholders, driving our whole project. As a stakeholder, the student must come to the classroom ready and willing to learn. Students are active stakeholders who have a direct influence on water infrastructures. Students are easily influenced and a sponge for information at such a young age. Starting these teachings at such a young age will allow for greater outcomes in the future. With immense access to technology, students have the resources necessary to change the world.

 The district’s state government assists with funding and quality of education which varies widely from state to state. Both federal and state governments play key roles in shaping the education system. The government is an active stakeholder that plays an immense part in school funding and the education system. The federal government passes education-related laws, which federal agencies implement through regulations. State governments are responsible for setting curriculum standards and requirements for high school graduation. With the government setting these standards and rules they are primarily responsible for school curriculum over water infrastructure. 

Parents are key stakeholders in education because they are directly affected by water infrastructure and have an interest in the education their children receive. Parents are often the first teachers for their children, and their involvement is a significant factor in a child’s academic success and overall development. Parents also reinforce and encourage water-saving habits for students.

The environment is a secondary stakeholder and can benefit from good practices of water infrastructure. (explain more)

Without these stakeholders, water infrastructure will worsen. Without the lack of support of these stakeholders, we lose money, participation, water quality, and quality of education. Wicked problems are complex, social or cultural issues that are difficult or impossible to solve, and without stakeholder participation, this problem won’t be solved. For example in the documentary “Flint water crisis, a human-made public health crisis (April 2014–June 2016) involving the municipal water supply system of Flint, Michigan. Tens of thousands of Flint residents were exposed to dangerous levels of lead, and outbreaks of Legionnaire disease killed at least 12 people and sickened dozens more.”(Ray). Appropriate coordination among affected parties would have ensured these factors were weighed and managed, which could have changed the course of events.

Alexandra Guerrero

Dr. Martinez 

CODES 120 

12 November  2024

Problem Support 

Our goal is to influence water infrastructure, essential to youth education. We are concentrating on elementary education and different aspects we can use to educate students of this age on the impact of learning about water infrastructure. By exposing them to knowledge of water’s importance, they can pass this on to the next generation.   

To the left is a diagram of stakeholders in Youth Education in Water Infrastructure. It has seven parts that connect to build our overall goal. The main two stakeholders that we are working with are JJKFAN and Heartlands  Conservancy—we are working with both to find a way to expose children aged 5-11 to learn about water infrastructure. 

For JJKFAN, we want to develop ways to explain the importance of learning from a young age, which can impact the future of their lives and community. Not only would students learn about water but also problem-solving and water waste, so they would be smart about how much water they use and the runoff of chemicals and substances. 

The third item, technology, uses different tools and resources, such as interactive platforms and apps, making it fun and educational for the students to learn about water. We also want to show student’s current real-time water conservation and management information.

 Fourth, the government regulates the standards for education on water infrastructure in early education and conservation practices with educational programs. It also builds community programs that expose the public to knowledge and help students engage in local water projects. Openly expressing to the government the importance of youth education and its influence on water infrastructure can help create policies that support our goal for water education in schools and programs. 

Fifth, teachers should focus on three areas: curriculum development, collaboration with experts, field trips, and hands-on learning. We want teachers to implement water infrastructure and conservation material in their courses. Exposing children to places with natural bodies of water provides better knowledge and understanding of water infrastructure. For collaborating with experts in our case, Heartlands Conservancy is already working with JJKFan on water infrastructure. Still, we would like to get them more involved in classroom collaboration, where they talk and teach a lesson on the importance of water as they are experts. This could include having students visit one of their sites. 

Sixth, we want students to learn actively, innovate, research, advocate, and be aware of water issues. For active learning, children can participate in projects and water conservation analysis. Letting the kids research water and engage in water science, they can develop solutions and problem-solving tactics, all of which will open new ways of learning. We hope that we get kids more involved in water infrastructure by participating in events about the environment or water infrastructure so they can promote the importance of knowledge about water to their communities and other schools,

Seventh, parents are critical to developing our three points: support at home, community involvement, and advocacy. We want parents to understand the importance of water and support it by taking action at home. They should encourage water-saving habits and education activities about water infrastructure offered by schools or communities. Why get the parents involved in activities within the community? They set an example for their children about the importance they can later pass down to others. When parents are involved in understanding the importance of water, they can advocate to improve education about water in their children’s schools and communities. 

