Communication
SOLUTION: Global Citizens Project Paper
SOLUTION: Global Citizens Project Paper.
CGN 4122/4933 (2022)
Global Citizens Project
(25% of Grade)
3-Hour Students ONLY
Due April 8, 2022
Global Citizens Assignment (GCA)
•
•
•
•
•
•
•
A Global Citizens Assignment (GCA) will count for about 25% of your semester grade.
Most stages of the GCA will be conducted and submitted by groups. This is for three
reasons. First, engineers need to work in groups, which is good practice. Second, if your
group works together well, each student’s workload should be reduced by working in a
group. Third, it makes grading more manageable for a class of this size.
Groups will consist of three students. (not one, not two, not four)
All students in the group are collectively responsible for what is submitted by the group.
This means, for instance, that students are responsible for making sure that their group
members do not conduct plagiarism.
All students in the group will receive the same grade on any group assignment. If the grade
is penalized for any reason (plagiarism, late penalty, etc.), then all members of the group
will receive the same punishment.
Your group may discuss the project with students in other groups. However, any work that
your group submits for a grade should have been completed by your group only. Therefore,
an acceptable procedure would be to discuss an assignment with another group but then
complete the project within your group. An unacceptable approach would be for students
in two (or more) groups to complete an assignment side-by-side and then submit work that
is essentially the same. If two groups submit similar assignments to indicate that each
group’s work was not completed individually, then all members of both groups will be
penalized.
At the end of the semester, you will be allowed to evaluate the other members of your group
based on the effort they put forth on the group’s behalf. I will take these evaluations into
account when assigning semester grades. Students who do not contribute fairly to their
groups’ GCA will be penalized on those areas of the semester grading formula. Students
who go “above and beyond the call of duty” on their group’s behalf may be given bonus
points in the appropriate areas. Penalties and bonuses will be up to the instructor’s
discretion but will be based on the evaluations submitted by the group members.
Teams of three students will prepare final reports, each representing one of the topics identified
below. These reports must be less than 20 pages in its entirety, 12-point font, and single-spaced.
They are to consist of a detailed description of the case study; the role that engineering practitioners
play in providing a solution (design and strategy) to the case or contributing to the identified
problem, a list of stakeholders that includes at least one affected stakeholder IN DETAIL, a
“lessons learned” section that may change the students’ original understanding of the case study,
reflections on the conduct of professionals (politicians, engineers, scientists, business owners, etc.)
in the case study; and thoughts on actions students, themselves, would want to have taken if they
were themselves involved.
1
Background
Being a global citizen can mean many things, but at the heart of it all is engaging meaningfully and
effectively with diverse people, places, events, challenges, and opportunities. USF has identified
three primary student learning outcomes for the Global Citizens Project. These are:
1. Self-Awareness concerning values, beliefs, attitudes, and behaviors.
2. Willingness to make individual choices that reflect concern for others. And
3. Practice or the ability to put into action professed values, beliefs, and attitudes that express
concern for others.
This assignment considers all material covered in this course. For this project, students must
understand and apply their understanding of the Sustainable Development Goals and engagement
of global stakeholders, ethical and professional responsibilities of engineers, and application of
critical thinking to assess scenarios for ethical, legal, and professional obligations in the real world
and community situations.
Case Study
Recently, the tensions among Egypt, Sudan, and Ethiopia over the Grand Ethiopian Renaissance
Dam (GERD) constructed on the Blue Nile have escalated, notably after Ethiopia announced that
it had started filling the GERD’s reservoir, an action contrary to Egypt’s mandate that the dam is
not filled without a legally binding agreement over the equitable allocation of the Nile’s waters.
The dispute over the GERD is part of a long-standing feud between Egypt and Sudan—the
downstream states—on the one hand, and Ethiopia and the upstream riparian’s on the other over
access to the Nile’s waters, which are considered a lifeline for millions of people living in Egypt
and Sudan. Ethiopia, whose highlands supply more than 85 percent of the water that flows into the
Nile River, has long argued that it has the right to utilize its natural resources to address widespread
poverty and improve the living standards of its people. Egypt, which depends almost entirely on
the Nile waters for household and commercial uses, sees the dam as a significant threat to its water
security. Sudan is caught between the competing interests of Egypt and Ethiopia. Khartoum
continues to fear that the operation of the GERD could threaten the safety of Sudan’s dams and
make it much more difficult for the government to manage its development projects.
This IS NOT a high school book report on the GERD! I am looking for a deep dive into concepts
such as equality, human rights, collective rights, and the historical responsibilities of the
Stakeholders. Consider local impacts and experiences, inequitable vulnerabilities, the importance
of each country’s voice, and demands for sovereignty and opportunity. What are the ethical
dimensions? What are the social, legal, and political issues instead of focusing on purely
environmental or physical effects?
