Top 10 Love Quotes from Shakespeare

As this  list of top 10 Shakespearean love quotes suggests, William  Shakespeare remains the world’s most romantic dramatist and poet. He is responsible for Romeo and Juliet and Sonnet 18, the greatest love story and poem ever written. Here are the top Shakespeare love quotes, from his plays and his memorable sonnet: Helena, A Midsummer Nights Dream   Act 1, Scene 1: Helena ponders how Demetrius, instead of falling for her, is becoming enamored of  Hermia: Love looks not with the eyes, but with the mind,And therefore is winged Cupid painted blind. Romeo, Romeo and Juliet Act 1, Scene 4:  Romeo tells his friend Mercutio that he is sinking under loves heavy burden with Juliet: Is love a tender thing? it is too rough,Too rude, too boisterous, and it pricks like thorn. The Duke, Twelfth Night Act 1, Scene 1: The Duke addresses the court in his palace, comparing love to a beautiful tune being played by the court musicians: If music be the food of love, play on. Sonnet 18 This is the opening couplet of Bards famous poem in which he compares his lover to a beautiful spring day—and finds her superior: Shall I compare thee to a summers day?Thou art more lovely and more temperate. Olivia, Twelfth Night   Act 3, Scene 1: Olivia, a countess, is talking to Viola, who has disguised herself as a man and inadvertently attracted Olivias love: Love sought is good, but given unsought is better. Ferdinand, The Tempest Act 3, Scene 1: Ferdinand, whose party has crashed on an enchanted island,  is speaking with Miranda, who was marooned on the island 12 years before, as they fall in love amid magical trickery: Hear my soul speak:The very instant that I saw you, didMy heart fly to your service; there resides,to make me slave to it. Beatrice, Much Ado About Nothing   Act 4, Scene 1:  Beatrice addresses Benedick as they banter  while friends conspire to make them fall in love—and succeed: I love you with so much of my heart that none is left to protest. Portia, ​The Merchant of Venice   Act 3, Scene 2:  This is Portias convoluted way of saying Im all yours! to Bassanio, one of her suitors: One half of me is yours, the other half yours—Mine own, I would say; but if mine, then yours,And so all yours! Romeo, Romeo and Juliet Act 1, Scene 1: Romeo tells his cousin Benvolio about his love for an unnamed woman (Juliet) and how she has so far resisted his advances: Love is a smoke raised with the fume of sighs. Phebe, As You Like It   Act 3, Scene 5:  Phebe tries to tell Silvius that she doesnt love him, having instead fallen for Rosalind, who is disguised as a man named Ganymede. (Phebe is quoting from a poem by Christopher Marlowe; Shakespeare borrowed the line from Marlowes Hero and Leander.): Who ever loved that loved not at first sight?

