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A Report on Genocide †By Jane Springer Essay - 1375 Words

A Report on Genocide – By Jane Springer (Term Paper Sample) Content: A REPORT ON à ¢Ã¢â€š ¬Ã‹Å"GENOCIDEà ¢Ã¢â€š ¬ à ¢Ã¢â€š ¬By Jane SpringerThis report purposes to provide some preliminary information to the readers about the book à ¢Ã¢â€š ¬Ã‹Å"Genocideà ¢Ã¢â€š ¬ (authored by Jane Springer) which highlights the genocide history worldwide. Springer answers key questions surrounding the topic of genocide, such as; the meaning of genocide, where it has been witnessed, and the people under threat of genocide. This book also honors genocide victims by ensuring that their stories remain unforgotten.The author starts by expounding on some of the controversies surrounding the definition of genocide. Springer (2006) observes that this inhumane practice is not alien because the term itself is some generations old. Thus, genocide refers to the massacre or attempted massacre of an entire populace or ethnic group. With raging debate on its definition, genocide has become a heavy word used to describe different types of direct and indirect mas sacre; including the current unwillingness by industrialized countries to supply lifesaving anti-retroviral drugs to patients of HIV/AIDS in poor countries. Springer (2006) gives an overview of the history of genocide with individual accounts through time; from the earliest incidences to the current crisis in Darfur. The main difference between earlier acts of genocide and modern genocide is that it used to be a more acceptable part of conquest, something to be proud of, and nothing to hide (Smith as cited in Springer 2006). The development of the human rights concept made the massacres to an entire people morally unjustifiable with genocidal acts becoming more hidden in the 19th and 20th centuries.Springer (2006) holds that it may take centuries for their ordeals to be exposed and even much longer for them to be listened to, acknowledged and accepted. This is depicted in the history of colonialism -an extension of one countryà ¢Ã¢â€š ¬s power beyond its boundaries and peoples, an d the settlement of and control over that land and people (Hochschild as cited in Springer 2006) Europeà ¢Ã¢â€š ¬s conquest of North and South America is the most widespread interrelated sequence of worldà ¢Ã¢â€š ¬s genocide history where an unimaginable 95 percent of North American natives were massacred. This series of genocides include the conquest of the Aztecs in the current Mexico and the complete extermination of the Arawaks/Tainos in the Caribbean and the Beothuks in Newfoundland. Evidence exists where British authorities intentionally distributed smallpox infected blankets and other items to the natives of the current the United States.Springer lets us understand that genocide only happens with extensive preparation and planning by the perpetrators/ instigators. The perpetrators harbor reasons for wanting to exterminate a particular people. A government/influential group may want new settlers to possess the land belonging to people already living there. Moreover, a govern ment, group or corporation may want to develop an area where indigenous people live. A government/ group may also feel threatened by another political, ethnic or social group and thereby seek to ensure its control by exterminating the offending group. Genocides occur anywhere and everywhere. Springer (2006) observes that genocide usually occurs during war or under the cover of war as was witnessed in the Holocaust and Armenian genocide. Wartime actions on civilian enemies can also be classified as genocide. (Smith as cited in Springer 2006). Civil war can be used as an excuse not to intervene and help the victims whereby a conflict is dismissed as a clash between opposing groups inside a sovereign nation. Moreover, a government may justify killing a people under the guise of fighting terrorism. Genocide may also occur in a time of political/social upheaval. A society moving from authoritarianism to being a democracy is a possible candidate for genocide, given that such a situation t hat often sets off a power struggle (Fein as cited in Springer 2006).Extensive planning and organization involves a withdrawal of the rights of the targeted group. The group is then steadily excluded from society by making it impossible for them to school, marry or earn a living. The planners succeed in withdrawing a peopleà ¢Ã¢â€š ¬s rights by promoting an à ¢Ã¢â€š ¬Ã‹Å"us-themà ¢Ã¢â€š ¬ situation premised on old conflicts, racism or ethnocentrism and making it seem natural or right. Soon the group is not just humiliated and criticized, but dehumanized as well. The gist of this is that if the targeted group is not human, then it can be exterminated without remorse. Springer (2006) brings to our attention a conspicuous kind of hate language often employed in genocide where the targeted people can be described as savages, rats, pigs or cockroaches. These eases things since many people can easily imagine killing such animals than fellow humans. Most of these cases dehumanize a peop le in order to justify their extermination. Euphemism makes the flip side of hate language whereby the explicit words are substituted with mild, vague or less embarrassing words or phrases. This is usually used in genocide to conceal the massacre as was the case in the 1990-91Gulf War (though not a genocide) where the term à ¢Ã¢â€š ¬Ã‹Å"collateral damageà ¢Ã¢â€š ¬ (dead civilians) was popularized. Additionally, à ¢Ã¢â€š ¬Ã‹Å"going to workà ¢Ã¢â€š ¬ was a term popularly used to refer to going to exterminate Tutsis (Hirsch 1995). Massacres are extremely discouraging if one must decide to do them, even to a beast. However, if one must obey the authoritiesà ¢Ã¢â€š ¬ orders, if they are properly prepared, if they feel pushed and pulled to see that a massacre will be total and devoid of disastrous consequences for them, they feel relieved and reassured and set out to do it without worry (Hatzfeld 2005).If perpetrators feel they would be punished, then