The Influence, And Views Of Netanyahu On The Middle East Peace Plan :: essays research papers

The Influence, and Views of Netanyahu On The Middle East Peace Plan The middle east has many problems trying to achieve peace between Israel and the Palestinians. The peace process started about four years ago with the Middle East countries. Through the process many people have had major influence on it. One person who might have one of the greatest influences of the peace agreement is Israeli Prime Minster Benjamin Netanyahu. The peace agreement is the biggest topic in the Middle East and he is at the head of one end. At the other end is another strong figure. The leader of the PLO (Palestinian Liberation Organization) is Yasir Arafat. In this report I will explain Benjamin Netanyahu's position in Israel and how he has affected the peace plan. I will tell about his views on what is going on. Benjamin Netanyahu lived in the United States for a few years. Netanyahu was a graduate of M.I.T. in 1975. Then he claimed duel citizenship with the United States and Israel. Netanyahu did so because his mother was born in the United States. He was a well-paid analyst with the Boston Consulting group. He left working there and went back to Israel in 1978. When he went back to Israel, he was there for about six years when he became the embassador to the united states for Israel. Later when he was an Israeli diplomat he renounced his American citizenship. In 1996 he became the Prime Minister of Israel. He now has the most influence from the Israeli side of things. Benjamin Netanyahu has done many interviews and addresses with the American people. One such interview he did to express his views was with Time Magazine. Time asked him if he were a Palestinian, how he would regard toward Netanyahu? He replies, "If I read the controlled Palestinian media, I would think that, as they call me, I am worse than Hitler."(Beyer, 1996, p.38) They then asked him if a Palestinian could see you for what you really are what they would see. He replied to that by saying, "I think they would regard me as a person who believes deeply in the necessity of peace and that we don't have an anther partner other than the Palestinian Authority. I think that any Palestinian mother reading this should understand that I am as deeply conscious of her pain of losing her child as I am of a Jewish mothers."(Beyer, 1996, p.38) Netanyahu goes on telling Time that he does not hate the man Arafat, but the two represent different perspectives and interests.

