...only our world leaders knew this sooner. Genocide is the act of killing a large mass of people for no valid reason. The Holocaust was a genocide where the Nazi Germans tried to eliminate the Jews from Germany from 1939-1945. The Nazi Germans believed that the Jews were the reason Germany lost World War 1 and wanted them to pay for what they did. The Armenian genocide was where the Turkish people in the Ottoman Empire desired a homogenous Turkish state and wanted to get rid of the Armenians from 1915-1918. Although the Holocaust and the Armenian genocide are similar in their horrible dehumanization and unjust polarization stages, each genocide exterminated its people differently....
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...When people say genocide, I don’t think of what’s happening/happened in Africa. I think of A LOT of people dying, but I don’t in vision how they die. So when I hear the word genocide, I don’t think of people getting beat to death, or sexually harassed or thousands and millions of dead bodies covering miles of land. I don’t think of people dying because they’re aren’t what other people want. And that was probably last week, before we watched Hotel Rwanda in social studies, but now, after seeing that movie, whenever I hear the word genocide I feel a chill down my spine. Because thinking about people getting sexually abused, beat, whipped, burned, cut, is totally different from actually seeing it. In class, we thought what we were seeing was horrible, but that wasn’t even a fraction of what actually happened it was kind of just a preview. The genocide that happened in Rwanda was depressing and horrifying. But aren’t all genocides? I know how genocides happen and how people do it, dehumanization. I still can’t even imagine it though, I can’t imagine ever being in a situation where I actually killed someone or was trying to be killed. I can’t even imagine watching someone be killed even it was an accident. So after learning about this and the holocaust, my one question is how did people have enough hope to survive? Some similarities I discovered between the genocide in Rwanda and the holocaust were they both intensely used dehumanization. For example, in Rwanda they took clothes...
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...By Gregory H. Stanton, President, Genocide Watch Classification Symbolization Dehumanization Organization Polarization Preparation Extermination Denial Genocide is a process that develops in eight stages that are predictable but not inexorable. At each stage, preventive measures can stop it. The process is not linear. Logically, later stages must be preceded by earlier stages. But all stages continue to operate throughout the process. 1. CLASSIFICATION: All cultures have categories to distinguish people into “us and them” by ethnicity, race, religion, or nationality: German and Jew, Hutu and Tutsi. Bipolar societies that lack mixed categories, such as Rwanda and Burundi, are the most likely to have genocide. The main preventive measure at this early stage is to develop universalistic institutions that transcend ethnic or racial divisions, that actively promote tolerance and understanding, and that promote classifications that transcend the divisions. The Catholic church could have played this role in Rwanda, had it not been riven by the same ethnic cleavages as Rwandan society. Promotion of a common language in countries like Tanzania has also promoted transcendent national identity. This search for common ground is vital to early prevention of genocide. 2. SYMBOLIZATION: We give names or other symbols to the classifications. We name people “Jews” or “Gypsies”, or distinguish them by colors or dress; and apply the symbols to members of groups. Classification and symbolization...
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...The Role of the 1990-1993 Civil War as a Precursor to the 1994 Rwandan Genocide Nora Aly Student #10025622 Poli470 Words: 3,451 Introduction: Background of Rwanda Ethnic distinctions and fragmentations, whether actual or perceived have proved to be the causes of several genocides throughout history; in the case of the Rwandan genocide, this was no exception. The Twa, the Hutu and the Tutsi were and continue to be the groups of people constituting Rwanda (Pearn J, 203). Tensions and conflicts with groups in Rwandan society, primarily with the Hutus and the Tutsis eventually led to the immensely destructive 1994 genocide of the Tutsi people as well as Hutu people perceived to be Tutsi sympathizers and supporters. The 1994 Rwandan Genocide, executed mainly by Hutu powers, resulted in approximately 10,000 deaths for 100 days which is the highest rate of killing seen throughout any known act in history (Cohen, J). Within the time period of the communal existence of the Hutus and the Tutsis, political struggle, rivalry, colonization, and civil war were all factors that assisted in leading to the tension that finally erupted into a brutal act of genocidal violence against all Tutsi people. Close examination and analysis of the civil war which occurred during 1990-1993 between the Hutus and the Tutsis, will be elaborated extensively to assist in accounting for the eruption of the genocide. Through a close, detailed analysis of the political, ethnic and socio-economic factors that...
