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See: Dimensions

Contributions will be added to the top of this collection as I receive them

Date: Mon, 07 Feb

From: "Tim G"

Dr. Phil

The six Dimensions according to the Caterpillars.

Tim - Shannon - Tanya - Cynthia


Geographically we are located in the Landsdowne Campus at Camosun college in Victoria BC, Canada. More specifically, we're located in room 238 of the Fisher building. Our room is rectangular and white with no windows and a big green chalk board at the front of the class. The caterpillars are located at the back right of the class from Dr. Phils standpoint.


Demographically we are all aporoximatley of the same age group (Young Adults). In terms of changes the class size seems to fluctuate from class to class with people not showing up and especailly with people dropping the class. Our group dropped from 7 to 4.


In this class each student takes notes in their binders or note books and listens to the Dr in order that they can retain and understand the information. All of the caterpillars dress simalarly according to their gender and speak and read in English. The caterpillars also makes use of desks, tables, a chalk board and an over-head projector.


Aside from the fact that each student is responsible in some form to pay a portion of their studen fees, each work group contributes to their own economy in that they all provide a service to the group. One example of a service to the group  is the work of a scribe. A scribe provides the service of relaying messages to the Dr. and recording information shared in the group.  The caterpillars scribe is Tim Gauthier.


In this organisation, our sociology 100 class, the figure that has the most amount of authority to the class and even the work groups is Dr Phil in that his opinions and teachings hold the most amount of influence. Specifically to members of the caterpillars we all hold the same amount of political authority or influence in that we all seem to contribute equally to discussions and each contribution is weighed carefully in our decision making process.


The institutional dimension to this class is that most people sit in the same spots and next to the same people. Also our Totemic work groups are assigend so it's guaranteed that we as a group will meet at least once per class. In our totemic work group the same pattern seems to be evident in that we seemed to sit next to the same people in our work group every class. During break time we also seperate and usually meet up the same people / person every break.


In this class we are tested in a fashion attributes our knowledge of right vs. wrong. Our totemic work groups are a good oppurtunity for us decipher what we believe to be right or wrong about our sociological perspectives. Aslo in our groups we operate in a fashion where we listen to someone when the offer a suggestion to the group as we believe isn't fair to ignore someone's opinions or suggestions... an example of how our vaules effects the we do class business.


On a sociological worldview persective we find that over all we all beleive in the same concepts as the sun coming up and if we drop a pencil gravity will pull it to the ground *text book examples, but on a spirtual level we differ individually in that we don't all believe that God created man in his image *another phil bartle text book example, but we learn to work together on our common ground concepts even if we differ spiritually. We all have an apparent belief in that our education is going to help us reach our goals or most of us wouldn't be here.

Date: Tue, 1 Feb

From: valerie h

The Wasps - And then there were three...

Here we look at the six cultural dimensions plus demography and geography.


The Geography includes Camosun College, Landsdowne Campus, Victoria, BC, Canada as our physical location. We are located on the South West Coast of Canada where the temperature and climate, on average is fairly mild. Our classroom environment consists of a range of people, various ages in an educational setting. Classmates appear to be attentive and relaxed for an overall easy going type of environment.


Our demography includes our classroom population which has dwindled from 35 people down to 21 people. Our totemic group, in particular has lost 4 members from the original 7 we started with. (Yikes, was it something we said??)


The technology withing our specific classroom setting includes our writing instruments, school supplies, chalkboard, tables and chairs, overhead projector, and electricity. Some classrooms also have access to the internet, computers/laptops. The building our classroom is in is also considered technology. Our use of the English language and sign language plus our lecture material and lecture notes as tools for teaching and learning also represent technology.


Examples of economy within the classroom includes our text books, course fees, copy material and our exchange of tuition for education including fees paid to the instructor as well as fees paid to the sign language interpreter.