Finally, our question to ourselves is, can we use youth education to influence others? The answer is yes; it takes many parts, like a car, to get it running. We aim to show the importance of water infrastructure and why teaching it to young kids can significantly impact the future. Starting young is the water solution. 

Payton Plummer

Dr. Martinez

CODE 120

17 November 2024

Next Steps

Thus far, we have talked about what the problem is, who it affects, and how we can tie in our community partners (JJK and Heartlands). This semester, we worked hard to grasp the overall wicked problem and the complex stakeholders that come with it. This problem is complex, it has multilayered issues embedded into it. This being said, there are infinitely many game plans to improve the issue. This wicked problem is urgent: it impacts the well-being of communities and their health. As we work to combat this issue, we need to acknowledge that there is no specific end, and that there may be other problems that arise throughout the journey. 

We are excited to focus on the youth and how water infrastructure education can be crucial for this new generation’s future. For example, I remember when I was a kid in elementary school. I’d come home with a book I was reading or an art project I had been working on all week and I insisted on showing my entire family the work I’d done. Our big idea is to implement a curriculum with respective programs, starting in elementary schools and eventually working our way up to high schools to improve water quality and knowledge in their communities. Our hope is that kids are proud of the knowledge they learn at JJK and tell their family members. This type of expansion is exactly what we are looking for to make the community more involved in the water around them. We are interested in learning more about technology integration, extra curricular activities, and how those can connect our drivers and stakeholders. 

Looking towards our future, we want to focus on research. In Spring 2025, we want to look into communities who are already implementing this curriculum in their schools and what is and isn’t working for them. For example colleges in Morocco and Germany are creating programs to educate students on reusing wastewater and water treatment facilities. Their work here expands to looking at climate change, which is an even bigger issue (Nourredine). We can learn from other studies to see what will and will not work for JJK. When we have our research compiled after the spring, we want to further our connections with JJK and Heartlands in the fall, incorporating their feedback as much as possible and learning what we can take off their plate. We are excited to see, specifically, what kinds of work our community partners need new perspectives on. 

In this day and age, everyone relies on technology to go about their day to day life. This may sound like a bad thing, but it doesn’t have to be. We can use technology integration in our schools to kickstart new ideas. Whether this is creating engaging content on social media platforms kids use, or virtual reality to simulate a water treatment plant, technology is our friend here and we should take advantage of our resources. JJK has mentioned briefly their plans for a greenhouse at their new school. Incorporating the greenhouse and our curriculum can improve students’ understanding of this wicked problem we have on our hands. 

We are curious to see what age group will benefit most from this, in hopes that they will use their knowledge to educate other stakeholders on the issue and overall lead to a better understanding of water infrastructure. Implementing these programs will be beneficial not only to the students’ learning, but also the other stakeholders, such as parents, the community, and the government. As time passes and our work expands to other communities, we hope that people will be more cautious of how their decisions impact water equity living in the southern American bottom. 

Works Cited

Nourredine, Hajar, et al. “Linking Urban Water Management, Wastewater Recycling, and Environmental Education: A Case Study on Engaging Youth in Sustainable Water Resource Management in a Public School in Casablanca City, Morocco.”Education Sciences, vol. 13, no. 8, 2023, pp. 824. ProQuest, https://www.proquest.com/scholarly-journals/linking-urban-water-management-wastewater/docview/2856983121/se-2, doi:https://doi.org/10.3390/educsci13080824.

Youth Education

NSF – National Science Foundation 

Linking Urban Water Management, Wastewater Recycling, and Environmental Education: A Case Study on Engaging Youth in Sustainable Water Resource Management in a Public School in Casablanca City, Morocco, 2023, https://www.proquest.com/docview/2856983121?sourcetype=Scholarly%20Journals. Accessed 12 Nov 2024.

National Science Foundation: NSF, https://new.nsf.gov. Accessed 1 December 2024.

“AWWA Policy Statement on Youth Education.” American Water Works Association, 2018, https://www.awwa.org/policy-statement/youth-education/. Accessed 12 Nov 2024.

JJK Fan Page, www.jjkfan.org/. Accessed 12 Nov. 2024. 

