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Pronouns must always refer clearly to the noun they represent (antecedent). If you understand how pronouns relate to nouns, you can avoid confusion in your writing.

Finding the antecedent

Remember that pronouns stand in for nouns. An antecedent is the noun-or group of words acting as a noun-that a pronoun refers to. Notice the antecedents in the following example.

Neither of these examples would make a reader wonder who or what is being talked about. Him in the first example is Mickey, It and they in the second example refer to debt and John and Sandy, respectively.

Unclear antecedents

In the following sentences, locate the antecedents of the pronouns.

Who looked unhappy in this sentence-the counselor or Dave? The reader can't tell. In the following sentence, did the janitors clean the girls or the locker rooms?

In the second example, your common sense tells you the janitors cleaned the locker rooms and didn't clean the girls. Sometimes you can count on context or common sense to help figure out which pronoun goes with which antecedent, but you shouldn't have to. What about in the first sentence? No clue exists as to whether the counselor or Dave looked unhappy. These are examples of ambiguous pronoun references, which will confuse and frustrate readers.

You can solve the problem in various ways, including changing the sentence structure or eliminating the pronoun, as in the following sentences.

The counselor was speaking to Dave, who looked unhappy.

After the girls left, the janitors cleaned the locker rooms.

Read your sentences carefully to make sure that all pronoun references are clear.

Indefinite antecedents

More subtle errors occur when you use a pronoun reference that is too general or indefinite or one that only you know.

Did telling all three people infuriate Gary, or was it only telling Dad? Rewrite the sentence to make your meaning clear to the reader.

First I told Uncle Richard and Aunt Gretchen. Then I told Dad, which infuriated Gary.

or My telling Uncle Richard, Aunt Gretchen, and then Dad infuriated Gary.

In the following sentence, no antecedent exists for them. The writer is thinking "bagels" but not specifying them. Bagel shop is not a correct antecedent for them. To solve the problem, restate the noun: substitute bagels for them.

In the next sentence, the antecedent for It is vague, leaving the reader confused. Was it only the sky that filled the observer with hope and joy? Try substituting The scene for It.

What is the exact antecedent for This in the following sentence?

A possible rewrite might be as follows.

The vague this and the indefinite it are common in writing. It can occasionally be used as an indefinite indicator: It's true. It is raining. It is a ten‐minute drive to the school. But don't overuse this construction. For vivid writing and clear communication, make sure your pronouns have clear antecedents.

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Pronouns must always refer clearly to the noun they represent (antecedent). If you understand how pronouns relate to nouns, you can avoid confusion in your writing. Finding the antecedent Remember that pronouns stand in for nouns. An antecedent is the noun-or group of words acting as a noun-that a pronoun refers to.

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How to Express Your Opinion in English - Detailed Explanation

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Expressing your opinion in a second language can be challenging. You need to think about the way you deliver your opinion in that language - over and above forming your opinion and wording it correctly in the second language. There are polite ways to express an opinion in English and non-native English speakers risk sounding rude, too direct, or blunt if they don't make use of these English phrases.

In this blog, we'll go through some ways to express your opinion in English. These phrases will help you sound like a native English speaker and give you the tools to feel confident when expressing yourself in English.

Ways of Expressing Opinion in English

If you want to learn how to express opinions in English, then you're in the right place. Many non-native English speakers struggle to speak their minds openly and effectively in English. There are many obstacles in the way from forming your opinion in English to voicing it in the right way. It will take time to master the ways of expressing opinions in English - but you will get there with a lot of determination and practice.

Tips and Tricks on How To Express Your Opinion in English

Listen

The first thing you should do to learn how to express opinions in English is to listen to podcasts or watch videos where English speakers express their opinions. Listen with intention and take notes of common phrases that the English speakers use. Native English speakers guide the listener through their opinion and try to get the listener to understand their opinion. You should notice repeated words or phrases that you can use when expressing your opinion too.

Learn Phrases

There are a lot of phrases that you can use to express your opinion in English. Don't waste time learning individual words. Learn the phrases as full chunks to introduce your point of view, agree with some else's point of view or challenge another opinion.

Practice

Find an English speaking partner who can help you practice sharing your opinion. The key detail to remember is 'you catch more flies with honey than with vinegar.' An English speaking partner can teach you how to soften your vocabulary so you don't come across as rude. There is an art to expressing opinions in any language and it's best to avoid conflict when you don't want to cause an argument. Learning phrases that show that you are expressing your own opinion like 'in my personal opinion...' or 'I personally believe that...' will help you avoid offending the other person.

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The best resource to use to improve your speaking

Phrases to Express Your Opinion in English

Introducing your opinion in English with a phrase sets the tone of your opinion. It guides the listener to understand the type of opinion you are sharing. It will clarify if the opinion you are sharing is your own opinion, an opinion taken from someone else or an opinion from a well-researched article.

Common Phrases

Common phrases don't need to be too polite. We can speak of ourselves in the first person and follow the introduction with our opinion. It's enough to say 'from my point of view' to let the other person know that it's your personal opinion.
'In my opinion...' 'Personally, I feel that...' 'I would say that...' 'Speaking personally....' 'Speaking from my perspective...' 'I guess that...' 'I bet that...' 'I assume that...' 'I gather that...' 'My impression is that...' 'I am sure that...' 'I'm certain that....' 'I have a feeling that...' 'I would argue that...' 'I would say that...'
Formal Phrases

We need to be more careful with formal phrases to express opinions in English. It's common to use a passive tense when expressing our opinions in a formal situation. We should share our point of view as one way of interpreting information and we must share it as diplomatically as possible. It's important to be as objective as possible in a formal situation. A personal opinion needs to be backed by evidence in formal speaking or writing.
'According to (reference the person)...' 'It could be argued that...' 'It could be believed that...' 'It suggests that...' 'It appears that...' 'It seems that...' 'One could say that...' 'One could understand that...' 'It would appear that...'
How To Express Personal Opinion

We can use the first person to express our personal opinions in informal spoken English and written English. We can use a phrase to highlight our personal opinion and remind the person we're speaking to that it's just our own opinion. Our opinion could be wrong or the other person might not agree - but we're expressing what we believe.

In formal writing and speaking, it's important not to overuse introductory opinion phrases. It becomes redundant to use too many of these phrases because you are always writing or speaking from your perspective - so use them sparingly. It's best to use formal phrases to express a personal opinion when you are personally interpreting data. This makes it clear that it's your interpretation of facts or other opinions.

