Teaching in Public Schools Differs from Private Schools

Educating in Public Schools Differs from Private Schools School decision is a hotly debated issue concerning instruction particularly with regards to open versus tuition based schools. How guardians decide to instruct their youngsters is profoundly discussed, however educators have alternatives with regards to picking work? As an instructor, finding your first employment isn't in every case simple. In any case, you should guarantee that the schools crucial vision line up with your own way of thinking. Understand that educating in government funded schools contrasts from instructing in tuition based schools. Both offer the chance to work with youngsters consistently, however each has their points of interest and burdens. Educating is a serious field, and now and again it appears as though there are a larger number of educators than there are employments accessible. Imminent instructors going after a job in a non-public school should know the contrasts among open and tuition based schools that will affect how they carry out their responsibility. Understanding those distinctions is significant in the event that you have an either/or opportunity. Eventually, you need to educate at a spot where you are agreeable, that will bolster you as both an educator and an individual, and that will give you the best chance to have any kind of effect in the lives of your understudies. Here we look at some significant contrasts among open and non-public schools with regards to instructing. Spending plan The spending plan of a non-public school regularly originates from a blend of educational cost and raising money. This implies the general financial plan of a school is reliant on what number of understudies are enlisted and the general abundance of the benefactors who bolster it. This can be trying for more current tuition based schools and a general preferred position for a set up non-public school that have fruitful graduated class ready to help the school. The main part of the spending plan of a government funded school is driven by nearby property charges and state instruction help. Schools likewise get some government cash to help administrative projects. Some government funded schools are likewise lucky to have nearby organizations or people who bolster them through gifts, yet this isn't the standard. The financial plan for government funded schools is normally attached to their state’s monetary status. At the point when a state experiences a monetary difficulty schools, get less cash than they commonly would. This frequently powers school overseers to make troublesome cuts. Accreditation Government funded schools require at least a bachelor’s qualification and an instructing endorsement to be a guaranteed educator. These prerequisites are set by the state; though necessities for non-public schools are set by their individual administering sheets. Most tuition based schools commonly follow indistinguishable prerequisites from government funded schools. In any case, there are a couple of tuition based schools that don't require a showing authentication and at times may employ educators without a particular degree. There are additionally tuition based schools that lone hope to enlist instructors who hold a propelled degree. Educational plan and Assessment For government funded schools, the educational program is for the most part determined by state-ordered targets and for most states will before long be driven by the Common Core State Standards. Singular locale may likewise have extra targets dependent on their individual network needs. These state commanded targets likewise drive the state government sanctioned testing that every single government funded school are required to give. State and governments impact the tuition based school educational plan. Non-public schools can basically create and actualize their own educational plan and evaluations. One of the significant contrasts is that tuition based schools may fuse strict educational plan into their schools while government funded schools can't. Most tuition based schools are established dependent on strict standards, so this permits them to influence their understudies with their convictions. Other tuition based schools may decide to concentrate more on a particular region, for example, math or science. For this situation, their educational plan will concentrate more on those particular regions, while a state funded school is progressively adjusted in their methodology. Order The familiar adage goes that children will be kids. This is valid for both open and non-public schools. There will be discipline issues in either case. State funded schools commonly have increasingly significant order issues, for example, brutality and medications than tuition based schools do. State funded school managers invest most of their energy dealing with understudy discipline issues. Tuition based schools will in general have progressively parental help which frequently prompts less control issues. They additionally have more adaptability than government funded schools with regards to expelling an understudy from a homeroom or expelling them from school out and out. Government funded schools are required to take each understudy who lives in their locale. A tuition based school can basically cut off their association with an understudy who persistently won't follow their normal approaches and techniques. Assorted variety A restricting variable for non-public schools is their absence of decent variety. Government funded schools are significantly more differing than tuition based schools in numerous zones including ethnicity, financial status, understudy needs, and scholarly ranges. Actually going to a tuition based school cost a lot of cash for most Americans to send their kids as well. This factor alone will in general cutoff decent variety inside a tuition based school. Actually most of the populace in tuition based schools is comprised of understudies who are from upper-white collar class Caucasian families. Enlistment Government funded schools are required to take each understudy regardless of their incapacity, scholarly level, religion, ethnicity, financial status, and so forth. This can likewise adversy affect class size particularly in years where spending plans are slim. It isn't remarkable for there to be 30-40 understudies in a solitary study hall in a state funded school. Non-public schools control their enlistment. This permits them to keep class measures in a perfect 15-18 understudy go. Controlling enlistment likewise is advantageous for instructors in that the general scope of where understudies are scholastically are a lot nearer than an ordinary state funded school homeroom. This is a significant advantage for the two understudies and educators in tuition based schools. Parental Support In government funded schools, the measure of parental help for the school differs. It is ordinarily needy upon the network where the school is found. Lamentably, there are networks that don't esteem training and just send their children to class since it is a prerequisite or on the grounds that they consider it free looking after children. There are likewise numerous government funded school networks who esteem instruction and offer huge help. Those government funded schools with low help give an alternate arrangement of difficulties than those with high parental help. Non-public schools quite often have gigantic parental help. All things considered, they are paying for their child’s training, and when cash is traded, there is an implicit assurance that they mean to be engaged with their child’s instruction. Parental contribution is significant in the general scholastic development and advancement of a kid. It likewise makes a teacher’s work simpler over the long haul. Pay An astonishing truth is that government funded teachers are normally paid more than tuition based school educators. Anyway this relies upon the individual school itself, so it may not really be the situation. Some non-public schools may likewise offer advantages that state funded schools do excluding educational cost for advanced education, lodging, or suppers. One explanation that state funded teachers are commonly paid more is on the grounds that most tuition based schools don't have a teacher’s association. Instructing associations contend energetically for their individuals to be genuinely redressed. Without these solid association ties, it is hard for tuition based school instructors to haggle for better compensation. End There are numerous advantages and disadvantages an instructor must weigh with regards to deciding to educate in open versus tuition based school. It eventually boils down to singular inclination and solace level. A few instructors would lean toward the test of being an educator in a battling downtown school and others would like to instruct in a prosperous rural school. Actually you can have an effect regardless of where you educate.