The main source of political influence within this classroom is of course, our instructor as the authority figure. Within our totemic group, the naming of an emissary, scribe and lawyer also carry a certain type of political structure.


The relationships consist primarily of student-teacher relationships and peer-peer relationships within the classroom. We have a tribal structure which has established a certain pattern of interaction between classmates as well as overall class behaviour patterns which involve note taking, learning, and communication.


Ideological values include education/learning and the committment to succeed, freedom of speech, respect for others and self as well as shared information between peers.


Our worldview is individually different and includes our own religious beliefs, and our role as students in an educational setting where we study and learn. We know and believe that to be successful in class requires study, effort and committment.

Date: Tue, 1 Feb

From: susan w

Dr. Phil,

Here is the worksheet information from the Angelfish group.

The family, organization, or community: Soc 160 class - Jan. 28, 2005


This community is located in Victoria, BC at Camosun College in room Fisher 200. The room is plain and windowless.


The total population of the community was 30 by the end of the class. (28 students, 1 interpreter, 1 professor.) Over the course of the period, the population increased, with late arrivals bumping it up to the 30. The population had been 27 at the beginning of the class. Within group Angelfish, there were 4 students and one interpreter. From our group, one member has dropped since the beginning of the course, and 2 two were absent today. The class did not have a high density. Groups were fairly spread out.


Many tools were being used, and others were present but not in use. Some of them were personal capital: pens, notebooks, and paper. Other tools included: desks, chairs, walls & ceiling, audio/visual equipment, blackboard, and a clock. While all different, the people within the community were all wearing west coast clothing, specific to our current weather climate (no parkas, as might be the case if we lived in Prince George). Language was being used as a tool as well in English (both written and spoken), American sign language, a Japanese/English translating device, and through body language.


From a monetary point of view, we consider the tuition we've all paid to be here part of the Economy dimension. We've also invested money in our personal capital items listed above. We are receiving a service in the form of the lectures and seminars we're attending. For an example of the shared wealth, we came up with fresh air. As noted in the geography above, the classroom had no windows and no real breeze coming into the room. It can easily become stuffy in a room like that, leading to drowsiness assisted by the poor lighting. Thereby making fresh air both useful and scarce.


For the most part, we see the community as being very Egalitarian, with the small exception that the professor holds some more power in the end. While all of our opinions might count, the professor is still the one who in the end chooses the daily activities and marks our papers. Also, we saw me (Susan) as having a small level of power in the group because I had the sheet, and was therefore leading the discussion. (Similar to the !kung's leader of the hunt.)


We recognized many different institutions and have included a few that we felt encompassed the entire community. We all posses a certain level of respect for the instructor. When he speaks, we listen. We have structure within the class in the form of the group's assigned roles: scribe, lawyer, and emissary. We all came into the class with expectations of how lectures and seminars were conducted. In some cases, our institutions have changed due to the varied and different structure this class takes as opposed to a math class, for instance.


Aesthetically, we see clothing as a secondary component here as well as in Tools and Institutional. If someone weren't wearing clothes, or a strange combination, we'd make a judgement of them. The majority of us value the importance of the lectures and attempt to make it to each of them. We'd all consider cheating wrong. We all value hardwork.


We all hold different religious beliefs. But as a whole, we also have similar beliefs. We all believe in gravity, for instance. We know that if we hold up our notebooks and then release them, they will fall to the ground. As a group, we share the view that we will each get 100% in this course. :)

Susan W

Scribe - Angelfish

*** Group has been sent carbon copy ***

Date: Tue, 01 Feb

From: "erin t."

hey dr. phil, once again I'm a touch slow submitting this...and once again, I send my apologies. This is from the Koi group: geography- Our class meets in the Fisher 200 at Camosun College, in Victoria, B.C. It includes things like carpet, chairs, flourecent lights a cement pillar etc.


The class consists of 28 people (at time of census) with changes due to people dropping out, or leavingi the class momentarily. Our subgroup (the Koi) has five members at the time of census.