How To Express General Opinion

In informal situations, it's common to use the impersonal 'you,' 'everyone' or 'people' to express a general opinion.

For example:
'You would think that...' 'You would believe...' 'People think that...' 'Everyone understands that...'
In formal situations, it's common to use the impersonal 'one' pronoun for general opinions.

For example:
'One believes that...' 'One would think that...' 'One could interpret it as...' 'One's opinion could be...'
English Phrases to Agree With Someone Opinion
'You hit the nail on the head!' 'I couldn't have said it better.' 'I concur.' 'I couldn't agree with you more.' 'You put my thoughts into words.' 'That's exactly what I think.' 'We share the same opinion.' 'You said it!'
English Phrases to Disagree With Someone Opinion
'I see your point of view, however....' 'I beg to differ.' 'I can see where you're coming from, but...' 'Agree to disagree.' 'I don't think we'll see eye-to-eye.' 'You've raised a good point, but have you thought about...' 'From my experience, I believe that...' 'While I see where you're coming from, I must disagree.'

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How to Express Your Opinion in English - Detailed Explanation

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Did you ever get confused when you had to express your opinion in English? Read this blog post and learn best tips for expressing your opinion in English.

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Simple Present Tense - Negative Sentences with Action Verbs - Learn English Grammar

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Present Tense Negative Sentences with Action Verbs

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Present Tense Negative Sentences with Action Verbs

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I selected this article because I found it helpful to better understand the negative form

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Simple Present Tense - Negative Sentences with Action Verbs - Learn English Grammar

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Free English grammar lesson with many examples on how to make negative sentences in the simple present tense with action verbs

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Animales en Peligro de Extinción en Puerto Rico - 🥇 Extinción Animal 2023

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Group 4

This article talks about the endangered animals in Puerto Rico for the year 2023. It provides a description of the animals, mentions animals already extinct and provides the causes of why these species are in danger of extinction. #ingl3102unit6

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Animales en Peligro de Extinción en Puerto Rico - 🥇 Extinción Animal 2023

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Especies animales en peligro de extinción en Puerto Rico. ✅ Amenazas generales. ✅ Analisis de cada especie.

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Adverbs of Frequency- List of Examples & Exercises

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I chose this article on adverbs of frequency because it explains what they are, the rules for using them, provides practice exercises and a list of various adverbs of frequency.

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What are adverbs of frequency?

Adverbs that change or qualify the meaning of a sentence by telling us how often or how frequently something happens are defined as adverbs of frequency.

An adverb of frequency is exactly what it sounds like - an adverb of time. Adverbs of frequency always describe how often something occurs, either in definite or indefinite terms. An adverb that describes definite frequency is one such as weekly, daily, or yearly. An adverb describing indefinite frequency doesn't specify an exact time frame; examples are sometimes, often, and rarely.

Adverbs of Frequency Rules

These simple rules for adverbs of frequency will help you to use them correctly:

Always use adverbs of frequency to discuss how often something happens.

Adverbs of frequency are often used to indicate routine or repeated activities, so they are often used with the present simple tense.

If a sentence has only one verb, place the adverb of frequency in the middle of the sentence so that it is positioned after the subject but before the verb. For example: Tom never flies. He always takes the bus.

When a sentence contains more than one verb, place the adverb of frequency before the main verb. For example: They have often visited Europe.

When using an adverb of frequency in the negative or in forming a question, place it before the main verb. For example: Do you usually get up so late?

Examples of Adverbs of Frequency

Each sentence contains an example of an adverb of frequency; the examples are italicized for easy identification.

1. The incubator turns each egg hourly.

2. We take a vacation at least once annually.

3. I usually shop for groceries on Saturday mornings.

4. He is often late for work.

5. We seldom see John.

6. My dentist told me I should floss twice daily.

Adverbs of Frequency Exercises

The following exercises will help you to gain better understanding about how adverbs of frequency work. Choose the best answer to complete each sentence.

1. I ________________ late on Saturdays.

a. Get up usually

b. Get usually up

c. Usually get up

Answer: C. I usually get up late on Saturdays.

2. Jared ______________ late for work.

a. Never is

Answer: A. Jared is never late for work.

3. _______________ on weekends?

a. Often do you travel

b. Do you often travel

c. Often you do travel

Answer: B. Do you often travel on weekends?

4. Susan ________________ early for class.

a. Often is

b. Are often

c. Often are

d. Is often

Answer: D. Susan is often early for class.

5. When do you ____________ go on vacation each year?

a. Always

b. Never

c. Usually

d. Ever

Answer: When do you usually go on vacation each year?

Adverbs of Frequency List

This list of adverbs of frequency contains many of the most common; keep in mind though that there are many other words which can serve in this capacity.

Always

Annually

Constantly

Daily

Eventually

Ever

Frequently

Generally

Hourly

Infrequently

Later

Monthly

Never

Next

Nightly

Normally

Now

Occasionally

Often

Quarterly

Rarely

Regularly

Sometimes

Soon

Then

Today

Tonight

Weekly

Yearly

Yesterday

Yet

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Adverbs of Frequency- List of Examples & Exercises

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Adverbs that change or qualify the meaning of a sentence by telling us how often or how frequently something happens are defined as adverbs of frequency. An adverb of frequency is exactly what it sounds like - an adverb of time .

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I found this list of famous people who took risks in their lives. This list will help me better understand the topic.

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We asked our readers for the names of people currently and in history they would consider exemplary risk-takers. Following are thumbnail biographies of the submissions, plus a few others we added in to round out the list.

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I found this list about animals was in danger.

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En el planeta existen más de 7,7 millones de especies de animales y más del 20% está en peligro de extinción. Algunos de los animales más extraños de nuestro planeta caminan en la cuerda floja de la extinción. El fotógrafo Tim Flach ha pasado más de dos años inmortalizando en fotografías algunos de ellos, los más emblemáticos, curiosos y llamativos.