Counterfactual Thinking Essay

The experience of regret arguably relies on a multifaceted, counterfactual analysis of two previously possible outcomes. An important question to consider is at what age these counterfactual emotions develop, and what enables these responses to occur. Previous research proposes that regret emerges at around 4 years old, marginally earlier than more recent studies conducted by Guttentag and Ferrell, who suggest that the experience of regret occurs relatively late in child development. The results of these studies argue that understanding, rather than simply experiencing counterfactual emotions relies heavily on a child’s ability to simultaneously conceive alternate realities, and that a recognition of differing outcomes is a necessary, rather than sufficient component of the development of regret. These findings accumulate and extend previous research, and demonstrate that the development of counterfactual thinking in children is positively correlated with a complex cognitive p rocessing of two alternate realities. The experience of regret and relief are counterfactual emotions based on a comparison of reality with a better, alternative situation. Counterfactual emotions are considered to perform important emotional regulatory functions, and require additional complex cognitive processing than more basic emotions such as anger, fear or happiness. They require us to consider ‘dual possibilities’ (Byrne, 2002) in which both outcomes were possible at some point in the past. The ability to experience emotions such as regret is  believed to play an important role in decision-making following the emergence into adulthood. Significant differences however, exist between when children are thought to first experience regret. It is arguable that children’s understanding of regret develops relatively late due to the complex nature of not only comprehending counterfactual thinking (Guttentag and Ferrell, 2004), which requires an identification and comparison of two equally possible, alternate actions. If children are unable to generate these comparisons, they are unable to experience the emotion of regret. Little research has been done on the cognitive processes behind the emergence of regret in young children, and thus many questions still exist as to why the experience of counterfactual thinking develops relatively late in childhood. Many inconsistencies exist in the theoretical understandings of regret, and subsequently further research is required in order to overcome these age-related discrepancies. Counterfactual thinking refers to an ability to think â€Å"about what could have been had an alternative decision been made or had the outcome been different† (Roese, 1991). It is within the intriguing paradigm that the ongoing research into the experience of regret takes place. Recent findings have shed further light into the development of regret during the early years of childhood. Beck et al (2006) proposed the theoretical perspective that counterfactual emotions develop relatively late because it requires more complex cognitive processing to conceive two possible outcomes, as opposed to recognizing basic emotions of happiness and sadness. This perspective is widely agreed upon, however theories differ in the age at which the emotion of regret actually emerges. Daniel Weisberg (2001) located the emergence of regret at about 4 years, however Guttentag and Ferrell (2004) speculated that it was not until children are 6 or 7 years old that they are able to simultaneously comp rehend counterfactual and actual situations. Further research however, has revealed that within the emergence of counterfactual thinking, is a distinction between experiencing and reasoning about regret. The latter involves a reflection on the reasoning behind the emotion, i.e. _why_ does the child feel bad that he/she picked box ‘A’ containing nothing, when he/she could have picked box ‘B’, containing the chocolate. Experiencing regret however, involves a comparison  of reality with a better, alternative outcome. Given that it is a difficult task to simultaneously comprehend two equally plausible realities, it must be even more difficult to understanding the reasoning behind _why_ this feels bad. Interestingly, although Guttentag and Ferrell (2004) located the experience of regret early in childhood, they argued that it wasn’t until later in life – around 7 years old – that a child was able to demonstrate _why_ an alternative reality might affect the emotional reaction to the actual outcome. Guttentag and Ferrell (2004) suggested that children less than 5 or 6 years old cannot generate a comparison between a real and counterfactual re ality. According to this perspective, the comparison between two previously possible outcomes is critical. In 2009, Beck and Crilly adapted this theory, and hypothesized that â€Å"an inability to compare the two worlds limits children’s thinking about regret.† (Beck, & Crilly 2009). Beck, Robinson, Carroll and Apperly (2006) proposed a similar perspective, arguing that it wasn’t until children were 5 or 6 years old that counterfactual and actual events were two equally plausible events. Studies conducted following this proposal revealed corresponding results. Children between the ages of 3 and 6 were asked an open and a closed question regarding the pathway chosen by a toy mouse. Children aged 3 found it difficult to correctly answer the question â€Å"what if he had gone the other way, where would he be?† as opposed to the simpler â€Å"could he have gone anywhere else?† Comparatively, children aged 6 and older performed significantly better, with 85% answering the open question correctly. Beck et al reasoned that regret could not be felt if the child had no understanding of the possibility of a counterfactual reality replacing the actual reality. In 2009, Beck and Crilly replicated these studies, but alternatively used an open question and a regret question to measure children’s ability to comprehend regret. The results indicated that, contrary to Beck et al, it is in fact not sufficient to simply distinguish two counterfactual possibilities in order for children to recognize regret. The study gave more weight to Guttentag and Ferrell’s 2004 claim that the comparison of two alternate realities is critical in the development of regret. Beck and Crilly (2009) went on to suggest that perhaps understanding two counterfactual realities was a necessary rather than sufficient developmental goal in the cognitive processing of regret. In 2003, German  and Nichols proposed that the experience of counterfactual thinking could occur as