Alexandra Guerrero

Dr. Despain

CODES 121

29 October 2024

Reflection

While reading The Great River, which is 71-86 pages long, I saw a difference from reading literary text last week. First is the way it’s written. One was a poem with many symbols and meanings related to the author’s lived experiences with loss and grief. This week’s reading is more about the natural history of the Mississippi River that shaped the country. The titles of some of the pages were named “ Half Horse, Half Alligator,” which is what they call the Kentucky frontiersmen who fought together with Jackson in the battle of New Orleans.

As the text says, Thomas Jefferson saw a future within the Mississippi Valley that would help with land hunger. “Jefferson turned the land hunger that drove the first western settlers into a political imperative: democracy could truly flourish, he claimed, only if the new nation expanded across a substantial territory, ensuring that as many citizens as possible could own a portion of the land.” 

Overall, the text tells how the Mississippi Valley influenced Jefferson to travel, opening new territory or land to the people as he said, “empire for liberty,”  giving the people of his country an opportunity to have their land to live out of. “ He hoped the watershed would be converted to a garden-or a collection of gardens, spreading across the landscape like a quilt. Private property everywhere. The only shared resource he spoke of was the river itself, the highway into his promised land”. Lastly, the story exposes the American frontman’s hard work that shaped the country’s future.

Works Citedhttps://bb.siue.edu/bbcswebdav/pid-601585-dt-announcement-rid-68297140_1/xid-68297140_1

Alexandra Guerrero

Dr. Despain

CODES 121

22 October 2024

Literary Analysis

            In my reading of Sherman Alexie’s poems, he shows many symbols, all different with each poem. My favorite one was (Eulogy 38) where the author shows grief, cultural identity understanding, and memories shown with various symbols throughout the poem, giving a better understanding of how he viewed the experiences. 

In the poem’s first sentence, he starts by talking about his mother. My mother was a dictionary (116) from Eulogy, which gives a solid foundation for the poem and illustrates the title of Eulogy, which means to praise the dead. The dictionary refers to his mother as a brilliant woman full of wisdom. Still, her knowledge was not passed down to his generation or family; she was the only one who knew the tribal language.

Secondarily, the elderly woman is a mother and loved by many. She carries in her blood and minds a whole culture and history that will fade with her. As the poem says, she was one of the last fluent speakers of our tribal language. She knew dozens of words that nobody else knew. We buried all those words with her (116). Her life was a whole generation of history and cultural life that died and had no going back because she took it all with her. She saw that her knowledge was unnecessary for the new generation, as they now have the modern world. New knowledge is the key to success with references to the English language, she said to her son.

At thirty, the author feels an attachment to the memories of his passing mother, specifically the tapes of their native language. He said, “And I don’t want to risk letting anybody else transfer the tape to digital.”  they hold an extraordinary place in his heart.

Finally, to sum it all up, the author could show how the tape, language, and dictionary worked as symbols to represent different things the author went through during his mother’s passing. The poem is about grief, but it shows cultural identity from how his mother took an essential part of his culture away from him because, for him, he grew to what his mother referred to as modern words. The tapes hold the little culture he has left from his elders, but they also tell his family history very private, which is why he doesn’t want it to be accessible to the public. Sherman Alexis’ poem shows many different symbols used to express his experiences with processing a loved one’s death.

Some of the background information I learned about symbols was from Thomas Foaster ‘s “How to Read Like an English Professor.” Pay attention to what you feel about the text. It probably means something (page 114). Sometimes, we need to look more at the text to understand it, not overthink it, but use our creativity to imagine. With that, we can apply it to CODES to be more creative in our writing and analysis of the text and all possible meanings and symbols. 

Climate change has affected my life throughout the year. One of the biggest problems has been drought. I’m from Alabama, where we do a lot of farming. It is one of the most significant ways the state makes money because we provide peaches to the whole country, along with Georgia. The most extensive drought was about five years ago when we didn’t receive a drop of water for months, and it was during the peach harvest. The heat was killing the peaches as they grew.

The whole state was affected economically and physically. People were not going out as much or had to be careful with the constant heat waves and alerts on our phones and TVs. We need to find a way to not cause more alarm to the temper, or it doesn’t get warmer, but there is not one solution. We have to speak up on the topic and communicate with the world and people to help understand the changes we can make together or even just your city to help reduce our carbon footprint.

          Climate change affects all of us, whether we like it or not. Change determines our future. Because we all have different lifestyles, our priorities are different. Sometimes, if we try to change the way we recycle or use specific materials, we may be affecting someone’s only source of money to provide for their families. Climate change is a multifaceted issue that we can solve with one solution.

