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Midweek Review

Treaty on Prohibition of Nuclear Weapons

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By Prof.Asoka Bandarage

Of all the weapons of mass destruction created throughout human history, nuclear weapons are the most destructive and indiscriminate. They can cause enormous devastation involving ‘uniquely persistent, spreading, genetically damaging ’ Whereas a single nuclear bomb detonated over a large city could kill millions of people, the deployment of tens or hundreds of nuclear bombs could disrupt the global climate creating insufferable conditions for both humans and other species.

, commonly known as the Non-Proliferation Treaty or NPT, was adopted in 1970 with the objectives of achieving both nuclear non-proliferation and nuclear disarmament. The NPT recognizes five states as (NWS). In order of acquisition, they are: the , (successor to the Soviet Union), the , , and . Ironically, these states are also the five of the .

The NPT has had limited success in curtailing nuclear weapons proliferation and the motivation of states to acquire them. The five recognized NWS have shown a reluctance to disarm. Since the adoption of the NPT, three more states, , , and have conducted overt . North Korea, which had been a party to the NPT, withdrew in 2003 while , which is known to have nuclear weapons, does not acknowledge it. Together, according to the International Campaign to Abolish Nuclear Weapons (ICAN), these nine countries possess , enough to destroy the planet many times over. Five more states; Belgium, Germany, Italy, the Netherlands and Turkey, also host U.S. nuclear weapons. Twenty-six other countries “endorse” the possession and use of nuclear weapons on their behalf in accordance with defense alliances, including the North Atlantic Treaty Organization (NATO) and the Russia-led Collective Security Treaty Organization (CSTO).

Despite the NPT’s calls for “a diminishing role” for nuclear weapons in security policies, the five declared NWS have maintained their huge stockpiles leading critics to question the legitimacy and enforcement capacity of the NPT. plans to develop new weapons, including ‘anti-ballistic missiles, earth-penetrating “bunker buster” and new “small” bombs,’ have been of particular concern. Strongly anti-nuclear countries like New Zealand also see the NPT’s inability to subject Israel, India and Pakistan to the Treaty’s restrictions as a major problem.

As geopolitical conflicts intensify, nuclear weapon states continue to modernize and rearm their arsenals, while still other states, such as, Iran, are believed to be developing nuclear weapons. The danger of a limited nuclear war, if not a full-scale nuclear war in the near future, is real and apocalyptic.

 

Anti-Nuclear Movement

Among those leading the movement to ban nuclear weapons are the few remaining , the victims of the U.S. nuclear bombing of Hiroshima and Nagasaki in 1945, who was a 13-year-old schoolgirl when the United States dropped an atomic bomb on Hiroshima is today a leader at . On October 6, 2017, ICAN was awarded the Nobel Peace Prize for its “ground-breaking efforts to achieve a treaty-based prohibition of such weapons.” The landmark Treaty on the Prohibition of Nuclear Weapons (TPNW) was adopted at the United Nations on July 7, 2017 with the support of 122 nations.

The TPNW (also known as the Nuclear Weapon Ban Treaty) is the first legally binding international agreement to comprehensively prohibit nuclear weapons and to seek their total elimination. of the Treaty on ‘Prohibitions’ states:

“Each State Party undertakes never under any circumstances to: (a) Develop, test, produce, manufacture, otherwise acquire, possess or stockpile nuclear weapons or other nuclear explosive devices; (b) Transfer to any recipient whatsoever nuclear weapons or other nuclear explosive devices or control over such weapons or explosive devices directly or indirectly; (c) Receive the transfer of or control over nuclear weapons or other nuclear explosive devices directly or indirectly; (d) Use or threaten to use nuclear weapons or other nuclear explosive devices; (e) Assist, encourage or induce, in any way, anyone to engage in any activity prohibited to a State Party under this Treaty; (f) Seek or receive any assistance, in any way, from anyone to engage in any activity prohibited to a State Party under this Treaty; (g) Allow any stationing, installation or deployment of any nuclear weapons or other nuclear explosive devices in its territory or at any place under its jurisdiction or control.”

For the TPNW to come into effect, 50 countries must sign and ratify the treaty. As of 23 October 2020, 84 states have signed and 49 have or acceded to it. Only one more state is needed to complete ratification. A mere 90 days after the 50th nation state ratification, the TPNW will enter into force as international law, binding on countries that have ratified it.