Biology A2

College OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level * 2 3 0 8 9 6 9 7 3 * BIOLOGY Paper 5 Planning, Analysis and Evaluation Candidates answer on the Question Paper. No Additional Materials are required. Peruse THESE INSTRUCTIONS FIRST Write your Center number, competitor number and name on all the work you submit. Write in dim blue or dark ink. You may utilize a pencil for any charts, diagrams or harsh working. Try not to utilize staples, paper cuts, highlighters, paste or revision liquid. Try not to WRITE IN ANY BARCODES. Answer all questions.At the finish of the assessment, affix all your work safely together. The quantity of imprints is given in sections [ ] toward the finish of each question or part question. 9700/51 October/November 2011 1 hour 15 minutes For Examiner’s Use 1 2 Total This record comprises of 8 printed pages. DC (CB (SE/DJ)) 34786/4  © UCLES 2011 [Turn more than 2 1 Photosynthesis was explored in a types of uni cellular alga utilizing the device appeared in Fig. 1. 1. suspension of unicellular green growth in water For Examiner’s Use 10. 0 light of known frequency oxygen test attractive stirrer Fig. 1. Two unique strains of the types of alga were tried utilizing a scope of various frequencies of light. †¢ Light of realized frequency was gone through the cylinder containing green growth for two hours. The light transmission through the suspension and the oxygen fixation were then estimated. light meter oxygen meter The outcomes were utilized to plot the assimilation range and the activity range for each strain of alga. Fig. 1. 2 shows these spectra. strain A strain B absorbance ingestion spectra 400 500 600 700 frequency of light/nm pace of photosynthesis activity spectra 400 500 600 700 frequency of light/nm Fig. . 2  © UCLES 2011 9700/51/O/N/11 3 (an) (I) State the two ward factors in this examination. 1. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [2] (ii) Apart from temperature and pH, which have little impact, state two factors that ought to be normalized during this examination. 1. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [2] (b) (I) Water with no suspended green growth transmits 100% of the light. State how the information to plot the assimilation range was acquired. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. [1] (ii) State the in formation which would be utilized to plot the activity range. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. [1] The photosynthetic shades of the green growth were removed and were isolated by two-way chromatography. The colors were first isolated by one dissolvable and afterward isolated again by a second dissolvable at right edges to the primary dissolvable. Fig. 1. 3. shows the outcomes for the two unique strains. strain A dissolvable front 1 4 3 2 course of first dissolvable 1 starting point 6 1 source 5 3 2 6 strain B 5 dissolvable front 1 For Examiner’s Use dissolvable front 2 bearing of second dissolvable Fig. . 3 dissolvable front 2 (c) Using the data in Fig. 1. 3, propose why utilizing two unique solvents gives a superior detachm ent of these shades than simply utilizing one dissolvable. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦. [2]  © UCLES 2011 9700/51/O/N/11 [Turn more than 4 (d) Outline a strategy that an understudy could use to extricate the photosynthetic shades and acquire these chromatograms. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬

Experiment Design Does Using Colored Paper Improve Learning

Experiment Design Does Using Colored Paper Improve Learning Student Resources Print Colored Paper and Impact on Learning Experiment By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on December 02, 2019 Steven Errico/DIgital Vision/Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers Some people say that using colored paper or text rather than plain white paper or black font can improve learning and performance. One claim is that printing text on green paper helps students read better, while another is that yellow paper helps students perform better on math exams. How accurate are these claims? Heres how to design a psychology experiment around this theory. The Foundation of a Psychology Experiment Does the color of the paper or the color of the text really have an impact on how much a student learns or how well they perform on an exam? These questions form a great basis for a psychology experiment that you can perform yourself. If you are looking for a psychology experiment idea for a high school or college course, consider testing whether the color of paper and/or the color of the text impacts test results or memory. Possible Research Questions When preparing an experiment about color and learning, you may choose one of these questions to study in your experiment: Does using colored paper increase scores on a math test?Does using a different colored font increase scores on a math test?Does using colored paper increase reading comprehension?Does using a different colored font increase reading comprehension?Does printing text on green paper increase reading comprehension over other colors of paper, such as yellow, blue or brown?What color text works best for reading comprehension?What color text works best for math scores?Does using colored paper boost memory? Developing Your Hypothesis After you have chosen a research question, your next step is to develop a hypothesis. Your hypothesis should be an educated guess about what you think will happen in the experiment. For example, a possible hypothesis might be one of the following: Students who take a math test printed on colored paper will perform better than students who take the same math test printed on white paper.Students who read text printed on colored paper will perform better on a reading comprehension test than students who read the same text printed on white paper. Choose Participants, Develop Study Materials, and Identify Your Key Variables When it comes to choosing participants for your study, talk to your instructor. In some cases, you might be able to conduct your experiment with other students in your psychology or science course. If this is not possible, it is essential to get permission from your teacher before proceeding to work with any group of participants. After you have selected a group of participants, create the materials that you will use in your experiment. For this psychology experiment, your materials might include a math test printed on different colors of paper, reading selections printed on different colors of paper and/or with different colored fonts and reading comprehension tests. Next, determine the key variables of your experiment. These variables may differ depending on the exact hypothesis you decided to investigate. For example, if you are researching whether or not colored paper increases reading comprehension, your independent variable would be the color of the paper and the dependent variable would be the scores on the reading comprehension test. Collect and Analyze Data and Report on the Results After you have collected the data for your experiment, analyze the results. Did the color of the paper used have any effect on your dependent variable? Were the results of the experiment statistically significant? Write up your results in the manner required by your instructors, such as a bulletin board presentation or a lab report. 23 Great Psychology Experiment Ideas to Explore

Life of John Steinbeck - 974 Words

There are many authors, poetry writers, and novelists around this world, but what make them into a famous author or writer? One of the famous American writer was John Steinbeck. He earned a Nobel prize of literature from his American classic novels that he had written in the past. The Nobel prize was not the only award that he had earned for his literature, he earned different awards for his writings also (John Stein..). John Steinbeck is a man who had overcome different obstacles and being successful in life. Everyone has a life history, John Steinbeck also has a history of his own. His life story began on February 27, 1902, in the farming town known as Salinas from California (Schillinglaw). He had four siblings, but he was the only boy in the four. Olive Hamilton Steinbeck was his mother and she was a former teacher in that time period. The town where he grew up at, was a farming town and still a farming town, it has rich green fields and surrounded by landscapes of broad yellow valleys. He and his family had lived a comfortable life as a middle class family during his childhood (Shmoop). When Steinbeck was done with high school, he worked for many places and different kinds of jobs which were a laborer for a sugar factory in Salinas, a laborer in mills, and a ranch hand (Reuben) .John Steinbeck went to Stanford University and majored his English there, but he had never receive any degree (Reuben). In 1925, after he had worked hard in studying, John decided to leaveShow MoreRelated Life Of John Steinbeck Essays1314 Words   |  6 Pages John Steinbeck was a writer who used naturalism in his works to to bring awareness about problems in society that he dealt with in his own life. He frequently dealt with the economic and social problems of migrant workers in California and how they dealt with everyday life. He wrote through his fiction about what he knew and what affected him personally. Specifically, he wrote a novella entitled, Of Mice and Men, about two California migrant workers, George Milton and Lennie Small, who are tryingRead MoreThe Life and Writings of John Steinbeck Essay1107 Words   |  5 Pagesearth.