A neuroscientist, popular professor and father of three, always had a strange fascination with psychopaths. A neuroscientist, popular professor and father of three, always had a strange fascination with psychopaths. He had been studying the brains of deadly, death row psychopaths for 20 years.
On one fateful evening, as he stared at the brain image in front of him, he marveled at how perfectly this scan fit into his specialty: the perfect psychopath, in particular, the serial killer.
Then, he nearly fell out of his chair in horror: he realized that he was viewing a scan of HIS OWN BRAIN!
But it gets more macabre: At first, he re-checked the machines. Then, he kept it a secret, until he realized something equally chilling: he was, in fact, related to arguably the most famous axe murderers of all time: Lizzie Borden! Among the rogues gallery of his relatives included the first American criminal to be hanged for matricide.
This was a wake- up call for him to pursue this lead: if a person’s brain and genes are loaded in favor of being a killer, what secret ingredient/s is it that could possibly make the difference: a Dr Jekyll or a Mr Hyde?
Here is a report(one of many around the world) from NPR.
Instructions: check out the reports above, then answer the questions:
Explain what Dr Jekyll (sorry, Dr Fallon) accounts for that made him a respectable, if competitive, member of society and University, not a serial killer on death row? What does he ascribe the role of his parents and their influence on his life?
Please note that in this class we are really not concerned with the political implications of this in this classroom, we are concerned with the important influence of parents in childhood, in the context of nature and nurture, so please keep this the focus of your post.
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In examining Document 4 and Document 6, how did the onset of the Cold War redefine what it meant to be an American? What role do these documents suggest loyal citizens play in waging war against Communism? In examining the political cartoon (Document 5), how does the artist critique the “anti-subversive” efforts that took place during the Second Red Scare? In what ways does the McCarthy era continue to influence American society?
Intended to warn Americans about the perceived threat of communist activities in the United States, Leo Cherne’s “How to spot a Communist” was published in Look Magazine’s Spring 1947 edition.
The real Communist is not a liberal or a progressive. He believes in Russia first and a Soviet America. He accepts the doctrines of dictatorship as practiced in Russia. And he is prepared to use a dictator’s tactics of lies and violence to realize his ambitions.
Because the whole Communist apparatus is geared to secrecy, it is not always easy to determine just who is a Communist. But whether he is a Party card-holder or a fellow traveler, the American Communist is not like other Americans. To the Communist, everything – his country, his job, his family – take second place to his party duty. Even his sex life is synchronised with the obligations of the [communist] cause…
There is no simple definition of an American Communist. However, certain general classifications can be set up.
And if either a person or an organization falls within most of these classifications, that person or organization can be said to be following the Communists’ lead. These classifications include:
The belief that the war waged by Great Britain and her allies during the period from August 1939 to June 1941 (the period of the war before Russia was invaded) was an “imperialistic” war and a game of power politics.
The support of a foreign policy which agrees always with that followed by Soviet Russia, and which changes as the USSR policy changes.
The argument that any foreign or domestic policy which does not fit the Communist plan is advanced for ulterior motives and is not in the best interests of either the people or world peace.
The practice of criticising only American, British and Chinese policies, and never criticising Soviet policies.
Continually receiving favorable publicity in such Communist publications as the Daily Worker and the New Masses.
Continually appearing as sponsor or co-worker of such known Communist-front groups as the Committee to Win the Peace, the Civil Rights Congress, the National Negro Congress and other groups which can be described as Communist inspired because they within the classifications set forth here.
Continually charging critics with being “fascists,” no matter whether the criticism comes from liberals, conservatives, reactionaries or those who really are fascists.
Arguing for a class society by pitting one group against another; and putting special privileges ahead of community needs as, for example, claiming that labor has privileges but has no responsibilities in dealing with management.
Declaring that capitalism and democracy are “decadent” because some injustices exist under those systems.
Of course, actual membership [of a communist party] is 100 per cent proof, but this kind of proof is difficult to obtain. These are the five basic layers that the Communists rely on for their strength:
The Party member, who openly or secretly holds a membership card.
The fellow-traveler, who is not a Party member but who is carefully trained to follow the Communist policy.
The sympathiser, who may disagree with some polices, but who is in general agreement with Communist objectives.
The opportunist, who is unconcerned with Party goals or tactics but who believes… that the party can be used to his own advantage.
The muddled liberal, who despite deep disagreement with the Communist Party’s ultimate goals, co-operates with Party members in front organizations.
How not to be a sucker for a ‘left hook’
Most Americans want to help a good cause, but don’t want to help Communists hiding behind a good-cause label. Here are tips:
Check credentials: Before you join or help a group, find out if it opposed Britain’s “imperialistic” war and favored isolationism before Russia was invaded in 1941; if it supported the “people’s” war after Russia was invaded; if it now favors the veto as used by Russia in the UN.
Signing petitions… are you getting your name on a Communist list?
3. Contributing money… check carefully, you may be paying a Communist.
On the escalator… is your support of one group involving you in causes you didn’t know about? Check all affiliations.
Resolutions… does the group you support suddenly endorse other groups you know nothing about?
Politics… is your non-partisan group endorsing candidates? Who are they?
Speakers… who are the outsiders invited to address your meetings?
Fly-by-night issues… does your group support policies also supported by the Communist Party, and then forget those policies as soon as the Party line changes?
Double standard… is it sensitive about American policy in China and British policy in Palestine, but quiet about Russian policy in Iran, Poland, Rumania, Bulgaria?
Literature… does literature handed out at meetings endorse Party causes?
11. Social life… are you urged to buy tickets to other groups’ events? You may be contributing to other causes.
Demonstrations and conferences… does the local group which was set up to study the cost of living, for example, send delegates to conferences which pass resolutions on atomic energy control?
Membership… watch who joins and who resigns. Harold Ickes recently resigned from the Independent Citizens Committee of the Arts and Sciences; Marion Hargrove quit the Duncan-Paris Post of the American Legion and the National Committee to Win the Peace.
Document 5:
Document 5: “You read books, eh?” by Herbert Block (1949)
One of the most renowned political cartoonists in modern American History, Herb Block published this editorial cartoon in the Washington Post on April 24, 1949. This cartoon was produced as a response to the growing anti-Communist hysteria of the late 1940s and 1950s that became known as the Second Red Scare.
Document 6:
Document 6: “Enemies from Within” speech (1950)
Wisconsin Senator Joseph R. McCarthy’s rose to political prominence on the waves of anti-Communist hysteria sweeping America during the early years of the Cold War. McCarthy utilized this speech honoring Abraham Lincoln’s birthday in Wheeling, West Virginia on February 9, 1950 to launch a full scale attack upon President Truman’s administration for harboring Communists within the State Department.
