The aim of this study is to investigate how the UN has acted in preventive measures regarding the genocide in Srebrenica. However, the UN contributions in conflict has not always been successful nor effective regarding the prevention of crimes against humanity. Nonetheless, the conflict in former Yugoslavia and the genocide in Srebrenica constitutes a prime example of when UN failed in its role as upholder of human rights, peace and stability. The intriguing part in the case of Srebrenica was the international presence of UN peacekeepers that were situated in the village when the crimes took place. The substantial core of this study is therefor to determine why the UN failed so massively in protecting civilians in Srebrenica by preventing a genocide. Further, to examine the whys and hows, it is of considerable importance to clarify the structure of relevant UN-organs and conventions that holds authority in interventions. Therefor, the study mainly issues the UN Security Council, the UN Charter and the Genocide Convention regarding the structure and capacity in preventive measures. As for the empirical material covered, it is mainly retrieved from official documents and academic literature. The material presented is thereby analyzed in accordance with the theoretical framework to understand why the UN failed to prevent genocide from occurring in Srebrenica. The study draws the conclusion that the UN lacked extensive assessments regarding needed actions and misjudged the nature of the conflict.

La responsabilité de protéger est une notion que l’on associe souvent à l’ingérence, entendue comme le recours à la force contre la souveraineté d’un État. En réalité, la responsabilité de protéger se divise en trois volets distincts : la responsabilité de prévenir, de réagir et de reconstruire. Si la plupart des études portent sur le volet réactif de la responsabilité de protéger, il s’agit ici d’examiner la notion sous son angle préventif. Construite à partir du rapport de la Commission internationale de l'intervention et de la souveraineté des États et du document final du sommet mondial de 2005, la responsabilité de prévenir propose un modèle de prévention des crimes de masse. Celui-ci repose sur un dispositif spécifique au sein duquel des acteurs sont en charge de la prévention, et agissent selon un mécanisme identifié. Ce modèle formel qu’offre la responsabilité de prévenir permet de l’envisager comme un véritable outil d’un droit international de la prévention. L’examen du bilan de la responsabilité de prévenir met en lumière des réussites patentes ainsi que des succès plus discrets. Plus encore qu’un résultat visible dans les faits, la responsabilité de prévenir est un réel adjuvant au droit existant. Elle offre une voie supplémentaire pour prévenir et vient renforcer l’obligation de prévenir le génocide, telle qu’elle apparaît dans la Convention pour la prévention et la répression du crime de génocide de 1948 / The responsibility to protect is a concept that is often associated with intervention, understood as the use of force against the State sovereignty. In reality, the responsibility to protect is divided into three distinct components: the responsibility to prevent, react and rebuild. While most studies focus on the reactive element of the responsibility to protect, this study will focus on the preventing aspect of this concept. Built on the report of the International commission on intervention and state sovereignty and the 2005 World summit outcome, the responsibility to prevent proposes a model for the prevention of mass crimes. This is based on a specific process within which operators are in charge of prevention, and act according to an identified mechanism. This formal model of the responsibility to prevent makes it possible to foresee it as a true tool of an international law of prevention. A review of the assessment of the responsibility to prevent highlights both the apparent successes and also the more discreet achievements. Even more than a visible factual result, the responsibility to prevent is a real addition to the existing law. It provides a complementary approach to prevent and reinforce the obligation to prevent genocide, as it appears in the 1948 Convention on the prevention and punishment of the crime of genocide

<p>A large number of genocides have taken place in our history. The purpose of this essay is to examine how genocide is treated in five high school history textbooks. I have studied a large number of issues. I have examined which genocides are discussed in the textbooks and which genocides the textbooks don’t discuss. I have also examined if there are differences between the textbooks about that matter. I have studied in which context the genocides are discussed. I have also examined how the genocides are described and if there are any differences between the authors about that matter.</p><p>The method of the essay is a quantitative and qualitative text analysis. I have used the following history theories in my analysis: a critical emancipation perspective of history<em>, </em>the materialist <em>conception of history</em> and the <em>idealist conception of history.</em> In the essay a have used Frank Chalks and Kurt Jonassohns definition of genocide.</p><p>The study has shown that a large number of genocides are discussed in the textbooks, but also that a large number are not discussed. There are differences between the textbooks about that matter. The study has confirmed the critical emancipation perspective of history.</p><p>The study has shown that the descriptions of the genocides have its similarities and it's differences.</p>