† John Steinbeck said this of all humankind. He thought highly of us as a species, just as Dr. Stockmann did in Henrik Ibsen’s play Enemy of the People. Both men had problems in their societies, Stockmann in his town and Steinbeck in America, and both believed that humans were capable of seeing the problem and fixing it. The rest of the population did not see this as the case. They believed he was an enemy of the people and a threat to their way of life. Because of how Steinbeck expressedRead MoreEssay about The Life Journey of John Steinbeck 1264 Words   |  6 PagesThe Life Journey of John Steinbeck Every great writer had their own influences, John Steinbeck was no exception. Steinbeck’s influences cam from family, friends, and his environment to write detailed descriptions to involve or influence the reader. Whenever someone reads one of John Steinbeck’s works they are in immersed in the scene he is describing, he makes you feel as if you are right there experiencing everything there first hand. Steinbeck had a relatively normal childhood growing upRead MoreThe Portrayals Of Life in The Pearl by John Steinbeck Essay919 Words   |  4 PagesIn the novella â€Å"The Pearl† by John Steinbeck, an improvised pearl diver finds a humungous pearl which is described as a â€Å" sea-gull egg. It was the greatest pearl in the world†(26), which he hopes to buy tranquility and happiness for his family. Instead, he learns that the valuable pearl cannot buy happiness but only destroy his simple life. Throughout this novella there is a constant theme woven through the characters and settings which encompasses the struggle among social classes to become successfulRead More John Steinbeck Essay1735 Words   |  7 Pages John Steinbeck was born on February 27, 1902 in Salinas, California, a farming community with of about 2500 people. He was the third of four children and the only son of John Ernst and Olive Hamiton Steinbeck. His sisters Beth and Esther were much older than John and he felt closest to Mary, the youngest. He spent his childhood and adolescence in the Salinas Valley, which he later called â€Å"the salad bowl of the nation.† John’s mother, Olive, was the daughter of Irish immigrants. She left her parents’Read MoreAnalysis Of John Steinbeck s The Grapes Of Wrath And Of Mice And Men 1433 Words   |  6 PagesJustina Recchia Mrs. Genthe HAL-Period 8 10 March 2015 â€Å"What is life, what is death, and what do they mean?† The answers to this question are â€Å"Life is a process, death is part of life, neither life nor death means anything-they simply are; and the important things in life are love and beauty, which bring joy to the process of living. These answers are the philosophy of John Steinbeck † (Benson 555). John Steinbeck was a major American writer who has written many books, which have come to be knownRead MoreAmerica Is Home To Many Great Writers Whom Come Different1709 Words   |  7 Pagesdifferent backgrounds. American authors like John Steinbeck who add biographical elements into their pieces of writing. John Steinbeck, one of the most honorable authors of time, is known for receiving Nobel Prize, California commonwealth club medal, Pulitzer Prize, and other great accomplishments towards publishing sixteen novels. Steinbeck’s realist style of writing and life experiences impacting his life show the reade r he’s been through a lot in his life and adds plenty of meaning into his storiesRead MoreSymbolism in The Chrysanthemums by John Steinbeck Essay1547 Words   |  7 PagesSymbolism in The Chrysanthemums by John Steinbeck The Chrysanthemums, one of John Steinbecks masterpieces, describes a lonely farmers wife, Elisa Allen. Elisa Allens physical appearance is very mannish yet still allows a hint of a feminine side to peek through. John Steinbeck brings symbolism into play to represent Elisa Allens frustrations and hidden passions. Isolation is another representation through symbolism found in The Chrysanthemums. Elisas failing detached marriage is representedRead More John Steinbeck was born to middle-lower class family in the farming1689 Words   |  7 PagesJohn Steinbeck was born to middle-lower class family in the farming community of Salinas, California. John’s Steinbeck Imagine†¦ your town is suddenly stricken with poverty. Your family business goes under because the economy of your local community can no longer support it. Herds of your closest friends continually move out of the town you grew up in due to a severe shortage of work. The basic necessities of life are so scarce that everyone around you reverts to their animalistic urgesRead MoreAnalysis Of The Grapes Of Wrath By John Steinbeck1464 Words   |  6 Pagesliterature such as The Grapes of Wrath. John Steinbeck witnessed an injustice towards farmers during the Great Depression, and this inspired Steinbeck to present his perspective of the maltreatment to the open through The Grapes of Wrath. The fictional novel describes how unfortunate conditions, during the Great Depression, force an Oklahoma farmer family to travel to California in search for an easy life, job opportunities, and a bright future. John Steinbeck represented and connected his tones through

A History of the Eiffel Tower

The Eiffel Tower is the most visually famous structure in France, perhaps in Europe, and has seen over 200 million visitors. Yet it wasn’t supposed to be permanent and the fact it still stands is down to a willingness to accept new technology which was how the thing came to be built in the first place. Origins of the Eiffel Tower In 1889 France held the Universal Exhibition, a celebration of modern achievement timed to coincide with the first centenary of the French Revolution. The French government held a competition to design an â€Å"iron tower† to be erected at the entrance to the exhibition on the Champ-de-Mars, partly to create an impressive experience for visitors. One hundred and seven plans were submitted, and the winner was one by engineer and entrepreneur Gustav Eiffel, aided by architect Stephen Sauvestre and engineers Maurice Koechlin and Emile Nouguier. They won because they were willing to innovate and create a true statement of intent for France. The Eiffel Tower Eiffel’s tower was to be unlike anything yet built: 300 meters tall, at that time the highest man-made structure on earth, and built of a latticework of wrought iron, a material whose large scale production is now synonymous with the industrial revolution. But the design and nature of the material, making use of metal arches and trusses, meant the tower could be light and â€Å"see-through†, rather than a solid block, and retain still its strength. Its construction, which began on January 26th 1887, was swift, relatively cheap and achieved with a small workforce. There were 18,038 pieces and over two million rivets. The Tower is based on four large pillars, which form a square 125 meters along each side, before rising up and joining into a central tower. The curving nature of the pillars meant the elevators, which were themselves a relatively recent invention, had to be carefully designed. There are viewing platforms at several levels, and people can travel to the top. Parts of the great curves are actually purely aesthetic. The structure is painted (and re-painted regularly). Opposition and Skepticism The Tower is now considered a historical milestone in design and construction, a masterpiece for its day, the start of a new revolution in building. At the time, however, there was opposition, not least from people horrified at the aesthetic implications of such a large structure on the Champ-de-Mars. On February 14th 1887, while construction was ongoing, a statement of complaint was issued by â€Å"personalities from the world of arts and letters†. Other people were skeptical that the project would work: this was a new approach, and that always brings problems. Eiffel had to fight his corner but was successful and the tower went ahead. Everything would rest on whether the structure actually worked... The Opening of the Eiffel Tower On March 31st, 1889 Eiffel climbed to the top of the tower and hoisted a French flag at the top, opening the structure; various notables followed him up. It remained the highest building in the world until the Chrysler building was finished in New York in 1929, and is still the tallest structure in Paris. The building and planning was a success, with the tower impressing. Lasting Impact The Eiffel Tower was originally designed to stand for twenty years but has lasted over a century, thanks partly to Eiffel’s willingness to use the tower in experiments and innovations in wireless telegraphy, allowing the mounting of antennas. Indeed, the Tower was at one point due to be torn down but remained after it began broadcasting signals. In 2005 this tradition was continued when Paris’ first digital television signals were broadcast from the Tower. However, since its construction the Tower has achieved a lasting cultural impact, first as a symbol of modernity and innovation, then as of Paris and France. Media of all sorts has used the Tower. Its almost inconceivable that anyone would try to knock down the tower now, as its one of the most famous structures in the world and an easy marker for films and television to use.

