Think Globally, Act Locally Discussion
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Think Globally, Act Locally Discussion
FROM STUDENT: D.J.
Week 7 discussion: Think Globally, Act Locally
What items that you frequently use do you think have the greatest negative impact on the environment?
“Human behavior is integral not only to causing global climate change but also to responding and adapting to it” ( Clayton et al., 2015). We humans tend to use a lot of products that are damaging to the earth. For example, hair spray, plastic bottles, vehicles, grocery bags, to kcups for your coffee. Personally, I drive a lot and with that, I contribute a lot to the emissions of carbon dioxide. As for a household product, I wouldn’t say anything in particular, but what I would say is that I do not recycle and that is mostly because the apartment does not offer it.
Explain how the use of the items impacts the environment and the people in your community?
Millions of plastic waste has been dumped into the ocean and being that plastic is one of the most devastating elements known to man, it takes plastic years to decay (Andrews, N.D.). You could take your pick on what we individuals all use that has a profound impact on the environment. Automobiles release the carbon emission which affects the atmosphere and millions of tons of plastic bottles release toxins that affect the wildlife and of course we humans eat the chemicals that the wildlife absorbs or eats.
What steps do you or your family members take to lessen your impact on the environment?
One major thing I did to lessen the impact on the earth is that I decided to buy a more fuel efficient vehicle and in 4 years time I’ll be buying an all electric Jeep Wrangler. I try to car pool whenever it is possible. Also I am moving closer to school, which will lessen the amount of time I am on the road. If I had to be honest with myself, there is a lot more I should be doing and can be doing on a daily basis. I appreciate the world, not so much humans, but wildlife, planets national parks, I would like to preserve that for future generations to come.
What are some approaches communities could take to encourage members to reduce waste?
I believe like europe, we need to make biking and rail systems more of a priority, because reducing carbon emissions will help the global warming causes and inreturn, help plant and animal life, if it’s not too late. I think communities need to push their congressmen and women to developing new technologies that help long distance and city to suburb travel. I think solar and wind power, along with other reusable resources for power should get more money spent on those programs, rather than 600 billion on military spending. Things to be evaluated would be agriculture and developing seeds that grow grass that change what is released from a cow farts. I think overpopulation and deforestation need to be reevaluated. On a smaller scale, I think every household and apartment should be solar and be recycling. The biggest thing that needed to change is two things; a person’s personal awareness and that people need to understand what it means to have environmental ethics.
Andrews, G. (n.d.). Plastics in the Ocean Affecting Human Health. Retrieved June 19, 2019, from https://serc.carleton.edu/NAGTWorkshops/health/case_studies/plastics.html
Clayton, S., Devine-wright, P., Stern, P., Whitmarsh, L., Carrico, A., Steg, L., . . . Bonnes, M. (24 june 2015). Psychological research and global climate change [Abstract]. Nature Climate Change,5, 640-646. Retrieved from https://www.nature.com/articles/nclimate2622.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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