              In our society there is no solution to climate change with the evolution of technology and life. All we can do is find a better way to reuse or avoid certain things that have a higher effect on your climate. Lower our carbon footprint, not fall victim to fashion changes and clothes, and take care of things we own to last longer and can later be given to others to extend the life of it. But realistically, we can’t make people change their lifestyles. We are all different and can’t come together to find one that fits all type of solution.

         Climate changes, and so do the types of solutions we try to find. With everything moving and changing, we cannot really find a solution or where to begin. All we know is that there is no solution; it’s a dead end.

             Irreversible  bbc.com/news/live/science-environment. 

 The changes that have already happened because of climate change can’t be undone. Because of our action we have caused a change to animal habitats. If their ecosystem is affected so is ours it’s like Jenga we take pieces of and just put them on top like nothing but at one point you’ll take out the wrong one that unbalance it and make it all fall down. You can re-built it but it’ll never be the same as when you bought it. Some of the changes that we have already caused are that the Amazon rainforest becomes the savanna in a matter of time and our coral reefs are dying. The ice sheets are melting, and they can’t be refrozen.

“The stakes are clear. Complacency will be met by irreversible and unthinkable impact from climate change” John Kerry, U.S special presidential envoy of climate change on “PHYS ORG” article about the impacts and irreversible changes of climate change.

 Unique Earth’s Changing Climate (nationalgeographic.org)

It is unique that only certain areas get the most impact during a significant climate change. It’s primarily because of their location in the region that they are constantly being hit. Climate change affects many aspects of our lives, not just the weather, which is really the one thing that people pay attention to.

Urgent This is why fighting climate change is so urgent | Environmental Defense Fund (edf.org)

Finally Climate change is significant and we are all affected by it. We need to act now. It is urgent that we act. During my research about climate change, I read a very important article about acting called “This is why fighting climate change is so urgent” by the Environmental Defense Fund. During my reading I learned new things about climate change that I didn’t really take into consideration or realized because I don’t see. Over the years they have seen changes on our planet, specifically temperature, that the earth has gotten warmer by 1.8 degrees Fahrenheit since the 19th century. But at the rate that today’s climate changes we are expected to change to 2.7 degrees Fahrenheit in early 2030, also double the warmth. That half degree is so much more than what we normal people think isn’t a big deal because we think on a large scale that 1 or 2 number difference is not going to do much. The reality is much bigger. It affects our agriculture because there is an increase in evaporation and moisture causing more rain to fall in certain areas that don’t usually have that quantity of water, so they overflow in other areas. It’s the opposite for others; they don’t get a drop of rain for months, completely drying the land. In the end it’s not just that but the Antarctic ice breaking into parts and wildfires spreading faster and lasting longer, insects overproducing and spreading disease. We see the change and why can’t we make a change.

“Youth Education”

Dr. Martinez

CODE 120

5 November 2024

How Youth Education Can Improve Water Equity

Our ultimate goal is to implement more water infrastructure education for the youth, influencing a new generation to become further aware of issues regarding all-around water infrastructure in the future—complex Systems are composed of many interconnected parts. Simple Systems are Systems in which components interact with each other to serve a purpose but aren’t connected in a way like complex systems. “Although we can certainly do our part to conserve this valuable resource, today’s youth will ultimately be responsible for sustaining Earth’s future water supply” (KEYE).

When it comes to water infrastructure, constructing awareness about the importance of conserving water is vital especially for the youth. Eventually, we will put the importance of water infrastructure in the new generation’s hands. Therefore, we must teach them the reasoning behind why this needs to be trained and to encourage water conservation and practical usage. Water infrastructure is complex; if one factor changes even the slightest bit, the rest of the system can easily be thrown off. This is why we need to ease the introduction of water infrastructure to the youth, and this must be done in interactive ways. Interactive activities, keep people engaged and active in the topic conversation.

