Erosion and Natural Resources Essay Assignment
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Erosion and Natural Resources Essay Assignment
just responses to the students
Erosion and Natural Resources
Soil erosion, by definition, is a naturally occurring process that affects all landforms. It is what happens when topsoil begins to wear away. Topsoil, is where the most organic and nutrient rich materials are located so it is the most fertile. Soil erosion can reduce the ability for plants and crops to grow or for the soil to be watered.
Explained in the first link below, soil erosion has led to the increase of pollution and sedimentation in streams and rivers. This causes waterways to become clogged and killing fish and other species in the water as well. The Amazon, in Brazil, is one place of many that is affected by soil erosion. The Amazon is being contaminated by mercury and soil erosion is contributing to the contamination. The reason for the high levels of mercury is due to the volcanic activity in the Amazon that caused deposits of mercury rich dust onto the land.
Unfortunately, villagers living along those banks are being affected through the contaminated fish they consume. International agencies are doing what they can to educate these villagers on the food they are consuming as well as implementing management practices to reduce soil erosion as well
soil is a fundamental natural resource that in a combination of other resources such as air and water sustain directly and indirectly plant life and animals (Jenny, 2012). soil is a binding element between organic and inorganic matter thus a balanced ecosystem. soil is an essential component that must be protected from environmental degradation process such as erosion (Jenny, 2012). Although soil erosion is a natural process, more effort is required to control, prevent, and conserve the natural resource. The effects of soil erosion are so devastating, and their impact on the environment is catastrophic. For example, since colonial era soil erosion and deforestation continue to pose environmental threats in Haiti due to agricultural overexploitation. The impact of soil erosion in Haiti hit both rural and urban population. For instance, declined soil fertility which has resulted in reduced agricultural production has pushed the rural population to intensify in charcoal burning as a way of generating income. On the other hand, the urban population continues to face food shortage as most agricultural land in Haiti has been exploited (McClintock, 2003). Similarly, people from other countries indirectly suffer as it affects the environment resulting in the global warming effect.
Many countries in the world have spent thousands of dollars in controlling soil erosion. Aid agencies such as the World Food Organization, World Bank, and others come into the rescue of Haiti’s endemic challenge of soil erosion and deforestation. There are traditional soil erosion control methods such as agroforestry, cover crops, mulching, among others have been used especially by rural population in Haiti (McClintock, 2003). Subsequently, modern techniques such as the construction of gabions, dams, among others which are effective in controlling and preventing soil erosion continue to gain popularity in most affected regions.
As mentioned last week, the Mosaic Covenant was a conditional covenant God made with Israel. This covenant included the Ten Commandments among other things. While people in general took covenants very seriously in that day, the Israelites were still human, and unable to hold their end of the bargain for long. From this covenant we see the beginning of Israel’s cycle of obedience, then falling from that, God’s punishment, their repentance, and so on. It is safe to acknowledge that God was well aware of the Israelite’s inability to fully keep His laws. It is also interesting to note that people still today often tend toward this same habit.
The Mosaic Covenant was given at Sinai and is referenced throughout the Bible, but specifically in Exodus (originally) Leviticus, Numbers and even Deuteronomy. The original Ten Commandments were the moral guidelines that the people were to follow. Exodus also gives explicit instructions on the priests, tabernacle, as well as how to handle covenants.
In Leviticus 1-7 we see God’s plan for forgiveness and sacrifice. The Israelites were given five types of sacrifice – three were to pay for sins and two were to worship the Lord (H&M,64). There were specific instructions given all the way down to how the alters were supposed to be built and the difference between a clean and unclean sacrifice. Specifications were given on the choosing of priests Nd how they had to act. We also see in Leviticus how to be and live holy in the sight of God and how to worship God (Yahweh).
Numbers does not specifically tell us dos and don’ts of the law, but it gives an insight into the land and the history of the people. In some ways this may seem unnecessary (why tell the history of rule instead of focusing on the consequences of that rule). However, knowing the backstory can often be helpful. For example, in the Bible we see many references to wine and not having “excess” of it. Today we know it’s best to avoid alcoholic beverages, however, in those days, wine was used for medicinal purposes (and obviously we know not to overdo it on medicine). Because the people complained, Numbers 11 starts the story of how they would not be able to immediately see Canaan because of their complaining and lack of faith (spies). Because of this, they would go through many battles in an effort to get the Promised Land. God, who is ever faithful, continued to make provisions for the Israelites and eventually led them into the Promised Land they had waited for so long. Most of the rest of Numbers deals with the rules regarding the seizing and treatment of the land. We also get a glimpse of history into the land
The Mosaic Covenant was put in place to save Israel and bring them to salvation, in order to receive God’s blessings and worship him. The Israelites seem to have their own agenda, and throughout the text, that agenda does not seem to work out for them at all.
The Mosaic Covenant provides a clear picture of what God expects from the Israelites. In one instance, God has described very detailed law codes and what has to be done for atonement, yet some of the people continue to try and do things their own way. Aaron’s two sons, for example, believe they should be able to approach God with offerings themselves, instead of going through Moses, but when they did the fire engulfed them and they died. It seems as though the Israelites continue to doubt him even though they have seen him in action, this puzzles me. I do not believe God is trying to punish the people, but I do believe the purpose is to create a type of fear that makes them want to trust and follow him.
When the “nation” is outside of Canaan and they begin to fear, this proves they have doubt in God’s plan, and in the covenant made with Moses. God continues to try and force them to reach out and trust his plan, but the more they doubt him the angrier he becomes. When the “nation” begins to proclaim their disbelief, again God wants to destroy them and start over. Once again, Moses pleads for their lives and reminded God of the covenant he made with Abraham. The “nation” is spared. However, when the spies returned from Canaan and God told them to march forward, they refused and did not believe he would protect them. It was then, God decided the first generation would no longer have the opportunity to live in the promise land, only the second generation of children would inherit the land. The first generation would spend the remainder of their lives wandering through the desert. After God decides what to do with the first generation, the second generation has its own chance to see the choices their parents made in the past, and hopefully make the right decision for the future.
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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