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زمینه و هدف: کمبود مواد غذایی، تغییرات اقلیمی و دیگر عوامل سبب شده تا تولید گیاهان تغییر شکل‌یافته ژنتیکی (محصولات تراریخته) از دهه 90 میلادی مورد توجه قرار گیرد. تولید این گیاهان همان‌گونه که موجب امیدواری در رفع گرسنگی بود، به دلیل تأثیر احتمالی بر محیط زیست موج نگرانی را نیز برانگیخت. هدف از این تحقیق، بررسی تعهدات زیست‌محیطی دولت‌ها در حوزه محصولات تراریخته در پرتو اصول حقوق بین‌الملل محیط زیست، اتحادیه اروپا و ایران است. مواد و روش‌ها: نوشتار حاضر به شیوه توصیفی ـ تحلیلی ابتدا اصول پیش‌گفته حاکم در حقوق بین‌الملل محیط زیست را بررسی می‌کند تا دریابد تعهدات زیست‌محیطی دولت‌ها درباره محصولات تراریخته از نظر اصول حقوق بین‌الملل چگونه است و سپس رویکرد اختصاصی اتحادیه اروپا را بررسی و تطبیق داده و بالاخره گذرا این وضعیت را در ایران مرور می‌کند. یافته‌ها: اتحادیه اروپا برخلاف ایالات متحده دیدگاهی احتیاط‌آمیز توأم با سخت‌گیری در حمایت از مصرف‌کننده و محیط زیست پیش گرفته که ریشه در اصول کلی حقوق بین‌الملل محیط زیست دارد. اصولی مانند توسعه پایدار، اقدام احتیاطی، ارزیابی و اطلاع‌رسانی که به جمع رعایت مصالح دولت‌ها در دستیابی به توسعه و پیشرفت و حفظ محیط زیست می‌انجامد، در حالی که در ایران از سویی قوانین حمایتی از محیط زیست به صورت کارآمد تصویب نشده است و یا این‌که در برخی موارد محیط زیست و حمایت از آن مغفول مانده است. ملاحظات اخلاقی: در تمام مراحل نگارش پژوهش حاضر، ضمن رعایت اصالت متون، صداقت و امانتداری، رعایت شده است. نتیجه‌گیری: نتایج این جستار نشان می‌دهد که دولت‌ها در خصوص محصولات تراریخته متعهد به رعایت اصول کلی یا عرفی توسعه پایدار، اقدام احتیاطی، ارزیابی و اطلاع‌رسانی بوده و رعایت اصول مزبور بهترین راهکار جهت صیانت از حقوق مصرف‌کننده و حمایت از محیط زیست است. ; Background and Aim: Food scarcity, climate change and other factors have led to the production of genetically modified crops (transgenic crops) since the 1990s. The production of these plants, as they had hoped to eliminate hunger, also raised concerns about the potential impact on the environment. The purpose of this study is to examine the Governments' Environmental Obligations on Genetically Modified Organism (GMO) in the light of the International Environmetal Law, European Union and Iran. Materials and Methods: The present paper is descriptive-analytical paper and firstly examines the aforementioned principles of international environmental law in order to understand what is the environmental commitment and obligation of governments in the process of cultivation and supply for transgenic products from the perspective of international law. Then, it examines and applies the EU-specific approach and finally reviews this situation in Iran. Findings: The European Union, unlike United States, has taken a cautious approach to consumer and environmental protection. This approach is rooted in the general principles of international environmental law. Principles such as sustainable development, precautionary principle and the principle of notification that bring together the interests of governments in achieving development, improvement and environmental protection, while in Iran,It has not been enacted environmental laws effectively on the GMO or in some cases the environment and its protection have been neglected. Ethical Considerations: In order to organize this research, while observing the authenticity of the texts, honesty and fidelity have been observed. Conclusion: The results show that governments are committed to adhering to the general or customary principles of sustainable development, precautionary principle and the principle of notification in the process of cultivating and supplying for Genetically Modified Organism (GMO), and adhering to these principles is the best way to safeguard consumer rights. Cite this article as: Pouresmaeili A, keykhosravi M, Vaezi Kakhki MR. The Studying of Governments' Environmental Obligations on Genetically Modified Organism (GMO) in the light of the International Environmetal Law, European Union and Iran. Bioethics Journal 2020; 10(35): e16.

Idrīs Bidlīsī (d. 926/1520) was the son of a munshī (secretary) in the chancery of the court of the Aq Qoyunlu ruler Uzun Ḥasan (d. 882/1478) first in Diyarbakır and then Tabriz. Idrīs must have enjoyed the usual education for an adolescent of his social background. He was fluent in Persian and Arabic, knowing Kurdish as well. He started his career in Tabriz under Yaʿqūb Beg (d. 896/1490), and served him and his descendants for seventeen years in various high administrative offices. When Tabriz was conquered by the Safavids in 907/1501, he fled to the court of the Ottoman emperor Bāyazīd II (d. 918/1512) in Istanbul, serving him and Selīm I (d. 926/1520) in different positions and capacities. Bidlīsī authored more than twenty works but is best known for his Hasht Bihisht , a history of the Ottoman empire written for Bāyazīd II. The present work is a mirror for princes type of composition with a strong religious colouring

