Free Will, Self‐Creation, and the Paradox of Moral Luck

How is the problem of free will related to the problem of moral luck? In this essay, I answer that question and outline a new solution to the paradox of moral luck, the source-paradox solution. This solution both explains why the paradox arises and why moral luck does not exist. To make my case, I highlight a few key connections between the paradox of moral luck and two related problems, namely the problem of free will and determinism and the paradox of self-creation. Piecing together intuitions, arguments, and insights from recent work on each of these three problems, I argue that the type of control necessary for moral responsibility can only be satisfied by someone who is a genuine source of his own actions, but the relevant notion of sourcehood admits no coherent characterization. If our commonsense view of moral responsibility is incoherent, it is unsurprising that our commitment to the existence of morally responsible agents commits us to some paradoxical things—e.g. to both the existence and impossibility of moral luck

Influence of incubation temperature on morphology and locomotion performance of Leatherback (<i>Dermochelys coriacea</i>) hatchlings

The journey of Leatherback (Dermochelys coriacea (Vandelli, 1761)) hatchlings from nest to the sea is a vulnerable life-history stage. Studies have shown that nest incubation temperatures influence hatchling morphology and locomotor performance, which may affect hatchling fitness. We obtained incubation temperature profiles from 16 Leatherback nests in Tobago, West Indies, during the 2008 nesting season (March-June). There was significant variation among mean nest incubation temperatures, which had a significant influence on hatchling morphology. Using principal components analysis, we determined the morphological traits that explained the most variation among hatchlings, which allowed investigation of the relationship between hatchling morphology and terrestrial locomotion speed. Hatchlings with a narrower carapace width and longer flipper reach (produced at lower incubation temperatures) had significantly faster terrestrial speed and total run time than those with opposite characteristics (produced at higher incubation temperatures). Our results demonstrate that lower incubation temperatures produce hatchlings with traits that are significantly advantageous to terrestrial locomotion. These findings suggest that nest incubation temperature is important in determining hatchling fitness, as nest incubation temperature significantly influences hatchling morphology and locomotor capabilities. This study supplements related findings in Green Turtles (Chelonia mydas (L., 1758)), but also illustrates some unique features in Leatherbacks

Retention of Freshman Agricultural Engineering Students Through an Experiential Lab Course

Retention of freshman agricultural engineering (AE) students has been a struggle at Iowa State University (ISU) in past years. This has been attributed to the lack of interaction of the freshmen students with faculty, upperclassmen in AE, and meaningful exposure to the field of AE during their first two semesters. A laboratory-based, team orientated, and hands-on course was developed to help address this problem. Students took this course during their second semester at ISU. Using a pre- and post- semester questionnaire assessment tool, the success of the course was evaluated. Results showed that the students attitude toward the department improved significantly during the semester, that meaningful relationships with faculty and upperclassman in the department increased, and that they were still confident in the major they had chosen. Mentoring by upperclassmen was also found to be a very positive experience for the freshmen. The mentors also found the experience very valuable. An additional benefit was that students became more comfortable in writing technical lab reports. Faculty support was found to be excellent

Band Injection of Herbicides for Reducing Environmental Losses

Herbicides can be an important component for weed control in profitable crop production when selected and used properly. When herbicides are incorrectly applied, however, losses to the atmosphere, surface water, and ground water can be the result. Banding as opposed to broadcast application can reduce herbicide input, but losses of herbicides to the atmosphere during spray application can still be substantial, particularly on windy days (Tremwel, 1985). In addition, herbicide applied directly to crop residue is subject to greater volatilization losses (Burt, 1974; 1987). Crop residue with conservation tillage reduces water and sediment losses, and thus can be an effective tool for reducing herbicide runoff losses, although herbicides surface-applied to crop residue may be subject to greater volatilization and runoff losses (Baker et al., 1982; Baker and Johnson, 1979; Kenimer et al., 1987; Laflen et al., 1978)

Efficient herbicide application to reduce environmental losses

Media reports of atrazine in rainwater and surface and groundwater resources have prompted a concerned public, which includes farmers, to find more efficient, environmentally sound ways to apply pesticides and fertilizer

Buffer strips for controlling herbicide losses

Buffer strips are considered effective for reducing runoff of sediment and agricultural chemicals from cropland. In fact, buffer strips, or vegetative filter strips, have been suggested as a Best Management Practice to reduce nonpoint source pollution from cropland. This pollution can be great, especially if rainfall occurs shortly after a chemical has been applied

Measuring the Success of Learning Communities

In 1998, our department turned to the pedagogical innovation termed “learning communities” in an effort to enhance student retention and to bring coherence and meaning to our first-year student curriculum. We have found that our learning community has provided an opportunity for agricultural engineering students to become involved in the Agricultural and Biosystems Engineering (ABE) department from the moment they arrive on campus. Not only has the learning community helped us to increase our first-year, first time student retention in the major of Agricultural Engineering (AE) from 63.6% in 1997 to 79.0% in 2003 in the department (ABE) from 78.8% in 1997 to 89.5% in 2003, it has helped us to address many of our program objectives including students’ abilities to function on multi-disciplinary teams, communicate effectively, and have knowledge of important contemporary issues. Results of our assessment efforts, which encompass both quantitative and qualitative strategies, suggest that students are overwhelmingly satisfied with the program, are involved in our department, and are successful in their academic progress toward their engineering or technology degree