US Opposition

Stating that it won’t sign the TPNW, the Trump administration continues to move away from international agreements to curtail nuclear weapons. On August 2, 2019 the Trump administration officially withdrew from the 1987 Intermediate-Range Nuclear Forces (INF) Treaty between the United States and Russia. As critics have pointed out, by withdrawing from the INF Treaty, the Trump administration eliminated consequences for Moscow’s alleged The U.S. and Russia are currently negotiating , the only remaining nuclear treaty placing limits and monitoring transparency on the growth of the world’s two largest nuclear arsenals. New START is set to expire on February 5, 2021. Whether the Trump administration will complete the extension before the November 3, 2020 U.S. election remains uncertain.

Meanwhile, the United States is urging countries that have ratified the TPNW to withdraw their support as the pact nears the 50 ratifications. The TPNW’s supporters believe that the 50th ratification needed to bring it into effect could happen anytime soon.

 

However, a sent by the Trump administration to signatories and obtained by the Associated Press states that the five original nuclear powers – the U.S., Russia, China, Britain and France – and America’s NATO allies “stand unified in our opposition to the potential repercussions” of the Treaty. The letter also states that the TPNW is detrimental to the objectives of the NPT, claimed to be the cornerstone of global nonproliferation efforts. The letter further says to the countries that have ratified TPNW:

“Although we recognize your sovereign right to ratify or accede to the Treaty on the Prohibition of Nuclear Weapons (TPNW), we believe that you have made a strategic error and should withdraw your instrument of ratification or accession.”

Beatrice Fihn, , the sponsor of the TPNW, responded saying “That the Trump administration is pressuring countries to withdraw from a United Nations-backed disarmament treaty is an unprecedented action in international relations,…”[It] shows how fearful they are of the treaty’s impact and growing support.”

There is no fundamental difference between the Democratic and Republican parties on U.S. foreign policy and U.S. militarism. U.S. Presidential candidate, has affirmed support for continuation of US military and imperial agendas. However, it remains to be seen if a potential Biden administration would take a more favorable stance towards the TPNW which is endorsed by the majority of countries in the world.

 

Collective Power for Peace

Small and medium-sized countries have joined the TPNW to avoid possible nuclear build-ups and conflagrations on their soil. Indeed, the vast majority of countries that have ratified the TPNW thus far are struggling to maintain their neutrality and independence from powerful nuclear-armed states. Take a country such as Sri Lanka, faced with simultaneous interventions by three nuclear armed powers: China, the United States and India. The TPNW provides such beleaguered countries a means to assert their sovereignty vis-à-vis external powers who support neither the abolition of nuclear weapons nor the demilitarization of the world.

Nuclear weapons represent the myopic geopolitics of domination, subordination and annihilation. Wisdom, compassion and are needed instead. Perhaps, with these values, Sri Lanka will take the honor of being the 50th state to ratify TPNW and bring this historic treaty into effect.

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Midweek Review

‘Professor of English Language Teaching’

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It is a pleasure to be here today, when the University resumes postgraduate work in English and Education which we first embarked on over 20 years ago. The presence of a Professor on English Language Teaching from Kelaniya makes clear that the concept has now been mainstreamed, which is a cause for great satisfaction.

Twenty years ago, this was not the case. Our initiative was looked at askance, as indeed was the initiative which Prof. Arjuna Aluwihare engaged in as UGC Chairman to make degrees in English more widely available. Those were the days in which the three established Departments of English in the University system, at Peradeniya and Kelaniya and Colombo, were unbelievably conservative. Their contempt for his efforts made him turn to Sri Jayewardenepura, which did not even have a Department of English then and only offered it as one amongst three subjects for a General Degree.

Ironically, the most dogmatic defence of this exclusivity came from Colombo, where the pioneer in English teaching had been Prof. Chitra Wickramasuriya, whose expertise was, in fact, in English teaching. But her successor, when I tried to suggest reforms, told me proudly that their graduates could go on to do postgraduate degrees at Cambridge. I suppose that, for generations brought up on idolization of E. F. C. Ludowyke, that was the acme of intellectual achievement.