Ladies and gentlemen, tonight as we celebrate the one hundred forty-first birthday of one of the greatest men in American history, I would like to be able to talk about what a glorious day today is in the history of the world. As we celebrate the birth of this man who with his whole heart and soul hated war, I would like to be able to speak of peace in our time—of war being outlawed—and of world-wide disarmament. These would be truly appropriate things to be able to mention as we celebrate the birthday of Abraham Lincoln.
Five years after a world war has been won, men’s hearts should anticipate a long peace—and men’s minds should be free from the heavy weight that comes with war. But this is not such a period—for this is not a period of peace. This is a time of “the cold war.” This is a time when all the world is split into two vast, increasingly hostile armed camps—a time of a great armament race.
Today we can almost physically hear the mutterings and rumblings of an invigorated god of war. You can see it, feel it, and hear it all the way from the Indochina hills, from the shores of Formosa, right over into the very heart of Europe itself.
The one encouraging thing is that the “mad moment” has not yet arrived for the firing of the gun or the exploding of the bomb which will set civilization about the final task of destroying itself. There is still a hope for peace if we finally decide that no longer can we safely blind our eyes and close our ears to those facts which are shaping up more and more clearly . . . and that is that we are now engaged in a show-down fight . . . not the usual war between nations for land areas or other material gains, but a war between two diametrically opposed ideologies.
The great difference between our western Christian world and the atheistic Communist world is not political, gentlemen, it is moral. For instance, the Marxian idea of confiscating the land and factories and running the entire economy as a single enterprise is momentous. Likewise, Lenin’s invention of the one-party police state as a way to make Marx’s idea work is hardly less momentous.
Stalin’s resolute putting across of these two ideas, of course, did much to divide the world. With only these differences, however, the east and the west could most certainly still live in peace.
The real, basic difference, however, lies in the religion of immoralism . . . invented by Marx, preached feverishly by Lenin, and carried to unimaginable extremes by Stalin. This religion of immoralism, if the Red half of the world triumphs—and well it may, gentlemen—this religion of immoralism will more deeply wound and damage mankind than any conceivable economic or political system.
Karl Marx dismissed God as a hoax, and Lenin and Stalin have added in clear-cut, unmistakable language their resolve that no nation, no people who believe in a god, can exist side by side with their communistic state.
Karl Marx, for example, expelled people from his Communist Party for mentioning such things as love, justice, humanity or morality. He called this “soulful ravings” and “sloppy sentimentality.” . . .
Today we are engaged in a final, all-out battle between communistic atheism and Christianity. The modern champions of communism have selected this as the time, and ladies and gentlemen, the chips are down—they are truly down.
Lest there be any doubt that the time has been chosen, let us go directly to the leader of communism today—Joseph Stalin. Here is what he said—not back in 1928, not before the war, not during the war—but 2 years after the last war was ended: “To think that the Communist revolution can be carried out peacefully, within the framework of a Christian democracy, means one has either gone out of one’s mind and lost all normal understanding, or has grossly and openly repudiated the Communist revolution.” . . .
Ladies and gentlemen, can there be anyone tonight who is so blind as to say that the war is not on? Can there by anyone who fails to realize that the Communist world has said the time is now? . . . that this is the time for the show- down between the democratic Christian world and the communistic atheistic world?
Unless we face this fact, we shall pay the price that must be paid by those who wait too long.
Six years ago, . . . there was within the Soviet orbit, 180,000,000 people. Lined up on the antitotalitarian side there were in the world at that time, roughly 1,625,000,000 people. Today, only six years later, there are 800,000,000 people under the absolute domination of Soviet Russia—an increase of over 400 percent. On our side, the figure has shrunk to around 500,000,000. In other words, in less than six years, the odds have changed from 9 to 1 in our favor to 8 to 5 against us.
This indicates the swiftness of the tempo of Communist victories and American defeats in the cold war. As one of our outstanding historical figures once said, “When a great democracy is destroyed, it will not be from enemies from without, but rather because of enemies from within.” . . .
The reason why we find ourselves in a position of impotency is not because our only powerful potential enemy has sent men to invade our shores . . . but rather because of the traitorous actions of those who have been treated so well by this Nation. It has not been the less fortunate, or members of minority groups who have been traitorous to this Nation, but rather those who have had all the benefits that the wealthiest Nation on earth has had to offer . . . the finest homes, the finest college education and the finest jobs in government we can give.
This is glaringly true in the State Department. There the bright young men who are born with silver spoons in their mouths are the ones who have been most traitorous. . . .
I have here in my hand a list of 205 . . . a list of names that were made known to the Secretary of State as being members of the Communist Party and who nevertheless are still working and shaping policy in the State Department. . . .
As you know, very recently the Secretary of State proclaimed his loyalty to a man guilty of what has always been considered as the most abominable of all crimes—being a traitor to the people who gave him a position of great trust—high treason. . . .
He has lighted the spark which is resulting in a moral uprising and will end only when the whole sorry mess of twisted, warped thinkers are swept from the national scene so that we may have a new birth of honesty and decency in government.
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Japan and America – Cultural Constructions that Complicate Interracial Dating. 1
Term Paper Instructions and Template
I. Embedded Writing-Intensive Experience expectations for the research paper
A. Students should be able to produce:
1. a title page
2. an introduction containing:
a. background information on the research topic and explaining why the
topic is important.
b. a clear, precise thesis statement or statements which, together, clarify the
thesis.
c. the use of the first person, i.e., “I.”
3. a body consisting of:
a. synthesized research.
b. coherent paragraph development and transitions between paragraphs.
c. at least one quotation.
d. mostly paraphrases of information.
e. proper documentation of sources for quotations and paraphrases.
i. Students are required to take and pass with a score of 90% or
better on the on-line plagiarism tutorial test provided by the
University of Southern Mississippi:
http://www.lib.usm.edu/legacy/plag/plagiarismtutorial.php
ii. The plagiarism tutorial must be taken within the first FOUR WEEKS
of the semester, print out immediately after completion, and save
to be turned in at the end of the semester with their presentation.
iii. Failure to submit and/or pass plagiarism tutorial with 90% or better
results in loss of 20 points/100.
4. a brief and logical conclusion.
