ESL Blog: Environment

Showing posts with label Environment. Show all posts

Tuesday, October 12, 2010

Mountain Top Removals in West Virginia

Put the verbs in parentheses into the right form:

Last week, the state of West Virginia announced that it _________ (sue) both the Environmental Protection Agency and the the Army Corps of Engineers over mountain top removal mining regulations. It said they ___________ (be) "unlawful" and "based on inadequate science."

West Virginia's Gov. Joe Manchin accused the government that they purposefully__________ (delay) 23 pending mountain top removal mining permits and ___________ (harm) the state's economy in the process.

Manchin alleged that no specific law or government regulation __________ (keep) the permits from passing.

Solutions: would sue, were, delayed, harmed, had kept

Saving South African Leopards with Fake Fur

(adapted from www.care2.com)

Use the active or passive form of the verbs in parentheses:

This is one example of a major conservation blind spot in southern Africa right now: the widespread and rapid loss of leopard populations to an illegal yet culturally entrenched skin trade. The most frightening thing is not the rate at which these magnificent big cats ___________ (hunt), but just how little the public___________ (know) about the trade.

The major demand for skins ___________ (create) by the four million strong religious group known as the Shembe church. The Shembe ___________ (adopt) leopard skins into their ceremonial life from their traditional place in Zulu culture where for hundreds of years the skins ___________ (serve) as a sign of the royal family. Now, what was once the reserve of the elite ___________ (search) after by millions of people, and at a single gathering upward of 600 leopards skins can ___________ (see). In a country highly sensitive about race and culture, stopping a practice like this -- however illegal -- through the use of the law, is almost impossible. It is an accepted norm for too many people.

are being hunted, knows, is created, have adopted, served, is sought, be seen

Thursday, September 23, 2010

The Last Trapper, a movie

“The Last Trapper” (2005 NFB, available at Blockbuster), by Nicolas Vanier
A feature movie about Norman Winther, played by himself
Here are some while-watching and post-watching tasks by the scene:

SCENE 1

{from the beginning to the kayak on a cascade}

Questions:
1. Find words that best describe the landscape.
2. Give your opinion on what a man’s life in this wilderness looks like.
3. Write down names of 5 animals that have been shown.
4. What makes Norman attracted to this way of living?
5. What is Norman’s fear? How do human activities in the area impact wild life?

SCENE 2

{grizzly bear, horses}

Questions:
1. What is a trap line? When is the trapping season? What does Norman do?
2. Describe the scene when Norman comes across a grizzly bear.
3. How does Norman interact with the animals he depends on?
4. How does he relate with the environment. Discuss different scenes you’ve seen in the movie.

SCENE 3

{cabin building, town, dog’s death}

Questions:
1. Describe the process of building a cabin.
2. What does Norman need from the city? What makes him return to his lifestyle?

SCENE 4

{Apache, hunting a moose)

Questions:
1. Norman and Nebraska call their new dog _____________.
2. According to Norman, man’s role is ___________________________________.
3. He is _____________ for killing an animal.
4. Nebraska goes back with a ___________ to get the meat.

SCENE 5

{trapping, sinking in ice}

Questions:
1. How would you describe sleighing dogs?
2. What is a role of a trapper, according to Norman?

SCENE 6

How does Norman relate to his dogs? What is their interdependence?

SCENE 7

{Alex and Norman, accident on a rock, wolves, Northern lights}

Questions:
1. In which way do Norman and Alex agree, and what are the differences between them?

SCENE 8

Questions:
1. What could be possible answers to Nebraska’s last question?
2. Consider life in that area 50 years from now.
3. Complete the sentences:
a) Norman Winther is ______________________________.
b) He lives _______________________________________
c) He loves ______________________________________
d) He thinks ___________________________________
e) He would like _________________________________
f) He says __________________________________
g) He fears _________________________________

4. Learn more about World Wildlife Fund (WWF)

UN Secretary General Introduction for the 2010 International Year of Biodiversity

UN Secretary General Welcome Message for the 2010 International Year of Biodiversity from CBD on Vimeo.

Listen to the speech and fill in the blanks:

Our lives depend on biological ____________. Species and eco systems are disappearing at an unsustainable ____________. We humans are the ____________. We start to lose a wider variety of ____________ goods and services that we take for granted. The consequences for economies and people will be ____________, especially for the world poorest people.