The Odyssey And The Epic Of Gilgamesh Essay - 1193 Words

When it comes to the realm of epic poetry, and hero-like characters in literature, the two works The Odyssey and the Epic of Gilgamesh can be compared and contrasted in different ways. The Odyssey and the Epic of Gilgamesh can be compared as expressions of searches for the meaning of life through knowledge. The two stories are somewhat mirrors in this manner. Throughout each story, the characters Odysseus and Gilgamesh show growth and change. The Odyssey can be summed up by stating how the great warrior, Odysseus, is trying to return home to his wife and son after fighting an epic war. In the Epic of Gilgamesh, a partial god, by the name of Gilgamesh, faced retribution for poor leadership, but manages to redeem himself. In both the Odyssey and the Epic of Gilgamesh, both heroes are in search for the meaning of life. Both heroes want glory and everlasting fame. They want their name to last for eternity. It is important to notice the role that both characters play in these two lit eratures. They both heroes serve as connects between the gods and the mortals. Although both Odysseus and Gilgamesh are both mortals, they both were granted strengths. Odysseus has great mental strength and Gilgamesh has great physical strength. Both characters change throughout the story. As they gain more knowledge about life along the way, they eventually begin to discover their own meaning of life. In doing so, each Gilgamesh and Odysseus both change throughout their journey. ThereShow MoreRelatedThe Epic Of Gilgamesh And The Odyssey1636 Words   |  7 PagesThe Epic of Gilgamesh and the Odysseus both are poems that have since early times been viewed as stories that teach the reader valuable life lessons, almost like a self-help book in today’s society. They both teach a lot of the same general lessons but there are some key similarities and differences throughout both works. Such as perseverance, and the inevitability of death are both lessons that are taught in each poem but they are presented to the reader through different interpretations. In theRead MoreThe Epic Of Gilgamesh And The Odyssey Essay790 Words   |  4 Pagestaken by characters as a tool to exhibit the alteration of the character’s nature. Examples of such can be found in The Epic of Gilgamesh and The Odyssey. The journeys undertaken in The Epic of Gilgamesh and The Odyssey were transformative experiences for the characters in each and provided valuable cultural insights t o the audience. At the start of The Epic of Gilgamesh, Gilgamesh is the arrogant ruler of the city Uruk. He is obsessed with immortality, which can be seen in the description of himRead MoreThe Epic Of Gilgamesh And The Odyssey1765 Words   |  8 Pagesand how their values have been passed down and evolved over time. The Epic of Gilgamesh and The Odyssey are both considerable representations of not only their unique cultures that set the very foundation of both civilization and storytelling, but also for their similar and different aspects of what they considered to be a hero. The most familiar structure to mythological stories such as the Epic of Gilgamesh and The Odyssey is that of a â€Å"tragic plot†. A tragic plot is a perfect plot that is connectedRead MoreThe Epic Of Gilgamesh And The Odyssey888 Words   |  4 Pagesdifferent, it makes a comparison of Gilgamesh and Odysseus an interesting subject. Both stories, â€Å"The Epic of Gilgamesh† and â€Å"The Odyssey† identify the characters as successful warriors with many adventures to be told. Gilgamesh and Odysseus are human with many god-like qualities. Their perception of immortality, as well as regard for death and the influences of the gods in their lives and adventures, are similar; however, the characters are quite different. Gilgamesh was two-thirds God and one-thirdRead MoreThe Epic Of Gilgamesh And The Odyssey1487 Words   |  6 Pagesliterary pieces. In both the Epic of Gilgamesh and the Odyssey, water is used as a symbol that represents complex ideas, and it plays a significant role throughout both literary pieces. In the Epic of Gilgamesh, water is mainly used to symbolize life and death as well as rebirth or baptism. In several of Gilgamesh’s dreams water is used as a symbol that represents life. An example of this is when Gilgamesh and Enkidu journey into the forest to kill Humbaba. In one dream Gilgamesh dreams that Enkidu andRead MoreAnalysis Of The Epic Of Gilgamesh And Odyssey Essay1548 Words   |  7 Pagesmisogyny into stone. There are some exceptional cases in the famous epic poems, the Epic of Gilgamesh of the Sumerians and Akkadians and the Odyssey from Homer of the Greeks. We all can agree that these epic poems or at most the authors did not view women with our modern perspective – equality among gender. However, we cannot deny that female characters helped set the path of the epic heroes’ journey to their goals. In these epic poems, women are portrayed as figures and themes of knowledge, motherhoodRead MoreEssay on The Odyssey and the Epic of Gilgamesh84 7 Words   |  4 PagesThe Odyssey and The Epic of Gilgamesh (Similarities and Differences) Both The Odyssey and the Epic of Gilgamesh are two incredible stories written long ago everyone knows this but what a lot of people dont is that these two epics share many of the same concepts. Such as the nostro (the Greek term for homecoming), xenis (guest/host relationship), oikos (household), and aganoriss (recognition). In both epics these themes are illustrated. In The Odyssey the theme of nostro is very prevalentRead MoreThe Iliad, Odyssey, And Epic Of Gilgamesh1466 Words   |  6 PagesThe Iliad, Odyssey, and Epic of Gilgamesh all demonstrate the transformational process of their respective epic heroes through their strengths and weaknesses. Epic heroes such as Achilles, Odysseus, and Gilgamesh all possessed superior qualities that separated them from other individuals. Although their incredible abilities may support the societal perception of strong leadership, their weaknesses caused these characters to hold vices that went against the cultural expectations of what a strong leaderRead MoreThe Epic Of Gilgamesh, The Odyssey, And Beowulf854 Words   |  4 Pages Throughout the â€Å"Epic of Gilgamesh†, â€Å"Oedipus the King†, â€Å"The Odyssey†, and â€Å"Beowulf†, the readers notice how society defines each main character by their heroic characteristics, the relationship between the humans and the divine, a nd the differences of how each hero’s journey ends. Gilgamesh, Oedipus, Odysseus, and Beowulf display several characteristics classifying themselves as heroes. In the story of Gilgamesh, Gilgamesh is â€Å"two-thirds divine and one-third human† (Gilgamesh, par 2). He displaysRead MoreSymbolism : The Epic Of Gilgamesh, And The Odyssey870 Words   |  4 PagesWhen it comes to texts such as The Epic of Gilgamesh, the Hebrew Bible, and The Odyssey, symbolism plays a major role in understanding a piece of literature’s true intentions. This would explain the abundance of distinct character features, exaggerated scenarios, and countless approaches to new, bigger problems in these tales. But one of the most favored approaches to symbolism and interpretations seems to be through the way of dreams. Due to their unpredictable nature, dreams allow authors to take

