Environmental Apocalypse :: Environment Consumerism Population Essays

Ecological Apocalypse The earth is in a horrendous condition and albeit a natural end of the world isn't approaching we are unquestionably headed down that street. A portion of the purposes behind our Earth’s inconvenience are overpopulation, commercialization, and overconsumption. The earth’s populace is ever expanding; it is just a short time before there are insufficient assets to help life on the planet and the populace starts to cease to exist because of absence of food, water, and different assets. With our present populace increment rates the populace will twofold inside the following century. â€Å"Indeed, the total populace did twofold in thirty-seven years from 1950 to 1987.'; (Ehrlich, 1990) The issue with overpopulation is that regardless of whether we as a whole decrease our effect on the earth, when the populace pairs, so will the all out effect on the earth will be multiplied. Industrialism is something else that is compromising our planet. Each and every individual who needs to be anybody â€Å"must have'; whatever is cool at that point. This normally implies the greatest, meanest, least productive vehicle or the fanciest toys, for the most part prompting inefficient bundling and unsafe synthetics or other awful stuff. â€Å"In short, Impact = Population * Affluence * Technology.'; (Ehrlich, 1990) The issue is that everybody thinks a lot about social orders picture of them that they don’t consider the consequences of their activities. We additionally have an issue with the utilization of our assets. A considerable lot of the assets that we depend like petroleum products, backwoods, and water are non-sustainable. We are quickly draining these and have nothing to utilize when they are no more. Our general public will experience a great deal of difficulty pivoting their propensities until we are frantically low on them and it will be past the point of no return. It will be hard to create elective innovations in view of an absence of government subsidizing, and the individuals who have the cash (oil organizations) don't need their pay removed by an alternate asset.

When the Curtain Goes Up free essay sample

At the point when the Curtain Goes Up I was likely 8 years of age. Furthermore, presently as I remained behind the shade the long stretches of arrangement at long last appeared well and good. The hairspray unconsciousness and the rage of lipstick appeared well and good. The changing and re-measuring of my â€Å"oh so adorable† weapon holsters that influenced in time with my frayed cowgirl skirt when we did the pined for firearm twirl†¦ All. Made. Sense. â€Å"Two minutes to stage!† The syllables cried from stage administrator to organize chief in the behind the stage while we were rearranged into our places. â€Å"What in the event that I mess up?† I had asked my mother on the vehicle ride to the show. â€Å"No matter how you do today around evening time daddy we’ll still be extremely glad for you,† she had said. Those words must be in a parent handbook some place. â€Å"One moment to stage!† Presently my stomach was agitating at a supersonic speed. The Voorhees Theater Company’s creation of Annie Get Your Gun appeared to be the foundation of my young life. We will compose a custom exposition test on At the point when the Curtain Goes Up or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The creeping in my stomach got more grounded with. All the cowgirls had been masterminded in a semi hover around Annie. The directions appeared to be straightforward, however now with the shade going to rise I wasn’t so sure. When Annie left from stage left, the principal cowgirl was to kick her toy firearm up with her correct heel and swing it with her left arm onto her shoulder. One quick development. What's more, this would proceed until the finish of the semi hover, going from cowgirl to cowgirl. Obviously I had been set right on target as a result of my overactive pituitary organ. â€Å"30 seconds to arrange! Good karma girls!† I stood right on target stage with my stomach bugs and my cowgirl brawl and the certainty I had over long stretches of practice liquefied off of my body. The cowgirl on the left and on the right, they may be fine. Be that as it may, me, I was startled. In any case, at that point something occurred. The gleam of camcorders and the initial notes of the tune instructed my feet. My head was still around the bend, yet as my body moved with the music my certainty started to develop back. â€Å"GO ALEXA!† my father shouted from the rear of the theater, treating my show like a b-ball game, only somewhat calmer. Generally the humiliation would have injured me, however my feet loved the commendation and went somewhat quicker. At the point when the weapon spin started, it wasn’t an issue of whether I could do it, or whenever left cowgirl or right cowgirl would; it be able to was an issue of if this cowgirl could. Furthermore, when left cowgirl got apprehensive and couldn't make he r quick kick, this cowgirl continued going. Since when the drapery went up all over the nerves transformed into beauty. The long stretches of practice, rough and irritating, and here and there consummation in tears, were changed over into development that influenced easily from appendage to appendage. The words to â€Å"show business† were mechanical in my mouth, later and yet, left an otherworldly delayed flavor impression making me hungry for me. At the point when the blind went up, I wasn’t Alexa any longer; I was that little cowgirl artist. The lipstick and the hairspray and the quarrel all framed into one single cowgirl. To me, acting isn’t only a pastime; it isn’t an approach to kill time. Acting freed me from the young lady I used to be into the ladies I am today. The throughout the night practices, the retention, the responsibility. Have I figured out how to arrange myself, however I have figured out how to esteem each subsequent I get the chance to do what I love. That weapon whirl has tailed me for an incredible duration, demonstrating to me that I can deal with a tad of anarchy if it’s tossed at me; that being terrified of my best course of action won’t push me ahead. At the point when the shade went up on me that first time it instructed me that a phase without me on it, well that just wouldn’t bode well. That multi year old young lady just six years of move and some brawl to stick onto, she has grown up to see that existence without a little show isn’t an actual existence she needs by any means. At the point when the window ornament went up on that young lady and the lights drill into skin she understood that all she’s ever needed was on that phase with her.