In 2002 world leaders agreed to substantially ____________ the rate of biodiversity loss by 2010.

We know already that the biodiversity ____________ will not be met.

We need a new vision and new efforts. To be as usual is not an ____________.

For this year of biodiversity I call on every country and each ____________ on our planet to join together in the global alliance to protect life on Earth.

Biodiversity is life. Biodiversity is ____________ life.

Solutions: diversity, rate, cause, environmental, profound, reduce, target, option, citizen, our.

Saturday, February 27, 2010

Eco-Driver

www.ecoDriver.org

TASKS

1. Which of these features are Fuel Savers or Gas Guzzlers?

Large engine

Overdrive

Trip computer

Power seats

Air conditioning

Tinted glasses

Sunroof

Heated seats

Manual transmission

Tachometer

4-wheel drive

Power locks

Cruise control

(Answers: 2, 3,6,9,10,13 are Fuel Savers.)

2. Order the words in this text:
Your the and Planet Help Wallet
fuel just can year by save a you hundreds of dollars, a and reduce Reducing your tanks personal consumption emissions ten by almost tone.
because kilograms litre gasoline carbon every burned in a car's atmosphere releases 2.3 That's of of dioxide into the that's earth's engine.
is change dioxide greenhouse primary Carbon the climate contributing gas to.

Note: This exercise will be made easier if you cut word strips, rather than have them printed on a handout. The three sentences can be in three different colours or in different fonts. You can also give each member of a group of three one sentence.

3. Look at the estimated annual fuel costs for different cars. Compare the costs (Exercise in reading numbers.) Which one would you buy? Why? (Discussion, giving opinion.)
	Best in class	10th best	Median
Hybrid	$1,025	$1,925	$1,825
Compact	$1,575	$1,850	$2,268
Mid-size	$1,700	$1,925	$2,754
Full-size	$2,000	$2,400	$3,105
Van/Minivan	$2,100	$2,775	$3,575
Based on 20,000 km, $1.25/litre, $1.35 premium and NRCan fuel efficiency ratings for 2008.

Note: each year, Natural Resources Canada (NRCan) produces a free booklet that compiles fuel efficiency ratings for all new cars. Online fuel consumption ratings can be found at: www.oee.nrcan.gc.ca/transportation

4. Insert an article: a, an, the or zero:

Welcome to the Idle-Free Zone

For Individuals

As __ individual, you can be instrumental in reducing __environmental impacts. If every driver of __ light duty vehicle avoided ___ idling by three minutes __ day, collectively over ___ year, we would save 630 million litres of ___fuel, over 1.4 million tonnes of GHG emissions, and $630 million annually in___ fuel costs (assuming fuel costs are $1.00/L).

(Answers: an,0, a, 0, a, the, 0, 0)

Sunday, June 14, 2009

Glossary of Environmental terminology

http://www.epa.gov/superfund/students/clas_act/haz-ed/dglossary.htm
http://esl-green.blogspot.com

Tuesday, April 28, 2009

Toxic Trespass

Toxic Trespass
Order this compelling DVD together with a guide full of groundbreaking information, become a part of the Women's Healthy Environment Network!

Wednesday, April 22, 2009

Let's Defeat Litter - Google Docs

Wednesday, January 21, 2009

Saving Birds

LETTERS FROM READERS…
(Abridged letter to On the Bay, holiday edition 2008, by George K. Peck, Research Associate, Ornithology, Royal Ontario Museum)

The nesting bird colonies on Nottawasaga Island are of a far greater importance than saving a now obsolete, manmade Lighthouse.
There are more than a dozen nesting bird species on the island, of which seven are in colonies. Among the latter is our province’s largest and most northerly colony of Great Egrets, now increased to 135 nesting pairs, from its appearance on the island in 1985. This magnificent all-white heron and the other island nesting birds have been monitored and an annual census is done annually by the Canadian Wildlife Service and myself. The island has been posted to keep visitors away during the nesting season.
If it is necessary and financially possible to repair the damaged Lighthouse, I would strongly suggest the importance of making those repairs outside the birds’ nesting season (the beginning of April to the end of July). Any work done within that period would seriously jeopardize the bird colonies, which should be regarded as a precious part of our heritage.