Columbus the Villain Essay Example For Students

Columbus the Villain Essay In 1492 Columbus sailed the ocean blue. And, when he reached his destination he killed, raped and enslaved innocent natives. Was Columbus a villain? The answer to that question, in my opinion, would be yes. Christopher Columbus was a cruel, self-centered, delusional man who does not deserve to be praised for the discovery of America. First, Columbus was a cruel man who enslaved, raped, and murdered the natives of the countries he sailed to. According to an article by John Margolis entitled Goodbye Columbus, Columbus oversaw the killings of some (Indians) and ordered the enslavement of others. Margolis goes on to say that Columbus did not prevent his crewmen from raping the innocent natives, and even that he himself raped an Indian women after beating her with a piece of rope. If these actions do not constitute villainy, I dont know what does. Also, Columbus could be described as a self-centered and delusional man. His critics have described him as not a genius, but a stubborn ego maniac who convinced himself that the world was about 25 percent smaller than it actually is. Columbus believed that he was saving the souls of his captives and granting them eternal life by taking the natives out of their environment and shipping them back to Spain. He even went so far as to believe that he was getting personal messages from above. Columbus does not deserve to be praised for the discovery of America. In short, if he didnt do it, someone else would have within 10 years. He was not the only one who believed that the earth was round, and the ideas of similar voyages had been previously proposed. Christopher Columbus was a cruel, delusional, and self-centered man who does not deserve high praises for the discovery of America. He allowed the killing, rape, and enslavement of innocent natives. Columbus was an ego-maniac who believed that he was doing the natives favors by killing them. If he had not discovered America, it is believed that some other Europeans would have. As one can plainly see, Columbus was a true villain.

Mass Communication Essays - Communication, Journalistic Objectivity

Mass Communication Mass communications is one of the most popular college majors in the country, which perhaps reflects a belief in the importance of communications systems in society. The communications system, consisting of radio, television, film, newspapers and magazines, effects how we think, how we feel, and how we live. Therefore, we must ask ourselves, "Is media 'mere entertainment,' or are there serious side effects of the national preoccupation with the media?" Long-term exposure to the media has a tendency to influence the way we think about the world around us, but how? Since the printing of the first newspaper to the introduction of the Information Superhighway, society has been able to view itself objectively. The men and women who present media to us: radio personalities, news anchors, and actors included, are given the responsibility of showing us society as it is. Sometimes, it is argued, this task is not done adequately. And so, arises an issue: can objectivity and subjectivity in the media affect how we approach issues? And, more importantly, can the information presented affect the value system of a society? The media is so pervasive it is hard to believe they do not have important effects on society. Yet, many people do not believe that the media have personally influenced them or have harmed them. However, to attempt to understand how the media may shape the attitudes of individuals, and how they may shape culture itself, requires that we stand back from our personal experiences in order to analyze the arguments presented on each side of the debate. For example, some believe that it is very important to report serious, society-threatening news with total objectivity. If it is not reported in such a manner, an indirect inciting of the more radical audience can occur. In the September 1996 issue of the "American Journalism Review," Sherry Ricchiardi responded to powerful reporting by Christian Amanpour on Serb atrocities in Bosnia. Some observers questioned the decency of the reporter's approach of support in coverage of these war-torn regions. Ricchiardi explained that correspondents must walk a fine line between subjectivity and objectivity in the quest to depict situations as neutrally, yet as meaningfully, as possible. Another example of subjectivity in the media and its effect on society is easily viewed in a recent incident in Rochester, New York. When a controversial biographer visited the University of Rochester to discuss his book on Mother Teresa and present his negative views on her compassionate legacy, a local newspaper responded with counteracting religious reactions and by "furnishing nothing of substance to an inevitably hostile audience." This, in turn, created a community outrage that might not have, otherwise, occurred. In an article entitled Journalists or Defenders of Faith? John H. Summers argued that the newspaper's biased approach to the speaker's visit was not representative of a healthy democracy which "demands journalistic integrity and intellegence." Some may argue that the newspaper's behavior was, in effect, a perpetration of libel. The Sullivan Rule, decided upon by the Supreme Court in New York Times v. Sullivan (1964), protects common man from libel and slander. The court held that the First Amendment protects the publication of all statements, even false ones, about the conduct of public officials except when statements are made with actual malevolence. As mentioned above, the First Amendment is the support system of the media. It simply states that "congress shall pass no law . . . abridging the freedom of speech." Equally important is its statement concerning freedom of the press, stating that "the liberty of the press . . . consists in laying no previous restraints upon publications, and not in freedom from censure for criminal matter when published." However, these statements cannot prevent the media from allowing entertainment to take precedence over "vital" news information. Choices such as these are said to have an effect on society's view of the world and its events. For instance, tabloids work hard to convince society that celebrity lifestyles, private information, and outrageous tales are important in today's culture. Because headlines such as "Monica's Own Story - Affair started after I flashed my sexy underwear," have boosted sales, more traditional newspapers have turned their attention to similar events. Many believe that it is ethically wrong to ignore real news in favor of celebrity gossip. It can be detrimental to the intelligence of the public to "dumb down" the news for the sake of ratings. And it seems, day by day, that ratings take total precedence in the media. Television programming is a significant example of rating precedence. Much of the population