Are Humans Responsible for Global Warming Free Essays

Are Humans Responsible for Global Warming? A REVIEW OF THE FACTS APRIL 2007 AUTHORS James Wang, Ph. D. Bill Chameides, Ph. We will write a custom essay sample on Are Humans Responsible for Global Warming? or any similar topic only for you Order Now D. Are Humans Responsible for Global Warming? The case for attributing the recent global warming to human activities rests on the following undisputed scientific facts: †¢ Carbon dioxide (CO2) is a greenhouse gas that warms the atmosphere. †¢ Since pre-industrial times, atmospheric CO2 concentrations have increased from about 280 parts per million (ppm) to over 380 ppm. Current concentrations of CO2 and other greenhouse gases are unprecedented in at least the last 650,000 years, based on records from gas bubbles trapped in polar ice. †¢ Independent measurements demonstrate that the increased CO2 in the atmosphere comes from burning fossil fuels and forests. The isotopic composition of carbon from these sources contains a unique â€Å"fingerprint. † †¢ Since pre-industrial times, global average temperatures have increased by about 0. 7? C, with about half of the warming occurring over the past few decades. The only quantitative and internally consistent explanation for the recent global warming includes the intensified greenhouse effect caused by the increase in CO2 and other greenhouse gases. The U. S. National Academy of Sciences—the independent organization of the country’s most renowned scientists established by Congress to advise the nation on scientific and technical issues—has concluded: â€Å"The scienti fic understanding of climate change is now sufficiently clear to justify nations taking prompt action. Some argue that the recent global warming is due to natural fluctuations and not to human activities. This argument and its fallacies are discussed below. Argument 1: CO2 is not coming from human activities CO2 has natural sources: volcanoes for example. All animals exhale it. How can human activities be affecting the concentration of CO2 on a global scale? The Facts Natural processes emit large quantities of CO2 into the atmosphere, but they also remove it—at nearly identical rates. This balance maintained the concentration of CO2 at a stable level for thousands of years prior to the Industrial Revolution. In the case of global warming, the question is: What is causing the increase in CO2 concentrations? The answer turns out to be incontrovertible. The isotopic composition of carbon in atmospheric CO2 provides a unique â€Å"fingerprint† that tells scientists that the lion’s share of the additional CO2 accumulating in the atmosphere is from the burning of fossil fuels. Argument 2: No one really knows why the climate varies The global climate has fluctuated considerably over the Earth’s history, either for unknown reasons or because of â€Å"internal variability† in the climate system. We do not know enough about the climate system to attribute the present global warming to any specific cause. The Facts It is true that the Earth’s climate has exhibited wide swings over geologic time due to natural processes. However, scientists have reasonable qualitative explanations for most of the significant variations in 2 limate over geologic time;1 they can be largely attributed to specific processes, not to unknown internal oscillations. Many of the major climatic changes can be traced to changes in the Earth’s orbit around the sun (Hays et al. Science, 194, 1976, pg. 1121). Others can be linked to specific events (such as the impact of a comet or meteorite or the assembly or breakup of supercontinents) that led to large changes in the concentration of atmospheric greenhouse gases. For more recent times (the past millennium), scientists have been able to quantitatively attribute the major temperature fluctuations to changes in solar activity, volcanic eruptions, and human-produced greenhouse gases and particulate pollution. These natural processes can not explain the current warming. Argument 3: The Medieval Warm Period disproves global warming The current warming trend is analogous to the Medieval Warming Period (MWP). Since the MWP was obviously a natural event, the current warming is also likely caused by natural processes. The Facts The Medieval Warm Period (MWP) refers to a relatively warm period lasting from about the 10th to the 14th century. 2 However, the initial evidence for the MWP was largely based on data3 gathered from Europe, and more recent analyses indicate that the MWP was not a global phenomenon. A number of reconstructions of millennium-scale global temperatures have indicated that the maximum globally averaged temperature during the MWP was not as extreme as present-day temperatures and that the warming was regional rather than global. Perhaps the most well-known of these is that of Michael Mann and colleagues (Nature, 392, 1998, pg. 779). Their reconstruction produced the so-called â€Å"hockey stick† graphic that contributed to this conclusion in the 2001 assessment of the Intergovernmental Panel on Climate Change: â€Å"The†¦Ã¢â‚¬â„¢Medieval Warm Period’ appear(s) to have limited utility in describing trends in hemispheric or global mean temperature changes in past centuries. † The accuracy of the â€Å"hockey stick† graphic was widely discussed in the press when the Mann et al. methodology was criticized by McIntyre and McKitrick (Geophys. Res. Lettr, 32, 2005, pg. L03710). Less attention was given to subsequent studies, such as that of Moberg and colleagues (Nature, 433, 2005, pg. 13) and Osborn and Briffa (Science, 311, 2006, pg. 841) that were based on different, independent methodologies but reached conclusions similar to Mann. Observations of melting high altitude glaciers are perhaps even more telling. Andean glaciers that have been intact for more than 5,000 years are now rap idly melting (Thompson et al. Proc. Nat. Acad. Sci. , 103, 2006, pg. 10536). If the MWP was truly global, these glaciers would not have survived. More generally, it is a logical fallacy to argue that because the climate has changed in the past due to natural causes, the current warming trend must also be due to natural causes. The debate over the magnitude and causes of earlier climate change such as the MWP is of scientific interest, but it does not invalidate the considerable direct scientific evidence that human-produced greenhouse gases have been causing the Earth to warm recently. Argument 4: Recent predictions of a new ice age disprove global warming In the 1970s climate scientists were saying an ice age was imminent. Now they say the Earth is warming. They don’t know what they are talking about. The Facts The Earth’s climate for the past 2 million years has been characterized by ice ages lasting close to 100,000 years, punctuated by relatively short (10,000- to 30,000-year) warm periods or â€Å"interglacials. † The swing from glacial to interglacial is caused by changes in the Earth’s orbit around the sun amplified by natural feedbacks involving greenhouse gases (Hays et al. Science, 194, 1976, pg. 1121). The Earth entered the present interglacial about 10,000 years ago. All things being equal (i. e. , in the absence of a large human-produced source of CO2) it is highly likely that the Earth will swing back into a glacial period or ice age. But this will not occur for thousands of years. 