5. a two-part bibliography in MLA (Modern Language Association) 8
th edition format.
a. I recommend students first consult the bibliography template below and
then consult the MLA citation guide
http://usi.libguides.com/content.php?pid=80760&sid=598742
and, especially, NoodleTools Express, the MLA recommended citation tool.
http://my.noodletools.com/noodlebib/express.php
b. The Bibliography will consist of:
i. a “Works Consulted” section
ii. a “Works Cited” section
B. Of course, grammar, spelling, and punctuation matter.
C. I URGE students to meet with the tutors in the USI Writer’s Room, Education Center,
Room 1102, to work on sentence structure, punctuation, clarity, and transitions
between sentences and between paragraphs, before submitting their first drafts.
Appointments with a Writing Consultant are available by calling (812) 461-5359.
2
II. Select the paper topic.
A. Students pick a topic relevant to the class and approved by the professor.
1. Students might pick a micro-topic from one of the general categories of institutions
discussed in class, e.g., science, archeology/history, sports, religion, law,
society/family etc., or they might investigate one example of how gender or
gendered race or gendered class shape their disciplines in a specific way.
2. Students might also glean ideas from the books and topics from the list on the
syllabus some of which students used in previous classes.
a. Students will want to find more contemporary examples, of course, (with the
exception of McKinnon’s work on law and pornography—still a relevant
argument).
III. Narrow the research subject to a manageable topic.
A. For example, students may be interested in the broad topic of “intersexuality.” A
narrow topic could be researching if passports issued by the United States or by any
other country recognize this third biological sex.
B. For example, students are interested in the broad subject of gender and race in sports
but focus on a particular sport, in a particular context or timeframe, e.g., participation
and success-rates for girls or women of color in gymnastics at the U.S. Olympic-level.
C. For example, students are interested in the rights of rapists over the bodies of their
victims. Students could narrow the scope to a particular geographic area or practice,
e.g., finding out if male rapists have parental rights in Indiana or Kentucky over the
children that their female victims chose to bear.
D. For example, students interested in the broad subject of public monuments dedicated
to women narrow the scope of their research by examining a place, e.g., Chicago or
Washington D.C., or Detroit.
IV. Research the subject and write the term paper.
A. Students find scholarly or other reliable sources, e.g., from news organizations following
journalistic practices or on professional websites.
B. Students must use at least one scholarly article or book chapter.
1. Only use professional websites, e.g., AMA (American Medical Association).
2. Read some of the sources.
3. Create part I of the bibliography, i.e., a “works consulted” section.
4. Create a “works cited” section after selecting the sources you will cite.
C. Write the term paper.
1. Synthesize the information researched and convert the information into the
introduction and body portions of the essay.
2. Optional: consult sources for writing a good essay, e.g., Livingstone, Kathy. “Guide
to Writing a Basic Essay.” Guide to Writing a Basic Essay, Kathy Livingstone, 25
June 2012, http://lklivingston.tripod.com/essay/index.html. Accessed 3 Sept. 2018.
D. Create part II of the bibliography, i.e., a “works cited” section.
3
V. Organization1 and writing2 of Term Paper
A. Introduction
1. Start your introduction by stating a problem, or a concern, or by describing a
situation, or a fact, or an issue, narrowing the focus of your topic and providing
evidence or information that demonstrates the importance of your topic. The
following is an example of an introduction.
In 2017, 2,000 people in Illinois suffered permanent brain damage from
severe head traumas resulting from motorcycle accidents (Wilbur 33). Because 80%,
i.e., 1,600 of them, were not wearing helmets (Illinois Motorcycle Statistics 1),
Families for Active Public Wellness (FAPW), a non-profit organization interested in
promoting safety for families engaged in adventurous activities occurring in public
places, worked with State Representative Deborah R. McGovern to introduce bill
HR189 which would have required motorcyclists to wear helmets (Wilbur 33-34). The
Illinois Road Warriors Club (IRWC), the largest motorcycle organization in the state
(boasting over 30,000 members), successfully lobbied against HR189. McGovern and
FAPW cited family and public safety concerns to support passage of the bill while the
Road Warriors, on the other hand, grounded their objections in concerns about
preserving individual freedom of choice (McGovern 11; IRWC).
a. Consult the following for writing an introduction:
http://libguides.usc.edu/writingguide/CARS
B. Thesis Statement
1. Add your thesis statement to your introduction, i.e., explain what you will
demonstrate and prove. Your thesis and subsequent sentences will also indicate the
order of supporting themes you will discuss. FOR THIS CLASS, YOU WILL BOLD AND
UNDERLINE YOUR THESIS STATEMENT.
a. For this class, and in future, assume that there is no such thing as a thesis
statement that is “too specific.”
b. The following is an example of an introduction with a thesis statement:
In 2017, 200 people in Illinois suffered permanent brain damage from severe
head traumas resulting from motorcycle accidents (Wilbur 33). Because 80%, i.e.,
160 of them, were not wearing helmets (“Illinois Motorcycle Statistics” 1), Families
for Active Public Wellness (FAPW), a non-profit organization interested in
promoting safety for families engaged in adventurous activities occurring in public
1
“Research Guides.” University of Southern California – USC, http://libguides.usc.edu/?b=s
2
“Research Guides.” University of Southern California – USC, http://libguides.usc.edu/?b=s
4
places, worked with State representative Deborah R McGovern to introduce bill
HR189 which would have required motorcyclists to wear helmets (Wilbur 33-34).
The Illinois Road Warriors Club (IRWC), the largest motorcycle organization in the
state (boasting over 30,000 members), successfully lobbied against bill
ZQ189.McGovern and FAPW cited public safety and tax-payer and county
budgetary concerns to support passage of the bill while the Road Warriors, on the
other hand, grounded their objections in concerns about preserving individual
freedom of choice and the safety-advantages of not wearing helmets for the
experienced riders who choose not to wear them (McGovern 11; IRWC). I will
summarize the arguments these two organizations made, reveal how
these organizations have large gender imbalances in their constituencies
and, citing T. S. Richard’s study on “social weight” and legislative
agendas, I will suggest that these imbalances framed the arguments for
and against bill HR189 as well as the legislative defeat of HR189.
c. Consulting the following resource for tips on writing a good thesis statement
is strongly recommended: https://writingcenter.unc.edu/tips-andtools/thesis-statements/
C. Body
1. All your paragraphs should match what the thesis statement says and should follow
in the order laid out in the thesis statement.
2. Make sure you have transition sentences in each paragraph to ensure the
paragraphs and ideas flow logically into one another.
3. Documentation:
a. Remember you must document all information, facts, AND IDEAS as well as
quotations. If you do not document your sources, you will be guilty of
plagiarism and will fail the assignment.
b. If you use more than three words from a source you must either quote or
paraphrase the source/information.
c. You must use in-text parenthetical references. Use the following as
templates as needed.
i. Example using a paraphrase: Braysmith raises the concern that art
historians and critics tend to think that the compelling visual splendor
of artworks should outweigh any misogynistic, social impact these
artworks may have (171-172).
