Learning From Failures - Free Essay Example

Sample details Pages: 4 Words: 1087 Downloads: 6 Date added: 2019/03/18 Category Analytics Essay Level High school Tags: Failure Essay Did you like this example? Yesenia is my sister and the oldest from my siblings. My sister accomplished something that has not been accomplished in my family and that was receiving her high school diploma. Many dont realize that receiving your high school diploma can open few doors and receiving a diploma/degree from college opens multiple doors. Don’t waste time! Our writers will create an original "Learning From Failures" essay for you Create order My parents were of proud of her for receiving their diplomas. My sister had a more difficult time getting where she is now. She ended in the same path as my mother, ended pregnant at a young age but she didnt let her situation get in her way of receiving her education. My sister got more motivation from her daughter to give her a better life. She had to be a mother while being a student also and it wasnt easy but she had support from her husband and family. My sister is a role model for me. She has always tried to steer me to the right path and has always been there for me whenever I needed her. Yesenia is currently a medical assistant working in a clinic working with patients who are fighting cancer. My sister received scholarships and she set high standards for my siblings and I. Throughout elementary and middle school I have always been an excellent student and loved school. The beginning of freshman year I was under a lot of pressure to achieve more than what my older siblings achieved. I was always the one that received better grades and always received certificates from teacher. My parents never thought I would have any problems in school. Growing up my parents would always brag about me to their friends and family. Not only did my parents set high expectations for me but family and friends were expecting me to excel as well. I felt like I couldnt disappoint if I kept being the student I was however, I was a disappointment for my parents my freshman and sophomore year. I also set a bad example for my younger brother. I started skipping class, giving attitude to my teac hers, and failing my classes. My family was very surprised by my behaviour because I have always been the type of student that would do my work quietly and be shy around others. My attitude continued throughout freshman and sophomore year. I would have parent meetings with my counselor but I still continued with my behaviour. I received probation and had to attend court towards the end of freshman year. During my freshman and sophomore year I simply didnt care about where I was going and gave up on my goals for my future. I was scared that I wouldnt succeed my familys expectations so I just gave up. I would carry this anger towards my siblings who had already graduated which did not help with my relationship with my older brother because we have never really ever had a brother-sister bond, it has always been like strangers. My sister and I talked about my behaviour and I couldnt quite explain to her why I was behaving the way I was. I didnt want her to think I was weak or that I was scared of failing. I dont like showing emotions. I know my sister honestly cares for me. I realized she wants me to be someone in life when she invited a few of my cousins that I grew up with over to my house. My cousins never graduated high school along with most of my family. My sister truly was the first to have graduated. It was sorta of a intervention and they talked to me about why they didnt continue to school and how they regretted it. There was foul language used in the conversation but it was all love. They explained to me that what I was doing isnt going to get me anywhere in life and that it wasnt too late to fix my problem. Im very grateful that my sister was helping me out because I never realized until that conversation that I was letting my education go to waste and myself. How far can I go without having an education ? Nowhere to be quite honest. For me personally, I have always seen having a education as a foundation by which I can build a career. I want to have a career and show my family that I worked hard towards a better future. I would like to be a role model. I seen and heard stories about young girls who arent allowed to go to school. These young girls are being fo rced to marriage at a young age and are worth less than a cow. I have a golden ticket that many dont get to have and I am not seeing the value of it. Entering Junior year I decided to be the student I was back in elementary and middle school. It was not easy and I didnt have a clue of the difficulties that I would have to overcome along the way. I still struggle to this day on how I became a more productive student. Ive made improvements with my grades and attendance that I was released from probation. I gave up my saturdays and school breaks to make up missing credits. I was a different person then and most people get surprised when I have to explain why I attend saturday school, winter intersession and spring intersession .Whenever Im absent from school I email my teachers asking them for my missing assignments or lessons. I have always loved school but once I entered high school I got nervous and scared. I had these high expectations from my family and I carried this fear that I wont be successful in school. I learned that I shouldnt let my fear of what could happen make nothing happen. I still have to work on a fear of mine which is public speaking which is something I struggle with. It has affected my grade in my english and spanish class but I been working on it. I also made improvements on my life outside of school. There is a program I will be joining that my probation officer recommended me to take. The program helps you stay on track for graduation, set up job interviews (both fake and real), how to dress for job interviews, how to fill out a resume, etc. I regret the decisions I made entering freshman year, all I can do is learn from my mistakes and move forward.