TASKS:
1. Reading comprehension questions (for higher levels):
Who is the author of this letter? Which Bay does the magazine relate to? What article in a previous issue does the author respond to? What point does he make?
Why does Mr.Peck think that birds are more important?
Name some of the birds in Ontario. Which of them exist in your country?
What does the writer mean by “a precious part of our heritage”? Can you think of anything else as a Canadian heritage?
What do you know about bird watching / bird counting?
In your opinion, should engineers, builders, city developers and other experts consult with biologists? Why or why not?
[Learn more: Janine Buyens: Biomimicry, see our book list]

2. Check the meaning of these words: nesting birds, bird colony, bird watching, bird census, ornithology. Find more words related to the birds.

3. TRUE / FALSE (for lower lvels)
1. Nottawasaga Island is a home to many birds.
2. There is a lighthouse on the island.
3. The lighthouse is not in use.
4. All the birds on the island are egrets.
5. The Great Egret is a white heron.
6. There are more than 12 bird species on the island.
7. There are 270 Great Egrets on the island.
8. People can not come to the island.

Find the words in the text that give answers to these statements.

4. Match the words on the left with the explanation on the right:

Obsolete - not in use any more
Colony - group
Appearance - show up
Magnificent - beautiful
Census - counting population
Jeopardize - endanger
Annual - yearly
Precious - dear
Heritage - part of the culture
Monitor - watch

5. Use the words above in these sentences:

The lighthouse on Nottawasaga Island is ________.
__________ies of birds live on the island now.
The first ________________ of Great Egret on the island was in 1985.
That _____________ bird is a part of Canadian _____________.
The island is ______________ because many species of birds live there.
The birds have been ______________ed.
An ____________ ___________ is taken to count the birds on the island.
Building works on the island during the nesting season can ______________ the birds.

6. Divide the class in two teams: those who are in favour of repairing the lighthouse and those who oppose it. Debate it.

Write a letter back to Mr. Peck defending the lighthouse restoration.
.
Write a post that the Canadian Wildlife Service would put on the island. Write more posts for the places you know need protection.

Write a letter to a newspaper suggesting a repair of some site that you would like to protect.

Write a letter to the Canadian Wildlife Service offering your help as a volunteer. Mention at least three reasons why you would qualify.

