Natural Resources Essay Example for Free

Natural Resources Essay Adequate water supplies of high quality are necessary both for community use and local ecosystems. Communities and jurisdictions must work together to assure an adequate water supply to meet future needs. This section presents resources to aid in that effort. * Energy Communities require energy. Nonrenewable sources for power generation, home and workplace, and transportation cause pollution and its harmful impacts. Energy conservation and the use of renewable fuels provide cost-effective and more sustainable alternatives. This section contains resources available to make energy use more efficient. Air and Climate Both the natural ecosystem and human health can be adversely impacted by declining air quality and climatic change. Communities can preserve air quality by limiting or eliminating the discharge of harmful chemicals into the air and by minimizing the sources of air pollution. This section contains resources and approaches that address air quality and climate change. * Biodiversity Biodiversity is particularly important for creating sustainability because of the specialized roles each species plays in maintaining ecological balance. Communities can promote healthy wildlife by supporting integrative approaches for managing, protecting, and enhancing wildlife populations and habitats appropriate to their area. Some examples are given here. * Land, Forests, and Ecosystems While providing a protective covering for soil, water, and the atmosphere, forests are also renewable sources of an endless variety of products. In a healthy ecosystem, policies and programs must balance economic and conservation needs. This section highlights cases where communities have developed land use practices and businesses that both conserve ecosystems and enhance local economies. Read more:Â  Essay on Natural Resources and Their Conservation

Fraternization :: essays papers

Fraternization To many people's opinion of gestures of affection are morally correct and should be displayed anywhere one wants. Today's society has made any form of publicly displaying affection out to be the unpardonable sin. But why? Why should we have to hide the fact that we like someone from our piers? If you choose to, that is one thing, but being force to hide the fact that you like someone is, I think, an injustice to our right to the pursuit of happiness. I don't think that on the final of creation, when God made Eve for Adam, God said, "Now Adam don't touch." I just can't picture a God of love, which is love, saying that. I think that God may have even encouraged it a little, if He needed to. Publicly displaying affection is good for the person receiving the affection because they then know that there is someone in this world of six billion people that cares for them personally. Today's teachers have been told not to even touch a student because the school might get sued for sexual harassment. And, because of that we, the students enrolled in the school, can't show our affection to each other. I mean just think about it, if a student is going to harass someone they are going to do it, but if they are just showing affection their is no reason for alarm. I mean if you think about it, we wouldn't touch each other if we didn't want to. So, all public displays of affection at school would be consentual, therefore it's not sexual harassment. Not only is it good for the person receiving the PDA, but the person giving it is showing the emotions and stresses of the day in the way of affection. It takes your mind off of the troubles of the day by giving u a moment when your heart no longer beats irregularly, but because of that simple, calm, morally correct act of showing affection for someone else you are now filled with an inner peace. Not a peace where you can't do anything, but a peace were nothing in the world can bother you. Except when a person of supposed "higher authority" comes and says that in a way, a small way, holding hands in the so-called place of learning is incorrect. Today's society has altered the thinking of people. Because of the numerous sex offenders in the world, we can't show are affection without someone thinking how much money the person receiving the affection is going to sue for. Hand holding has been made out to be sex.