How Apportionment Determines State Representation

Apportionment is the process of fairly dividing the 435 seats in the U.S. House of Representatives among the 50 states based on population counts from the decennial U.S. census. Apportionment does not apply to the U.S. Senate, which under Article I, Section 3 of the U.S. Constitution, is comprised of two senators from each state.   Who Came Up With the Apportionment Process? America’s Founding Fathers wanted the House of Representatives to represent the people rather than the state legislatures, which are represented in the Senate. To that end, Article I, Section II of the Constitution provides each state shall have at least one U.S. Representative, with the total size of a state’s delegation to the House based on its total population. Based on the national population as estimated in 1787, each member of the House in the First Federal Congress (1789–1791) represented 30,000 citizens. As the nation grew in geographic size and population, the number of representatives and the number of people they represented in the House increased accordingly.. Conducted in 1790, the first U.S, Census counted 4 million Americans. Based on that count, the total number of members elected to the House of Representatives grew from the original 65 to 106. The current membership of the House of Representatives was set at 435 by the Reapportionment Act of 1929, which established a permanent method for apportioning a constant number of seats according to each decennial census. How is Appropriation Calculated? The exact formula used for apportionment was created by mathematicians and politicians and adopted by Congress in 1941 as the Equal Proportions formula (Title 2, Section 2a, U. S. Code). First, each state is assigned one seat. Then, the remaining 385 seats are distributed using a formula that computes priority values based on each states apportionment population. Who is Included in the Apportionment Population Count? The apportionment calculation is based on the total resident population (citizen and noncitizen) of the 50 states. The apportionment population also includes U.S. Armed Forces personnel and federal civilian employees stationed outside the United States (and their dependents living with them) who can be allocated, based on administrative records, back to a home state. Are Children Under 18 Included? Yes. Being registered to vote or voting is not a requirement to be included in the apportionment population counts. Who is NOT Included in the Apportionment Population Count? The populations of the District of Columbia, Puerto Rico, and the U.S. Island Areas are excluded from the apportionment population because they do not have voting seats in the U.S. House of Representatives. What is the Legal Mandate for Apportionment? Article I, Section 2, of the U.S. Constitution mandates that an apportionment of representatives among the states be carried out each 10-year period. Schedule for Reporting and Applying Apportionment Counts According federal law codified in Title 13 of the U.S. Code, the Census Bureau must deliver the apportionment counts—the census-counted resident population totals for each state—to the Office of the President of the United States within nine months of the official census date. Since the 1930 census, the census date has been April 1, meaning the Office of the President must receive the state population counts by December 31 of the census year.   To Congress According to  Title 2, U.S. Code, within one week of the opening of the next session of Congress in the new year, the president must report to the Clerk of the U.S. House of Representatives the apportionment population counts for each state and the number of representatives to which each state is entitled. To the States According to  Title 2, U.S. Code, within 15 days of receiving the apportionment population counts from the president, the Clerk of the House of Representatives must inform each state governor of the number of representatives to which that state is entitled. Using its population count and more detailed demographic results from the census, each state legislature then defines the geographic boundaries of its congressional and state election districts through a process known as redistricting.

Death And Its Effects On The Reality Of Death - 1423 Words

They were afraid of dying but there were even more afraid to show it. They found jokes to tell. They used a hard vocabulary to contain the terrible softness. Greased they d say. Offed, lit up, zapped while zipping. It wasn t cruelty, just stage presence. They were actors. When someone died, it wasn t quite dying, because in a curious way, it seemed scripted, and because they had their lines mostly memorized, irony mixed with tragedy, and because they called it by other names, as if to encyst and destroy the reality of death itself. pg. 19 To someone just picking up this book, this scene would simply look like some poor soldiers developing a temporary and innocent coping mechanism to deal with Death as they face him head on. But†¦show more content†¦One character is obviously the comic relief, another the beloved hero. The rest, valiant men fighting for their country, their lives, their freedom. The scene ends and the curtain rises, all of the pseudo soldiers take a bow and go home to their normal lives, far from the hands of death that grasp at the men forgotten in Vietnam, the real soldiers. They, who saw the hardships of war as more than just a script, beyond the glamorized versions that are seen by the American eyes. They saw the death and the tragedy, slowly becoming worn down into less of a human and more of a desensitized killing machine because that s what war does. It permanently scars the soldiers, tearing away the feeling of loss and inappropriately replacing it with comedy, showing that war is destructive, stealing away an ounce of humanity with each bullet. As seen in The Things They Carried, written by Tim O Brien, the Vietnam War destroyed the minds of soldiers, causing them to lose their human emotions in an unglamorous setting, devaluing death as they lose their ability to appropriately handle situations. Center stage stands a man, young and valiant, seemingly fearless. Well, until a bullet collides with his brain and he loses his id entity as Ted Lavender and adapts his new one as another tally of the total number of men killed in action. But he is not actually killed. No, he is greased they d say.

