Education of the Middle Ages Essay

Education, as we know it today, did not exist in the Middle Ages. Illiteracy was dominant among the population. Scribes were the exception to the rule. Churches were the main source of knowledge and schooling. Real interest in learning grew along with the development of towns. The towns’ officials needed to be educated. At the same time a need for legal institutions was created and so started the university phenomenon. Modern education was on its way. There were few schools in the Middle ages, so everyone had limited education. Even the Lord of the Manor was often unable to read or write. Some of the first schools were Cathedral schools. As well as Parish, Monastic, and Palace schools. Here people learned a particular role in society. Naturally the primary job was training the clergy in their professional duties as priests of the Christian people. The bishop was the head of the complex and he had a staff of priest to help him with the several of the diocese. These skills that were taught here were reading, singing of hymns, church law, writing of documents and the performing of Church duties and sacraments. An example of educating for a specific role in life were the Knights who had learn how to fight with various weapons so that they could fight for their king. The common people, however, had no way of being educated other than going a monastic school. However, if they did this, they had to donate their property to the church. The people who went to this school later become monks or nuns. They had to follow three important laws: chastity, obedience, and the law or the lord if not followed they would be thrown out of the monastery. Most monasteries had a rule of silence: monks could not talk which other except for a short period of time. During meals one monk might read passages from the bible while the others mediated. Even though monks’ lives seem to be so hard it was the best place to go for a good education for anybody from a king to a beggar (Monasteries 488-499). Women took part in monastic life by living in a convent under a direction of an abbess. Known as nuns, they wore simple clothes and wrapped a white cloth called a wimple around their face and neck. They alternated prayer with spinning, weaving, and embroiling items such as tapestries and banners. They also taught needlework and the medicinal use of herbs to daughters of nobles (Couglin A6). Although monks and nuns lived apart from society, they were not completely isolated. Indeed, they played a crucial role in medieval intellectual and social life. Since few people could read or write, the regular clergy preserved ancient and the classical writings. Scribes copied all the books by hand working in a small drafty room with one candle or a small window for light. Illuminated manuscripts decorated with rich colors and intricate pictures indicate that, although the task was done with hard work, it was also lovingly done (Monastaries 499-501). Monasteries and convents provided not only schools for young people, but hospitals for the sick, food for the needy, and a home for travelers who need a place to stay (Monasteries 499-501). Cathedral schools were there to train higher-member of the Church in their professional duties as ministers of the Christian people. The bishop in whose Cathedral complex the school was located needed a group of trained priests to administer the various needs dioceses. The Cathedral school largely emphasized practical skills, effective reading, singing, and knowledge of Church Law, public speaking and the administration of the holy sacraments (Corbishely 28). At first the university was not so much a place as it was a group of scholars organized like a guild for the purpose of learning. Classes were held in rented rooms or churches even in the open air. Books were scarce. In most classes teacher read the text and discussed it, while students took notes on slates or memorized as much information as possible. Classes did, however meet regularly schedule. University rules established the obligations of the students and the teachers toward each other. To qualify as a teacher students had to pass an exam leading to a degree, or a certificate of completion (Cantor 58). By the end of the 1200’s universities had spread throughout Europe. Most southern European universities were modeled after the law school at Bologna, Italy, and specialized in law and medicine. Universities in Northern Europe on the contrary, specialized in liberal arts in Theology. These were generally modeled after the University of Paris (Bailey 89). At medieval universities, scholars studied Latin classics and Roman law in depth. They also acquired knowledge from the works of the Greek philosopher Aristotle and from the Islamic scholarship in the sciences. This interest in the physical world eventually led a rise of western science (Schools 291-292). Many church leaders opposed the study of Aristotle’s works, fearing that his ideas feared the Christian teachings. In contrast some scholars thought that new knowledge could be used ideas. The applied Aristotle philosophy to theological questions and developed a system of thought called scholasticism. This new type of learning emphasized reason as well as the faith in the interpretations of Christian doctrine. Scholastic sought to bring back classical philosophy along side with the teachings of the Church. They believed that knowledge could be integrated into a coherent whole (Schools 295). One scholastic teacher, Peter Aberlard taught theology in Paris during the early 1100’s. In his book Sic et Non, he collected statements from the bible writings of early Christian leaders that showed both sides of controversial questions. Abearld then had his students reconcile the difference though logic. In the 1200’s the most important scholastic thinker was Thomas Aquinas a brilliant theologian and philosopher who taught philosophy in Naples and France. In his work Summa Theolgica Aquinas claimed that reason was a gift from god that could provide answers to basic philosophical questions. The catholic later accepted and promoted Aquinas’s way of teaching and thinking (Schools 310). The education of a knight proceeded in a way similar to that of many medieval occupations. At an early age the prospective knight was apprenticed to serve as a page, or attendant, in a knight’s household. In his teens the page graduated to the status of a squire and received more responsibilities. As a squire the boy tended his knight’s horses and armor, but he also gained his first battle experience. Several squires were usually apprenticed to a knight at the same time and on the battlefield they might fight as a small band of infantry around their master. Here they acquired the many skills in arms necessary for their profession. To graduate to the status of a knight, a squire usually performed some heroic deed in battle. The squire was welcomed into the order of knights by being dubbed with a sword or slapped in the face by his lord. Afterwards the new knight would receive his fief, or gift of land. As the cult of chivalry developed in the 12th and 13th centuries, knighting ceremonies became more involved. Often they occurred at court, and a knight’s dubbing might be preceded by a religious vigil in which the knight vowed to uphold Christian and chivalric principles (Davies 12-13). Finally the Renaissance, or rebirth of learning, began in Europe in the 14th century and reached its height in the 15th century. Scholars became more interested in the humanist features that is, the secular or worldly rather than the religious aspects of the Greek and Latin classics. Humanist educators found their models of literary style in the classics. The Renaissance was a particularly powerful force in Italy, most notably in art, literature, and architecture. In literature, the works of such Italian writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important (Renaissance 228-229). Humanist educators designed teaching methods to prepare well-rounded, liberally educated persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that understanding and conversing about the meaning of literature was more important than memorizing it, as had been required at many of the medieval religious schools. He advised teachers to study such fields as archeology, astronomy, mythology, history, and Scripture (Renaissance 220). The invention of the printing press in the mid-15th century made books more widely available and increased literacy rates. But school attendance did not increase greatly during the Renaissance. Elementary schools educated middle-class children while lower-class children received little, if any, formal schooling. Children of the nobility and upper classes attended humanist secondary schools (Bailey 112). Educational opportunities for women improved slightly during the Renaissance, especially for the upper classes. Some girls from wealthy families attended schools of the royal court or received private lessons at home. The curriculum studied by young women was still based on the belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited for females. For working-class girls, especially rural peasants, education was still limited to training in household duties such as cooking and sewing (Couglin, A8). As it shows education the Middle Ages seems to be so diverse and a starting point for modern education. But the reader must always keep in mind only about five percent of the whole population did all of these educational activities.

Milk and Fresh Fruit Juice Essay

Breast milk can be produced fresh or can be frozen for use at a later date. Breast milk can be left for up to five days in a fridge with a tempeture of 4 degrees Celsius or lower, it can be left up to two weeks in the freezer compartment of a fridge. If the breast milk is frozen it can be left up to six months in a freezer with a tempeture of at least minus 18 degrees Celsius. It is recommended by the department of health that formula milk should be made fresh rather than made up in advance, for more convience liquid formula can be bought. If liquid formula isn’t available then a flask with boiling water can be made so formula can be made when needed. EYMP3-5.2 It is important to follow carer’s instructions regarding dietary requirements as some children will have severe reactions to some food. Diabetic children will have specific dietary requirements that need to be followed carefully because if not could lead to the child having low or high blood sugars. Children that have food intolerances may get diarrhoea if they are given foods that they are intolerant to. Children with known allergies should be supervised whilst eating. The signs of an allergic reaction are; swelling of the lips and eyes, redness of the face or other parts of the body. They could also start to itch or have difficulty breathing. Children with a severe may be prescribed an epi pen and training should be given before administrating. EYMP3-5.3 EYMP 3 – 5.4 Educating children in food management and portion control is very important as eating habits developed in childhood will continue into later life. Education starts with the parents and it is in the home where all children’s eating habits are formed. Leaflets should be given to parents when they give birth about properly feeding their children and the importance of nutritional value of food. Nurseries and schools should give regular newsletters to parents with the importance of nutritional value in foods. Educational establishments should educate children and parents about the importance of portion control and ensure that correct portion sizes are given. This message can be reinformed with smaller plates. Health Visitors, school nurseries, health professionals and dieticians are all crucial in spreading the message to children and parents about the importance of healthy eating and portion control. They are also crucial in checking that children are gaining weight healthily but not too much. Encouraging lots of physical play in school/nursery will help in keeping childrens weight under control. Educating children in the importance of not bullying other children who are overweight is also very important. SHC 32 – 1.1 Job description Look after children and ensure they are kept healthy and safe Ensure all health and safety guidelines are strictly adhered to Carry out risk assessments before any new activities/toys are introduced Devise educational and fun activities for children from age 4 to 11 Supervises activities Supervise children Read to the children Supervise toilet trips Prepare healthy and nutricious snacks for children Keep play areas clean and tidy Assist children with homework Baking with the children SHC 32 1.2 I am expected to follow the following codes of practice:- Safeguarding – ensuring that the children are kept safe whilst in our care and also be very observant as to what happens when the children are not in our care, ie if the children arrive with bruises or if they are upset, shaken or distressed when they arrive or as they are leaving. Also to make sure that other staff treat all the children well and do not mistreat any of them. Whistleblowing Policy – ensuring that if there is anything that we do not feel comfortable about, for example if we feel that one of the staff members are behaving inappropriately towards any of the children, we are expected to report this to our Manager to ensure that action is taken to prevent further mistreatment. Health & Safety at Work Act – acting responsibly in the environment in which we work. Ensuring that we follow all guidelines to keep our work place safe and that we keep ourselves, our colleagues and the children safe. National minimum standards – EYFS Welfare Requirements – ensuring that children are developing properly in line with targets set for their ages. National Occupational Standards – Ensuring that we conform to best practice set within the industry to make sure that we are complying with standards set. SHC 32 – 2.3 Working practices may be affected if hypothetically my Manager decided that a game of hopscotch was not appropriate for the young children to play but, as a younger person, I believed that it was a safe game to play. I would have a discussion with my Manager and explain why I thought it was safe and my Manager would explain that she had carried out a risk assessment for Hopscotch and decided that it was inappropriate. In a previous role, I did not agree with the way a member of staff disciplined young children when she was unhappy with their behaviour. She shouted at the child without coming down to their level or explaining what the child did. I was uncomfortable with this and brought it to the attention of my Manager who addressed this with the member of staff. This gave me the confidence and experience to ensure that I was very aware of the way my colleagues behaved and to take appropriate action when required. SHC 32 4.1 I have regular meetings with my Supervisor to discuss how I am progressing within my role and any feedback from parents or colleagues is passed on to me. I have regular meetings with my Manager to discuss my progression where I am asked if I need any additional help or whether I have any comments as to how we can make things better. I regularly meet with my colleagues to discuss planning and how we can make things better for the children and planning activities for the different age groups to ensure all our activities are consistent with each other. I have regular appraisals to monitor my progress and to give and receive feedback about my role and development. I have a college tutor who is there to help me develop my role, develop as an employee and develop my skills as I work towards my Level 3. I frequently research new activities and legislation on the internet to consistently develop. EYMP 4 – 4.1 It is key to review my practice to ensure that I am fully up to date with latest legislation as things change so frequently and it is important that children are always kept safe and parents are always kept fully informed. It is important to think critically about what I do in my work and analyse how I do it and why I do it that way and asses the effectiveness of what I am doing at work and how I can become more effective. It is something that we need to do regularly to get a clearer picture of what we do in our roles and assess whether we are being really effective.