English Language Varieties Essay

English has spread rapidly, even since independence, either as a first language or as a medium of education for non-native speakers (Platt and Weber, 2002). The actual range of varieties of English is much greater than is found in the British Isles. On the one hand we can speak of an acrolect or high status variety, and on the other a basilect or low status variety, with the mesolect occupying the intermediate position. These terms are usually descriptive of what is known as a post-creole continuum—that is the range of non-discrete varieties in a post-colonial situation ranging from the acrolect, which is generally very close to the standard language of the colonial power, through to the basilect, which structurally resembles a creole. It is sufficient here to characterise a creole as a mixed language, resulting historically from contact between speakers of different and mutually unintelligible languages. Creoles are usually associated with colonial situations and are generally assigned a very low social status. Basilectal speakers, who occupy the lowest position in a post-creole continuum, are often quite unintelligible to speakers of the acrolect. All speakers occupy a range on this acrolect—basilect continuum, which correlates closely with their social status, shifting along it according to social context in much the same way as British speakers manipulate linguistic variables. Of course, the extent of linguistic difference is much greater. Such continua have been described in Jamaica by De Camp (2001) and in Guyana by Bickerton (1995), and it is likely, we should note, that these studies will be of increasing relevance to an understanding of the sociolinguistic structure of ethnic minority communities in Britain. A detailed account of the structure and function of pidgins and creoles is not directly relevant here, but interested readers are referred to Todd (2000) for an introductory account of the social, political and linguistic issues involved. Although respectable Victorians were already reacting strongly against the prescriptive attitudes of the eighteenth century, the most extreme anti-prescriptive statements, as far as we know, are those made by some members of the ‘American structuralist’ school of linguistics. Bloomfield (1993:22) felt that discovering why ain’t is considered bad and am not good is not a fundamental question in linguistics, and he thought it strange that ‘people without linguistic training’ should devote ‘a great deal of effort to futile discussions of this topic’. Bloomfield was certainly implying that the study of prescriptivism was not of central interest to linguistics; he was thereby limiting the field of linguistics to a descriptive study of form and system in language which takes relatively little account of language as a social phenomenon. Some of Bloomfield’s followers have gone further than this and have attacked ‘unscientific’ approaches to language with missionary zeal. C. C. Fries (1997) seems to have equated traditional school grammar with prescription (which was by definition ‘bad’ and ‘unscientific’ in the view of structural linguists of the time), and in his book on English syntax he went so far as to even reject traditional linguistic terms such as ‘noun’, ‘verb’ and ‘adjective’. Fries’s work was directed towards the educational system at the ordinary consumer. Anxious to assure all his readers that their use of language was just as good as that of anyone else, he proclaimed that there is no such thing as good or bad, correct or incorrect, grammatical or ungrammatical, in language. English in Western Europe and America Although linguistic scholars would certainly dispute the details of this pronouncement, they have continued (for the most part) to assert or assume that their discipline is descriptive and theoretical and that they do not deal in prescription. In Western Europe and America most theoretical linguists would still affirm that all forms of language are in principle equal. As Hudson (2002:191) has put it: Linguists would claim that if they were simply shown the grammars of two different varieties, one with high and the other with low prestige, they could not tell which was which, any more than they could predict the skin colour of those who speak the two varieties. Although some evidence from work by social psychologists (Giles et al. , 2000) lends some support to Hudson’s point, we do not, in fact, know whether standard languages can be conclusively shown to have no purely linguistic characteristics that differentiate them from non-standard forms of language (the matter has not really been investigated). It appears to be an article of faith at the moment that judgments evaluating differences between standard and non-standard varieties are always socially conditioned and never purely linguistic. However, we shall later suggest that the process of language standardisation involves the suppression of optional variability in language and that, as a consequence, non-standard varieties can be observed to permit more variability than standard ones (e. g. in pronunciations of particular words). Thus, there may be one sense at least in which the linguistic characteristics of non-standard varieties differ from those of ‘standards’. Standard English: UK Variety In the UK, one vehement critic of the supposed malign influence of linguistics on English language teaching is John Honey (1997-2003). He has named an array of linguistic scholars (including—astonishingly—Noam Chomsky, who has never been concerned with educational