Students are among our most significant stakeholders in this project. Allowing the younger generation to be involved not only helps our water but also helps the environment overall.In addition, better water quality leads to improvement in the overall health of the community. Abbas Hassan states, “The youth demographic represents a dynamic force characterized by enthusiasm, energy, and a deep desire to make a difference. Engaging young people in WASH initiatives taps into their passion for social change and their ability to challenge conventional thinking”(Hassan). WASH stands for water, sanitation, and hygiene. These initiatives are essential for human health, well-being, and development. Another stakeholder could be taxpayers; their money funds the school and plays a massive part in its budget. Asma Bachikh states, “Stakeholder participation is at the core of effective water and sanitation management. Many countries—83 percent of 94 countries surveyed in 2013-2014—now have stakeholder participation in policies and/or laws” (Bachikh). This quote shows how much of a role stakeholders, like students and taxpayers, can play in water infrastructure.

            Youth education influences water infrastructure, and we need to identify the drivers. According to our book Sustainable World by Sonya Remington-Doucette, human actions have become central drivers of changing a system (page 124). There are two types of drivers: direct and indirect. “Direct drivers, drivers that clearly and unequivocally influence the behavior of a system. Indirect drivers are drivers that influence the behavior of a system more diffusely by altering one or more direct drivers” (page 123).  Some drivers in our system of how youth education is influential are the community, government, JJK Fan School, and the education system. For example, in the article “Impact of Youth Education in ASCE Library,” the authors want to let the public know that the youth is underrepresented in discussions regarding the community’s future, even though they are the community’s future (McKoy and Vincent 2007). The communities are an indirect driver as they affect how children interact with the people around them, like their city and counties. Still, it doesn’t directly affect their education on water infrastructure. Other factors related to the same article are cost, benefits, site conditions, and local community factors.

In the article “Water Accessibility, use and Conservation among Youth: A Comparative Study,” by George Morrara Ogendi and Isaac Ongn’oa, the authors inform readers that education on sustainable water should be taught locally and globally (Ogendi and Ongn’oa). This allows students to become pragmatic leaders and stars and learn to appreciate the environment with a deeper understanding. In our case, the JJKFan school education system is a direct driver as they interact with the youth and can influence their knowledge of the environment and water infrastructure. Also, going back to cost and site conditions, if JJKFan can’t get the funds, it could affect youth education. If they can’t be taught about the environment and water infrastructure, they do not have a chance to expand their language to others. 

            Teachers, students, parents, and the community can come together to improve water infrastructure for the youth. There are various ways to take action since water equity is a complicated issue with many layers. A few examples include extracurricular activities, technology integration, and engaging curriculum. The diagram above shows the connections between the drivers. Each driver plays into the other. For example, JJK and Heartlands can work with the government to produce a curriculum. The teachers teach the curriculum to the students, and eventually, the parents will pick up on what their child is learning.

The big idea is to incorporate these things into one water infrastructure course for the youth. On the website Thought Exchange, there is a piece that references community involvement’s impact on youth education. “Community is all about creating a sense of belonging. Having a sense of belonging means that students feel accepted, valued, and included by their teachers and peers and consider themselves an important part of their academic community. They are motivated to learn and engage with their course, leading to greater attainment, progression, and improved academic achievement” (Daly). Regarding JJK, getting students involved with the community (and vice versa) benefits their learning potential and many other skills.

            JJK, for example, could start small by creating a gardening club, a science club where they volunteer in the community and test water quality or a research-oriented club where they all come together to combat this wicked problem. Another idea regards technology integration. In this day and age, new technology is all the rave. Using virtual reality technology, for example, can allow students to see water treatment plants or play games regarding water quality. This will excite kids about using technology while educating them about water technology in their community. JJK has excellent potential to create a great education system focused on water quality. Their new campus will be catered to learning about water and horticulture and will raise a new generation to take pride in our environment. Putting all these together, teachers, parents, and the community can unite to educate everyone about water infrastructure.

Works Cited

Daly, Catherine. “How Community Involvement in Schools Enhances Student Success.” ThoughtExchange, 13 June 2022, https://thoughtexchange.com/blog/community-involvement-in-schools/. Accessed 29 October 2024.

Hassan, Abass. “Empowering Change Agents: Youth Engagement in Wash Initiatives.” LinkedIn, 9 Aug. 2023, www.linkedin.com/pulse/empowering-change-agents-youth-engagement-wash-abass-hassan-#:~:text=Young%20minds%20are%20inherently%20curious,drive%20innovation%20and%20push%20boundaries.

KEYE. “Cultivating sustainability: Why we should educate youth about water usage and conservation.” CBS Austin, 3 June 2024, https://cbsaustin.com/sponsored/spotlight/cultivating-sustainability-why-we-should-educate-youth-about-water-usage-and-conservation. Accessed 29 October 2024.

