This document provides instructions for an online environmental issues course. It outlines expectations for course discussions, assignments, and exams. Students are expected to participate in weekly online discussions on topics like ecosystems, population issues, and renewable energy. Assignments include an ecological footprint quiz, a local environmental issues newspaper report, and a 5-page research paper. Exams cover textbook chapters and assess understanding of key environmental concepts and issues. Active participation in discussions and completing all assignments and exams are mandatory to pass the course.

1. Learners:
This announcement item concerns discussions activity for this
course (see pages 1-3 below).
Discussions are a very, very important aspect of your learning
experience. A high level of effort will improve for instance, not
only your analytical skills, but also you will enhance your
understanding of the many conceptual facets pertaining to the
field of public administration.
Please adhere to the following presentation format of your
discussion in each Unit:
1. Introduction
(Maintain these headings for each section – it helps to inform
the reader as to the various sections pertaining to the set of
arguments/points that you are making in terms of your overall
posting).
2. Topic Area A (you may label this topic as you see fit)
(In this area you will begin to present your argument and/or
contention regarding the discussion query. Be aware of the
underlying need to support your arguments/contentions with
references from academic sources – you should, at the very
least, utilize a reference from the text as well as an academic
source --- Wikepedia is not considered an academic source).
3. Topic Area B (you may label this topic as you see fit)
(In this area you will begin to present your argument and/or
contention regarding the discussion query. Be aware of the

2. underlying need to support your arguments/contentions with
references from academic sources – you should, at the very
least, utilize a reference from the text as well as an academic
source --- Wikepedia is not considered an academic source).
4. Topic Area C (you may label this topic as you see fit)
(In this area you will begin to present your argument and/or
contention regarding the discussion query. Be aware of the
underlying need to support your arguments/contentions with
references from academic sources – you should, at the very
least, utilize a reference from the text as well as an academic
source --- Wikepedia is not considered an academic source).
I have identified three topic areas – this is an example, however
you may need to include more or less depending upon the nature
of the topic. At the very least, you must have 1-2 topical
paragraphs per post.
5. Analysis
(In this area you present your analysis regarding the posting
query; this is an important area in that you display your critical
thinking abilities and comprehension concerning the particular
subject matter relating to the field of public administration. Be
aware of the underlying need to support your
arguments/contentions with references from academic sources –
you should, at the very least, utilize a reference from the text as
well as an academic source --- Wikepedia is not considered an
academic source).
5. Conclusion
(In this area you summarize the points you raised as well as
provide a concluding statement. This area should “tie” the
various elements of your argument/position in the most efficient

3. manner possible).
6. References
In this area you will identify those references you utilized for
the purposes of your posting. It is imperative, and to reiterate,
that your references must be in APA format.
Here is an example of a proper APA posting:
Agranoff, R. (2004). Another look at bargaining and negotiating
in intergovernmental management. Journal of Public
Administration Research and Theory, 14(4), 495-512.
Barnard, C. (1972). The functions of the executive. Cambridge,
MA: Harvard University Press.
(Be aware of the underlying need to support your
arguments/contentions with references from academic sources –
you should, at the very least, utilize a reference from the text as
well as an academic source --- Wikepedia is not considered an
academic source. That said, you need to adhere to the
directions pertaining to the nature of the posting for the
particular Unit.)
A final note: Please read the directions to the posting for each
unit. At the very least, adhering to the components of the above
reference format will present a coherent, well thought out
posting such that you apply your critical thinking skills in the
most effective manner possible.
Should you have any questions regarding this matter then please
feel free to contact me via my phone and/or email.
Dr. Wright