5
ii. Example using a quote: “The influence of Braysmith’s critiques of the
aforementioned areas of art historical methodology and art criticism
is comparable to the impact Panofsky, Adorno, and Chicago have had
on these fields, cumulatively (Nochlin 21).”
d. Because you will use more than one book or resource, you must cite, from
time to time, the names of the authors/sources on whom you are relying or
whom you are quoting.
e. When using more than one book or resource by the same authors, you
must abbreviate the titles of the books/resources in the parenthetical
references.
i. Example of more than one resource by the same authors:
Baca, Chicago, and Said all contend that Braysmith’s insights into the
ethical issues surrounding the creation of contemporary artworks as
well as the reception of historical pieces make her the leading art
historian of this or, perhaps, any era (Baca Revolutionary Postmodernists
2; Chicago Game-changing Feminists 1; Said Landmark
Critiques 3; Said Great Minds 1).
D. Conclusion
1. The conclusion should be between one and three sentences long and summarize
how you proved your thesis statement.
6
[Title Page—Template]
“Title of paper”
[First draft or Final draft] Submitted to Professor Hilary A. Braysmith, Ph.D.
in partial fulfillment of GNDR 222.00 [either 1 (TR) or 2 (Weds.)]
by
Student’s Full First Name, Middle Initial, Full Surname
September 25/26, 2018 [put in the correct date]
7
[Template for bibliography3 ERASE and move the next line up]
Bibliography
Works Consulted4
[the sources gathered and read during the research phase]
Articles
Adler, Mi’kasha. “Motorcycles and Families: Safety or ‘Freedom’” Public Safety and Civil Rights,
vol. 5, no. 4, 2017, pp. 486-499. JSTOR, https://www.jstor.org/stable/412333333333.
Branson, Daniella, and Stephanie Malley. “Gendered Lobbying and Social Weight.” Political
Studies, vol. 31, no. 11, Nov. 2010, pp. 1505-1530. SAGE,
https://doi.org/10.1222/0821/0170840610380802.
Books
Richards, T. S.. Weighing in on the (Im)Balance: Social Weight and Legislative Agendas.
University of Indiana, 2016.
Websites
“Head Injuries Resulting from Motorcycle Accidents in the State of Illinois – History and
Impact.” Families for Active Public Wellness, Marjorie Kamala, 23 July 2018,
http://fapw.org/head-injuries/. Accessed 1 August 2018.
Livingstone, Kathy. “Guide to Writing a Basic Essay.” Guide to Writing a Basic Essay, Kathy
Livingstone, 25 June 2012, lklivingston.tripod.com/essay/index.html. Accessed 3 Sept.
2018.
Works Cited
[the sources paraphrased or quoted in the paper]
Articles
Branson, Daniella, and Stephanie Malley. “Gendered Lobbying and Social Weight.” Political
Studies, vol. 31, no. 11, Nov. 2010, pp. 1505-1530. SAGE,
https://doi.org/10.1222/0821/0170840610380802.
Books
Richards, T. S.. Weighing in on the Balance: Social Weight and Legislative Agendas. University of
Indiana, 2016.
3
For this class, students will organize their sources alphabetically by category headings, e.g., articles, books, films,
interviews, newspapers, website, etc.
4
For formatting your citations use NoodleTools Express, the MLA recommended citation tool:
http://my.noodletools.com/noodlebib/express.php
8
Websites
“Head Injuries Resulting from Motorcycle Accidents in the State of Illinois – History and
Impact.” Families for Active Public Wellness, Marjorie Kamala, 23 July 2018,
http://fapw.org/head-injuries/. Accessed 1 August 2018.
Format the paper
A. Title page
B. Three pages of a double-spaced essay
C. Bibliography (two sections)
D. Add pagination
E. Attach plagiarism test by stapling it to the hard copy of the paper.
VI. Submit the paper three ways
A. Submit the paper via email as a word attachment one half hour before class starts.
a. In subject put: GNDR 001 (if TR section) or GNDR 002 (if Weds. Section)
B. Submit the paper via the same email with the text copied and pasted into the email with
the attachment.
C. Submit the paper as a hard copy with the plagiarism test stapled to it at the beginning of
class on the day it is due.
Please read abstract conclusion to answer the question.
CONCLUSIONS
Despite their official classification as Asian, Filipino Americans expressed ambivalence about their panethnic identity. While previous studies have focused on how historical colonialism or neighborhood experiences relate to this identity dissonance, this article has specifically addressed the role of educational contexts. Respondents in this study negotiated individual and collective Filipino Americans experiences with the model minority narrative—despite the problematic nature of this stereotype—to assess their panethnic membership. Respondents generally did not strongly adopt Asian American identity but conceded that they were “the Asian ones” dur-ing high school, a context in which there were few other Asian Americans with whom they could compare themselves. This characterization was reinforced by two trends: their overrepresentation within honors courses relative to other minorities and the preferential treatment they received from school officials. Even respondents who maintained mediocre grades viewed themselves as Asian, given that Filipino Americans were collectively designated as model minorities. This challenges previous studies that have shown that Asians distance themselves from Asian American identity when they individually perform poorly in school. This link between collective academic experiences and panethnic identity also sheds light on why Asian American identification did not differ significantly by gender. However, upon entering college, many respondents also entered a new racial context where East Asian Americans not only outnumbered Filipino Americans, but also redefined the boundaries of pan-Asian identity.
While respondents had once viewed themselves as model minorities in high school, this shifted in college, where they felt that their East Asian counterparts outperformed them academically, particularly in challenging fields, such as science and engineering. At campuses like UC Berkeley and UCLA especially, respondents’ sense of Asian American identity became disrupted by Filipino Americans’ designation as “underrepresented minorities,” a category reserved for minority groups with unusually high attrition from the college. The increased day-to-day interactions with other Asian Americans also prompted them to discover differences in their academic experiences. Many were surprised to find out how involved East Asian parents were in their children’s academic lives—enrolling them in language schools and SAT preparation courses and pushing them to attend prestigious colleges. These were framed as “typical Asian experiences” to which Filipino Americans did not necessarily relate, thus further dampen-ing the possibilities of pan-Asian identification. Ultimately, racial identity dilemmas were experienced only by Filipino Americans who attended UC and private institutions, as respondents who attended CSUs and community colleges remained socially embedded in their neighborhood context, where they were still the primary Asian group. Respondents’ sense of marginality as Asian Americans prompted many to develop a panminority identity. Filipino Americans’ individual and collective underperformance became a basis of identification with Latinos and African Americans. For respondents like Joey, academic under representation provided a rationale for identifying as Pacific Islander, mainly as a means of signaling how incongruent his experiences were from those of other Asian Americans. This shared status as underrepresented minorities also created opportunities for Filipino Americans to work closely with Latinos and African Americans on educational outreach and political activism, which further enhanced a panminority consciousness that was not necessarily salient during high school. While previous research has suggested that children of immigrants generally opt for socially advantageous identities, my findings have shown that this is not the case when there is a perceived mismatch between personal experiences and stereotyped cultural connotations of the racial label. As demonstrated by the educational narratives of Filipino Americans, children of immigrants may feel more comfortable adopting identities that fit their experiences, even when those labels are popularly associated with social disadvantages (as is the case with Latinos and African Americans in higher education). Lastly, my findings highlight the utility of centering disidentification as an outcome of interest, as it reveals how individuals understand their racial position vis-à-vis other ethnic groups within the larger U.S. context.