The Myers Briggs Profile Is Bases - 1373 Words

The Neo-Freudian theorist on which on which the Myers-Briggs profile is bases is Carl Gustav Jung. Born in 1875 he was a Swiss psychiatrist and psychotherapist who founded analytical psychology, of which Jung decided the central concept to be individualism. He thought that there were four basic principal functions by which we see the world, sensation, intuition, feeling, and thinking. He claimed that we use one of those senses is what we use most of the time. Each of the eight letters stand for different things in the Myers-Briggs profile. The letter E represents Extraversion. Which are basically extraverts, people that are go getters in life, life working in large groups, have lots of friends, and are easily excited by being around other people. The letter I stands for Introversion. Which are introverts, people who are calm, reserved, take the time to reflect on ideas that explain the outside world. The letter N represents Intuition. Intuitive type may be concerned with what is new and doing new and different things. They see the big picture of things and are constantly brain storming ideas. They would also rather gain understanding through insight than through hands-on experiences. The Letter S stand for sensing. People that are sensing are really concerned with what they can actually see in front of them and approach situations with their eyes open to the facts. The letter F represents Feeling, they are people that wear their hearts on their sleeves. TheyShow MoreRelatedReorganisation of Boardman Management Group3848 Words   |  16 PagesTable of Contents How the Personality Profile Works 3 Reorganization with Myer-Briggs Type Indicator 4 Administering the Myer-Briggs Type Indicator 4 Decision making Models 5 Measuring Job Satisfaction 5 Surveys 5 Interview Employees 6 Monitoring Performance Targets 6 Methods of Measuring Job Satisfaction 6 Who Will Take the Job Satisfaction Surveys 7 How the Survey will be Administered and Evaluated 7 Leadership Models 8 Transformational Leadership Model Use 8 BoardManRead MoreMyers Briggs Type Indicator Of Personality2295 Words   |  10 PagesMyers Briggs Type Indicator Personality is a challenging trait to measure and many personality tests do not stand the test of time once they are applied and researched. Why then, do we find it important to measure personality? Isabel Briggs Myers once said â€Å"It is up to each person to recognize his or her true preferences.† I find this statement to be true in theory and in practice. In today’s social media, one of the most common online quizzes or assessments I come across, is personality test. ThereRead MoreWhat I Have Learned About My Personality1378 Words   |  6 PagesIn this project, I reveal my four-letter type and temperament after taking the Meyers-Briggs Personality Test. I will give a description of each letter of my personality type as well as discuss how the different aspects of my personality letters work together. I will give examples from my life and discuss some of the weaknesses of my personality type. I will discuss what I have learned about myself from the personality tests and how it will help me to understand my role within my organizationRead MoreEssay on Informative Speech1043 Words   |  5 Pageswith others in our life who dont think the same way we do. As much as we like to think we are right. The truth is our personality types are just different. Today, we will be looking at Myers-Brigss Type Indicator or Myers-Briggs Personality test to have a better understanding of these differences. Myers-Briggs types are based on the four facets of personality developed by the famous Swiss psychologist Carl Jung. This test is not a normal test. Someone asked me If I score badly on this personalityRead MoreThe Art Of Speedreading People, Paul D. Tieger And Barbara Barron Tieger2495 Words   |  10 Pagesmental traits of people which they have in common.† The three areas that will be looked at are:  · The Origin of the Myers-Briggs Type Indicator  · The Myers-Briggs Theory  · The Life Application The central thesis of this paper is learning Personality Typology will give you a better understanding of the way people think and operate.  · Essay 1 Katherine Myers and Isabel Myers-Briggs were students of the Swedish psychologist Carl Jung. The mother-daughter duo studied Jungian theory for years and asRead MoreA Brief Note On Facilitation And Self Assessment1593 Words   |  7 Pagessustainable approaches. However, I never learned the theoretical bases of the methodologies I used. I hope to learn up to level 4 although the class goal is to get to level 3 since we may not have enough time to get to level 4. The survey results have gauged my personality and behavior. I come out as a collaborator (40) and closely as a compromiser (38) in Hall’s Conflict-Management Style Survey. My Affiliating/Perfecting Friendly Style Profile in calm conditions stresses my orientation towards collaborationRead MoreThe Test For Critique : Frank Parsons1873 Words   |  8 Pagesby asking prospective clients â€Å"116 rigorous questions about their ambitions, strengths, and weaknesses†( Myer 25 ). But then he did something more unusual: He measured their skulls. Parsons was a committed believer in phrenology. If you had a large forehead, he might recommend you become a lawyer or engineer. But if your skull was more developed behind the ears, you were of the â€Å"animal type†(Myer 45) and best suited to manual work. Career advice has, thankfully, come a long way since then. But nowRead MoreCase Analysis : Myers Briggs Type Indicator Essay1045 Words   |  5 PagesMy confirmed profile is ENTJ according to the Myers Briggs Type Indicator (MBTI); this means that in business and school I am inclined to lead, I deal with things with reason and logic. I like solving complex problems when I see inefficiencies. I love planning for the long term, setting goals, and being organized. I am a pursuer of knowledge and enjoy sharing what I’ve learned. The letter E stands for extroversion, which reflects how I become energized by interacting with others. 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Peoples Attitudes towards Climate Change Free Essays