or social issues), as encouraging a neglect of Standard English teaching in schools. This is an entirely false claim. It is true that there has been some opposition to the teaching of English grammar, but in our experience this has arisen mainly from the preference of lecturers for literature teaching. Far from discouraging ‘grammar’, university linguists have been closely involved in maintaining and encouraging its teaching. No one has ever opposed the teaching of standard English, and many of those named by Honey as ‘enemies’ of standard English have devoted much of their careers to teaching it—training students to write clear and correct standard English. Experienced teachers will not take kindly to an attack that simply appears to them as ignorant, presumptuous and pointlessly offensive. The linguist’s academic interest in the human capacity to learn and use language is not a threat to the teaching of Standard English, and it can be a great benefit. It does not follow from the educational necessity to focus on the standard that we should neglect to examine and explain the different norms and conventions of speech and writing, or that we should fail to acknowledge that standardised usage is most fully achieved in writing. Nor does it follow that we should neglect the fact that non-standard spoken vernaculars have grammars of their own. To investigate the structure of language varieties is an intellectual requirement that cannot be compromised, and which in no way contradicts the importance of the teaching of literacy in a standard language. Amongst other things, research on real language in use can help us to clarify and understand what standard English actually is and appreciate more exactly what its roles and functions are. We will not improve practical language teaching by ignoring such matters or by maligning those who study conversational speech and non-standard vernaculars as ‘enemies of standard English’. The authors of elementary books on linguistics, however, have usually been anxious to dissociate their account of the subject from that of traditional handbooks of correctness. As we have seen they usually dismiss prescription routinely, and assert that linguistics is descriptive. Their general point—that, if one is to study the nature of language objectively, one cannot make prior value-judgments—is frequently misunderstood, and it has sometimes called forth splenetic and misinformed denunciations of linguistics as a whole. One example amongst many is Simon (2002). In an essay entitled ‘The Corruption of English’ (2002), Simon blames structural linguistics and literary structuralists for an alleged decline in language use and for permissive attitudes to language: ‘What this is, masquerading under the euphemism â€Å"descriptive linguistics†Ã¢â‚¬ ¦is a benighted and despicable catering to mass ignorance under the supposed aegis of democracy. ’ His essay is outspoken and full of emotive language (‘pseudoscientific mumbo jumbo’, ‘rock-bottom illiteracy’, ‘barbarians’, ‘vandalism’, etc. ), and it betrays ignorance of what linguistics is about. To Simon, linguists are almost equated with some menace that is threatening Western (i. e. American) civilisation from outside. It is unfortunate that misunderstandings and misapplications of the American structural linguists’ teaching should have made it seem reasonable for anyone to write in this ignorant way. As many people still interpret descriptive linguistics as inimical to standards of usage, there has clearly been some failure of communication between linguistic scholars and the general public. One reason for this is that ‘mainstream’ linguistics has concentrated more on the abstract and formal properties of language than on language in its social context. Bloomfield (1993), as we saw above, considered that prescription was irrelevant to linguistics as a ‘science’. Yet some linguists have been directly interested in prescription. Haas (2002), for example, has pointed out that prescription ‘is an integral part of the life of language’. By refusing to be interested in prescription, he adds: ‘linguists only ensure that every enterprise of linguistic planning will be dominated by ignorant enthusiasts and incompetent pedants’ (Haas, 2002:3). Since Haas made these comments, some social and educational linguists have been very active in commenting on public attitudes and educational policies, and some have represented the subject on advisory committees. A general linguist, R. A. Hudson, is responsible for the Language Workbooks series, published by Routledge. Several relevant books on language variation have appeared, and linguistic correctness was the topic of the 1996 BBC Reith Lectures, delivered by Jean Aitchison (1998). In the USA much of the interest in language differences has been driven by public concern about the language of ethnic minorities. In 1997, the Linguistic Society of America published a document inspired by a controversy about ‘Ebonics’ (African American Vernacular English), which was recognised by the Oakland (California) School Board as a legitimate form of language. It ended with the following comments: There is evidence from Sweden, the US, and other countries that speakers of other varieties can be aided in their learning of the standard variety by pedagogical approaches which recognize the legitimacy of other varieties of a language. From this perspective, the Oakland School Board’s decision to recognize the vernacular of African American students in teaching them Standard English is linguistically and pedagogically sound.