How do we avoid another brutal African war that will destabilize the globe? What can we learn as
we see our future on full display (e.g., the Colorado River allocation) through the lens of others?
Today, the conflict in the Nile River basin involves many issues:
•
How to manage the basin’s resources efficiently and sustainably, including its waters
2
•
•
•
How to allocate the basin’s resources, especially its waters, among all the riparian states in
a reasonable and equitable manner
How to deal with the Nile Waters agreements, which Egypt and the Republic of Sudan
consider to be the basin’s binding legal framework but which the upstream riparian states,
for various reasons, do not recognize as binding on them; and
How to produce a new legal framework that is acceptable to all the Nile River basin’s
riparian states and communities.
What mechanisms should be developed that determine what constitutes reasonable and equitable
use? What factors must be considered
•
•
•
•
•
•
geography; hydrology, climatic conditions.
past, present, and potential water uses.
population, economic and social needs of each basin state.
comparative costs of alternative means of meeting the economic and social needs of each
basin state.
availability of other resources and cost minimization in the utilization of the waters of the
basin, and
acknowledgement of the obligation not to cause significant harm (this is especially difficult
since Egypt relies wholly on the waters of the Nile River for all its commercial and domestic
water needs. 85% of the population of Sudan (now two countries) also depends on the Nile
River).
Good luck.
3
Introduction:
Background (History):
Upstream:
Ethiopia
Downstream:
Egypt-Sudan
How to deal with the Nile Waters agreements, which Egypt and the Republic of
Sudan
Stakeholder:
At least one affected stakeholder IN DETAIL
equality, human rights, collective rights, and the historical responsibilities of the
Stakeholders
Roles of engineering practitioners:
the role that engineering practitioners play in providing a solution (design and strategy) to
the case study
Lessons Learned:
section that may change the students’ original understanding of the case study
Reflection:
reflections on the conduct of professionals (politicians, engineers, scientists, business
owners, etc.) in the case study.
Proposed Actions:
Thoughts on actions students, themselves, would want to have taken if they
were themselves involved.
How do we avoid another brutal African war that will destabilize the globe?
Conclusions:
What are the social, legal, and political issues instead of focusing on purely
environmental or physical effects?
What are the ethical dimensions?
Resources:
https://www.brookings.edu/blog/africa-in-focus/2020/08/05/the-controversy-over-the-grandethiopian-renaissance-dam/
https://www.bbc.com/news/world-africa-53432948
https://www.bbc.com/news/world-africa-57734885
https://www.powermag.com/tensions-intensify-as-ethiopia-readies-to-start-gerd-mega-damturbines/
https://apnews.com/article/middle-east-africa-business-egypt-sudanbb3e5fb7a6f60b20c4f7ca5d8cf2eb2a
https://www.springerprofessional.de/en/financing-the-grand-ethiopian-renaissancedam/15981286
https://carnegie-mec.org/2021/02/12/dam-that-broke-open-ethiopia-egypt-dispute-pub-83867
Introduction:
Background (History):
Upstream:
Ethiopia
Downstream:
Egypt-Sudan
How to deal with the Nile Waters agreements, which Egypt and the Republic of
Sudan
Stakeholder:
At least one affected stakeholder IN DETAIL
equality, human rights, collective rights, and the historical responsibilities of the
Stakeholders
Roles of engineering practitioners:
the role that engineering practitioners play in providing a solution (design and strategy) to
the case study
Lessons Learned:
section that may change the students’ original understanding of the case study
Reflection:
reflections on the conduct of professionals (politicians, engineers, scientists, business
owners, etc.) in the case study.
Proposed Actions:
Thoughts on actions students, themselves, would want to have taken if they
were themselves involved.
How do we avoid another brutal African war that will destabilize the globe?
Conclusions:
What are the social, legal, and political issues instead of focusing on purely
environmental or physical effects?
What are the ethical dimensions?
Resources:
https://www.brookings.edu/blog/africa-in-focus/2020/08/05/the-controversy-over-the-grandethiopian-renaissance-dam/
https://www.bbc.com/news/world-africa-53432948
https://www.bbc.com/news/world-africa-57734885
https://www.powermag.com/tensions-intensify-as-ethiopia-readies-to-start-gerd-mega-damturbines/
https://apnews.com/article/middle-east-africa-business-egypt-sudanbb3e5fb7a6f60b20c4f7ca5d8cf2eb2a
https://www.springerprofessional.de/en/financing-the-grand-ethiopian-renaissancedam/15981286
https://carnegie-mec.org/2021/02/12/dam-that-broke-open-ethiopia-egypt-dispute-pub-83867
Purchase answer to see full
attachment
Global Citizens Project
(25% of Grade)
3-Hour Students ONLY
Due April 8, 2022
Global Citizens Assignment (GCA)
•
•
•
•
•
•
•
A Global Citizens Assignment (GCA) will count for about 25% of your semester grade.
