Understanding the Origins of Climate Change
The issue of climate change, as we currently know it, has been on our radar starting some 10 to 15 years ago and continues to be a highly conversational topic affecting the world even to this day. The ability of scientists to pinpoint the exact timeframe in which human activity started to have an effect on the Earth’s climate has added a new dimension to this issue. An article by Roz Pidcock has this date at the beginning of the early 1800s. Additionally, the article goes on to propose that this effect began around the same time as humans entered the industrialized era. Innovations for mass manufacturing ‘changed the chemistry of the atmosphere, contributing to increasing levels of CO2’. The scientists working on this were able to conclusively come to this finding by using ‘natural temperature recordings supplied by natural in the form of tree rings, ice cores, coral, and tiny fossilized organisms,’ which are known as ‘climate proxies.’
Studies and Findings on Climate Change
Although scientists have finally been able to indicate a starting period for the human-causing effects of climate change, the issue has long been a subject of concern. Scientists such as Plass and Phillips were able to calculate and produce convincing computer models on the dangers of CO2 and how it would affect and change the climate. Focusing on evidence like this and other studies, this paper will present causes, effects, facts, and solutions to climate change. An example would be the study conducted by NASA that showed vital signs of climate change taking place, such as a graph displaying a comparison of atmospheric samples of ice cores and more direct evidence that CO2 levels have risen since the industrial revolution.
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Impacts of Climate Change on Society
Since there have been numerous scientists as far back as the 1950s, it would seem that all indications point to climate change having an effect on all areas of society as we know it. Living on the East or west coast puts civilians such as myself in harm’s way and forces us to keep up with the latest evidence and concerns. Evidence such as rising sea levels combined with coastal storms has made the risks of storm surge damage, erosion, and flooding ever more present.
Analyzing Climate Change through Political Theories: Realism
When talking about climate change, we must address the issue through the political spectrum of realism and liberalism. These two theories are the main ones most of our political leaders see the world’s issues through. It is these theories that political leaders make decisions that affect not only their own state but other states as well. This comes in the form of financial policies, foreign policies, treaties, sanctions, etc.
Before talking about climate change, we must first understand what exactly realism is in terms of politics. Realism is defined as a theoretical approach that analyzes all international relations as the relation of states engaged in the pursuit of power. In realism, the state is the main factor, and its security is a top priority at all costs. This is echoed by Henry Kissinger, who said, a nation’s survival is its first and ultimate responsibility; it cannot be compromised or put to risk’. Thus, we see realism and a realist’s focus strictly on those concerns and significantly less on the issues of environmental concern.
In terms of scalability, there is rarely are strategies evaluated for their contribution to the task of reducing global greenhouse gases. The anarchic context (the absence of hierarchical authority) means ‘the structure of the international order at any time is determined by its “polarity”—the number of great powers contending for influence.’ For realists, the only way for there to be a progression in terms of climate change is for great powers, such as the United States and China, to join the ‘conversation.’ However, realists believe this to be improbable and, thus, the continuation of climate change. According to this article, the reason for this involves the fear of losing economic competitiveness and comparative military power. This all goes back to states protecting their interests and power.
Analyzing Climate Change through Political Theories: Liberalism
Now we come to liberalism. This method has the approach that human rights, democracy, and free trade are all good things and that reason and rationale will likely bring states into a cooperating sphere that is beneficial for both. But, according to an article by Peter Brown, these ideas have become problematic in the face of climate change. Brown’s article also indicates that there are ‘distressing implications when we combine the fundamental aspects of liberalism to the basic laws of chemistry and earth science.’ The two distressers the article speaks of are how carbon, once burned, affects humans, atmospheric composition, and the planet’s ecosystem. Secondly, there is the issue of ‘burning fuel inevitably creating waste heat (most of which is radiated into space, causing a net decline in useable energy on the Earth)’ and the burning of fossil fuels in fertilizers causes prices to rise and reduces the accessibility to food, effecting those who need these things the most.
Synthesis of Realism and Liberalism in Addressing Climate Change
Peter Brown’s article explains the issue of climate change through the way in which we live. His premise is that climate change itself can only be changed overall if we rework the ideas of Jefferson, Locke, and Mills to think of ourselves as living in a global community. There must be a realization that humanity is interdependent. This article also points out that the way we are currently living is causing a saturated sink effect and ‘as the global carbon sink has, burning fossil fuels harms and often kills other people. It increases droughts; it takes food from the mouths of those who are already at the edge of starvation; it adds to sea-level rise, flooding farmland and contaminating aquifers; it increases the frequency of massive storms, which swamp the infrastructure far and wide’ (Brown, n.d.).