Peoples behavior Essay

Whenever I encounter any person from another culture, I am often struck by how much that person represents and is different from the idea I have of that culture. Particularly if the idea I have of that culture’s person is seen from his perspective. A recent conversation with a student of Japanese ancestry highlighted to me this realization. When I first saw him, I assumed that he would speak English with an accent or with some difficulty. To my surprise, it turned out that he was a native English speaker having been born in the United States. Sharing the experience with a friend, she related to me that one of her acquaintances who was born in Hong Kong who had difficulty with being understood in English because of a difference in accent despite having English as a first language. These incidents are prime examples of how cultural stereotypes. Considering the number of foreign students alone, many universities and other social institutions should be developing the competencies to accommodate their communication and cultural assimilation needs. Like in the article written by Brink Lindsey in 2007 titled The Culture Gap for the Cato Institute, culture, statistically and in practice, is an issue that is asserting itself significantly. Without these measures, many people are liable to have negative experiences associated with cultural difference which can motivate them to be ashamed or defensive about their heritage. Having had my own positive and negative experience in being associated with my culture, I know first hand the need to understand culture on an individual level. It has been very helful too that my recent experience with other cultures has been positive and has allowed me to constructively learn from the experience. Had it been otehrwiese, I can easily see myself to develop negative concepts regarding Japanese or Chinese cultures since I believe in positive reinforcement. More than anything else, communication ad technology is creating new dimensions to cultural exposure and exchange. Many of the stereotypes we have of cultures is being challenged not so much because of changes in these cultures itself. Even more importantly, I realize that my culture influences what I see in other in the same way that other peoples cultural backgrounds influence what they see in me.

Service Approach through Production line approach in Delivery Essay

Service Approach through Production line approach in Delivery - Essay Example Production line approach remains dependable for the success of service operation in today’s world. This is an approach where employees follow the set rules of customer approach as set by the operation management of that company. Notably, earlier business empires have written in favor of production line approach on customer service. This logic and tactics of manufacturing create a structured order on the service, which a certain company gives to its customers. It is relevant since a majority of the companies in the current world of business make profits out of it. Take for example a case where an employee encounters a business merchant and the customer is new to the products of that company. This is where production line approach comes in since the merchant will need a brief of the company’s product. You will notice that in such situations, the operation management has structured down procedurals for its employees’ to follow in the advent of such scenarios. It wou ld enlighten the client on the basic information, as the employees have to take customer service from stage to stage. The customer benefits from the time and maximum orientation before transactions are sealed. As this is not enough, if a customer establishes himself as regular to a certain service business line, the employee production line approach have to work in favor of the customer until he or she gets are needs well catered satisfactorily. The traditional view of such an approach is that the operational management perceives and believes that when you put your employees into the specialization of their labor, there are economic benefits in it. Through such an operation, the chain of flow on how customers get services is convenient and even creating a non-confusing environment for the customers. This all happens because of the structured procedurals. The success of service industry can multiply with production line approach. The system encourages breaking down of Jobs into multi ple tasks. The positions are then redistributed to employees with each assigned the magnitude of his services (Bowen, 2003:4). Just as the way production industries have broken down their lines of production, the service operation get alike. The employees are assigned areas where they would specialize hence perfecting their skills and register to use upon the customers. The production line of service delivery through specialization makes the quality of customer service efficient. The aim is to reduce wasteful efforts in employees and maximizes greater efficiency. According to Taylor, the procedure focuses on economic achievement as simplicity invents in work delivery. As a

Pressure ulcer prevention Essay Example | Topics and Well Written Essays - 1000 words

Pressure ulcer prevention - Essay Example It is the health care professional who is entrusted with the assessment of risk of pressure ulcers in a person, usually suffering from some health issue where the patient is bedridden, or in the elderly population with decreased mobility. Although ulcers can be prevented using aggressive measures, it is found to be having a â€Å"floor effect† with the probability of another ulcer developing in the same area. Strategies for prevention include assessment for risks of developing pressure ulcers in outpatients or inpatients. Perry et al. (2010) have discussed the prevention and treatment protocols for outpatients and inpatients that offer recommendations for assessment, prevention and treatment on a continuous basis. While a list of questions are used to assess risk for outpatients, risk assessment among inpatients uses standard tools like the Braden (Q) Scale, Norton Scale or the Waterlow Scale (EPUAP & NPUAP, 2009). Braden Scale for Predicting Pressure Sore Risk (Braden Scale) Braden Scale is the most widely used risk assessment tool for pressure ulcer development and is found to be an enhancement of the Norton Scale and is used as a general tool for predicting pressure sore risks on four different scales based on six factors. The six factors or sub-scales include: sensory perception, activity, mobility, skin moisture, friction, and nutrition. The scores of Braden Scale assessment determine the level of risk of development of pressure ulcer in inpatients, and this scale provides a systematic and quantitative risk assessment aiding interdisciplinary team communication for effective prevention and treatment by the health care professionals (Reilly et al., 2007). Figure 1 below represents the Braden Scale factors: Figure 1: Braden Scale factors. Source: (Reilly et al., 2007). It is seen that a risk factor score of

Hypercapitalism Essay Example | Topics and Well Written Essays - 750 words

Hypercapitalism - Essay Example Moreover, the total production is normally given guidance and the interests distributed through market operation. It dominated the western world after mercantilism was called to a stop. In addition to that, this system enlarges production capacity by putting in use the excess production over consumption (Colker 111). The initial goals were to allow private ownership of property, provision of capital to the firms, freedom of competition for economic gain and profit motive. Hypercapitalism is a society in which the values of capitalism are given more consideration than the other existing values (Maaasik & Solomon 522).The given essay by pulling information from various reliable resources is going to dwell mostly on hypercapitalism. In the contemporary society, market forces have penetrated almost all aspects of life (Graham 58). Not forgetting, all the companies have emerged into one. We are forced to pay for most intangible things (Perelman 87). This issue drives me to another thing a ltogether; the elements of hypercapitalism. Basically, we have gotten two. That is, excess capitalism and payments of unreal things (Perelman 50). They say that the only way to make your dream come true is by waking up. I totally agree with that. It is high time we all come to our senses and deal with the emerging issue. We should be like the cactus as opposed to the ostriches. Why do I say so? It is only the cactus that raises its head in the desert. With the ostrich, it tries to hide the head in the ground and imagine that the danger is gone. Hypercapitalism is taking stand. This is why we even find companies e.g. the Diesel advising its audience consisting of children that the best way to show their creativity is by having sex (Maasik & Solomon 522). In the recent future, most firms are bigger than what they initially used to be. Also, they are found in many countries at once. They only major on advancing their profit. Barbie’s breast for instance, is out of proportion tha t if she were to be a human woman, she would probably fall on her face (Maasik & Solomon 375). They have indeed prioritized on that rather than anything else. Single world currency has become a cliche to most of them. Moreover, money is considered to be what matters most (Maasik & Solomon 522). Formerly, in the classical duration of the political economy, production of commodities majorly depended on labor (Graham 90). In that case, the level of unemployment was quite low as compared to today. Most firms lay emphasis on the commodities which have been turned into ‘exchange values’. They are then transformed into money and try their level best to ensure that they have maximized on the profit without having a look at the quality of their products (Perelman 69). Taking for instance, United States, the issue of poor parental care is normally attributed to the negative effects of capitalism. It has also made no steps to improve or to help parents to provide parental care. Ho w is this possible? The free market together with the self-government principles that gyrate around Americans capitalism does not allow us to have consideration for social problems. In most cases, the society tries offering assistance by paying leave, insurance and maybe by offering accommodation away from the workplace. All these do not help in that they only take care of the parents and not the infants. The role of capitalism is founded on the basis that goods are meant to be exchanged in the markets. With time, the role of property is changing gradually. When a child is growing up for instance, he or she believes that the status quo of an individual is determined by what they own. We tend to be bound up that the only way human affairs are structured is through selling and buying.

