International Environmental Agreements Assignment

International Environmental Agreements - Assignment Example As the study discusses  Kyoto Protocol was enforced on February 16, 2005, and its requirements to reduce greenhouse gas emissions were binding on the 35 industrialized nations that were party to its sanction. The United States was not among the parties to the Protocol's ratification. The U.S. under Bush’s administration precluded the protocol. Instead, the U.S. formulated a discretionary climate change policy that regulated the domestic emission levels.This paper stresses that  the U.S. continued its membership to the UNFCCC but avoided any involvement with the Kyoto Protocol. Surprisingly, by 2012, the U.S. had embraced some of the Kyoto Protocol’s regulations. The Kyoto Protocol is viewed as an essential initiative towards a genuine reduction of greenhouse gas emission worldwide. Currently, in Durban, adjustment plans are underway to develop new protocols agreeable to all parties, whose implementation is anticipated by the year 2020.  In 1991, an agreement was s igned between the U.S. and Canada aimed at addressing trans-boundary air contamination, whereby toxins discharged at one area travels from one location to another, deteriorating air quality both at the point of emission and the surrounding.  Under the Scientific and Technical Activities and Economic Research Annex, Canada and the United States consent to organize their air contamination checking systems; use good configurations and strategies for observing and reporting.

Do we overplay the influence - especially the harmful influence - of Essay

Do we overplay the influence - especially the harmful influence - of the media on British politics - Essay Example Hodgson (2007) claimed that since ‘World War II’ British media has played an influential role in the country in terms of political participation, elections and political process among others. Considering this fact, media and newspaper has undermined several aspects of the country in terms of voting, elections, political equality and accountability. As a consequence, the impact of the political activities in case of business sectors, has diversely affected the performance of the country. Moreover, it has also affected the financial stability of the country in context of political background. Additionally, during the early 21st century the traditional trend of media changed to a considerable extent and the presence of social media highly influenced the political performance in Britain (Hodgson, 2007). In this assignment, the objective is to identify that whether we overplay the influences of media on the British politics. At the same time, the study has also emphasised to identify the harmful influences of media and newspaper of the British political system. During the contemporary era, the role of mass media has changed, which has influenced potential problems on the democratic environment of the British government. More precisely, media and newspaper has identified all the agenda from the domestic environment of the British and framed the same in front of Britain citizens. In this regard, mass media have a high influence on the macro political agenda, which has initiated difficulties for the political parties in Britain. According to the viewpoint of Tulloch (2007) British political system is usually established on the basis of democratic governance. In this context, it is evident that constitutional issues and governmental elections are usually the core agenda’s of the British political system. On the other hand, a large number of the

