Rewilding North America Essay Example for Free

Rewilding North America Essay The earth is a planet that contains not only human beings but also animals. Unfortunately, people do not respect animals well enough since the idea is that human beings are much smarter than animals. However, we are two different kinds that cannot survive without each other. Luckily, there are some people who care about animals and try to make people be a part of wildlife like old times. A lot of animals die because of human beings almost everyday. Most of those occur on roads and highways. Therefore, scientists research to prevent those losses. One of the most important things that they did is called â€Å"Y2Y† which is a short form of Yellowstone to Yukon. Y2Y is a corridor that includes national forests, isolated parks and most importantly it is roadless, Y2Y is not only preserve animals but it also makes people change their minds. For example, the pressure of Y2Y makes people build bridges on highways for the animals. So that, the animals that live there have a chance to avoid the cars on the highways. In addition to Y2Y, isolated parks play a vital role of preservation of animals. Although I think isolated parks are great opportunities for animals in order to live fearlessly, some scientists strongly oppose. They claim that because of isolated parks, animals have to live in smaller areas. According to the scientists, if the area where animals live gets smaller, there will be less species exist. The scientists who have two opposite sites argue that if single large is more beneficial for animals or several small. In conclusion, human beings and animals are parts of the ecosystem which cannot be thought either one of them do not exist. In my opinion, the world would be a better place if people try to be more responsible and respectful to animals.

Innovation :: essays research papers

ABSTRACT Innovation is not always successful everywhere unless it meets the requirements of the objectives of learning and teaching at a particular place. Each environment is different from the other. It is not always successful to apply a good innovation from one place to another. In the requirements of all kinds of tests in Viet Nam nowadays which are so much focused on grammar, the needs and interests of learners in learning grammar are very high. Also, there are so many different kinds of learners coming to language centers in Viet Nam to study English for their own purposes. Many of them could take their time to study English intensively while many others take it extensively. They only come to the English classes two or three evenings a week. However, their needs of learning grammar to pass the tests of National Certificates are great. Also, most of learners from high school and secondary schools need grammar background to do well their schoolwork. Therefore, the researcher would like to make an innovation of Grammar Textbooks to meet the requirements of learners’ needs and interests at the 4th Division of Nong Lam University – Center for Foreign Studies in Bien Hoa city. The researcher applied the problem-solving model to do this action rese arch. INTRODUCTION The purpose of this study was to see if the grammar innovation worked well with students at Nong Lam University – Center for Foreign Studies, at the division 4, at Bien Hoa city, and to see if the traditional methods in teaching grammar were still effective in such a place with particular students in this area in Viet Nam. All the grammar courses were designed for the intensive students at Nong Lam University – Center for Foreign Studies. Most students here are university students. They study English for their graduation and for their job interviews. These students take 20 periods each week for their English studies. They spend 12 weeks each course with 240 periods on learning intensive English. Most of the materials are designed for communicative approach. These students have to take 2 courses in order to complete their elementary level of English in order to have enough background to learn TOEFL. During each course, they have 36 periods to work with grammar. In other words, they have totally 72 periods to finish their Basic English Grammar (two courses). The Center has been using the grammar book â€Å"Fundamentals of English Grammar† of Betty Schrampfer Azar.