Friday, December 26, 2008

Faster Climate Change Feared

Published on Friday, December 26, 2008 by The Washington Post
by Juliet Eilperin

The United States faces the possibility of much more rapid climate change by the end of the century than previous studies have suggested, according to a new report led by the U.S. Geological Survey.
Ice sheets in the Antarctic and Greenland, above, are losing 48 cubic miles per year, pushing up sea level worldwide. (By John Mcconnico -- Associated Press)The survey -- which was commissioned by the U.S. Climate Change Science Program and issued this month -- expands on the 2007 findings of the United Nations Intergovernment Panel on Climate Change. Looking at factors such as rapid sea ice loss in the Arctic and prolonged drought in the Southwest, the new assessment suggests that earlier projections may have underestimated the climatic shifts that could take place by 2100.
However, the assessment also suggests that some other feared effects of global warming are not likely to occur by the end of the century, such as an abrupt release of methane from the seabed and permafrost or a shutdown of the Atlantic Ocean circulation system that brings warm water north and colder water south. But the report projects an amount of potential sea level rise during that period that may be greater than what other researchers have anticipated, as well as a shift to a more arid climate pattern in the Southwest by mid-century.
Thirty-two scientists from federal and non-federal institutions contributed to the report, which took nearly two years to complete. The Climate Change Science Program, which was established in 1990, coordinates the climate research of 13 different federal agencies.
Tom Armstrong, senior adviser for global change programs at USGS, said the report "shows how quickly the information is advancing" on potential climate shifts. The prospect of abrupt climate change, he said, "is one of those things that keeps people up at night, because it's a low-probability but high-risk scenario. It's unlikely to happen in our lifetimes, but if it were to occur, it would be life-changing."
In one of the report's most worrisome findings, the agency estimates that in light of recent ice sheet melting, global sea level rise could be as much as four feet by 2100. The IPCC had projected a sea level rise of no more than 1.5 feet by that time, but satellite data over the past two years show the world's major ice sheets are melting much more rapidly than previously thought. The Antarctic and Greenland ice sheets are now losing an average of 48 cubic miles of ice a year, equivalent to twice the amount of ice that exists in the Alps.
Konrad Steffen, who directs the Cooperative Institute for Research in Environmental Sciences at the University of Colorado at Boulder and was lead author on the report's chapter on ice sheets, said the models the IPCC used did not factor in some of the dynamics that scientists now understand about ice sheet melting. Among other things, Steffen and his collaborators have identified a process of "lubrication," in which warmer ocean water gets in underneath coastal ice sheets and accelerates melting.
"This has to be put into models," said Steffen, who organized a conference last summer in St. Petersburg, Russia, as part of an effort to develop more sophisticated ice sheet models. "What we predicted is sea level rise will be higher, but I have to be honest, we cannot model it for 2100 yet."
Still, Armstrong said, the report "does take a step forward from where the IPCC was," especially in terms of ice sheet melting.
Scientists also looked at the prospect of prolonged drought over the next 100 years. They said it is impossible to determine yet whether human activity is responsible for the drought the Southwestern United States has experienced over the past decade, but every indication suggests the region will become consistently drier in the next several decades. Richard Seager, a senior research scientist at Columbia University's Lamont-Doherty Earth Observatory, said that nearly all of the 24 computer models the group surveyed project the same climatic conditions for the North American Southwest, which includes Mexico.
"If the models are correct, it will transition in the coming years and decades to a more arid climate, and that transition is already underway," Seager said, adding that such conditions would probably include prolonged droughts lasting more than a decade.
The current models cover broad swaths of landscape, and Seager said scientists need to work on developing versions that can make projections on a much smaller scale. "That's what the water managers out there really need," he said. Current models "don't give them the hard numbers they need."
Armstrong said the need for "downscaled models" is one of the challenges facing the federal government, along with better coordination among agencies on the issue of climate change. When it comes to abrupt climate shifts, he said, "We need to be prepared to deal with it in terms of policymaking, keeping in mind it's a low-probability, high-risk scenario. That said, there are really no policies in place to deal with abrupt climate change."
Richard Moss, who directed the Climate Change Science Program's coordination office between 2000 and 2006 and now serves as vice president and managing director for climate change at the World Wildlife Fund-U.S., welcomed the new report but called it "way overdue."
"There is finally a greater flow of climate science from the administration," Moss said, noting that the report was originally scheduled to come out in the summer of 2007. "It really is showing the potential for abrupt climate change is real."
The report is reassuring, however, on the prospects for some potentially drastic effects -- such as a huge release of methane, a potent heat-trapping gas, that is now locked deep in the seabed and underneath the Arctic permafrost. That is unlikely to occur in the near future, the scientists said.
"It's unlikely that we're going to see an abrupt change in methane over the next hundred years, but we should worry about it over a longer time frame," said Ed Brook, the lead author of the methane chapter and a geosciences professor at Oregon State University. "All of these places where methane is stored are vulnerable to leaking."
By the end the century, Brook said, the amount of methane escaping from natural sources such as the Arctic tundra and waterlogged soils in warmer regions "could possibly double," but that would still be less than the current level of human-generated methane emissions. Over the course of the next thousand years, he added, methane hydrates stored deep in the seabed could be released: "Once you start melting there, you can't really take it back."
In the near term, Brook said, more precise monitoring of methane levels worldwide would give researchers a better sense of the risk of a bigger atmospheric release. "We don't know exactly how much methane is coming out all over the world," he said. "That's why monitoring is important."
While predictions remain uncertain, Steffen said cutting emissions linked to global warming represents one of the best strategies for averting catastrophic changes.
"We have to act very fast, by understanding better and by reducing our greenhouse gas emissions, because it's a large-scale experiment that can get out of hand," Steffen said. "So we don't want that to happen."

Wednesday, December 24, 2008

A Call to Action

This is an abridged excerpt from an article by Teressa Kerry in "Healthy Choices Lives" by the University of Pittsburgh Cancer Institute. Teresa Kerry is a co-author of "This Moment on Earth"

Just as we human beings must increasingly recognize that we are all internalized into the total environment, we need to understand, too, that the environment itself is internalized, for good and for bad, in us as humans.
What we as individuals do matters, and it matters a lot. I'm a strong believer in the importance of practical actions we each can take. And I believe, too, that we must not allow the pursuit of perfection to impede our commitment to progress.
We must appreciate that our actions may forever be based on incomplete knowledge of all there is to know about the potential effects of the thousands of potential chemical contaminants, and the thousands of various chemical combinations to which our bodies are unwilling hosts. Gertrude Stein cautioned us that "Everybody gets so much information all day long that they lose their common sense." That's even truer today, and it's critical that we retain our common sense and good judgement.