George Walker Bush was the 43rd president who led his country’s response to the 9/11 attacks in 2001 and commenced the Iraq war in 2003 (“George W. Bush,” 2017). His popularity is definite. However, he brought in a substantial amount of attention due to the [controversy] exuded in his speech and actions. His position in philosophy wars is much easier to classify than his spot on big administration because he [was] tilted towards the position of social conservatism (Micklethwait & Wooldridge, 2004). Essentially, he is in the position of where religious reasoning lies (Micklethwait & Wooldridge, 2004). Rather than being called a conservative realist, George W. Bush was well known for being criticized for his naiveté due to his solid ground in the categorization of what is “evil” and what is not (Micklethwait & Wooldridge, 2004). As a result, we see a paradox in “a president who has devoted his energies to governing on behalf of conservative America and who is regarded by many on the right as being the most conservative person ever to reach the White House has ended up creating deep divisions on the right” (Micklethwait & Wooldridge, 2004). This area of politics can be debated for a long time, if not, forever. Although, one may able to distinguish blemishes regardless of the side taken in politics. According to the Oxford dictionary, “Bushism” can be defined in ways, “the policies or principles advocated by former US presidents George H. W. Bush or George W. Bush,” or, “A verbal error made by and considered characteristic of former US President George W. Bush.” The one that will be used in this paper specifically is the second one, as it focuses on a linguistic word choice used by the former president of America. The earlier President, Bush uses a discourse to promote the radicalized and victimizing idea of the “other,” which promotes his notion of the “us” versus “them.”Thisis done through promoting this discourse as well as initiating and solidifying his relations with his followers through pathos that is ironic and contradicting to the beliefs he sets forth.
Background
George Walker Bush was born on July 6, 1956, in New Haven, Connecticut (“George W. Bush,” 2017). He received education at Yale University, Phillips Academy, Harvard Business School, and The Kinkaid School (“George W. Bush,” 2017). Bush won the Republican presidential elections and became president in 2000 (“George W. Bush,” 2017). During his presidency, he was responsible for two foreign wars, on Iraq and Afghanistan (“George W. Bush,” 2017). This brought the attention to terms such as “rogue states,” or a generalization of the term “terrorists” (“George W. Bush,” 2017). This will be seen more clearly in the methodology section, where examples from his speeches will be provided. Less light must be given to his biography and more to the theory and the analysis. The discourse here covers the theory of the “us” and “they,” which George W. Bush successfully creates. Thisis known from many of his speeches, including the very popular one, “you are either with us or against us.” To further understand this phenomenon, one must know what discourse is and seeks to analyze. Discourse is “a term used in linguistics with a range of meanings. First, it refers to various forms of communication such as conversation among people, written texts, and the like. Second, it refers to the ideology that underpins a text” (Mooney & Evans, Language, Society, & Power: An Introduction, 2017). Essentially, discourse will help us point out how George W. Bush’s ideology of the “us” and “them” is created, through the underlining meaning of the speech or text. Alongside, this brings birth to the idea of the “other,” which in the case of PresidentBush is the Middle East. According to Emig and Lindner, “The need to distinguish representation and articulation and to pay constant critical attention to their discursive construction derives from the fact that with representation enter forms of “othering” that have a tendency to fix the qualities of the supposed other as permanent or indeed essential” (2010). Emid and Lindner argue that “othering” is a derogatory reference, where constant critique or attention is placed on the qualities of the “other,” regardless of its accuracy. With that, comes generalization, due to the constraint in individualism due to the collective pronouns, “us and “us,”
Literature Review
Not many people have covered the exact analysis of Bushisms in context to the idea of “othering.”According to Emig and Lindner, “The need to distinguish representation and articulation and to pay constant critical attention to their discursive construction derives from the fact that with representation enter forms of “othering” that have a tendency to fix the qualities of the supposed other as permanent or indeed essential” (2010). Emid and Lindner argue that “othering” is a derogatory reference, where constant critique or attention is placed on the qualities of the “other,” regardless of its accuracy. With that, comes generalization, due to the constraint in individualism. The concept of us vs. them was developed in response to the rise in the terror attacks and proliferation of dangerous arms in the globe. According to Dolan the concept of us vs. them is premised on active U.S. interventionism. The history of U.S. has been hallmarked with the concept of active interventionism in the international affairs. The concept of interventionism is premised on the need to preempt or prevent threats that put the well-being of the U.S. at risk. However, according to Tyrrell, the concept of Buishism stems from the perception of American exceptionalism. In the concept of exceptionalism, America is viewed as an exceptional state highlighting its freedom and democratic values. Consequently, America feels morally superior when compared to other nations with laws and norms. Different political regimes have amplified the concept of exceptionalism differently. President Reagan endorsed the appearance of the U.S. as a admirable “city upon a hill” (Cant, 2013). Regan leveraged on the idea that America was morally superior and has unique civilization destined to guide the world to the best outcome. Some scholars believe that the terrorists hate the democracy and freedom prompting them to kill Americans for envy of their exceptionalism. Moreover, exceptionalism is premised on the global U.S. military and political hegemony giving it the power to control and impose its authority in the world. Most countries are less excited about U.S. supremacy, often shocked by U.S. strategies, and regularlyexasperated by what they see as U.S. insincerity (Cant, 2013). Hypocrisy on the business of control of nuclear armaments, conventionality with universal law, or America’s propensity to convict the demeanor of others while overlooking its faults. These are some of the issues that put the concept of exceptionalism on a path of collision with other nations interests (Cant, 2013). Therefore, the need to protect the Americans from scoundrel states with munitions of mass of obliteration.
