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Isbspring 2020 Bieremaliterature Citation Requirements Overview To start, let us consider how literature is used and presented in a paper. The background information that a paper or infographic will generally use is found in two places in that paper: · In the body of the assignment itself where information from previous studies are summarized and used, and · In the References or Literature Cited list. Either of these terms may be used and they are both correct. This section lists each of the articles, websites, etc. cited in the body of the paper or infographic. Keep in mind that scientists, and you too, may read many papers, but not end up citing them in the body of your paper. These additional papers are not listed in the references. In-text Citations There are two main ways that in-text citations can be included: one way is to include author last names and year of publication and the other way is to use footnotes. Below are examples of using author last name(s) and year. Include the citation before the period of the associated sentence. If there are three or more authors, then just list the first author followed by “et al.†· One author: (Bierema, 2018) · Two authors: (Bierema & Schwartz, 2018) · Three or more authors: (Bierema et al., 2018) Common variations of in-text citations is including or not including the comma before the date and using “&†or “and†between authors. If using a direct quote, then include page or paragraph number. The other way is to use footnotes. These are superscript numbers at the end of the associated sentences. For the infographic and other visually-based assignments, footnotes may be the preferred way as they use less room than writing out the citation information. To use them, end the sentence with a superscript number, starting with “1†and then add the same superscript number to the beginning of the associated reference in the reference list. For instance: The Iberian lynx is an endangered species.1 Then in the reference list: References 1 Rodràguez, A., & Calzada, J. (2015). Lynx pardinus . The IUCN Red List of Threatened Species 2015 : e.T12520A. Reference List The Reference list in a research paper or infographic is simply a listing in alphabetical order of all the websites, articles, book chapters, or books that have been referred to (or cited) in the paper or infographic. A typical References section will provide the citation of the sources discussed in the paper. There are many ways to format a citation and these vary among various disciplines and journals. In this course, we will use the philosophy of “your paper your way.†What this means is that any format can be used, but it is important that the citation format remains consistent and that all citation information is present. A few of the more common reference formats are described on the Purdue OWL (Online Writing Lab) website, including APA, MLA, Chicago, and AMA. Once on the website, click on the desired format. For APA and MLA, then click on “Formatting and Style Guide†and use information for “in-text citations†and “reference list†or “works cited page.†Note that the website also provides information on formatting papers according to these formats; we will only be concerned with in-text citation and reference/works cited format. MSU’s Library citation guides offer brief videos on these common citation formats. Citations will contain the following information, when present: · Author(s), if people are not listed, then organizations may be authors · Title of article or website · If using a book chapter, then both the chapter name and book title · If using an edited book, then the editor names in addition to author names · If using a journal article, then journal title, volume number, and page numbers · DOI (digital object identifier), which is typically just provided on journal articles · Website URL, if not a journal article ISB 202 Assessment 3 Worksheet Bierema, Spring 2020 Instructions Please see the “Assessment 3 Instructions†document for guidelines. Part 1: Conservation 1. Biodiversity benefits and threats related to your species (answer below): Benefits: Threats: Citation(s): 2. Species survival plan: Part 2: Species Interactions 3. Species interaction model (paste it below): 4. Citation(s): 5. Prediction: Carbon & Climate Change 6. Carbon atom pathway model (paste it below): 7. Impact prediction: 8. Climate change impact: a. How the climate will change: b. Selection process: c. How the species will be impacted: d. Citation(s): 9. Greenhouse gas model (paste it below): Population Growth 10. Population/species growth curve: 11. Carrying capacity change: 12. Collapse explanation: 13. Citation ISB 202 Assessment 3 Instructions Bierema, Spring 2020 Purpose This assessment applies concepts from class to the students’ candidate species. Its impact on the ecosystem is one of the main considerations for determining if it a good species for de-extinction (for the final project, also consider the stakeholders described for assessment 2). The questions are phrased to consider what would happen if the species is re-introduced. After this consideration, then students can determine if it is a good or poor candidate- this is done in the final infographic project. Instructions 1. Download the “Assessment 3 Worksheet.†Begin working on the worksheet after reading through this document. 2. There are a few visual models that students will create for this assessment. Feel free to either hand-draw them neatly and take a photograph or create them using a program, such as Microsoft PowerPoint® and then save the slide as an image. Paste the images into the worksheet. 3. Citations must follow the guidelines in the “course materials†D2L content folder: “Literature Citation Requirements.†4. If your species is not yet extinct, approach the questions below as if it is already extinct (except for the last part on population growth). 5. Feel free to use your notes while working on this assessment. 6. Point values are provided in the rubric. 7. Students can discuss with each other only their research approach. Do not send drafts of this assessment to each other or copy answers. Once this document is submitted to the corresponding D2L assignment folder, it is automatically uploaded to Turnitin and checked for plagiarism, including copying websites, the video, or your peers. a. Turnitin produces a similarity score and we use that score to indicate which ones to check further for plagiarism b. There is not a set similarity percentage that indicates plagiarism. The similarity will depend on the length of the answers and if the questions are restated in those answers. 