most genocide would not take p lace. However, numerous past examples where perpetrators have gotten away with genocide influence others that that they will too. Springer (2006) explains why in some cases, there were many reasons for not responding to genocide. First, the perpetrators could be key allies/trading partners. Second, a country may be of inadequate strategic interest to care about. This is depicted in a statement by Western bureaucrats to General Romeo that: "We recommend to our governments not to intervene as the risks are high and all that is here are humans." (Dallaire 2003). Forgetting the extermination is part of the extermination itself. Thus, solving genocide involves ensuring that its events are remembered and talked about; that the history of the genocide is recorded, discussed and passed on. It is vital not to just remember the victims, but to comprehend how and the reasons for the genocideà ¢Ã¢â€š ¬s occurrence in order to prevent a recurrence. Remembering is also necessary as it helps surv ivors and the victims as a whole in the journey towards recovery from their trauma (Baudrillard is cited in Minow 1998).Many survivors would want to forget what happened to them and to their lost loved ones. Many also suffer from the guilt that they survived where others died. Some are left insecure indefinitely. Anxiety, depression, and withdrawal may make it hard for people to relate to them in a way that is good for their recovery. This trauma that affects some people at the individual level can affect a whole society as well. Hence, a process of telling and re-telling the tales is vital. This is key reason for the establishment of the truth and reconciliation commissions in many past affected nations. In as much as nothing can compensate for the immense losses during genocide, the recognition that a crime took place is an important first step. Thus, the process paying reparations itself can serve as an important part of the healing journey, since it offers survivors with an oppo rtunity to t... A Report on Genocide – By Jane Springer Essay - 1375 Words A Report on Genocide – By Jane Springer (Term Paper Sample) Content: A REPORT ON à ¢Ã¢â€š ¬Ã‹Å"GENOCIDEà ¢Ã¢â€š ¬ à ¢Ã¢â€š ¬By Jane SpringerThis report purposes to provide some preliminary information to the readers about the book à ¢Ã¢â€š ¬Ã‹Å"Genocideà ¢Ã¢â€š ¬ (authored by Jane Springer) which highlights the genocide history worldwide. Springer answers key questions surrounding the topic of genocide, such as; the meaning of genocide, where it has been witnessed, and the people under threat of genocide. This book also honors genocide victims by ensuring that their stories remain unforgotten.The author starts by expounding on some of the controversies surrounding the definition of genocide. Springer (2006) observes that this inhumane practice is not alien because the term itself is some generations old. Thus, genocide refers to the massacre or attempted massacre of an entire populace or ethnic group. With raging debate on its definition, genocide has become a heavy word used to describe different types of direct and indirect mas sacre; including the current unwillingness by industrialized countries to supply lifesaving anti-retroviral drugs to patients of HIV/AIDS in poor countries. Springer (2006) gives an overview of the history of genocide with individual accounts through time; from the earliest incidences to the current crisis in Darfur. The main difference between earlier acts of genocide and modern genocide is that it used to be a more acceptable part of conquest, something to be proud of, and nothing to hide (Smith as cited in Springer 2006). The development of the human rights concept made the massacres to an entire people morally unjustifiable with genocidal acts becoming more hidden in the 19th and 20th centuries.Springer (2006) holds that it may take centuries for their ordeals to be exposed and even much longer for them to be listened to, acknowledged and accepted. This is depicted in the history of colonialism -an extension of one countryà ¢Ã¢â€š ¬s power beyond its boundaries and peoples, an d the settlement of and control over that land and people (Hochschild as cited in Springer 2006) Europeà ¢Ã¢â€š ¬s conquest of North and South America is the most widespread interrelated sequence of worldà ¢Ã¢â€š ¬s genocide history where an unimaginable 95 percent of North American natives were massacred. This series of genocides include the conquest of the Aztecs in the current Mexico and the complete extermination of the Arawaks/Tainos in the Caribbean and the Beothuks in Newfoundland. Evidence exists where British authorities intentionally distributed smallpox infected blankets and other items to the natives of the current the United States.Springer lets us understand that genocide only happens with extensive preparation and planning by the perpetrators/ instigators. The perpetrators harbor reasons for wanting to exterminate a particular people. A government/influential group may want new settlers to possess the land belonging to people already living there. Moreover, a govern ment, group or corporation may want to develop an area where indigenous people live. A government/ group may also feel threatened by another political, ethnic or social group and thereby seek to ensure its control by exterminating the offending group. Genocides occur anywhere and everywhere. Springer (2006) observes that genocide usually occurs during war or under the cover of war as was witnessed in the Holocaust and Armenian genocide. Wartime actions on civilian enemies can also be classified as genocide. (Smith as cited in Springer 2006). Civil war can be used as an excuse not to intervene and help the victims whereby a conflict is dismissed as a clash between opposing groups inside a sovereign nation. Moreover, a government may justify killing a people under the guise of fighting terrorism. Genocide may also occur in a time of political/social upheaval. A society moving from authoritarianism to being a democracy is a possible candidate for