The Drug Business Essay Example | Topics and Well Written Essays - 1000 words

The Drug Business - Essay Example It had become so common that drug abuse was observed in majority of the American areas. The United States had become a place where frequent illegal business of drugs was taking place. Therefore, the government of United States decided to control the use of illegal drugs. Hence, it was noticed that in the 20th century, there were several restrictions so as to prohibit the use of illegal drugs among the people. In 1960, United States encountered another enormous problem in the list of most illicit drugs, known as marijuana. Marijuana is enormously dangerous like the other drugs. It was newly introduced and very rapidly become popular and common among the drug addicts. After the people of the United States discovered this marijuana, all the government laws and prohibitions were forgotten and once again United States embarked upon the journey towards excessive drug abuse and addiction in the society. Even the common public, apart from the habitual drug addicts were then being attracted towards illegal drugs. This illegal business of drugs was becoming so popular that the government had to take serious steps towards the growing use of drugs. Hence, the government in the mid of the 20th century decided to take some serious actions against the people who were involved in promoting the drugs and also those who were using illegal drugs. It was quite difficult for the government to control the drugs as it had become extremely common. Yet the government imposed laws for avoiding illegal drugs and did become successful to some extent. Soon illegal drugs started to become popular in even the young children of the United States. They started using it and became addicted to drugs as drugs seemed to be amusing for them. Therefore, it was decided to start awareness campaigns, not just to impose punishments on the usage of drugs, but also make people aware of its harms, especially the children. Awareness campaigns started in schools. People belonging to the awareness

Human resources management (Employee Recruitment PRACTICES) SESSION Essay

Human resources management (Employee Recruitment PRACTICES) SESSION LONG PROJECT 1 - Essay Example The company was started with the mission of providing its customers with best products and services at reasonable prices. The company’s signature states its main aim and clearly highlights what the company has to offer to its customers – ‘Save Money. Live Better’. Wal – Mart’s focuses on its main values – Respecting individuals, Service to the customers and Striving for excellence (Wal-mart, 2008). Wal – Mart has over 971 discount stores, 2447 supercentres, 132 neighbourhood stores and 591 Sam’s club in the US at present. The company has seen immense growth and is spread over 14 countries with a total of almost 2.1 million employees. The company’s profits have been enormous. Wal – Mart has recorded revenues of over $378,799 million as of the year end January 2008. The company mainly earns its revenues from the United States; however it does face a lot of competition from both the local as well as the global retailers (Money Central, 2008). Wal – Mart holds such a high number of personnel in terms of their employee details. This is not an easy task and requires a high level of expertise. Wal – Mart realises that it is essential to have good people at work is a very essential aspect of every business. According to Lee Scott the CEO of the company, "To grow, we have to attract and retain good people" (Retail Merchandiser, 2003). With the increased globalisation and the increases expansion of Wal – Mart worldwide, the CEO believes that the rising standards and needs of this is clearly seen on the need for excellent quality employees. Wal – Mart’s chairperson also mentioned that the company provides for jobs to everyone across the globe with a choice of flexibility where the person can decide how much they want to do, i.e. either work in a small town and be content or move to a more faster and competitive metro. The company basically provides for

Philosophy (Theory of knowledge) Essay Example | Topics and Well Written Essays - 1250 words - 1

Philosophy (Theory of knowledge) - Essay Example First, reason is an objective and powerful decision tool for any body in any areas of life. As written by several authors, I believe that reason is a way of knowing what is right and wrong; what is true and not true; what is valid and not valid; and what is good and bad. As such, anybody could be guided in what to do by reasoning. For example, the decision to help others in need might be both good and bad. Taking for instance the giving of help to a sick person who is hungry. Giving the food asked is good because it will fill his hunger but this could be bad if the kind of food, the time of giving, and the way the food is to be taken are not in accordance with the doctor’s prescription. The reason(s) to help will assist the person in appropriately deciding whether to give or not the food, and if the person should give, what kind of food; when should the food be given; and in what manner should the food be taken. Likewise, in rearing a child, the decision whether to punish or n ot is based on the parents’ motives and manners of discipline which consist of reasons. Further, the decision of going to school and performing best is arrived if a person desires to prepare for the future. Hence, one can manage a better life by advantageously using reason as a guide in decision making. Second, reason is a clear or open inference to support claims and this is so because it is based on facts. Koukl says â€Å"we draw inferences based on cause and effect, or we draw conclusions by employing the laws of rationality.†1 Along this notion, Koukl cited the example that â€Å"square circles can not exist† to emphasize the law of non-contradiction. Consequently, genuine fact is tantamount to certainty which leads to a conclusion that can not be contradicted. For example, in claiming for

Evaluate the main Problems Associated with Using Plastic Bags Essay

Evaluate the main Problems Associated with Using Plastic Bags - Essay Example As the report stresses in India non-biodegradable bags result in long-lasting litter at landfill sites. This is especially dangerous to wildlife away from areas of human population. Collecting plastic bags is not profitable for waste pickers in India, and this leads to plastic bags continuing to create a major threat to the environment. As a consequence the landscape of India is dominated by litter from plastic bags. Presently, plastic accounts for an estimated 10 percent of generated waste. This paper discusses that some of the litter that does not end up in landfills results in blocked drains and choked soil. Plastic bags are light and so they lead to blocked drains which results in water logging and nuisance to citizens. They can also lead to choked soil because they are non-porous, and do not permit the free flow of water and air, hence causing plants to choke. The rotting waste from pits generates methane. The toxins present are dissolved, permeates the soil and pollutes groundwater during monsoon rains. Plastic bags are photo-degradable instead of bio-degradable – which means that they break down into small toxic bits. This results in the contamination of the ground and waterways. This becomes a heath hazard to humans, animals, marine life and plant life. Suffocation as a result of plastic bag is not uncommon, especially in Malaysia. There have been accidental deaths, both among small children who play with shopping bags and adolescents who are solvent abuse rs. There have been instances of homicide cases, and the victims are invariably infants or adults who are frail or terminally ill and are not able to struggle or show resistance (Perez-Martinez et al 1993). Impact on plants, animal and marine life In India dumping grounds are filled, levelled off and converted into parks. Owing to the fact that the soil was predominantly plastic bags, the trees were not able to anchor firmly into the ground. The flora is destroyed due to the uprooting of trees from the high velocity winds that blow over the city during the

Response to Toward a New World Order Essay Example | Topics and Well Written Essays - 750 words

Response to Toward a New World Order - Essay Example According to George H. W. Bush, Iraq, under the leadership of the dictator Saddam Hussein had invaded Kuwait by sending about 120,000 troops to effect the course. And as if that was not enough, they were also advancing towards Saudi Arabia to cause more havoc. At that point, it called for an immediate response by the American Armed forces troops and others from over twenty nations under the United nations Security Council to ensure that Iraq withdrew from Kuwait without setting any conditions...and peace will be then restored to the Gulf. By dubbing the action a "New World Order", the former president meant that it was time for all the nations in the globe to unit against common evils that threatened to shake to the very foundation the peace that is enjoyed by all. He hoped for a world where the Rule of Law would be respected, a world where collective responsibility would be embraced by all nations; unless such a state is achieved then prosperity and harmony would still remain a drea m. The intention of Saddam Hussein to send troops to invade Kuwait was not in any way acceptable, it was out of financial greed for oil deposits and political need to widen his boarders. Since by the time, of the inversion, Kuwait was already a sovereign state, their boarders was supposed to be respected by any country;Iraq inclusive. If Saddam wanted a business partner, there were several civilized options by which he could get that...but that seemed not to be his idea. His refusal to honor dialog and make a peacefully exit showed that he was out to destabilize the peace in the Gulf and control the world oil market. But one thing though is apparent, just as the United States wanted be the super power, so was Iraq, what made the difference was however the approach that Saddam used, that of intimidation. It was all out of conflict of interest and a shared objective. Controlling of oil prices and creating cartels was a perfect idea and a good recipe to create political instability in the entire globe. The level by which the United States government agreed to put the life of their men and women on the line just to restore peace for the whole world shows that the country really has the world at heart and its objectives are genuine. Having a fully united world has got its bad and good sides. One major advantage would be having a united front in the fight against global evils such as terrorism, corruption and addressing issues of environmental concern. But on the other hand, it is feared the politicians may take advantage of such a situation and push for the establishment of policies which may prove intimidating to the developing world. This is evident in the recent negative effects brought about by globalization and the free market policy where the developing countries are finding it hard to match the stiff competition that the developed countries are posing. But all said and done, it is an open secret that by having an umbrella body that controls management of governments, it would promote accountability and democratic governance. Having an organization that

Marlow Lie Essay Example for Free

Marlow Lie Essay Victorian  viewpoint,  and  often  paints  them  as being  the  embodiment  of  the  more  pure  and  gentle  aspects  of  human  nature. Conrad  makes many  references  to  a  belief  that  women  live  in  an  ideal  world  which  is  separated  from  the  evil side  of  human  nature  explored  in  the  story,  emphasizing  that  they  must  be  protected  from  this darkness  at  all  costs. This  theme  can  be  justified  by  many  details  within  {em  The  Heart  of Darkness},  but  at  the  same  time  there  are  a  number  of  points  in  the  story  which  stand  in  stark contrast  to  this  portrayal  of  women  as  noble  and  exalted  creatures. One  of  the  first  incident  where  Conrad  discusses  women  in  an  idealized  manner  occurs  in  the very  beginning  of  {em  The  Heart  of  Darkness},  as  Marlow  is  about  to  depart  for  Africa. During his  final  meeting  with  his  aunt,  she  talks  to  him  of  how  noble  she  feels  the  Companys  attempts to  civilize  the  African  natives  are:  an  opinion  which  makes  her  nephew  rather  uncomfortable. Its  queer,  he  says,  how  out  of  touch  with  truth  women  are. They  live  in  a  world  of  their  own, and  there  has  never  been  anything  like  it,  and  never  can  be. It  is  too  beautiful  altogether,  and  if they  were  to  set  it  up  it  would  go  to  pieces  before  the  first  sunset.   Marlow  believes  that  women cannot  perceive  the  horrors  that  men  are  capable  of  because  they  are  so  distant  from  them  by virtue  of  their  sex. Another  graphic  example  of  this  attitude  comes  when  Marlow  makes  a reference  to  Kurtzs  fiancee,  known  as  his  Intended. He  says  of  her:  Oh,  she  is  out  of it ­Ã‚ ­Ã‚ ­completely. They ­Ã‚ ­Ã‚ ­the  women,  I  mean ­Ã‚ ­Ã‚ ­are  out  of  it ­Ã‚ ­Ã‚ ­should  be  out  of  it. We  must  help  them