Nature in Shakespeare’s Sonnets

Nature in Shakespeare’s Sonnets In Shakespeare’s fair youth Sonnets, the speaker uses imagery and metaphors from nature to describe man’s life cycle. While reading the Sonnets, it may seem at first that the main point of the Sonnets is that life’s purpose is to reproduce. However, after reading the fair youth Sonnets, it becomes clear that imagery from nature is used to prove that death is inevitable and should be accepted. The fair youth Sonnets are ordered in a specific way to resemble the life cycle of a man. As the Sonnets progress the overall themes of the sonnets seems to change.This cycle starts off with ‘Sonnet 1’ and ‘Sonnet 3’ and concludes with ‘Sonnet 73’ and ‘Sonnet 74’. Sonnets 1, 3, 7, 15, 60, 73, and 74 are all used to show this life cycle and its progression through life. In ‘Sonnet 1’ and ‘Sonnet 3’ it is clear that the speaker is attempting to get the point acr oss that reproduction is life’s only purpose. However, in ‘Sonnet 16’ – ‘Sonnet 73’ it is obvious that the theme changes drastically. No longer is reproduction the main point, but it changes to death and its inevitability.Throughout the Sonnets, nature is used as a comparison to help the speaker explain life in a way that helps the reader understand the true life cycle of man. It is understandable that death is inevitable for every living thing in nature. Reproduction is also required for every living thing to exist. In Sonnet 1 the speaker wants the reader to know that life is beautiful and reproduction is a result of that; â€Å"From fairest creatures we desire increase/That thereby beauty’s rose might never die/But as the riper should time decrease/His tender heir might bear his memory† (Sonnet 1 L. -3). The beauty of a rose is being compared to the beauty of man’s ability to reproduce and pass on the ‘fairest,â⠂¬â„¢ or beautiful, genes. In nature a beautiful rose can stand out among the brush in a forest, or in a garden a rose can be the most beautiful flower, just the way that man’s beauty will stand out among a crowd. This metaphor is used to explain to the reader that reproduction is necessary to pass on those genes that allow one man to stand out among others in a crowd. According to the speaker, this personal beauty will live on past death through reproduction.Personal beauty is a quality that everyone possesses; however, it is important for the reader to understand that in order for his/her specific beauty to be passed on reproduction is a necessity. The Speaker uses ‘Sonnet 3’ to help the reader understand this requirement; â€Å"Look in thy glass and tell the face thou viewest/Now is the time that face should form another† (Sonnet 3, L. 1-2). The reader is now being told that, when looking in a mirror, it is important to notice the inner beauty that ever yone is gifted with. This inner beauty must be passed on for these ‘beautiful’ genes to continue to exist.The tone of these few lines is a sense of urgency. ‘Now is the time’ that reproduction should happen, otherwise this chance might not appear again within this life cycle. If reproduction does not happen when life is in its prime, then nature will take its toll as man continues the journey through life. After ‘Sonnet 3’ it is clear that the transition from youthful to aged is starting to make its appearance. The speaker’s attitude toward reproduction starts to change after ‘Sonnet 3’ and is quickly switched to life in its prime.It is in the following Sonnets that the main point is no longer reproduction but rather death, and maturing throughout life. Sonnet 7 uses nature imagery to show this maturation, â€Å"When from highmost pitch, with weary car/Like feeble age he reeleth from the day/The eyes, ‘fore duteous, n ow converted are/From his low tract and look another way/So thou thyself out-going in thy noon/unlooked on diest unless thou get a son† (Sonnet 7, L. 9-14). A sunset is now being compared to the way a man’s life starts to fade away.Once the sun sets people stop admiring it as much, just the same way man won’t be admired if kin isn’t produced. Once the sunset reaches its peak, or the point where is finally disappears, it consistently turns darker, this closely relates the way that once life reaches a certain age, it moves faster and faster towards the end. The tone and theme of the Sonnets begin to change from this point on, focusing on the fact that life passes just as quickly as a sunset fades. After a sunset fades the sky suddenly becomes darker; and the darkness progresses as time passes through the night.The sunset is used as a metaphor for the way that a life fades after the peak, or the prime of life. ‘Sonnet 15’ uses a metaphor similar to that of a sunset fading, but this metaphor compares man’s declining quality of life after the prime to that of a plant once it reaches its full potential, â€Å"When I consider everything that grows/holds in perfection but a little moment/†¦ When I perceive that man as plants increase/Cheered and checked ev’n by the self-same sky/Vaunt in their youthful sap, at height decrease† (Sonnet 15, L. 1-8).The speaker shows that once life reaches its highest peak, it must begin to fall towards the end, or death. ‘Sonnet 15’ states that every living thing is perfect at one point in its lifespan. A flower is the most beautiful just at its peak before it starts to wither. Life is most beautiful in its prime; however, once that highest peak or ‘prime of life’ passes then the quality of life begins to decline. Instead of using a plants’ lifespan, or a sunset’s continuing darkness in ‘Sonnet 60’ to compare time passi ng, the speaker uses waves crashing on a beach.Just as waves crashing on the beach are replaced by new ones, the minutes that pass are quickly replaced by new ones. This metaphor helps paint a picture in one’s mind of the way that moments pass just as quickly as they show up; â€Å"Like as the waves make towards the pebbled shore/So do our minutes hasten toward their end/Each changing place with that which goes before/In sequent toil all forwards do contend/Nativity, once in the main of light/Crawls to maturity wherewith being crowned/Crooked eclipses ‘gainst his glory fight/And time that gave doth now his gift confound† (Sonnet 60, L. -8). It seems that once the prime of life passes, the days, minutes and seconds pass by much faster than life before the prime. This shows that life is quickly changing and that those days of reproduction are in the past. The tone of the Sonnets has changed from being urgent to calm and peaceful just the way listening to waves cras hing is peaceful. This tone allows the speaker to accept the maturity that man faces as life passes its prime. Death seems to be rapidly drawing nearer.The imagery from nature allows the reader to get a better idea of what life will be like past the prime. According to the speaker life seems to be more peaceful past the prime, this symbolizes that death is being accepted. The tone in ‘Sonnet 73’ and ‘Sonnet 74’ is much different from that in ‘Sonnet 1’ and ‘Sonnet 3’ this shows that the life cycle is getting closer to the end. The tone is now dreary and melancholy as compared to the urgency and eagerness that the first few Sonnets portray.Sonnet 73 and 74 is where the end of the life cycle approaches and death is accepted, â€Å"But be contended when the fell arrest/Without all bail shall carry me away/My life hath in this line some interest/Which for memorial still with thee shall stay† (Sonnet 74, L. 1-4). Within these few lines death has finally been accepted by the speaker. The speaker now admits to being past their prime. Within these few lines there is a slight contradiction to the main point from the first set of sonnets. In the first Sonnets the main point was reproduction and the ability to live past death through offspring.Now the idea is that the speaker will live on through the lines of these Sonnets. This contradiction says that the speaker doesn’t necessarily believe what he is telling the reader. It now seems that the idea of reproduction was never accepted by the speaker. In the earlier sonnets the speaker was stating that to live on one must reproduce, however, in Sonnets 73 and 74 this is not the case. The reader is now being told that even though it is important to reproduce it is not important for the speaker to reproduce. The speaker may feel that he is an exception to the rule.As stated earlier the speaker feels that life is pointless without reproduction, â€Å"Too base o f thee to be rememb’red/the worth of that is that which it contains/and that is this and this with thee remains† (Sonnet 74, L. 12-14). The speaker says here that his body is almost worthless and the only worth he has is his spirit that is now written within the lines of these Sonnets. These Sonnets, which will be read for years to come, will be what keeps the speaker alive, not reproduction. Throughout the Fair Youth Sonnets it is clear that nature is used to help describe the life cycle of man.The tone and literary devices used in the first few sonnets in this selection imply that it is required to reproduce if beauty is to be passed on. Through the middle Sonnets the imagery shows that life is perfect right before and during its prime. After the prime has passed, life starts to fade away and the minutes pass quickly, in the same way that waves crashing on a shore pass and are replaced by new ones. In the later Sonnets the main point is no longer reproduction and its importance for existence but it is accepting death and living life peacefully until the end.

