This thesis addresses the role of education to mitigate the risks of deliberate disease, including biological weapons. Specifically, it aims to analyse how education was constructed as a potential instrument to mitigate specific security risks; if and how education could impact on risks; and how effectiveness of education as a risk mitigation measure could be improved. The research framework combines concepts of security, risk and education within a general constructionist approach. Securitization is used to analyse attempts to construct education as a tool to mitigate specific security risks; risk assessment is used to identify and characterize risk scenarios and potential for risks mitigation; and instructional design and evaluation models are used for the design and evaluation of education. The thesis contends that education has been constructed as a mitigation tool for what were presented as urgent security risks of deliberate disease. Nine attempted securitization moves are identified and assessed. Improved competences identified in four thematic areas, and built with education, can mitigate risks in specific scenarios via impacting factors that primarily influence risk likelihood. The thesis presents several examples of achieved learning objectives, and tools that can be useful to evaluate behavioural and risk impacts, though empirical results on these levels here are still scarce. Design and evaluation tools, illustrated through a large amount of original and pre-existing data from a range of countries and contexts, are presented that can improve effectiveness of education as a deliberate disease risks mitigation measure.

Currently, although we are not jeopardized by global conflicts, but when the threat of chemical or biological attack, especially from the side of some of terrorist groups or a belligerent state, is still real, it is necessary to use all possible available measures for the conservation of global security against conventional weapons and weapons of mass destruction. The aim of this thesis is the following: To analyze texts of both stated Conventions and thus to get a consolidated view on the issue of biological and chemical weapons from the legislative point of view. To obtain, on the basis of the analysis and systematic comparison of particular provisions, an overview of identical and different elements in both Conventions. On the basis of results of the mutual comparison of particular provisions of both Conventions, to assess, according to their versions, meaning and extent, the influence on performance of both Conventions. After meeting these objectives it was possible to provide an answer to the stated research question: Are the measures formulated in international Conventions on the Prohibition of Biological and Chemical weapons sufficient in their importance, versions and extent, including the effective control? For the purpose of this thesis, theoretical part is focused especially on defining biological and chemical weapons and effective warfare agents. Furthermore, in order to obtain the idea of the importance of existence of international Conventions on the Prohibition of Biological and Chemical Weapons there is given a brief history of the use of these weapons in armed conflicts and a history accompanying negotiations regarding their prohibition. For completeness, the current state of biological and chemical weapons and compliance with both Conventions are given in conclusion. Second part of the thesis is devoted to the analysis and comparison of texts of both Conventions, so objectives of the thesis could be achieved and the research question could be answered. Stated objectives were achieved with the assistance of methods of the qualitative research. After detailed analysis of both texts and systematic assessment of individual measures contained in them, there were detected especially the range and overall text of each Convention. Subsequently, identical and different articles were mutually compared in order to observe the differences, which could have an impact on the performance of both conventions. After overall review of compliances and differences, and after the assessment of the scale, version and meaning of particular different provisions, the research question could be answered, and at the same time basic recommendations, whose importance may represent means to more efficient implementation of individual provisions of Conventions, could be defined. On the basis of results of comparison of particular provisions of both Conventions, in response to the research question it is necessary to state, that actions formulated in CWC, including its Annexes, appear to be sufficient for compliance with arising obligations. While measures contained in BWC, in particular in terms of the absence of any control measures, which could be used as an effective feedback regarding the implementation of provisions of the Convention, optionality to declare information on activities unrestricted by the Convention and inaccurate definition of components seem to be insufficient in its version, extent and meaning for this purpose. Essential reformation regarding the implementation of the objectives of BWC would be adoption of a complex of control measures according to the design of CWC, which has major impact on the objectives of the Convention. Proposed completion of existing articles, in case of which the change in wording would extend the scope of their versions and increase the emphasis on some areas of contained provisions for more efficient implementation of the Convention, may be also beneficial.