Sexual orientation prejudice and homophobic bullying

Sexual orientation prejudice and homophobic bullying In todays society, many homosexual individuals are dealing with harassment, threats, and violence on a daily basis. Homosexuals are far more likely to be victims of a violent hate crime than any other minority group in the United States, according to a new analysis of federal hate crime statistics (Southern Poverty Law Center, 2010). Research shows that almost two thirds of lesbian, gay and bisexual teens experience homophobic bullying in British schools (Equality and Human rights commission, 2007). Similarly, many homosexual teens in U.S. schools are often subjected to such intense bullying that they are unable to receive a satisfactory level of education (Chase, 2001), with 28% of gay students dropping out altogether (Bart, 1998). Homophobic bullying is currently an issue of epidemic proportions in society today, so much so that both the British Prime Minister David Cameron, the U.S. President Barack Obama, and many more politicians, activists and celebrities have recorded personal messages for the It gets better campaign, a project set up in September 2010 to inspire hope for gay youth facing harassment. This campaign came about as a response to the recent string of suicides among young homosexuals in the U.S. I feel that the design of an intervention to tackle the problem of sexual orientation prejudice and homophobic bullying is of the upmost importance to society, as the benefits to society from reducing homophobic bullying would far outweigh the costs of funding this intervention in schools. The harm from bullying and the toll it takes not only on young homosexual teens but also to society at large is far greater than people realize. I feel it is less likely that a youngster will succeed in life and have the ability to fully contribute to society without an adequate level of education. Statistics show that anti-gay bullying truncates a childs academic ability to excel for example, 7 out of 10 pupils who experience homophobic bullying state this has an impact on their school work and also their attendance (Stonewall, 2007). And the cost, while initially about the child, is a greater cost to us as a society in the long run. However, perhaps the most significant cause of concern to society is the grave issue of suicides committed by gay teens. In September 2010 alone, 5 young people, victims of homophobic bullying, committed suicide. One of these victims, 18-year-old Tyler Clementi, jumped off the George Washington Bridge in New York City after discovering classmates has posted videos of his sexual encounters on the internet. Another, thirteen-year-old Asher Brown, shot himself after severe harassment by fellow classmates. I feel that this snowball effect of teen suicides in the U.S. highlights the damaging effect of homophobic bullying to society, and I am proposing an intervention to prevent such occurrences from escalating. Aims The aim of this intervention is to reduce the incidences of homophobic bullying behaviour in the mainstream school setting by changing attitudes towards homophobic bullying. In order to do this I would suggest educating pupils on issues around sexual orientation and also on the severe negative consequences of bullying. I would introduce weekly classes in the curriculum designed to focus on these particular issues for example, it could be taught in pastoral care classes, not only with the aim of educating the children and reducing the bullying, but also empowering pupils to report bullying. One recent study which has had major success with the introduction of a gay awareness class was Stoke Newington School in London. In one lesson, pupils were taught about significant gay historical figures who positively contributed to society, such as authors and playwrights James Baldwin and Oscar Wilde, artist Andy Warhol, and mathematician, computer science pioneer and war time code breaker Ala n Turing. Elly Barnes, the teacher who runs the class in Stoke Newington School, stated that, four years on from when she initiated the scheme, homophobic bullying has been more or less eradicated in the school (Learner, 2010). I feel that this case is a positive and pioneering exemplar from which many schools could learn. Design As I feel a one-time lecture on homophobic bullying would have little impact on levels of bullying in the long-term, I am proposing a weekly class to be run in schools with the agenda of educating pupils on issues around sexual orientation and also on the severe negative consequences of bullying. I would introduce weekly classes in the curriculum designed to focus on these particular issues for example, it could be taught in pastoral care classes, not only with the aim of educating the children and reducing the bullying, but also empowering pupils to report bullying. I am proposing that the intervention take place at the school setting, as bullying so often stems from within the school environment, and the aim is to eradicate this at the grass roots. Methods Before starting the intervention I would measure the pupils attitudes towards homosexuality using an affective questionnaire and a cognitive questionnaire the Index of Homophobia (Hudson and Ricketts, 1980) and the Modified attitudes towards sexuality scale (Price, 1982), respectively. I would then ask students to fill out these questionnaires again at the end of the school year so as to measure whether attitudes have been improved following the intervention. I would use a direct approach to reduce the sexual orientation prejudice by including a weekly pastoral care class into the schools curriculum in which educators would promote diversity in multicultural societies, group equality, and teach pupils about the history of the Gay Rights Movement. I would also aim to get the pupils involved by having group discussions and role-plays to increase empathy for outgroups, and by bringing in gay guest speakers in order to improve understanding and attitudes, and to correct some misguided stereotypes and faulty generalisations that heterosexual pupils may hold against their homosexual classmates. I would also hope that having the chance to meet a positive role model from the gay community who does not conform to the negative stereotypes would create dissonance-induced attitude change. I would attempt to change the social norms of the school environment, by introducing a zero tolerance policy in the school, which states that no-one shall be discri minated against for their religion, race, disability, or sexual orientation, and educate the teachers so that they also must follow this policy. Also, I would set aside a class to talk about the issue of derogatory phrases and how they could make gay students feel, as a recent study showed that 97% of gay pupils hear offensive phrases such as dyke, bender or poof used in school and 98% of gay pupils hear the phrases thats so gay when people are referring to something they feel is rubbish or stupid (Stonewall, 2007). The intention would be to create perspective-taking (i.e. How would you feel if you were gay and heard those derogatory phrases?) and instil empathy for the outgroup. One theoretical framework which supports this is the Intergroup Contact Theory (Allport, 1954). Allport proposed that intergroup contact between two groups should reduce prejudice as long as the following were present: common group goals, equal status, intergroup co-operation and support of authorities. Therefore in the intervention, I would set tasks which both groups would have to work on to achieve a superordinate goal, I would structure the task so as the groups must rely upon each other in order to achieve this superordinate goal, and I would make sure that equality of all sexual orientations is promoted. The school itself and its educators would constitute as the authority which supports both groups. I feel that this would work in either a real situation (whereby gay individuals have disclosed their sexuality to their classmates and feel confident to be categorized as homosexual) or in an imagined situation (for example, a role-play, as many pupils who are gay may not wish to d isclose this information, nor would we force them to do so). I believe that the latter may well occur as in order to avoid social stigma many gay young people hide their sexuality. Therefore, in this instance I would use the theoretical framework of Imagined Intergroup Contact (Crisp Turner, 2009). This theory suggests that simply getting participants to conjure up a mental simulation of a positive intergroup encounter leads to improved attitudes towards the outgroup. I would also use indirect approaches to reduce prejudice by educating pupils on moral reasoning, promote egalitarianism within the school setting, and promote respect, understanding and tolerance of others no matter what their background is. I would also incorporate modern media into the school environment, such as using examples from music, film and TV programs to teach pupils about other cultures and groups. This is supported by the Parasocial contact hypothesis theory (Schiappa, Gregg and Hewes, 2005), which states that the illusion of face-to-face contact with interaction can change prejudices, as people process mass media relationships in the same way as they process real-life interpersonal interactions. Schiappa, Gregg and Hewes (2005) found that parasocial contact reduced prejudice toward the outgroup. Although the intergroup contact theory can be used for many groups such as opposing ethnic minority groups, opposing religious groups, opposing sports teams and so on, research has shown that the theory has been particularly successful in reducing prejudice toward homosexuals. Applying the intergroup contact theory to sexual orientation groups, Herek (1987) found that heterosexuals who had experience of pleasant interactions with a homosexual tend to accept the homosexual community in general. It was also shown that increased contact with a homosexual was a better predictor of changed attitudes than any other factor, including gender, race, socioeconomic background and so on (Herek and Glunt, 1993). I would also create a classroom discussion about why certain individuals may feel threatened by homosexuals, and address the issues as to why this symbolic threat may come about, such as perceiving that your ingroups moral values and religious beliefs are different from the outgroups. I would increase perceptions of similarity between hetersexuals and homosexuals by highlighting examples of gay individuals who are good role models, religious, and so on, to show that they are not so different from straight people. One issue we must think about when introducing such curriculum into the school setting is whether parents will approve. I would propose sending letters home to parents detailing the intentions behind the sexual orientation awareness class and highlighting the need to reduce bullying within the school. However, I would ensure that children could withdraw from the class if they strongly wish to do so; as some of the pupils families or religious/cultural communities may be homophobic and may disapprove of their participation, and we would not want the pupils to suffer negatively from attending this class, for example, to become ostracised from their community. Therefore we would strongly encourage students to take part, but would not force it upon them. However, the teacher who pioneered the gay awareness class in the Stoke Newington School in London, Elly Barnes, stated that she has only ever received a few complaints A parent complained after her son told her he had seen a film at th e school that showed two men kissing. I told her we are an inclusive school and it is part of the curriculum(Learner, 2010). In conclusion, I propose that a school-based intervention is essential to reduce sexual orientation prejudice and homophobic bullying amongst teens in schools. I would hope that a curriculum which promotes diversity, understanding, acceptance and equality will go a long way in reducing homophobic bullying and equally, I am optimistic that the introduction of an anti-discrimination policy which all students and teachers must follow will help protect the students. Resources Allport, G. W. (1954). The nature of prejudice. Cambridge, MA: Perseus Books Bart, M. (1998). Creating a safer school for gay students. Counseling Today. Chase, A. (2001). Violent Reaction; What do Teen Killers have in Common? In these Times. Crisp Turner (2009). Can Imagined Interactions Produce Positive Perceptions? Reducing Prejudice Through Simulated Social Contact. American Psychologist, Vol 64, Issue 4, pg.231-240. Herek, G. M. (1987) The instrumentality of attitudes: Toward a neofunctional theory. Journal of Social Issues, 42, 99-114. Herek, G. M., Glunt, E. K. (1993). Interpersonal contact and heterosexuals attitudes toward gay men: Results from a national survey. Journal of Sex Research, 30, 239-244. Hudson, W.W. Ricketts, W.A. (1980). A strategy for the measurement of homophobia. Journal of homosexuality, 5, 357-372. Learner, S. Making homophobia history. In The Guardian, p5 of the EducationGuardian section, October 26th 2010 issue. Price, J. H. (1982). High school students attitudes toward homosexuality. Journal of School Health 52: 469-474. Schiappa, E., Gregg, P., Hewes, D. (2005) The Parasocial Contact Hypothesis. Communication Monographs, 72, 92-115 The School Report The experiences of young gay people in Britains schools. (2007) Stonewall. Under attack (2010) The Intelligence Report, Southern Poverty Law centre, Issue 40. Valentine, G. Wood, N. (2010) The experiences of lesbian, gay and bisexual staff and students in higher education. Equality and Human rights commission, research summary 39.

