Animals of the earth
a webpage made for ens403
Icelandic to English
Það lítur út fyrir að margir nemendur í grunnskólum líti á spendýr sem hin eiginlegu dýr. Þeir nefna frekar spendýr en aðra hópa dýra þegar þeir eru beðin um að nefna dýr, og þá er ekki tekið fram hvers konar dýr beðið er um. Ýmsar niðurstöður rannsókna sem teknar eru saman af Rosalind Driver í bókinni Making sense of secondary science benda til þess sama.31 Þar kemur fram að nemendur upp í 15 ára sjá nær eingöngu stór ferfætt landspendýr sem hin eiginlegu dýr. Ástæða fyrir að flokka ekki fiska eða smádýr sem dýr þá segja nemendur að dýr séu með fjóra fætur, með feld, stór, búi á landi og gefi frá sér hljóð. Þeir virtust ekki átta sig á að skilgreiningin á dýrum er allt önnur. Þessar rannsóknir renna stoðum undir niðurstöður hér en nemendur nefna helst stór spendýr þegar þeir eru beðnir um að nefna dýr. Eins og fram kom að ofan þá kemur orðið dýr mikið fyrir í lífi barna og unglinga en engar námsbækur í Bandaríkjunum virðast taka fram hver skilgreining á dýri er og tóku rannsakendur eftir því að ef orðið var notað kom það yfirleitt í samhengi við spendýr.5 Íslensku námsefni þar sem farið er í dýra- og flokkunarfræði er ekki eins uppsett og bandarískt efni. Í bókinni Lifandi veröld, sem kennd er í 9. bekk allra skólanna, kemur fram hver skilgreiningin á dýri er og farið er sérstaklega í hvern dýrahóp fyrir sig frá minnstu hryggleysingjum til stærstu spendýra. Í öllum undirköflum er orðið dýr notað en 37 ekki kvikindi eða vera eins og í bandarískum námsbókum.
translated text in english
It seems that many elementary school children see mammals as the only “real” or „actual” animals. They name mammals more than any other group of animals when they are asked to name animals without specifying the animal group. Many results of researches complied by Rosalind Driver in the book: “Making Sense of Secondary Science” indicates the same results as we see with the students. According to the book, students up to the age of 15 only see the big four-legged land mammals as “real” animals. The reason why fish or incects are not animals, according to the students, is that animals have four legs, have fur, are big, live on land and make sounds. They don’t seem to understand that the definition of animals is not like they think it is. These researches confirm the results that students mostly name big mammals when they are asked to name animals. As stated above the word “animal” is used very much in children and teenager’s lives but there are no books in America that define what an animal is. Researches noticed that if the word animal was used it was almost always in context with a mammal. Icelandic curricula of the study and classification of animals is not set up in the same way it is in the United States.. In the book “Lifandi veröld” which is taught in every 9th grade in Iceland, the definition of an animal is discussed and every animal group is listed, from the smallest invertebrates to the biggest mammals. Every subsection uses the word animal instead of words like creature as is done in American schoolbooks.
Why i choose this text
I choose this text because it fitted my interest and it was not too hard or too easy to translate. First I translated the text word by word than I made in into one complete text
English to Icelandic
The rapid growth of urban development into the coastal forest of British Colombia is making it difficult for the bald eagle to maintain a stable population. In this case, habitat fragmentation is the reduction and isolation of livable forest, which makes up the niche of the bald eagle. As deforestation destroys the mature forest, the eagle's nests are also destroyed, setting back their reproductive cycle. They will have to spend time and energy relocating to a suitable habitat and rebuilding their nest. This added stress may result in the reduction of eagle's brood size and delayed hatching, thus limiting chances of survival of the fledges. Overall, the results of recent studies provide evidence that increased forest fragmentation is associated with greater variability of the species richness of forest bird communities over time. Ultimately, habitat fragmentation commonly creates small islands of contiguous habitat surrounded by areas of unsuitable habitat that isolates population, limits the genetic interchange, and causes the localized extinction of some population. As noted by Sharpe and Hendee (1992), "the maintenance of the traditional migration corridors/routes providing sufficient visibility and escape terrain or cover, is critical to the survival of large, mobile wildlife population" such as bighorn sheep, elk, mule deer, and bears (p.243).