3 As early as the 19th century, scientists recognized that greenhouse gases warm the planet, and that increases in atmospheric carbon dioxide could lead to global warming on time scales of decades to centuries—much shorter than the fluctuations related to ice ages and interglacials. Around the same time, global temperatures began to increase and scientists became increasingly concerned that humans were interfering with the climate. In the 1950s the upward trend in global temperatures unexpectedly halted and temperatures declined somewhat. This led some scientists to become concerned about global cooling and, in turn, to headlines in the popular press about an imminent ice age. What the skeptics fail to admit is that within the scientific literature—as opposed to the popular press—global warming remained a serious concern. Many scientists of the time argued that whatever the cause of the cooling, natural or otherwise, it would be eventually overshadowed by the warming effect of carbon dioxide. In 1979, the National Academy of Sciences warned that a doubling of carbon dioxide would increase global temperatures by 1. 5 to 4. oC (Carbon Dioxide and Climate: A Scientific Assessment, NAS Press, 1979) and shortly thereafter a resumption of the upward trend in temperatures was detected. Over the past quarter century, scientific research on global climate change has intensified, and programs on an international scale have been organized. More and more data are included in computer models that are capable of recre ating past trends and more precisely predicting future scenarios. We now know that the mid-20th century pause in global warming was caused by pollution from burning coal, which produced tiny particles or aerosols that blocked the energy from the sun. As aerosol emissions were controlled but greenhouse gas pollution continued to increase, the cooling effect of the aerosols was overwhelmed by the greenhouse gases, and global warming resumed. Argument 5: Scientists cannot â€Å"prove† current warming is not natural Climate scientists can not prove that the current warming is not due to natural processes and therefore can not claim with certainty that the warming is due to human interference. The Facts It is of course true that, in a complex system like climate, it is virtually impossible to prove a negative; i. e. that natural processes are not causing the current warming. What we can do is eliminate every possible natural explanation that can be posited. Thermodynamics tells us that the warming of the Earth’s lower atmosphere must arise from one or more processes that supply excess heat to the lower atmosphere. Besides the greenhouse effect, the viable processes are (1) increased output from the sun; (2) increased abs orption of heat from the sun due to a change in the Earth’s planetary reflectivity or â€Å"albedo†; and (3) an internal variation in the climate system that transfers heat from one part of the Earth to the atmosphere. Direct observations confirm that none of these explains the observed warming over the latter half of the 20th century. For example there has been no appreciable change in solar output over the past two decades (see Figure 1). Figure 1. Change in solar output from 1980 to 2005. Figure 1 shows the relative change in solar output determined from two of satellite measurements over a two-decade period. The data show variability in solar output corresponding to the 11-year sunspot cycle, but no secular trend. Source: After Lean and Froelich, 2006. 4 Satellite data reveal that the Earth’s reflectivity increased (causing cooling instead of warming) in the ’60’s, ‘70s, and early ‘80s and has decreased modestly since. 4 The overall warming from the recent decrease in reflectivity is also small compared to the greenhouse warming. In the case of internal variations, the ocean is the only viable reservoir of internal heat that could have caused the atmosphere to warm on decadal time-scales. However, observations show that the heat content of the ocean has increased instead of decreased over the past few decades (See Figure 2). This indicates that the atmosphere has been a source of heat to the ocean rather than vice versa. Moreover, the amount of heat increase in the ocean is consistent with what is needed to balance the Earth’s energy budget given the excess heating from the enhanced greenhouse effect and the amount of excess heat observed to be stored in the atmosphere (Hansen et al. Science, 308, 2005, pg. 1431). In other words, the amount of heat stored in the ocean over recent years matches the amount of heat that models predict should be trapped on Earth due to the increase in greenhouse gases. Figure 2. Change in heat content of ocean 1955 to 2005 Source: After Levitus et al. 2005. FIGURE 2 SHOWS THE RELATIVE CHANGE IN THE HEAT COTENT OF THE OCEAN FROM 1955 TO 2005 BASED ON A COMPREHENSIVE ANALYSIS OF OCEAN TEMPERATURE MEASUREMENTS. THE DATA SHOW SHORT TERM VARIABILITY BUT A CLEAR UPWARD TREND ON DECADAL TIME-SCALES. Conclusion †¢ The Medieval Warm Period does not represent an analogy to the warming of the late 20th century, for which scientists have independent evidence of human causation, and the evidence strongly suggests that the MWP was a regional, rather than a global phenomenon. Our understanding of the climate system is sufficient to provide qualitative models for most global or hemispheric climatic variations over geologic history and quantitative models for variations over the past millennium. †¢ The Earth’s climate may return to ice age conditions in thousands of years, but this does not preclude devastating effects from global warming over the next few c enturies. 5 †¢ All known natural explanations for the current global warming trend have been eliminated by direct observations. The human-intensified greenhouse effect provides the only quantitative explanation for the current warming trend. About the authors Dr. Wang received his doctorate from Harvard University and works as a climate scientist at Environmental Defense. He has published several peer-reviewed papers on the global methane budget and was the author of â€Å"The Latest Myths and Facts on Global Warming,† which was read into the congressional record by Senator John McCain in 2005. The report is available at http://www. undoit. org/pdfs/mythsvfacts. pdf. Dr. Chameides, chief scientist at Environmental Defense, is a member of the U. S. National Academy of Sciences and has been named a National Associate of the National Academies. He is also an American Geophysical Union Fellow, and has received the American Geophysical Union’s Macelwane Award. Dr. Chameides has served as editor of the Journal of Geophysical Research and is the author or coauthor of more than 120 scientific publications and five books. He received his doctorate from Yale University. The explanations are qualitative instead of quantitative because we do not have quantitative data from these events in the distant past to construct their exact histories. It has been suggested based on temperature reconstructions and model simulations that the MWP may have been caused by increased solar activity or a dearth of volcanic activity. 3 th Because worldwide temperature measurements do not exist before the 19 century, temperature records before th the 19 century are based on reconstructions of the temperature from the variations in temperature-sensit ive proxies (e. g. , tree rings, isotopes in ice cores). 4 These variations are possibly due to changes in the concentrations of atmospheric aerosols produced from the burning of fossil fuels and biomass. 1 6 How to cite Are Humans Responsible for Global Warming?, Papers Are Humans Responsible for Global Warming Free Essays Are Humans Responsible for Global Warming? A REVIEW OF THE FACTS APRIL 2007 AUTHORS James Wang, Ph. D. Bill Chameides, Ph. We will write a custom essay sample on Are Humans Responsible for Global Warming? or any similar topic only for you Order Now D. Are Humans Responsible for Global Warming? The case for attributing the recent global warming to human activities rests on the following undisputed scientific facts: †¢ Carbon dioxide (CO2) is a greenhouse gas that warms the atmosphere. †¢ Since pre-industrial times, atmospheric CO2 concentrations have increased from about 280 parts per million (ppm) to over 380 ppm. Current concentrations of CO2 and other greenhouse gases are unprecedented in at least the last 650,000 years, based on records from gas bubbles trapped in polar ice. †¢ Independent measurements demonstrate that the increased CO2 in the atmosphere comes from burning fossil fuels and forests. The isotopic composition of carbon from these sources contains a unique â€Å"fingerprint. † †¢ Since pre-industrial times, global average temperatures have increased by about 0. 