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“Geo-Environmental Methods for Site Characterization”
Molly M. Gribb, Associate Professor
Department of Civil and Environmental Engineering
ECIV 790: Methods for geo-environmental site characterization. Students will learn the principles of site characterization through demonstrations of important field test methods such as cone penetration testing, soil and groundwater sampling, and well testing. Students will participate in well testing and other sampling activities. Students will analyze field data obtained during demonstrations of the various methods and will prepare oral presentations and written reports on their findings. Students will be introduced to the principles of sustainability and explore the relationships between sustainability and geo-environmental engineering.
1. Course Overview
2. Introduction to Site Characterization
4. Demonstrations of Other Sampling and Characterization Methods
6. Sustainability and Geo-Environmental Engineering
1. Hawken, P., 1993. The Ecology of Commerce – A Declaration of Sustainability, Harper
Prof. Pamela E. Mack
Objectives: The twentieth century has sometimes been called the century of technology, but in fact technology has been a central transformative force in history not just in the 20th century but in the last millenium (in a way that is different from the role of technology in history before that time). The goal of this class is to use the coming of the millenium as a structure to look back on the impact of technology on our lives and our world. The course will examine key steps in the development of modern technology during the last millenium, and also read critics of technology not just today but in previous centuries. The goal is to put optimistic and pessimistic predictions for the role of technology in the next millenium into a historical and cultural context.
ABET Classification: CHS H202 is classified as "social science" under Clemson University's General Education requirement. To satisfy requirements for curricular depth, as established by the College of Engineering and Science pursuant to guidelines of the Accreditation Board for Engineering and Technology, Engineering majors may take this course in conjunction with a three-credit course in history or sociology.
The reading for this course will take thought because it presents a variety of opinions in their original form, rather than the conclusions of historians. Analyzing and drawing conclusions from the reading will be central to the course, so it is essential that you do the reading and come prepared to discuss it in class.
The goal of the WebCT discussion board
is to allow more thorough and more informal discussion of the reading and
the lectures than is possible in class. You can read comments left by other
students and add your own for everyone to read. The professor will create
a new forum for each section of the course.
Your participation in this system will be graded primarily on the basis on quantity so that you can feel free to say whatever is on your mind that is relevant to the course material under discussion. Contributions to the WebCT discussion should be thoughtful comments on the reading and/or the material presented in class and/or the comments of other students and/or current events or personal experiences relevant to the issues raised by this course, usually one or two paragraphs long (not less than 8 lines or more than two screens). Grammar and spelling do not matter so long as your point is clear, and controversy is encouraged. You will be graded on the number of notes you write: for an A you must write at least 20 notes, for a B write 15, for a C write 10, and for a D write 5. Students whose notes are not of adequate quality will receive a warning via e-mail that those notes will not be counted.
One hour exam will be administered Sept. 24 and will be open book. The final exam will be a takehome due at the scheduled exam time on Dec. 7.
The group project will be to take extra responsibility for one section of the course (section titles are in bold in the schedule below). The group will go out and gather additional material to better understand the topic and share that information with the class. The group has two responsibilities when the class gets to that topic--providing a handout or web page to help other students understand the issues and leading discussion on the Web-CT discussion board (notes posted for that purpose also count towards the Web-CT discussion board requirement). The group project will receive a group grade.
The term paper should be about 8 typed pages and should be documented with footnotes or endnotes. You are encouraged to pick a paper topic that grows out of your group project. I am looking for papers based on primary source research that deal with attitudes towards technology and history of culture, not just with some technical development. Papers must be analytical; that is, they must ask a question or state a thesis and then develop an argument using specific evidence to prove a point. Papers will be evaluated primarily on the basis of your ability to use evidence and argument to effectively prove your point. For more information see the Paper Assignment. Late papers will be downgraded one point for each calendar day late.
Required Reading: Reading should be done
before the class day for which an assignment is listed. You need
to purchase 4 books and subscribe to Wired Magazine. There are also
some reading assignments on the web--you may want to go to a computer lab
and print those out so you have copies.
Aug. 18 Introduction.
