Essay on Deforestation For Students | Causes & Effects of Cutting Trees. Effects Of Deforestation Essay Example In English For Students. Speech On Deforestation | Deforestation Speech for Students and .... Deforestation: Causes and Effects Free Essay Example. Deforestation Essay – Telegraph. Deforestation Essay | PDF | Deforestation | Greenhouse Effect. Sample essay on the causes and consequences of deforestation of the a…. How to write essay on deforestation. Essay about Deforestation/Deforestation Essay in English/Essay Writing .... TASK 2 Essay deforestation | Deforestation | Biodiversity. What is Deforestation? - A-Level Geography - Marked by Teachers.com. Speech On Deforestation For Class 11 - Stikergadise. The Causes Effects and Solutions of Deforestation - Free Essay Example .... article writing deforestation. Article deforestation effects essay. Paragraph On Deforestation 100, 150, 200, 250 To 300 Words for Kids .... Essay causes and effects of deforestation - Free Deforestation Essays .... Phenomenal Deforestation Essay ~ Thatsnotus. Introduction to deforestation. Essay on deforestation || Deforestation essay in english - YouTube. Deforestation and its impact on the environment - A-Level Geography .... Deforestation Essay — Importance, Merits & Demerits. Deforestation Essay in English For Student (2019 Updated). The effects of deforestation on natural ecosystems - A-Level Science .... Deforestation Causes Many Problems - Free Essay Example | PapersOwl.com. Essay on Deforestation | Info World. Deforestation and its effects - GCSE Science - Marked by Teachers.com. ⛔ Deforestation and its effects on the environment essay. Deforestation .... To understand the effects of deforestation one must know the reason and .... What are the local and global consequences of deforestation? - GCSE .... Deforestation – Reasons for, consequences of and solutions to. - A .... Discuss the relative importance of deforestation and its impact on the .... What are the effects of Deforestation? - A-Level Geography - Marked by ... Essays About Deforestation
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Man was given authority over the environment and all found within it since the time of his
creation. Man therefore has power over the seas, oceans, rivers and land among other natural
resources. For their livelihood, human beings depend on the environment. It is from the
environment that they acquire natural resources for their survival.
- See more at: http://www.customwritingservice.org/blog/environmental-ethics
Environmental Science 100
Fall Quarter 2017
Homework 5: Climate Change
Answer at least two of the four following questions:
1. Dr. Hansen makes the case that certain climate “forcing” components may be masking the effects of more CO2 in the atmosphere at this date. What components is he talking about, and what effect do they have? Examine the potential role of this relationship in dealing with climate change into the future.
2. Dr. Hansen describes the potential role of methane hydrates (clathrates) in a climatic “feedback loop” which would accelerate the rate of temperature increase. This is an example of a climatic “tipping point”, from which there is no return. Give another example of a “feedback loop” which we are experiencing now, and consider whether it has an inherent “tipping point” in its actions.
3. The issue of climate change brings up an important point in the operation of a democracy. People need accurate information on which to base their decisions, but our covenants on “free speech” don’t constrain special interests from obscuring or obfuscating that information to serve their own purposes. This is particularly poignant when our media sources for information compete for the advertising dollars which those special interests control. How can we provide the public with accurate, unbiased information on critical issues like this?
4. Climate change, like most environmental issues, is a global challenge. To date, the United States has almost single-handedly derailed every international agreement on this issue. Even as the world leaders convene in Paris for a last-chance effort to avert global catastrophe, half of our congress has vowed to defeat any international agreement on these issues.
The United States sits as the biggest obstacle in global plans to save the future of humanity. How should the rest of the world respond?
...
Squaring the circle? Some thoughts on the idea of sustainable developmentBrancois
The paper reviews how the concept of sustainable development has played out in industrialized countries since 1987. It
examines the theory and practice of sustainable development in the context of three criticisms (it is vague, attracts hypocrites
and fosters delusions), and argues for an approach to sustainability that is integrative, is action-oriented, goes beyond technical
fixes, incorporates a recognition of the social construction of sustainable development, and engages local communities in new
ways. The paper concludes with a description of an approach to sustainability that attempts to incorporate these characteristics.
Article· Kokmen, L. (2008, March-April). Environmental justice f.docxdavezstarr61655
Article
· Kokmen, L. (2008, March-April). Environmental justice for all. UTNE Reader. Retrieved from http://www.utne.com/environment/environmental-justice-for-all.aspx
· The article provides information about environmental ethics and will support completion of the Applying Theory: Environmental Issues—assignment this week.
