1. Man has done more harm than good in his quest for development.

Many species of wildlife are

becoming extinct as a result of direct or indirect destruction of their environment. Certain
species are able to adapt to changes to the land while others simply vanish. Every type of human
activity has an impact on wildlife habitat. Man's only preservation effort is for species that they
consider to be beneficial to man. Predators are also systematically eliminated. However, the
number of protected animals has not increased as a result of this. Man has caused an imbalance
in the cycle by interfering. Therefore, a balance between progress and preservation is required
because man's future depends very much on this equilibrium.
2. The bar chart and pie chart give information about why US residents travelled and what travel
problems they experienced in 2009
Overall, the principal reason for Americans to travel in 2009 was to commute to and from work.
In the same year, the expense of travelling was the main worry of Americans while planning
their trips.
Looking more precisely at the bar chart, 49% percent of the trips made by Americans in 2009
were for the purpose of commuting. In sharp contrast, only 6% of trips were visits to friends or
relatives, and one in ten trips were social or recreation reasons. Shopping accounted for 16% of
the travel, while unnamed “personal reasons” accounted for the remaining 19%
The pie chart shows that pricing was the key consideration for 36% of American travelers.
Almost one in five people cited safety as their foremost concern whereas aggressive driving and
highway congestion were the main issues for 17% and 14% of the travelling public. Finally, a
total of 14% of those surveyed believed that access to public transport or space for pedestrians
were the utmost important travel difficulties.
3. Education seeks to make a child well-adjusted in society and help him to lead a satisfying and
successful life. It not only aims at the cognitive development, but physical, moral, ethical and
social development as well. While I concede that in certain fields students are well served by
nurturing their emotions and feelings, in most academic disciplines it is by cultivating intellect
rather than emotions and feelings that students master their discipline and in turn gain a
capacity to contribute to the well-being of society.
First and foremost, it should be said that even in the arts, creative writing requires the cognitive
ability to understand how the language is used and how to communicate ideas. Besides, creative
ability is itself partly a function of intellect; that is, creative expression is a marriage of one’s
cognitive abilities and the expression of one’s feeling and emotions.
The exploration of emotions in students has little place in educational systems. The physical
sciences and mathematics are purely products of reason and logic. Even in the so-called “soft”
sciences, emotion should play no part. Consider, for instance, the study of history, political
science or public policy, each of which is largely a microcosm of how the concepts of fairness,
equity and justice work themselves out. It’s tempting to think that students can best grasp and
learn to apply these concepts by tapping feelings such as compassion, empathy and indignation.
Yet fairness equity, and justice have nothing to do with feelings, and everything to do with
reason. Afterall emotions are subjective things, on the other hand, reason is objective and
therefore facilitates communication, consensus and peaceful compromise.
Indeed, on a systemic scale undue emphasis on the exploration of our emotions can have
harmful societal consequences. Emotions invite irrationality in thought and action, the dangers
of which are all to evident in contemporary America. For example, when it comes to the war on
drugs, civil rights and free speech today seem to mirror the voters’ fears and prejudices. Yet
common sense dictates that social ills are best solved by identifying cause-and-effect
relationships aka through critical thinking. The rapid increase of shouting-match talk shows
fueled by irrationality and emotion getting out of hand is further evidence that our culture
depends way too much credence to our emotions and not enough to our minds. A culture that
approves unrestricted venting of emotion is vulnerable to decline. In contrast, reason and better
judgement are effective deterrents to tyranny and war.
In short, emotions can serve as important catalysts for academic performance in the arts.
Otherwise, nevertheless, students, and ultimately society are far better off by learning to
temper their emotions while nurturing judgement, tolerance, and understanding, all of which
are products of reason and critical thinking