Thatra production essays

Thatra production essays Depression affecting my work I think that Giovanna had a problem on her hands from the very beginning of the class as we were all such literal people. We needed to be able to understand what we were doing and why we were doing it. It has been said that an actor can only be guided if they are whole hearted in their creativity ability. I felt that I was restricted in this type of work, as I need a specific direction when working. Also the repetitive frustrations and arguments in class left me disheartened. Movement was the core of the work that we were going to be undertaking. In the first few sessions we spent the time moving around the different spaces, falling and recovering in different ways and areas. We began experimenting with new ideas of how to move the body. We were taught to feel gravity around the body and play with different movements that we would not normally use. The different exercises were relaxing feeling and progressing the way I normally would move, in un-usual ways. In later weeks we began working on dialectic rhythms; allowing our bodies feel disconnected and every bit doing something different at the same time. I felt this linked to what we had previously learned in Butoh and helped me to recreate the emotions I had then. We had to work with different paces, whilst the body was moving slowly the voice work working with it. In doing these different body exercises we were making the body stronger, so it also helped us condition for our other modules. The work we were doing in class required an emotional connection with not only yourself but also your class mates; this was encouraged throughout the different lessons. The exercises however were never really explained; this meant that we just followed what ever Giovanna was doing. I can now see that this is an interesting way of working because anything can actually happen when we are left to our own imagination, but at the time we were all ver...