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Module 8 Assignment
Integrating Science and Mathematics Benchmark
Student Name
Grand Canyon University: EED 364
Date
(INTRO)
Development, Learning, and Motivation
In this section you need to demonstrate that you know, understand, and methodically use the major concepts, principles, theories, and research related to development of children and young adolescents to construct learning opportunities that support individual students’ development, acquisition of knowledge, and motivation.
Science
In this section you need to demonstrate that you know, understand, and use fundamental concepts of physical, life, and earth/space sciences. You must show that you methodically designed and implemented age-appropriate inquiry lessons to teach science, to build student understanding. Be sure to refer to the standards addressed in the unit plan, and remember to also have all of the 12 science processes present, and each are thoroughly explained.
Mathematics:
In this section you need to demonstrate that you know, understand, and use the major concepts and procedures that define numbers and operations, algebra, geometry, measurement, and data analysis and probability. You need to show how you consistently engage in problem solving, reasoning and proof, communication, connections, and representation. Be sure to refer to the standards addressed in the unit plan.
Integrating and Applying Knowledge for Instruction
In this section you need to demonstrate that you know, understand, and methodically planned and implemented instruction based on knowledge of students, learning theory, connections across the curriculum, curricular goals, and the community.
Adaptation to Diverse Students
In this section you need to demonstrate that you know and understand how elementary students differ in their development and approaches to learning, and methodically created instructional opportunities that are adapted to diverse students. Remember to name the differentiation strategies for the specific diverse groups.
Development of Critical Thinking and Problem Solving
In this section you need to demonstrate that you know, understand, and use a variety of teaching strategies that encourage elementary students’ development of critical thinking and problem solving. Be sure to name the differentiation strategies and activities used to develop these skills. Also make sure to support how students of many learning styles and strengths can benefit from the differentiation, and problem–solving activities/strategies you have included
Active Engagement in Learning
In this section you need to demonstrate tha.
Total Possible Score 5.00Summarize The No Net Loss” Policy o.docxturveycharlyn
Total Possible Score: 5.00
Summarize The “No Net Loss” Policy of the US Providing its History and Background
Total: 0.50
Distinguished - Thoroughly summarizes the “no net loss” policy and provides an exceptionally comprehensive overview of its history and background. Expertly applies the concepts and vocabulary from the textbook and scholarly sources.
Discuss the Biological Similarities and/or Differences of Constructed and Natural Wetlands Using Sources
Total: 2.00
Distinguished - Comprehensively discusses biological similarities and/or differences of constructed and natural wetlands.
Evaluates the Success of the “No Net Loss” Policy
Total: 1.00
Distinguished - Comprehensively and expertly evaluates the success of the “no net loss” policy. The evaluation is supported by scholarly sources.
Written Communication: Control of Syntax and Mechanics
Total: 0.50
Distinguished - Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors, and is very easy to understand.
APA Formatting
Total: 0.25
Distinguished - Accurately uses APA formatting consistently throughout the paper, title page, and reference page.
Page Requirement
Total: 0.25
Distinguished - The paper meets the specific page requirement stipulated in the assignment description.
Resource Requirement
Total: 0.50
Distinguished - Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.
Required Resources
Text
· Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc
· Chapter 2: Risk Factors
· Chapter 10: Ecological Restoration
· Harris, J. A., & van Diggelen, R. (2009). Ecological restoration as a project for global society. In J. van Andel, & J. Aronson (Eds.), Restoration Ecology: The New Frontier. Hoboken, NJ: Wiley-Blackwell. Retrieved from the eBrary database.
Recommended Resources
Multimedia
· Jackson, J. (2010, April). Jeremy Jackson: How we wrecked the ocean [Video file]. Retrieved from http://www.ted.com/talks/jeremy_jackson.html
· Botkin, D. B., & Keller, E. A. (2014). Environmental science: Earth as a living planet (9th ed.). Hoboken, NJ: John Wiley & Sons, Inc
Chapter 10: Ecological Restoration
10.1 What Is Ecological restoration?
Ecological restoration is defined as providing assistance to the recovery of an ecosystem that has been degraded, dam- aged, or destroyed.2 Originally until near the end of the 20th century, restoration seemed simple: Just remove all human actions and let nature take care of itself. But this led to surprising and undesirable results. A classic example is the conservation of Hutcheson Memorial Forest, the last remaining known uncut, therefore primeval, forest in New Jersey. This forest has been owned since 1701 by the Met- tler family, who farmed ...
Three Roads to Sustainability - Considering Three Common Narratives in Conser...Mark Gibson
These slides were used in a lecture on giving an overview of what I see as the three dominant narratives in conservation today. It was strongly informed by my own experience working in global conservation among some of the larger eNGOs in Washington, DC, and - of course - remains a perspective in progress. It was delivered as part of an undergraduate study abroad course considering wildlife conservation in Madagascar.
