Answer:
1. Across the world, mining contributes to erosion, sinkholes, deforestation, loss of biodiversity, significant use of water resources, dammed rivers and ponded waters, wastewater disposal issues, acid mine drainage and contamination of soil, ground and surface water, all of which can lead to health issues in local.. 2.Mining in the real world can affect society, ecosystems, and the environment of a specific region because all the minerals that you are looking for won't be right where you want them to be. It is not going to be in the same area. Instead, it will be scattered throughout the mines and you will have to search for them. 3.Students act as mining engineers and simulate ore mining production by using chocolate chip cookies. They focus on the cost-benefit analysis of the chocolate ore production throughout the simulation, which helps them understand the cost of production. As students “mine” with tools such as paperclips and toothpicks, they keep records of their costs—land (cookie), equipment used, cookie size before and after production, and time spent. While the goal is to make as much profit as possible, other costs and goals are taken into consideration—as in real-world mining engineering. For example, mining engineers also consider the resulting amount of destruction to the lithosphere when deciding the best method to obtain ore. Thus, a line item for land reclamation cost is included from the beginning. A provided worksheet serves as a profit and loss statement. 4.Mine reclamation is the process of restoring land that has been mined to a natural or economically usable state. Although the process of mine reclamation occurs once mining is completed, the planning of mine reclamation activities occurs prior to a mine being permitted or started.
Explanation:
i don't have a explanation but i hope this helps
Answer:
What grade for this is it
Random fertilization allows random combination of genetic information, which helps synthesize genetically unique gametes. The fusion of a unique sperm together with a unique egg can introduce further variation.
The post-eradication era is a period of history for which there has been no precedent whatsoever in terms of a zero base of immunity. Cessation of immunization will eventually create a population susceptible to widespread infection in the event of accidental or intentional reintroduction or re-emergence of the eradicated virus. Thus, even after immunization ceases, vaccine production must continue.
However, many currently available vaccines may not be appropriate for continued post-eradication vaccine production or reinstatement. Vaccines must be continually improved and ongoing vaccination research maintained. Other potentially useful antiviral strategies—antivirals, prophylaxis, and probiotics—must also be considered as means to strengthen the immune system and serve as adjuvant or prophylactic therapies.
In the case of polio, for example, it remains to be determined which vaccine (oral polio vaccine [OPV] or inactivated polio vaccine [IPV]), or variant thereof, should be produced in the post-eradication, post-vaccination era. A detailed plan for vaccine production will require more information on OPV-derived viral persistence and transmission, as well as continuing dialogue between public health and research communities in order to ensure that appropriate vaccination research continues.
Answer:
A
Explanation:
The correct option that does not describe the science of nutrition would be <u>that many studies have been conducted on the association between certain types of cancer and diet and, therefore, these links are well-understood</u>.
<em>While truly indeed many studies have been conducted linking certain types of cancer and diet, scientists are far from understanding the link between diets and cancer. While some degrees of understanding exists, it is not 100% certain that there is a cause-effect relationship between these two factors, and a large percentage of cases of cancer are caused by factors that cannot be controlled.</em>
The correct option is, therefore, A.