The tools used in our environment includes a television, overhead, chalkboard, a computer, common language, lights, glasses, watches, a clock, pens, chalk and books.


The basic unit of our economy is perhaps knowledge. Our professor is the bearer of this scarce and useful good. Distribution occurs through class handouts, discussions, lectures and projects.


Our political structure is a small degree authoritarian, with Dr. Phil as our head. Between the members of the class, and our smaller subgroup the Koi, is fairly utilitarian, with a desire for consesus when making decisions.


Some institutions that determine the way we interact inlude"the classroom", "the professor", "the student", and the "interpreter."


The pervasive ideology in Canada is liberal-democratic; this inevitably finds its way into our classroom. Aside from that our common values include respect for authority (our political leader Dr. Phil) and mutual respect for each others values.


Our classroom contains a diverse range of religious beliefs. While we may not agree on religious perspectives we do all belief in the legitimacy of each one, and respect that diversity.

thanks dr. phil. see you in class,


"When freedom is outlawed only outlaws will be free" -tom

Date: Mon, 31 Jan

From: Sian M

Siamese Fighting Fish here! This is our Ethnography of our Sociology 160 class.


We decided that our Sociology class is very accessible because it is located in town and is easily reached by bus to many of the attending student. The campus, where the class is located, is also accessible by car and has ample parking for students who wish to drive to school. The class is located in a very safe environment. We believe it is safe because the school has different types of safety measures for students. For example, our school has safe walk programs, lights in the parking lot and emergency phone boxes. The class is located in a school that has environmentally friendly programs such as composting facilities and recycling gardens. We believe that all students have the ability and opportunity to take part in the ecology of our campus.


We found that the population of our class has diminished in relation to the start of the semester.  To date, 31 people attended class versus the estimated 45 people at the beginning of the semester. As the semester goes forward, we have noticed that there is a change in the class attendance. It seems that less people show up for lectures. We are not sure why people are not showing up to the lectures, however; we speculate that it may be due to illnesses or more pressing personal matters. The density of our Sociology 160 class appears to depend on which classroom we are in. When our lectures take place in the larger classroom, people tend to situate themselves sparsely around the room. It appears that when the students have a choice of where they sit, they choose to be more spaced out.  When the lecture is held in the smaller classroom the student have less of a choice where they sit and therefore, they sit together.


Our class utilizes many tools to assist them in communicating, and note taking. There is a variation between the types of tools used for note taking. The majority of people tend to use a pen or pencil and paper whereas others use higher technology tools such as a PDA. Most of the students use texts books and/or Dr. Phil's web site as a learning tool. It is a requirement that all students have access to an email account and this is a tool, as well as telephones, that allows the students and Dr. Phil to keep in contact. The capital is the textbooks and the notes we take from lecture. Both of these items have utility and are relatively scarce. The physical plant is the college where the class is held. The college is a place where we can sit comfortably, take notes and listen to the Doctor without disturbances. At this school every student has the means to wear clothing. It is, in fact, a requirement to wear clothing when in public view and therefore necessary that all students be clothed when they attend class. In our class we speak English and sign language is used to communicate with the person who is hearing impaired.  All students have equal opportunity to communicate with the class and will be listened to when speaking.


The school has many programs that are designed for people in need. These programs include daycare programs, and the women's centre. The school also has resources available for students such as the library and the bookstore. At the library students can borrow books or view the books that are on reserve if they are unable to purchase the books from the bookstore. Financial aid is also available for students needing financial help when attending school. There is bursary and scholarships available to those students who qualify as well. In class all the students have the ability to meet and discuss any problems with Dr. Phil. For example, if a student has an issue with an assignment the student may see Dr. Phil during his office hours.


Power and Authority are typically aspects of the professor of the course. However, in this class students have the ability to hold authority also. For example, Dr. Phil assigned authority to each of us in our groups and as well when we talk in group lectures. Every student is randomly assigned to a group and within that group we think that the students all influence one another. The professor also influences the students. The professor makes the ultimate decisions for the entire class but he also gives individuals the chance to make decisions within his boundaries.