4. Introduction to Environmental Issues (ENVS 1) Summer 2015
Instructor: Walter Arenstein e-mail: Use Canvas system:
Conversations
Off. Hrs: To be announced
INTRODUCTION TO ENVIRONMENTAL ISSUES
COURSE OBJECTIVES
This course is about understanding and solving today’s most
pressing environmental and natural resource
problems. These issues range from global warming to water
pollution to endangered species. Dealing
effectively with these challenges requires an understanding of
how the human and natural worlds interact, using
critical thinking skills, and applying a long-term
interdisciplinary problem-solving approach. Using key ideas
from both the natural and social sciences, you will develop your
own set of analytical and decision making tools
and apply them to a wide variety of environmental scenarios.
More specifically, the aims of this course are to provide
students with the information to: 1) gain and improve
knowledge of key environmental issues; 2) learn about the
interrelationships between resource use, economics,
politics, and environmental degradation; and 3) identify social,
political, and technical actions that will guide
societal and individual behavior toward more sustainable
endeavors. This course also fulfills General

5. Education D3 learning objectives.
In class we will cover many topics in brief to provide an
overview of the field. Individual writing assignments
will allow you to develop expertise on a topic that is of
particular interest to you.
REQUIRED COURSE MATERIAL
Living in the Environment, 17th Edition
Author(s): G. Tyler Miller and Scott E. Spoolman
Publisher: Brooks/Cole-Cengage Learning ISBN: 0-538-49414-
X
---------------------------------------------------------------------------
-------------------------------
VERY IMPORTANT—PLEASE READ THIS IMMEDIATELY!
http://www.cengagebrain.com/shop/isbn/9780538494144
The above web address will take you to the Publisher’s web site
where you can
rent the e-textbook for much less than the regular, printed book.
If you want a
hardcopy of the text—look into the cheaper Loose Leaf version.
I would try to
find a used copy of the textbook—Please do not buy the regular
textbook, it is
too expensive and they have a new edition out which I will use
next time I teach
the class.
---------------------------------------------------------------------------
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The Research PAPER and Both Exams, as well as the weekly
discussions, ARE
MANDATORY—YOU CANNOT PASS THIS COURSE

6. WITHOUT TAKING
BOTH EXAMS, HANDING IN THE RESEARCH PAPER, AND
PARTICIPATING IN THE DISCUSSIONS EACH and EVERY
WEEK—
REGARDLESS OF YOUR OTHER POINTS ACCUMULATED
IN THE
COURSE! Missing more than ONE discussion topic during the
semester is unacceptable. You must participate in every weekly
discussion—if you miss one (and you can only miss and make
up
one), contact me right away to see how you can make it up.
---------------------------------------------------------------------------
--------------------------------------------
CLASS FORMAT
This is an on-line class. Students are REQUIRED to participate
in weekly discussions so that we may all benefit
from group interaction. Being involved in class discussions
makes for a good learning atmosphere and is the
most important part of any Internet course.
STUDENT RESPONSIBILITIES
The best way to learn is to be an active participant. Be sure to
participate in the weekly discussions and read the
greensheet/syllabus so you know of the due dates for all class
assignments. Be sure to complete the assigned
readings and submit all assignments on-time. Disrespectful or
rude behavior toward others will not be tolerated
and is grounds for dismissal.
LATE ASSIGNMENTS
Assignments, unless announced otherwise, are due by 11:59 pm
on the due date specified in the Syllabus. Late
assignments will be assessed a severe penalty per each late day

7. and will not be accepted if more than 4
days late. Illness and extenuating family or personal
circumstances are the only allowable excuses for late
work, and must be documented. Assignments and exams cannot
be made up if they are more than one week
late. When in doubt—go by the dates in this
Greensheet/Syllabus and not in the
on-line class.
ACADEMIC INTEGRITY
Every student who takes a class at SJSU, including this one,
agrees to abide by the University’s policies on
plagiarism and academic dishonesty. (See the SJSU Course
Catalog for details.) Any student found to be in
violation of these policies will receive zero credit for the exam
or assignment in question. Your own
commitment to learning, as evidenced by your enrollment at
SJSU, and the University’s Academic Integrity
Policy requires you to be honest in all your academic course
work. Faculty members are required to report all
infractions to the Office of Student Conduct and Ethical
Development. The policy on academic integrity can be
found at:
http://www.sjsu.edu/studentconduct/facultyandstaff/Academic_I
ntegrity/
ACCOMMODATION FOR DISABILITIES
SJSU expects that faculty will put forth their best effort to make
all students feel comfortable in their classes,
and will work with the Accessible Education Center in
accommodating the special needs of students with
disabilities. If you need course adaptations or accommodations
because of a disability, or if you have
emergency medical information to share with me, or if you need
to make special arrangements in case the
building must be evacuated, please make an appointment with