I. Introduction Climate Change or Global warming is the increase of the average temperature of earth’s atmosphere, oceans, and landmasses. Scientists believe earth is currently facing a period of rapid warming brought on by rising levels of heat-trapping gases, known as greenhouse gases, in the atmosphere (Harvey, 2012). We will write a custom essay sample on Peoples Attitudes towards Climate Change or any similar topic only for you Order Now Ironically, â€Å"It is not climate change that is our problem, but the attitude of people that should be addressing the problem† (Fernandez, 2012). Most previous studies evaluating the cause of awareness to the people towards the climate change is the effects of people’s attitude towards climate change (Gallup, 2008; Barret Dannenberg, 2012). Most of the studies confirm the explicit and implicit attitudes towards climate change suggest targeting hidden thoughts a better way to change people’s behavior (Corner, 2010; Kormos McIntyre, 2011). There are also findings that proved the countries to firm one another to build human activities towards climate change. This paper is intended to transport cognizance on the necessary ideas on what are the people’s perception towards climate change that have been affected the existence of the of the mother nature and all the life form that exist in this world. A. Objectives The students intend to: 1. To Discuss the nature climate change and its causes; 2. To provide data supporting that there are causes and effects in every peoples attitude towards climate change; 3. To determine the authenticity of the claim that there are causes and effects in every peoples attitude towards climate change; and 4. To associate the findings to the personal lives of parents and children in particular and to the people in general B. Significance of the study This study aims to expound the effectiveness of people’s attitude towards climate change in enhancing human activities for the global benefit of the world. It creates a goal to the students, instructors, children and parents which provide them more intellectual improvement in their years of existence. People’s attitude towards climate change evidently influences many positive effects although there are also negative effects, in order to explain the level of peoples attitude towards climate change, this paper would like to be evident to the fact that climate change does exist to the occurrences of people’s conditional attitude towards climate change. C. Definition of terms In order to understand clearly the subject matter, we define the following key concepts: Climate change is a significant and lasting change in the statistical distribution of weather patterns over periods ranging from decades to millions of years, it may be a change in average weather conditions , or in the distribution of weather around the average conditions (example: more or  fewer extreme weather events). Implicit Association Test (IAT) is a measure within a social psychology designed to detect strength of a person’s automatic association between mental representations of the objects (concepts) in memory. Anthony Greenwald, Debbie McGhee, and Jordan Schwartz introduced the IAT in scientific literature in 1998. Peoples Attitude is determine more by their immediate situation or surroundings than by any internal characteristics, it is to say that surroundings and situation have great impact on people’s attitude. Socioeconomic Status (SES) is an economic and sociological combined total measure of a person’s work experience and of individuals or families economic and social position in relation to others, based on income, education and occupation. II. Nature of Climate Change It is clear from extensive scientific evidence that the dominant cause of the rapid change in climate of the past half century is human-induced increases in the amount of atmospheric greenhouse gases, including carbon dioxide (CO2), chlorofluorocarbons, methane, and nitrous oxide. Hence, estimates of the earth’s changing carbon dioxide (CO2) concentration (top) and Antarctic temperature (bottom), based on analysis of ice core data extending back 800,000 years. Until the past century, natural factors caused atmospheric CO2 concentrations to vary within a range of about 180 to 300 parts per million by volume (ppmv). In addition, warmer periods coincide with periods of relatively high CO2 concentrations. Atmospheric CO2 concentrations have increased by almost 40% since pre-industrial times, from approximately 280 parts per million by volume (ppmv) in the 18th century to 390 ppmv in 2010. The current CO2 level is higher than it has been in at least 800,000 years. Some volcanic  eruptions released large quantities of CO2 in the distant past. However, the U.S. Geological Survey (USGS) reported last 2011 that human activities now emit more than 135 times as much CO2 does as volcanoes each year. However, human activities like greenhouse gases, currently release over 30 billion tons of CO2 into the atmosphere every year.This build-up in the atmosphere is like a tub filling with water, where more