Desde que la vida surgió en la Tierra, la fauna que ha habitado en ella ha cambiado en muchas ocasiones. Durante sus miles de años de existencia y por diversas razones, se han producido cinco grandes extinciones de las especies que han poblado la Tierra: son las conocidas como las cinco extinciones masivas. En la actualidad, y debido a la acción de los seres humanos, el planeta está al borde de los que los científicos denominan la Sexta Gran Extinción. Pero, ¿es realmente un problema tan grave? Para conocer a fondo el problema de la pérdida de biodiversidad se deben conocer distintos aspectos y conceptos clave para entender mejor a nivel biológico la cuestión:
(Lista de especies afectadas en España, Mexico, Perú y el mundo).

¿Cuándo se considera una especie en peligro de extinción?

Se considera que una especie está en peligro de extinción cuando todos los representantes de la misma corren el riesgo de desaparecer de la faz de la Tierra.

¿Cuántos animales están en peligro de extinción?

Según datos de la Unión Internacional para la Conservación de la Naturaleza ( UICN), el organismo internacional con mayor potestad sobre el problema, aproximadamente 5.200 especies de animales se encuentran en peligro de extinción en la actualidad. Además, en un desglose por clase, se encuentran en peligro de extinción el 11% de las aves, el 20% de los reptiles, el 34% de los peces y 25% de los anfibios y mamíferos.

Causas de que los animales estén en peligro de extinción

Existen múltiples causas por las que una especie puede llegar a encontrarse al borde de la extinción. Las razones pueden resultar tremendamente particulares para cada especie, pero en líneas generales, entre las mayores amenazas se encuentra la destrucción y fragmentación de sus hábitats; el cambio climático; la caza y tráfico ilegal; y la introducción de especies exóticas.

¿Cómo evitar la extinción de especies?

Conseguir que una especie deje de estar en peligro de extinción no es una tarea fácil. Evitar que una especie desaparezca implica la puesta en marcha de una gran cantidad de recursos y acciones concretas. Algunas de ellas serían evitar la fragmentación de sus hábitats, por ejemplo la deforestación; perseguir y castigar con dureza la caza ilegal y el tráfico de especies; la creación de reservas naturales; o el fomento de programas de reproducción, reintroducción y de mejora genética. La lucha contra la contaminación y el cambio climático también es la lucha por la conservación de muchos animales. Cada decisión personal tiene una consecuencia a nivel global en múltiples aspectos, de ahí la importancia de la concienciación social de la población para luchar contra la pérdida de biodiversidad.

Aquí te dejamos algunas de las especies en peligro de extinción más llamativas y emblemáticas del planeta fotografiadas durante más de dos años por el fotógrafo de naturaleza Tim Flach. Como explica el propio autor, "quería crear imágenes que nos conmoviesen emocionalmente, de modo que nos sintamos obligados a cambiar nuestra relación con la naturaleza".

Ajolote

En el axolotl, los aztecas vieron una manifestación del dios Xolotl, quien llevó a las almas al inframundo junto con el sol poniente. Los aztecas veneraban la carne del ajolote (como se le puede nombrar) y atrapaban a las criaturas de la enorme red de canales y lagos que sostenían sus comunidades en el centro de México. Hoy, solo queda una fracción de este sistema acuático, y está siendo contaminado por los fertilizantes, pesticidas, heces y basura de la Ciudad de México.

Los axolotls, al igual que sus primos europeos, los olms, son neoténicos, lo que significa que alcanzan la madurez sexual luciendo como larvas; conservando sus agallas y cola. Esto provoca que no se desarrollen físicamente, pero se regeneran. El ajolote, como también se le conoce, hacer crecer las extremidades, los huesos y los órganos que les han sido dañados o cortados. Son mil veces más resistentes al cáncer que los mamíferos. Si sobreviven a las amenazas modernas el tiempo suficiente para que comprendamos sus células inmunitarias, podríamos realizar avances tremendos en numerosas terapias médicas.

Mandril
Colores verdaderos
El estilo lo es todo cuando vives en un grupo tan grande como el de un mandril. Con una tropa de 1.300 ejemplares una vez registrada en los bosques de Gabón, se cree que los mandriles forman los grupos sociales más grandes de primates no humanos. Con sus llamativas caras y ojos, han evolucionado para exhibir la coloración más espectacular de cualquier especie de mamífero, cuya intensidad indica su estado social y sexual. Lamentablemente, no es solo su apariencia lo que es atractivo. La carne de mandril se considera un manjar en el oeste de África, y es parte de un comercio en crecimiento, con toneladas de carne de animales silvestres introducidas de contrabando en el oeste de Europa a diario. Debido a que los mandriles viven en grupos tan grandes, gran parte de su población puede caer en el comercio en auge en una sola cacería. La tala y la agricultura también están limitando sus lugares de refugio, por lo que estos notables animales necesitan urgentemente una protección más eficaz.

Osos polares
Escapando
Los osos polares dependen del hielo marino para atrapar su presa. Se abalanzan sobre las focas cuando emergen a través de sus respiraderos y las acechan mientras toman el sol al aire libre, pero el hielo se está derritiendo a medida que nuestro clima se calienta. En los trece inviernos que siguen al año 2003 se produjeron las trece extensiones de hielo más pequeñas registradas por los satélites. Las temporadas de caza son cada vez más cortas, y por cada semana de hielo que se pierde en los inviernos del Ártico, los osos polares pierden alrededor 7 kg de grasa.

¿Imaginas el polo Norte sin hielo?

Puede que un día lleguemos a ver un verano sin hielo en el polo Norte. El hielo refleja la radiación solar, y si desaparece, las nuevas aguas al descubierto del mar absorberán más calor y el calentamiento global se acelerará en todo el planeta.
Osos polares en peligro: sobre el frágil hielo

Olm, un curioso organismo

Hace 66 millones de años, cuando el impacto de un meteorito destruyó la mayoría de las formas de vida de la Tierra, el olm siguió nadando. Había surgido alrededor de 80 millones de años antes, en las cuevas más oscuras de lo que ahora es Europa del Este, y sin ninguna dependencia de la luz solar, apenas notó la quinta extinción masiva de la Tierra.

Debido a que es ciego, el olm no ha desarrollado el colorido patrón de sus primos anfibios tropicales, y casi no tiene pigmentación alguna. Sin vergüenza, se orienta con el olfato, el oído, la electrosensibilidad y, se cree, que incluso detectando los campos magnéticos de la Tierra. Vive hasta cien años y puede sobrevivir durante diez años sin comida, pero necesita agua limpia. Los bosques que se encuentran sobre su hábitat actúan como purificadores, pero a medida que se convierten en tierras de cultivo, los contaminantes penetran su hogar subterráneo. Por primera vez en la larga y larga historia del olm, se ha vuelto vulnerable.