8. me as soon as possible, or see me during office
hours. Presidential Directive 97-03 requires that students with
disabilities register with the Accessible Education
Center to establish a record of their disability (924-6000).
COURSE GRADING
Over the semester, you will have a variety of quizzes, exams
and written assignments. They are designed to
help you learn the course material and to acquire the requisite
skills for issue analysis. The written assignments
help you improve your communication skills by making you
demonstrating your ability to comprehend,
analyze, and take a position on an environmental issue.
Information about each assignment and exam is below.
Look in the Assignment section of the course for information on
the homework and paper assignment. You can
access the Assignment section from the course Homepage.
Research Paper (100 points)
In this 5 page (approx. 1,200—1,300 words—but 5 full pages of
text required) paper, you will conduct
independent research on an environmental topic of your choice.
You will conduct a short literature review,
analyze information from various sources, and write in some
detail about an environmental topic of personal
interest. You must have at least 6 references (web sites, book,
articles, interviews, etc.) for this paper. The
body of the paper must be 5 FULL pages long—this DOES NOT
include a title page, pictures,
tables, figures, or the reference page. You must get your topic
approved by the
instructor before you start on the paper. The paper and
references must be done

9. according to an established style guide, such as APA or MLA.
Please consult
library and/or Writing Center staff (Clark Hall) for assistance
with this
assignment.
Style, Construction, and Organization. This paper must exhibit
good sentence construction, syntax,
and punctuation. If you are unclear on what constitutes correct
writing style, please consult a style manual, such
as A Manual for Writers by Kate Turabian (1987). The full
citation for this book is: Turabian, Kate L. 1987. A
Manual for Writers of Term Papers, Theses, and Dissertations.
Chicago: University of Chicago Press. This
book is available in the Spartan Bookstore and in the writing
section of most bookstores.
This paper must be typed, using 12-point font. Allowable font
styles include Courier, Palatino, or Times
New Roman. Use space and a half or double spacing. Type the
paper Left justified.
Maintain one-inch margins on the top, bottom and both sides.
Paragraphs will be indented five spaces.
Give your paper an appropriate title and provide an extra space
between the title and the body of your text.
Number the pages. Include your name, the course name, and the
date. Spell-check your work and proof-read
your paper after you spell-check to catch any style, syntax, or
spelling errors. I will be grading you on
the writing quality of this paper, I STRONGLY suggest you
have someone else

10. proof-read your paper for you as an extra check, and please take
advantage of the
writing assistance resources on campus to help you produce a
well written paper.
Please contact the SJSU Writing Center for assistance:
Academic Success Center,
Clark Hall, Suite 126, (408) 924-2308,
www.sjsu.edu/writingcenter
Summarizing, Paraphrasing, Quoting, and Plagiarism. In this
paper, you will be taking information written
by other authors and you will communicate that information in
your paper. The goal of the paper is to
summarize the material, distilling the most important
information in order to make your points. After you locate
the most important information, you must then convey the
material totally in your own words. This is
paraphrasing. Paraphrasing is what you are doing if you were to
describe to a friend the information you read in
your textbook.
If your paraphrase is close to the exact words used by another
author or if, in fact, you use the exact words of an
author without citing that author, then you are plagiarizing.
Plagiarizing is a form of stealing and is a punishable
offense at SJSU. You MUST avoid plagiarizing. Changing one
or a few words in another author’s sentence is
not paraphrasing; it is plagiarizing. If you must use language
close to another author’s words, cite that author in
the text of your paper. If you use an author’s exact words you
must quote them and then cite the author. To cite
the author, give the author’s name and the publication date in
the text and then provide a full reference at the

