...Essay on Abuse of Human Rights Despite the horrors of the Holocaust, abuses of human rights have continued in the post World War II era. There are many atrocities that continued, however there have also been efforts to stop these abuses. Document 1 demonstrates the pass-system of apartheid in Africa. The pass-system was a system established by the English, where only the Native Americans had to carry a pass around with them in case they were stopped and checked by the English Police. This “pass-system” violated human rights because only blacks were subject to this system. If they were caught without a pass with them, they would be arrested. This was unfair to the blacks and violated their rights. Document 4 also states examples of how human rights were still being violated in the post World War II era. Document 4 is an article entitled “The Killing of Cambodia” published in 1982. It states that education and religious practices were not allowed. This violated the human right to freely practice religion and education. This article also states that families were broken apart in Cambodia, which is also another violation of human rights. Our Service Can Write a Custom Essay on Human Rights for You! A genocide in Rwanda violated human rights as well. Document 6 states that 500,000 people were carried out in the spring of 1994 in Rwanda. Thousands of Africans were raped, tortured and beaten. The international community did not do anything about these human rights that...
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...Kyle Walker English 2-H Faigenbaum 5/1/2012 Research Essay Assignment Inhumanity In Our World Genocide is one of the most evil moral crimes any ruling authority such as a government can commit against its people. A general definition of ‘Genocide’ is the intention to destroy or murder people because of their race, beliefs, or even political and economic status. Legal expert, Raphael Lemkin, created the term ‘Genocide’ 1944. Lemkin, a Polish Attorney, combined the ancient Greek word ‘genos’ which means race and the Latin word ‘cide’ which translates to killing. There are many examples of genocide in the world but the most recognizable is that of the Holocaust and how the German powers that be sought and attempted to kill all Jews. A recent example is the Rawandan Genocide in 1994 where the assassination of Juvénal Habyarimana caused a violent reaction resulting in mass killings. In efforts to reduce Genocide, the Convention on the Prevention and Punishment of the Crime of Genocide (UHCG) was adopted by the United Nations in 1948 and was placed in force in 1951. On July 1, 2002 the International Criminal Court (ICC) came into force. The ICC not only accepted the UHCG’s definition of Genocide but expanded it to include crimes against humanity such as enslavement, deportation, torture, rape, enforced disappearance and apartheid. There have been many organizations created throughout the world to defend and prevent Genocide. Communities, Religions and even Colleges are forming organizations...
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...rule. Some scholars argue that the land dispossession, enforced labour incorporation, periodic massacre, and suppression of their culture inflicted on the San constitute genocide. While developments through the 18th century have been reasonably thoroughly documented, our knowledge of the 19th century is patchy because little research has been done on this period. RESEARCH TOPIC: MONIQUE CLASSEN CLSMON002 The ‘Christianization’ process of the London Missionary Society in 19th century South Africa: A case study of Bethelsdorp and Thornberg Contents PLAGIARISM DECLARATION 2 ABSTRACT 3 INTRODUCTION 4 THE LONDON MISSIONARY SOCIETY 7 Driving Ideologies Behind An Archetype of Civility and Modernity 9 THE ‘CHRISTIANIZATION’ STATIONS 11 The Institute of Bethelsdorp for the Khoekhoe 11 Thornberg Mission Station for the Heathen San 17 THE GROUNDWORK 21 CONCLUSION 26 BIBLIOGRAPHY 28 LIST OF ILLUSTRATIONS 1. Village of Bethelsdorp (from John Philip: Researchers in South Africa, London 1828) 2. Church and Mission House at Bethelsdorp (from a watercolor by John Campbell, 1819.) By courtesy of Africana Museum, Johannesburg 3. Map: Nineteenth-Century Mission Stations to Bushmen (from Tricksters and Trancers, 1999) 4. Erasmus Smith (from Christianity in South Africa: A Political, Social, and Cultural History, 1997) PLAGIARISM DECLARATION ------------------------------------------------- ------------------------------------------------- ...
