Environmentalism Essay, Research Paper
Environmentalism When we think about environmentalism, we are sometimes overwhelmed by the enormity of the subject. The planet is so huge, and we are only normal every day people draining the earth of its life. Many people are cynical as to whether or not we can actually make a difference in the world, and everyone has their own opinion, or lack thereof, on how to go about fixing it. One side of the spectrum is over-zealous in trying to protect the environment, while the other side is apathetic about what should be done. In some cases, we realize the problem, but we feel that there is nothing that can be done to change it; however, myself and others have different views on this matter. Some people realize that problems exist, but most are cynical the process of fixing them. Rather than sharing constructive criticism about what should be done, they simply mock the existing methods. Some people think that by fixing one problem we are undoubtedly creating another one. One writer uses the analogy of a mixing bowl to describe the earth. This mixing bowl that is our earth is constantly being manipulated to create the perfectly balanced mixture (Huber). Since there will never be a perfect balance or mixture , what is the point of even trying? Maybe they are right in saying that we will never find the perfect mixture, but this negative attitude is part of the problem. Nothing will be accomplished unless we reject apathy and negativity. One writer, T.H. Watkins, has criticized the idea of putting a price tag on the earth. He thinks that it is wrong to assign a value to out planet. How can we possibly give a monetary value to something that we can t live without? Although this may be true, is it possible that this monetary value might give us a perspective on just how much the earth s resources are worth to us? It is said that the value of the biosphere s essential ecosystem services , such as climate regulation, soil formation, food production, flood control, and water supply, averages about $33 trillion a year (Watkins). Does this number have an impact on how the earth is treated? We can t recapture the values of tribal and village life , but we can find ways to make our already existing technologies work more in favor of the environment (Anderson). One example of this can be found at the University of Richmond in Virginia. Students have started a recycling program that has reduced the school s waste stream by twenty percent (Ruben). This type of thinking is our best bet. Working with what we have in order to make things better is the only way to achieve a happy medium . Although there is no way to please everybody, just as there is no way to fully restore the planet to it s original state, reasonable solutions such as this are probably the only thing that will succeed.
We need to realize that environmental problems are not just for the government to solve. Many organizations small and large have made a difference in the environment. One example is that of students at Texas A&M who successfully blocked the siting of a copper smelter on land owned by the University of Texas system. In coalition with community groups, the students fought the corporation s application for water and air permits, forcing state environmental boards to examine the smelter s potential for pollution more closely (Ruben). Another example of how we can positively influence the environment is being shown in colleges all over the country. more than 30 schools now include a pledge in their graduation exercises that calls for graduates to consider environmental impacts of any job they consider (Ruben). This is a seemingly small contribution that, in the end, could potentially make an overwhelming difference. The most important aspect, in my opinion, is to realize that even the smallest contribution can help. If more people realized that we as individuals could make a difference, the earth might not be in such a critical state. True, the damage to the planet won t heal overnight, but with the right kind of action we can begin to correct our mistakes. While no one has the sure-fire answer to the earth s problems, we need to quit being so apathetic towards what is happening to our planet. Nothing will be accomplished unless we realize that even small contributions can make a big difference.
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Comprising three course books, this series is aimed at university students in all disciplines who require instruction in completing academic writing tasks. Through extensive use of examples, model texts, and practical activities, the course develops the essential skills needed to compose texts which meet the expectations of an academic reader. Academic Writing Skills 3 addresses higher-level academic features, such as understanding essay prompts, research, paragraph cohesion, logical connections, and effective sentence building. It is appropriate for students wishing to focus on specific essay types that require the use and integration of sources to complete academic writing tasks. Academic Writing Skills 3 Teacher's Manual has two parts: Part 1: Lesson plans for each part of each unit Part 2: The answer key to the exercises
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Viewpoint is a two-level series for adults and young adults, taking learners from a high intermediate to advanced level of proficiency (CEFR: B2 - C1). The course is based on research into the Cambridge English Corpus, so it teaches English as it is really used. - Extensive corpus research ensures natural language is presented and practiced in authentic contexts. - Engaging writing tasks with explicit goals prepare learners to succeed in professional and academic writing. - Vocabulary-learning strategies encourage learner independence. - Tips to avoid common errors teach learners to use English accurately. The course is written by the same author team that produced the ground-breaking Touchstone series, a four-level series that takes students from beginner to intermediate levels (CEFR: A1 - B2).
Автор(ы): Кузьменкова Юлия Борисовна Издательство: ИД Сказочная дорога, 2015 г.
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Данный курс, ориентированный на практику англоязычного академического общения, содержит большое количество тематически организованных речевых оборотов, характерных для современного научного дискурса, и тренировочных заданий, нацеленных на развитие навыков научного письма и устной презентации. Он предназначен для студентов старших курсов, занимающихся написанием проектов на английском языке, аспирантов и научных работников, которым потребуется представить результаты своих исследований англоговорящей аудитории в устной форме - на международных конференциях или письменно - при подготовке материалов к публикации в зарубежном издании. Имеющийся учебный материал может быть также полезен при обучении написанию любого научного текста. Ключевые слова: англоязычное научное общение, написание научных работ (статьи, обзоры, дипломы, диссертации) в международном формате, подготовка научного текста к публикации в зарубежном издании. The course provides a step-by-step method for students to write their academic project in the proper international for mat. It is intended for undergraduates and also for post-graduates who work on candidate dissertations and need to discuss the results of their research in English or get materials ready to be published. The course focuses largely on developing skills of academic writing and oral presentation - though the materials presented can be used for writing any type of an academic text. Keywords: academic skills, project proposal, writing an academic paper (diploma, thesis, dissertation), publications in the international format, oral presentation.
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Objective First Fourth Edition is official preparation for the revised Cambridge English: First exam, also known as First Certificate in English (FCE). It has been fully updated in line with the revised exam. The Workbook with answers with Audio CD provides opportunities for further practice of new language and skills either at home or in the classroom. It includes an exam-style listening exercise every other unit. Key features of the Objective First course: Vocabulary sections informed by the English Vocabulary Profile, part of the English Profile project, ensure that students learn the words and meanings they require at B2 level. A student's CD-ROM provides extra practice of language and topics covered in the Student's Book, and includes wordlists which may be used either with or without definitions. 24 units, each focusing on a different stimulating topic, make preparing for Cambridge English: First a manageable task. Complete Cambridge English: First practice tests are available online. Regular Exam Folders provide systematic exam preparation and practice, covering each paper in detail. Writing Folders every two units give practice in writing skills and exam technique for the range of skills needed for Paper 2. Corpus Spots use examples from the Cambridge Learner Corpus to highlight common learner errors and train students to avoid them.