I’m working on a writing multi-part question and need a sample draft to help me learn.
The Big Five, or five-factor model, is the most scientifically robust and widely accepted model of personality.
The extraversion factor (the E in the OCEAN mnemonic) typically gets more attention than the other factors.
Review the Big Five model of personality in Chapter 12 and pay special attention to the extraversion factor.
Do you feel (or know) that you are higher or lower in extraversion?
If you want to know, you may take a valid and reliable Big Five Personality Test
Next, review the Social-Cognitive Personality on personality in Infographic 12.2 in your textbook.
As you review the model and example, think about how the direction of effect (the impact) can be bidirectional (go both ways) between the three components of the model: cognition (thinking), behavior, and environment.
How do you think that your level of extraversion affects your thinking and environment?
How do you think your thinking and environment affect your extraversion?
Susan Cain – Introverts
Now, view at least one of the talks by Susan Cain. Write down your reactions and questions as you watch the talk or listen to the interview.
Think about the Social-Cognitive approach to personality as you watch.
Keep in mind the bidirectional (goes both ways) influences between cognition (thinking), behavior, and environment.
Chapter 1: Understanding Environmental Science and Sustainability
Chapter 2: Understanding Ecology and Biodiversity
These are the requirements for the paper:
Instructions: Using the term that you have selected from the list provided in the classroom, please complete the following three-paragraph essay. Write a minimum of 5 to 7 well-crafted, original sentences per paragraph.In your response, you are expected to cite and reference, in APA format, at least two outside sources in addition to the class text.The sources must be credible (from experts in the field of study); at least two scholarly source (published in a peer-reviewed academic journal) is strongly encouraged. The term I have selected is “Natural Capital”
Paper format to follow:
Your Term: [type your term here]
[First Paragraph: Thoroughly define your term, using your own words to do so. In your definition, be sure explain why the term is important to know. Be as specific as possible and provide examples as necessary to support your ideas.]
[Second Paragraph: Discuss how the term affects living beings (including humans) and/or the physical environment. Provide examples as needed.]
[Third Paragraph: Suggest two clear, specific actions that you and the other students might take to promote environmental sustainability in relation to this term. Be creative and concrete with your suggestions. For example, you might recommend supporting a particular organization that is active in the field of your term. Explain exactly how those actions will aid in safeguarding our environment in relation to your chosen term.
Chapter 1: Understanding Environmental Science and Sustainability
Chapter 2: Understanding Ecology and Biodiversity
These are the requirements for the paper:
Instructions: Using the term that you have selected from the list provided in the classroom, please complete the following three-paragraph essay. Write a minimum of 5 to 7 well-crafted, original sentences per paragraph.In your response, you are expected to cite and reference, in APA format, at least two outside sources in addition to the class text.The sources must be credible (from experts in the field of study); at least two scholarly source (published in a peer-reviewed academic journal) is strongly encouraged. The term I have selected is “Natural Capital”
Paper format to follow:
Your Term: [type your term here]
[First Paragraph: Thoroughly define your term, using your own words to do so. In your definition, be sure explain why the term is important to know. Be as specific as possible and provide examples as necessary to support your ideas.]
[Second Paragraph: Discuss how the term affects living beings (including humans) and/or the physical environment. Provide examples as needed.]
[Third Paragraph: Suggest two clear, specific actions that you and the other students might take to promote environmental sustainability in relation to this term. Be creative and concrete with your suggestions. For example, you might recommend supporting a particular organization that is active in the field of your term. Explain exactly how those actions will aid in safeguarding our environment in relation to your chosen term.
multiple choice questions based on the reading materials
i recommend watching the video or reading the article (or both) and answering the questions while you watch/read. Questions 4 and 5 are not directly from the movie, but relate to Figures 2 and 3. Read the description of the information represented in Figure 2 very carefully before answering the questions. If you are uncertain about something please contact us.
This is an amazing science detective story! I know most of you are familiar with the idea that an asteroid impact killed all of the dinosaurs (except birds), but the way scientists figured this out exemplifies how science works. I really hope you enjoy this assignment and the insight it provides into how we know what we know, and how it takes many, many scientists and science labs to figure out the answers to big questions.
