E-Waste case study and letture
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E-Waste case study and letture
E-Waste
Read the E-Waste case study and letture. Using ethical theories and principles learned in this course, especially stewardship and virtue ethics, analyze the moral worth of the decisions made. Also discuss the various options open, and choose the one you think would have been the best. Justify the choice you make using resources from this course. 350 words.
Letture:
https://plato.stanford.edu/entries/ethics-virtue/
E-Waste Case Study
For most segments of US society, mobile phones are now ubiquitous. Preschool children can be more adept at using their parents’ phones than their parents are! Not long ago, people had only landline phones and paid per-minute fees for long-distance calls. Now a person can take a self-portrait photo with a cell phone in one country and post it on Facebook via the phone’s app, and a friend halfway around the world can view it on another cell phone a few seconds later and “like” it.
Mobile phone technology has made life around the world, for many, totally interconnected, more convenient, and in some instances, even safer. In the midst of the ubiquity of cell phones though, a rarely discussed issue lurks—what happens to the cell phone once someone has upgraded? Because the latest and greatest cell phones are quickly surpassed by new models, many people
opt for a new phone when their contract comes to an end. This leads to a glut of technology that has not exhausted its lifespan. Cell phones can be donated for use in nonprofit services, or they
can be dropped off in a box marked for recycling at big-box chain stores. But what happens to most cell phones when the original buyers are finished with them? A report in the New York Times
indicates that people in the United States replace their cell phones every twenty-two months, and they discarded 150 million phones in 2010. The article explains that women and children in poor
countries, where many of the phones are ultimately dumped, spend time picking through e-waste and burning it in order to collect the metals so they can sell them to a recycler. Most of the
metals, such as lead, cadmium, and mercury, are toxic, so exposure to them endangers the health of those involved. In 2008 CBS’s 60 Minutes program investigated what happened to e-waste
products (cell phones, tablets, and laptop computers) brought to a citywide recycling event in Denver, Colorado. They followed one container of computer monitors that was shipped to Hong
Kong, in violation of US and Hong Kong laws. The monitors ended up in a small town in southern China where people take apart the e-waste and burn it. The town is almost uninhabitable due to
poor air and water quality, and those who live there suffer the consequences of the highly toxic environment: high-lead blood level in 70 percent of children and six times higher-than-average rates of miscarriages.
According to an article in Fast Company, 17,000 tons of e-waste is thrown away or recycled every day. This article gives many different infographics on why and how e-waste can be recycled. It
claims that in the United States, the United Kingdom, and Spain, about 15 percent of e-waste is recycled, which is a higher percentage than in other countries. The article argues that recycling is
important because in every one million mobile phones, there are “9 kilograms of palladium, 24 kilograms of gold, 250 kilograms of silver, and 9,000 kilograms of copper.” The article goes on to
argue that it’s easier to recoup these metals than to mine new ones and this is an area of business that can be greatly expanded and create many jobs.
E-Waste case study and letture
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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