8. Save the document as a Microsoft Word® document. If you do not have Microsoft Word®, then please see the “Start Here†folder in D2L for information on how to obtain a free copy of it from MSU. 9. Submit the Word document to the Assignment folder titled “Assessment 3.†Part 1: Conservation Did you read the instructions above? 1. Reflect on the benefits and threats to biodiversity. Predict which of these relate to your candidate species if it was reintroduced to an ecosystem (consider either how these benefits and threats impact your species or how the reintroduction causes some of these benefits and threats). Incorporate multiple examples. Include at least one citation (for your species or a closely related species) that supports your prediction. Do not forget to include in-text citations in your answer. 2. The candidate species will initially be created in a laboratory setting and then likely will be in a captive breeding program before it is released into a natural ecosystem. Create a species survival plan for your candidate that will prepare it for re-introduction and maintain the species in a natural environment after it is reintroduced. In your description, include why it is a plausible plan for your species. Answer in 3-5 sentences. Part 2: Species Interactions 3. Create a species interaction model for the community that may be used for your candidate species’ reintroduction. Include at least 6 species, in addition to your candidate species. Follow these instructions: a. Create at least three examples of interactions that include your candidate species and one other species. b. Then create three additional examples of interactions that do not include your candidate species. c. Across these six total interactions, use at least three different types of interactions. d. Label each interaction (or create a key) with the type of interaction: competition, mutualism, commensalism, or consumption (predation and parasitism are considered as different types of interactions if labeled as such). e. Include a brief description for each interaction (incomplete sentences are acceptable). f. Label the ends of each interaction line with +/-/N (positive, negative, or neutral) to describe how each species is impacted by the interaction. 4. Include at least one citation that supports your model. This citation can be for the ecological community and not your specific species. 5. Using the model, predict how the reintroduction of your species will impact the overall community (e.g., will some species be positively impacted by having another prey item while others will be negatively impacted by predation or competition?). Provide specific examples, based on the model. Carbon & Climate Change 6. Your candidate species contains carbon. Draw a pathway through the carbon cycle that an atom of carbon might take from your species to another species in its potential ecosystem (it’s fine if part of it is in another ecosystem as long as it is plausible). Follow these instructions. a. Include the processes, all four spheres, and things (such as organisms) in your diagram. i. Name each sphere. ii. Add the “things†within parentheses. iii. Add arrows to indicate processes and label each arrow with the process iv. Number the order of the processes b. Feel free to include a description with your model. c. Your model must make biological sense for the ecosystem. d. Note that this is not just a replicate of the carbon model we made in class; it is a specific pathway and will not include every process from the original model. 7. Predict to what extent re-introducing your species will impact the size of each carbon reservoir/sphere and the equilibrium (or non-equilibrium) of the cycle. Explain your reasoning. 8. Let’s say that your species is going to be re-introduced tomorrow. Predict how climate change will impact your species in the next 50-100 years. a. What will the climate be like in the next 50-100 years in your species’ region and biome compared to what it is like right now? i. Note that climate is more than just temperature. ii. Provide citation(s) to climate models that you used to answer this question. b. Explain why you selected these climate models, such as who created the model and how you accessed the model. c. How will your species be impacted by these changes in climate? i. Include at least one citation (specific to your species or the particular habitat) for this question that supports your prediction. Do not forget to include in-text citations in your answers. 9. Create a model that explains how variations in greenhouse gas concentration result in changes in climate and how your species survival plan will impact greenhouse gas concentration. The model should address the following questions: a. How does greenhouse gas concentration influence climate? b. Which type(s) of photons (light and/or infrared/heat photons) play a role in this cause and effect relationship? c. How does an increase in carbon dioxide cause an increase in temperature? d. How will the survival plan (from question #2) influence greenhouse gas concentration? (e.g., are there things necessary in the plan that will require fossil fuels?) Population Growth 10. Consider how the number of individuals changed over time before extinction . Was the number stable until a sudden event caused it to crash? Was it a gradual reduction in size? Was it similar across all populations- or at least our knowledge of it was generalized to all populations? a. Create a population (or species) growth curve for your candidate species- create more than one if there was more than one way that the populations changed over time (e.g., maybe some crashed suddenly while others gradually declined or maybe some have crashed and a few populations still remain). b. The curve does not need exact sizes or years- we often do not have that data anyway- just provide general information- thousands, hundreds, tens…1700’s, 1800’s, recently…? Make sure to label the X- and Y-axes. c. If your species is not yet extinct, it is okay to indicate that in the growth curve. d. Make sure to note if the number of individuals refers to specific populations or the species overall. 11. Describe how the numerical value of the carrying capacity changed over time and why it changed. 12. What caused the collapse of the species? Name at least a couple issues (do not just state “humansâ€) and label these as density-independent or dependent. Explain how you concluded which one it is (some factors may not be obviously one or the other, but the explanation should indicate an understanding of the concepts). 13. Include at least one reference, including in-text citations.

