Completing this abstract will help you define what is essential in the work you’

Completing this abstract will help you define what is essential in the work you’ve done for your course project in this course. You must communicate what is essential, and support your ideas with cited sources, to a scientific audience. Doing so will help you recognize what you need to “translate” for the layman audience in the presentation due next week.
The abstract should consist of no more than 4500 keystrokes (characters plus spaces; does not include title, authors’ name, affiliation and list of references). The one-paragraph abstract should summarize your topic in a brief but comprehensive form. The abstract should begin with an introductory statement that explains the importance of the topic. The abstract should then provide logical explanations, arguments, justifications, or solutions that address the topic. The abstract should end with a logical conclusion and references cited. Your ideas should be presented using scientific language, including appropriate terminology.
Abbreviated words must be written out the first time they are used, with the abbreviation put in parentheses behind the words. The abbreviation can then be used throughout the rest of the abstract.
Abstracts should be prepared single-spaced in Microsoft Word, using Times New Roman font at 12 points and no less than 2.54-cm (1 inch) margins all around.
The names of the author and his/her affiliation (i.e., Unity College) should appear on the abstract, with the last name written first below the title. (last name first, e.g. Pendleton A.)
Plagiarism is the act of taking another person’s writing and passing it off as your own. Plagiarism is an act of fraud. All abstracts will be screened for plagiarism. Any abstracts that are plagiarized, in part or in their entirety, will earn a zero and will be reported to the College.
For the citation format, use the instructions for authors from the Journal of Animal Science.
This is the topic being discussed:
The environment is a vital part of humanity, and its promotion can significantly influence the growth and development of life on earth. Animal nutrition is among the many options that environmental activists have suggested as being suitable for this objective (Rose et al., 2019). The idea can be helpful in considering that most ecological degradation results from the manufacturing, processing, and production of food for animals and humans. Therefore, using animal feeds as a mechanism to minimize the impact of the animal industry on the environment has numerous benefits when applied appropriately.
The species of farm animal that this discussion will focus on is growing pigs. They mainly feed on edible wastes from people’s houses, restaurants and institutions such as schools and businesses. The environmental aspects of focus include soil, air, and water. These are crucial components of people’s surroundings which have dire consequences when altered by waste products. The primary pollutant being addressed is nitrogen content in the soil. Pigs are essential in consuming most edible products such as food remains that increase unwanted nitrogen in the atmosphere or air. The nutrition aspect is where increased pig raring would help reduce garbage in dumping sites. Besides, this approach makes the process easier because they get released to these areas to eat with minimal supervision. Adequate feeds for the species mean pork eaters will access it at lower prices. Atmospheric nitrogen content will also reduce hence promoting air quality and environmental growth.
Various methods of promoting environmental quality exist, such as using animal nutrition. Raring pigs will reduce undesired nitrogen content and impact waste control in the surroundings. Such reasons provide better mitigation methods for adverse environmental impacts of the animal industry and make it sustainable.

Rose, D., Heller, M. C., & Roberto, C. A. (2019). Position of the Society for Nutrition Education and Behavior: the importance of including environmental sustainability in dietary guidance. Journal of nutrition education and behavior, 51(1), 3-15.

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