While the amount of forest interior habitat is being reduced, hundreds of new plant and animal species have been introduced to most of the American landscape, both intentionally and accidentally. Some of these so called invasive-exotics, such as Norway maple, kudzu, Japanese honey-suckle, and knotweed are spreading very aggressively in the absence of natural controls.
Hraður vöxtur þéttbýlis á strandskógasvæðinu á bresku kólumbíu gerir skallaörnum erfitt fyrir að halda stöðugum fjölda. Í þessu tilfelli má segja að dreifing heimkynna sé vegna fækkunar og einangrunar lífvænlegra skóga sem eru aðalheimkynni skallaarnarins. Þegar skógum er eytt er hreiðrum skallaarna einning eytt sem skaðar æxlunarhring þeirra. Þeir þurfa því að eyða tíma og orku í að finna sér annan hentugann stað til að gera sér nýtt hreiður. Þetta aukna stress gæti leitt til fækkun unga og seinkun á úteggjun afkvæma, með þeim afleiðingum að lífslíkur ungu fuglanna takmarkast. Í það heila sýna niðurstöður nýlegra rannsókna fram á að aukin dreifing skóga séu í beinu samhengi við meiri fjölbreytni í samfélögum skógarfugla. að lokum mun sundrun bússvæða verða til þess að aðeins verða eftir litlar eyjur af samliggjandi búsvæði umkringt óhentugum svæðum sem einangrar fjölda, takmarkar erfðafræðilega skiptingu og veldur staðbundinnar útrýmingu sumra stofna. Eins og Sharpe og Handee(1992) sögðu:” viðhöldun venjubundinna flutinga leiða sem veita fullnægjandi skyggni og skjól er meginatriði þess að mestur hluti villtra dýra lifi af og geti fjölgað sér” sem dæmi má takað hyrndar kindur, elgi, múldýr og birni(bls243). Á meðan búsvæði dýra í skógi er að minnka er plantað hundruðum nýrra plantna og dýralíf Ameríku hefur verið kynnt fyrir flest öllum svæðum landsins, bæði útaf slysni og viljandi aðgerðum. Sumar þessra svo kallaða ífarandi- framandi lífvera svo sem norskur hlynur, kudzu, japanskur hunangs- sjúgari og reipi-illgresi eru að dreifa sér grimmt yfir svæði vegna skorts á náttúrulegu eftirliti.
Why i choose this text
I choose this text because it was very interesting. I translated the text word by word at first. I left out the words I didn’t know. Then I made the whole text and translated the hard words.
I took an interview with Sif Traustadóttir who is a veterinarian and also was the chairman of the Icelandic animal protection association but now she is the cashier of the same institution. I choose Sif because she has a splendid career as a veterinarian and has worked with animals for a long time. I asked 5 questions which Sif answered. Down below you can read the answers.
How old were you when you started to work with animals?
What do you think is the best part of your job?
What do you think is the worst part about your job?
What is the most memorable case that has happened to you during your career?
When did you realize that you wanted to work with animals?
Sif says that she started to work with animals at the age of 29. She had just graduated as a veterinarian. She thinks that the best part of her job as an vet is how all the animals have different the animals are and how different their characteristics are. Also she enjoys to learn more about their behavior. The worst part of the job, Sif says, is to have to euthanize animals that are healthy and also to tell the owner that an pet has a disease that cannot be cured. Sif says that the most memorable case that she has handled during her career is to save an animal that would have otherwise died, for example a surgery that was successful. Sif knew she wanted to work as a veterinarian when she was just a child. She studied biology in high school and went to a veterinarian college in Denmark.
The video is about how animals work together and if they are just thinking about themselves or if they will work with others. In the video monkeys and elephants are tested. The video also tells us if animals see fairness like humans do. I choose this video because the title sounded exciting and also because it had many views so it must be good, right?
The video is about that all animals are all the same under the skin. The narrator is a photographer who is talking about his pictures and about an old African story how all animals are the same and once a year the all met in a cave, shed their skin and danced together. That is until man came. I chose the video because it had some beautiful pictures and the story was interesting.
In the video 2 photographers share their experience after following and filming the lives of big cats. You will see a baby leopard growing up. And watch a pack of lion attacking an elephant. Also they talk about how many big cats have been killed for fur, bones and body parts. I chose this video because it was very interesting and the photographers did an excellent job.