Polluter Pays Principle Case Study

Polluter Pays Principle Case Study I. Introduction The Polluter pays principle (PPP) basically means that the producer of goods should be responsible for the cost of preventing any pollution caused as well as remedy any damage so caused. It will include full environmental costs i.e. cost of pollution or any other harm caused to the ecology and not just those which are immediately tangible costs.[1] The polluter pays principle is preventive and compensatory in nature. It may entail fixing criminal responsibility on polluter, to make him make good the harm or pay eco-tax or carbon tax or at least participate in preserving environment in some way. The principle of polluters pay has been interpreted differently in different countries and there seems to be no common definition. For instance, some countries impose retrospective liability on the polluter and different countries have different definitions for who is a polluter and what constitutes pollution[2]; range of costs to be borne by the polluter differs. It should also be noted that the above principle is more of a regional custom than part of international environmental law. The name of this rule is unnecessarily restrictive if taken literally. Pollution (harm associated with emission of wastes into environment) is only one of many forms of environmental degradation to which the rule has been applied. Initially, PPP was interpreted only as government not doing the clean up job for the polluters or the industries, but today the scenario has changed. The most popular interpretation of PPP is that apart from the government even the specific polluters should incur the responsibility for abating their contribution to a particular pollution problem. This is called equitable internalization. As polluters bear all the cost the distortions in international trade and investment arising from differential pollution abatement financing methods could be eliminated through the adoption of the PPP.[3] The polluter pays principle has been used as the beneficiary-pays principle which favours the costs of providing conservation goods (i.e. prevention or repair of environmental degradation) being allocated to those who benefit from those goods. The strict version requires costs be fully distributed among beneficiaries pro-rata to their shares of total benefits (User pays principle) while the weaker version requires that all beneficiaries cover full costs. (Beneficiary compensates principle)[4] This research paper aims as briefly discussing the development of the PPP, its implementation while referring to its ever expanding definitions as well as its advantages and limitation in the Indian and the International scenario. II. The economic aspect The PPP was initially conceived as an economic theory to maximize resource allocation. Pollution in economic terms simply means improper cost allocation.[5] That is, the cost of one resource, i.e., water or air, is not properly reflected in the product price. Initially, people had the common belief that neither air nor water was a scarce resource and so its use was free to all and producers could discharge waste into the air or water without accounting for the use of that resource as part of production costs. They simply passed the cost of using the air or water for waste disposal on to the future users of those resources. This failure to properly allocate costs stimulates over-production leading ultimately to a market failure. Such failure, if not corrected, will result in pollution which needs to be adequately paid for. This is commonly known as the theory of internalization of external costs. Thus, polluter pays strives to internalize environmental externalities, thereby mandating that environmental harms be factored into market price. This informs consumers of the true costs of industrial activity and discourages environmentally harmful behavior. It could also be used to oblige nations to reflect in market terms the environmental externalities of their industrial development. This would diminish the incentive to pursue comparative advantage through a willingness to impose greater externalities on the environment.[6] PPP favours corrective justice and is concerned very less with idea of fault. When reduced to its most basic logic and applied to the interstate level, the polluter pays principle serves a reparative function: one who causes harm must remedy it. This logic is particularly compelling given that these harms impinge upon common concerns of humanity. Furthermore, under this principle it is not the responsibility of government to meet the costs involved in either prevention of environmental damage, or in carrying out remedial action, because the effect of this would be to shift the financial burden of the pollution incident to the taxpayer.[7] III. International Background The recognition of the vice of pollution and its impact on future resources was realised during the early part of 1970. The United Nations Economic Commission for Europe, during a panel discussion in 1971, concluded that the total environmental expenditure required for improvement of the environment was overestimated but could be reduced by increased environmental awareness and control. In 1972, the Organisation for Economic Cooperation and Development adopted the polluter pays principle as a method for pollution cost allocation, including for accidental pollution. This principle was also discussed during the 1972 Paris Summit.[8] It was the EU which took the lead in promoting the PPP when in 1974, it made it mandatory that this principle be uniformly applied to all its member states. The current Fourth Action Programme makes it clear that the cost of preventing and eliminating nuisance must in principle be borne by the polluter, and the PPP has now been incorporated into the European Community Treaty as part of the new Articles on the environment which were introduced by the Single European Act of 1986. Article 130(2) of the Treaty states that environmental considerations are to play a part in all the policies of the Community, and that action is to be based on three principles: the need for preventative action; the need for environmental damage to be rectified at source; and that the polluter should pay.[9] PPP is included in Article 174 of the EU Treaty (1997) and since 1990, when the International Convention on Oil Pollution Preparedness, Response and Co-operation was agreed upon by the International Maritime Organization (IMO), the PPP has been acknowledged as a general principle of international environmental law. In US, the principle was adopted by the enactment of Comprehensive Environment response Compensation and liability Act, 1980. World Commission on Environment and Development (1986) also legally supported PPP through sustainable development principle 10.[10] Later international documents like the 1992 Rio declaration: principle 16[11], Agenda 21 and the World Summit on Sustainable Development (WSSD) i.e. Johannesburg Plan of Implementation reiterated the same principle. Some of the salient principles of Sustainable Development, as culled-out from Brundtland Report include PPP. IV. India and the polluter pays principle Policy: National conservation strategy and policy statement on environment and development, 1992 recommends   â€Å"operationalisation of polluter pays principle by introducing effluent tax, resource cess for industry and implementation of standards based on resource consumption and production capacity so that environmental considerations could be integrated while encouraging industrial growth.† National environment policy, 2006 is more specific in recognizing the polluter pays principle in order to achieve economic efficiency in environmental conservation. This Principle requires that the services of environmental resources be given economic value, and such value to count equally with the economic values of other goods and services, in analysis of alternative courses of action. Judiciary: The judiciary in India first recognised the polluter pays principle as a sound principle in Indian Council for Enviro-Legal Action v. Union of India Ors[12](Bichhri Village case) which interpreted PPP to mean that â€Å"absolute liability of harm to the environment extends not only to compensate the victims of pollution, but also to the cost of restoring environmental degradation. This principle forms an important part of sustainable development†[13]. Explaining the principle, the Court held that it is not the role of the government to meet the cost either in the prevention of such damage or in carrying out remedial action, because the effect of this would be shifting the financial burden of the pollution incident to the tax payers and why should the tax payers share this burden? It should be the polluter who should be made responsible for their wrong doings.[14] Thus, according to this principle, the responsibility for repairing the damage is that of the offending industry. Sections 3 and 5 of the Environment (Protection) Act 1986 empower the Central Government to give directions and take measures for giving effect to this principle. The social action litigation initiated in August, 1989 relating to production of ‘H acid in chemical industries near Bichhri village. Since the toxic untreated waste waters were allowed to flow out freely and because the untreated toxic sludge was thrown in the open in and around the complex, the toxic substances percolated deep into the earth polluting the underground water. The water in the wells and the streams has become dirty and unfit, and is no longer potable. Even the land has become barren and can no longer be cultivated. Further it was also observed that even trees like eucalyptus planted in contaminated fields show leaf burning and stunted growth. Many old trees which were badly affected due to contamination are still growing under stress conditions as a result of soil contamination. The resulting misery to the villagers needs no emphasis. It spread disease, death and disaster in the village and the surrounding areas. Most of these industries were never even granted a no objection certificate. Keeping this in mind, NEERI report suggestedthat the principle of Polluter Pays should be applied in this case. The cost of damage to be disbursed to the affected villagers is estimated at Rs. 342.8 lakhs. This cost needs to be borne by the management of the industry in keeping with the PPP and the doctrine of Strict/Absolute liability, as applied to Sriram Food and Fertilizers Industry in the case of Oleum leak in 1985. It was finally directed that the Central Government shall determine the amount required for carrying out the remedial measures over the damage caused to ecology of the region. It was kept open for the villagers to institute suits for suitable relief. The court said that no distinction is to be made in this behalf as between a large-scale industry and a small-scale industry or for that matter between a large-scale industry and a medium-scale industry. All chemical industries, whether big or small, should be allowed to be established only after taking into considerations all the environmental aspects, appropriate directions in that behalf may be issued under Section 3 and 5 of the Environment Act, the Central Government shall ensure that the directions given by it are implemented forthwith. The Central Government and the R.P.C.B. shall file quarterly Reports before this Court with respect to the progress in the implementation of Directions. In S. Janannath v Union of India[15], applying the said principle, the Court held the aquaculture (shrimp culture) industry that had been functioning within the Coastal Regulatory Zone (CRZ) Notification as liable to pay the affected persons on the basis of the polluter pays principle. In Vellore Citizens Welfare Forum v Union of India[16], a three judge bench went a step further and regarded both the precautionary principle and the polluter pays principle as part of environmental law.