Pangolín
Decadencia silenciosa
Se estima que más de un millón de pangolines se comercializaron ilegalmente entre 2007 y 2017, convirtiéndolos en los mamíferos más comercializados del mundo. Son tímidos, sin dientes, en su mayoría nocturnos, y se quedan inmóviles cuando tienen miedo. Envueltos por una armadura de escamas de queratina, esta defensa los protege de sus depredadores históricos, pero los humanos simplemente pueden recogerlos y llevárselos.

Los pangolines poseen una herencia evolutiva única, habiéndose separado de otros mamíferos mientras los dinosaurios todavía caminaban la tierra. Hay cuatro especies en África y cuatro en Asia; todos son ahora vulnerables a la extinción y dos están en peligro crítico.

2.000 osos panda

De hecho, el futuro del panda gigante sigue siendo precario: a día de hoy solo hay dos mil individuos viviendo en la naturaleza, dispersos en varias poblaciones aisladas. Además, su fuente de alimento, el bambú, es muy sensible a la temperatura, y los bosques de bambú de China pronto serán extensamente dañados por el cambio climático.

Alturas vertiginosas

Como depredadores superiores, las águilas de Filipinas son particularmente vulnerables a las toxinas de las granjas y canteras, ya que se acumulan en las especies que descienden en la cadena alimentaria. También son sensibles a la deforestación de su país de origen, ya que una pareja de cría necesita 103 kilómetros cuadrados para sobrevivir, y la mayoría de sus nidos permanecen en tierra desprotegida. Estas parejas monógamas crían una sola polluelo cada dos años, por lo que su población descendente tendrá problemas para recuperarse. Ahora son menos de mil en la naturaleza, y son quizá, las águilas en mayor peligro de extinción en el mundo.

Monos narigudos

A los monos narigudos les gusta moverse por un amplia área de distribución, no obstante su hogar está cada vez más fragmentado. Se trata de una especie que prospera muy mal en cautiverio, por tanto, preservarlos significa salvar los bosques. Sin embargo en Sabah, donde ellos y los elefantes locales son reconocidos como un reclamo turístico, tan solo el 15 % de los monos viven dentro de las áreas protegidas. Los bosques desprotegidos se están convirtiendo en granjas de camarón y plantaciones de aceite de palma. La situación en el vecino Kalimantan es igualmente grave. En total, un tercio de las selvas tropicales de Borneo han desaparecido desde 1973, la mayor parte alrededor de las franjas costeras, y la noción de "área protegida" ofrece poca defensa contra los explotadores comerciales. En 2011, Noruega otorgó a Indonesia mil millones de dólares como incentivo para proteger sus bosques; pero es muy poco y es demasiado tarde.
Monos narigudos: el tamaño importa

Leopardo de las nieves
El fantasma de las montañas
Los leopardos de las nieves, ocultos entre las áridas montañas de Asia Central, son conocidos desde hace tiempo como uno de los felinos más esquivos del mundo. En 2016, una investigación con tecnología de rastreo por GPS mostró que un leopardo de las nieves necesita hasta 207 kilómetros cuadrados de territorio para sobrevivir, lo que hace que casi el 40% de las áreas protegidas de su hábitat resulten demasiado pequeñas para mantener incluso una pareja reproductiva. El calentamiento global, que ha afectado al Himalaya unas tres veces más intensamente que a otros lugares del mundo, está desplazando os bosques hacia las laderas y reduciendo los hábitats del leopardo de las nieves. También, los agricultores están alimentando al ganado y plantando cultivos cada vez a mayor altura, lo que aumenta las posibilidades de conflicto entre los leopardos de las nieves y los humanos. El Acuerdo de París 2015 fue un paso adelante para la conservación de estos felinos legendarios, pero hasta que sus tierras y su modo de vida estén protegidos, es probable que sigan en declive.
¿Cuánto sabes sobre leopardos?

Pico zapatos
Una perspectiva diferente
Los pico zapatos -Balaeniceps rex- son aves tranquilas y solitarias que viven y cazan en los pantanos del este de África. En los últimos años, el conflicto humano local ha multiplicado la propiedad de armas de fuego e intensificado la presión de la caza furtiva sobre la especie, pero es la pérdida de hábitat predominantemente lo que ha hecho vulnerables a la extinción a estas peculiares aves de extraño pico. Los humedales, incluso los que se encuentran en parques nacionales, en general se han descartado como tierras baldías, y las marismas a menudo se drenan para convertirlas en pastizales o incluso como enclaves para la eliminación de desechos. Esto no solo pone en peligro a una multitud de especies, sino que amenaza los asentamientos humanos que en última instancia dependen de la fuente de agua.

Para preservar su medio ambiente, los agricultores locales crían cada vez más cabras en lugar de vacas, ya que las cabras pueden coexistir con tierras pantanosas. También mantienen más abejas melíferas y cultivan más frutas, generando ingresos y al mismo tiempo fortaleciendo su entorno natural, lo que a su vez proporciona más oportunidades económicas. Esta práctica permite que la naturaleza y las tierras agrícolas se vuelvan mutuamente beneficiosas e igualmente prósperas.

Un equilibrio delicado

La estructura del coral está compuesta en gran parte por zooxantelas, organismos fotosintéticos unicelulares que, a cambio de su seguridad, proporcionan al coral azúcares y aminoácidos. A medida que aumenta la temperatura del mar, las zooxantelas abandonan sus corales y los dejan blancos en un proceso conocido como "blanqueamiento". Sin su principal fuente de alimento, los corales blanqueados se vuelven susceptibles a las enfermedades y luchan por sobrevivir. Solo en 2016, más del 90 % del coral de la Gran Barrera de Coral sufrió blanqueamiento y el 20 por ciento falleció.

En toda su historia, la Tierra ha visto varias extinciones masivas. Después de cada una de ellas, los arrecifes de coral tardaron millones de años en recuperarse, dejando "brechas de arrecife" en nuestra línea de tiempo geológica. Las causas principales de estas destrucciones prehistóricas, la última de las cuales acabó con los dinosaurios, fueron los cambios en el nivel del mar, la acidez y la temperatura, y todos están ocurriendo nuevamente hoy en día. Debemos observar cuidadosamente las "selvas tropicales del mar" si queremos frenar el sexto evento de extinción masiva de la Tierra.

