Traditional ecological knowledge and indigenous farming practices
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Traditional ecological knowledge and indigenous farming practices
Traditional ecological knowledge (TEK) refers to the knowledge, skills, and practices developed by indigenous communities over generations of living and interacting with their environment. TEK encompasses a deep understanding of the natural world, including the relationships between plants, animals, and humans, and the ecosystems that support them. Indigenous farming practices are an important component of TEK, as they represent a sustainable approach to agriculture that has been developed over centuries of experimentation and observation.
Indigenous farming practices are characterized by their focus on biodiversity, soil conservation, and the integration of different farming activities. For example, the Maya people of Mexico and Central America practice a form of agroforestry called milpa, which involves the intercropping of maize, beans, and squash with other crops such as chili peppers, tomatoes, and sweet potatoes. This approach maximizes the use of land and resources while promoting soil fertility and reducing the risk of crop failure.
Another example is the indigenous farming practices of the Quechua people of the Andes Mountains in South America. The Quechua have developed a system of terracing and irrigation that allows them to cultivate crops at high altitudes in a harsh and dry environment. They also practice crop rotation and use natural fertilizers such as guano and llama manure to maintain soil fertility.
Indigenous farming practices are also characterized by their emphasis on local and traditional seed varieties. These seeds have been developed and adapted over generations to the specific environmental conditions of a region, and are often more resistant to pests and diseases than modern hybrid varieties. Indigenous farmers also practice seed saving, which involves selecting and storing the best seeds from each harvest for use in the following season.
TEK and indigenous farming practices have been recognized as important tools for promoting sustainable agriculture and biodiversity conservation. By recognizing and incorporating indigenous knowledge and practices into modern farming systems, farmers can improve their resilience to climate variability, reduce their environmental impact, and preserve cultural traditions.
However, indigenous farming practices have also been threatened by the expansion of industrial agriculture and the loss of traditional land rights. This has led to the loss of biodiversity, degradation of soil and water resources, and the erosion of cultural knowledge and identity. Efforts to promote and support indigenous farming practices must therefore be accompanied by measures to protect traditional land rights, promote biodiversity conservation, and foster cultural preservation.
In conclusion, TEK and indigenous farming practices represent a valuable source of knowledge and inspiration for sustainable agriculture. Indigenous farmers have developed sophisticated and resilient farming systems that are adapted to the specific environmental conditions of their region, and which promote biodiversity conservation, soil fertility, and community resilience. By recognizing and incorporating indigenous knowledge and practices into modern farming systems, we can improve the sustainability and resilience of agriculture while preserving cultural traditions and protecting the environment.
RUBRIC
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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Traditional ecological knowledge and indigenous farming practices
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