Most stages of the GCA will be conducted and submitted by groups. This is for three
reasons. First, engineers need to work in groups, which is good practice. Second, if your
group works together well, each student’s workload should be reduced by working in a
group. Third, it makes grading more manageable for a class of this size.
Groups will consist of three students. (not one, not two, not four)
All students in the group are collectively responsible for what is submitted by the group.
This means, for instance, that students are responsible for making sure that their group
members do not conduct plagiarism.
All students in the group will receive the same grade on any group assignment. If the grade
is penalized for any reason (plagiarism, late penalty, etc.), then all members of the group
will receive the same punishment.
Your group may discuss the project with students in other groups. However, any work that
your group submits for a grade should have been completed by your group only. Therefore,
an acceptable procedure would be to discuss an assignment with another group but then
complete the project within your group. An unacceptable approach would be for students
in two (or more) groups to complete an assignment side-by-side and then submit work that
is essentially the same. If two groups submit similar assignments to indicate that each
group’s work was not completed individually, then all members of both groups will be
penalized.
At the end of the semester, you will be allowed to evaluate the other members of your group
based on the effort they put forth on the group’s behalf. I will take these evaluations into
account when assigning semester grades. Students who do not contribute fairly to their
groups’ GCA will be penalized on those areas of the semester grading formula. Students
who go “above and beyond the call of duty” on their group’s behalf may be given bonus
points in the appropriate areas. Penalties and bonuses will be up to the instructor’s
discretion but will be based on the evaluations submitted by the group members.
Teams of three students will prepare final reports, each representing one of the topics identified
below. These reports must be less than 20 pages in its entirety, 12-point font, and single-spaced.
They are to consist of a detailed description of the case study; the role that engineering practitioners
play in providing a solution (design and strategy) to the case or contributing to the identified
problem, a list of stakeholders that includes at least one affected stakeholder IN DETAIL, a
“lessons learned” section that may change the students’ original understanding of the case study,
reflections on the conduct of professionals (politicians, engineers, scientists, business owners, etc.)
in the case study; and thoughts on actions students, themselves, would want to have taken if they
were themselves involved.
1
Background
Being a global citizen can mean many things, but at the heart of it all is engaging meaningfully and
effectively with diverse people, places, events, challenges, and opportunities. USF has identified
three primary student learning outcomes for the Global Citizens Project. These are:
1. Self-Awareness concerning values, beliefs, attitudes, and behaviors.
2. Willingness to make individual choices that reflect concern for others. And
3. Practice or the ability to put into action professed values, beliefs, and attitudes that express
concern for others.
This assignment considers all material covered in this course. For this project, students must
understand and apply their understanding of the Sustainable Development Goals and engagement
of global stakeholders, ethical and professional responsibilities of engineers, and application of
critical thinking to assess scenarios for ethical, legal, and professional obligations in the real world
and community situations.
Case Study
Recently, the tensions among Egypt, Sudan, and Ethiopia over the Grand Ethiopian Renaissance
Dam (GERD) constructed on the Blue Nile have escalated, notably after Ethiopia announced that
it had started filling the GERD’s reservoir, an action contrary to Egypt’s mandate that the dam is
not filled without a legally binding agreement over the equitable allocation of the Nile’s waters.
The dispute over the GERD is part of a long-standing feud between Egypt and Sudan—the
downstream states—on the one hand, and Ethiopia and the upstream riparian’s on the other over
access to the Nile’s waters, which are considered a lifeline for millions of people living in Egypt
and Sudan. Ethiopia, whose highlands supply more than 85 percent of the water that flows into the
Nile River, has long argued that it has the right to utilize its natural resources to address widespread
poverty and improve the living standards of its people. Egypt, which depends almost entirely on
the Nile waters for household and commercial uses, sees the dam as a significant threat to its water
security. Sudan is caught between the competing interests of Egypt and Ethiopia. Khartoum
continues to fear that the operation of the GERD could threaten the safety of Sudan’s dams and
make it much more difficult for the government to manage its development projects.
This IS NOT a high school book report on the GERD! I am looking for a deep dive into concepts
such as equality, human rights, collective rights, and the historical responsibilities of the
Stakeholders. Consider local impacts and experiences, inequitable vulnerabilities, the importance
of each country’s voice, and demands for sovereignty and opportunity. What are the ethical
dimensions? What are the social, legal, and political issues instead of focusing on purely
environmental or physical effects?