Having said that, we must also appreciate that the so-called "command-and-control" era has peaked, perhaps even run its course. We simply no longer have the time or resources to expend on programs that in the end might do more than fatten lawyers' wallets than they do to reduce our own toxic exposures and risks.

In that context, our next era of sound environmentalism must be based, like other good public policy efforts, on increased collaboration, among a growing cadre of informed and enlightened interests. It clearly must be based also on prevention and not just after-the-exposure remedial efforts to control potentially harmful exposures.

A recent Business Week cover story tells us that we are "closer than you think" to a world in which "socially responsible and eco-friendly practices actually boost a company's bottom line." Those same practices will boost an entire society's bottom line, not only from a financial, but also from an overall perspective. In this sense, we as a society should move not from the "cradle-to-grave" philosophy that became popular in 1990's, but rather to a "cradle-to-cradle" approach that can lead to an infinite product life cycle of ongoing use and usefulness.

We must realize not only that we as citizens have a "right to know", but also that our governmental leaders have a profound responsibility to tell us more about the chemicals that pervade our society. Here, we must be careful consumers, with a healthy skepticism of what both government and manufacturers tell us. With our right to know comes our responsibility to understand.

Collaboration, again, is the key. There is much we can do together. But we dare not wait or procrastinate before also taking constructive individual actions to manage our own, and our families' adverse chemical exposures.

TASKS:
1. Write the three main ideas of this article
2. Why does the author believe in an individual action? Is it enough?
3. Explain the expressions: internalize, practical action, pursuit to perfection, commitment to progress, potential effects, unwilling hosts, common sense, good judgement, command-and-control, run its course, fatten lawyers' wallets, sound environmentalism, public policy, increased collaboration, enlightened interests, remedial efforts, socially responsible practices, eco-friendly practices, bottom line, cradle-to-grave, cradle-to-cradle, right to know, healthy skepticism,

Toronto's Air Pollution Harms Thousands of Residents

Air pollution causes reduced lung function, asthma attacks, emergency room visits, lung cancer, high blood pressure and reduced life expectancy.
The Toronto data show that compared with 27 cities over a ten-year period, the city's nitrogen dioxide levels were the fourth highest, exceeded only by Los Angeles, Hong Kong and New York. Increases in nitrogen dioxide levels in Toronto coincided with increased vehicle use and a decline in the use of public transit. A study released by Dr. Barbara Yaffe, Toronto's Acting Medical Officer of Health, identifies the city's transportation sector as the most significant source of pollution.
The study estimates that five common air pollutants contribute to about 1,700 premature deaths and 6,000 hospital admissions in Toronto each year.
In Toronto, exposure to fine particles in the air contributes to about 6,000 emergency room visits, 12,000 cases of childhood bronchitis and 72,000 days of asthma symptoms each year.

TASKS:
1. Name some air pollutants. Find a map of the GTA showing air pollution by the ward.
2. Debate pros/cons of the public transit.
3. Compare the public transit in your country with the one in Toronto.
4. Write a letter to the TTC.
5. Come up with some suggestions for air quality standards in Toronto.

Thursday, December 4, 2008

Greenhouse Effect

INSERT A PREPOSITION:

Not long ago the talking ________ weather was mostly just small talk, but these days it's taking a more serious turn. There's something ______ the air.
You can't see it, most of the time you can't feel it, but air _______ us is changing ____ a quiet, but dramatic way.
The way we live is changing the composition ____ the atmosphere and our climate and local weather pattern are changing ______ it.
We burn fossil fuels to produce energy: coal, oil and natural gas and it's increasing the carbon dioxide _____ the atmosphere.
This process is raising the temperature _____ the planet. We call this warming action greenhouse effect.

SOLUTION: about, in, around, in, of, with, in, of

Thursday, November 20, 2008

What The Public Doesn’t Get About Climate Change

This is an abridged article from Time magazine, that can work well as a jigsaw reading material. Each group reads one passage and then members of different groups are put together to retell each other what they read. Different questions/tasks can be devised around that.