Emotional Development in Young Children

Emotional Development in Young Children Introduction Human beings have an extremely rich and complex emotional life that provides value to our experiences, motivation to our actions, and a dimension of communication beyond spoken words. We can suppose that the individuals are mature enough to experience complex emotions and able to recognise those emotions in others. This capacity of emotion, as with other aspects of human development, emerges as an immature quality in infancy, expands through childhood and adolescence, where it blossoms in adulthood, full of subtlety and abundance. Positive emotional development has important benefits for young children. Young children who are emotionally stable and healthy benefit from being more attentive to learning, feeling good about themselves, having more friends and being able to better control their behavior. These all relate to long-term happiness and success in life as children grow older. Young Children Emotions play an important role in our daily lives. From a young age, children show the ability to feel and respond to a variety of emotions. For example: à ¢Ã¢â€š ¬Ã‚ ¢ Even as early as 1 month of age, infants demonstrate emotions (distress, pleasure) that show understanding of what is happening around them. à ¢Ã¢â€š ¬Ã‚ ¢ By 4 months, a baby naturally recognises differences in faces expressing happiness, anger or sadness, and will react to try to change the expression on a parents face to be happier. à ¢Ã¢â€š ¬Ã‚ ¢ In the first two years of life, children learn to laugh not only at being pleased, but in response to their own behaviors (flapping their arms, etc.) that get an emotional reaction from others (delight from parents, other children). All of us, including young children, are wired to experience and express emotion. Emotional development relates to a childs developing ability to recognise feelings, distinguish among them, manage emotions and be aware of and respond to the feelings of others. The development of such abilities through time results in a persons degree of emotional intelligence, an important concept that suggests people can become competent in how they handle and express their own emotions and respond to others emotions. Emotional development relates to how we recognise, understand and choose how we feel, think or act. It shapes our understanding of us and also our interactions with others, i.e. family, friends, groups, communities. It often defines what we value, and how and what we learn, as well as what and how we prioritize things in our daily lives. Our feelings provide us with insight and energy, and are involved with almost every decision we make. Emotional development affects a childs capacity to relate to others, interact and communicate, and also his or her ability to express feelings, such as love, anger and trust. Developing abilities associated with emotions are important life skills, meaning abilities that help us relate well to others and succeed in life. Some of these important skills include: à ¢Ã¢â€š ¬Ã‚ ¢ Being aware of your own feelings à ¢Ã¢â€š ¬Ã‚ ¢ Monitoring your moods and regulating expressions of emotion à ¢Ã¢â€š ¬Ã‚ ¢ Handling anger à ¢Ã¢â€š ¬Ã‚ ¢ Using emotions positively to help reach our goals à ¢Ã¢â€š ¬Ã‚ ¢ Sensing how others feel à ¢Ã¢â€š ¬Ã‚ ¢ Using emotions positively in making decisions à ¢Ã¢â€š ¬Ã‚ ¢ Monitoring others emotions to manage personal relationships Key Aspects of Emotional Development As with other aspects of a young childs growth, children develop different abilities related to emotions as they mature and change. Understanding how young children develop an awareness of their own and others feelings, as well as the ability to manage such feelings, is important. Young children have an enormous capacity for learning. The early years provide a valuable window of opportunity to help children learn about emotions and relationships with others. Caring adults are most important in aiding a young childs emotional development. Some of the best ways to develop emotional intelligence in young children include modeling and creating awareness of their emotions. Children begin to gain greater awareness of their feelings and how to express them in different ways during their early years. Some key points to remember with young children and different stages of emotional development include: Prenatal to 3 Months à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age develop feelings of trust and attachment through being held or having someone talk to them and respond when they fuss or cry. à ¢Ã¢â€š ¬Ã‚ ¢ New infants need to feel tenderness and security, see smiling faces and experience responsiveness and warmth as they begin to feel what their environment is like. 3 to 6 Months à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age are learning to read emotion and express it through observation and imitation. à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age need parents and other caregivers to be responsive and attentive to them, which teaches them their emotions affect the world around them. à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age seek stimulation and emotional reassurance and connection. à ¢Ã¢â€š ¬Ã‚ ¢ Parents can assist emotional development by using expression when talking (baby talk), spending lots of face-to-face time with a baby (gives emotional interaction) and showing different facial expressions (gives a baby practice at reading emotions). 6 to 9 Months à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age are learning expression of feelings, such as sadness, fear, curiosity and happiness. à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age are learning to distinguish between people they know and those they do not know, and feel reassurance or anxiety related to those around them (stranger anxiety, etc.) à ¢Ã¢â€š ¬Ã‚ ¢ Infants can have feelings about objects, such as fear (of a cat) or desire to play (with a toy), and express invitations or interest in playing with toys, objects or adults. à ¢Ã¢â€š ¬Ã‚ ¢ Infants this age look to parents for emotional cues about how to handle objects, events or people (this social referencing is a sign of emotional security with parents). à ¢Ã¢â€š ¬Ã‚ ¢ Learn that their emotional cues, such as the social smile, will get an emotional response from another person, so they learn to initiate emotional responses. 