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MONTHLY REVIEW
AN INDEPENDENT SOCIALIST MAGAZINE
S e a r c hS e a r c h
Home › 1998 › Volume 49, Issue 11 (April) › The Scale of Our Ecological Crisis
Dear Reader, we make this and other articles available for free online to serve those unable to afford
or access the print edition of Monthly Review. If you read the magazine online and can afford a print
subscription, we hope you will consider purchasing one. Please visit the MR store for subscription
options. Thank you very much. —EDS.
Topics: Marxist Ecology
JOHN BELLAMY FOSTER, is a member of
the Board of the Monthly Review
Foundation, teaches sociology at the
University of Oregon and is coeditor of
Organization & Environment. He is the
author of The Theory of Monopoly
Capital (1986) and The Vulnerable
Planet (1994), both published )y
Monthly Review Press.
The Scale of Our Ecological Crisis
by John Bellamy Foster
One of the problems that has most
troubled analysts of global ecological crisis
is the question of scale. How momentous is
the ecological crisis? Is the survival of the
human species in question? What about life
in general? Are the basic biogeochemical
cycles of the planet vulnerable? Although
few now deny that there is such a thing as
an environmental crisis, or that it is in some
sense global in character, some rational
scientists insist that it is wrong to say that life itself, much less the planet, is seriously
threatened. Even the mass extinction of species, it is pointed out, has previously
occurred in evolutionary history. Critics of environmentalism (often themselves claiming
to be environmentalists) have frequently used these rational reservations on the part of
scientists to brand the environmental movement as “apocalyptic.”
Lest one conclude that this is simply a political dispute between those on the side of
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nature and the greater part of humanity, on the one hand, and those who support the
ecologically destructive status quo, on the other, it should be emphasized that the same
question has been often raised within the left itself—and sometimes by individuals
deeply concerned about environmental problems. An example of this is David Harvey’s
new book, Justice, Nature and the Geography of Difference (1996). Harvey devotes
considerable space in this work to criticizing my book, The Vulnerable Planet: A Short
Economic History of the Environment (Monthly Review Press, 1994, 1999), for the
“apocalyptic” character of its argument. In Harvey’s words,
[T]he postulation of a planetary ecological crisis, the very idea that the planet i.
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
Artificial Reefs by Kuddle Life Foundation - May 2024punit537210
Situated in Pondicherry, India, Kuddle Life Foundation is a charitable, non-profit and non-governmental organization (NGO) dedicated to improving the living standards of coastal communities and simultaneously placing a strong emphasis on the protection of marine ecosystems.
One of the key areas we work in is Artificial Reefs. This presentation captures our journey so far and our learnings. We hope you get as excited about marine conservation and artificial reefs as we are.
Please visit our website: https://kuddlelife.org
Our Instagram channel:
@kuddlelifefoundation
Our Linkedin Page:
https://www.linkedin.com/company/kuddlelifefoundation/
and write to us if you have any questions:
info@kuddlelife.org
WRI’s brand new “Food Service Playbook for Promoting Sustainable Food Choices” gives food service operators the very latest strategies for creating dining environments that empower consumers to choose sustainable, plant-rich dishes. This research builds off our first guide for food service, now with industry experience and insights from nearly 350 academic trials.
Altered Terrain: Colonial Encroachment and Environmental Changes in Cachar, A...PriyankaKilaniya
The beginning of colonial policy in the area was signaled by the British annexation of the Cachar district in southern Assam in 1832. The region became an alluring investment opportunity for Europeans after British rule over Cachar, especially after the accidental discovery of wild tea in 1855. Within this historical context, this study explores three major stages that characterize the evolution of nature. First, it examines the distribution and growth of tea plantations, examining their size and rate of expansion. The second aspect of the study examines the consequences of land concessions, which led to the initial loss of native forests. Finally, the study investigates the increased strain on forests caused by migrant workers' demands. It also highlights the crucial role that the Forest Department plays in protecting these natural habitats from the invasion of tea planters. This study aims to analyze the intricate relationship between colonialism and the altered landscape of Cachar, Assam, by means of a thorough investigation, shedding light on the environmental, economic, and societal aspects of this historical transformation.