EXTRA descuento: -4€ en tu suscripción a National Geographic con el código "NGEXTRA4" + Agenda NG de regalo ¡Cupones limitados!

Vídeo: el desconocido ajolote

El título de este libro es En peligro, pero la pregunta es: ¿a quién se aplica esto? Estas dos líneas dan comienzo a la obra del fotógrafo Tim Flach, quien en compañía del científico J onathan Baillie, y la orientación de varios prominentes conservacionistas, ha pasado más de dos años capturando en imágenes a algunas de las especies más emblemáticas de nuestro planeta. "La Lista Roja de Especies Amenazadas de la Unión Internacional para la conservación de la Naturaleza -UICN- también ha sido un recurso inestimable que ilustra con un detalle fenomenal cuán rápido y con qué amplitud las especies animales están sufriendo descensos peligrosos y fatales" advierte Tim, sin dejar pasar la primera oportunidad de destacar la importante labor de esta institución para la consecución de su proyecto.

En E ndangered, nos embarcamos en un viaje en el que descubriremos una sorprendente diversidad de especies en peligro de extinción, desde corales hasta osos polares, y los entornos específicos que necesitan para sobrevivir. También las amenazas causadas por nosotros, los seres humanos, a las que se enfrenta cada especie, entre las que se incluyen enfermedades, especies especies invasoras, la pérdida de hábitat, el comercio ilegal, la contaminación y el cambio climático.

Animales en peligro de extinción España

La sociedad moderna está perdiendo el contacto con la naturaleza y con los ritmos básicos de la vida

De este modo, Endangered se trata de un libro extremadamente informativo, pero que va mucho más allá de ser una mera recopilación de instantáneas sobre el estado de las especies amenazadas: se trata de un experimento único que explora el papel de las imágenes en el establecimiento de una conexión emocional con los animales y sus hábitats.

Hoy, más de la mitad de la población mundial vive en ciudades, y las personas pasan menos tiempo al aire libre o en lugares salvajes. Hay más dispositivos móviles que personas en el planeta, y los niños del mundo desarrollado pasan una buena parte del día mirando una pantalla. La sociedad moderna está perdiendo el contacto con la naturaleza y con los ritmos básicos de la vida. Pocas personas tienen algún sentido de la posición de las estrellas, del ciclo lunar y el momento de las mareas. Todavía menos si se trata de cuando se producen las grandes migraciones de aves o insectos. " Continuamos alejándonos del medio ambiente que dio cobijo a nuestros antepasados ​​durante millones de años y nos dio forma como humanos".

Esta desconexión de la naturaleza llega en un momento en que la sociedad está teniendo un impacto sin precedentes en las especies y ecosistemas del mundo. Las poblaciones de vertebrados del mundo han disminuido en más del 50% desde 1970, y actualmente alrededor del 20% de las especies del mundo están en peligro de desaparecer.

En la historia de este planeta, ha habido grandes eventos de extinción. El último de ellos ocurrió hace aproximadamente sesenta millones de años. Actualmente estamos provocando una la sexta extinción que difiere de todas las extinciones anteriores en el sentido de que esta, esta siendo principalmente impulsada por nosotros. "Si queremos invertir esta tendencia destructiva, necesitamos redefinir nuestra relación cultural con la naturaleza". En pocas palabras: debemos valorar más las formas de vida que no sean las nuestras. Este cambio solo llegará si logramos crear una conexión profunda con las demás especies que nos permita comprender el papel que desempeñan en nuestra salud mental, física y emocional, así como también en nuestra propia supervivencia.

" Siempre he sentido una sensación de asombro hacia el mundo natural" nos cuenta Flach. De niño, salía a caminar y pasaba el tiempo dibujando paisajes. Recuerdo una ocasión muy vívidamente: estuve sentado en un campo de maíz durante días. Uno de estos, estaba tan enfocado en mi entorno que, cuando una abeja pasó frente a mí, pude sentir su energía atravesando el cielo mientras el lápiz rayaba el papel. Esa sensación de mayor conciencia de la naturaleza se ha convertido en algo que siempre busco redescubrir y comunicar en mi trabajo como fotógrafo.

Una conexión tan fuerte con nuestro mundo natural no es algo extraño o arcaico: teorías como la hipótesis de Gaia han intentado explicar la increíble complejidad de nuestro planeta con sus notables capacidades homeostáticas: ese equilibrio perfecto que permite, sostiene y alimenta la vida en La Tierra. "Por supuesto, si no podemos entender cómo la Tierra puede mantener este entorno para la vida en el mundo, no nos daremos cuenta del punto de inflexión en el que podemos dañarlo irreversiblemente" comenta Flach. "La idea de que el mundo natural es vulnerable solo ha empezado a integrarse en la conciencia moderna en las últimas décadas. Estamos en una situación única en nuestra historia y es algo tenemos que cambiar culturalmente. Sintiendo esa urgencia quería crear imágenes que nos conmoviesen emocionalmente, de modo que nos sintamos obligados a provocar un cambio en nuestra relación con la naturaleza".

Así, las fotografías de Tim Flach tienen la capacidad única de capturar la esencia las especies que retrata mientras fomentan una conexión emocional profunda entre el observador y lo observado. "A lo largo de este proyecto, me sentí afortunado de haber visto y fotografiado algunos de los animales más extraordinarios del mundo. En Kenia, miré a los ojos al último rinoceronte blanco del norte macho. En las aguas frente a las costas de las Islas Galápagos, he observado a los tiburones martillo dando vueltas serenamente sobre mí. En México, he guiado la mirada hacia arriba para observar a miles de mariposas monarca colgando del cielo como confeti dorado. Este viaje me ha dejado claro que no podemos simplemente arrancar a los animales de su entorno natural y ponerlos en un arca para proteger su futuro sin considerar la importancia del hábitat que les ha sido arrebatado".

Sus fotos de animales son deslumbrantes, pero también comprometidas a nivel visceral: no antropomorfizan excesivamente a los animales, más bien, fomentan una relación mediante la captura de los instintos y emociones que compartimos con ellos: miedo, emoción, vulnerabilidad, la necesidad de formar parte de un grupo o proteger a los jóvenes.