Centuries, Millenia, and Calendars
Sept 1 The world
of the textile factory--read Engels ch. 2 and 5 (pp. 36-86 and 106-143)
World War I
11 Dependence on Technology: Electric light and power--read
Cross ch 10-11
Nov. 1 History
of the environmental movement--read Cross, ch. 20
Dec. 1 Issues:
Hope and despair. More material on the future: The Millenium
Institute , Predicting the
John Wagner - Professor of Geology
The original sustainability grant funding was used to hire master teachers and graduate students to work together to update the lab manuals used in PH SC 107 and PH SC 108 (earth science and physical science for future elementary school teachers). A major part of the update was incorporating sustainability concepts into many of the lab exercises and creating a new activity dealing with earth resources (renewable vs. non-renewable). This was completely a teaching related process and we believe it will benefit the students taking these courses immensely.
SC L107 INTRODUCTION TO EARTH SCIENCE LABORATORY MANUAL
And Course Supplement
This course will reach a large and diverse number of students on the Clemson University campus, with initial offerings directed at graduate and undergraduate students of community development and resource-management. The program chairs of Policy Studies (PO ST) and Parks, Recreation and Tourism Management (PRTM) have tentatively agreed to offer the course in the next year, and the Chairman from Environmental Science and Policy (ENSP), Dr. Alan Elzerman, has indicated that he would support this course with the department’s program curriculum committee. The suggested Departments and levels for this course are: PRTM 4XX / 6XX, ENSP 4XX / 6XX, PO ST 6XX.
Course Description: The 1990s marked a period of significant economic growth, and American society’s indulgence is obvious. We applaud as the Gross National Product skyrockets. We openly profess our faith in the Gods of Technology as we witness miracles and strange works. Forgotten or repressed are thoughts of the fuel shortages of the 1970s, as we “let the good times roll” from behind the wheel of Lincoln Navigators and Ford Expeditions. These trends are deeply rooted in American culture, and they are alarming. According to Arnold Toynbee, a civilization showing “true growth” will emphasize development of a sense of community, the strengthening its democratic processes, the development of a capacity for compassion, and the development of its culture. This compels us to reinforce principles other than the GNP model for living, where more is understood as inherently better. Sustainability necessitates contemplation of one’s role in the greater complex of life, an understanding of the relationship between humankind and other life, and the development of environmental and civic responsibility. The content of this course is designed to provide students with a basis for addressing this dilemma found in cosmologies of nature and philosophy, leisure theory, environmental philosophy and science, and models of democracy and civil society.
Approach to the Course: This course involves a weaving of diverse concepts, and consists of five primary sections.
I. The Nature of “Nature:” We will spend considerable time exploring our understanding and experience of “nature” by examining cosmologies of nature. This section will address classical, late renaissance / Gothic, and modern explanations of nature, along with associated social and cultural philosophies and paradigms.
II. Leisure: The Social Good: The manner in which we consume leisure and spend time will be examined. Topics will include social movements emphasizing increased discretionary time, American reactions to these movements, the influence of technology on social change, amusement and entertainment, and the relationship between classical leisure as the “contemplative life” and civic responsibility.
III. Issues in Environmental Science: This section will focus on principles of ecology and tradeoffs between simple and cultural carrying capacity. Topics will include anthropogenic changes to ecosystems, population dynamics, and issues of resource competition within a “commons.”
IV. Prosperity: The origins and expressions of the “American Dream,” and the implications of this cornerstone of American culture, will be examined in this section. Emphases will be placed on both historical and anticipated future contexts as they relate to American patterns of consumption. Optimization strategies, precautionary principles, and mini-max models will be discussed.
V. Civil Society: The final section of the course will introduce a broad discussion of American social and political culture, emphasizing the essential role of civic engagement in determining acceptable and sustainable balances between social, economic and environmental concerns. Topics will include rights and responsibilities within a democracy, the value of civil society, historical and modern expressions of civil society, and the relationship between the social functions of contemplative leisure, civic responsibility, and environmental sustainability.
Section 1 Readings
Section 2 Readings / Reference Materials
Vonnegut, Kurt Player Piano
Section 3 Readings
Section 4 Readings
Section 5 Readings
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