9 to 12 Months à ¢Ã¢â€š ¬Ã‚ ¢ Children begin to understand they can share feelings, and others will understand them and know how they feel inside. à ¢Ã¢â€š ¬Ã‚ ¢ Children become more attached to specific people (mom) and often become anxious when those people leave, crying or being upset. à ¢Ã¢â€š ¬Ã‚ ¢ Reassure children when you leave the room or keep in visual contact if possible. 1 to 3 Years à ¢Ã¢â€š ¬Ã‚ ¢ Children this age recognize their independence from others and express anger, control or other feelings about needing autonomy (desire to put on own clothes, etc.). à ¢Ã¢â€š ¬Ã‚ ¢ Children this age become aware of other children and their feelings, but still are developing emotional skills for social interaction, such as sharing, etc. Adults need to have reasonable expectations for feelings about others (empathy, etc.), encourage and model sharing with others. à ¢Ã¢â€š ¬Ã‚ ¢ Children feel the need to explore and find autonomy, and adults should understand the common use of No or behaviors that push boundaries as an expression of this feeling. à ¢Ã¢â€š ¬Ã‚ ¢ Children this age can identify feelings that adults help them label, such as sad, happy or scared. 4 to 8 Years à ¢Ã¢â€š ¬Ã‚ ¢ Children this age begin to understand and express fear of natural disasters, war, death or other concerns. Parents can assist in coping with such anxiety. à ¢Ã¢â€š ¬Ã‚ ¢ Children this age are asked to control emotional responses as they enter school settings or other areas where behavior must be controlled. Practice of emotional responses in such situations and familiarity with the environment can be helpful to children this age. à ¢Ã¢â€š ¬Ã‚ ¢ Children can brainstorm ways to overcome or handle particular emotions, such as fear or anger, with guidance from parents and caring adults. à ¢Ã¢â€š ¬Ã‚ ¢ Children increase their ability to get along with others, but may need continuing help to manage hurt feelings or emotional upset with friends or peers. In the very young age, assumptions regarding the state of emotional maturity are restricted due to the infants communicative ability. Newborn expressions consist mainly of distress and relaxed interest. They are driven by the desire to seek a balance between over-stimulation and under-stimulation and they learn very quickly that they can control their environment by influencing their caregivers. Ways that infants manipulate and regulate their environment are typically characterized by vocal and facial indices that are presumed to reflect emotions and the ways parents respond provides a history and basis for emotion control. At around two to seven months, infants are able to recognize different faces and display behaviors indicating discrimination toward primary caregivers and away from strangers. Attachments between the infant and the caregivers are formed through synchronized, one-on-one interactions, which are facilitated by the social smile. Along with the emergence of this caregiver attachment, babies are now showing signs of stranger anxiety and separation anxiety. Thus the emotions associated with attachment lay the foundations for the establishment of mutual cooperation, and other social and cognitive competencies later in development. At around 3 to 10 months, the emergence of playful, intentional, non-verbal communication is observable. Looking at each other, playing short games, taking rests become part of the infants social activity. By the end of the first year, infants are able to receive important information regarding their environment and behavior. This can be quite handy now that the child is becoming much more mobile. They are cruising at 9 months, standing at 12 months and walking without support at 13 months and by recognizing expressions on their mothers face, they can more confidently indulge a curiosity or avoid a painful experience. These social referencing behaviors show that infants are able to recognize the emotional state of another person and know that the emotion is directed at a person, object or behavior. In addition, where experimental failures in social referencing are reported, this could be the result of the childs ability to detect differences between authentic and role-played displays of expression thereby, indicating a truly remarkable sense of observation, discrimination and interpretation. Humans naturally display indicators of embarrassment through blushing, anger through flushing, intense sadness through tears, fear through vocal tension, and surprise through pupil dilation. The ability to recognise when these emotions are present can be very helpful when dealing with other people. In the ages between 2 and 4, children become able to discern what caregivers want from them and modify behavior to meet expectations. Cognitively, they are moving away from centration and egocentrism, which gives them a greater ability to see things from another persons perspective and also grasp more than one quality simultaneously. They begin to display a sense of humor and are now able to understand that one event, like a race, can cause one person to feel happy and another to feel sad at the same time. Conclusion Children enter life and immediately begin to express and experience emotions. As with other areas of development, learning the abilities associated with emotional development takes time and experience. Each domain of development has particular skills associated with it that children can learn and apply in practical ways. The primary skills associated with emotional intelligence include awareness of your own emotions, managing your emotions in positive ways, sensitivity to others emotions and empathy or reaching out to others emotionally. Developing and practicing these skills occur best when they are modeled in caring, meaningful ways in the home.