I should note that the sort of idealization of Ludowyke, the then academic establishment engaged in was unfair to a very broadminded man. It was the Kelaniya establishment that claimed that he ‘maintained high standards, but was rarefied and Eurocentric and had an inhibiting effect on creative writing’. This was quite preposterous coming from someone who removed all Sri Lankan and other post-colonial writing from an Advanced Level English syllabus. That syllabus, I should mention, began with Jacobean poetry about the cherry-cheeked charms of Englishwomen. And such a characterization of Ludowyke totally ignored his roots in Sri Lanka, his work in drama which helped Sarachchandra so much, and his writing including ‘Those Long Afternoons’, which I am delighted that a former Sabaragamuwa student, C K Jayanetti, hopes to resurrect.

I have gone at some length into the situation in the nineties because I notice that your syllabus includes in the very first semester study of ‘Paradigms in Sri Lankan English Education’. This is an excellent idea, something which we did not have in our long-ago syllabus. But that was perhaps understandable since there was little to study then except a history of increasing exclusivity, and a betrayal of the excuse for getting the additional funding those English Departments received. They claimed to be developing teachers of English for the nation; complete nonsense, since those who were knowledgeable about cherries ripening in a face were not likely to move to rural areas in Sri Lanka to teach English. It was left to the products of Aluwihare’s initiative to undertake that task.

Another absurdity of that period, which seems so far away now, was resistance to training for teaching within the university system. When I restarted English medium education in the state system in Sri Lanka, in 2001, and realized what an uphill struggle it was to find competent teachers, I wrote to all the universities asking that they introduce modules in teacher training. I met condign refusal from all except, I should note with continuing gratitude, from the University of Sri Jayewardenepura, where Paru Nagasunderam introduced it for the external degree. When I started that degree, I had taken a leaf out of Kelaniya’s book and, in addition to English Literature and English Language, taught as two separate subjects given the language development needs of students, made the third subject Classics. But in time I realized that was not at all useful. Thankfully, that left a hole which ELT filled admirably at the turn of the century.

The title of your keynote speaker today, Professor of English Language Teaching, is clear evidence of how far we have come from those distant days, and how thankful we should be that a new generation of practical academics such as her and Dinali Fernando at Kelaniya, Chitra Jayatilleke and Madhubhashini Ratnayake at USJP and the lively lot at the Postgraduate Institute of English at the Open University are now making the running. I hope Sabaragamuwa under its current team will once again take its former place at the forefront of innovation.

To get back to your curriculum, I have been asked to teach for the paper on Advanced Reading and Writing in English. I worried about this at first since it is a very long time since I have taught, and I feel the old energy and enthusiasm are rapidly fading. But having seen the care with which the syllabus has been designed, I thought I should try to revive my flagging capabilities.

However, I have suggested that the university prescribe a textbook for this course since I think it is essential, if the rounded reading prescribed is to be done, that students should have ready access to a range of material. One of the reasons I began while at the British Council an intensive programme of publications was that students did not read round their texts. If a novel was prescribed, they read that novel and nothing more. If particular poems were prescribed, they read those poems and nothing more. This was especially damaging in the latter case since the more one read of any poet the more one understood what he was expressing.

Though given the short notice I could not prepare anything, I remembered a series of school textbooks I had been asked to prepare about 15 years ago by International Book House for what were termed international schools offering the local syllabus in the English medium. Obviously, the appalling textbooks produced by the Ministry of Education in those days for the rather primitive English syllabus were unsuitable for students with more advanced English. So, I put together more sophisticated readers which proved popular. I was heartened too by a very positive review of these by Dinali Fernando, now at Kelaniya, whose approach to students has always been both sympathetic and practical.

I hope then that, in addition to the texts from the book that I will discuss, students will read other texts in the book. In addition to poetry and fiction the book has texts on politics and history and law and international relations, about which one would hope postgraduate students would want some basic understanding.

Similarly, I do hope whoever teaches about Paradigms in English Education will prescribe a textbook so that students will understand more about what has been going on. Unfortunately, there has been little published about this but at least some students will I think benefit from my book on English and Education: In Search of Equity and Excellence? which Godage & Bros brought out in 2016. And then there was Lakmahal Justified: Taking English to the People, which came out in 2018, though that covers other topics too and only particular chapters will be relevant.