During the presidency of George Washington, the period of economic recession was hyped by the rise in crime rate across the globe. Americans have a propensity of holding president’s responsible for events that happen during their watch. Consequently, Bush found himself in a hard land and a rock due to the various crisis surrounding his presidency. The infamous fears generated by the 9/11 terror incident prompted President George Bush to embark on overseas military operations and increased intelligence forums to back up security both in America and overseas. Bush administration expanded the U.S. military reaction to include extremists and state sponsored of sabotage in a realm that for Bush hadundoubtedly defined. That led to the declaration of the “us vs. them” concept. The concept ideally meant that is America vs. the terrorists and nations that finance and support terrorism in the world. Bush declared that “we will pursue nations that provide aid or haven to terrorism… Every nation, in every region, now has a decision to make. Either you are with us, or you are with the terrorists.” The concept of “us vs. them” was based on the need to take both pre-emptive actions against both the terrorists and the sponsors of terrorism. In a bid to fight terrorism effectively across the globe, America was prepared to act alone even when necessary to ensure its citizens are secure from terrorism. According to Murphy (2003), Bush was able to rally the U.S. citizens against terrorism and unite them in the face of crisis. His choice of words was exceptional, and so is his interpretation of people’s emotions. According to Murphy (2003), a president in the U.S. has a role to “rally the nation to pay any price and bear the burden in the pursuit of victory during a crisis.” Bush used the rhetoric communication to engage the public in his vision to eradicate terrorism in the America and the world. Rhetoric help to retain the concrete emphasis while attempting to influence the public towards a certain course. According to Murphy, Bush was able to effectively use epideictic rhetoric to explain to the public measures that he would take to deal with the threat of terrorism in the world. Bush promised financial, military, overt, and covert war in response to runaway insecurity in the world. In his response, Bush was able to navigate through the issue of policy as the main cause of terror attacks against America and the Americans. He termed the unity among the Americans has the main cause and the reason behind the myriad of attacks directed to America. Consequently, the issue of us against them was brought into the limelight. The Americans become united against a common course, which was the eradication of terrorism in the world. While some Americans would think that, the issue of terrorism was connected to the U.S. foreign policy (Murphy, 2003). Bush was able to move above the memorialization of the deceased, the magnification of al-Qaeda malevolent, and the capacity of vengeance. Moreover, according to Murphy, was able to convince the American citizens that he would engage leaders from all over the world in the fight against terrorism in a bid to know those who are siding with Americans and those who are against America (2003). Bush exclaimed, “these guys were watching my every move. In addition, it is very important for them to come into this Oval Office, which they do, on a regular basis, and me look them in the eye and say, ‘You’re either with us, or you’re against us”. Bush was able to wash away the memories of the 9/11 and replace them with aspirated fight against the terror. The concept of “othering” created an impression that America was special and those who envied its progress and success in different aspects were targeting it. Moreover, Bushism helped Bush to impose himself as the voice of the people in America, and he would bring sanity to the problems ailing the people. The unity among the people despite their country of origin, race, gender age and color, was vital in making people believe that they were moving towards a common cause. Bush was fond of using the phrase “we the people” during his public addresses creating an impression of patriotism and unity among different people. The impact of identifying with the people and heroes who played a vital in defending America against the acts of terrorism was vital in creating a close bond with the people. The close bond gives the people a common identity that was vital in dismantling the barriers of unity in the society towards a successful fight against terrorism.
However, according to Bazian (2011), the issue the concept of “othering” has had detrimental effects on the Arabs living in America. In most cases, the terrorists come from Arab countries and the concept of “othering” separates the Americans from their aggressors. Since the attack on 9/11, the American intelligence has made it a non-communicated policy to spy on selected individual with link to major Muslim countries. This is done to monitor and prevent perceived intrusion of terrorist by use of local networks (Bazian, 2011). The segregation has created a form of social injustice despite its intention being positive. The “othering” concept has made the public to have an impression that those who cause them trouble in life through terrorism are just around them.
According to Bazian (2011), right-wing political elites that wanted to construct a strategy to contest power in a post-Cold War era unleashed the “othering” process directed at Muslims. The right wing political elites wanted to create a plural identity against others in the society in exclusion of others. The common identity would separate people on the ground of identity politics, race, place of origin, religion and other factors relating to the minority in the community. In creating a common identity, the Americans put their interests before those of other nations.
Methodology
Analysis
The concept of “othering” played a momentous role in influencing the U.S. foreign strategy and its fight against terrorism across the globe. America becomes a frequent target for terrorist attacks due to its long history interventionism in global governance. However, most of the interventions are aimed at ensuring peace and stability in the world. Moreover, the fact America has a huge economy and great military power give it the ability to engage successfully in the world affairs. However, the American exceptionalism has also been cited as one of the factors that contributed to the issue of terror attacks targeting America in specific. The Americans view themselves exceptional due to their democratic history and the values that are embedded in the society since the inception of the nation. Consequently, the terrorists have become envious of the unique American civilization prompting them to disturb the serenity through terrorist attacks.
The issue of terrorism played a vital role in coining the concept of “othering.” The U.S. citizens were united towards a common cause, which was the eradication of terrorism through the Bushism. Bush amplified the fight against terrorism by a implementing a raft of measures. One of the measures was overseen military operations in countries such as Iraq and Afghanistan to tame proliferation of mass destruction weapons in the area. Bush was successful in building a plural identity among the Americans in a bid to exclude those abating, sponsoring terrorism in the world. Due to the influence of America in the globe, the concept of “othering” was disseminated successfully among various nations in the globe. The countries that would not take part in the fight against terrorism would be labeled “others” since terror is a global phenomenon putting the security of the world at risk. “Othering” played a pivotal role in uniting not only the Americans but also the world in the fight against terror. Bush was successful in making his intentions clear through the epideictic rhetoric.
Despite “othering” forming an important foundation for the fight against terrorism, it has had several negative impacts on those isolated by the plural identity. The Arabs living in America have been the biggest causalities of the “othering” concept. The Arabs and the Muslim religion have been subjected to discrimination due to their close relation to terrorism. The Muslims in America are closely monitored, restricted in public places, and secluded in the society. However, “othering” has played a major role in mitigating the incidents of terror in the U.S. through financial, military war and a common identity against one enemy.
Conclusion
George Bush presidency was marred with incidents of economic crisis and terror attack more than any other presidency in the history of America. However, the Bushism played a vital role in uniting the public towards a common goal, which is the eradication of terrorism. American presidents are held responsible for thecrisis in the way they react to them. However, Bush was able to navigate through turbulent waters during the crisis by employing a strong concept of “us vs. others” to unite the public against a common enemy. The concept was successful in uniting the globe against terror since those who were against the fight were secluded.