11. end of the paper on the reference page. If you take facts from
your sources and use them in your paper (which
you certainly will), you also need to cite a reference after these
facts in the text of your paper. Simple example--
--- Ozone air pollution has increased by 10% in the last 4 years
(EPA, 2007)------Be sure to contact me if you
are not sure you are plagiarizing.
Plagiarism in the paper will result in NO CREDIT. (If you are
not sure what plagiarism is, copy the
definition of it from someone else without giving them
credit…just kidding!). This Research paper will help
evaluate General Education D3 Learning Objectives 1, 2, 4, and
5.
Weekly Discussions (390 points)
These weekly discussions are the main component of this
Internet course. There are 13 discussion topics spread
over the VERY SHORT SUMMER semester and you will need
to leave three significant posts/messages for
each topic. You will receive additional information on what is
expected in your discussion posts in the “How to
take a web class…” document that was sent to you and is also
posted in the On-line Class. These discussions
will evaluate all 5 of this course’s General Education D3
Learning Objectives. See the schedule in this syllabus
to see when each topic will be discussed.
Discussion Topics:
Topic (13 Discussions)
1 ENVIRONMENTAL ISSUES
2 LAW OF CONSERVATION OF MATTER & ENERGY

12. 3 ECOSYSTEMS
4 HUNTING & BIODIVERSITY
5 POPULATION ISSUES- USA
6 AGRICULTURE: Fertilizers, Pesticides, and Organic Farming
7 WATER RESOURCES
8 WATER POLLUTION
9 AIR POLLUTION
10 CLIMATE CHANGE & OZONE DEPLETION
11 ENERGY: Non-renewable Sources
12 ENERGY: Renewable Sources
13 SOLID & HAZARDOUS WASTE
Homework (60 points)
There are two homework assignments which include taking an
online ecological footprint quiz and reporting on
local environmental issue coverage in your local newspaper. See
the Assignment section in the on-line course
for documents describing these assignments in more detail.
These assignments help evaluate General
Education D3 learning Objectives 3, 4, and 5.
Quizzes (70 points)
Quizzes on seven textbook chapters will count towards your
Quiz grade, they are quizzes for
Chapters: 03, 09, 12, 16, 18, 20, and 21. Take these quizzes in
the same week that we
cover that number chapter in the textbook.

13. Two Exams: Mid-term and Final (200 points each for a total of
400 points)
Please see the schedule below to see which textbook chapters
will be covered by the mid-term and final exams.
The final exam is not cumulative.
The Quizzes and Exams in this course help evaluate General
Education D3 Learning Objectives 1, 2, 3, 4.
Assignment/Exam Points Date % of Total
Points (1020)
Quizzes 70 As assigned 6.8%
Homework 60 Ecological Footprint- July 13
Newspaper Assignment- July 31
5.9%
Discussions (13 @ 30 pts. each) 390 Weekly 38.2%
Mid-term Exam 200 July 24-26 19.6%
Research Paper 100 August 4 9.8%
Final Exam 200 August 7-9 19.6%
Accumulated points determine your semester grade as follows:
97-100 = A+ 82-86 = B 70-71 = C-
92-96 = A 80-81 = B- 67-69 = D+
90-91 = A- 77-79 = C+ 66-63 = D
87-89 = B+ 72-76 = C 62-58 = D-
GENERAL EDUCATION LEARNING OBJECTIVES FOR THIS
COURSE
To assist students in . . .
♦ Identifying and analyzing the social dimensions of society as
a context for human life, the processes of social change and

14. continuity, the role of human agency in those social processes,
and the forces that engender social cohesion and fragmentation;
♦ Placing contemporary developments in cultural, historical,
environmental, and spatial contexts;
♦ Identifying and understanding the dynamics of different
populations and sub-populations (e.g., according to ethnicities,
cultures,
gender, age, or economic class);
♦ Evaluating social science information, drawing on multiple
perspectives, and formulating applications appropriate to
contemporary social issues'
♦ Recognizing the interaction of social institutions, culture, and
environment with the behavior of individuals; and
♦ Applying multi-disciplinary material to a topic relevant to
social action at the local, national, or international level.
COURSE SCHEDULE:
Date Topic Readings, Assignments, and Activities
Week 1
July 6-12
Welcome to EnvS 01:
What is environmental
science and
sustainability?