Dijo el Doctor George Schaller, uno de los biólogos más respetados del mundo en cierta ocasión que, se puede hacer la mejor ciencia del mundo, pero la conservación se basa en la emoción, y a menos que se trate de emociones, nunca podremos hacer nada relevante.

"Tenemos que cambiar culturalmente nuestra relación con el mundo natural"

La conservación viene del corazón y uno nunca debería olvidar eso."El mensaje principal de este libro es que tenemos que cambiar culturalmente nuestra relación con el mundo natural", comenta el fotógrafo. Es fundamental crear una sensación de parentesco con los animales, ya que es absolutamente necesaria una implicación emocional que nos impulse a la acción. Este es el desafío actual de la ciencia, y precisamente para conectar a personas con la ciencia y la conservación, necesitamos el arte. Tenemos que sentir algo si vamos a actuar", concluye.

Foto:

Día Mundial del Medio Ambiente

Foto: Ivan Dario Vasquez / Galapagos Conservation Trust 2017

Foto: Tim Flach

iStock / LuCaAr

Jay Storz

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En el planeta existen más de 7,7 millones de especies de animales y más del 20% está en peligro de extinción. Algunos de los animales más extraños de nuestro planeta caminan en la cuerda floja de la extinción. El fotógrafo Tim Flach ha pasado más de dos años inmortalizando en fotografías algunos de ellos, los más emblemáticos, curiosos y llamativos.

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The present continuous is made from the present tense of the verb and the -ing form of a verb:

We use the present continuous to talk about:

activities at the moment of speaking:

I'm just leaving work. I'll be home in an hour.
Please be quiet. The childrenare sleeping.

Present continuous 3

Plans for next month

2nd (Sat.) - my birthday. Party!
4th - day off
10th (Sun.) - flight OS462 15.40
11th, 12th, 13th - conference, Vienna
15th - dentist 3 p.m.
22nd - Mum & Dad arrive, evening
23rd - Toni's Restaurant (make reservation!)
25th - Mum & Dad > home
29th - payday
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Present continuous 4

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Present continuous questions

Present continuous questions 1

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Present continuous questions 2

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Present continuous negatives

Present continuous negatives 1

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Present continuous negatives 2

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Stative verbs

We do not normally use the continuous with stative verbs. Stative verbs include:

We normally use the simple instead:

I understand you. (NOT I am understanding you.)
This cake tastes wonderful. (NOT This cake is tasting wonderful.)

Level: intermediate
We also use the present continuous to talk about:

At eight o'clock we are usually having breakfast.
When I get home the childrenare doing their homework.

something which we think is temporary:

Michael is at university. He's studying history.
I'm working in London for the next two weeks.

something which is new and contrasts with a previous state:

These days most people are using email instead of writing letters.
What sort of clothesare teenagers wearing nowadays?
What sort of musicare they listening to?

something which is changing, growing or developing:

The children are growing up quickly.
The climateis changing rapidly.
Your Englishis improving.

something which happens again and again:

It's always raining in London.
Theyare always arguing.
George is great. He's always laughing.

Note that we normally use always with this use.

Level: advanced
We can use the present continuous to talk about the past when we are:

The other day I'm just walking down the street when suddenly this man comes up to me and asks me to lend him some money. Well, he's carrying a big stick and he looks a bit dangerous, so I'm wondering what to do ...

Harry Potter is a pupil at Hogwarts school. One day when he is playing Quidditch he sees a strange object in the sky. He wonders what is happening ...

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Learn about the present continuous and do the exercises to practise using it.

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Connectives that introduce the reason for or the result of something are both common and relatively numerous. Of course, it is important to note the difference between the two, and therefore the following lists are divided into connectives that introduce a reason (or cause) and those that introduce a result (or effect).
Conjunctions and the Reason-Result Relationship
Conjunctions that introduce a reason include the following:

The two sentences below illustrate the use of so that and since.

Please dim the lights so that people can read the screen better.

Since my daughter needs 28 more credits, I don't think she will be able to graduate this semester.

Conjunction that introduce a result:

The following two sentences illustrate the use of so:

People want to read the screen better, so please dim the lights.

My daughter needs 28 more credits, so I don't think she will be able to graduate this semester.

Conjunctive Adverbs and the Reason-Result Relationship
There are no conjunctive adverbs that introduce a reason. However, there are several conjunctive adverbs that introduce a result:

Two of these are illustrated in the sentences below.

Large companies have an interest in influencing government policy; accordingly, they donate large sums of money to political parties.

I didn't study. As a result, I flunked the final exam.

Prepositions and the Reason-Result Relationship
Prepositions that introduce a reason are the following:

as a result of
because of
due to
in consequence of
on account of

Two are illustrated in the sentences below.

I flunked because of not studying.

Many people are saying they can't retire on account of the slumping stock market.

There are no prepositions that introduce a result.

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Connectives that introduce the reason for or the result of something are both common and relatively numerous. Of course, it is important to note the difference between the two, and therefore the following lists are divided into connectives that introduce a reason (or cause) and those that introduce a result (or effect).

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(also called the simple past tense)

Click here to download this explanation as a pdf.
Click here to learn about how to USE the past simple.

It's similar to the present simple because it has different rules for the verb 'be', which becomes 'was' or 'were':
The Past Simple with 'be'
Here's how to make the positive:

To make the negative with 'be', just add 'not':

Here's an exercise to practise the positive and negative forms with 'be'

To make a question, just like the present simple, we change the position of 'was / were' and the subject.

Here are the past simple 'yes / no' questions with 'be':

And the 'wh' questions with 'be' (the question word just goes at the beginning, everything else is the same):

And here's an exercise for 'wh' and 'yes / no' questions

Here's another exercise with 'be' (this time it's all forms - positive, negative and questions)

The Past Simple (Simple Past) with Other Verbs

We make the past simple just like the present simple except we use 'did' instead of 'do / does'. It's really easy because 'did' doesn't change, even with 'he / she / it'.

The positive:

We usually make the positive by adding '-ed' to the infinitive. For example, 'play' becomes 'played'. However, there are some irregular verbs, for example 'go' becomes 'went' and 'run' becomes 'ran'.

(Here's some help if you are not sure how to pronounce '-ed' at the end of a verb).