How do we avoid another brutal African war that will destabilize the globe? What can we learn as
we see our future on full display (e.g., the Colorado River allocation) through the lens of others?
Today, the conflict in the Nile River basin involves many issues:
•
How to manage the basin’s resources efficiently and sustainably, including its waters
2
•
•
•
How to allocate the basin’s resources, especially its waters, among all the riparian states in
a reasonable and equitable manner
How to deal with the Nile Waters agreements, which Egypt and the Republic of Sudan
consider to be the basin’s binding legal framework but which the upstream riparian states,
for various reasons, do not recognize as binding on them; and
How to produce a new legal framework that is acceptable to all the Nile River basin’s
riparian states and communities.
What mechanisms should be developed that determine what constitutes reasonable and equitable
use? What factors must be considered
•
•
•
•
•
•
geography; hydrology, climatic conditions.
past, present, and potential water uses.
population, economic and social needs of each basin state.
comparative costs of alternative means of meeting the economic and social needs of each
basin state.
availability of other resources and cost minimization in the utilization of the waters of the
basin, and
acknowledgement of the obligation not to cause significant harm (this is especially difficult
since Egypt relies wholly on the waters of the Nile River for all its commercial and domestic
water needs. 85% of the population of Sudan (now two countries) also depends on the Nile
River).
Good luck.
3
Introduction:
Background (History):
Upstream:
Ethiopia
Downstream:
Egypt-Sudan
How to deal with the Nile Waters agreements, which Egypt and the Republic of
Sudan
Stakeholder:
At least one affected stakeholder IN DETAIL
equality, human rights, collective rights, and the historical responsibilities of the
Stakeholders
Roles of engineering practitioners:
the role that engineering practitioners play in providing a solution (design and strategy) to
the case study
Lessons Learned:
section that may change the students’ original understanding of the case study
Reflection:
reflections on the conduct of professionals (politicians, engineers, scientists, business
owners, etc.) in the case study.
Proposed Actions:
Thoughts on actions students, themselves, would want to have taken if they
were themselves involved.
How do we avoid another brutal African war that will destabilize the globe?
Conclusions:
What are the social, legal, and political issues instead of focusing on purely
environmental or physical effects?
What are the ethical dimensions?
Resources:
https://www.brookings.edu/blog/africa-in-focus/2020/08/05/the-controversy-over-the-grandethiopian-renaissance-dam/
https://www.bbc.com/news/world-africa-53432948
https://www.bbc.com/news/world-africa-57734885
https://www.powermag.com/tensions-intensify-as-ethiopia-readies-to-start-gerd-mega-damturbines/
https://apnews.com/article/middle-east-africa-business-egypt-sudanbb3e5fb7a6f60b20c4f7ca5d8cf2eb2a
https://www.springerprofessional.de/en/financing-the-grand-ethiopian-renaissancedam/15981286
https://carnegie-mec.org/2021/02/12/dam-that-broke-open-ethiopia-egypt-dispute-pub-83867
Introduction:
Background (History):
Upstream:
Ethiopia
Downstream:
Egypt-Sudan
How to deal with the Nile Waters agreements, which Egypt and the Republic of
Sudan
Stakeholder:
At least one affected stakeholder IN DETAIL
equality, human rights, collective rights, and the historical responsibilities of the
Stakeholders
Roles of engineering practitioners:
the role that engineering practitioners play in providing a solution (design and strategy) to
the case study
Lessons Learned:
section that may change the students’ original understanding of the case study
Reflection:
reflections on the conduct of professionals (politicians, engineers, scientists, business
owners, etc.) in the case study.
Proposed Actions:
Thoughts on actions students, themselves, would want to have taken if they
were themselves involved.
How do we avoid another brutal African war that will destabilize the globe?
Conclusions:
What are the social, legal, and political issues instead of focusing on purely
environmental or physical effects?
What are the ethical dimensions?
Resources:
https://www.brookings.edu/blog/africa-in-focus/2020/08/05/the-controversy-over-the-grandethiopian-renaissance-dam/
https://www.bbc.com/news/world-africa-53432948
https://www.bbc.com/news/world-africa-57734885
https://www.powermag.com/tensions-intensify-as-ethiopia-readies-to-start-gerd-mega-damturbines/
https://apnews.com/article/middle-east-africa-business-egypt-sudanbb3e5fb7a6f60b20c4f7ca5d8cf2eb2a
https://www.springerprofessional.de/en/financing-the-grand-ethiopian-renaissancedam/15981286
https://carnegie-mec.org/2021/02/12/dam-that-broke-open-ethiopia-egypt-dispute-pub-83867
Purchase answer to see full
attachment