This thesis examines the role of the hegemon in the international response to genocide. The study looks specifically at the role of the United States and the post Cold War cases of genocide to determine how the United States encouraged or discouraged a response to genocide. By using the plausibility probe method, this study finds that the role of the hegemon is an important one that should be studied further to understand the impact of the hegemon on the international response to genocide.

International criminal tribunals rely on international support. However, in the case of the ICTY and the ICTR, international support has been uneven. I argue that this uneven support is related to the post-atrocity status of the domestic governing authority. In cases where the governing authority retains the status of victim, as in Rwanda following the 1994 Tutsi genocide, the international community has been reluctant to back the ICTR in its attempts to prosecute all participants of the 1994 genocide. In cases where the governing authority retains the status of perpetrator, as in Serbia following the Bosnian genocide of the 1990s, the international community has been more supportive of the ICTY. In cases where the post-atrocity status is mixed, as in Croatia, the backing of the international community of the ICTY has been similarly mixed.

A large number of genocides have taken place in our history. The purpose of this essay is to examine how genocide is treated in five high school history textbooks. I have studied a large number of issues. I have examined which genocides are discussed in the textbooks and which genocides the textbooks don’t discuss. I have also examined if there are differences between the textbooks about that matter. I have studied in which context the genocides are discussed. I have also examined how the genocides are described and if there are any differences between the authors about that matter. The method of the essay is a quantitative and qualitative text analysis. I have used the following history theories in my analysis: a critical emancipation perspective of history, the materialist conception of history and the idealist conception of history. In the essay a have used Frank Chalks and Kurt Jonassohns definition of genocide. The study has shown that a large number of genocides are discussed in the textbooks, but also that a large number are not discussed. There are differences between the textbooks about that matter. The study has confirmed the critical emancipation perspective of history. The study has shown that the descriptions of the genocides have its similarities and it's differences.

This essay is a textbook study where I aim to review four textbooks regarding some historical events in the subject History. The textbooks are used in junior high school and the historical events are as follows: the genocide that happened in Congo during the leadership of king Leopold II, the genocide on Armenians in the Ottoman Empire, the Holocaust and the Vietnam War. By performing this study I wanted to answer these three questions: What differences and similarities can be found in how the events circumscribed? How much space do the various events have and has it evolved through the years 1980-2009? How can this be explained? The study has been analyzed from a post-colonial perspective and the recurring patterns that appear show how the texts are post-colonial. This means that the authors of the textbooks are writing about the same subjects, but in very different ways.

Thesis (M.A.)--Baylor University, 2008. / Includes bibliographical references (p. 65-69).

Thesis (M.A. (Political and International Studies))--Rhodes University, 2005. / A thesis submitted in partial fulfilment of the requirements for the degree of Masters of Arts.

This study aimed to contest political and cultural stereotypes depicted through the verbal and audio-visual languages used to represent the Rwandan genocide in the films, A Good Man In Hell(2002), Hotel Rwanda(2004), Sometimes In April(2005) and Keepers of Memory(2004). A Good Man in Hell criticised the racism that influenced the international community not to help Rwandans stop the genocide. In Hotel Rwanda, mostly the Tutsis died during the genocide of 1994. Sometimes in April revealed that the Hutu middle class engineered the genocide. Keepers of Memory depicted the gendered nature of the language of genocide and showed that women were silenced at various levels. The films partially succeeded in depicting the Rwandan genocide because the films did not sufficiently foreground the socio-economic factors that created the conditions for genocide to happen. The study suggested that future research on film representations could compare and contrast cases of genocide in Africa. / English Studies / Thesis ( MA (African Languages))