15. ! Course overview; student introductions in Discussion Area
! Reading: Miller, preface, Chapter 1
! Discussion: ENVIRONMENTAL ISSUES
! Reading: Miller, Supplement 3—Environmental History
Week 1
July 6-12
Science, Matter, Energy
and Systems
! Reading: Miller, Chapter 2
! Ecological Footprint Home work Assignment Due
by July 13th
! Discussion: LAW OF CONSERVATION OF MATTER &
ENERGY
!
Week 1
July 6-12
Ecosystems: What Are
They and How Do They
Work?
Biodiversity and
Evolution
! Reading: Miller, Chapter 3 —Take Quiz # 3

16. ! Reading: Miller, Chapter 4
! Discussion: ECOSYSTEMS
Week 2
July 13-19
Biodiversity, Species
Interactions, and
Population Control
Sustaining Biodiversity:
The Species Approach
! Reading: Miller, Chapter 5
! Reading: Miller, Chapter 9—Take Quiz # 9
! Discussion: HUNTING & BIODIVERSITY
Week 2
July 13-19
The Human Population
and Its Impact
! Reading: Miller, Chapter 6
! Discussion: POPULATION ISSUES
Week 2
July 13-19

17. Food, Soil, and Pest
Management
! Reading: Miller, Chapter 12—Take Quiz # 12
! Discussion: AGRICULTURE: Fertilizers, Pesticides, and
Organic Farming
!
Week 3
July 20-26
Water (Resources) ! Reading: Miller, Chapter 13
! Discussion: WATER RESOURCES
Week 3
July 20-26
Take MID-TERM
EXAM
July 24-26
! MID-TERM EXAM (Chapters 1, 2, 3, 4, 5,
6, 9, 12, and 13) Take On-line (Open Book)—Due
by July 26th at 11pm
Week 3
July 20-26
Water Pollution ! Reading: Miller, Chapter 20 —Take Quiz 20
! Discussion: Water Pollution
Week 3
July 20-26

18. Air Pollution ! Reading: Miller, Chapter 18—Take Quiz 18
! Discussion: Air Pollution
Week 4
July 27-Aug 2
Climate Disruption and
Ozone Depletion
! Reading Miller, Chapters 19
! Discussion: Climate Change & Ozone Depletion
! Newspaper Homework Assignment Due
July 31st
Week 4
July 27-Aug 2
Nonrenewable Energy ! Reading: Miller, Chapter 15
! Discussion: ENERGY: Nonrenewable Sources
Week 4
July 27-Aug 2
Energy Efficiency
and Renewable
Energy/ Cities and
Sustainability
! Reading: Miller, Chapter 16—Take Quiz 16
! Discussion: ENERGY: Efficiency & Renewable Sources
! Reading: Miller, Chapter 22
Week 5

19. Aug 3-9
Solid/Hazardous Waste ! Reading: Miller, Chapter 21—Take
Quiz 21
! Discussion: Solid & Hazardous Waste
! RESEARCH PAPER DUE August 4th
Week 5
Aug 3-9
Politics, Environment,
and Sustainability
! Reading: Miller, Chapter 24
Week 5
Aug 3-9
Take Final Exam
August 7-9 ! Final Exam Chapters 15,16, 18, 19, 20,
21, 22, & 24)—Due by August 9th at
11pm (Take On-line, Open Book)
Unit 1 Discussion 2
Personal Cross-Cultural Interactions
Reflect on some of the areas where you feel you are using your
own cultural boundaries appropriately and some areas where
you would like to make improvements. Consider the factors of
background and conditioning, communications, personal
attitudes, stereotyping, and your willingness to adjust as you