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...know Raphael Lemkin created a word to describe the Nazi’s way of killing the Jewish people, by using the ancient Greek word genos, (which means race and tribe) and the word Latin cide, (which means killing)? IT WAS GENOCIDE! Raphael Lemkin created the word Genocide because he lost his family in the Holocaust. Genocide is a mass murder that develop in ten stages: classification, symbolization, discrimination, dehumanization,...
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...WAR CRIME AND GENOCIDE A war crime refers to the serious violation of the laws and customs of war (also known as international humanitarian law) giving rise to individual criminal responsibility. It also includes grave breaches of the Geneva Conventions and other serious violations of the laws and customs applicable in international armed conflict and in conflicts "not of an international character" listed in the Rome Statute, when they are committed as part of a plan or policy or on a large scale. These prohibited acts include: * murder; * mutilation, cruel treatment and torture; * taking of hostages; * intentionally directing attacks against the civilian population; * intentionally directing attacks against buildings dedicated to religion, education, art, science or charitable purposes, historical monuments or hospitals; * pillaging; * rape, sexual slavery, forced pregnancy or any other form of sexual violence; * conscripting or enlisting children under the age of 15 years into armed forces or groups or using them to participate actively in hostilities. The use of chemical and biological weapons in warfare are also prohibited by numerous chemical arms control agreements and the Biological Weapons Convention. Wearing enemy uniforms or civilian clothes to infiltrate enemy lines for espionage or sabotage missions is a legitimate ruse of war, though fighting in combat or assassinating individuals, even if they are military targets, behind enemy...
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...was developed as a result of harsh experimentation on human subjects in Nazi Germany, for example. Also, bullying typically starts in school age children, so we should consider our approach when dealing with youth. Weighing ethical responsibilities means that we should make sure we are not unnecessarily harming subjects with our research. Bullying has relation to several of the agents of socialization. The agents of socialization may include family, teachers and schools, and peers. In Barbara Coloroso’s TEDtalk “From Schoolyard Bullying to Genocide”, she highlights several ways these agents of socialization have contributed to bullying, as well as how they can help to end it. In her talk, she links genocide in Nazi Germany, Rwanda, and Cambodia, to schoolyard bullying. Barbara quotes Herbert Kelman, stating that there are three conditions for genocide to exist: unquestioning obedience to authority, routinization of cruelty, and dehumanization of other human beings. If any...
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...Holocaust Socratic Discussion Final Reflection How does your reading (and memoir) connect to the other readings you learned about in your seminar? All the reading s that we received symbolized in word the different events that lead up to the mass genocide, otherwise known as the Holocaust. The first excerpt was about the events that occurred after World War one. There was a huge economic decline in Germany because of the inflation, debt, and the Great depression as well. The population of Germany was angry at the government, and Hitler took advantage of their anger by directing a t the Jews. The first excerpt once again enforced whatever segregative feelings the average Ayran had against the average Jew with the introduction...
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...From Ethnic Conflict to Genocide Individuals are mostly identified by their religion, culture, race and most importantly, their ethnicity. They would be labeled by what country or race they represent. Over the past decades, many ethnic conflicts have occurred and are still occurring in the world today due to political reasoning. When there are at least two ethnic communities called multiethnic or multisectarian, who realize they cannot form their own independent countries, they would change their geographical locations. But there is no guarantee that both ethnic groups will solve their conflicts by moving in different parts of the region. Each ethnic group competes for power, authority, resources and political independence, which lead up to deep conflicts between ethnic groups and even dehumanization. Each ethnic conflict is associated with deep emotions such as hatred, bitterness, resentment, anger and aggression. Political leaders play a significant role in identifying ethnicities. Such leaders commit violent acts for the sake of their group and victimize their followers. There are also political extremists who are only self-concerned and tend to disregard others’ lives through horrific actions. According to political psychologists, extremists have a variety of personal characteristics. They are not mentally sick. They are insane and are capable of evil behavior because they do not have any empathy for anybody. In Milgram’s experiment on power of authority, personality...
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...The economy of Cambodia was in poor conditions due to the genocide. It was primarily damaged by the US bombings during the Cold War. “The countryside was littered with as many as 8 million landmines.” (Text 3) The economy lying in irresponsible hands resulted in decrease of food supply and medicine and several thousands of Cambodians deceased because of malnutrition and illness. (Text 2) “In less than four years, between 1.7 million and 2.5 million people died, out of 8 million. Many succumbed to starvation or exhaustion.” (Text 3) The bombings alone caused several deaths. Even though many were forced into labor, it did not serve the country enough to sustain the economy. The genocide did not conclude until Vietnam invaded Cambodia...