References
Bazian, H. (2017). Othering Islam and Muslims in America, Islam, and the West, Hatem Bazian, New Age Islam. Newageislam.com. Retrieved from http://www.newageislam.com/islam-and-the-west/othering-islam-and-muslims-in-america/d/110599
Cant, J. (2013). Cormac McCarthy and the myth of American exceptionalism. Routledge.
Dolan, C. (2017). Dolan: The Bush doctrine and US interventionism. Retrieved from http://www.unc.edu/depts/diplomat/archives_roll/2004_04-06/dolan_bush/dolan_bush.html
J. M., & A. W. (2004). Bushism. Jstor. Retrieved from http://search.proquest.com.aus.idm.oclc.org/docview/308608011?OpenUrlRefId=info:xri/sid:wcdiscovery&accountid=16946
Emig, R., & Lindner, O. (2010). Commodifying (post)colonialism othering, reification, commodification and the new literature and cultures in English. Amsterdam ˜œ: Rodopi.
King, G. (2006). Just another ‘Bushism’? Jstor. Retrieved from http://search.proquest.com.aus.idm.oclc.org/docview/383555883?OpenUrlRefId=info:xri/sid:wcdiscovery&accountid=16946
Murphy, J. M. (2003). “Ourmission and our moment”: George W. Bush and September 11th. Rhetoric & Public Affairs, 6(4), 607-632.
Mooney, A., & Evans, B. (2017). Language, society and power: an introduction. London: Routledge.
Bushism [Def. 1, 2]. (n.d.). In Oxford Dictionary. Retrieved May 01, 2017.
Weisberg, J. (2000, March 07). The completebushisms. Retrieved from http://www.slate.com/articles/news_and_politics/bushisms/2000/03/the_complete_bushisms.html
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The Major Points Of Success In The Civil Rights Movement
The US have a population that belongs to different races which live harmoniously as one nation. However, there was a major civil movement in the US represented by the minority groups of the population. These minority groups included African American, Hispanic Americans, and Asian Americans among other minority groups. The movements were as a result of an outcry where the minorities were not given equal rights and treatments like the ones provided to the majority groups. There were two major points of success in the civil rights movements, namely; the legal right’s success and the racial free society. By the end of it, all was the creation of a society where members have access to equal legal representation as well as the integrated society that is not aligned to different races living in the US.
The US legal system used to be unequal when delivering justice to the different races of the US citizens. The justice system used to favor the majority Native Americans, but not the minority groups. One of the inequalities was exhibited by the Jim Crow Laws that were made in the 1870s. These laws recognized all the races in the US as equal. However, the different races were made to access different amenities from different institutions. These famous laws were known as Separate but Equal.[1] It was made illegal for different races to mix in different institutions such as schools and restaurants. In addition, different means of transport were available for the different races. For example, the transport system for the natives was different from that of the African Americans. However, the legal rights to all came to be as a result of the civil rights movement.
The availability of different races within the US also established a society where different races were perceived as superior to others. For example, the Native whites were perceived as superior to other races such as African Americans.[2] The racial discrimination went on to the employment sector where the whites were given higher leadership profiles than the blacks, although they had an equal qualifications. In other institutions, only the native whites could work there like a rule of the firm dictated. Racial discrimination could also be extended to torture chambers where the Blacks criminals were tortured or gunned down by police without trials. However, racial discrimination among the communities living in the US following the civil rights movements. After this period, T. Fredrick was appointed to an executive office where he was named as an Administrative officer for the special program.[3] This appointment opened the way for equality in opportunities and employment of different races in the US. After the civil rights movement, the African Americans were made eligible to register as voters as well as to run for political offices.
The legal and racial equality journey in the US has been long and still on the way. In 2009, Barrack Obama was elected as the 44th president of the US.[4] Given that he was an African American, his election is perceived by the global parameters as the maturity to which the country has gone in eradicating the racial inequality in the country.[5] However, much need to be done in the future to ensure that the remaining percentage of racial deliverance is achieved.
Bibliography
Hill, Shirley A. Inequality, and African-American health. [Place of publication not identified]: Policy Press, 2016.
Shi, David E., and George Brown Tindall. America: A narrative history, 2017.
Zubrensky, Ruth. A report on past discrimination against African-Americans in Milwaukee, 1835-1999. Milwaukee, Wis: R. Zubrensky, 2015.
[1] Shirley A. Hill, Inequality and African-American health. [Place of publication not identified]: (Policy Press, 2016).
[2] Ruth Zubrensky, A report on past discrimination against African-Americans in Milwaukee, 1835-1999. (Milwaukee, Wis: R. Zubrensky, 2015).
[3] David E. Shi, and George Brown Tindall. America: A Narrative History.
Since the establishment of the US Constitution, the President and Vice president are indirectly elected to office. This has raised serious debate on the role of voters as well as the founding fathers idea of a democracy that exercises universal salvage (Sabato, 2010). Individual decision to elect the commander in chief ought to supersede a decision of a group or corporate organization. Therefore, in order uphold the spirit of the constitution the system of the Electoral College needs to be abolished and in its place substituted by a popular vote in determining the winner of a presidential election.
The US Congress is made up of representatives elected by popular vote. Moreover, the functioning of the Congress is so efficient that if a member fails to meet the expectation of the elector he or she risk failing a reelection. This should be the case even for the executive arm of government. The president ought to be elected by a majority of the voters in the election rather than being subjected to an Electoral College. The ideals and value of the American constitution are founded on individualism, equality, and liberty (O’Connor, 1997). Thus, an individual decision is core in determining who win an election to be president. In this regard, the US Electoral College overrule on individualism, equality, and liberty.
The framers of the Constitution were conscious of the dynamic of the country due to slavery and segregation in most part of the country. For this reason, they wanted a system that would not empower certain minority group in circumstances they voted against the will of their masters (O’Connor & Sabato, The Essentials of American Government: Continuity and Change, 1997). However, the civil right movement abolished segregation laws and today there is almost equity in every part of the country. In addition, most small state at the time of the establishment of the country has become the most populous and they can no longer fear of neglect from other bigger states.
There is a concrete reason to amend to abolish the Electoral College in the US Constitution. The ground that made it possible for the founding fathers to incorporate the Electoral College has since changed and in most of the time, presidential candidate with popular vote ends up losing the election. This was not the ideal of the writers of the Constitution and there is need to change the constitution.
References
O’Connor, K. (1997). American Government: Continuity and Change. New York: Allyn & Bacon.
O’Connor, K., & Sabato, L. J. (1997). The Essentials of American Government: Continuity and Change. New York: Allyn and Bacon.