water flows from the faucet than the drain can take away. Moreover, methane is produce through both natural and human activities. For example, natural wetlands, agricultural activities, and fossil fuel extraction and transport all emit CH4.Methane is more abundant in Earth’s atmosphere now than at any time in at least the past 650,000 years. [2] Due to human activities, CH4concentrations increased sharply during most of the 20th century and are now more than two-and-a-half time’s pre-industrial levels. In recent decades, the rate of increase has slowed considerably. Nitrous oxide is produce through natural and human activities, mainly through agricultural activities and natural biological processes. Fuel burning and some other processes also create N2O. Concentrations of N2O have risen approximately 18% since the start of the Industrial Revolution, with a relatively rapid increase towards the end of the 20th century. In contrast, the atmospheric concentration of N2O varied only slightly for a period of 11,500 years before the onset of the industrial period. III. How does Climate Change Work? The Kyoto Protocol The Kyoto Protocol to the United Nations Framework Convention on Climate Change (UNFCCC) is an international treaty that sets binding obligations on industrialized countries to reduce emissions of greenhouse gases. The UNFCCC is an environmental treaty with the goal of preventing â€Å"dangerous† anthropogenic (example: human-induced) interference of the climate system. One hundred ninety countries are United Nation members, except Afghanistan, Andorra, Canada, South Sudan and the United States. The United States signed but did not ratify the Protocol and Canada withdrew from it in 2011. The Protocol was adopt by Parties to the UNFCCC in 1997, and entered into force in 2005. As part of the Kyoto Protocol, many developed countries have agreed to legally binding limitations/reductions in their emissions of greenhouse gases in two commitments periods. The first commitment period applies to emissions 2008-2012, and the second commitment period applies to emissions 2013-2020. The protocol was amended in 2012 to accommodate the second commitment period, but this amendment has (as of January 2013) not entered into legal force. On the other hand, 37 countries with binding targets in the second commitment period are Australia, all members of the European Union, Belarus, Croatia, Iceland, Kazakhstan, Norway, Switzerland, and Ukraine. Belarus, Kazakhstan and Ukraine have stated that they may withdraw from the Protocol or not put into legal force the Amendment with second round targets. Moreover, Japan, New Zealand, and Russia have participated in Kyoto’s first round but have not taken on new targets in the second commitment period. Other developed countries without second-round targets are Canada (which withdrew from the Kyoto Protocol in 2012) and the United States (which has not ratified the Protocol). Thus, international emissions trading allow developed countries to trade their commitments under the Kyoto Protocol. They can trade emissions quotas among themselves, and can receive credit for financing emissions reductions in developing countries. Developed countries may use emissions trading until late 2014 or 2015 to meet their first-round targets. Developing countries do not have binding targets under the Kyoto Protocol, but are still committed under the treaty to reduce their emissions.Actions  taken by developed and developing countries to reduce emissions include support for renewable, improving energy efficiency, and reducing deforestation. Under the Protocol, emissions of developing countries are authorized to grow in accordance with their development needs. The treaty recognizes that developed countries have contributed the most to the anthropogenic build-up of carbon dioxide in the atmosphere (around 77% of emissions between 1750 and 2004), and that carbon dioxide emissions per person in developing countries (2.9 tons in 2010) are, on average, lower than emissions per person in developed countries (10.4 tons in 2010). Because, a number of developed countries have commented that the Kyoto targets only apply to a small share of annual global emissions. Countries with second-round Kyoto targets made up 13.4% of annual global anthropogenic greenhouse gas emissions in 2010.[27] Many developing countries have emphasized the need for developed countries to have strong, binding emissions targets. At the global scale, existing policies appear to be too weak to prevent global warming exceeding 2 or 1.5 degrees Celsius, relative to the pre-industrial level (King, D., et al., 2011;) IV. Providing Data Supporting the Claim that there are Causes and Effect in every people attitudes towards climate change. In the study conducted by The World Bank’s World Development Report 2010 on Climate Change and Development commissioned on international poll of public attitudes to climate change their findings indicate that attitudes on international cooperation on climate change results in one thought, that if their countries acted, other countries would be encouraged to act as well. Should an agreement on cutting emissions emerge from the Copenhagen meeting, very large majorities in all 15 countries said their nation should commit to cut emissions as part of the agreement. Then, if such an agreement does not emerge, majorities in 14 countries and a plurality in one still thought their nation would have a responsibility to act.Effect of one country’s example on others one overhanging question in  the difficult global process of forming measures against climate change is the power of example and mutual