genocide, given that such a situation t hat often sets off a power struggle (Fein as cited in Springer 2006).Extensive planning and organization involves a withdrawal of the rights of the targeted group. The group is then steadily excluded from society by making it impossible for them to school, marry or earn a living. The planners succeed in withdrawing a peopleà ¢Ã¢â€š ¬s rights by promoting an à ¢Ã¢â€š ¬Ã‹Å"us-themà ¢Ã¢â€š ¬ situation premised on old conflicts, racism or ethnocentrism and making it seem natural or right. Soon the group is not just humiliated and criticized, but dehumanized as well. The gist of this is that if the targeted group is not human, then it can be exterminated without remorse. Springer (2006) brings to our attention a conspicuous kind of hate language often employed in genocide where the targeted people can be described as savages, rats, pigs or cockroaches. These eases things since many people can easily imagine killing such animals than fellow humans. Most of these cases dehumanize a peop le in order to justify their extermination. Euphemism makes the flip side of hate language whereby the explicit words are substituted with mild, vague or less embarrassing words or phrases. This is usually used in genocide to conceal the massacre as was the case in the 1990-91Gulf War (though not a genocide) where the term à ¢Ã¢â€š ¬Ã‹Å"collateral damageà ¢Ã¢â€š ¬ (dead civilians) was popularized. Additionally, à ¢Ã¢â€š ¬Ã‹Å"going to workà ¢Ã¢â€š ¬ was a term popularly used to refer to going to exterminate Tutsis (Hirsch 1995). Massacres are extremely discouraging if one must decide to do them, even to a beast. However, if one must obey the authoritiesà ¢Ã¢â€š ¬ orders, if they are properly prepared, if they feel pushed and pulled to see that a massacre will be total and devoid of disastrous consequences for them, they feel relieved and reassured and set out to do it without worry (Hatzfeld 2005).If perpetrators feel they would be punished, then most genocide would not take p lace. However, numerous past examples where perpetrators have gotten away with genocide influence others that that they will too. Springer (2006) explains why in some cases, there were many reasons for not responding to genocide. First, the perpetrators could be key allies/trading partners. Second, a country may be of inadequate strategic interest to care about. This is depicted in a statement by Western bureaucrats to General Romeo that: "We recommend to our governments not to intervene as the risks are high and all that is here are humans." (Dallaire 2003). Forgetting the extermination is part of the extermination itself. Thus, solving genocide involves ensuring that its events are remembered and talked about; that the history of the genocide is recorded, discussed and passed on. It is vital not to just remember the victims, but to comprehend how and the reasons for the genocideà ¢Ã¢â€š ¬s occurrence in order to prevent a recurrence. Remembering is also necessary as it helps surv ivors and the victims as a whole in the journey towards recovery from their trauma (Baudrillard is cited in Minow 1998).Many survivors would want to forget what happened to them and to their lost loved ones. Many also suffer from the guilt that they survived where others died. Some are left insecure indefinitely. Anxiety, depression, and withdrawal may make it hard for people to relate to them in a way that is good for their recovery. This trauma that affects some people at the individual level can affect a whole society as well. Hence, a process of telling and re-telling the tales is vital. This is key reason for the establishment of the truth and reconciliation commissions in many past affected nations. In as much as nothing can compensate for the immense losses during genocide, the recognition that a crime took place is an important first step. Thus, the process paying reparations itself can serve as an important part of the healing journey, since it offers survivors with an oppo rtunity to t...

How to Write Good Essays With Original Topic Ideas

How to Write Good Essays With Original Topic IdeasWhile essay writing is the easy part, how to write good essays with good and original essay topics will be the toughest part. But, it's not too late yet!Article writing is no different from essay writing. What's the common denominator? The use of an essay topic. If your subject is your focus, you will most likely have a hard time finding a good essay topic for your piece.It's easy to find a proper essay topic if you are trying to get ahead in your studies. As long as you know what your subject is, you can find an interesting topic that suits your subject. For example, if you are taking Chemistry, your topic would probably be something like 'A Simple Guide to Organic Chemistry.'And if you happen to be looking for a job with a more scientific degree, then your topic might be something like 'Chemistry 101.' So even if you're looking for a more objective side of things, your essay topics will always be focused on what you are trying to ge t across.If you want to get into a subject that might have a lot of controversy, try to avoid making your topic too controversial. This would cause and affect your audience not to like your essay, so try to keep your content general enough for a lot of people to understand.Topic ideas aren't always as easy to come up with as you might think. If you're trying to figure out how to write a good essay topic, it's important to take time and think about what your topic is all about, and why you want to write it.These two factors are the best when trying to write essay topics that will be accepted by colleges and universities. Youwant to write something that is interesting and easy to understand. So if you're trying to get ahead in your studies, be sure that your topic is easy to understand.While there are plenty of topics that you can use, try to go for something that will appeal to your reader. With the right essay topic, you might be able to get some of your hard work to be noticed by a dmissions committees.