The Role of Intergenerational Equity in Environmental Law
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Protecting Future Generations: The Role of Intergenerational Equity in Environmental Law
Intergenerational equity refers to the idea that present generations have a responsibility to consider the well-being and rights of future generations in their decision-making processes. This concept has become increasingly important in the context of environmental law, as we face numerous environmental challenges, including climate change, deforestation, and biodiversity loss, that threaten the well-being of future generations.
One of the key principles of intergenerational equity in environmental law is the concept of sustainable development. This principle recognizes that economic development and environmental protection are not mutually exclusive, and that we must find ways to achieve economic growth while also protecting the environment for future generations. Sustainable development requires us to consider the long-term consequences of our actions, rather than just focusing on short-term gains.
Another important principle of intergenerational equity is the precautionary principle. This principle states that in situations where there is scientific uncertainty about the potential harm of an activity, we should err on the side of caution and take preventive measures to avoid harm. This principle recognizes that we do not have a complete understanding of the long-term consequences of our actions, and that we must take steps to prevent harm to future generations.
In addition to these principles, there are several specific legal mechanisms that are designed to protect future generations in environmental law. One such mechanism is the concept of intergenerational trusteeship. This concept holds that resources, such as air, water, and land, are held in trust by the present generation for the benefit of future generations. This means that we have a responsibility to manage these resources in a way that ensures their availability for future generations.
Another important legal mechanism is the use of environmental impact assessments (EIAs). EIAs are designed to evaluate the potential environmental impacts of a proposed project before it is implemented. This allows decision-makers to identify potential harm to the environment and take steps to prevent or mitigate that harm. EIAs are an important tool for ensuring that we consider the long-term consequences of our actions and make decisions that protect the environment for future generations.
Finally, there are several international agreements and conventions that are designed to protect future generations in environmental law. One such agreement is the United Nations Framework Convention on Climate Change (UNFCCC), which was created to address the global problem of climate change. The UNFCCC recognizes the need to protect the climate system for present and future generations, and it calls on countries to take action to reduce greenhouse gas emissions and adapt to the impacts of climate change.
In conclusion, intergenerational equity is an important concept in environmental law that recognizes our responsibility to protect the environment for future generations. This concept is supported by several principles and legal mechanisms, including sustainable development, the precautionary principle, intergenerational trusteeship, environmental impact assessments, and international agreements and conventions. By incorporating intergenerational equity into our decision-making processes, we can ensure that we make decisions that protect the environment and promote the well-being of future generations.
The Role of Intergenerational Equity in Environmental Law
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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