efforts: if some nations lead, will others be inclined to follow—not only on a world scale, but also regionally, or among neighboring countries? Furthermore, respondents were asked whether they thought, â€Å"That if our country takes steps to deal with the problem of climate change, other countries would then be more willing to act, or do you think it wouldn’t make much difference?. Similarly, in 14 of 15 countries, majorities thought the example of their country acting would affect other countries’ willingness positively—and in Russia, a plurality thought so (47% to 32%). For that reason, an average of 68% in all 15 countries thought other countries will be affected by their example, and only 24% did not developed countries that have smaller majorities believed in the power of their example, while many developing countries showed much more confidence in it. Thus Bangladesh, Senegal, Kenya, Indonesia and Vietnam all had majorities of 79% or higher who thought that if their country took such steps, other countries would be then more willing to act. In addition, Mexico, Iran and China were almost as confident (all at 73%). Egypt (66%) and India (61%) had substantial majorities thinking so; France was similar at 63%. However, Japan, the United States and Russia were all significantly less confident that their example would make any difference. In Japan, 54% thought their example would encourage other countries, while 46% did not; in the US 52% thought it would make a difference, while 46% did not; and in Russia 47% thought it would, and 32% that it would not. WhereasGallup conducted the first comprehensive survey of global opinions about climate change, posing two questions to respondents in 128 countries: 1) how much you know about global warming or climate change.Moreover 2) How serious of a threat is globalwarmingto you and your family?Gallup finds that a majority of the world’s adult population is aware of the climate change issue, but a substantial minority is not aware. Further, those who are aware are more likely to say climate change poses a serious threat to themselves and their families. Results vary by region and among each of the top five greenhouse gas-emitting countries, underscoring the challenges leaders face in reaching a global climate agreement. Regionally, people in Europe and the Americas (which includes North, South, and Central America) are the most likely to be aware of climate change. More than 8 in 10 adults in Europe and the Americas say they know at least something about climate change. Fish Ponds Cause the brunt of typhoons â€Å"Pedring† and Quiel†. It is one of the major reasons of a prolonged flooding in residential and rural areas in the plains of Bulacan and Pampanga because of the proliferation of fishponds and aquaculture projects in the major waterways, thus, this result to the slowed flow of the water from the typhoon and dams. On the other hand, cities of Butuan and Cotabato experiencing the prolonged flood because of the rivers that is clog by water lilies. Similarly, the city of Cotabato experienced the said problem because of the industries that polluted the river with nitrates which induce the growth of lilies to cause a certain scenario. Implicit Association Test Using the Implicit Association Test (IAT), developed in the 1990s and now widely used in social psychology, Geoffrey Beattie and Laura McGuire at Manchester University asked whether people’s â€Å"explicit† attitudes (the responses people give in surveys and opinion polls) or their â€Å"implicit†Ã‚  attitudes (which can only be revealed by people’s reaction times on a specially designed task) best predicted the amount of attention they paid to iconic images of climate change. Situational Survey Participants were asked to rate how much they agreed with statements such as: â€Å"I prefer a product with a low carbon footprint†. But they also completed an IAT where they had to assign a series of positive or negative terms to the target category of â€Å"low carbon footprint†. The researchers then showed them a series of images, some of which were iconic negative images of climate change (for example, a stranded polar bear), some of which were positive images of nature (for example, a field of sunflowers), and some of which were everyday household objects. Intermingled across a series of slides, participants could choose which images to look at. The results were striking: Only implicit attitudes predicted how long people looked at iconic images of climate change. It did not matter if people had expressed a positive explicit attitude towards low-carbon products. Only people with strongly positive implicit attitudes (i.e. the people with quick reaction times between positive terms and the low carbon footprint category) chose to linger on the climate change images. These findings suggest that even people who express a high degree of concern about climate change, or who claim a great deal of interest in low-carbon products, may actually be unconsciously shielding themselves from imagery associated with climate change and by extension, a deeper reflection on how to change their behavior in response to it. What about interpreting the Climate Change as an emergency? People also reject climate change because of other commitments in their life. If climate change is real, that might mean we need to change how we live. If  we don’t want to change, that can influence our thinking all the way back up to whether we consider the issue a problem. Broadly, you can call this motivated reasoning(Nordhaus, and Shaw, 1994) Psychologists recognize that people have a complex set of social identities based on their