Characterization and the Kinetics of drying at the drying oven and with micro...Open Access Research Paper
The objective of this work is to contribute to valorization de Nephelium lappaceum by the characterization of kinetics of drying of seeds of Nephelium lappaceum. The seeds were dehydrated until a constant mass respectively in a drying oven and a microwawe oven. The temperatures and the powers of drying are respectively: 50, 60 and 70°C and 140, 280 and 420 W. The results show that the curves of drying of seeds of Nephelium lappaceum do not present a phase of constant kinetics. The coefficients of diffusion vary between 2.09.10-8 to 2.98. 10-8m-2/s in the interval of 50°C at 70°C and between 4.83×10-07 at 9.04×10-07 m-8/s for the powers going of 140 W with 420 W the relation between Arrhenius and a value of energy of activation of 16.49 kJ. mol-1 expressed the effect of the temperature on effective diffusivity.
Climate Change All over the World .pptxsairaanwer024
Climate change refers to significant and lasting changes in the average weather patterns over periods ranging from decades to millions of years. It encompasses both global warming driven by human emissions of greenhouse gases and the resulting large-scale shifts in weather patterns. While climate change is a natural phenomenon, human activities, particularly since the Industrial Revolution, have accelerated its pace and intensity
Top 8 Strategies for Effective Sustainable Waste Management.pdfJhon Wick
Discover top strategies for effective sustainable waste management, including product removal and product destruction. Learn how to reduce, reuse, recycle, compost, implement waste segregation, and explore innovative technologies for a greener future.
Epcon is One of the World's leading Manufacturing Companies.EpconLP
Epcon is One of the World's leading Manufacturing Companies. With over 4000 installations worldwide, EPCON has been pioneering new techniques since 1977 that have become industry standards now. Founded in 1977, Epcon has grown from a one-man operation to a global leader in developing and manufacturing innovative air pollution control technology and industrial heating equipment.
UNDERSTANDING WHAT GREEN WASHING IS!.pdfJulietMogola
Many companies today use green washing to lure the public into thinking they are conserving the environment but in real sense they are doing more harm. There have been such several cases from very big companies here in Kenya and also globally. This ranges from various sectors from manufacturing and goes to consumer products. Educating people on greenwashing will enable people to make better choices based on their analysis and not on what they see on marketing sites.
1. John McPhee’s essay, “A River” (from Encounters with the Archdruid), is an excellent and
accessible introduction to the conservation debate, but it’s also in many ways an
oversimplification. The piece centers around a conversation between Dave Brower, ex-executive
director of the Sierra Club, and Floyd Dominy, director of the Bureau of Reclamation. Their
argument is a sort of bare-bones or idealized version of the conservation debate, focusing on the
choice between either preserving what natural wilderness we have left, or using those natural
resources wisely rather than exploitatively. However, there are several complicating factors
involved in this debate that deserve discussion in more detail.
First, there are philosophical issues surrounding the concepts of nature and wilderness (I’ll use
these terms interchangeably from now on for simplicity), as raised by Cronon (1996) and
McKibben (2006), for example. When we talk about “preserving nature,” do we mean by “nature”
some ideal of pristine otherness, entirely untouched by humans? As both McKibben and Cronon
2. point out, if this is what we mean by “nature,” then we as would-be preservationists have already
failed: with, for example, our introduction of CFCs into the atmosphere, there’s nowhere left on
earth that humans haven’t already altered. This concept of nature also creates a certain irony in
the development and maintenance of national parks and wildlife reserves: by setting aside some
designated “natural” area and working to keep it exactly as it is, that area is transformed into the
opposite of our original untouched-by-humans ideal. It is because the area is touched by humans
that, for example, its ecological populations remain in equilibrium and its scenery remains static.
Moreover, this humans- free ideal allows for and encourages the forced removal of native peoples
from their historic homelands (e.g., Dowie (2005)).
Maybe, instead, what we mean or should mean by “nature” is something closer to the view
advocated by McKibben or Schmidtz & Willott (2012): something like the enormously
complicated and codependent global community of which we, too, are a part. This view of nature
makes it harder for us to distance ourselves from the environment and see nature as something
for us to use. It’s easy to slide from the view that humans are a part of nature to the view that
everything humans do is “natural,” as an attempt to somehow justify practices of dam-building
and stripmining and so on. (This latter position does not necessarily follow from the former,
though I won’t go into the details of potential arguments here.) Note, though, that even if all
human actions are “natural” in some sense of the term, this does not entail that all human actions
are morally good—for nature or for ourselves.
So, how is all this related to the conservation debate, again? Well, once we take into account
these conceptual issues, what’s up for debate when discussing conservation is no longer just
whether we should preserve nature or use it for our purposes, but also what counts as
preservation: when and if human action is required or allowed, when human inaction is action,
and so on.