To further clarify realism and liberalism, there must be a glimpse into their similarities and their differences. One of the differences between the two theoretical methods is who they see as being involved. For realism, as was mentioned earlier, the main actors with authority are the states. The states look to their security while pursuing power for their own national interests. Associated and in combination with national interests is the gathering and maintaining of power on an international stage (Gaus et al., n.d.). Liberalism, however, recognizes and depends not on just the states but non-state actors as well. Such non-state actors include individuals like Warren Buffet and institutions like the United Nations. Whereas realism sees a pessimistic outlook of the world, liberalism is optimistic. Additionally, realists ‘believe that international cooperation among states is very unlikely because there are no laws or governments higher than states that have the power to force states to cooperate or communicate,’ a pessimistic view. On the other hand, liberals view international cooperation as possible, and it stresses the possibility of absolute gains as opposed to relative gains.
France’s Progressive Actions Towards Climate Change
Many of the actors referenced in liberalism have taken great strides in confronting the issue of climate change. In addition to non-state actors, there are also state actors, Multinational Corporations (MNCs), and Institutions. One state actor, France, is looking to take the lead when it comes to climate change. France has ‘Developed clean mobility with access for all,’ ‘carbon-free electricity,’ ‘turned Paris into the capital of green finance,’ and will be ‘taking greenhouse emitting vehicles off the market by 2040’. These actions are some of the most significant taken by any developed nation regarding climate change. Measures already implemented and in action encompass ‘prohibiting the exploitation of hydrocarbons 2017. Hydrocarbons are ‘organic compounds consisting of only hydrogen and carbon atoms.’ Some of the most common are methane, butane, and propane. France has also given poor certificates to obtain energy-efficient and renewable parts.
Multinational Corporations’ (MNCs) Role in Climate Action
Then there are multinational corporations (MNCs), which are defined as ‘an enterprise operating in several countries but managed from one (home) country.’ MNCs have similar ways in which they address climate change. For instance, Apple has been ‘using 100% renewable energy to run its data centers. The same article points out that Burger King ‘took 80 of its California stores and changed out the old grills for efficient ones’.
United Nations’ Initiative to Mitigate Climate Change
A major non-state actor in the form of the United Nations is also focused on climate change. One agency inside the UN called the United Nations Educational, Scientific, and Cultural Organization (UNESCO) ‘helps member states mitigate and adapt to climate change, educate for sustainable development, assess the risks of natural disasters thanks to climate change, and monitor climate change at their own sites’ (biosphere reserves) (UNESCO, 2017). Although in some circles, the UN is considered a non-state actor because it does not report to any government, it does, however, operate on monies received from governments that traditional non-states actors do not. Keeping them free from governmental influences.
Non-state Actors Leading the Charge in Climate Action
In association with governments around the world, non-state actors are grabbing the lead in directing action on climate change. Oxfam, for one, is ‘integrating climate change adaption and disaster risk reduction plans into its programs in contexts where climate change is a notable driver of poverty and suffering’ (Oxfam, n.d.). In places like China, reports have surfaced that suggested that if China went energy, efficient ‘demand would be lesser by 40% by 2050’ and ‘renewable energy could fulfill around 50% of the country’s electricity consumption’ (Oxfam, n.d.).
Importance of Research in Addressing Climate Change
Research is of vital importance in the area of climate change because most arguments, for or against, are based on the data revealed by said research. These properly implemented research methods not only produces great usable data but the data produced can then be used to formulate important programs. Not only are programs developed, but the data may also be able to influence and/or inform policy. Programs that have used data from the research include the likes of the offset projects used by the Pacific Forest Trust and the certificates for energy-efficient parts issued by the French government. Two of the most prominent methods of research are qualitative and quantitative.
The quantitative method of research, as mentioned by the Defranzo paper, ‘is a process used to quantify a problem into numerical data or data that can be transformed into statistics’ (Defranzo, 2011). The research of Gilbert Plass in 1956 could be an example of this type of methodology. Plass, born in 1920, ‘was a physicist who developed an early computer model of infrared radiative transfer and published a number of articles on carbon dioxide and climate between 1953 and 1959’ (Fleming, Schmidt, & Plass, 2018). His research ‘surmised that increases in CO2 could heat the planet up by 3.6 degrees Celsius’ (Gavin, 2010). Additional information from this research suggested ‘relevant numbers from the IPCC AR4 are a climate sensitivity of 2 to 4.5ºC, a CO2 rise of 37% since the pre-industrial and a 1900-2000 trend of around 0.7ºC’ (Gavin, 2010).