[17] Kuldip Singh, J. after referring to the principles evolved in various international Conferences and to the concept of Sustainable Development, stated that the PPP now governs the law in our country too, as is clear from Articles 47, 48-A and 51-A(g) of our Constitution and that, in fact, in the various environmental statutes, such as the Water Act, 1974 and other statutes, including the Environment (Protection) Act, 1986, these concepts are already implied. The learned Judge declared that these pri nciples have now become part of our law. In fact on the facts of the case before this Court, it was directed that the authority to be appointed under Section 3(3) of the Environment (Protection) Act, 1986 shall implement the PPP.[18] Next, reference may also be made to the decision in the case of A.P. Pollution Control Board v. Prof. M.V. Nayudu (Retd.) and Ors[19]and Karnataka[20] where, after referring to the principles noticed in Vellore Citizens Welfare Forums Case, the same have been explained in more detail with a view to enable the Courts and the Tribunals or environmental authorities to properly apply the said principles in the matters which come before them. It was in this case that the onus of proof was fixed to be on the polluter. In MC Mehta v. Union of India[21] it was held that even if PPP is not interpreted as a principle of environment law in India as stated in Vellore case, it still remains a principle of international law which has acquired the status of customary international law. It is a well-settled law under the Indian Constitution that rules of customary international law not contrary to municipal law be deemed to be incorporated into the domestic law. And, therefore, once declared as customary international law, precautionary principle naturally became part of Indian municipal law. Relying on the above judgment, in M.C.Mehta v. UOI[22], the SC ordered the Calcutta Tanneries to relocate and pay compensation for the loss of ecology/environment of the affected areas and the suffering of the residents. Similarly, in the Kamalnaths case[23], the court by considering the PPP as the law of the land, ordered that one who pollutes the environment must pay to reverse the damage caused by his acts. Thus, Span Motels who were illegally and callously interfering with the natural flow of Beas were directed to pay compensation by way of costs for restitution of environment and ecology of the area. In the matter of enforcement of Fundamental Rights under Article 21, under Public Law domain, the Court, in exercise of its powers under Article 32 of the Constitution, has awarded damages against those who have been responsible for disturbing the ecological balance either by running the industries or any other activity which has the effect of causing pollution in the environment. The Court while awarding damages also enforces the PPP which is widely accepted as a means of paying for the cost of pollution and control. To put in other words, the wrongdoer, the polluter, is under an obligation to make good the damage caused to the environment.[24]Again in MC Mehta v. UOI[25] a question arose as to the fate of mining activities in the Aravalli range in Gurgaon and if any, payments have to be made by the mine operators and/or by State Government towards environmental fund applying PPP. Also, in Research foundation case[26], PPP was applied to the case where a high power committee on hazardous wastes noticed 133 containers being illegally imported under the garb of lubricating oil. Recommendation of Monitoring Committee that only appropriate course to protect environment was to direct destruction of consignments by incineration was followed and the Importers held liable to pay amounts to be spent for destroying hazardous waste on basis of precautionary principle and PPP. The decision in Deepak Nitrite Ltd. v. State of Gujarat and others[27] laid down a proposition that in absence of actual degradation of environment by the offending activities, the payment for repair on application of the PPP cannot be ordered. In this case a Public Interest litigation was filed   before High Court alleging large scale pollution caused by industries located in Gujarat Industrial Development industrial corporation estate at Nandesari. In Tirupur Dyeing[28] case, public interest litigation was filed against the discharge of effluents into river. A large number of farmers have suffered because of the pollution caused by them. They could not cultivate any crop in the said land. The Pollution Control Board is directed to ensure that no pollution is caused, giving strict adherence, to the statutory provisions. polluter-pays are the integral part and parcel of national environmental law. The appellant is bound to compensate the persons who have suffered the loss because of the activity of its members, as water of the river is neither worth for irrigation purpose nor potable. It was also reiterated that principles of polluters-pay and precautionary principle have to be read with the doctrine of sustainable development. V. Conclusions Even with all its success in Indian scenario, the polluter pays principle is not a cure for all of the worlds environmental problems. It has a potential only for problems that stem from identifiable polluters who have sufficient economic resources to pay their way and even under the broadest definitions of pollution, the PPP cannot assist with serious environmental issues such as declining biological diversity or destruction of ecologically critical habitats. Other problems, though pollution related, are the aggregated consequence of the disparate actions of millions of individuals who are just trying to maintain a subsistence livelihood in overcrowded cities or desertified rural areas. The PPP would be inappropriate in such situations; these impoverished polluters are in no position to pay for their contribution to the worlds environmental burden. Most developing countries are yet to completely subscribe to the polluter pays principle as a major environmental policy guideline due to difficulty in implementing the same and due to its vague nature. The poor households, informal sector firms, and subsistence farmers cannot bear any additional charges for waste disposal while the small and medium-size firms from the formal sector, which mainly serve the home market, find it difficult to pass on higher costs to the domestic end-users of their products. Also, the exporters in developing countries usually cannot shift the burden of cost internalisation to foreign customers due to elastic demand. Lastly, many environmental problems in developing countries are caused by an overexploitation of common pool resources. Yet the Indian Judiciary and the recent national environment policy have enthusiastically applied the policy successfully on case to case basis. Its development into a well rounded principle can   only be judged with time but its present usefulness is very apparent. Bibliography Ashford Nicholas A. and Charles C. Caldert, Environmental law, policy and economics: Reclaiming the environmental agenda, MIT press, London, 2008 Candice Stevens, Interpreting the Polluter Pays Principle in the Trade and Environment Context 27 Cornell Intl L. J. 577 (1994) Cardwell Michael, The polluter pays principle in European Community law and its impact on United Kingdom farmers Okla. L. Rev. 89 Choudhary Himanshu, A short note on the Polluter Pays Principle available at http://www.indlaw.com/display.aspx?2601 last visited on 27 January 2010 Dam Shubhankar and Vivek Tewary, Polluting environment, polluting constitution worse than a polluted environment? 17 J.Envtl. L. 383 Divan Shyam, Demin Rsencraz, Environment law and policy in India, second ed., Oxford University press, London, 2002 De Lucia, Vito, Polluter pays principle at http://www.eoearth.org/article/Polluter_pays_principle last visited on 9 February 2010 Drumbl Mark A., Poverty, wealth and obligation in international environment law 76 Tut.L.Rev.843 Dube Indrajit, Environment Jurisprudence: polluter liability, Lexis-Nexis Butterworths, Delhi, 2007 Fitzmaniaca Malgosia, Contemporary issues in International environment law, Edward elgar publishing inc, USA, 2009 Havenga Peter, A Few Steps Closer Towards Establishing the Polluter Pays Principle (1997) 9 SA Merc LJ Interpretation of Polluter Pays Principle (PPP) In India available at http://www.legalserviceindia.com/article/l54-Interpretation-of-Polluter-Pays-Principle.html last visited on 27 January 2010 Nash Jonathan R., Too Much Market? Conflict between Tradable Pollution Allowances and the Polluter Pays Principle, 24 Harv. Envtl. L. Rev. 465, 466 (2000) Sands Philip, Principles of International law: Frameworks, standards and implementation: Volume-1, CSERGE, New York, 1995 Sanford E. Gaines, Polluter-Pays Principle: From Economic Equity to Environmental Ethos, 26 Tex. Intl L. J. 463 (1991) Senagar Dharmendra, Environment law, Prentice Hall of India ltd, New Delhi, 2007 Shiraz Rustomjee, Global environmental law and India, 36 Intl J.Legal Info.342 Sohn, The Stockholm Declaration on the Human Environment, 14 HARV. INTL L.J. 423(1973) Stuart Bell and Donald Mcgillivray, Environmental law, seventh ed., Oxford University Press, London, 2008 Ursula Kettlewell, The answer to global pollution? A critical examination of problems and potential of polluter-pays principle, 3 Colo. J. Intl Envtl. L. Poly 429 (1992) [1] Research Foundation for Science and Technology and Natural Resources Policy v. UOI and Another (2005)13SCC186 [2] According to Pearce, a polluter is a party emitting damaging wastes to the environment. This has often being broadened to any party who degrades the natural environment. Bromley argues, however, that emissions only constitute pollution when a victim is within the realm of emission. In some circumstances the victim may be seen as causing pollution by oming to nuisance and should therefore, by Bromleys reasoning be regarded as the polluter. [3] (Bell and Mcgillivray, 344) [4] (Havenga, 19) [5] (Kettlewell, 429) [6] ( Nash, 455) [7] (Dam and Tewary, 383) [8] ( Cardwell, 94) [9] M.C.Mehta v. Kamalnath (2000)6SCC213 [10] States shall prevent or abate any trans-boundary environmental interference which could cause or causes significant harm. [11] Principle 16 of the Rio Declaration provides that national authorities should endeavour to promote the internalization of environmental costs and the use of economic instruments, taking into account the approach that the polluter should, in principle, bear the cost of pollution, with due regard to the public interest and without distorting international rade and investment. [12] (1996) 3 SCC 212 [13] N.D Jayal v. Union of India 2004(9)SCC362 [14] M.C.Mehta v. Union of India (Taj Trapezium Case) 1996(8)SCC 462 [15] (1997) 2 SCC 87 [16] (1996) 5 SCC 647 [17] The same was reiterated in Narmada Bachao Andolan v. Union of India 2000(10)SCC664 [18] This obiter was later applied in the case of A.P. Pollution Control Board v. Prof. M.V. Nayadu (Retd.) Others AIR1999SC812 [19] [(1996) 5 SCC 718] [20] (2006)6SCC371 [21] 1997(3)SCC715 [22] 1997(2)SCC411 [23]M.C.Mehta v. Kamal Nath and Ors (1997) 1 SCC 388 [24] M.C Mehta v. Kamalnath (2000)6SCC213 [25] (2004)12SCC118 [26] Supra to 1 [27] (2004)6SCC402 [28] (2009)9SCC737

stonewall jackson Essays -- essays research papers

General Thomas J. â€Å"STONEWALL† Jackson Thomas Jonathan Jackson was born January 21, 1824, in Clarksburg, Virginia. While he was a child both of his parents were laid to rest. He was raised by his uncle, and moved to what is now, Jackson’s Mill, West Virginia. When he turned 18 years old, he was appointed to attend West Point. During the Mexican War, he was appointed to order the First Regular Artillery. At this time, Jackson started to become religious. He started to study the Bible, and joined the Presbyterian Church. In 1851 he accepted a teaching position at the Virginia Military Institute at Lexington, Virginia. He made this home for nearly 10 years. While he was there, he married Eleanor Junkin. She pasted away a little more than a year after they were married. He then married in ...