20. interact with people from other cultural contexts.
From this self-reflection, examine some lessons you have
learned from your professional life in previous cross-cultural
interactions. What did you learn, and how did you learn it?
What would you do differently in the future? Include at least
two such lessons, and note any areas where you would like
suggestions for improvement.
Remember that I am a government employee and have many
encounters of different cultural at work…
This discussion is due on Wednesday, July 15, 2015 @ 5:00pm
UNIT 1 – Cultural Boundaries
INTRODUCTION
Welcome to DPA8412 – Global and Diverse Societies! In this
course, we will explore and analyze the issues of
multiculturalism and diversity that affect the worldwide field of
public administration, and we will evaluate what this means for
our regional public administration practices. We will also
explore how values affect:
· Cultural structures.
· Decision-making models.
· Methods of reasoning and communicating.
By the end of this course, you will understand the layers of
cultural competency that public administrators must embody to
be effective in both our global and regional communities. In this
first unit, you will examine your own cultural boundaries and
experiences and assess how they affect your professional life.

21. [u01s1] Unit 1 Study 1
Studies
Fordlandia: Overview
Readings
In the Kivisto text, Multiculturalism in a Global Society, which
is part of DPA8412 Global and Diverse Societies, read the
following:
· Introduction, "Multicultural Societies and Globalization,"
pages 1–12.
· Chapter 1, "Ethnic Theory in a Global Age," pages 13–42.
Multimedia
Click Fordlandia: Overview to complete the interactive.
· It is well known that Henry Ford's use of the assembly line
and mass production revolutionized industry, but less well
known were Ford's attempts to fuse industry and cultural values.
His attempt to combine the goal of independence from British
rubber coming out of Malaysia with his views on welfare
capitalism lead to the creation of Fordlandia, a would-be rubber
plantation in South America. Fordlandia, Ford's company town
in the heart of Brazil, represents a juncture between corporate
goals and social visions.
Multimedia
· Examine the Global Issues interactive, located in the
Resources. These issues represent some of the most important

22. concerns facing us, but there is no single perspective on how to
address them.
· Complete the Global Issues and Global Public Administration
interactive, located in the Resources. View this multimedia
piece to start looking for an interesting issue for your Global
Issue Analysis project. As you explore possible issues, think
about why the issue interests you, how you might explore the
issue, and what potential public administration responses may
be viable.
· Complete the Global Issue Resources interactive, located in
the Resources. Use this multimedia piece to continue
researching potential issues for your Global Issue Analysis
project. Then, choose at least at least three resources to skim
through.
In addition, you may also research peer-reviewed resources
from Capella's library or other sources online or in print. As
you explore these resources, look for issues that require
analysis of cultural values and their impact on decision making
and communications, as well as dynamics of public engagement
and participation. This research will help prepare you to be
successful in your Global Issue – Selection (Phase I)
assignment, due in Unit 4.
As you conduct this research, take note of at least one example
of an issue related to cultural boundaries. You will need this to
complete part of the Cultural Boundaries in Society discussion
in this unit.
· Discussion Participation Scoring Guide.
· Fordlandia: Overview | Transcript
Each of us represents many cultures; these cultures may be
defined by factors such as heritage, lifestyle, place of residence,

23. and personal choice. Understanding cultural characteristics
helps us to understand how we interact with others, make
decisions, and direct our actions. Understanding other cultures
helps us to work together with members of them from a position
of mutual respect and positive outcomes.
Review the materials you saw in Fordlandia: Overview, and
Unit 1 Discussion Question 1
Discuss examples of cultural boundaries the participants in this
project might have faced. In addition, cite at least one
additional example of an issue related to cultural boundaries
you encountered. You might include examples of:
· Cultural background and conditioning.
· Approaches to interpersonal encounters with attention to
issues of communications.
· Attitudes, for example, "being different is bad, inferior, or
wrong."
· Stereotyping.
· Willingness to embrace changes to become more effective in
cross-cultural situations.
Please Note:
Unit Discussion Postings
By midnight Wednesday, (CST), you need to submit your initial
posting (short essay) to each discussion question. Please do not
use attachments in your discussion postings. Your initial
posting to each discussion question should:
· Be between 250-750 words and be written in third person as

24. much as possible.
· Be free of grammatical and spelling errors.
· Contain at least one academic reference and citation to support
your analysis.
This discussion is due on July 15, 2015 @ 5:00pm