The Koppen Climate Classification and its Purpose :: Climatology

What is climatology? How does it differ from weather? Describe the Koppen Climate Classification and its purpose.   Ã‚  Ã‚  Ã‚  Ã‚  Climatology is one of the several branches of physical geography, but it differs from weather in several ways. The term climate implies an average, or long term record of weather conditions at a certain region. It conveys a generalization of all the recorded weather observations in a given area. Weather conditions are recorded in specifics for any given moment in time: the temperature, percentage of rainfall, and percentage of humidity. Climate on the other hand, is described in more general terms. Humid Equatorial climates, Dry climates, and Cold Polar climates are marked by certain prevailing characteristics that can be mapped such as continuous snow or deserts.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most popular classification systems is the Koppen Climate Classification system, which gives different climates three letters that describe that climate. The Koppen Climate Classification system is comparatively simple and is based on a triad of letter symbols. The first (capital) letter is the critical one; the A climates are humid and tropical; the B climates are very dry; the C climates are humid and mild; the D climates reflect increasing cold; and the E climates mark the polar areas. The first letter is followed by two more letters that further define the climate of that region. The second letter represents and explains the dry season: whether there is or isn't a dry season, whether it is a short or long dry season, and what season it comes in either a dry winter or a dry summer. The third letter defines the temperature of different seasons either a hot or cool summer or a cold or warm winter.   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of the Koppen Climate Classification system is to assist in

Votes For Women c1900-28

Question 1 From Source A – a poster produced in 1912 by the Suffragettes – it can tell us one of the reasons why the Suffragettes were demanding the vote for women. On the top row, it shows women in highly educated, well paid jobs like a mayor or a nurse, while below it a row of â€Å"low-level† men such as a convict and a drunkard. Already here we see a stark contrast in their class. It shows us that women of such quality were not allowed to vote, while men of such low integrity were. A reason why women were not enfranchised was because people deemed them to be inferior and less intelligent to men. However, what this posters shows us is that women can be more educated, and better respected, yet still not get the vote, unlike the men who didn't accomplish anything good in life, yet still got the vote. Also, people criticised the Suffragettes with their violent methods – which failed, and accused of being crazy lunatics. What the poster also shows is that men could be lunatics, and still gain the votes, but why can't women do so to. Question 2 Source B is an extract from a book written in 1907 called â€Å"Woman or Suffragette†. Its main view is that women should not be voting, but in fact were â€Å"destined to make voters†. It disagrees with the whole movement, both the Suffragists and the Suffragettes. It also has a reference to the Suffragettes movement, with its â€Å"shrill cry†. Source C on the other hand is a cartoon drawn in 1906 by Bernard Partridge. It shows two campaigners, one – portrayed as a calm, sensible, upper-class woman – a Suffragist, and the other – shown as a crazy and violet woman – a Suffragette. It also shows the Suffragette brandishing her fist, showing her violence and the basis if the Suffragette's movement. The cartoon criticises the Suffragette movement, with its â€Å"shrieking sister†, and shows the Suffragist saying to the Suffragette â€Å"YOU help our cause? Why, you're its worst enemy!† There is also a reference here, like Source B, to the Suffragettes movement, referring to their â€Å"shrieking†. This shows us that the artist doesn't support the Suffragette's violent movement, but does support the Suffragist's peaceful movement. This tells me that Source C doesn't support Source B fully about the disagreement of the women's movement, but rather that the women's movement was acceptable when it took a more peaceful approach. Question 3 Despite the Suffragette campaign, women still had not gained the vote by the outbreak of the war. Source D – an extract of a book written by Emmeline Pankhurst in 1912 – shows us that because of the failure to have woman enfranchised, the Suffragettes wanted the matter to be more widely noticed by the public. Emmeline said that it succeeded in this because the â€Å"newspapers are full of us†. This is like a reason for why the Suffragettes were ‘allowed' to be violent. Source E on the other hand is a speech given by a Member of the Parliament just a year after Emmeline Pankhurst's book was written. It is opposing the idea of women gaining the vote, saying that it will â€Å"ultimately put the control of the government of this country into female hands†. This shows us that some members of Parliament opposed the idea of having women in Parliament. Already the sources show us two of the different reasons why women were not given the vote. Another is that the Prime Minister at the time – Herbert Asquith – also opposed women's rights to the vote. This would have influenced Parliament. Another reason is the public and their opinion. With the Suffragists before, and their peaceful campaign, it got them the vote in local elections. With the Suffragettes, they got people to be scared of them and threatened the welfare of the others. This I think is the most important reason. To be enfranchised, they needed the public's support, because without this, no-one would support their campaign. Question 4 Both Sources F and G are useful to find out the contribution of women to the war, both in different ways. Source F is an example of propaganda, made at the time by the government, to try and get women to work in munitions factories, and consequently in the war effort. What this poster doesn't tell us is the number of women who were working in the munitions factories, but rather that the government allowed women to help in the war effort. In fact, this poster could be telling us that women were vital to the war, and that without women, the war could not have been won. With the women working in factories and doing the jobs that the men did enabled the men to go to war and fight. Also, the poster, with the words â€Å"Enrol At Once† is suggesting that women should do just that. At the forefront of the poster shows a very healthy looking woman, looking like she enjoyed working in the factories. Most women at the time would be working in poor conditions, with little pay and so a poor standard of life. The woman contradicts this, and so makes women want to join up. Also, it shows us that the government wanted to persuade women to work at the factories, and so needed them to be participating in the war. There's however, no way to know if the poster succeeded or not. Source F, on the other hand, is a table of statistics, written in the 1980s. This could mean that the data could have been compiled after years of research. Furthermore, as it is published in a school text book, it would mean that it should be an unbiased piece of evidence, unlike the government poster. Although it is a secondary piece of evidence, you can still find out about the contribution to the war done by women, but not fully. The table only shows us the number of women employed in certain industries in 1914 and 1918. There s no other information telling us about before, during, or after the war. We cannot tell if the number of women working in industries fell or rose during these times. Also, this positive trend may not have happened across all the industries. It also doesn't show us the facts, but, when compared to the start of the war, there was a significant increase in women working in industries, and so the war effort. Overall, I think that Source G is more useful. It provides actual statistics, which enables you to make a conclusion about the amount women did contribute to the war. Source F is merely a poster designed to enrol women into munitions factories and shows the government's need for female contribution to the war effort. It doesn't give any indication about the number of women working in munitions factories, let alone the industries. Question 5 ‘It was the work that women did during the war during the war that earned them the vote'. Personally I do not agree with this statement. I feel that it is a multiple of reasons, not just the war, which enabled women to be enfranchised. One of the reasons was due to their war effort. In helping out in the war, they earned people's respect, both the public and politicians. Also, they should people that there were not crazy, violent women as they were seen before, but in fact sane people. Source H partially agrees with this, as it says that â€Å"†¦women workers received a warm welcome† but not