age, gender, religion and many other groups. These memberships drive attitudes, feelings and behavior. Social identity exists whenever a person feels they are a member and feels a sense of psychological identification with a group (Latane, Darley, 1968) Political party is a powerful social identity that informs how people think about themselves and the world. Following this very brief description of social identity theory, consider how political party shapes how we process incoming information. It’s not easy to go against your political party, because you can be derogated and excluded from the group. It’s uncomfortable to feel social influence and not go along. Political identification matters in evaluating information on climate change (Frant Mayer, 2009). V. Implication of the study People cannot change their attitude towards climate change if their socioeconomic status (SES) priority on climate change is not on their list of commitments in life. Someone must encourage them to change their belief in their attitudes towards climate change. Through the interaction with the media, people in the society will be aware on how climate change got worst in this time of decade. Hence, creatinga law that will be a major concern of the people, and implement it to all citizens that live on a certain country that implement such law. As a result people may continue their attention and could gain more as they interact with the intellect of climate change just like a footprint in wet cement, it hardens as it goes by, thereby, and there should be a good footprint to leave so they could have much better through thedevelopment. VI. Conclusion We arrived with a conclusion that Global Climate Change is a fact, although there are skeptics in no way a majority group. That is why governments around the world have reacted to this growing threat nearest major climatic changes that may put their economies at risk. People Attitudes towards Global Climate Change, on the other hand, has made it very clear globalization of pressing environmental issues if it is not a company that involves all nations. Population pressure and development taken by most developed nations along with developing nations placed increasing pressure on natural resources and environmental systems on land. At present, the self-regulatory capacity of the atmosphere are carried to their limits and according to many, surpassed. It is not sound policy, for humanity, let the search for solutions for the future or if they are strongly needed. The atmosphere and the processes that maintain their characteristics are not very fast reaction times compared with the periods humans. How to cite Peoples Attitudes towards Climate Change, Essays

Philosophy Of Mind Essay Example For Students

Philosophy Of Mind Essay In this paper I plan to show that Searle is correct in claiming that his ChineseRoom Analogy shows that any Turing machine simulation of human understanding ofa linguistic phenomenon fails to possess any real understanding. First I willexplain the Chinese Room Analogy and how it is compared to a Turing machine. Iwill then show that the machine can not literally be said to understand. ATuring machine has a infinite number of internal states, but always begins acomputation in the initial state go. Turing machines can be generalized invarious ways. For example many machines can be connected, or a single machinesmay have more than one reader-printer under command of the control. The machinesare set to accept input and give output based on the type of input given. Whencomparing the Turing machine simulation of understanding to actual humanunderstanding you ca see the story given as input, and the answers to questionsabout the story as output. In the Chinese Room Analogy Searle supposed th at hewas locked in a room with a large batch of Chinese writing referred to asscripts. By using the term script it is meant to saythat this first batch of Chinese writing is the original or principal instrumentor document. Further more in this case he is said not to know any Chinese,either written or spoken. The Chinese writing is described by Searle as meaningless squiggles. Next he is presented with a second batch of Chinesewriting referred to as a story. The term story here is meant todescribe the second batch to be an account of incidents or events that will beused to make a statement regarding the facts pertinent to the incidents orevents that will follow. Accompanied with the second batch of writing is a setof written rules written in English that is meant to be used for correlating thetwo batches called a program. The program given toSearle is meant to used as a printed outline of a particular order to befollowed to correlate the Chinese symbols. The rules, or theprogram, wil l allow Searle to correlate the symbols entirely bytheir shape. Finally a third batch of Chinese symbols is presented along withfurther instructions in English, referred to as questions. Thequestions are implemented as a way to interrogate Searle in such amanner that his competence in the situation will be given. Thesequestions allow the third batch to be correlated with the first twobatches. It is supposed in this analogy that after a while he becomes so good atfollowing the instructions to manipulate the symbols, while giving the correctanswers, that is becomes impossible for a man from outside the direct point ofview to distinguish his answers from that of a native Chinese speaker. TheChinese Room Analogy goes a step further when he is given large batches ofEnglish, called stories, which he of course understands as nativeEnglish speaker. The story in this case is to be used just as it was in