The 8 ACT English Tips You Must Use in Your Prep

The 8 ACT English Tips You Must Use in Your Prep SAT / ACT Prep Online Guides and Tips The ACT English section can feel a bit overwhelming. You have to answer 75 questions in 45 minutes. You have to know and understand grammar rules. You have to analyze phrases, sentences, paragraphs, and whole passages. It can be scary stuff. If you can focus on a few basic tips, you can simplify the ACT English section and feel more confident when attempting to slay the ACT English beast. Whether you spend ample time diligently studying for the ACT or start your ACT preparation the night before the test, remembering these tips for the ACT English section will be beneficial on test day. In this article, I'll give you the top 8 tips for ACT English success. Using these tips willraise your score and prevent you from making careless mistakes: Read the Whole Sentence Don't Be Afraid to Pick NO CHANGE Don't Rush Rely on Rules, Not Your Ear BeSure You Know the Easy, Common Rules Eliminate Identical Answers Pick the Clearest Answer Answer the Question that You're Asked General ACT English Tips Let's start with some strategies that apply to the ACT English section as a whole. #1: Read the Whole Sentence This tip is vital for the ACT English section. Most of the questions will ask you how to change the underlined portion of a sentence. Don't just read the underlined portion. Reading the whole sentence is imperative to correctly answering the questions. The phrases that are not underlined in the sentence often provide essential information to determine whether there is an error in the underlined portion. Here is an example question from a real ACT to illustrate this point: If you just look at the underlined portion, you probably won't think there is anything wrong with the word "consecutively." It's an adverb and it modifies the verb "speak." However, when you read the whole sentence, you should notice that "consecutively" is redundant due to the phrase "for twelve hours straight." In this context, consecutively means without stopping, and the phrase "for twelve hours straight" implies that she could speak that long without stopping. Therefore, the word "consecutively" is superfluous. If you don't read the whole sentence, you might not notice the error and most likely select A. However, because the word "consecutively" is unnecessary, the correct answer is D. Additionally, some questions require you to read multiple sentences to correctly answer the questions. For example, you need the context provided by multiple sentences to answer some verb tense and paragraph order questions. Remember to do enough reading. #2: Don't Assume That There Must Be an Error Do not fear the "NO CHANGE" option. If a sentence seems fine, look at the differences between the answer choices to understand what concept the question is testing and determine whether that error is present in the original sentence. The NO CHANGE answer tends to be more common than expected if all answer choices were distributed evenly. #3: Don't Rush This tip may seem obvious, but it's important to think about as you're taking the test. Make sure you read and understand the relevant sentences and questions before marking your answer. It's better to have to guess at the end or skip the more time consuming big picture questions than to rush through questions and make careless mistakes. Check out this question that you could easily miss if you were to rush: If you're going too quickly, you may miss this relatively easy question. Perhaps you won't notice that the apostrophe comes before the "s" in "girl's" and select NO CHANGE, or you may not recognize that we're dealing with a plural possessive noun. The plural noun "faces" suggests that we're talking about more than one girl, and if you read the passage carefully, you'll know that the sentence is referring to the faces of Elsie Wright and Frances Griffiths. Therefore, the apostrophe should come after the "s" to indicate plural possession. The answer is G. This question is testing a somewhat basic rule, but if you're not paying close enough attention, you can miss a question like this that you should be getting right. Make sure you identify the type of question you're being asked, and go through all the necessary steps to find the correct answer. Refer to our ACT English articles in this blog for strategies for answering every type of question that appears on the ACT English section. Grammar Tips Here are some tips that focus exclusively on the grammar questions. #4: Rely on Grammar Rules to Answer Grammar Questions On the ACT English section, you should primarily use your knowledge of grammar rules to answer the grammar questions. Don't rely on your ear for what sounds right, except on idiom questions. Many correct sentences may sound wrong to you, and the ACT tests rules that are often broken in spoken and written English. Take a look at this official ACT example: If you attempt to answer this question by relying on what sounds right, you probably won't notice the error. The sentence sounds fine (at least it did to me when I first read it). However, if you rely on grammar rules to answer this question, you should first identify the underlined word as a pronoun. Whenever you see a pronoun underlined, you should check to see if there is an error in pronoun agreement. In the sentence, the pronoun "them" doesn't have a clear antecedent. The only answer choice that corrects the error is G. Here's an overview of all of the grammar rules that are tested on the ACT. #5: Some Common Errors Are Relatively Simple to Fix Some of the most common grammar errors on the ACT English section are fairly easy to fix. If you're able to identify these errors, often you can correct them with simple changes. Redundancy/Wordiness Redundancy and wordiness errors can be fixed by eliminating words or by making a sentence more concise. If a sentence makes sense without some of the underlined words, get rid of them. Here is an example: I think maybe I might possibly have met them all. F. NO CHANGE G. perhaps I've H. I've possibly J. I've By just looking at the underlined phrase, you should be able to determine that this is a redundancy question because "might" and "possibly" are synonyms, and therefore, both words aren't necessary. Additionally, the word "maybe" makes both "might" and "possibly" superfluous. All you have to do to eliminate the error is to get rid of "might" and "possibly." The correct answer is J. Unnecessary Commas Some of the comma questions on the ACT can be a little tricky and require you to know your comma rules well, but many comma questions simply require you to get rid of unnecessary commas. If you're unsure if a comma is needed, the general rule is to go with no comma. Take a look at this question: The sentence works just fine without the comma. On the ACT, if the sentence doesn't require a comma, there shouldn't be one. All you have to do to fix the error is get rid of the comma after "value." The correct answer is H. Dangling Modifiers If you start a sentence with a descriptive phrase, the word following the comma has to be the noun the phrase is describing. Any time you see an introductory phrase that describes a noun, the described noun should come right after the comma. This is an example of a dangling modifier: A writer for PrepScholar, Justin's goal is to help prepare students for ACT success. The introductory phrase is describing "Justin," not his goal. This sentence would fix the dangling modifier: A writer for PrepScholar, Justin hopes to prepare students for ACT success. #6: Eliminate Identical Errors If two answers are functionally identical, they must both be wrong. For example, if there is a question about transitions and two of the answer choices are "furthermore" and "moreover," you can determine that both are wrong because there is no way to differentiate between the two options. If you notice that more than two options are functionally identical, it will be a "Which of the following would not be acceptable?" question. Let's take a look at one of our previous examples: I think maybe I might possibly have met them all. F. NO CHANGE G. perhaps I've H. I've possibly J. I've If you didn't initially notice the redundancy error, you could have started going through the answer choices. Look at choices G and H. There is no real difference between the phrases "perhaps I've met them all" and "I've possibly met them all." Therefore, you would be able to determine that they must both be incorrect, and you can eliminate them. Then, you can compare the two remaining choices. Answer choice J is more concise, maintains the meaning of the original sentence, and it's grammatically correct, so it's the right answer. Rhetorical Skills Tips Now, here are some tips to use for the rhetorical skills questions. #7: All Prose Should Be as Clear as Possible Focus on picking the answer choice that provides all the necessary information and nothing more, in the most straightforward way possible. Here is an actual ACT example for you: While the phrase "being the place in which" doesn't contain a specific grammatical error, it's unnecessarily wordy. Every word or phrase in the passages on the ACT English should serve an essential purpose. This sentence can be more straightforward and concise. The correct answer is C. If we change "being the place in which" to "in which," none of the information in the sentence has changed, but the prose is more clear. #8: You Must Answer the Question You're Being Asked This tip may seem fairly obvious, but thinking about it is helpful when answering rhetorical skills questions. Each question asks you for specific things. Focus on selecting the answer choice that best answers the question instead of picking an answer choice that just seems plausible or sounds right. Here is an example for you: Many students will be stumped on questions like these. Since all the answer choices are true, they'll just randomly pick the choice that sounds formal and complex. Focus on the wording of the question. The correct answer should be the most specific and vivid. The answer choice that paints the clearest image of the underwater terrain will be the right answer. By focusing on what the question is specifically asking, you should be able to determine that the correct answer is A. None of the other answer choices vividly describes the underwater terrain. What's Next? Review the posts on the five critical concepts you must understand to ace ACT English and formality on ACT English. Both offer some helpful insight into the English section of the ACT. Also, read the article on how to approach ACT English passages. Make sure you have a systematic approach to these passages that works for you and will enable you to reach your target score. Aiming forthat elusive perfect 36? Tryour guide to getting a 36 on the ACT Englishfrom a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Developing an argument (gobal warming) Essay Example | Topics and Well Written Essays - 500 words