The IPCC AR4 is an annual report from the Intergovernmental Panel on Climate Change. Unlike qualitative research, quantitative research uses a much larger sample size when conducting its research. But in the same breath, qualitative and quantitative can both use the collection of data through interviews to process data and predict and/or highlight trends and patterns. In addition to interviews, quantitative has the ability to collect data, whether numerical or otherwise, ‘through longitudinal studies, websites interceptors, and systematic observations.’
Using quantitative methods allows for a great sample size, which provides more data and a better overall outlook on the issue. An example of this strength can be seen when glimpsing how ‘longer and higher frequency time series produce significantly better opportunities for investigating climate change anthropogenic impacts on ecosystems. The primary weakness is funding. Without funding, there are limitations as to what can be observed and studied and for how long. In the collection of data, risk and, ultimately, a weakness for quantitative research occurs when one must minimize risks associated with larger amounts of data.
The other research method used in regard to climate change is the qualitative method. Defined as ‘exploratory research, the qualitative method helps to gain insight into reasons, opinions, and motivations. It additionally helps to ‘supply insights into a problem or develop ideas and/or hypotheses for potential quantitative research, where the data collection methods are either unstructured or semi-structured. Individual qualitative methods encompass ground theory, case theory, and ethnography. Colombia University’s Earth Institute explained how anthropologists use the ethnographical model to study people of both developing and non-developing states and how they had a distinctive way of being aware of particular climate changes happening and ones that have already happened.
Although this paper speaks of quantitative as a whole, this particular section speaks of an exemplifying method of qualitative research known as case studies. Case studies have themselves considered exploratory research also. This type of method ‘often requires the observation of a single person or a group.’ And although the case study method is part of the overall spectrum of qualitative research, it does have its own strengths and limitations. If one takes a closer look, one would see it translates to the whole of qualitative research. The strengths of a case study are as follows; ‘help us understand complex inter-relationships, grounded in “lived reality,” facilitate the exploration of the unexpected and unusual, Multiple case studies can enable researchers to focus on the significance of the idiosyncratic, Case studies can show the processes involved in causal relationships, and can facilitate rich conceptual/theoretical development.’
The case study method also has numerous limitations/weaknesses. They are; too much data for easy analysis, Very expensive, if attempted on a large scale, complexity examined is difficult to represent simply, is not generalizable in the conventional sense, strongest when researcher expertise and intuition are maximized, but this raises doubts about their “objectivity’, are easy to dismiss, by those who do not like the messages that they contain, and the main one, they don’t lend themselves to numerical representation’. Finally, an example of a case study as it pertains to qualitative research would be the interviewing of crime victims regarding auto theft or fraud. Another weakness of the case study is it is difficult to replicate, that is because any follow-up data won’t be identical to your initial data.
Conclusion: Making a Choice Between Quantitative and Qualitative Research
From my perspective, the use of quantitative research is a better method to incorporate when addressing the issue of climate change. Simply put, this method offers the researcher a greater opportunity to collect enough data to make an informed scientific conclusion. Not only that, the quantitative method sets forth requirements that must be followed at all times, enlightens us as to how to perform and utilize comparisons, and specifically, how to take care of statistical problems. An example of all these functions and directions is provided in a paper headed by Christopher J. Brown. The paper states that ‘inferential strength due to observational data can be made better by adding it to experimental studies.
Works Cited
- UNESCO (2017). UNESCO and Climate Change.
- Defranzo, S. E. (2011). The Quantitative Data Collection Methods.
- Fleming, J. R., Schmidt, G., & Plass, G. N. (2018). The First Climate Model.
- Gavin, A. (2010). Climate Sensitivity Estimates from the 1950s to the 2010s.
- Pidcock, Roz. “When did humans first influence the climate?” Carbon Brief, 24 Sept. 2019,
- Brown, Peter G. “Liberalism and the ecological limits of politics: Climate change as a problem of political-economic organization.” Ethics & Global Politics, vol. 12, no. 2, 2019, pp. 1-22.
- Plass, Gilbert N., and Charles D. Keeling. “The Carbon Dioxide Theory of Climate Change.” Tellus, vol. 8, no. 2, 1956, pp. 140-154.