The Cold War Had A Myriad Of Factors That Contributed To

The Cold War had a myriad of factors that contributed to the ignition of the war between the United States and the USSR, but the primary contributing factors, such as the Nuclear Arms Race, the Cuban Missile Crisis, and the Blockade of Berlin, shows the USSR is to blame for causing the Cold War, even though the United States is responsible because of the policy of containment. The Cold War had many factors that contributed to the start of the war between the United States and the USSR, but the primary contributing factors, such as the Nuclear Arms Race, the Cuban Missile Crisis, Blockade of Berlin the Soviet Union is responsible because of the Nuclear Arms Race, Cuban Missile Crisis, and the Blockade of Berlin. The Nuclear Arms†¦show more content†¦Blockade of Berlin was a plan that stalin had to starve people by closing off all roads and railways. The blockade was a major crises of the Cold War. Stalin started to take over eastern Europe. Stalin had a plan to starve people in the West Berlin but it failed. So, he closed off the all roads and transportation that was led to West Berlin and was run by the Western allies. To get to the West Berlin, one would have to pass through East Germany which was ran by the soviet union. When Stalin closed the road it ended all of the transportation of goods that was being brought into West Berlin in result of the people were being starved. â€Å"On June 18, matters took a new turn when, abandoning attempts to reach agreement with the Russians on steps to combat the soaring German inflation, the Western powers introduced their new deutsche mark into their zones. Fearing the impact of the D-mark on their Eastern-zone currency, the Soviets introduced their own new mark, and on the same day (June 23) they cut off electricity to the Western zones and stopped all deliveries of coal, food, milk, and other supplies. The next day all traffic, land and water, between West Berlin and the West came to a stop—the blockade was now complete—and the Soviets declared that the Western powers no longer hadShow MoreRelatedAssess the View That the Disagreements About the Second Front Were the Most Significant Cause of Tension Between Russia and the West Between 1941-5?2530 Words   |  11 Pages Levering, Lafeber and Tucker have challenged this particular perspective, suggesting that other factors also played a part in causing tension. The conflicting ideology and individual roles and objectives of each of the powers could also be said to have contributed. The Second Front was, according to Philips and Roberts, a major source of tension between the USA, Britain and Russia during World War II. Philips states â€Å"To Stalin the need to open up a Second Front in Western Europe against GermanyRead MoreA Myriad Of Battles Make Up War Essay1994 Words   |  8 PagesA myriad of battles make up war. 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