The former book is bulky but I believe it is entertaining as well. So, to conclude I will quote from it, to show what should not be done in Education and English. For instance, it is heartening that you are concerned with ‘social integration, co-existence and intercultural harmony’ and that you want to encourage ‘sensitivity towards different cultural and linguistic identities’. But for heaven’s sake do not do it as the NIE did several years ago in exaggerating differences. In those dark days, they produced textbooks which declared that ‘Muslims are better known as heavy eaters and have introduced many tasty dishes to the country. Watalappam and Buriani are some of these dishes. A distinguished feature of the Muslims is that they sit on the floor and eat food from a single plate to show their brotherhood. They eat string hoppers and hoppers for breakfast. They have rice and curry for lunch and dinner.’ The Sinhalese have ‘three hearty meals a day’ and ‘The ladies wear the saree with a difference and it is called the Kandyan saree’. Conversely, the Tamils ‘who live mainly in the northern and eastern provinces … speak the Tamil language with a heavy accent’ and ‘are a close-knit group with a heavy cultural background’’.

And for heaven’s sake do not train teachers by telling them that ‘Still the traditional ‘Transmission’ and the ‘Transaction’ roles are prevalent in the classroom. Due to the adverse standard of the school leavers, it has become necessary to develop the learning-teaching process. In the ‘Transmission’ role, the student is considered as someone who does not know anything and the teacher transmits knowledge to him or her. This inhibits the development of the student.

In the ‘Transaction’ role, the dialogue that the teacher starts with the students is the initial stage of this (whatever this might be). Thereafter, from the teacher to the class and from the class to the teacher, ideas flow and interaction between student-student too starts afterwards and turns into a dialogue. From known to unknown, simple to complex are initiated and for this to happen, the teacher starts questioning.

And while avoiding such tedious jargon, please make sure their command of the language is better than to produce sentences such as these, or what was seen in an English text, again thankfully several years ago:

Read the story …

Hello! We are going to the zoo. “Do you like to join us” asked Sylvia. “Sorry, I can’t I’m going to the library now. Anyway, have a nice time” bye.

So Syliva went to the zoo with her parents. At the entrance her father bought tickets. First, they went to see the monkeys

She looked at a monkey. It made a funny face and started swinging Sylvia shouted: “He is swinging look now it is hanging from its tail its marvellous”

“Monkey usually do that’

I do hope your students will not hang from their tails as these monkeys do.

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Midweek Review

Little known composers of classical super-hits

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By Satyajith Andradi

 

Quite understandably, the world of classical music is dominated by the brand images of great composers. It is their compositions that we very often hear. Further, it is their life histories that we get to know. In fact, loads of information associated with great names starting with Beethoven, Bach and Mozart has become second nature to classical music aficionados. The classical music industry, comprising impresarios, music publishers, record companies, broadcasters, critics, and scholars, not to mention composers and performers, is largely responsible for this. However, it so happens that classical music lovers are from time to time pleasantly struck by the irresistible charm and beauty of classical pieces, the origins of which are little known, if not through and through obscure. Intriguingly, most of these musical gems happen to be classical super – hits. This article attempts to present some of these famous pieces and their little-known composers.

 

Pachelbel’s Canon in D

The highly popular piece known as Pachelbel’s Canon in D constitutes the first part of Johann Pachelbel’s ‘Canon and Gigue in D major for three violins and basso continuo’. The second part of the work, namely the gigue, is rarely performed. Pachelbel was a German organist and composer. He was born in Nuremburg in 1653, and was held in high esteem during his life time. He held many important musical posts including that of organist of the famed St Stephen’s Cathedral in Vienna. He was the teacher of Bach’s elder brother Johann Christoph. Bach held Pachelbel in high regard, and used his compositions as models during his formative years as a composer. Pachelbel died in Nuremburg in 1706.

Pachelbel’s Canon in D is an intricate piece of contrapuntal music. The melodic phrases played by one voice are strictly imitated by the other voices. Whilst the basso continuo constitutes a basso ostinato, the other three voices subject the original tune to tasteful variation. Although the canon was written for three violins and continuo, its immense popularity has resulted in the adoption of the piece to numerous other combinations of instruments. The music is intensely soothing and uplifting. Understandingly, it is widely played at joyous functions such as weddings.