Anti-Bullying Laws: Strengthening Prevention And Protecting Students
Examining Bullying Prevention Strategies and Actions
Are schools doing their best to keep their schools bullying-free? The SIRS database reports that Bullying is a variety of ill-treatment that can be emotional or physical. Many children and teens are picked on at school every day. Some of these victims become depressed and lose interest in their studies. The effects of Bullying can last well into adulthood. There have been many cases where Bullying has led to suicide. However, all 50 states have anti-bullying laws that require schools to set rules to prevent Bullying. Many people believe that more needs to be done. Some argue instructors need more training to spot Bullying. Others want laws criminalizing Bullying and holding schools responsible if they fail to act when Bullying occurs. This paper will examine teaching students the prevention of Bullying, how stronger action is needed on the issue, and my viewpoint on anti-bullying strategies used by schools that are successful.
Student-Led Bullying Prevention
To begin with, viewpoint one believes students can make bullying prevention cool. For starters, schools are encouraging students to intervene and stop Bullying. Firstly, student intervention can discourage Bullying and build confidence in the students. For example, Cristina Maza, a journalist for the Christian Science Monitor, shares that the Hillsboro campaign is an example of how schools turn to students to not just discourage Bullying but also empower intervention to stop it (Maza). Thus, this point proves that schools are supporting students to stand up for one another. Secondly, it should be the responsibility of both teachers and students.
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For instance, Cristina Maza, a journalist for the Christian Science Monitor, reports that overall the best first step is a partnership. Students who run invites have the vitality and the buy-in but are not always well-versed in prevention. Prevention works best when kids and adults work together (Maza). Therefore, this confirms that kids and adults work together, making spotting and preventing Bullying easier. Thirdly, students are the ones that have to deliver the message to each other. To illustrate, Cristina Maza, a journalist for the Christian Science Monitor, says that anti-bullying has shown much more improvement because students are more involved (Maza). Consequently, this information shows that students getting more active in anti-bullying is showing worthy results. For all these reasons, students can make bullying prevention cool.
Correspondingly, we can put an end to Bullying. Firstly, Bullying should be stopped before it begins. For example, Kerry Kennedy, a journalist for the Washington Post, shares that students learn about human rights heroes and train to become defenders themselves. A change in attitude and awareness of Bullying as an issue. There has since been an increase in reports of Bullying (Kennedy). Thus, this point proves that kids are becoming more aware of Bullying and are starting to take action. Secondly, Bullying is a human rights violation.
For instance, Kerry Kennedy, a journalist for the Washington Post, reports that Bullying is abuse to the powerless by the powerful and, as such, a threat against the right to receive an education free from persecution as humans; it is something we cannot ignore (Kennedy). Therefore, this confirms that Bullying is an attack on the human right we are all given. Thirdly, laws and reports systems are not enough. To illustrate, Kerry Kennedy, a journalist for the Washington Post, says that we must teach our youth ideals of civility and respect by creating an environment that prevents Bullying (Kennedy). Consequently, this information shows that teaching youth bullying prevention can change the youth’s perspective of Bullying. For all these reasons, we can put an end to Bullying.
Putting an End to Bullying
On the other hand, viewpoint two contends that stronger action is needed because Bullying is getting worse. For starters, our society needs to put forth the effort to end Bullying. Firstly, we need awareness of the physical and emotional toll that school-age Bullying can take on students. For example, an article in the daily press shares that one in three schoolchildren is bullied nationwide. It is up to adults to notice Bullying talk to them about it, and take them from such cycles of abuse (Efforts). Thus, this point proves that adults need to recognize Bullying and stop it.
Society’s Responsibility to End Bullying
Secondly, Bullying can affect the lives of all children. For instance, an article in the daily press reports that kids are no longer safe at home bullying can now reach the other side of the world with online Bullying. Now everyone can see Bullying happening online at any time (Efforts). Therefore, this confirms that Bullying has now reached the point where no one is safe. Thirdly, bullies may not realize their actions hurt other people and maybe bully themselves. To illustrate, an article in the daily press says that the sooner the problem is pointed out, the quicker the bullies will learn kindness, compassion, and respect (efforts). Consequently, this information shows that adults cannot help if they do not know the problem. For all these reasons, our society needs to put forth the effort to end Bullying.
For starters, telling parents about Bullying should be a school requirement. Firstly, parents should be notified if their kid is Bullying or being bullied. For example, Mary Esch, a journalist for the Albany times union, shares that at least eight states currently have laws requiring that parents are notified of Bullying, but that’s not enough kids in other states kill themselves due to Bullying without notification (Esch). Thus, this point proves that communication between schools and parents is accentual in keeping students safe. Secondly, kids are more likely to keep it secret so their parents do not find out.