There are two different types of interaction that occur within the classroom. It is typical that the class engages in both small group discussions as well as large lectures. Students tend to sit in the same seats every class and seldom move. The teacher is usually situated at the front of the class and the students sit in the rows of seating.  However, sometimes when we have lecture in the smaller classroom Dr. Phil will sit with us and we organize our tables in an equal circle shaped fashion. Most students have developed a relationship with the professor. Some students have created new relationships with other students whereas others came in with pre-existing friendships.


All the members of the class appear to have respect for one another yet they still maintain their own individual values and judgements. This is apparent in our assigned groups because although we might all not get along we will work together towards a common goal despite our misgivings. The members of the group will most likely choose not to voice opinions to one another that would be interpreted and disrespectful or hurtful.


In our class we are accepting of all religions. We have many different religions in our class and it make for diverse and interesting discussions. The students in our class generally believe that other students can be free to choose whatever religion they see fit. Also, most students seem to show a genuine interest in a religion that is not their own. Students come into the class with a preconceived set of beliefs and contribute them to the discussions in class. Not only does this make for interesting discussions but it also opens up other people to different perspectives. All the students also come into the class with the preconceived notion that the teacher will teach us and we will walk away more knowledgeable.  However, in this class many other aspects, not just the professor, influence us and as a result we become more enlightened.


Renee P, Sebastien T, Angie C, Sian M, and Nick G

Date: Sun, 30 Jan

From: Naomi D

Six Dimensions Plus Two

Piranha Group

In this exercise we are describing the six dimensions within our sociology 160 class. Starting with the first dimension geography, in which we described our location within Canada, British Columbia, Victoria at Camosun College at 3100 Foul bay rd. Our gathering for this particular day took place in the Fisher building, classroom 200. Our environment was a college classroom and the ecological components consist of synthetic, prefabricated materials, inhabited by people, oxygen, and possibly other living things.

The next dimension tackled was the Demographic components such as population, changes, and density. The population of the classroom in total was 31, this including one male teacher and one female interpreter. The changes that could be observed consisted of late coming students, a decrease in attendance and a considerable difference between male and female students that were interested in taking the class (22 females/7 males). The density of the classroom is generally quite full since it is a small space and there are many students.

Technology, the third of the dimensions covers Tools, Capital, Physical Plant, Clothing and Language). The tools in the classroom consisted of pens, chairs, tables, screen, computer, television, VCR, overhead, chalkboard, brushes, podium, etc. Usually all aids used in teaching. We looked at the capital within the room like cell phones, access to a bathroom and elevator, literacy. Everyone thankfully was clothed according to season and climate. We have a diverse group when language is observed, as there are all kinds of language spoken varying from sign language to non-verbal communication.

The economy within the classroom consisted of monetary wealth, instructor salary, interpreter fees, and I’m positive a huge amount of student debt. The distribution is dependent much on the instructor in which we as the students do the work.

Political power is made up of Dr. Phil, in which the students adhere to and listen to directly. The college structure is a larger organization in which our small community is a part of; they hold powerful positions over the students and instructors. Each individual in the classroom shares influences and attains power in decisions.

The institutional aspect includes the interaction of the teacher student relationship, the group relationships, and the smaller personal relationships between classmates. We are all part of the larger non-attending institution. Patterns we can follow are observing the expected teachers role to educate, the students hand rising when a question arises, the grades we receive at the end of the term and our compliance with the curriculum.

There are varying values in our classroom within religious and non- religious beliefs. Differences in personal beliefs such as grading objectivity and opinion are diverse within the classroom. The college’s policy on plagiarism is an example as well of enforced values that those who wish to succeed need to comply with. We can assume that those who attend class share the value of education, and a common interest in families and communities.