1. As I report on climate change, I come across a lot of scary facts, like the possibility that thawing permafrost in Siberia could release gigatons of carbon dioxide into the atmosphere or the risk that Greenland could pass a tipping point and begin to melt rapidly. But one of the most frightening studies I've read recently had nothing to do with icebergs or mega-droughts. In a paper that came out Oct. 23, 2008 in Science, John Sterman — a professor at Massachusetts Institute of Technology's (MIT) wrote about asking 212 MIT grad students to give a rough idea of how much governments need to reduce global greenhouse gas emissions by to eventually stop the increase in the concentration of carbon in the atmosphere. These students had training in science, technology, mathematics and economics at one of the best schools in the world — they are probably a lot smarter than you or me. Yet 84% of Sterman's subjects got the question wrong.

2. The study reflects the tremendous gap that exists regarding global warming. On the one hand are the scientists, who with few exceptions think climate change is very serious and needs to be dealt with immediately and ambitiously. On the other side is the public, which increasingly believes that climate change is real and worries about it, but which rarely ranks it as a high priority. A 2007 survey by the U.N. Development Programme found that 54% of Americans have a "wait and see" approach to climate-change action — holding off on the deep and rapid cuts in global warming that would immediately impact their lives. As a result, we have our current dilemma: a steady drumbeat of scientific evidence of global warming's severity and comparatively little in the way of meaningful political action. "This gap exists," says Sterman. "The real question is why."

3. "There is a profound and fundamental misconception about climate," he says. The problem is that most of us don't really understand how carbon accumulates in the atmosphere. Increasing global temperatures are driven by the increase in the concentration of carbon in the atmosphere. Before the industrial age, the concentration was about 280 parts per million (p.p.m.) of carbon in the atmosphere. After a few centuries of burning coal, oil and other fossil fuels, we've raised that concentration to 387 p.p.m., and it continues to rise by about 2 p.p.m. every year. Many scientists believe that we need to at least stabilize carbon concentrations at 450 p.p.m. to ensure that global temperatures don't increase more than about 2 degrees Celsius above the pre-industrial level. To do that, we need to reduce global carbon emissions (which hit about 10 billion tons last year) until they are equal to or less than the amount of carbon sequestered by the oceans and plant life (4.8 billion tons in the last year). It's just like water in a bathtub — unless more water is draining out than flowing in from the tap, eventually the bathtub will overflow.

4. That means that carbon emissions would need to be cut drastically from current levels. Yet almost all of the subjects in Sterman's study failed to realize that, assuming instead that you could stabilize carbon concentration simply by capping carbon emissions at their current level. That's not the case — and in fact, pursuing such a plan for the future would virtually guarantee that global warming could spin out of control. It may seem to many like good common sense to wait until we see proof of the serious damage global warming is doing before we take action. But it's not — we can't "wait and see" on global warming because the climate has a momentum of its own, and if we wait for decades to finally act to reduce carbon emissions, it could well be too late. Yet this simply isn't understood.

5. If élite scientists could simply solve climate change on their own, public misunderstanding wouldn't be such a problem. But they can't. Reducing carbon emissions sharply will require all 6.5 billion (and growing) of us on the planet to hugely change the way we use energy and travel. We'll also need to change the way we vote, rewarding politicians willing to make the tough choices on climate. Instead of a new Manhattan Project — the metaphor often used for global warming — Sterman believes that what is needed is closer to a new civil rights movement, a large-scale campaign that dramatically changes the public's beliefs and behaviors. New groups like Al Gore's We Campaign are aiming for just such a social transformation, but "the reality is that this is even more difficult than civil rights," says Sterman. "Even that took a long time, and we don't have that kind of time with the climate."

Monday, October 27, 2008

* How to make new post *

**********************************
STEPS:
1) Go to Login Page: https://www.blogger.com/start

2) Enter:
- Username: radmila.rakas
- Ask Radmila to get the password

3) On the screen that you get either click on the "NEW
POST" button or "Edit Posts" link

4) Click "Posting Tab" and "Create"

5) Enter Title and text (you can paste pics if you
want)

6) Don't forget to enter Label in the "Labels for this
post:" field
- For example you can chose "How to" label from the list
that I created already or create a new one.
- If you don't like it, later you can edit the post and
change whatever you want

7) When you are done, click on the "PUBLISH POST" button
and the post will immediately appear in the blog

8) To view new post go to the Blog:
http://esl-radmila.blogspot.com

Note: When you create new label you will see it on the
blog left side

ESL Blog