Sabato, L. J. (2010). A More Perfect Constitution: Why the Constitution Must Be Revised: Ideas to Inspire a New Generation. Washington: Bloomsbury Publishing.
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The United States and Great Britain both believe that war is uncalled for but at times, it offers the ultimate solution to a situation. They argue that democratic nations do not go to war with each other and thus they only go to war with nations, which are unwilling to compromise and settle issues peacefully. Blair argued that Britain had a mutual enmity towards the West involving the extremists and their host regimes. This brings out the idea that Britain is willing to go to war with violent nations that are a threat to peace. These states support war either due to the argument of democratic peace or clash of civilization.
These nations opt for war when they feel that the results will favor them or if the circumstances require them to engage in war. Another reason for their support of war includes strategic objectives such as the results of the military action and the interests at stake. These nations support the war against dictatorial states and Islamic nations more than democratic nations.
Question 2
Christians in America are more hawkish because religion is more politicized in the United States. The Christians in the United States experience more exposure and thus they tend to look at issues deeply than others. Issues of war are more talked about in the United States and thus this focus makes the Christians in America to be more hawkish. They expect results faster and they expect them to be better.
Christians are often a target of war and thus the authors’ idea about them being more hawkish requires them to be on the lookout. The United States is a superpower and thus Christians should expect more of the nation to keep them safe. The Islamic religion is often in the war with other religions and thus Christians are in danger of attacks. Christianity is a dominant religion in the United States with Christian democracy being as highly effective. Therefore, the leadership implemented in the state will be more driven towards religion. The United States can be described as a Christian country and thus the argument by the authors prove that the Christians in America are more hawkish.
Question 3
People are more hostile towards each other depending on the circumstances. For instance, the authors argue that people will tend to enact war on a dictatorial state or Islamic state than they would in a democratic country. One circumstance involves the case of religion whereby people are ready to use force against Islamic states rather than the Christian States. Another hostile reaction can come as a result of the regime type. People will tend to respond violently to dictatorial and extremist states than democratic states.
People tend to be more hostile depending on the situation. For instance, if they feel like their rights are being overlooked or undermined they will react violently in a bid to pass a message that it is not right or acceptable. Therefore, the scenario and circumstance can force a reaction and this is seen by the constant wars where nations wage war over each other due to disagreements or if nations act in a way that violates another country’s laws.
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Task 1: Develop a substantive main thread addressing each part of the prompt in full. Your initial thread should be 2-3 paragraphs in length (200+ words total). Support your points with examples or illustrations from the text. Quotations/citations are not strictly required, but MLA style should be used if quoting or paraphrasing from the literature or outside sources. Review the How-To Guide: MLA Formatting and Citations page (linked in class) as needed.
Discussion Post 1: Americanization – how would you define this? Can you point to specific examples in your life or schooling? How has the internet progressed or stifled Americanization? How about social media specifically? Can you provide examples? Incorporate a credible source (practice with paraphrase). Remember your audience for discussion forums: peers & professor.
Task 1: Your initial post should be at least 200 words.
Discussion Post 2: In your opinion, did the creation of the Dept. of Homeland Security, and the reorganization of emergency response agencies, impact federal emergency management capabilities? Explain.
Task 1: Create a new discussion topic on or before the due date in the Course Syllabus -> Course Schedule by clicking the ‘**REPLY HERE**’ post below. In your reply, you will post your response to the main topic. Your response should be a minimum of 150 words.
Discussion Post 3: In your brief overview of computer architecture and digital security, what are your own thoughts and processes in protecting your own digital security? Do you utilize software and services to protect your digital information? If not, what policies do you set for yourself? In what ways do you see needed improvement?
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The Dinka are the largest tribal groups in the vast Republic of Sudan, numbering over two million. They belong to the Nilotic people’s cultural group, all of whom are in southern Sudan. The Dinka tradition of oral literature is extensive, and a large amount has been recorded. This has revealed their nature of illness and beliefs associated with them. They also believe in their ancestor, Nhialac, as the creator of humanity and has power over nature.
Additionally, their religious leaders, who represent their ancestors’ traditional power, are called the spear master. He often uses his spear for sacrifices for Nhialac, who uses the sacrifices to heal illnesses. The Dinka also believes in life after death and relates it to the ancestors who are supposed to play a significant role in the daily lives. Witchcraft is highly believed among the Dinka people and its culture, and it believed that if one catches an illness, the source is from magic. Therefore, a witchdoctor is visited, who then creates a spell using herbs to extract the illness. Additionally, witchcraft is also believed to cause harm, like draining a woman of her inert beauty, causing a cattle milk to go dry, while men can be forced to be less lean. This is prevalent witchcraft but is associated with evil; it may result in execution.
The Dinka’s Ethnomedicine is concerned about the cultural interpretation of illness and the nature of the local healing processes. They also provide a comprehensive explanation of illness, its causes, and impacts on people’s lives (Willis & Bothun, 2011). Among the cultural beliefs that are dominant among this group, ethnomedicine is mandated to ensure that each individual gets the correct healing process based on the nature of his or her conditions. The healing process is done by specific people who are believed to have specific powers to do that. The herbalist, commonly known as the d koc wel, uses different natural medicines to cure people. Other people with healing abilities include a magic man, biny ja, and a mataba, a dangerous person with more powers. Besides, among this group of people, different illness have their people. The other kind of healer who ranges from young to older men and women combines various healing aspects to inhibit results (Jackson, 2016). Most often, the healing among the Dinka people is done by men who are believed to have been passed by some spiritual powers.
Witchcraft and possession by an evil spirit is the most common illness among the Dinka people. The affected person exhibits a significant change in behaviors and can sometimes be very aggressive to others. The evil spirit is believed to be caused by people against society’s social norm, or rather people who want to harm others. Sorcery is also believed to occur as a result of evil spirits or punishment by God. Beliefs in supernatural and spiritual causation are also prevalent among the group, though they are associated with different illnesses. Spirits such as ‘Jinn’ are believed to because of specific evil illnesses among people.
Similarly, the belief in the evil eye is rampant among the Danka’s. It is believed that one can put a curse on the other by only looking at them. The illness is most common among children. However, the best remedy and cure for all these illnesses is through offering a sacrifice of either a lamb or a bull.
References
Jackson, K. (2016). Fate, spirits, and curses: Mental health and traditional beliefs in some refugee communities. New Zealand: Rampart.
Willis, M. S., & Bothun, R. M. (2011). Oral hygiene knowledge and practice among Dinka and Nuer from Sudan to the US. American Dental Hygienists’ Association, 85(4), 306-315.
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