Crimes against humanity and the international community Research Paper

Crimes against humanity and the international community - Research Paper Example Genocide in Rwanda was a result of the sudden death of Rwandan president Juvenal, a Hutu when the plane he was traveling in was shot down in Kigali, which propelled ethnic tension between the country’s Hutu and Tutsi. Between 500,000 to one million lives of Tutsis together with thousands of restrained Hutus were slaughtered in the plain genocide since horrors of holocaust after the world withdrew and watched. The US policy at the time of genocide; even though, the US officials at the never convened to conspire or allow the genocide to unfold, their convictions regarding the occurrences indicate they the official actually sat and allowed the genocide to unfold. This is evident since many of US policy makers who were able to make decisions knew enough regarding the genocide in time to allow them to save the lives of the Tutsis and Hutus that perished in the massacre, nevertheless, the US passed up numerous opportunities to intervene. There were many early warning of the Rwanda g enocide but they were systematically brushed aside; for instance, the Belgian ambassador in Kigali in 1992 revealed that a secret group in Rwanda was planning to exterminate the Tutsis of Rwanda in an attempt to resolve for the last time the problem of ethnicity. The 1994 Rwandan genocide has been considered remarkable for its speed of violence and widespread participation that had an estimated 200,000 killers who managed to massacre more than half a million Tutsi’s in mere 100 days. In early 1990s, Hutu extremists in Rwanda’s political elite faulted the Tutsi minority for the nation’s increasing economic, social and political pressures; moreover, Tutsi civilians were accused of supporting the Tutsi-dominated rebel group, which known as the Rwandan Patriotic front (RPF). This propaganda and constant political maneuvering the then president together with his group increased the rifts between Hutu and Tutsi toward the end of 1992, considering the past, which was d ominated by oppressive Tutsi rule; majority of the Hutu not only resented but also feared the minority. On April 6, 1994 following the downing of the plane that was carrying the Hutu president violence in the country began almost immediately killing high profile opponents of Hutu extremists and people suspected of being Tutsi. During the genocide, families were killed at a time and women systematically and brutally raped by people who were part of the estimated 200,000 individuals who perpetrated and participated in the nation’s genocide. After a span of few weeks 800,000 men, women and children died in the genocide and as much as three quarters of the Tutsis; moreover, during this time many Hutus were murdered if they opposed the massacre campaign as well as the forces that directed the campaign (â€Å"Genocide in Rwanda†). Therefore, it is evident that the Rwandan genocide arose from the conscious choice of the political elite to embrace hatred and fear in order to k eep them in power, with the small privileged group setting the majority community against the minority in an attempt to counter the increased political opposition in the nation. However, when they were faced with the triumph of RPF within the battlefield as well as being in the negotiating table with them, the few holders changed the approach of

Select a Public Service or Service Industry. Produce a report on Assignment

Select a Public Service or Service Industry. Produce a report on changes in that sector over a period of time' - Assignment Example One general way to view the changes in the public education sector of England is to view recent historical figures for spending in the sector, which, while having been on an uptick since the 1950's, is set to reverse course in the medium term, meaning that for the first time in decades spending in public education in England is expected to grow at a slower pace compared to historical averages (Chowdry and Sibieta, 2011): Graph Source: Chowdry and Sibieta, 2011, p. 3 In the plot above, one can see that relative to base figures for the 1955-1956 period, spending for public education in England has grown through time, while it seems to have plateaued somewhat in terms of the share of education in the country income. In both plots what is evident is that spending is expected to decrease moving forward, raising concerns about the impact of the declines on educational outcomes for students in England's educational system. This is one perspective among many, and have political and environme ntal contexts owing to the fact that the changes in spending have roots in the political and environmental processes in the medium term. The rest of the paper examines these and other changes in the education sector in England through time (Chowdry and Sibieta, 2011; Kwon, 2002; University of London & History of Parliament Trust, 2013; Gillard, 2011). II.Discussion A. The View of Changes from the Earliest Levels of the Public Education System One set of changes through time can be tied to technological developments relating to the understanding of what England needs moving forward and what educators have learned with regard to the need for structure in early education in order to meet England's standards for literacy as well as for numerical competence among the members of the population. The changes tied to this have to do with restructuring the nature of early childhood education, away from traditional structures that allowed for more freedom and less structure in the way young st udents were molded, to introduce more rigor and a greater focus on specific subject areas to prepare children to face the rigors of a more subject-oriented and less student-oriented educational system. These changes are technological too in the sense that inputs for the changes stem from what can be deemed as technological advances in the understanding of the educational needs of England in general and of a better understanding of how the educational system needs to evolve moving forward, via a greater emphasis on standards for measuring learning outcomes (Kwon, 2002). B. Spending per Student, Changes in Enrollment and Faculty Numbers Through Time The plot below tells a story of the evolution of public education in the recent past, with the teacher to student ratio basically staying the same, but the ratio of teaching assistants plus other supporting staff to students having increased over time, a proxy measure of the positive increase in the amount of resources spent for public edu cation in England. The implication of the plot below is that environmental and political factors should have played into increasing the focus on public education in England through the observation period from 1997 all the way to 2010 (Chowdry and Sibieta, 2011): Graph Source: Chowdry and Sibieta, 2011, p. 8 In light of the above, moreover, the following plot detailing the sustained increase in per capita spending per student across different educational levels in England also make sense, and present a