Click here for a list of 50 common irregular verbs (PDF file)

Click here for an exercise about irregular verbs in this verb tense

Click here for another irregular verb exercise

In the negative there aren't any irregular verbs. All verbs use 'did not (didn't) + infinitive':

Here's an exercise about the negative form

Questions are also very easy. Just put 'did' before the subject, and the infinitive after it.

Here are the 'yes / no' questions:

And here's an exercise about 'yes / no' questions

To make a 'wh' question, of course, put the question word at the beginning of the sentence:

And here's an exercise about 'wh' questions

Here are some exercises about making all the forms:
Mixed Exercise 1
Mixed Exercise 2
Mixed Exercise 3
Mixed Exercise 4
Click here to learn about when we use this tense

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Easy explanations and examples about how to make the past simple (or simple past) tense in English with lots of exercises and quizzes.

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Modal Verbs: Definition & Usage Examples | Grammarly Blog

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Modal verbs can be tricky, but the good news is that they're simple once you learn how they work. Below, we explain everything you need to know to use modal verbs with ease.

Write with Grammarly

What are modal verbs?

Modal verbs show possibility, intent, ability, or necessity. Common examples of modal verbs include can, should, and must. Because they're a type of auxiliary verb (helper verb), they're used alongside the infinitive form of the main verb of a sentence.

Modal verbs are used to express certain hypothetical conditions, such as advisability, capability, or requests (there's a full list in the next section). They're used alongside a main verb to inflect its meaning.

Consider the difference between these two examples:

The first example is a simple factual statement. The speaker participates in a swimming activity every week on Tuesdays.

The second example uses the modal verb can. Notice how the meaning changes slightly. The speaker does not necessarily swim every Tuesday; they're saying that they are capable of swimming every Tuesday or that the possibility exists for them to swim every Tuesday. It's hypothetical.

Because modal verbs are auxiliary, they can't generally be used on their own. A modal verb can appear alone in a sentence only if the main verb is implied because it has previously been established.

Modal verbs are quite common in English; you've seen them in action hundreds of times even if you didn't know what they were called. The most frequently used ones are:

There are other, less common modal verbs. Some-like shall and ought-are rarely used any longer. There are also verbs that can function either as main verbs or as modal auxiliaries depending on the context; got, need, and have all behave like modal verbs in the common colloquial expressions got to, need to, and have to. Some modal verbs express very specific conditions that don't come up often, like dare in its modal form in "Dare I ask?" The word used in the idiomatic phrase used to, as in "I used to be an English student too," behaves like a modal verb with only a past tense form.

When are modal verbs used?

What special conditions do modal verbs indicate? Here's a list, along with examples:

Likelihood

Some things seem likely to be true but can't be stated as definite facts. In these cases, you can use the modal verbs should and must to show probability without certainty.

Possibility

In a situation when something is possible but not certain, use the modal verb could, may, or might.

Ability

The modal verb can expresses whether the subject of a sentence is able to do something. Likewise, the negative form, cannot or can't, shows that the subject is unable to do something.

Permission

If you want to ask permission to do something, start your question with can, may, or could. Traditionally, may is considered more formal and polite usage for permission; if you ask "Can I go to the bathroom?" it could be misinterpreted as "Do I have the ability to go to the bathroom?" However, in modern informal usage, may and can are both perfectly acceptable options for describing possibility or permission.

Request

Suggestion/advice

What if you want to recommend a course of action but not command it? If you're giving suggestions or advice without ordering someone around, you can use the modal verb should.

Command

On the other hand, if you want to command someone, use the modal verbs must, have, or need. With the latter two, the main verb does not drop the word to from its infinitive form.

Obligation or necessity

Modal verbs can express a necessary action, such as an obligation, duty, or requirement. Likewise, the negative forms express that an action is not necessary. Use the same modal verbs as with commands: must, have, and need.

Habit

To show an ongoing or habitual action-something the subject does regularly-you can use the modal verb would for the past tense and will for the present and future. The phrase used to is also acceptable when you're talking about a habit in the past.

How to use modal verbs (with examples)

Luckily, using modal verbs in a sentence is pretty simple. For basic sentences-in the simple present tense -just remember these rules:

Modal verbs come directly before the main verb except for in questions.

With modal verbs, use the infinitive form of the main verb. With most but not all modal verbs, to is dropped from the infinitive.

So if you want to brag about your ability to eat an entire pizza, you use the modal verb can before the infinitive form of eat without to-which is simply eat. The rest of the sentence continues as normal.

If you want to communicate that circumstances are requiring you to eat an entire pizza, you might use the modal verb have before the infinitive form of eat, retaining to:

For yes/no questions, you still use the infinitive form of the main verb, but the order is a little different: [modal verb] + [subject] + [main verb infinitive].

Note that in the second example above, because have is a verb that only sometimes functions as an auxiliary verb and at other times functions as a main verb, the question is formed with the auxiliary verb do at the beginning.

Because modal verbs deal largely with general situations or hypotheticals that haven't actually happened, all of the core ones can refer to present and future time but only some of them can refer to past time, and most of the time they do not change form to make different tenses. However, all of them can be used with different conjugations of a sentence's main verb to refer to present or future time in different ways, so let's talk a little about verb tenses and modal verbs.

Present tenses

We already covered the simple present above, but you can also use modal verbs in the present continuous and present perfect continuous tenses.
Present continuous Present perfect continuous
You can add a modal verb before a main verb in the present perfect continuous tense without changing much. However, note that the main verb always forms the present perfect continuous using have been, when appearing with a modal verb, never had been, even if the subject is third-person. The formula is [modal verb] + have been + [main verb in -ing form].

Simple past and present perfect tenses

Using a modal verb in the simple past or the present perfect (which indicates an action that happened in the past but is directly related to the present) is a little trickier.

Only a few of the core modal verbs have the ability to refer to past time: could, might, should, and would. They do this by functioning at times as the past tense forms of their fellow modal verbs can, may, shall, and will. But keep in mind that, as we saw above, could, might, should, and would also have different senses in which they refer to the present and the future, indicating possibility, permission, request, habit, or other conditions. None of the modal verbs can be used in the past perfect, the past continuous, or the past perfect continuous tense.
Simple past
Of the main modal verbs listed at the top, only can and will can be used in the simple past. The expressions have to and need to can also be used in the simple past, when conjugated as had to and needed to. Other modal verbs use the present perfect to discuss events in the past.