Doing the Right Thing in Hamlet :: The Tragedy of Hamlet Essays

Doing the "Right" Thing in Hamlet      Ã‚  Ã‚   When an individual has taken a certain course of action, who is to determine whether that action taken was right or wrong? And what basis should the individual passing judgment use to decide whether that action was right or wrong? Should the individual passing judgment consider the other individual's purpose or intent in taking the action, or should he consider the resulting consequences of the other individual's actions? If the individual passing judgment were to choose to do the first of these two alternatives, he would be taking a deontological stance, as compared to the later which describes the consequentialist view. As Stephen J. Freeman explains, consequentialism is the belief that "actions and/or rules are right as long as they produce the most favorable consequences for those affected by the actions or rules" (Freeman 63). Consequentialists view the morality of a consequence in two aspects. One aspect is what is called ethical egoism. Ethical egoism is "the idea that morality is defined as acting in one's own interest and in such a way as to maximize the consequences of good over bad" (Freeman 49). In contrast to ethical egoism is utilitarianism. Utilitarianists view morality as when an action promotes the greatest balance of good over bad for all people. "Utilitarianism is a teleological, goal-directed theory emphasizing happiness as the end result of human action" (Freeman 49). In Freeman's book on ethics, he discusses Holmes' proposal of two types of teleological ethical theories that apply to these two differing consequentialist views. Holmes' proposal is that of micro and macro ethics. Micro ethics regards the happiness of the individual as the highest good and defines what is right as the action that maximizes that end. By definition, micro ethics is very similar to the belief of ethical egoism. On the other hand, macro ethics views happiness as the well-being of a group as a whole and defines what is right as the action that maximizes that end. As used here, a group can be those people of a specific city, state, nation, or race, and any particular group has "greater importance than any particular individual or subgroup within it, because its good exceeds the sum of any and all of its parts" (Freeman 49). Those in support of macro ethics would justify the sacrifice of an individual or part within the group, as long as it brings about beneficial conseque nces for the group as a whole.

Product Life Cycle Essay

What is Marketing ? Marketing is building profitable customer relationships. The aim of marketing is to create value for customers and to capture value in return. The management process through which goods and services move from concept to the customer. Marketing is the way companies interact with consumers to create relationships that are beneficial to both parties. Businesses use marketing to identify their audience before advertising to them. Today, this is most visible through social media interactions and contests. Definition of Marketing : Marketing is a social and managerial process by which individuals and groups obtain what they need and want through creating and exchanging value with others. It includes the coordination of four elements called the 4 P’s of marketing i.e. product , price, place and promotional activities. Product Life Cycle : Product Life cycle is the process through which products pass through several stages of development in its life from introduction to decline. It describes the stages a product goes through from when it was first thought of until it finally is removed from the market. Not all products reach this final stage. Some continue to grow and others rise and fall. Stages of product life cycle include : 1) Development 2) Introduction 3) Growth 4) Maturity 5) Saturation 6) Decline P.T.O. *Stages of Product Life Cycle* Stage 1 – Development This stage is when the product is in development. Right from when the idea is born until the product is released onto the market. This stage is crucial in getting everything right before the launch and can last years, depending on the product. Eg: Bisleri Packaged Drinking Water Stage 2 – Introduction The day has arrived and the product is launched onto the market. The main characteristic of this stage is that figures are small and only grow slightly as the product becomes known and the public decides whether it is actually needed or indeed whether it is any good. Stage 3 – Growth Here is where much of the money is made back on the product. The prior two stages have been expensive with development and marketing but now people begin to buy and the sales forecasts outweigh the costs. Some marketing is required as rivals may try to get in on the action in this stage when they see how big the product has become. Stage 4 – Maturity Stage four is when a product has become popular and is widely accepted by the public despite competition and age. Less marketing is required, if any at all and the company focuses on keeping its users whilst looking for new opportunities to be their next big product. Stage 5 – Saturation A stage in a product’s life cycle in which everyone who might want the product already has it. If a company is in this stage, then it could indicate that the company is not innovative, or that competitors have been able to provide superior product offerings. Stage 6 – Decline As time goes on, a product will eventually become outdated and unneeded by the public. This is particularly true in the IT sector but also with most other products. Newer versions come out or cheaper alternatives are just as good.