 

Jeremiah Clarke’s Trumpet Voluntary

The hugely popular piece known as ‘Jeremiah Clarke’s Trumpet Voluntary’ appeared originally as ‘ The Prince of Denmark’s March’ in Jeremiah Clarke’s book ‘ Choice lessons for the Harpsichord and Spinet’, which was published in 1700 ( Michael Kennedy; Oxford Dictionary of Music ). Sometimes, it has also been erroneously attributed to England’s greatest composer Henry Purcell (1659 – 1695 ) and called ‘Purcell’s Trumpet Voluntary (Percy A. Scholes ; Oxford Companion to Music). This brilliant composition is often played at joyous occasions such as weddings and graduation ceremonies. Needless to say, it is a piece of processional music, par excellence. As its name suggests, it is probably best suited for solo trumpet and organ. However, it is often played for different combinations of instruments, with or without solo trumpet. It was composed by the English composer and organist Jeremiah Clarke.

Jeremiah Clarke was born in London in 1670. He was, like his elder contemporary Pachelbel, a musician of great repute during his time, and held important musical posts. He was the organist of London’s St. Paul’s Cathedral and the composer of the Theatre Royal. He died in London in 1707 due to self – inflicted gun – shot injuries, supposedly resulting from a failed love affair.

 

Albinoni’s Adagio

The full title of the hugely famous piece known as ‘Albinoni’s Adagio’ is ‘Adagio for organ and strings in G minor’. However, due to its enormous popularity, the piece has been arranged for numerous combinations of instruments. It is also rendered as an organ solo. The composition, which epitomizes pathos, is structured as a chaconne with a brooding bass, which reminds of the inevitability and ever presence of death. Nonetheless, there is no trace of despondency in this ethereal music. On the contrary, its intense euphony transcends the feeling of death and calms the soul. The composition has been attributed to the Italian composer Tomaso Albinoni (1671 – 1750), who was a contemporary of Bach and Handel. However, the authorship of the work is shrouded in mystery. Michael Kennedy notes: “The popular Adagio for organ and strings in G minor owes very little to Albinoni, having been constructed from a MS fragment by the twentieth century Italian musicologist Remo Giazotto, whose copyright it is” (Michael Kennedy; Oxford Dictionary of Music).

 

Boccherini’s Minuet

The classical super-hit known as ‘Boccherini’s Minuet’ is quite different from ‘Albinoni’s Adagio’. It is a short piece of absolutely delightful music. It was composed by the Italian cellist and composer Luigi Boccherini. It belongs to his string quintet in E major, Op. 13, No. 5. However, due to its immense popularity, the minuet is performed on different combinations of instruments.

Boccherini was born in Lucca in 1743. He was a contemporary of Haydn and Mozart, and an elder contemporary of Beethoven. He was a prolific composer. His music shows considerable affinity to that of Haydn. He lived in Madrid for a considerable part of his life, and was attached to the royal court of Spain as a chamber composer. Boccherini died in poverty in Madrid in 1805.

Like numerous other souls, I have found immense joy by listening to popular classical pieces like Pachelbel’s Canon in D, Jeremiah Clarke’s Trumpet Voluntary, Albinoni’s Adagio and Boccherini’s Minuet. They have often helped me to unwind and get over the stresses of daily life. Intriguingly, such music has also made me wonder how our world would have been if the likes of Bach, Handel, Haydn, Mozart, Beethoven, and Schubert had never lived. Surely, the world would have been immeasurably poorer without them. However, in all probability, we would have still had Pachelbel’s Canon in D, Jeremiah Clarke’s Trumpet Voluntary, Albinoni’s Adagio, and Boccherini’s Minuet, to cheer us up and uplift our spirits.

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Midweek Review

The Tax Payer and the Tough

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By Lynn Ockersz

The tax owed by him to Caesar,

Leaves our retiree aghast…

How is he to foot this bill,

With the few rupees,

He has scraped together over the months,

In a shrinking savings account,

While the fires in his crumbling hearth,

Come to a sputtering halt?

But in the suave villa next door,

Stands a hulk in shiny black and white,

Over a Member of the August House,

Keeping an eagle eye,

Lest the Rep of great renown,

Be besieged by petitioners,

Crying out for respite,

From worries in a hand-to-mouth life,

But this thought our retiree horrifies:

Aren’t his hard-earned rupees,

Merely fattening Caesar and his cohorts?

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