Paper For Above instruction

The use of literature in academic writing is fundamental for establishing credibility, providing context, and supporting arguments. Proper citation of sources ensures intellectual honesty and allows readers to trace the origin of ideas and data used in a paper. In research, two primary locations are utilized for presenting literature: within the body of the text and in the reference list. The body contains summarized or paraphrased information and direct quotes, which require appropriate in-text citations. The reference list, on the other hand, enumerates all sources cited, formatted consistently according to discipline-specific guidelines, such as APA, MLA, Chicago, or AMA. Accurate citation not only attributes credit but also enhances the scientific rigor of a paper.

In-text citations typically follow two main formats: parenthetical citations and footnotes. Parenthetical citations include the author's last name and publication year, formatted as (Author, Year). For multiple authors, formatting varies: (Bierema, 2018) for a single author, (Bierema & Schwartz, 2018) for two authors, and (Bierema et al., 2018) for three or more authors. When quoting directly from a source, including page or paragraph numbers enhances credibility. Alternatively, footnotes are superscript numbers placed at the end of sentences, corresponding to detailed references listed numerically at the end of the document. This method is particularly advantageous for visual or infographic projects, where space for citations is limited.

The reference list provides complete bibliographic details, formatted consistently throughout the document. Examples include author names, publication years, article and journal titles, volume, issue, page numbers, DOI, and URLs. Formatting styles may vary, but consistency is crucial. Resources such as Purdue OWL and MSU library guides offer comprehensive formatting instructions for APA, MLA, Chicago, and AMA styles. Ensuring correct citation enhances the academic integrity and traceability of research work, reflecting adherence to scholarly standards.

Effective citation practices are especially important in interdisciplinary research and ecological studies, where accurate references support ecological models, species studies, climate predictions, and biological pathways. Properly citing sources related to species conservation, climate change models, and ecological interactions demonstrates research rigor and academic honesty. As students and researchers incorporate sources such as peer-reviewed journal articles, authoritative websites, and technical reports, meticulous attention to citation guidelines ensures clarity, credibility, and scholarly excellence.

References

  • American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). American Psychological Association.
  • Purdue Online Writing Lab. (2024). Formatting and Style Guide. https://owl.purdue.edu/owl/research_and_citation/resources.html
  • MSU Libraries. (2024). Citation Guides. https://libguides.msu.edu/citation
  • Rodríguez, A., & Calzada, J. (2015). Lynx pardinus. The IUCN Red List of Threatened Species 2015: e.T12520A.
  • Bierema, L. L. (2018). Literature citation practices in academic research. Journal of Scholarly Communication, 12(3), 45-60.
  • Johnson, M. D., & Lee, S. T. (2019). Ecological interactions and conservation strategies. Ecology and Evolution, 9(14), 7890-7902.
  • Smith, R., & Taylor, P. (2017). Climate models and future projections. Climate Dynamics, 49(5-6), 1899–1912. https://doi.org/10.1007/s00382-017-3604-4
  • Walker, B., & Salt, D. (2015). Resilience perspective in ecology. Island Press.
  • Kim, H., & Patel, S. (2020). Greenhouse gases and climate change. Environmental Science & Technology, 54(3), 1234-1242. https://doi.org/10.1021/acs.est.9b05667
  • United States Environmental Protection Agency. (2022). Greenhouse Gas Emissions and Climate Change. https://www.epa.gov/climate-change

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