Andrew Jackson Sectionalism

Sometimes when a ruling authority decide what they think is the â€Å"best† for their country, sectionalism evolves. Sectionalismisloyalty to the interests of one's own region or section of the country, rather than the nation as a whole. In simple words,it means one would only strive toimprove their town or area, rather than improving the country. An example of sectionalism would be during Andrew Jackson’s presidency. The decisions made during Jackson’s president caused sectionalism itself to manifest. Signs of sectionalism showed after Congress released the Tariff of 1828, the vetoing of the re-chartering of the Bank of the United States, and Jackson refusing to admit Texas as a state. The Tariff of 1828 was a major factor that contributed to the emerging sectional conflicts during Andrew Jackson’s presidency. Passed by Congress in 1828, it was aimed to protect the booming industries in the north and tax the south on imported goods such as wool, fur, liquor, etc. The South was angry at paying a high amount on imported goods, since it harmed their economy. As a result, South Carolina threatened secession from the Union. Congress, hoping to make things work better for the south, issued the Tariff of 1832, lowering the tariff down to 35% with a reduction of 10%, but the southerners still thought this was not enough. So it led to the Nullification Crisis of 1832; the South Carolinians said the Tariff of 1832 was unconstitutional, declaring it to be a void. Jackson, angry about this whole conflict, issued a proclamation against S. C. in which Governor Hayne from S. C. eleased a counter-proclamation, causing sectional tensions to be lurking around the corners. This whole conflicted ended when Henry Clay proposed a compromise bill that would reduce the Tariff of 1832 by about 10% over a period of eight years, so that by 1842 the rates would be down to 20% to 25%. Andrew Jackson vetoing the re-chartering of the Bank of the United States proved sectionalism to be emerging. Jackson and the westerners saw the BUS as a tool of the rich to get ric her, but to the easterners, it was a great institution that reduced bank failures secured their funds. The vetoing of the re-chartering of the Bank of the United States started when Henry Clay deployed a strategy hoping to bring Jackson’s popularity down so then he can hopefully win the next presidential election. He presented Jackson a bill for the re-chartering of the BUS that was four years early. The point of this was if Jackson signed it, he would lose supporters from the west and south, and if he vetoed it, he would lose the support from the elite and wealthy people of the East. However, the people from the east were now a minority and they fearedJackson. Jackson vetoed the re-charter bill, scorning the BUS to be unconstitutional, which aligned the west against the East. Sectionalism emerged between the north and the south when Jackson refused to admit Texas as a state. After Texas gained its independence from Santa Anna in 1836, many of the Texans wanted to become part of the Union, but the slavery issue wouldn’t allow this. If Texas was to be admitted to the Union, then that means there would be 13 slave states and 12 free states, breaking the whole point of the Missouri Compromise. The Missouri Compromise called for all states above the 36 degree 30 line to be free, and the states under that line would be slave states, bringing a fair balance between slave states and free states. The Northerners were uneasy with Texas since they didn’t want Texas to be admitted to the Union, otherwise there would be more slave states than free. During Andrew Jackson’s presidency, tensions between the south, west, and north emerged causing sectionalism. Sectionalism emerged after Congress released the Tariff of 1828, the re-chartering of the Bank of the United States was vetoed, and Jackson refusing to admit Texas as a state.