theprevious case, to describe the batch as an account of incidents or events thatwill be used to make a statement regarding the facts pertinent to the incidentsor events that will follow. Much like the case with the Chinese writingquestions are asked in English and he is able to answer them, also in English. These answers are indistinguishable from that of other native English speakers,if for no other reason that he is a native speaker himself. The difference hereis that in the Chinese case, Searle is only producing answers based onmanipulation of the symbols of which have no meaning to him, and in the Englishcase answers are given based on understanding. It is supposed that in theChinese case, Searle behaves as nothing more than a computer, performingoperations on formally specified elements. An advocate of the strong AI(Artificial Intelligence) claim that if a question and answer sequence much likethe case with the Chinese symbols, a machine is not only simulating humanability but also that the machine can be said to literally understand a storyand provide answers to questions about them. Searle declares that in regard tothe first claim where machine can literally be said to understand a story andprovide answers, that this is untrue. Obviously in the Chinese Room Analogy eventhough the inputs and outputs are indistinguishable from that of native Chinesespeaker Searle did not understand the input he was given or the output that hegave, even if he was giving the correct output for the situation. A computerwould have no more of a true understanding in this analogy than he did. Inregards to the second claim where a machine and its program explain humanability to understand stories and answer questions about them, Searle alsoclaims this to be false. He maintains that sufficient conditions ofunderstanding are not provided by computer, and therefore its programs havenothing more than he did in the Chinese Room analogy. A Strong AI supporterwould contradict this belief by alleging that when Searle read and understoodthe story in English he is doing the exact same thing as when he manipulates theChinese symbols. In both cases he was given an input and gave the correct outputfor the situation. On the other hand Searle believes that both a Turing machine,as well as the Chin ese Room Analogy are missing something that is essential totrue understanding. When he gave the correct string of symbols in the ChineseRoom analogy, he was working like a Turing machine using instructions with outfull understanding. There is syntax through manipulations, but not semantics. .ucacd28289607730608340fb9fee51482 , .ucacd28289607730608340fb9fee51482 .postImageUrl , .ucacd28289607730608340fb9fee51482 .centered-text-area { min-height: 80px; position: relative; } .ucacd28289607730608340fb9fee51482 , .ucacd28289607730608340fb9fee51482:hover , .ucacd28289607730608340fb9fee51482:visited , .ucacd28289607730608340fb9fee51482:active { border:0!important; } .ucacd28289607730608340fb9fee51482 .clearfix:after { content: ""; display: table; clear: both; } .ucacd28289607730608340fb9fee51482 { 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; } .ucacd28289607730608340fb9fee51482:active , .ucacd28289607730608340fb9fee51482:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucacd28289607730608340fb9fee51482 .centered-text-area { width: 100%; position: relative ; } .ucacd28289607730608340fb9fee51482 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucacd28289607730608340fb9fee51482 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucacd28289607730608340fb9fee51482 .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; } .ucacd28289607730608340fb9fee51482:hover .ctaButton { background-color: #34495E!important; } .ucacd28289607730608340fb9fee51482 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucacd28289607730608340fb9fee51482 .ucacd28289607730608340fb9fee51482-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucacd28289607730608340fb9fee51482:after { content: ""; display: block; clear: both; } READ: Mrs Dalloway-Time EssaySearle possibly could be over simplifying the case by focusing only on part ofthe Turing machine of set to receive input and give output. Some supporters ofstrong AI argued that Searle could be seen as the writing instructions and tapein the Turing machine just as he was the controller in the Chinese Room analogy. Strong AI supporters contend that the controller and reading head in a Turingmachine, as well as Searle as the controller of the Chinese Room analogy, cannotbe said to understand meaning behind the stories. The problem is that thesepieces cannot understand, but the whole could. This means that the Turingmachine as a whole and the Chinese Room as a whole understood the depth, yetwhat appeared to control them did not. Searle never gave a directdefinition of understanding, yet he did declare that categorizing to give outputwhether correct or or incorrect can have understanding as single, loneinstruments. In the second scenario where Searle was given storiesin English to answer questions, he is obviously able to understand each singlecomponent in the scenario. With the comparison Searle claimed that his ChineseRoom analogy showed that any Turing machine simulation of human understandingwas incomplete. A complete understanding , much like that he possessed in thescenario containing only E nglish, is only as capable of occurring as thepiece in control. Searle is correct in claiming that his ChineseRoom Analogy shows that any Turing machine or computational simulation of humanunderstanding of a linguistic phenomenon fails to possess real understandingthat a human is able to comprehend.