Introduction
The disappearance of the (non-avian) dinosaurs at the end of the Cretaceous period (Mesozoic era) posed one of the greatest, long-standing scientific mysteries. The three-act film, The Day the Mesozoic Died, tells the story of the extraordinary detective work that solved it. Shot on location in Italy, Spain, Texas, Colorado, and North Dakota, the film traces the uncovering of key clues that led to the stunning discovery that an asteroid struck the Earth 66 million years ago, triggering a mass extinction of animals, plants, and even microorganisms. Each act illustrates the nature and power of the scientific method. Representing a rare instance in which many different disciplines—geology, physics, biology, chemistry, paleontology—contributed to a revolutionary theory.
and/or read the article The Day the Mesozoic Died (Links to an external site.) https://nautil.us/issue/32/space/the-day-the-mesoz…
Note: The geologic boundary between the Mesozoic and Cenozoic eras, and the mass extinction that occurred at this time, has historically been called the Cretaceous – Tertiary or K-T boundary, and K-T boundary is used in this film. The Cretaceous period is at the very end of the Mesozoic era and the Tertiary (a term not used any more) starts at the beginning of the Cenozoic era. We now refer to this extinction as the Cretaceous-Paleogene or K-Pg extinction event.
Link to the video:Link to the article:
Background and Figures
The information below will be useful in answering the questions in the assignment.
Microfossils, a group of fossils defined by their very small size, provide some of the most detailed information about Earth’s geologic past. Their abundance, diversity, distribution and chemical composition provide information that is useful in age-dating, correlation of widely separated rock outcrops and paleoenvironmental reconstruction. Because they usually occur in huge numbers in all kinds of sedimentary rocks, they are the most abundant and most easily accessible fossils. In fact, some very thick rock layers are made almost entirely of microfossils. The pyramids of Egypt are made of sedimentary rocks, for example, that consist of the shells of foraminifera (forams), a major microfossil group that provides key evidence for the extinction event at the end of the Mesozoic.
Foraminifera (or forams for short) are single-celled amoeboid protists, which are abundant in the ocean (Figure 1). Most forams have an average size of 0.2 to 1 mm across. They are among the most abundant fossils. Like animals and plants, they undergo extinctions at particular times in the geologic past, but radiate again into new, but similar shaped, forms. Because of this, forams are the principal microfossil used to age-date and correlate marine sedimentary rocks. They are also used to decipher ancient environments, climates and oceanography, as well as identify mass extinction events. They are probably the most important fossils of any, simply because they are so useful.
Forams produce shells (called tests), which are composed of calcium carbonate, that surround the soft cell of the organism. As forams die, their shells settle to the bottom of the ocean and become part of the marine sediment and eventually sedimentary rocks. Different foram species lived at different times throughout Earth’s history and as a result the abundance of specific fossil species is a useful marker for determining the age of particular rock layers (they are good index fossils).
Figure 1. Scanning Electron microscope image of a variety of species of foraminifera.
Figure 2 below illustrates the change in the foram species living in the ocean before and after the extinction event between the Mesozoic and Cenozoic eras (previously called the K-T Boundary). The vertical axis is time. Along the horizontal axis are the names of individual species. Each vertical line represents the time range over which each individual species lived. The data are from samples collected from the seafloor by drilling into the sediments (deep sea coring; a core is pictured in Fig. 2 on the right), and reflect the same overall pattern seen in foram-bearing marine sedimentary rocks of the same age on land, like those in Gubbio and Spain in the video.
Figure 2. The picture on the right shows a core of marine sediments recovered by drilling into the seafloor. The sediments in this core were deposited during the time when the Mesozoic-Cenozoic mass extinction event occurred. Each layer of sediments in the core contains microfossils of forams that can be identified as particular species. In the graph on the left, time is on the Y-axis and vertical lines represent when each species is present in the sedimentary layers of the core. A line begins at the first appearance of the fossil species and ends (top of the line) when the fossil disappears (goes extinct). Note that the top and bottom of the graph represent the top and bottom of the core, so do not provide information on what happened before or after the time represented on the graph.
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