7? C, with about half of the warming occurring over the past few decades. The only quantitative and internally consistent explanation for the recent global warming includes the intensified greenhouse effect caused by the increase in CO2 and other greenhouse gases. The U. S. National Academy of Sciences—the independent organization of the country’s most renowned scientists established by Congress to advise the nation on scientific and technical issues—has concluded: â€Å"The scienti fic understanding of climate change is now sufficiently clear to justify nations taking prompt action. Some argue that the recent global warming is due to natural fluctuations and not to human activities. This argument and its fallacies are discussed below. Argument 1: CO2 is not coming from human activities CO2 has natural sources: volcanoes for example. All animals exhale it. How can human activities be affecting the concentration of CO2 on a global scale? The Facts Natural processes emit large quantities of CO2 into the atmosphere, but they also remove it—at nearly identical rates. This balance maintained the concentration of CO2 at a stable level for thousands of years prior to the Industrial Revolution. In the case of global warming, the question is: What is causing the increase in CO2 concentrations? The answer turns out to be incontrovertible. The isotopic composition of carbon in atmospheric CO2 provides a unique â€Å"fingerprint† that tells scientists that the lion’s share of the additional CO2 accumulating in the atmosphere is from the burning of fossil fuels. Argument 2: No one really knows why the climate varies The global climate has fluctuated considerably over the Earth’s history, either for unknown reasons or because of â€Å"internal variability† in the climate system. We do not know enough about the climate system to attribute the present global warming to any specific cause. The Facts It is true that the Earth’s climate has exhibited wide swings over geologic time due to natural processes. However, scientists have reasonable qualitative explanations for most of the significant variations in 2 limate over geologic time;1 they can be largely attributed to specific processes, not to unknown internal oscillations. Many of the major climatic changes can be traced to changes in the Earth’s orbit around the sun (Hays et al. Science, 194, 1976, pg. 1121). Others can be linked to specific events (such as the impact of a comet or meteorite or the assembly or breakup of supercontinents) that led to large changes in the concentration of atmospheric greenhouse gases. For more recent times (the past millennium), scientists have been able to quantitatively attribute the major temperature fluctuations to changes in solar activity, volcanic eruptions, and human-produced greenhouse gases and particulate pollution. These natural processes can not explain the current warming. Argument 3: The Medieval Warm Period disproves global warming The current warming trend is analogous to the Medieval Warming Period (MWP). Since the MWP was obviously a natural event, the current warming is also likely caused by natural processes. The Facts The Medieval Warm Period (MWP) refers to a relatively warm period lasting from about the 10th to the 14th century. 2 However, the initial evidence for the MWP was largely based on data3 gathered from Europe, and more recent analyses indicate that the MWP was not a global phenomenon. A number of reconstructions of millennium-scale global temperatures have indicated that the maximum globally averaged temperature during the MWP was not as extreme as present-day temperatures and that the warming was regional rather than global. Perhaps the most well-known of these is that of Michael Mann and colleagues (Nature, 392, 1998, pg. 779). Their reconstruction produced the so-called â€Å"hockey stick† graphic that contributed to this conclusion in the 2001 assessment of the Intergovernmental Panel on Climate Change: â€Å"The†¦Ã¢â‚¬â„¢Medieval Warm Period’ appear(s) to have limited utility in describing trends in hemispheric or global mean temperature changes in past centuries. † The accuracy of the â€Å"hockey stick† graphic was widely discussed in the press when the Mann et al. methodology was criticized by McIntyre and McKitrick (Geophys. Res. Lettr, 32, 2005, pg. L03710). Less attention was given to subsequent studies, such as that of Moberg and colleagues (Nature, 433, 2005, pg. 13) and Osborn and Briffa (Science, 311, 2006, pg. 841) that were based on different, independent methodologies but reached conclusions similar to Mann. Observations of melting high altitude glaciers are perhaps even more telling. Andean glaciers that have been intact for more than 5,000 years are now rap idly melting (Thompson et al. Proc. Nat. Acad. Sci. , 103, 2006, pg. 10536). If the MWP was truly global, these glaciers would not have survived. More generally, it is a logical fallacy to argue that because the climate has changed in the past due to natural causes, the current warming trend must also be due to natural causes. The debate over the magnitude and causes of earlier climate change such as the MWP is of scientific interest, but it does not invalidate the considerable direct scientific evidence that human-produced greenhouse gases have been causing the Earth to warm recently. Argument 4: Recent predictions of a new ice age disprove global warming In the 1970s climate scientists were saying an ice age was imminent. Now they say the Earth is warming. They don’t know what they are talking about. The Facts The Earth’s climate for the past 2 million years has been characterized by ice ages lasting close to 100,000 years, punctuated by relatively short (10,000- to 30,000-year) warm periods or â€Å"interglacials. † The swing from glacial to interglacial is caused by changes in the Earth’s orbit around the sun amplified by natural feedbacks involving greenhouse gases (Hays et al. Science, 194, 1976, pg. 1121). The Earth entered the present interglacial about 10,000 years ago. All things being equal (i. e. , in the absence of a large human-produced source of CO2) it is highly likely that the Earth will swing back into a glacial period or ice age. But this will not occur for thousands of years. 3 As early as the 19th century, scientists recognized that greenhouse gases warm the planet, and that increases in atmospheric carbon dioxide could lead to global warming on time scales of decades to centuries—much shorter than the fluctuations related to ice ages and interglacials. Around the same time, global temperatures began to increase and scientists became increasingly concerned that humans were interfering with the climate. In the 1950s the upward trend in global temperatures unexpectedly halted and temperatures declined somewhat. This led some scientists to become concerned about global cooling and, in turn, to headlines in the popular press about an imminent ice age. What the skeptics fail to admit is that within the scientific literature—as opposed to the popular press—global warming remained a serious concern. Many scientists of the time argued that whatever the cause of the cooling, natural or otherwise, it would be eventually overshadowed by the warming effect of carbon dioxide. In 1979, the National Academy of Sciences warned that a doubling of carbon dioxide would increase global temperatures by 1. 