?One Word ? Yak Kaleme? is one of the first treatises in the Middle East to demonstrate that Islam is compatible with modern western forms of government, and specifically that sharia principles can be incorporated in a codified law comparable to that found in Europe. Unlike many fellow Oriental travellers, the author observed that European dominance is not derived from a few technological advances, but primarily from the organization of society. In ?One Word?, the author argues that the principles underlying constitutional government can be found in Islamic sources. ?One Word? is a significant text during the Iranian Constitutional Revolution of 1906, but its message is relevant today

زمینه و هدف: آموزش علاوه بر این‌که یکی از مصادیق مهم حقوق بشر است، ابزاری مهم برای تحقق سایر مصادیق حقوق بشر نیز به شمار می‌رود. تضمین و اجرای حق آموزش مقدمه تضمین و اجرای سایر مصادیق حقوق بشر می‌باشد. حق بر آموزش ابتدعاً در قامت یک اصل کلی و منعطف که فاقد تعهدات حقوقی مشخص و الزام‌آور بود، در قالب اعلامیه جهانی حقوق بشر پذیرفته شد. به علت تفاوت‌های بنیادینی که در نظام‌های حقوقی ـ سیاسی دولت‌ها وجود داشت، توسعه و تقویت حق مزبور به نظام‌های حقوقی منطقه‌ای و داخلی سپرده شد. مواد و روش‌ها: در این مطالعه با روش تحلیلی ـ توصیفی، ابتدا مفهوم شهروندی و اهمیت آموزش بحث و بررسی خواهد شد. پس از مشخص‌شدن وضعیت متغیر مزبور، اهداف فرآیند آموزشی و مفهوم «حق بر آموزش» برای تبیین دقیق‌تر چارچوب کلی مسأله اصلی پژوهش حاضر و سپس آموزش دموکراسی، تسامح و تساهل به عنوان معیار اصلی برای ترویج شهروندی دموکراتیک مورد بحث و بررسی قرار خواهد گرفت. ملاحظات اخلاقی: در تمام مراحل نگارش پژوهش حاضر، ضمن رعایت اصالت متون، صداقت و امانتداری رعایت شده است. یافته‌ها: در چارچوب حق بر توانمندسازی، آموزش سازکاری است که با استفاده از آن، افراد می‌توانند ابزارهای لازم را برای مشارکت کامل در جوامع به دست آورند. آموزش نقش بسیار مهمی را در توانمندسازی اقشار آسیب‌پذیر، ترویج حقوق بشر و دموکراسی، فراهم کردن زمینه‌های لازم برای توسعه پایدار و. ایفا می‌کند، در نتیجه آموزش به عنوان یکی از بهترین سرمایه‌گذاری‌های مادی و معنوی محسوب می‌شود که یک دولت می‌تواند در راستای توسعه، پیشرفت و رفاه شهروندان خود، انجام دهد. نتیجه‌گیری: تحولات حق بر آموزش و اجرا و تضمین آن در چارچوب دکترین شهروندی دموکراتیک و در نتیجه، ارتباط آن با توسعه و تقویت مفهوم حکومت قانون و عناصر تشکیل‌دهنده آن، در فرآیند تربیت شهروندان پایبند به دموکراسی و ایجاد یک نظام حقوقی ـ سیاسی که اصلی‌ترین و کارآمدترین ضمانت اجرای آن فشار واقعی افکار عمومی و مطالبه‌گری عموم مردم خواهد بود، نقش اساسی ایفا کند. ; Background and Aim: Education is not only one of the important examples of human rights but also an important tool for the realization of other examples of human rights. The guarantee and enforcement of this right is a prelude to the guarantee and enforcement of other instances of human rights. The right to education was initially recognized as a general and flexible principle that had no clear and binding legal obligations under the Universal Declaration of Human Rights. Due to the fundamental differences that existed in the legal-political systems of governments, the development and strengthening of this right was entrusted to regional and domestic legal systems. Materials and Methods: In this study with analytical-descriptive method, first the concept of citizenship and the importance of education will be discussed. After determining the status of this variable, the objectives of the educational process and the concept of "right to education" will be considered to explain more precisely the general framework of the main issue of the present study. In the third step, the teaching of democracy, tolerance and tolerance as the main criteria for promoting democratic citizenship will be discussed. Ethical Considerations: In order to organize this research, while observing the authenticity of the texts, honesty and fidelity have been observed. Findings: Within the framework of the right to empowerment, education is a mechanism by which individuals can acquire the tools necessary for full participation in society. Education plays a very important role in empowering the vulnerable, promoting human rights and democracy, providing the necessary conditions for sustainable development, and so on. As a result, education is considered as one of the best materials and spiritual investments that a government can make for the development, progress and welfare of its citizens. Conclusion: Developments in the right to education and implementation and its guarantee within the framework of the doctrine of democratic citizenship and, consequently, its relationship with the development and strengthening of the concept of rule of law and its constituent elements can in the process of educating citizens committed to democracy and creating a legal-political system. The main and most effective guarantee of its implementation will be the real pressure of public opinion and public demand, to play a key role. Please cite this article as: Rostami S, Soleymanzadeh T. A Rethinking of the Concept of Right to Education in the Light of Democratic Citizenship. Bioethics Journal, Special Issue on Bioethics and Citizenship Rights 2020; 173-186.

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