Venus :: essays research papers

The Planet Venus Introduction   Ã‚  Ã‚  Ã‚  Ã‚  The planet we know as Venus is the second planet from the Sun in our solar system. The Planet is also the brightest if we were looking at it from earth. According to a some information I have found it â€Å"is the third brightest celestial object in the sky (after the Sun and Moon)†¦[And] is also one of the few bodies in our Solar System that rotates east to west (retrograde) (http://www.geocities.com/CapeCanaveral/Hanger/9188/venu.html).† It takes Venus around two hundred and twenty-four days on Earth for it to complete one full rotation. This makes Venus the planet with the slowest rotation in our Solar System. Venus’s year is shorter than its day being only two hundred and twenty-five days on Earth. Venus is also the Planet that comes the closest to our planet Earth. Venus comes about twenty-five million miles or fifteen million kilometers from the Earth’s surface. â€Å"Venus has a thick atmosphere and extreme atmospheric pressure, 9 2 times the Earth’s pressure. The clouds are composed primarily of sulfur compounds, most notably sulfuric acid (Http://www.geocities.com/CapeCanaveral/Hanger/9188/venu.html).† The Surface   Ã‚  Ã‚  Ã‚  Ã‚  We gathered data from a satellite we sent to Venus showing us that Venus is a highly Volcanically active planet. With more and more satellite images being produced we see that the surface of the planet is changing. We have found that some Volcanoes that were on Venus some odd years ago have become dormant and new Volcanoes have been made, Thus proving the Plates under Venus’s surface are still moving and the planet is not dead; actually, it is very alive! Venus has many Mountains and Volcanoes on its surface. â€Å"There are also several board depressions: Atlanta Planitia, Guinevere Planitia, Lavinia Planitia. There two large highland areas: Istar Terra in the northern hemisphere (about the size of Australia) and Aphrodite Terra along the equator (about the size of South America). The interior of Ishtar consists mainly of a high plateau, Lakshmi Planum, which is surrounded by the highest mountains on Venus including the enormous Maxwell Montes (Http://sed s.lpl.arizona.edu/nineplanets/nineplanets/venus.html).† The Atmosphere   Ã‚  Ã‚  Ã‚  Ã‚  I copied the following chart to show the comparison of the atmosphere between Earth and Venus. (Davison E. Soper, Institute of Theoretical Science, University of Oregon, Eugene OR 97403 USA soper@bovine.uoregon.edu) Earth Venus N_2 0.79 3 O_2 0.20 < 0.002 Ar 0.01 small CO_2 0.0003 86 H_2O ~ 0.02 ~ 0.01 Total 1.00 90 -------------------------- H_2O 3 km 30 cm liquid + vapor Clouds (50 to 70 km above surface) H_2SO_4 (sulfuric acid). (http://zebu.uoregon.edu/~soper/Venus/atmosphere.html) Because of all the gasses in Venus’s atmosphere it has been named one of the most poisonous planets in our solar system.

Organized Cybercrimes Essay

Verizon business researched and reported in 2009 a case study involving data breaches in secured network. Within their findings, they summarize the threats, which industry, and which records are the most popular. The report fist showed that a percentage of the hacking from outside sources came from the European Union, and the most popular info being stolen was financial and retail goods. Surprisingly there were a large amount of threats in house that took advantage of software issue’s and exploited them. More than likely sold the info to outside source to further continue hacking and establishing a backdoor it the database. Of the all the outside attacks according from the European Union, most of them were organized crime family’s that originated out of the Soviet bloc nations. It is by far cheaper the hack and sells credit card numbers abroad that sit on a corner and peddle illegal goods. Another cash crop for cybercrime and hacking is the diversion of goods, especially from ports of entry. Using financial records and accounts to pose as a company that is entitled to receive goods is one the tactics used. Once those item are in there possession, they disappear. A percentage of these hackers can by way of software be totally transparent, and for intent purposes be invisible until the crime has committed. This poses a very job to law enforcement to track capture and convict these criminals, not to mention some these countries don’t even have extradition rights to the USA. It would take a co-op effort of the Euro nations and US and Asia to make the act of hacking and breaching networks a more serious crime.