Teaching Writing When to Quote, Paraphrase, or Summarize

Teaching Writing When to Quote, Paraphrase, or Summarize (2) Students often struggle to integrate sources into their writing. After the difficult process of finding evidence to support their thesis, they face the new challenge of deciding whether to quote, paraphrase, or summarize sources. Before asking students to paraphrase, it’s important to explain what that means. In the simplest terms, paraphrasing is rewording AND rearranging. A common pitfall is rewording without rearranging. This is a classic case of plagiarism: the student replaces a few words with synonyms and calls the writing their own, even though they still have the same ideas in the same order. Students need practice replacing and rearranging before they can be expected to properly paraphrase. Another common misconception is that paraphrased information does not need an MLA  in-text citation. This relates back to the false idea that slight changes make an idea your own and therefore do not require proper credit to the original source. Summarizing is the process of taking a longer work, like a novel or a news article, and condensing it to its main points. It requires the skills of finding the most important parts of a work and then weaving them together to create a concise picture of the whole. Once all of this has been clarified, students are ready to determine whether a source needs to be quoted, paraphrased, or summarized. Below are a few guidelines for students on quoting vs. paraphrasing vs. summarizing. You should quote when… The passage has three or more “keywords” per sentence Keywords include names, dates, places, technical terminology and other words that cannot be replaced with synonyms. (The number three is there to provide a  specific guideline; it’s certainly possible that there will be exceptions to this “rule.”) Specific evidence is required Directly quoting from a book or poem is often a rubric requirement. Even when it’s not, it often helps prove a writer’s point. Try explaining it to your students like this: If you’re trying to show how a character is characterized, for example, strong evidence could be the character’s own words or thoughts. Instead of describing how the character thinks or speaks, using a quote will show it. This allows your audience to think for themselves and assess your point instead of taking your word for it. You should paraphrase when… The passage is longer than three lines of text Again, three lines is a preference, not a hard-and-fast rule, but it’s a good starting point. Students like to bend rules so it’s  better to start small and let them ask to go over a few words into the fourth line. I remind my students that I want to read their words in their papers. If I wanted to read the source they used, I would click the link in their MLA works cited page and read it for myself. You already have two quotations in a paragraph Too many direct quotations make a paragraph choppy and hard to follow. Students need to introduce and explain all their quotations, so paragraphs can get very long if they contain too many quotations. Paraphrasing wraps the evidence up with its introduction, leaving more room for analysis. You should summarize when You’re introducing a quote Summarizing what is happening in the scene before quoting a piece of evidence is essential in order to contextualize the quote. This may seem obvious, but many students don’t consider that their audience may not have read the book they’re discussing. This is especially true for my classes that read independent, free-choice novels. I usually haven’t read the books they choose, so I won’t understand their point if they don’t give me a little background. This can also be effective if a point covers multiple scenes in a novel. Rather than quoting each individual instance, the student can summarize the plot at a few crucial points to pull together a cohesive point. You’re integrating many sources in a longer paper or presentation In a longer paper, like a senior thesis, it adds credibility (and length) to explain where the information came from. I encourage students to look up the author and explain his or her credentials for the same reason. You can also have students create an MLA  annotated bibliography to practice this skill. As I mentioned, these are not ironclad rules. Writing is an art and sometimes it’s necessary to break the rules for a particular effect. However, these guidelines will  provide a starting point for developing writers while helping students understand why it’s important to choose their method of integrating sources with purpose.