Although we all congregate within the same class, our worldviews are those of the individual, some more so then others. Many students come from different backgrounds; so much of our worldview is dependent on our life experiences. Being in an educational setting, the new information that we are processing is constantly being discarded, adapted or manipulated depending on our diverse worldviews.

Date: Fri, 28 Jan

From: "Heather G"

Hi Dr. Phil,

Here's the work we did today.

By: The Puffer Fish: Heather D, Margaret S, Andrew T and myself, Heather G.

Our community: Our Soc 160 class as it was today.


We were situated in F200, Landsdowne Campus, Camosun College (flat terrain) today. Ecology included instructor to students interaction, student to instructor interactions and student to student interactions, as well as Interpretor to student and instructor interactions.


There were 27 students present, one instructor and one interpretor. The population has experienced a permanent decrease due to some students dropping the course, as well as a temporary decrease due to perhaps illness or other unknown events.


Our class technology includeds all of the features of the classroom including the four walls, desks, tables, chairs, a computer, VCR, overhead projector, reference materials, a clock, lights, as well as our personal belongings we brought with us to class such as notebooks, pens, etc.


Wealth within our class could include individual interaction with the instructor , as well as seminar time. Money wise, we concluded there were at least two members with significant employment, including the instructor and the interpretor, as well as plenty of part time employment. We also concluded that a good chunk of that money goes to Camosun and particularly the book store!


Our class takes on a sort of hybrid model of political power, alternating for a fascist set-up with the the instructor lecturing the the student to a more cooperative environment in seminars and work groups. Outside of our classroom, the students have the code of ethics which details their rights and responsibilities and the instructor has the dean of the department, both parties are under the head honcho dean of the college. A broader perspective would also include the governments affect on the education of the students and the job and salary of the instructor and possibly the interpretor.


We meet twice week for 2 80 minute classer, that break down roughly into a seminar and a lecture.  There is a social contract that exists in among ourselves in less formal situations, such as work groups. There are also interactions outside of our classroom including e-mail and office or cafeteria time.


Voicing ones opinion in encourage in our class, a well as e-mail. Making derogatory comments or being disrespectful of othere thoughts and opinions in not allowed.


Our clas has many ethnic backgrounds, providing a global perspective in respect to religion, beliefs, etc, and daily life.

Date: Thu, 27 Jan

From: Allison G

Hi Dr. Phil

I have been thinking about the Six Dimensions of Culture. Where would an issue such as crime be within the dimensions. So far, my understanding is that the dimensions are fluid and that each is required for a complete view of a community. Having said that, does crime fall into one particular dimension or do all the dimensions move through crime? For instance could crime be characterized in both the institutional and economic dimensions?

I'm trying to get a picture of how to apply the dimensions to any community I might study.


Allison G


Dear Allison

 Yes, Some people say that bank robbery and rape are bad. Perhaps not the perpetrators. In any case this is a value judgement, eg good versus bad, so it belongs to the values dimension of culture.

If a crime is carried out in a remarkably elegant manner, that, too, is a judgement -- beautiful versus ugly -- which belongs to the same dimension.

 Yes, the criminal, and his victims, all have beliefs. Perhaps difficult to determine them, but none the less things belonging to the world view dimension.

 When you work with inmates in a penitentiary, you discover a culture of prisoner or culture of criminal. It is characterized by anti authority values (especially against "bulls" -- police officers and prison guards).

At 09:20 AM 01/28

Allison Guevin wrote:

Okay, now I am thinking about the criminal rather that the crime; then the aesthetic - values dimension and the beliefs - conceptual dimension are applicable also.  The values that the criminal demonstrates through his actions, although not shared by the mainstream community, are values non the less.  They are his judgements and they are very difficult to change within the community.

The beliefs - conceptual dimension speaks to worldview and and peoples role in the world around them.  The criminal has a world view and, based on his actions, it involves criminal behavior and his role becomes one of a rule breaker.