Can and will use their past tense form plus the infinitive form of the main verb without to, just like in the present: could/would + [main verb infinitive].
Present perfect
To form the present perfect using the modal verb could, might, should, or would, use the present perfect form of the main verb, which is have plus the past participle. As with the present perfect continuous, you always use have, even if the subject is third-person: could/might/should/would + have + [main verb past participle].
I might have gone to the party, but I forgot.
Future tenses

Because the simple future, future continuous, future perfect, and future perfect continuous tenses of main verbs are all already formed with the modal verb will, when you want to indicate likelihood, permission, or any of the other conditions discussed above in the future, it often makes sense to do it in some other way than by adding a modal verb.

However, there are also situations in which a modal verb other than willcan be used to talk about something in the future. In these cases, the new modal verb just replaces will in the sentence, and the main verb takes the same form it would with will..

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Modal verbs can be tricky, but the good news is that they're simple once you learn how they work. Below, we explain everything you need...

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Google Earth Idea Set focusing on the Pristine Seas project.

Subjects

Biology, Earth Science, Oceanography, Geography, Geographic Information Systems (GIS)

Manu San Felix/National Geographic Creative

This resource is also available in Spanish.
National Geographic's Pristine Seas project sends expedition teams to remote, unexplored places in the ocean. Utilizing some of the latest technologies-from drones and drop cameras to rebreather diving technology, submarines, and autonomous underwater vehicles-the team and key partners work together to conduct comprehensive surveys of these marine environments. The expedition findings are then used to advocate for better protection of these ocean areas. Here are some ideas to get your students learning about our ocean environment through Google Earth.

These ideas closely connect to the National Geography Standards, some of the Next Generation Science Standards, and many of the Geography Standards in the C3 Framework.

Pristine Seas

Have students view the Pristine Seas Google Earth Voyager Story and use the Pristine Seas: Exploring Islands & Coasts worksheet to organize their learning. Then have them share aloud from their worksheets, taking time to solicit student shares from each of the columns. Then ask students: What do you know about the issues affecting our ocean? After soliciting students' ideas, have students read the encyclopedia entry on the ocean, starting with the passage titled Fishing. Give students time to read through, or briefly discuss, each problem. Brainstorm a list of service learning projects the class could take on to address one or more of these issues, and consider moving forward with one.

Mapping the Ocean Floor

Have your students use Google Earth to study the underwater features of our planet. Ask them if they recognize any patterns. What they are seeing is not simply the result of a photograph from space; it's a bathymetric map constructed from radar data collected on satellites and echo sounder data collected from ships. Students can get more background information from our encyclopedia entry on bathymetry.

Google Earth imagery shows us the features of underwater seascapes, but it lacks a lot of detail-the reality is that only approximately 5 percent of our ocean has been precisely mapped. Have students find the Mariana Trench, the deepest point in the ocean. The distance between the surface of the ocean and the trench's deepest point is approximately 11 kilometers (km), or 7 miles! Ask students the following questions: What can they notice about this area, and the surrounding bathymetry? What are the closest land areas to it? Students can read more on ocean trenches, or take instruction further, by using the classroom activity Protecting the Mariana Trench.

The Ocean and Me

Have students identify the shortest path between them and the ocean using the measure tool in the Google My Maps program. They should measure distance "as the crow flies" and record this, turning it into their "ocean address." For example, the closest ocean access to students in Washington, D.C., is Cape Henlopen State Park in Delaware. Their ocean address is "169km (105 miles) from the ocean at Cape Henlopen State Park." Next, using Google Earth, have students study the underwater bathymetry of the ocean near that point- what features do they notice? Does it appear to be shallow far off the coast? Or does it drop off rapidly? What else can they observe? Take this further with the National Geographic lesson The World Ocean.

Our Warming Oceans

Data show that sea surface temperatures have risen over the last few decades and scientists suggest that heat sequestration from the atmosphere may have contributed to the increase. Have students download and open this KMZ file in Google Earth, and study the ocean surface temperature trends. Make sure they read the information point (find the pin located in Texas). Ask students: What spatial pattern(s) are you able to observe at the global scale?

Assign groups of students to do a regional analysis in these four areas studied by the Pristine Seas expedition team: Franz Josef Land, Revillagigedo Archipelago, Galápagos Islands, the coast off of Gabon. Have students predict how these environmental phenomena regarding sea surface temperatures might impact the ocean, as well as land areas. Then have them read the Pristine Seas website and conduct additional research to answer: Was your prediction accurate? What else did you learn after reading this section and from your research?

Marine Pollution

Ocean pollution comes in many forms. Have your students learn about these forms using the encyclopedia entry on the Ocean (students should start reading at the section titled Pollution). Next, have students download this KMZ file and load it into Google Earth. This series of maps shows us how floating objects-which includes garbage that ends up in the ocean and moves around our ocean basins in surface currents. Discuss what is visualized through the KML file with students and have them look at each layer, and describe the spatial patterns they see. Ask them to predict what happens to trash when it ends up in the ocean. Have students read the encyclopedia entry About the Great Pacific Garbage Patch to learn more about marine debris and then ask them to revisit and update their predictions.
<< Back to Google Earth education resources

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Chandana Jasti, National Geographic Society

Producers

Nancy Chow, National Geographic Society

Jordan Lim, National Geographic Society

special thanks

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Google Earth Idea Set focusing on the Pristine Seas project. Biology, Earth Science, Oceanography, Geography, Geographic Information Systems (GIS) Manu San Felix/National Geographic Creative This resource is also available in Spanish. National Geographic's Pristine Seas project sends expedition teams to remote, unexplored places in the ocean.

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Goal 3 | Department of Economic and Social Affairs

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The pandemic and other ongoing crises are hindering progress in achieving SDG3, exacerbating existing health inequalities and threatening progress towards universal health coverage. As a result, 68 million children are known to be un- or under-vaccinated as of 2022 from TB and malaria increased. This has been particularly challenging in low- and middle-income countries, where health systems were already under-resourced before the pandemic. The pandemic has also highlighted the need for stronger global health security systems to prevent and respond to future pandemics. Overcoming these setbacks and dealing with longstanding shortcomings in health-care provision requires an urgent strengthening of health systems.

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Goal 3 | Department of Economic and Social Affairs

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Ensure healthy lives and promote well-being for all at all ages