The second complication for the conservation debate stems from the simplistic division of
options into preservation or use. Why should conservationists have to hold such a rigid either/or
position? Perhaps we shouldn’t or can’t apply a universal rule to all environmental situations:
something like, preserve nature exactly the way it is now, no matter what. Perhaps we have to
3. figure out the right thing to do on a case-by-case basis. This should be a familiar point, but it’s
important enough to bear repeating: when you’re doing applied ethics—when you’re trying to
decide what to do—don’t look for moral rules; look for principles (Schmidtz & Willott (2012)).
The simplified version of the conservation debate can sometimes mask this crucial point. A good
principle to work with might be something like the following: “Try to preserve nature as it is
unless the costs of doing so outweigh the benefits”—and note that what should be taken into
consideration here aren’t just economic costs and benefits but practical, social, and ethical ones
as well. Unfortunately, holding this kind of principle in mind doesn’t make our job as applied
ethicists any easier, because figuring out the relative weights of all these competing costs and
benefits is arguably the most difficult part.
The third and final complication I’ll raise here is possibly the most important, and it’s closely
related to my previous point: when debating conservation, there are never only two viewpoints to
consider. In McPhee’s depiction of the argument between Brower and Dominy, for example, the
focus is on two obviously oppositional points of view. To oversimplify their argument even
further: Dominy supports damming the Colorado because of the water and energy it makes
accessible; Brower argues against the dam because of the incredible natural beauty it destroyed.
Even if it’s possible to decide on a winner between these two, it’s much more difficult to
determine whether building the dam was right or wrong when the myriad other competing
interests are taken into consideration. Here are just a few of those factors, though there certainly
are others:
One consideration is the massive cost involved in building and maintaining the dam, not to
mention that of the inevitable repairs it requires over time. Money spent on a dam is a lost
resource that might have fueled alternative solutions: for example, developing and installing less
environmentally disruptive greywater collection or water reclamation equipment and facilities; or,
on the more extreme end of the spectrum, funding the relocation of settlers to areas naturally able
to sustain human and nonhuman animal life.
A second consideration is the complicated ethical tangle involved in the allocation of water
rights. Dominy points out that the dam makes water accessible to millions of people who, before
4. the dam, couldn’t reliably access enough to survive. However, what he fails to mention is that
it’s only some people who reap this benefit while others are left worse off and helpless. The
division between those who receive water and those who don’t lines up neatly with
socioeconomic status: so, the damming of the Colorado waters the casinos of Vegas and the golf
courses of Phoenix, but it simultaneously prevents a sustainable water source from reaching
northern Mexico.
Finally, while Brower mourns the loss of natural beauty in the canyons that now form the bottom
of Lake Powell, he doesn’t go into detail about the interests of the ecosystems constituting that
natural beauty. It wasn’t just spectacular vistas for human eyes that were destroyed by the dam,
but also entire ecological communities and populations. According to Brower, the area was
virtually unknown and unexplored. Perhaps these lost canyons were home to unique or
endangered species, or populations of known species distinct from other populations
interactionally if not genetically (e.g., Millstein (2013)). These issues raise questions about our
ethical obligations to nonhuman animals, or biodiversity, or the preservation of life.
So, now what do we do? I’ve raised more questions than answers here, as is so often the case in
environmental ethics. Our confused concepts of “nature” and “wilderness” complicate decisions
about what to conserve and how to do so. Preservation and wise use are points along a spectrum
of possible action rather than potential universal moral laws. And, in every case where the
environment is concerned, there are always more potential effects and interests than we might
originally have assumed. It’s only by facing up to and considering these kinds of complications,
though, that we can even hope to make progress on any ethical issues where the environment is
at stake.
5. References
Cronon, W. (1996). “The trouble with wilderness: Or, getting back to the wrong nature.”
Environmental History 1, 1: pp. 7-28.
Dowie, M. (2005). “Conservation refugees.” Orion. Available:
<http://www.orionmagazine.org/index.php/articles/article/161/>.
McKibben, B. (2006). “The end of nature.” In The End of Nature. New York: Random House.
40-78.
McPhee, J. (1971). “A river.” In Encounters with the Archdruid. New York: Farrar, Straus, and
Giroux. 153-245.
Millstein, R. (2013). “Endangered orcas and the concept of ‘population.’” New APPS: Art,
Politics, Philosophy, Science. Available:
<http://www.newappsblog.com/2013/09/endangered-orcas-and-the-concept-of-population.
html>
Schmidtz, D. & E. Willott (2012). “Rules, principles, and integrity: A general introduction.” In
Schmidtz, D. & E. Willott (Eds.), Environmental Ethics: What Really Matters, What
Really Works, 2nd ed. New York: OUP. xv - xxiii.