Is this the kind of approach needed when utilizing the Six Dimensions of Culture when working in any community?


From: Phil Bartle

Date: January 27,

 Of course if, during the course of a crime, something of values is distributed, eg when a bank robber obtains some money during a robbery, or a rapist gains some satisfaction during a sexual assault, then this is part of the economic dimension.

Date: Thu, 27 Jan

From: "Jamie G"

Here we, the Praying Mantis group, describe the family, organization or community using the six cultural dimensions plus demography and geography.


This Class room is located  in Saanich BC Canada, at the Landsdown campus of Camosun College in the Fisher building on the second floor in room 238. Canada is in North America on the planet that we as a global society label

as "Earth". The atmosphere in our classroom is content, eager and easygoing.


Our Class started with 32 people and has now shrunk to 23 people as of

01/26/2005. In the class there are 5 different sub cultures, each with their own distinguished totemic identity. Each group contains 4-5 people. Outside

of these groups, there is an instructor, and a learning aid.


The technological aspect in the room consists of tables and chairs allowing

us to do our work. The lights and blackboard enable us to see what material

is being shown. The walls a ceiling around us enclose us into a single group. Our capital consists of the pens, books, paper and clothing that we had purchased to take part in the learning process.


Dr. Phil Bartle (Professor) is our main economic structure. The knowledge that we gain here comes at a price, both monetary and by time allotted to the program. As the old saying goes, "Time is money". We rely on one another as a learning tool as well.


In our class, there is a main authority figure in which the flow of the class is conducted from. We as students listen to instructions and follow tasks delegated by the professor (Dr. Phil). While in our sub groups, we as individuals come together to form one decision as a group. While we are not

in our groups, we make our own decisions.


We as students use each other as a means to a consensus. We take out individual perspectives and openly discuss them until a main common theme is prevalent. Our entire class is our main for of structure, with branches off into our totemic groups. The relationships within the totemic groups are generally stronger then outside of our group.


We are in this class because we have a need for higher learning. Each person has their own specific ideas and values pertaining to why they are here. the most common reason is to gain knowledge and better ourselves as a person.


the religion within out group is varied, not seeming to be an issue to focus on. It does not play a large roll in our society as a group. The beliefs within the group are varied as well, but most seem to be focused on bettering ourselves to better society itself.

Thank you,

Jamie G

Date: Fri, 28 Jan

From: "adam l"

Hey dr. Phil,

Here the Dragonfly's answers to the worksheet you gave us on Wednesday the 26th:

Location: Fischer building, upstairs, room #238 at Camosun College, Landsdowne Campus. It is a learning environment which is also very lively and social, interactive, voluntary and democrated. The ecology of the class is made up of human beings, many different types of characteristics.

Demography Population: this is changing day to day. Today there are are 23 students, 1 teacher and one translator. Our group stated off with 7 people, and now we have 6. We each carry different perspectives, opinions, and we vary in age. The class is very spacious and relaxed.

Technology: our tools consist of paper, pens, binders, chalkboard, sink, projector, text books, lights. The capital we believe is the teacher and the text books in which we read. Our clothing varies, some dress casual and other more conservative. Overal we carry the North American style. The language of the class is english, sign language and body language (which is spoken or acted anyways)

Economy- Scarce, limited funds because we are students. Our services are cars that we drive to get to class, buses, cabs, bikes or any other relative means along those lines. The distiribution is knowledge that the teacher passes on the the studentws, then we carry it, and may or may not distribute it to others.

Political Power: The teacher telling us what to do, which would also be classified as authority. Influence and decisions are made by each individual in the class. THey have the decision of coming and going, along with the teacher and translator. We may be influences from each others ideas, the skilss we are learning from the teacher or what we are teaching ourselves by being part of the class. week for aproximately an hour and twenty minutes. Relationships are always buliding, maybe turning into friendships, maybe turning into enemies??