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...HOTEL RWANDA RWANDA GENOCIDE AND ITS CONSEQUENCES IN CONGO By GRADI MUYEMBI KAYEMBE Fall 2014 Preface Our century has been portrayed by many issues that are not example for the next generation, but this is not the reason why we should cut off the history to the next generation. The reason why I decided to write about this topic is to share with you about what really happen and what is happening in Africa that people in the USA don't know. I signed for this class because I thought that it would be interesting to share the issues that other people are facing in world and particularly in the Congo where I am from. I don't have the full accuracy of everything written in this essay but I will share some researches that other people did through the issues and my own experience through the issues. Introduction Genocide is the deliberate killing of a large group of people, especially those of a particular ethnic group or nation. The term Genocide has been defined by many people through out the 20 th century, but the UN defined it in 1946 after the holocaust as: A denial of the right of existence of entire human groups, as homicide is the denial of the right to live of individual human beings; such denial of the right of existence shocks the conscience of mankind, and is contrary to moral law and to the spirit and aims of the United Nations. The General Assembly, therefore, affirms that genocide is a crime under international law whether the crime is committed on religious...
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...The concept of conflict transformation gained support with the evolution of conceptualization of human security by the international community. Due to the continuous recurrence of conflicts, conflict transformation has proved to be an ideal model in peace studies as it works in conjunction with conflict management, conflict resolution, disarmament and also truth and reconciliation. Hence it has been supported by various scholars such as Gaultang and Krisberg.Thus the essay will look in detail in relation to why conflict resolution is becoming more popular with reference to case studies. Conflict transformation has been defined by as the use of the holistic and multi faceted approach to managing violent conflict in all its phases. Thus the term signifies an ongoing process of change in relations, behavior, attitudes, and structures from negative to positive (Lederach 1995). Conflict transformation views peace as centered and rooted in the quality of relationships, It moves beyond the episodic expression of the conflict and focuses on the relational and historical patterns in which the conflict is rooted. Harrington and Merry (1988) advocate that societies are transformed when fundamental social and political changes are made to make correct inequalities and injustices and to provide all groups with fundamental human needs. Thus they regard conflict transformation as the restructuring of social institutions and structures so that people can realise their potential. Conflict transformation...
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...African colonialism During the years of 1870s and 1900s the idea of colonialism sparked. The European industrial revolution was a time that Europeans were forced to find additional resources and placement for the surplus of people that were not as fortunate as the rich capitalist in Europe. Poverty and homelessness were on the rise due to the surplus of people that couldn’t be absorbed in the system. The Europeans thought to solve the economic issue by migrating to Africa to acquire colonies and export sources, such as raw materials. The settlers set up colonies in parts South Africa, Namibia, Zimbabwe and Zambia. This led to a movement called “scramble for Africa”. Africa was divided for control of people, power, resources and goods. The “Scramble for Africa” is an example of colonialism. The European countries of Britain, France, Germany, Italy, Spain, Portugal and Belgium came into Africa to try to expand their territory and exploit the African people. The new borders created during the Berlin conference would force the indigenous people to share citizenship with other ethnic groups and governments. These borders still remain. To prevent wars and conflict between the Europeans and the indigenous people, treaties were created. (Wikipedia, 2014). The Berlin conference, initiated by Otto von Bismarck, laid down ground rules for the participating countries to even out competition and decrease chances of conflict amongst themselves. After the country was divided, treaties...