For instance, Mary Esch, a journalist for the Albany times union, reports that though it’s important to talk to parents, some kids may not be out yet and avoid reporting Bullying so their parents won’t find out about it (Esch). Therefore, this confirms that some kids fear their parents finding out the truth more than they fear bullies. Thirdly, Bullying should be dealt with on a point-by-point basis. To illustrate, Mary Esch, a journalist for the Albany Times Union, says that there are laws restricting what schools can tell parents, like students’ sexual orientation or gender identification. Those conversations can put school officials in a difficult spot (Esch). Consequently, this information shows that there should be a limit to the info given to the parents. For all these reasons, telling parents about Bullying should be a school requirement.
My Viewpoint: Advocating for Compassionate Bullying Prevention
Finally, I believe Bullying should be handled with care. For starters, almost half-British girls have witnessed Bullying about periods. Firstly, nearly 43% of girls are worried about going to school while on their periods. For example, Maya Oppenheim, a journalist for the Independent, shares that 35,000 girls miss school every year because of their period (Oppenheim). Thus, this point proves that girls are scared or nervous about being picked on for their period. Secondly, kids do not actually know about periods.
For instance, Maya Oppenheim, a journalist for the Independent, reports that 137,000 boys admitted to teasing girls about periods in school. 45% did it because they were awkward about the issue (Oppenheim). Therefore, this confirms that due to the lack of knowledge, kids should be taught better on the issue. Thirdly, in sex education, students only touch up on the issue. To illustrate, Maya Oppenheim, a journalist for the Independent, says that periods, as a whole, are never taught about. Teachers only mentioned it, so students are not completely aware of what they are doing (Oppenheim). Consequently, this information shows that kids are bullying girls without properly knowing why. For all these reasons, almost half of British girls have witnessed Bullying about periods.
Equally important, new laws aim to stop cyberbullying. Firstly, cyberbullying is a common way to bully in America today. For example, Bobby Zirkin, a journalist for the Baltimore Jewish Times, shares that schoolyard taunts and bathroom graffiti pale in comparison to cyberbullying. Online harassment can overlap with a number of criminal behaviors (Zirkin). Thus, this point proves that cyberbullying is one of the worst types of Bullying today. Secondly, cyberbullying is growing at a rapid rate. For instance, Bobby Zirkin, a journalist for the Baltimore Jewish Times, reports that cyberbullying has gotten more malicious and widespread. 16% of students reported they were bullied electronically in 2015 (Zirkin).
Therefore, this confirms that cyberbullying is a huge problem that is only growing. Thirdly, due to cyberbullying, suicide rates went up. To illustrate, Bobby Zirkin, a journalist for the Baltimore Jewish Times, says that suicide rates doubled among girls and 30% among boys. Parents may be unaware of such Bullying until it is too late (Zirkin). Consequently, this information shows that cyberbullying is raising the suicide rate among teens. For all these reasons, new laws should aim to stop cyberbullying.
Conclusion
In summary, this paper explored viewpoints one, two, and viewpoints on bullying prevention. Viewpoint Point one goes over how students can make bully prevention cool and how students can teach each other not to bully or prevent it. Viewpoint 2 goes over how stronger action is needed because Bullying is getting worse; it also speaks on how we need awareness of the physical and emotional toll that school-age Bullying can take on a student. Finally, my viewpoint on how Bullying should be handled with care. It will go over cyberbullying and kids being bullied.” Children should be able to live a life free from Bullying, and harassment, and it is time that we all took a stand against this “Katherine Jenkins
Work Cited
- ‘Efforts to End Bullying.’ Daily Press (Newport News), 18 Sep. 2018, pp. A.8. SIRS Issues Researcher.
- Esch, Mary. ‘Should Schools be Required to Tell Parents about Bullying?’ Albany Times Union, 05 Mar. 2018, pp. n/a. SIRS Issues Researcher.
- Kennedy, Kerry. ‘An End to Bullying.’ Washington Post, 12 Aug. 2013, pp. A.13. SIRS Issues Researcher.
- Maza, Cristina. ‘Bullying Prevention: Can Students Make Kindness Cool?’ Christian Science Monitor, 13 Feb. 2015. SIRS Issues Researcher.
- Oppenheim, Maya. ‘Almost Half of British Girls have Witnessed Bullying about Periods..’ The Independent (Online), 24 Sep. 2018, pp. n/a. SIRS Issues Researcher.
- Zirkin, Bobby. ‘New Laws Aim to Stop Cyberbullying.’ Baltimore Jewish Times, Mar. 2018, pp. 9. SIRS Issues Researcher.