Essay about Dreams The Mental Pictures - 918 Words

The average person spends more than one-third of their life sleeping, and over this period of time he or she can have as many as 1,825 dreams (Wicklinski). By definition, dreams are mental images, thoughts, or emotions that are experienced while sleeping. In the beginning, dreams were thought to be messages sent from the gods or spirit world. Researchers now have many theories explaining why people dream. Many of these theories believe that dreams can resemble an individual’s sensory experiences or even secret wishes. All people dream, but only forty-two percent can recall their dreams from the night before (â€Å"Dreams†). Dreaming is important because it can impact people’s health, provide insight into what they are feeling, and reveal†¦show more content†¦Without REM sleep, people can experience hallucinations or â€Å"waking dreams,† which can affect their memory, learning, and ability to focus on tasks. Through science it has been prov en that dreaming is essential to the prosperity of a human’s mental health and can even improve one’s mood. By interpreting a person’s dreams, psychologists can gain insight into the emotions he or she may be feeling. Sigmund Freud was one of the first researchers to publish a book on his knowledge of dreams. Freud believed that dreams are the â€Å"royal road to the unconscious† and contain a person’s unconscious desires (â€Å"Sigmund Freud†). Nowadays, dreams are interpreted not by their story, but by their emotional color. During sleep, the brain replays emotional experiences from throughout day. Often, dreams offer alternative solutions to these experiences. Many psychologists believe that taking actions in a dream can help a person feel better about a situation. Swiss psychiatrist Carl Jung believes that dreaming is meant to help heal one’s mind by presenting the sleeper with a problem and then offering a way to solve it ( â€Å"Greater Good†). If a person is feeling guilty, he or she may dream that the situation he or she is to blame for is actually the wrongdoing of someone else. In researcher William G. Domhof’s studies, he concludes that: Meaning has to do with coherence and with systematic relations to other variables, and in that regard dreams do have meaning. Furthermore,Show MoreRelated Dreams Essay621 Words   |  3 Pages Dreaming is a form of mental activity, different from waking thought, that occurs during sleep. The nature of dream activity has been characterized by many clinical and laboratory studies. These studies show that dreams are more perceptual than conceptual: Things are seen and heard rather than thought. In terms of the senses, visual experience is present in almost all dreams; auditory experience in 40 to 50 percent; and touch, taste, smell, and pain in a relatively small percentage. 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