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...The citizens who stood up against the government faced cruelty and dehumanization. Pregnant women would be held in prison until they were able to give birth (Robertson). Then when the child was born, the baby would be given to a military family and the biological mother would be killed (Biography). To begin, “children were tortured in front of their parents and parents in front of their children” (Hermann). “A particularly vocal critic of both left- and right-wing violence was Adolfo Perez Esquivel, who was arrested and tortured in 1977 and received the Nobel Peace Prize in 1980” (Editors of Encyclopedia Britannica). The cruelty and dehumanization against the citizens was horrific and scarring for anyone involved. Organizing the right and left wings helped the government plan on how to continue the bloodshed...
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...15 December 2016 Is the Holocaust Considered Genocide? In 1944, Raphael Lemkin, a Polish-Jewish lawyer, used the Greek word ‘genos’ (race, tribe) and the Latin word ‘cide’ (killing) to make up the word we know today as genocide. The Holocaust was a genocidal occurring during the 1940’s. During this time about six million Jews were killed. Jews were forced to work in harsh conditions and were given very little food to eat. This resulted in a tragic event that will be remembered throughout history. Some believe the Holocaust is not considered genocide, however they are incorrect. The Holocaust should be considered an example of genocide based on the United Nation’s definition, the stages of genocide, and specific evidence provided in the memoir “Night”....
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...It takes a village to rise a child, it takes a politician to kill that child. The genocide in Rwanda was a result of European Imperialism, those who studied abroad in Europe brought back the ideals of an empire. These were the same ideals that lead to many genocides in European countries, including of course the Holocaust. As Hatzfeld stated, " Learning is necessary to enlighten us about the world. But it does not make man better, it makes him more efficient. " As you told us in class the Europeans favored those that looked and acted more like themselves, so in turn many who became educated can be assumed to buy into the idea of superiority of one race other another and through their education they found better ways to communicate, argue,...
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...Fall Term Essay 1 Mariam Khan 4792982 Political Science 1F90 TA: Ayisha Ali There are many political ideologies in today’s world, and with everyone’s individual views, who can actually say whether one is more right than the other (Gellner, 1-7). Nationalism has been an extremely ancient ideology dating back to primitive people and tribalism (Snyder 1990, 241-249). This concept then manifested itself during Athenian times aiding in the development of the great empires and progressed into England and then jolt started the French revolution (Snyder 1990, 241-249). All these eras of nationalism conjoined political, economical, religious, and ethnic factors to unite peoples and nations (Gellner, 1-7). Nationalism can also be considered an ideology of debate because of its vague definition and complexity. Many people can state nationalism is the appreciation of their country or nation; others can define it as the need for independency (Gellner, 1-7). Both these routes can have negative and positive characteristics and outcomes. The positives are very straight forward, the love of one’s country and bond between citizens can be dubbed vital to the prosperity of a nation or country. What happens when this love of one’s country and the bond between its citizens crosses ethnic and human boundaries? This can be defined as ethnic nationalism, which allows ethnicity to become main component in being a nationalist (Snyder 1990, 241-249). This paper will define nationalism...
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...school until graduation. Teens might also be bored because they don't have positive relationships with teachers and peers. Without social interaction and adult support, teens can grow bored and disengaged with school.The Rwanda genocide will always represent a singular failure on the part of international institutions and mechanisms responsible for protecting human rights and maintaining international peace and security. As Huyse has remarked, when an authoritarian regime collapses, large sections of the population cry out loudly for severe punishment of those who bear responsibility for the crimes of the past. Justice for ordinary crimes aims to right the wrongs that have been done against victims. Justice can then, the theory goes, lead to closure and healing. Assuming it were practically possible and politically expedient to investigate, prosecute and punish each and every crime committed in a campaign of genocide or other mass atrocity, could accountability processes be adequate to meet the needs of victims? Could justice ever come anywhere close to restoring victims of genocide and mass atrocity to the situation that they would have been in but for the events of their victimization? Can justice ever put right the harm that victims of genocide and mass atrocity have been subjected to? Is really it possible for individuals and societies who experienced such horror to reach healing as a result of judicial processes? Of how much value can justice be, when it...
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