This thesis addresses the role of education to mitigate the risks of deliberate disease, including biological weapons. Specifically, it aims to analyse how education was constructed as a potential instrument to mitigate specific security risks; if and how education could impact on risks; and how effectiveness of education as a risk mitigation measure could be improved. The research framework combines concepts of security, risk and education within a general constructionist approach. Securitization is used to analyse attempts to construct education as a tool to mitigate specific security risks; risk assessment is used to identify and characterize risk scenarios and potential for risks mitigation; and instructional design and evaluation models are used for the design and evaluation of education. The thesis contends that education has been constructed as a mitigation tool for what were presented as urgent security risks of deliberate disease. Nine attempted securitization moves are identified and assessed. Improved competences identified in four thematic areas, and built with education, can mitigate risks in specific scenarios via impacting factors that primarily influence risk likelihood. The thesis presents several examples of achieved learning objectives, and tools that can be useful to evaluate behavioural and risk impacts, though empirical results on these levels here are still scarce. Design and evaluation tools, illustrated through a large amount of original and pre-existing data from a range of countries and contexts, are presented that can improve effectiveness of education as a deliberate disease risks mitigation measure.

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No / The threat of biological weapons has never attracted as much public attention as in the past five years. Current concerns largely relate to the threat of weapons acquisition and use by rogue states or by terrorists. But the threat has deeper roots--it has been evident for fifty years that biological agents could be used to cause mass casualties and large-scale economic damage. Yet there has been little historical analysis of such weapons over the past half-century. Deadly Cultures sets out to fill this gap by analyzing the historical developments since 1945 and addressing three central issues: Why have states continued or begun programs for acquiring biological weapons? Why have states terminated biological weapons programs? How have states demonstrated that they have truly terminated their biological weapons programs? We now live in a world in which the basic knowledge needed to develop biological weapons is more widely available than ever before. Deadly Cultures provides the lessons from history that we urgently need in order to strengthen the long-standing prohibition of biological weapons.

Current revolutions in biotechnology and neuroscience are changing military technologies, necessitating dramatic re-evaluations in arms regulatory regimes. This study assesses how these new technologies can be used in weapons systems - by governments and terrorists alike - and whether this frightening development can be brought under effective international control. Malcolm Dando begins by surveying the existing (and arguably inadequate) control mechanisms for chemical and biological weapons. He then discusses how earlier generations of toxin and bioregulatory weapons have been used by such states as Iraq, the Soviet Union and the USA, and explains, in non-technical terms, the implications for new weapons technology. Considering how international law might be applied to constrain undesirable military developments without restricting technological developments for peaceful purposes, Dando concludes with a proposal for an integrated control regime that would link international agreements, national legislation, and trade regulations.

Prohibitied Means and Methods of Warfare - Biological Weapons and Chemical Weapons The aim of this thesis is to evaluate the effectiveness of legislation banning the development, production, stockpiling, using and subsequent destruction of biological and chemical weapons and how are conventions, which prohibit the aforementioned, followed. I deal with these areas so I concluded if biological and chemical weapons still pose a threat to the world. During solving these objectives, I have focused on the classification of the prohibition of biological and chemical weapons to the law of armed conflicts and disarmament law, and whether the prohibition of the use of biological and chemical weapons is considered as part of customary law. Professional publications in the field of international law, political science, military, medicine and others were used to achieve the objectives of the research. They were also used UN resolutions, conventions, which regulate prohibited means and methods of warfare, particularly those that prohibit production, development, stockpiling and use of biological and chemical weapons and, last but not least, reports of international organizations dealing with this area, such as Organisation for the Prohibition of Chemical Weapons and Arms Control Association. The thesis is...

The goal of this diploma thesis is to present an overview of the most used chemical and biological weapons, as well as to explain their development, the links between them and their existence through the viewpoint of then contemporary sources, written or otherwise, as well as the current state of law in term of its effectivity and actual practice. The primary focus of this thesis is international law. National law is touched upon only sporadically. The first section of the thesis deals with the definition of used nomenclature, specifically the terms weapons of mass destruction, chemical and biological weapons, international law, law of armed conflicts, customary law, international treaties, forbidden means and methods of warfare. A look at the earliest history of chemical and biological weapons follows, including a brief assessment of the lack of legal regulation. The purpose of this chapter is to outline the very beginnings of this subject matter and to serve as a basis for the following chapters. The diploma thesis continues with a treatise on the birth of modern chemical and biological weapons, caused primarily by the chemo-biological revolution of the late 19th , early 20th century, while also listing the most important attempts to codify this area (e.g. the Lieber code, the Brussels Declaration, the...