early as 4 years of age. In their study, a group of 3 year olds were given stories that involved two possible outcomes. When given the negative alternative, the children were asked whether the character in the story would feel happy or sad. German and Nichols reported that children answered more than two thirds of the simple counterfactual questions correctly . This data was used to theorize that children as young as 3 could comprehend basic counterfactual realities, and thus indicated the early emergence of regret. Although much discrepancy exists as the to the exact age at which regret begins to emerge, the view that counterfactual thinking develops much earlier than previously thought has become widely accepted amongst both cognitive and developmental psychologists. However, evidence exists that contradicts this perspective. Beck et al argue that the studies used by German and Nichols contain a number of false positives. Further research has suggested that the supposed counterfactual thinking demonstrated in the 3 year olds tested, could simply be use of the child’s general knowledge, and that the questions used were too simple to reliably indicate an experience of regret. Questions used in the experiment by German and Nichols arguably lead to answers that could be answered using the child’s general knowledge, such as recognizing that squashed flowers make people unhappy, and ‘unsquashed’ flowers make people happy (Beck, Robison, Carroll, & Apperly 2006). Where German and Nichols may have revealed an emergence of counterfactual thinking; may simply have been the child’s expression of past experience. The most widely agreed upon theory of regret in childhood appears to be ability to not only distinguish two previously possible realities, but to also compare them in order to come to an emotional understanding. Theorists including Guttentag and Ferrell (2004), and Beck and Crilly (2009) argue that a distinction must be made between simply experiencing a counterfactual emotion, and understanding _why_ someone may feel unhappy when comparing the actual reality with a counterfactual world. This theory is based on the premise that counterfactual thinking is a complex cognitive process, requiring a multifaceted understanding of two dual possibilities. Research on counterfactual thinking in childhood also suggests children may  experience regret as early as 4 years old, however this view has generated much criticism and requires further research in order to rule out experimental limitations, such as small research groups and over generalized questions. Future research may focus on overcoming these limitations in order to generate reliable data. Compiling the findings from these and future studies will enable researchers to form a much clearer of picture of exactly when children not only experience, but also understand the emotion of regret, and what cognitive processes underpin this development. In conclusion, research examining children’s regret has focused on the criticality of the moment children begin to comprehend two dual realities, and feel remorse after choosing one outcome over another. Current studies lend weight to the complex nature of the role of cognition in emotional experiences, and this data, taken in conj unction with earlier studies, suggests a number of age-related stepping stones are implicated in the development of counterfactual thinking. REFERENCE LIST Beck, R. S., & Crilly, M. (2009) Is understanding regret dependent on developments in counterfactual thinking? _British Journal of Developmental Psychology_. 27, 505-510. Beck, R. S., Riggs, J. K., & Burns, P. (2001) Multiple developments in counterfactual thinking. _Understanding Counterfactuals, Understanding Causation_. 2-21. Beck, S. R., Riggs, J. K., & Gorniak, L. S. (2009) The effect of casual length on counterfactual conditioning reasoning. _British Journal of Developmental Psychology_. Doi: 10.1348/026151009X450836. Beck, S. R., Robinson, E. J., Carroll, D. J., & Apperly, I. A. (2006) Children’s thinking about counterfactuals and future hypotheticals as possibilities. _Child Development._ 77, 413-426. Burns, P., Riggs, J. K., & Beck, R. S. (2012) Executive control and the experience of regret. _Journal of Experimental Child Psychology_. 111(3), 501-515. Doi: 10.1016/j.jecp.2011.10.003. Brocki, K. C., & Bohlin, G. (2004) Executive functions in children aged 6-13: A dimensional and developmental study. _Developmental Neuropsychology_. 26, 571-593. Diamond, A. (2006) The early development of executive functions. _Lifespan Cognition: Mechanisms of Change_, Oxford University Press, Oxford, UK. 70-95. Ferrel, J. M., Guttentag, R. E., Gredlein, J. M. (2009) Children’s understanding of counterfactual emotions: Age differences, individual differences, and the effects of counterfactual-information salience. _British Journal of Developmental Psychology_. 27, 569-585. Guttentag, R. E., Ferrell, J. (2004) Reality compared with its alternatives: Age differences in judgments of regret and relief. _Developmental Psychology_. 40, 764-775. Mitchell, P., Riggs, K. J. (2000) Children’s reasoning and the mind. _Psychology Press_. 121-147. O’Connor, E. (2011) The emergence of regret in childhood. _Pediatrics for Parents_. 27, 11-12. O’Connor, E., McCormack, T., & Feeney, A. (2012). The development of regret. _Journal of Experimental Child Psychology,_ 111, 120-127. Doi: 10.1016/j.jecp.2011.07.002. Roese, N. J. (1997) Counterfactaul thinking. _Psychological Bulletin_. 121, 133-148. Rafetseder, E., & Perner, J. (2011) When the alternative would have been better: Counterfactual reasoning and the emergence of regret. _Cognition and Emotion_, 26, 800-819. Rafetseder, E., Schwitalla, M., & Perner, J. (2012) Counterfactual reasoning: From childhood to adulthood. Journal of Experimental Child Psychology. 114(3), 389-404. Doi: 10.1016/j.jecp.2012.10.010. Weisberg, D. P. (2011) Children’s thinking about regret and relief. _University of Birmingham (thesis)_. 56-83. Weisberg, D. P., & Beck, S. R. (2010) Children’s thinking about their own and other’s regret and relief. _Journal of Experimental Child Psychology_. 106, 184-191. Weisberg, D. P., & Beck, S. R. (2011) The development of children’s regret and relief. _Cognition and Emotion._ 26, 820-835. Van Duijvenvoorder, K. C. A., Hulzenga, M. H., & Jansen, R. J. (2013) What is and what could have been: Experiencing regret and relief across childhood. _Cognition and Emotion_, 28, 926-935. Zeelenberg, M., Van Dkik, W. W., Manstead, A. S. R., & van der Pligt, J. (1998) The experience of regret and disappointment. _Cognition and Emotion_, 12, 221-230.