Shirley Jackson And Hawthornes Young Goodman Brown And...

Fiction Essay Julia Williams ENG102-FA2017 Young Goodman Brown The Lottery Julia Williams There is a lot that goes into a fictional story, especially for the writer of the story. Most readers don’t look closely enough at a story to realize how much truly goes into it. Two major aspects that go into writing a fictional story include characterization and setting, both of which play a major role in the stories â€Å"Young Goodman Brown† by Nathaniel Hawthorne and â€Å"The Lottery† by Shirley Jackson. Without the settings and characters in these stories, they wouldn’t be the same. The stories rely heavily on both. Jackson and Hawthorne use setting and characterization to convey and reinforce the idea that things are not always the way they seem†¦show more content†¦Some of the characters also say, Some towns have already quit lotteries, and that there is nothing but trouble in that. This demonstrates that in this society, the lottery is the way of life and it is just how things are. The setting also plays a big role in Young Goodman Brown by Nathaniel Hawthorne. This short story takes place in the town of Salem, Massachusetts, and the forest outside of it. Ironically, this is also where Hawthorne grew up himself and his hate for the community shows through in this story. In Puritan communities, like Salem, the forest was known as a place that people should be kept away from at all costs. As such, in this story, the setting of the forest was portrayed as an evil place. To put emphasis on the setting, he used specific diction or colloquial expressions. The language of the period is used to enhance the setting. Even considering the names of the characters adds distinction to the setting, for example Faith and Young Goodman Brown, which give off vibes of good ol Christian characters. Characterization also plays a big role, in both The Lottery and Young Goodman Brown.’ They wouldn’t really be the same story without them as they are tied so deeply into t he respective plots of each tale. At the beginning of The Lottery, there is no specific main character. The main characters at this point would be the entire town as we are given a glimpse into their lives. As mentioned earlier, theShow MoreRelatedFiction Essay - Young Goodman Brown and the Lottery1051 Words   |  5 PagesJackson’s â€Å"The Lottery† and Hawthorne’s â€Å"Young Goodman Brown† reveals that different literary elements, such as tone and setting, are used to convey the characters’ arrival at dark, sinister places. II. INTRODUCTION III. SHIRLEY JACKSON’S â€Å"THE LOTTERY† A. Setting the tone: Peaceful and relaxing B. Irony: Even though the mood is relaxing, there is a premonition of something bad to come C. Ending: The ending is implied IV. NATHANIEL HAWTHORNE’S â€Å"YOUNG GOODMAN BROWN† Read MoreCompare and Contrast Essay1047 Words   |  5 Pagesand Contrast â€Å"Young Goodman Brown† and â€Å"The Lottery† By: Melissa A. Reeves Professor Andrew Smith ENGL 102-B46 LUO Thesis Statement The stories â€Å"The Lottery† and â€Å"Young Goodman Brown† both appear to show that human behavior and judgment can be flawed, even if the person’s intentions appear good to them. There is a level of fear and underlying evil in Puritan settings in both stories. I. Introduction/Statement of Thesis II. Themes and Author’s Purpose A. The Lottery i.Read MoreCharacter Comparison of â€Å"Young Goodman Brown† and the â€Å"Lottery†967 Words   |  4 PagesCharacter Comparison of â€Å"Young Goodman Brown† and the â€Å"Lottery† . Mathew Speakman English 102 Professor Katie Robinson July 15, 2012 Thesis Statement: In Nathaniel Hawthornes â€Å"Young Goodman Brown† and Shirley Jacksons â€Å"The Lottery†, we are given a picture of seemingly normal people who are capable of incredible evil. Outline: Opening mood in both stories a. Goodman Browns sets out on a walk in the forest, but knows that evil awaits him. b. TheRead MoreYoung Goodman Brown and the Lottery640 Words   |  3 PagesYoung Goodman Brown and the Lottery Symbolism Use In: Young Goodman Brown and The Lottery The authors, Shirley Jackson and Nathaniel Hawthorne, both frequently use symbols within their stories The Lottery and Young Goodman Brown. Symbols are utilized as an enhancement tool to stress the theme of each story. Hawthorne uses names and objects to enhance the theme, and Jackson mainly utilizes names to stress the theme, although she does have one object as a symbol of great importance to the themeRead MoreComparing and Contrasting Young Goodman Brown and the Lottery925 Words   |  4 PagesComparing and Contrasting â€Å"Young Goodman Brown† and â€Å"The Lottery† By: Wayne Gillard II Professor C. Givens ENGL 102-B19 Wayne Gillard Prof. Givens ENGL 102-B19 Essay 1 Outline Thesis: The literary works of â€Å"The Lottery† and â€Å"Young Goodman Brown† both appear to show the fallibleness of human behavior and judgment. I. Introduction/Statement of Thesis II. Themes and Author’s Purpose a. The Lottery i. The hazards of following tradition or living according toRead MoreChoices With Consequences VsThe Lottery, And Young Goodman Brown, By Nathaniel Hawthorne1296 Words   |  6 Pagescomparisons and contrasts between â€Å"The Lottery† by Shirley Jackson, and â€Å"Young Goodman Brown† by Nathaniel Hawthorne. In her short story, ‘The Lottery’, Jackson uses a series of specific details and ordinary personages to describe the events leading to an unfair death. These details reveal the dangers of blindly upholding traditions and passing them to the next generations, without knowing much about the origin or the significance of the tradition. Jackson wisely incorporates various elements ofRead MoreThe Purpose Of The Supernatural In Literary Works1555 Words   |  7 Pageskeeps our hearts pumping and endorphins rushing; it is an emotion that reminds us of our own mortality. The authors Hawthorne, Jackson, Poe, and Gilman understand this human fascination with death and the unknown, and play upon this attraction. Their stories rely heavily on the supernatural, and our beliefs or disbeliefs in them. The story, The Lottery, by Shirley Jackson is built on suspense, and the fact that you are never sure exactly what is going on until the end of the story. When the climaxRead MoreHistory of the Development of the Short Story.3660 Words   |  15 Pagesfirst examples in the United States are Charles Brockden Browns Somnambulism (1805), Washington Irvings Rip van Winkle (1819) and The Legend of Sleepy Hollow (1820), Edgar Allan Poes Tales of the Grotesque and Arabesque (1840) and Nathaniel Hawthornes Twice-Told Tales (1842). In the latter 19th century, the growth of print magazines and journals created a strong demand for short fiction of between 3,000 and 15,000 words. Famous short stories of this period include BolesÅ‚aw Pruss A Legend