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Policy Impacts of Environmental Justice
Published in Barry L. Johnson, Maureen Y. Lichtveld, Environmental Policy and Public Health, 2017
Barry L. Johnson, Maureen Y. Lichtveld
Issues of environmental justice for U.S. tribal nations were not a feature of the early, formative days of the environmental justice movement. However, over time, tribes have become increasingly active in presenting environmental justice concerns. An illustration is the 2016 struggle surrounding proposed construction of the Dakota Access pipeline, which is a 1134-mile oil pipeline from North Dakota to Iowa. A section of the pipeline would cross the Missouri River at Lake Oahe, which would be half a mile upstream of the Standing Rock reservation. The Standing Rock Sioux tribe of North and South Dakota had sought a temporary halt to construction, which they said threatens water supplies and cultural sites. After a federal district court refused to grant an injunction to block the pipeline, the Obama administration reacted in 2016 by withholding construction permits required of three federal agencies. The Obama administration also said it would reassess how tribal input is taken into account in future similar project reviews, and whether the whole approval process needs a comprehensive overhaul [61]. However, the Trump administration in 2017 issued federal construction permits by the U.S. Army Corps of Engineers, thereby clearing the way for pipeline construction to proceed [61a].
A qualitative study of how mental models impact engineering students’ engagement with empathic communication exercises
Published in Australasian Journal of Engineering Education, 2020
Nicola W. Sochacka, Kathryn M. Youngblood, Joachim Walther, Shari E. Miller
Each module follows the same structure (see Figure 3). First, modules are introduced to students and key concepts are defined and described. Second, students are invited to participate in skill-building activities and reflect on those activities in small groups, and then collectively as a class. Third, students are given an opportunity to practice the skills they have just learned in a real-world engineering context through role play. These role plays vary from year to year and across instructors. Some settings that we have previously used include the Flint Water Crisis, the North Dakota Access Pipeline, and the Pacific Gas and Electric (PG&E) power blackouts. Finally, the class debriefs together and students are given a prompt to reflect on their experiences.