McKoy, and Vincent. “Impact of Youth Education.” ASCE Library, 2007, https://ascelibrary.org/doi/10.1061/JWRMD5.WRENG-6315#core-c17. Accessed 29 October 2024.

Water Accessibility, use, and conservation among youth: a comparative study.

https://brill.com/edcollchap/book/9789086866915/BP000026.xml

Chapter 19, Page 221-227  Author George Morrara Ogrndi and Issac Ong’oa

Sustainable World by Sonya Remington- Doucettle  2016

            Page124

“Youth and the Integrated Management of Water Resources.” United Nations, United Nations, www.un.org/en/chronicle/article/youth-and-integrated-management-water-resources. Accessed 3 Nov. 2024.

Information and facts in the reading  first half 63-81

Me

Introduction

• Daniel Velez – company “circle blue’’ – goal- achieve zero waste
• Goals for the entire Phoenix metropolitan area to achieve zero waste
• Bureaucratic
• “ there is no one size fits all solution.”

You

• Page 64- Daniel struggles with tenants because they don’t want to put any effort into recycling and composting

Me

• “Wicked” sustainability problems are embedded in systems that exhibit complexity

Your

Three definition

Of wicked problems

•  

Section 2.1 Understanding Sustainability Problems

• A wicked problem ( can’t be solved because of continuous change. It can never be entirely resolved.

=  ( traditional approaches refer to the scientific and technological advances that have solved many of society’s problems

Tame problem –  problems

Wicked problems – complex systems

Me

Section 2.1.1  introduction to wicked problems

First mentioned in 1970 urban planning literature in a famous article by the University of California Berkeley, Professor Horst Rittel, and Melvin Webber. They describe ten characteristics of a wicked problem, but general characteristics are given here for simplicity.

Your question and definition of simple system/question

Me  Bike –

“ This is an important point because not all collections of random things are systems, such as rocks lying on sidewalks, because they are not interacting in a way that achieves some purpose that none can accomplish alone.”

You boundary, open / closed systems , thinking

Me

“This is analogous to the need to view a bike as a whole system, rather than its individual components, when figuring out why the system as a whole will not move forward.”

YOU- REDUCTIONIST THINKING

You

1. Vague problems definition

2. Undefined solution

3. No endpoint

4. Irreversible

5. Unique

6. Urgent

Title: Wicked Problems and their Resolution

Author: Sonya Remington Doucettle

Source Date:2017-2013

Source type: textbook

Context ( what is important to note about the creator, when it was created, its audience, or its formats?)

The creator sees the wicked problems from many different perspectives, and there’s only sometimes a solution. What the government or people view as a solution is more challenging. The book was created a short time ago, begging for the information given to be relatively new compared to older books. The author’s format in chapter 2  breaks into different wicked problems that sociality and the world are struggling with and that there is no direct way to fix, but there is to better the situation.

Summary (What important Facts about the source’s content should we note for our discussion):

• Human natural systems / human system (page 77)

 Human Systems                                            Natural System

-technology                                                      – Human- constructed

-social institution                                              – water

– knowledge                                                     – soil

– Norms                                                            – air

             -Populations                                                     – microorganisms

                                                                                     – vegetation

• (page 76) socio ecological systems            
• Complexity (page 75)
• (page 73) one problem many different ways to solve but not all of it. One solution can lead to another problem related to the bigger problem.
• Page 75) complexity what is it – well there is not exact way of defining it

– (the major reason that wicked problems are difficult to resolve is that they are embedded in socio ecological systems (SESs) exhibits complexity)

One of the most important facts is systems learning how everything has a process

• What is the goal of sustainability ? is to simultaneously promote healthy ecosystems, human well being and viable economies.
• Page ( 80) / Bike   IMPORTANT POINT BECAUSE NOT ALL  COLLECTIONS OF RANDOM THINGS ARE SYSTEMS
•  
• 81 (closed systems and open systems

Analysis ( what should we take away to better understand our problems and its stakeholders?

It’s okay only sometimes to have a correct one-way answer to solving the problem. One problem in our world and society takes many parts and lots of support for people to take action and listen to understand. We, as people who are trying to solve problems, like holistic thinking, are essential tools for resolving sustainability.