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...BECOMING ZIMBABWE TEACHING HISTORY IN CONTEXT IN ZIMBABWE Miles Tendi Published by the Institute for Justice and Reconcilation Wynberg Mews, Ground Floor, House Vincent, 10 Brodie Road, Wynberg 7800, South Africa www.ijr.org.za © 2009 Institute for Justice and Reconciliation First Published 2009 All rights reserved. ISBN 978-1-920219-18-5 Produced by Compress.dsl www.compressdsl.com CONTENTS EXECUTIVE SUMMARY 1 CHAPTER 1: Using history 5 The uses of liberation history in Zimbabwean politics • Historical context • ZANU PF’s ‘Patriotic History’ • Patriotic History’s detractors • What is Patriotic History? • The opposition’s use of history 5 5 6 6 8 CHAPTER 2: History in secondary and higher education 11 History curriculum development in Zimbabwe’s secondary schools and higher education institutions, and the implications for reconciliation, national healing and transitional justice • The growth in education since independence • History in secondary schools • History in higher education • A review of the NASS syllabus 11 11 14 17 CHAPTER 3: Teaching history 23 Challenges of teaching history in Zimbabwe, points of contention and consensus, and future prospects • Repression in tertiary institutions • Decline in secondary schools • National youth training service centres • Reasons for optimism 23 25 25 26 CHAPTER 4: Supporting history teaching 29 Supporting secondary and higher educators, and proposals towards learning sessions, modules and activities for history...
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...Volume 10 Number 6 June 4, 2007 Black Intellectual Genocide: An Essay Review of IQ and the Wealth of Nations Girma Berhanu Göteborg University Sweden Lynn, Richard & Vanhanen, Tatu. (2002). IQ and the Wealth of Nations. Westport, CT: Praeger. Citation: Berhanu, Girma. (2007). Black intellectual genocide: An essay review of IQ and the Wealth of Nations. Education Review, 10(6). Retrieved [date] from http://edrev.asu.edu/essays/v10n6index.html. Abstract I review the book IQ and the Wealth of Nations, written by Richard Lynn and Tatu Vanhanen. I critique the authors’ major assertion that a significant part of the gap between rich and poor countries is due to differences in national intelligence. The authors claim that they have evidence that differences in national IQ account for substantial variation in per capita income and growth of a nation. This essay review debunks their assumptions that intellectual and income differences between nations stem from genetic differences. This critique provides an extended review of the research literature that argues against these assumptions and presents a different picture from that presented by Lynn and Vanhanen about the concept of intelligence, what IQ measures and does not measure. The essay exposes the racist, sexist, and antihuman nature of the research tradition in which the authors anchored their studies and the deep methodological flaws and theoretical assumptions that appear in their book. The low standards of scholarship...
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...World War II Research Paper - Italy HST 114 November 2, 2015 World War II Research Paper - Italy World War II was a continuation of discord in the world. Everyone wanted control and power and all were willing to fight to gain it. There were alliances formed that each nation felt, at the time, would give them more advantages and chances to be victorious. This essay will focus on Italy. It will trace totaliarism, evaluate the cause of World War II and Italy’s involvement. This essay will continue on to explain the Holocaust and Italy’s undertones, discuss new technology that was introduced, and the major leaders of Italy during those times. Totalarism Let’s begin with tracing totaliarism in Italy. Between the years of 1918 and 1939, Italy joined alliances with Germany and began being regarded as a fascist structure. Italy’s goal was a structure that we later defined as totalairism. By definition, totaliarism is when one man or group has total, absolute control of a nation (Grierder, 2007). In Italy, Prime Minister Bentio Mussolini and the fascist party had that type of absolute control of the government in Italy. One might as how is that possible with a nation as large of Italy. Well after World War I, the nation was depleted. They fought hard and well during World War I but didn’t receive the prizes or recognition they thought they would have received. Italy’s resources, capital and physical presences gave its all in World War I that they returned home...