What is a societal problem you believe needs to be addressed?

Although there are numerous societal problems that needs immediate attention but one problem which I feel needs most of the attention is society morality conflict. I would further elaborate my statement by saying that the people living in the society have become immoral and they indulge themselves in those kinds of acts that are not only immoral but they are unethical as well. Abortion is one major part of the moral conflicts between the societies as there are some people who are against it while some think that it is a human right. However, I would say that killing the baby without any valid reason or justification is not ethical. Moreover, the people are getting more and more prone to drugs and drinking and this not only harms the health of the individuals who consume drugs but it also leaves a negative impact on the society. Prostitution is also seen on a rise as the men are unsatisfied with their life partners and this is one quick way for the women to make money despite of the fact that this is not a moral practice. One more conflict in the society is occurring between the people who believe in God and the people who follow atheism. Atheists are the people who do not believe in any gods and this gives a negative connotation because most of the people in the society worship gods. Due to the rise in unemployment and the people being unable to support their living, they are left with two options; either they tend to commit suicide or they indulge in unethical acts that affect the society in a negative way and these have become a major evil for the society and the people.

Was Christopher Colombus a Hero or Villian

October 15, 2012 Was Christopher Columbus a Hero or a Villain to America? Yes,  Columbus  discovered  America, but do you know how many deaths and how much destruction it  cost? Columbus  went to explore the ocean and he found a new continent,  North  America. He was actually looking for India and its gold but found a different place. Exploration of  North  America  brought so many bad things to people. All of those things happened because of  Columbus. It makes one want to say that Columbus  is a villain. First thing that makes  Columbus  a â€Å"bad guy† is lying. Columbus  lied to the queen about the explored island.He said that there's a lot of gold and spices, and people there would share anything with anyone. Columbus also lied that he reached Asia, which was his destination spot. He said all those things to make the queen believe that he's a good man and to save himself from the death. Five hundred years before Columbus was even born, the V ikings settled land in northern North America. They were the true discoverers of the New World. Christopher Columbus merely takes credit while the Vikings are remembered as drunken savages. Not only did he not discover the New World, but his calculations were based on other's works.What kind of â€Å"hero† can't find his way to where he wants to go and then receives the credit for a complete and utter accident! This doesn't only make him a liar but it also makes him selfish. But yet we Americans still nationally celebrate his â€Å"accomplishments† that were all just faux. Another interesting fact about  Columbus  being a villain is that he deculturalized people. When he arrived, he started to control all of the land. He wanted to shape the Americas into a European society, and he did not want to consider the current ways of the Native American practices into his new society.In fact, he would kill-or have his men-kill the Natives if he felt that they were being too unruly. For example how Columbus was on a mission to convert everyone to Christianity, instead of just letting the natives keep their normal religious practices. If you ask me he sounds more like a Hitler than a hero. Columbus  met Sarawak  Indians  in  North America; he wanted to make them just like Europeans. He was trying to make them all Christian. He was also giving  women  less power and fewer rights, and  women  had to work at fields and men had to work on deadly mines.A lot of people were protesting but if they protested, they were getting killed. That's another thing that makes  Columbus  a villain. Every native older than 14 was given an amount of gold to find per day. Those who didn't reach their amount got their hands chopped off. That is nothing compared to what he did to runaways whom were executed. These Europeans also brought disease that the natives' immune systems couldn't handle. Besides genocide, he also kidnapped 500 natives and brought the half that survived back to Europe. They also raped the Native Americans, beat, abused them and even tested out new weapons on them.The last but the worst thing that  Columbus  did to gain a â€Å"bad character† name is his partial massacre. When  Columbus  went to  America the  second time, he brought a lot of Native  Americans back with him to make them slaves to work for his queen. A lot of people died  on the way to Columbus's country, and others were dying because they worked hard as slaves in mines and fields, which was hard and dangerous. And that's the third reason to call Columbus a â€Å"bad guy† of history. Columbus  wasn't that much of a hero, as many people would say.I mean yes, he did play a very important parts in history. For example he brought exchanged different plants and animals between Europe and America. He also brought more attention to a new continent, and partially helped the Native Americans (before he killed a lot of them). B ut he also did the devious things like killing the Native Americans, spreading diseases to them, enslaving them and torturing and abusing them, it's easy to see why you could call Christopher Columbus a villain and defiantly not a hero after  hearing  all the details of his adventure.All the destruction and  pain  that he brought to people makes him a villain. Also the conflicts he caused between different countries and regions . Don't you think? Reference page http://www. scholastic. com/teachers/article/christopher-columbus-1451-1506 http://voices. yahoo. com/christopher-columbus-hero-villain-330564. html Holt McDougal United States History, Beginnings to 1877  ©2013, Florida Edition chapters 1-2