5 to 4. oC (Carbon Dioxide and Climate: A Scientific Assessment, NAS Press, 1979) and shortly thereafter a resumption of the upward trend in temperatures was detected. Over the past quarter century, scientific research on global climate change has intensified, and programs on an international scale have been organized. More and more data are included in computer models that are capable of recre ating past trends and more precisely predicting future scenarios. We now know that the mid-20th century pause in global warming was caused by pollution from burning coal, which produced tiny particles or aerosols that blocked the energy from the sun. As aerosol emissions were controlled but greenhouse gas pollution continued to increase, the cooling effect of the aerosols was overwhelmed by the greenhouse gases, and global warming resumed. Argument 5: Scientists cannot â€Å"prove† current warming is not natural Climate scientists can not prove that the current warming is not due to natural processes and therefore can not claim with certainty that the warming is due to human interference. The Facts It is of course true that, in a complex system like climate, it is virtually impossible to prove a negative; i. e. that natural processes are not causing the current warming. What we can do is eliminate every possible natural explanation that can be posited. Thermodynamics tells us that the warming of the Earth’s lower atmosphere must arise from one or more processes that supply excess heat to the lower atmosphere. Besides the greenhouse effect, the viable processes are (1) increased output from the sun; (2) increased abs orption of heat from the sun due to a change in the Earth’s planetary reflectivity or â€Å"albedo†; and (3) an internal variation in the climate system that transfers heat from one part of the Earth to the atmosphere. Direct observations confirm that none of these explains the observed warming over the latter half of the 20th century. For example there has been no appreciable change in solar output over the past two decades (see Figure 1). Figure 1. Change in solar output from 1980 to 2005. Figure 1 shows the relative change in solar output determined from two of satellite measurements over a two-decade period. The data show variability in solar output corresponding to the 11-year sunspot cycle, but no secular trend. Source: After Lean and Froelich, 2006. 4 Satellite data reveal that the Earth’s reflectivity increased (causing cooling instead of warming) in the ’60’s, ‘70s, and early ‘80s and has decreased modestly since. 4 The overall warming from the recent decrease in reflectivity is also small compared to the greenhouse warming. In the case of internal variations, the ocean is the only viable reservoir of internal heat that could have caused the atmosphere to warm on decadal time-scales. However, observations show that the heat content of the ocean has increased instead of decreased over the past few decades (See Figure 2). This indicates that the atmosphere has been a source of heat to the ocean rather than vice versa. Moreover, the amount of heat increase in the ocean is consistent with what is needed to balance the Earth’s energy budget given the excess heating from the enhanced greenhouse effect and the amount of excess heat observed to be stored in the atmosphere (Hansen et al. Science, 308, 2005, pg. 1431). In other words, the amount of heat stored in the ocean over recent years matches the amount of heat that models predict should be trapped on Earth due to the increase in greenhouse gases. Figure 2. Change in heat content of ocean 1955 to 2005 Source: After Levitus et al. 2005. FIGURE 2 SHOWS THE RELATIVE CHANGE IN THE HEAT COTENT OF THE OCEAN FROM 1955 TO 2005 BASED ON A COMPREHENSIVE ANALYSIS OF OCEAN TEMPERATURE MEASUREMENTS. THE DATA SHOW SHORT TERM VARIABILITY BUT A CLEAR UPWARD TREND ON DECADAL TIME-SCALES. Conclusion †¢ The Medieval Warm Period does not represent an analogy to the warming of the late 20th century, for which scientists have independent evidence of human causation, and the evidence strongly suggests that the MWP was a regional, rather than a global phenomenon. Our understanding of the climate system is sufficient to provide qualitative models for most global or hemispheric climatic variations over geologic history and quantitative models for variations over the past millennium. †¢ The Earth’s climate may return to ice age conditions in thousands of years, but this does not preclude devastating effects from global warming over the next few c enturies. 5 †¢ All known natural explanations for the current global warming trend have been eliminated by direct observations. The human-intensified greenhouse effect provides the only quantitative explanation for the current warming trend. About the authors Dr. Wang received his doctorate from Harvard University and works as a climate scientist at Environmental Defense. He has published several peer-reviewed papers on the global methane budget and was the author of â€Å"The Latest Myths and Facts on Global Warming,† which was read into the congressional record by Senator John McCain in 2005. The report is available at http://www. undoit. org/pdfs/mythsvfacts. pdf. Dr. Chameides, chief scientist at Environmental Defense, is a member of the U. S. National Academy of Sciences and has been named a National Associate of the National Academies. He is also an American Geophysical Union Fellow, and has received the American Geophysical Union’s Macelwane Award. Dr. Chameides has served as editor of the Journal of Geophysical Research and is the author or coauthor of more than 120 scientific publications and five books. He received his doctorate from Yale University. The explanations are qualitative instead of quantitative because we do not have quantitative data from these events in the distant past to construct their exact histories. It has been suggested based on temperature reconstructions and model simulations that the MWP may have been caused by increased solar activity or a dearth of volcanic activity. 3 th Because worldwide temperature measurements do not exist before the 19 century, temperature records before th the 19 century are based on reconstructions of the temperature from the variations in temperature-sensit ive proxies (e. g. , tree rings, isotopes in ice cores). 4 These variations are possibly due to changes in the concentrations of atmospheric aerosols produced from the burning of fossil fuels and biomass. 1 6 How to cite Are Humans Responsible for Global Warming?, Essay examples

Pride And Prejudice Point Of View Essay Example For Students

Pride And Prejudice Point Of View Essay Marry For LoveThe point of view of a novel usually decides which characters we sympathize with. In the novel Pride and Prejudice by Jane Austen, Elizabeth Bennett is the focal character, which causes the reader to feel closest to her. The reader can relate more easily to her feelings and actions, and given that all of Elizabeths opinions on large issues are known and understood, the reader tends to side with her. By making the story from the point of view of Elizabeth, Austen is able to take advantage of the closeness between reader and character to make a political statement about the institution of marriage, and thus shows her own feeling that it is a mistake to marry for any other reason besides love. ;#9;One way that she shows her feelings on matrimony is by using Elizabeths voice as her own to approve of some characters decisions about marriage. Elizabeths approval of certain characters shows Austens approval, and in this case, Elizabeth approves of the marriage between Jane and Bingley. Jane and Bingley show throughout the novel their genuine affection for one another, and Elizabeth observes about Bingleys affection for Jane, ;quot;I never saw a more promising inclination. He was growing quite inattentive to other people, and wholly engrossed by her Is not general incivility the very essence of love?;quot; (106). Mrs. Bennett approves of the match mostly on a monetary basis, and exclaims, ;quot;Why, he