Values- Values of the class are what each person allows it to mean to them individually. If our group all has carries the ambition to want to do well in the course, then our values are obvious and we are going to strive for the same goal. We can vlaue from opening our minds to hear others, learn a new perspective, and dilute sterotypes in order to prevail each class.

Worldview- we are recieving new information, our minds could be changing, forming into a new or warped mindset, we absorb new perspectives each class and learning to accept each other. I dont think that we had the problem of anyone voicing their own beliefs and denying others of theirs, so thats a positive step to learning acceptance.

From Phil Bartle

Date: Sun, 16 Jan

Ironically, one species that does not have any mechanism to stop an individual of the same species from fighting, it is the dove, our symbol of peace. If two doves start fighting, and one weakens, it does not have a way (like a wolf or dog showing submission by presenting its neck) of calling off the enemy, calling "uncle." The winning dove will continue pecking the loser long after it is dead.

Date: Sun, 16 Jan

From: allison m

I wish I could remember the name of the Behavioral Biologist that I recently read a book by, but I cannot and don't have the book in front of me.  The book was entitled "On Agression", and I'd advise anyone thinking about the "nuke" problem to read it.  The main point that is salient here is that we are not carnivors with built in instincts to prevent us from killing each other.  In a natural setting one chimp cannot really kill another chimp, before that one can get away or apease its attacker.  However, put a tool (like a rock) into the hand of the chimp and suddenly it can.  The first human that killed his/her friend with the rock that s/he'd been breaking open bones with was probably startled.  "That wasn't supposed to happen."  Our neat thing called technology lets us bypass a lot of limitation that are placed on us by nature, but some of them maybe shouldn't be bypassed.  All creatures that have to be agressive have ways to prevent them being agressive towards members of their own species, most of these have to do with being close to the other member so you can "recognize" that it's another chimp.  Take the rock away, give the chimp a gun; now it doesn't even get the "don't kill" smell from the other chimp.  Now, a sniper rifle - more space - less anti-kill instinct.  Now, give a pilot a button to push.  Suddenly we have the answer to why a perfectly normal person could press a button and unleash death upon a whole people and then go home and cuddle with his/her child - total and compleat disconnect.  And our 'training facilities' help with this disconnect.  The recent massy lecturer said that "we are working with 21st century software on pre-history hardware."  I'd say it's time for an upgrade before we destroy our whole race and our whole planet.

TX. For reading,


Date: Thu, 13 Jan

From: "Jamie G"

The issue you raise brings a very important question to hand. When does technology become a counter productive step in our (human beings) evolution?

 The "further technologically advanced" we as a civilization become, the higher the consequences we face become as well. What we know from studying past species that have inhabited this earth, is that adaptation is the key to survival.  Albert Einstein cracked the secret of the Atom for advancement of the technological field to benefit Human existence. That technology was used to create nuclear weapons for protection of our species. It is that exact same technology that is now looming over the world with the threat of nuclear war that has the capability to destroy everything as we know it.

Thank you,

Jamie G

Date: January 13

From: Daniel W

as human beings, we have significantly advanced in technology over the last hundred years. it could be argued that it is our increase in pollution and damage to the environment, that will inevitably destroy us or that we could avoid further destruction to the ecosystem by using our advanced technology. we already see this trend being implemented with the use of electric cars and recycling. on the other hand the world is running out of room to dispose of toxic waste which we currently still need to somehow get rid of because it is produced as a result of everyday necessities, which we use on a routine basis. the laws that are put in place  by authorities, for companies to follow to get rid of waste often times are not. it is less expensive for companies to dump toxic chemicals in the ocean, than it is to legally deal with their problem. companies sometimes take this risk because they are in it for the profit, and there is usually no serious form of retribution to the company. the public has no clemency for the company if they find out what the company has done, but that usually never happens. we are very technologically advanced compared to one hundred years ago, but it is this technology that will ultimately destroy us.

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