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...Eric Rubenstein Due: 5/8/2015 Revised In-Class Essay Diminishing many hundreds of years of state-society interactions into an over-simplification, the expansion of states has been both a positive development and a negative one. Yes, in some cases, strong states have led to mass genocide, as they did at the hands of Nazi Germany or Stalin’s Russia – this being James Scott’s view of strong states. But at the same time, state expansion has also helped the world reach unprecedented levels of order and peace. For Thomas Hobbes, the ability to impose order proves the most vital responsibility of the state. And without strong states, he wrote, life is chaos - a “war of all against all,” where continual lack of security renders life “poor, nasty, brutish and short.” The provision of physical security is undoubtedly a fundamental requirement of a successful state; in this sense, Hobbes’ understanding of a successful state is accurate. But economic health comprises another requirement. States must provide economically inclusive institutions for their citizens, which in turn require well-established notions of property rights and courts of law. For a state to achieve successful development, it must satisfy these two criteria. But success does not come overnight; it is a process, and geography often poses significant, though surmountable challenges to successful development. In the end, though, it is in large part the nature of a state that dictates its development trajectory – with...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Brett Burt SWK-414 International Social Development Session 3 2010. APA Date submitted: 17th December 2010. via EASTS I, Brett Burt, have read and understood the Charles Sturt University Plagiarism Policy. I declare that this assignment is my own original work and represents my intellectual property. It does not contain the work of others without appropriate reference being made. Essay Question ‘Critically discuss the meaning of international social work and social development and demonstrate your understanding of the integrated perspectives approach by analysing and applying to an issue such as local level development, poverty, post conflict reconstructions, forced displacement.’ International social work seems to mean different things to different people in different communities, across the globe. Even the term ‘social work’ is often hard to pin down in the Western tradition. The first ‘constant’ seems to be the history of the development of social work in Britain after the Industrial Revolution and then across the western world predominantly in the United States. Second, social work as a profession arose as the result of the issues thrown up by the Industrial Revolution, such as mass movements away from rural based living, agricultural jobs reduced, with massive technological innovations commencing as far back as the development of the steam engine. Third, social work as a profession is united by its values which are social justice and a need to...
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...HISTORY 1500 WINTER 2014 RESEARCH ESSAY TOPICS 1. Select a crusade and discuss the extent to which it accomplished its objectives. Why did it succeed or fail? Jonathan Riley-Smith, The Crusades: A Short History; Carole Hillenbrand, The Crusades: Islamic Perspectives; Christopher Tyerman, God’s War: A New History of the Crusades 2. How did anti-Semitism manifest itself in medieval Europe? Kenneth R. Stow, Alienated Minority: The Jews of Medieval Latin Europe; Mark R. Cohen, Under Crescent and Cross: The Jews in the Middle Ages; Solomon Grayzel, The Church and the Jews in the Thirteenth Century 3. What was the position of prostitutes in medieval society? Ruth Mazo Karras, Common Women; Leah Otis, Prostitution in Medieval Society; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 4. Why did the French choose to follow Joan of Arc during the the Hundred Years War? Kelly DeVries, Joan of Arc: A Military Leader; Bonnie Wheeler, ed., Fresh Verdicts on Joan of Arc; Margaret Wade Labarge, A Small Sound of the Trumpet: Women in Medieval Life 5. Discuss the significance of siege warfare during the crusades. You may narrow this question down to a single crusade if you wish. Jim Bradbury, The Medieval Siege; Randall Rogers, Latin Siege Warfare in the Twelfth Century; John France, Victory in the East: A Military History of the First Crusade 6. Why did the persecution...
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...Peace Without Justice Via di Torre Argentina 76, I-00186, Roma, Italy www.npwj.org Permission to reproduce and distribute this document is hereby granted provided that this notice is retained on all copies, that copies are not altered and that No Peace Without Justice is credited. This publication is also available at www.npwj.org. No Peace Without Justice is an international non-profit organisation founded by Emma Bonino and born of a 1993 campaign of the Transnational Radical Party that works for the protection and promotion of human rights, democracy, the rule of law and international justice. NPWJ undertakes its work within three main thematic programs: International Criminal Justice; Female Genital Mutilation; and Middle East and North Africa Democracy, including specific work on Iraq. NPWJ is a Member of the TRP Senate, a Member of the Steering Committee of the NGO Coalition for the International Criminal Court and the Italian civil society partner in the Democracy Assistance Dialogue. This publication has been produced with the assistance of the European Union. The contents of this publication are the sole responsibility of No Peace Without Justice and can in no way be taken to reflect the views of the European Union. Overall editing of this report was done by Alison Smith. The draft report was prepared by Sylvia de Bertodano, Joanna Evans, Nicole Fritz and Michael Gibb. Design and production by Rebus, Paris Alison Smith is the Legal Counsel and Coordinator of the International...
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