social impact exam

A. the world that is all around us.

B. the world of living things in our planet.

C. the mutual relationship between organisms and the natural world.

D. anything having to do with life.

A. 6%

B. 14%

C. 25%

D. 50%

A. they provide local habitats for many species of animals and plants.

B. one-third of endangered or threatened species in the U.S. live in or are dependent on them.

C. they harbor the majority of the world's flowering species.

D. they provide purification of local water supplies.

A. 12%; 20%

B. 22%; 51%

C. 32%; 65%

D. 42%; 71%

A. 15%

B. 25%

C. 35%

D. 45%

A. is essentially a creation of the 20th century.

B. has declined in the West but is growing rapidly in developing countries.

C. is highly correlated with reported levels of happiness.

D. is tied to our vast wealth, and to forces in the modern world that encourage people to act on their consumption desires.

A. 15%

B. 20%

C. 40%

D. 50%

A. 1%

B. 5%

C. 10%

D. 12%

A. the choice to unplug an extra freezer that is rarely used.

B. looking for the Energy Star on new appliances.

C. selecting a fuel efficient automobile.

D. planting a tree.

A. Scientific uncertainty must not be used to avoid precautionary action.

B. Nations must have common but differentiated responsibilities.

C. All nations must be included in the contract for it to work.

D. Industrial nations must take the lead in addressing the problem.

A. their brains are less sensitive than those of mature humans and animals.

B. the young eat and breathe more for their body weights than adults, so they get bigger proportional doses of external pollutants.

C. accumulated dioxin slows action to the immune system.

D. they will be getting about 50 times the exposure of an adult during critical developmental stages.

A. "poaching" by foreign vessels in the territorial waters of small nations.

B. laws restricting fishing in waters with the most abundant fish populations.

C. the decline in fish populations due to over-fishing, pollution, and habitat destruction.

D. a lack of enforcement of the Magnuson Fishery Conservation and Management Act.

A. overfishing.

B. funding.

C. air quality.

D. habitat degradation.

A. its use as a "last-chance" approach to saving endangered species.

B. the creation of conflict between individual property owners and government regulations concerning species.

C. a lack of public support for the Act.

D. ill-defined categories concerning the level of threat posed by human activities to individual species.

A. sulfur dioxide and carbon monoxide.

B. ozone and sulfur dioxide.

C. ozone and fine airborne particulates.

D. nitrous oxides and carbon monoxide.

A. Lead

B. Nitrogen dioxide

C. VOCs

D. Ozone

A. drug testing.

B. bioprospecting.

C. FDA approval seeking.

D. curative compounding.

A. plants that potentially contain the basis for new medicines.

B. its value as a source of raw materials.

C. its value as a food source.

D. its value as a fossil fuel source.

A. synthetic

B. animal

C. plant

D. marine

A. developers and the school board knew about the chemical dump, but proceeded anyway.

B. individual citizens are powerless to make a difference in situations concerning waste dumping.

C. there are chemical dumps around the U.S. and the world which are annually increasing. Improved safe dumping and developing/ building standards need to be carefully created and monitored for safety of citizenry.

D. there are many heavily concentrated chemical dumps close to the Niagara River and such leaching and damage to the environment similar to Love Canal could easily again happen.