CASE STUDY Example | Topics and Well Written Essays - 250 words - 2

Case Study Example The main goals are to cater the needs of visitors by providing them a virtual access to its product via the website. Additionally, Wrangler wanted to marketise its brand and various products. Undoubtedly, the world is fast changing with a rapid speed of technology. In order to catch up with this speed; in addition to physical existence, virtual existence is unavoidable to marketise, to promote products, and to provide a convenient way to people to shop virtually. 1. Wrangler targets a very specific type of person with its marketing and Web site. How would you describe that group? What risks and benefits do companies assume when they target specific types of individuals? Do you think it pays off for Wrangler? Why? The website categorizes its customers by men, women, boys and girls. Some risks such as a customer may not able to find Jeans fitting to his/her body structure, possibly the customer might be either too slim or too fat. Additionally, different sizes and prizes help customers to select a piece of jeans fitting to choices and physical aspect as well. As a result, by assessing the possibilities, the companies become in a position to determine and marketise the most common sizes and prices of products. A shopper may become confused to locate the relevant information from so many visual displays. Many a times, shoppers do not like the extra display of visuals that they consider unnecessary. In that case, shopper may find it difficult to locate its wanted piece and consequently unable to shop. There can be no specific product that can be suited for such marketing approach. However, the important thing is that significant but common product information must always be there to help shoppers to locate and shop

Education Essay Example | Topics and Well Written Essays - 500 words - 27

Education - Essay Example The first reason why America is the best place to get high education is that there are many universities across the United States that offer quality education to a vast number of students. They spread out to many regions and offer all types of courses that the student can choose from depending on their abilities and interests. Some of the top universities in the world are found in America such as Harvard, Yale, and Oxford Universities. This offers a platform for bright students from all over the world to interact and acquire knowledge of great value from each other. As a result, the students have a chance to choose from the many universities at their disposal. These many universities ensure that every student has the opportunity to further their studies and become the profession of their choice. Depending on their preference and determination, they can enter any type of university they want so that they can learn and be able to practice in their areas of expertise. They get to share ideas and learn from the fellow students who also specialize in the same course. The second reason is that the Universities in America have many facilities that the students can use. These include laboratories, libraries and sports fields, which are available to all students who need to use them. The students are taught in these facilities and at their own time utilize them to advance their learning. They have a chance to perform research, make discoveries, and prove theories that they have been learning about. They also have qualified teachers from whom they can ask questions, confirm answers, and ensure they get high-quality education. These results from the students show that they are able to learn different skills besides what they study in the classroom. The research done in the libraries and laboratories improves the ability of the students to be creative and innovative.

Marketing Principles Adopted by 1st Division Football Clubs Dissertation

Marketing Principles Adopted by 1st Division Football Clubs - Dissertation Example Over past few years, sports marketing have drawn the interest of a number of researchers. Though this topic has been widely explored in the last three decades, yet the most surprising part remains that sports marketing does not have a clear definition. The term, sports marketing, was coined in Advertising Age of 1979 (Mullin, Hardy and Sutton 11). In the initial times, it had been used to define activities of consumers, industrial products and service marketers who had emphasized on using sports as promotional vehicle. Various researchers and authors have different views regarding the notion of sports marketing. According to the view of Kaser and Oelkers, sports marketing use sports as a vehicle to market products. This implies that popularity of sport is utilized in order to market or promote products (Kaser and Oelkers 12). Then again, according to the views of Shilbury, Quick and Westerbeek, sports marketing are defined as a social and a managerial process that is used by sports m anagers to realize goals of the sports organization. In order to achieve this, they create and exchange products and value with others (Shilbury, Quick and Westerbeek 17). The unique features of sports marketing had been observed by researchers and they had realized that because of these peculiarities, sports marketing deserved additional attention from conventional marketing (Walters and Chadwick 52). The peculiarity of sports marketing lies in unique nature of the sports industry, sports products and consumers.