Developing an argument (gobal warming) - Essay Example The argument I am going to build in this essay is that the global warming will not be a continuous phenomenon and that the mankind will handle this issue in order to secure the long term survival of our future generations to come and since global warming is a natural phenomenon therefore it will stop the same way it was started by the nature. Over the history of mankind, we have successfully battled the gore threats from nature which were threatening to our survival on the earth. These threats included floods, earth quacks, tsunamis, viruses etc and through all these, we, as mankind has successfully emerged as winners. It is simple human nature that we want to evolve and in that process we come up with innovations and methods which allowed us to handle these. Since the main causes of the global warming are greenhouse gas concentrations, therefore plantation of new trees and especially those that have the capability of absorbing heat can significantly contribute towards reducing the i mpact of global warming on the planet earth. Scientists have discovered that plants with short life cycles or quick growing plants like weeds have the capability to cope with the global warming.(sciencedaily,2007). Similarly corals adopt to cope with the global warming more than any other thing as the studies suggest that corals may be able to sustain the extreme heat by forming new relationships with their algae’s to take on more heat.(Hect,2004). What we as humans has to do is to continuously search and find out methods which can help us to cope with the global warming. Some studies have even suggested that the global warming has stopped and it is no more hurting the mother earth (Lynas, 2008). However there are concerns that the global warming may not be stopping and that it is a continuous phenomenon and will bring in the downfall of humans eventually. There is evidence which suggest that global warming still has to unfold however