A Nuclear Iran

Can We Live with a Nuclear Iran? | â€Å"Iran’s Nuclear Ambitions†- Rudyard Griffiths| Rosalie Abdo, #6719633, POL1102D-Politics and Globalization, Dr. D Pierre-Antoine| Iran, a relatively large third world regime bordering multiple Middle Eastern countries, has for many years been accused of secretly building nuclear weapons. This is a country with extreme radical ideologies that publicly condemns the west and sends weekly threats of annihilation to Israel.Countries around the world are slowly showing their anxiety of such a nation potentially possessing capabilities of immense means of destruction when their ideologies and past actions suggest such aggressive behaviours. Yet there is no proof to say that Iran does in fact own any nuclear weapons, and they have repeatedly expressed that their nuclear facilities are purely for peaceful and technological purposes. First in this paper I will summarize the argument against the possibility of a nuclear Iran. Second, I will do the opposite and summarize the reasoning for the possibility of a nuclear Iran.Finally, I will conclude with the argument that the world can exist with a nuclear Iran. A variety of arguments against Iran owning nuclear weaponry has been voiced. One of the leading arguments is the fear of nuclear hyper-proliferation. Iran is a relatively powerful nation whose footstep is felt and is very engaged in international affairs concerning its part of the globe. The fear of hyper-proliferation is that once Iran officially has proprietorship of nuclear war devices the surrounding countries and nations of the Middle East will commence an arms race.This would be terrible for a multitude of reasons, the first being that certain countries in the region have shown to be extremely unstable. With radical revolutions still fresh in the blood of its populace Egypt and Syria are perfect examples of countries that do not possess a stable form of government. Nuclear weapons in such states pose an extre me risk because of the lack of regulation; those arms of mass destruction could easily fall in the wrong hands. The second is living in a world filled with nukes is not ideal.The NPT Treaty, signed by all of the world’s nations except a select few, was created in order to prevent the proliferation of nuclear weapons and attempt at increasing the disarmament of the already existing ones. As this treaty was signed by relatively all countries it must logically follow that they believe in its ideals of slowing down potential nuclear warfare. Another argument is that Iran has shown over and over again its aggressive tendencies as well as its support of violent resolutions. Iran regularly threatens Israel with extinction.Iran has sent major weapons to terrorist organizations such as the Hezbollah in Lebanon and radical rebels in the Gaza Strip to use on Israel. Iran also sent weapons to the Syrian President Al Assad’s regime making it considerably harder for the Syrian popul ation to overthrow their tyrannical oppressor of many decades. Lastly, a nuclear Iran could create a hegemonic Iranian power in the Middle East. With its extremely strategic oil deposit position, this would be very bad for the western world considering Iran’s extreme anti-western policies.There are numerous arguments as to why the world can live with a nuclear Iran. One of the leading arguments for it is deterrence. North Korea, a radical regime who threatens to set ablaze the capital of its neighboring country on a weekly basis, possesses quantities of nuclear armaments. Instead of instigating combat the major powers aimed to deter and contain it; so far this has been extremely successful. Even though this terrifying regime holds in their possession a multitude of nukes, Asia is able prosper and has lived in peace for many years.During the Cold War the USSR was considered an extremely radical regime, one that due to the arms race had ownership of massive amounts of nuclear w eaponry. Again, instead of creating mass conflict, the US aimed to deter and contain it and was very successful. Another leading argument is that not only would a physical conflict with Iran be excessively costly in multiple aspects, but an attack from outsiders could spur a movement of nationalism and rally the populace of Iran together.Considering the size and capability of the country, the ample population, the probable lengthiness of the affair, and the territorial aspect such as the mountain ranges and distances from ports, this would not be a low-cost event. Many American politicians as well as President Obama himself have stated identical answers; it would be devastating to the American economy. This would not only be a disaster financially, but with the local terrain American deaths would more then be guaranteed. This would also undoubtedly infuriate the citizens into a movement maybe more radical than the ones they currently are in.Even if this event would come to be succes sful for the west, what would happen after? This would not encourage western values or affiliation and could injure the reputation of America in the Arab world. With Iran’s current budget for its nuclear program being 300 million dollars, which is nothing compared to its oil revenue, it will only take a few years for the country to reconstruct their nuclear facilities and recommence as before. Although both sides of this debate demonstrate considerable deliberation and thought one has come out victorious. The western world can live with a nuclear Iran.This is not to say that it is a decent notion for Iran to construct nuclear weapons. It is not decent for any country to create nuclear weapons as the horrendous destruction caused by these torturous weapons cannot properly be put on a crime scale. The damage inflicted not only obliterates any living organism in the vicinity of the blasts but remains and either slowly poisons to death anything and everything it comes across or m utates it for years to come whether living or not. Iran’s methods of dealing with international relations are abhorrent and should not be condoned.Yet as menacing as Iran appears to be on the global level the repercussions of acting on it and doing anything more than deterrence and containment toward this country is too much of a risk. One of the reasons why the west can live with a nuclear Iran is that although not on friendly terms, Iran has never directly threatened the west. They do have multiple anti-western policies yet they have never threatened their wellbeing. Iran has been very threatening and aggressive towards certain other nations such as Israel, yet Israel is a state that has been established for over sixty years and possesses over 200 nuclear weapons.This is not suggesting a termination of the alliance between the United States and Israel, but more of a slow and progressive estrangement in its aid. As previously mentioned before, a physical conflict with Iran c ould be devastating on the American economy. Some have argued that a pre-emptive war would not be a necessity for other countries to prevent a nuclear Iran and that by simply initiating tougher sanctions and doing everything that is short of war would be sufficient in thwarting Iran from building nuclear weaponry.There are many problems with this statement the first being that this action has already been done. The sanctions on building nuclear warheads are incredibly strong. The second problem with this is that to have a rule of law that is respected there needs to be an element of enforcement. There can be tougher sanctions put on the regulation of nuclear weapons, but if there is no one to enforce these rules then they are absolutely futile. If this train of thought is logically followed through it becomes apparent that enforcement is necessary in certain cases, war being the necessary implementation.Hence war is a necessity in some cases. This applies to Iran, and the west does not have a budget to follow it through. Another reason why the west could live with a nuclear Iran is that there currently is a country in the Middle East whose possession of nuclear weapons did not initiate an arms race, this country being Israel. Countries like Kuwait, United Arab Emirates, and Qatar all have substantial oil infused treasuries, budgets that could easily commence a nuclear agenda without a second thought.They are residing in the Middle East and did not feel the compulsion or the requirement to initiate an arms race; why would countries fill the need to do so with Iran? There is no evidence that any hyper-proliferation would ever occur. When North Korea declared it was growing a nuclear arsenal the surrounding nations did not attempt to create their own. This is also true with China, when it announced its ownership of nuclear weapons neighboring countries did not react in any sort of arms race.Israel is an extremely controversial country in the morals of the Middle Eastern population. It is more controversial then even Iran’s Shite regime. Many countries do not appreciate its existence, whether they publicly claim so or not. This is not to say that there are countries conspiring in its destruction, but to say that it would have been an easy justification to start constructing nuclear facilities due to the fact that the country is slowly but steadily engulfing all of Palestine.Lastly, the western world can live with a nuclear Iran because as previously stated deterrence has been successful. There are only a select few countries that have ownership of nuclear weaponry. Unfortunately, some of these countries are a part of dangerous regimes such as North Korea or unstable governments like Pakistan, yet due to proper deterrence and containment there not only has not been a nuclear war but there is no reason to believe there will be one in the future.Proper deterrence has also been successful in preventing other countries to attempt creating many more nuclear facilities and arsenals. This is what the west should be focusing on, not imaginary Iranian nuclear weapons that do not exist. If Iran declares its ownership of multiple nuclear weapons and its intention to use them, the western world has a right and an obligation to try to prevent this awful scenario for happening. Yet until this day comes, Iran has a right to build nuclear weapons. A Nuclear Iran Can We Live with a Nuclear Iran? | â€Å"Iran’s Nuclear Ambitions†- Rudyard Griffiths| Rosalie Abdo, #6719633, POL1102D-Politics and Globalization, Dr. D Pierre-Antoine| Iran, a relatively large third world regime bordering multiple Middle Eastern countries, has for many years been accused of secretly building nuclear weapons. This is a country with extreme radical ideologies that publicly condemns the west and sends weekly threats of annihilation to Israel.Countries around the world are slowly showing their anxiety of such a nation potentially possessing capabilities of immense means of destruction when their ideologies and past actions suggest such aggressive behaviours. Yet there is no proof to say that Iran does in fact own any nuclear weapons, and they have repeatedly expressed that their nuclear facilities are purely for peaceful and technological purposes. First in this paper I will summarize the argument against the possibility of a nuclear Iran. Second, I will do the opposite and summarize the reasoning for the possibility of a nuclear Iran.Finally, I will conclude with the argument that the world can exist with a nuclear Iran. A variety of arguments against Iran owning nuclear weaponry has been voiced. One of the leading arguments is the fear of nuclear hyper-proliferation. Iran is a relatively powerful nation whose footstep is felt and is very engaged in international affairs concerning its part of the globe. The fear of hyper-proliferation is that once Iran officially has proprietorship of nuclear war devices the surrounding countries and nations of the Middle East will commence an arms race.This would be terrible for a multitude of reasons, the first being that certain countries in the region have shown to be extremely unstable. With radical revolutions still fresh in the blood of its populace Egypt and Syria are perfect examples of countries that do not possess a stable form of government. Nuclear weapons in such states pose an extre me risk because of the lack of regulation; those arms of mass destruction could easily fall in the wrong hands. The second is living in a world filled with nukes is not ideal.The NPT Treaty, signed by all of the world’s nations except a select few, was created in order to prevent the proliferation of nuclear weapons and attempt at increasing the disarmament of the already existing ones. As this treaty was signed by relatively all countries it must logically follow that they believe in its ideals of slowing down potential nuclear warfare. Another argument is that Iran has shown over and over again its aggressive tendencies as well as its support of violent resolutions. Iran regularly threatens Israel with extinction.Iran has sent major weapons to terrorist organizations such as the Hezbollah in Lebanon and radical rebels in the Gaza Strip to use on Israel. Iran also sent weapons to the Syrian President Al Assad’s regime making it considerably harder for the Syrian popul ation to overthrow their tyrannical oppressor of many decades. Lastly, a nuclear Iran could create a hegemonic Iranian power in the Middle East. With its extremely strategic oil deposit position, this would be very bad for the western world considering Iran’s extreme anti-western policies.There are numerous arguments as to why the world can live with a nuclear Iran. One of the leading arguments for it is deterrence. North Korea, a radical regime who threatens to set ablaze the capital of its neighboring country on a weekly basis, possesses quantities of nuclear armaments. Instead of instigating combat the major powers aimed to deter and contain it; so far this has been extremely successful. Even though this terrifying regime holds in their possession a multitude of nukes, Asia is able prosper and has lived in peace for many years.During the Cold War the USSR was considered an extremely radical regime, one that due to the arms race had ownership of massive amounts of nuclear w eaponry. Again, instead of creating mass conflict, the US aimed to deter and contain it and was very successful. Another leading argument is that not only would a physical conflict with Iran be excessively costly in multiple aspects, but an attack from outsiders could spur a movement of nationalism and rally the populace of Iran together.Considering the size and capability of the country, the ample population, the probable lengthiness of the affair, and the territorial aspect such as the mountain ranges and distances from ports, this would not be a low-cost event. Many American politicians as well as President Obama himself have stated identical answers; it would be devastating to the American economy. This would not only be a disaster financially, but with the local terrain American deaths would more then be guaranteed. This would also undoubtedly infuriate the citizens into a movement maybe more radical than the ones they currently are in.Even if this event would come to be succes sful for the west, what would happen after? This would not encourage western values or affiliation and could injure the reputation of America in the Arab world. With Iran’s current budget for its nuclear program being 300 million dollars, which is nothing compared to its oil revenue, it will only take a few years for the country to reconstruct their nuclear facilities and recommence as before. Although both sides of this debate demonstrate considerable deliberation and thought one has come out victorious. The western world can live with a nuclear Iran.This is not to say that it is a decent notion for Iran to construct nuclear weapons. It is not decent for any country to create nuclear weapons as the horrendous destruction caused by these torturous weapons cannot properly be put on a crime scale. The damage inflicted not only obliterates any living organism in the vicinity of the blasts but remains and either slowly poisons to death anything and everything it comes across or m utates it for years to come whether living or not. Iran’s methods of dealing with international relations are abhorrent and should not be condoned.Yet as menacing as Iran appears to be on the global level the repercussions of acting on it and doing anything more than deterrence and containment toward this country is too much of a risk. One of the reasons why the west can live with a nuclear Iran is that although not on friendly terms, Iran has never directly threatened the west. They do have multiple anti-western policies yet they have never threatened their wellbeing. Iran has been very threatening and aggressive towards certain other nations such as Israel, yet Israel is a state that has been established for over sixty years and possesses over 200 nuclear weapons.This is not suggesting a termination of the alliance between the United States and Israel, but more of a slow and progressive estrangement in its aid. As previously mentioned before, a physical conflict with Iran c ould be devastating on the American economy. Some have argued that a pre-emptive war would not be a necessity for other countries to prevent a nuclear Iran and that by simply initiating tougher sanctions and doing everything that is short of war would be sufficient in thwarting Iran from building nuclear weaponry.There are many problems with this statement the first being that this action has already been done. The sanctions on building nuclear warheads are incredibly strong. The second problem with this is that to have a rule of law that is respected there needs to be an element of enforcement. There can be tougher sanctions put on the regulation of nuclear weapons, but if there is no one to enforce these rules then they are absolutely futile. If this train of thought is logically followed through it becomes apparent that enforcement is necessary in certain cases, war being the necessary implementation.Hence war is a necessity in some cases. This applies to Iran, and the west does not have a budget to follow it through. Another reason why the west could live with a nuclear Iran is that there currently is a country in the Middle East whose possession of nuclear weapons did not initiate an arms race, this country being Israel. Countries like Kuwait, United Arab Emirates, and Qatar all have substantial oil infused treasuries, budgets that could easily commence a nuclear agenda without a second thought.They are residing in the Middle East and did not feel the compulsion or the requirement to initiate an arms race; why would countries fill the need to do so with Iran? There is no evidence that any hyper-proliferation would ever occur. When North Korea declared it was growing a nuclear arsenal the surrounding nations did not attempt to create their own. This is also true with China, when it announced its ownership of nuclear weapons neighboring countries did not react in any sort of arms race.Israel is an extremely controversial country in the morals of the Middle Eastern population. It is more controversial then even Iran’s Shite regime. Many countries do not appreciate its existence, whether they publicly claim so or not. This is not to say that there are countries conspiring in its destruction, but to say that it would have been an easy justification to start constructing nuclear facilities due to the fact that the country is slowly but steadily engulfing all of Palestine.Lastly, the western world can live with a nuclear Iran because as previously stated deterrence has been successful. There are only a select few countries that have ownership of nuclear weaponry. Unfortunately, some of these countries are a part of dangerous regimes such as North Korea or unstable governments like Pakistan, yet due to proper deterrence and containment there not only has not been a nuclear war but there is no reason to believe there will be one in the future.Proper deterrence has also been successful in preventing other countries to attempt creating many more nuclear facilities and arsenals. This is what the west should be focusing on, not imaginary Iranian nuclear weapons that do not exist. If Iran declares its ownership of multiple nuclear weapons and its intention to use them, the western world has a right and an obligation to try to prevent this awful scenario for happening. Yet until this day comes, Iran has a right to build nuclear weapons.