has four or five thousand a year, and very likely more. Oh my dear Jane, I am so happy!;quot; (260). Elizabeth, however, looks down on her mother for this, and approves of the marriage because she can tell that the two are truly in love with one another. Austen also makes those i n love the happiest of all the characters. Jane and Bingley are truly in love, consequently, they are two of the happiest characters in the novel. Jane announces that, ;quot;Tis too much! By far too much. I do not deserve it. Oh! why is not everybody as happy?quot; (259) and, quot;I am certainly the most fortunate creature that ever existed!quot; (262). Jane and Bingleys happiness shows the authors approval of their marriage. Austen uses Elizabeths voice as her own to make the statement that love is the only acceptable reason to marry. Another way that Austen uses Elizabeth to show her feelings on the issue of matrimony is by the opinions that Elizabeth herself expresses about the issue of marriage. Elizabeth will not marry others for money, even when she is encouraged by others to do so. She turns down offers of marriage from both Mr. Collins and Mr. Darcy. Her mother becomes very concerned after she turns down Mr. Collins and exclaims, ;quot;if you take it into your head to go on refusing every offer of marriage in this way, you will never get a husband at all;quot; (86). She also does not want to worry about money when it comes to falling in love. Before she knows the truth about Wickhams character, she does not rule out the possibility of ending up with him as her husband because she thinks that he is quot;the most agreeable man I ever sawquot; (108). She disregards the fact that he has very little to offer her, and looks solely into his disposition and character to decide whether or not he would be a suitable husband; she lets her heart guide her. Even when her aunt warns her against marrying a man with no finances, she answers back, quot;I should be very sorry to be the means of making any of you unhappy; but since we see everyday that where there is affection, young people are seldom withheld by immediate want of fortune from entering into engagements with each other, how can I promise to be wiser than so many of my fellow creatures if I am tempted, or how am I even to know that it would be wisdom to resist?quot; (108). Austen uses Elizabeth as the focal character so that attention will be drawn to her opinions, and thus Austen shows her own feelings about marriage. Elizabeth states throughout the novel that she wants to marry for love, and she ends up doing so to Mr. Darcy. Her extreme happiness at the end of the novel as a result of this connection shows that Austen approves of this marriage. The fact that the focal character ends up in such an enviable position is not chance; Austen takes advantage of the closeness between reader and character to display her feeling that marriage should be based on love. Elizabeth is rewarded, (not only in terms of happiness, but also monetarily) for persevering and marrying for the right reasons, and therefore she encourages others to follow her example. .uf629416eac576ecfc6ddcb8bc5efe98f , .uf629416eac576ecfc6ddcb8bc5efe98f .postImageUrl , .uf629416eac576ecfc6ddcb8bc5efe98f .centered-text-area { min-height: 80px; position: relative; } .uf629416eac576ecfc6ddcb8bc5efe98f , .uf629416eac576ecfc6ddcb8bc5efe98f:hover , .uf629416eac576ecfc6ddcb8bc5efe98f:visited , .uf629416eac576ecfc6ddcb8bc5efe98f:active { border:0!important; } .uf629416eac576ecfc6ddcb8bc5efe98f .clearfix:after { content: ""; display: table; clear: both; } .uf629416eac576ecfc6ddcb8bc5efe98f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf629416eac576ecfc6ddcb8bc5efe98f:active , .uf629416eac576ecfc6ddcb8bc5efe98f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf629416eac576ecfc6ddcb8bc5efe98f .centered-text-area { width: 100%; position: relative ; } .uf629416eac576ecfc6ddcb8bc5efe98f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf629416eac576ecfc6ddcb8bc5efe98f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf629416eac576ecfc6ddcb8bc5efe98f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf629416eac576ecfc6ddcb8bc5efe98f:hover .ctaButton { background-color: #34495E!important; } .uf629416eac576ecfc6ddcb8bc5efe98f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf629416eac576ecfc6ddcb8bc5efe98f .uf629416eac576ecfc6ddcb8bc5efe98f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf629416eac576ecfc6ddcb8bc5efe98f:after { content: ""; display: block; clear: both; } READ: Was the USA justified in dropping the atomic bomb Essay#9;Austen uses Elizabeth as the focal character to show her unconventional feeling that marriage should be for love instead of money or practicality. Elizabeths condemnation of certain matches demonstrates Austens disapproval. Austen uses Elizabeth as her own voice, which is a result of point of view. Elizabeth disapproves of the marriage between Charlotte Lucas and Mr. Collins because she knows that they are not in love with one another. quot;It was a long time before she Elizabeth became at all reconciled to the idea of so unsuitable a matchquot; (96). As a result of this, Elizabeth believes that her friend has sacri ficed all chances of happiness because one cannot be happy in marriage without love. She believes that it is quot;impossible for that friend Charlotte to be tolerably happy in the lot she had chosenquot; (96). Elizabeth shows that she looks down on marrying for money when she states, quot;she Elizabeth could not have supposed it possible that when called into action, she Charlotte would sacrifice every better feeling to worldly advantagequot; (96). This quote is a result of the information that she has just received about the engagement of Charlotte and Mr. Collins. Elizabeths point of view expresses Austens belief that it is unwise to marry for any reason besides love. #9;Although Elizabeth disapproves of the marriage between Charlotte and Mr. Collins, an even more inferior marriage is that between Lydia and Wickham. Although they do end up marrying (which is better than what may have happened), their marriage is based not on love, but on lust and then necessity. Wickham has no int ention of marrying Lydia until Darcy offers him a great deal of money. quot;he Darcy was reduced to meet, frequently meet, reason with, persuade, and finally bribe, the man Wickham whom he always most wished to avoidquot; (241). To Elizabeth and Austen, this marriage is definitely worst of all of the poor marriages in the novel, which is shown by the fact that they are given the least happiness of all of the couples. Their affection for each other soon quot;sunk into indifferencequot; (291), and despite the money that was given to Wickham by Darcy, they are the ones in the worst financial situation. quot;They were always moving from place to place in quest of a cheap situation, and always spending more than they oughtquot; (290-291). By using Elizabeth as the character from whose point of view we see the other characters, we are shown by Austen how to feel about each specific situation. In the case of Lydia and Wickham, we are to agree with Elizabeth (and thus Austen) that they have gotten what they deserve for jumping into marriage for the wrong reasons. Therefore, Austens voice comes through Elizabeth to make the statement that it is foolish to marry for any reason besides love. ;#9;Jane Austen uses Elizabeth as the focal character in the novel Pride and Prejudice to relay a message to the reader. Her own voice comes through Elizabeth to make the political statement that it is unwise to marry for any reason other than love. Elizabeth (and thus Austen) feels that true happiness cannot be achieved in a marriage unless there is a great deal of love between the partners, and so explains her pursuit for true love, and her disapproval of marriage between those she knows are not in love.