Motherhood and the Politics of Native Americans :: Culture Cultural Sociology Essays

Motherhood and the Politics of Native Americans Community, rituals, magical beliefs and practices are very important things to Native American people. Native American people live by these rituals and beliefs, they live around their community; their community isn’t just that, but their family as well. Parents don’t just raise their children but the whole community has a hand in raising all of the children. Family is a very important part of Native American people’s lives, they keep traditions going with their families, parents raise their children the same way that they were raised by their parents. â€Å"Reclaiming Culture and the Land: Motherhood and the Politics of Sustaining Community† is about a mother who is a Native American activist who has two children, she wants them to be raised and go to school in an Indian community. â€Å"I put my children in that school because I wanted them to be in the Indian community.† She explains that she is not sure if her children know what she is doing is common, but they know that what she is doing is right. â€Å"My children do have the sense that what I do is not necessarily common. Recently my daughter started asking me if I’m famous.† She has fought for her children to have a good life, full of community, ritual, and an understanding of who they are and where they come from. â€Å"Body Ritual Among the Nacirema† explains that magical beliefs and practices is a big part of being Native American. They feel that they must practice their rituals daily to get a sense of belonging in the community. Nacirema Indians have a shrine which they keep charms and magical potions. They believe without them, no member can live. They perform rituals with these potions to make the ill healthy again, once the potion has been used it is put in the shrine box to be kept; normally these boxes are full or overflowing with potions. There are so many that the Narcirema Indians normally don’t know what all of them are and what they do, so they don’t use them again. One of the most common rituals performed is the mouth-rite; this includes inserting a small bundle of hog hairs into the mouth, along with magical powders, and then moving the bundle around in the mouth in a highly formalized series of gestures.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

Bullying: who does what, when and where? Essay

In this paper, bullying was defined as a form of aggressive behavior or negative actions reoccurring over time between children who bully and those who are victimized (Fekkes, Pijpers, & Verloove-Vanhorick, 2005). Furthermore, Fekkes et al. (2005) suggested bullying as a group phenomenon involving not only the bullies and their victims, but also the bystanders. Other problems addressed by this research included the negative impact bullying has on children’s mental and physical health and the level of involvement that is necessary for effective intervention strategies to be successful. The specific research questions posed investigated the extent to which children are involved in bullying behavior, the level of involvement of others (i. e. , teachers, parents, classmates), and the effectiveness of current intervention strategies used to stop bullying behaviors. The purpose of the data presented by this research was to gather information and to utilize that information to compose novel efforts in combating bullying in schools. Fekkes et al. (2005) presented a range of empirical literature to support the need for this research. Studies by Williams et al. , (1996); Salmon et al. , (1998); and Forero et al. , (1999) were included to support the problem of negative health issues associated with bullying behaviors (as cited in Fekkes et al. , 2005). Studies by Atlas and Pepler (1998) and Hawkins et al. (2001) supported the notion of bullying as a group phenomenon and the effectiveness of bystander intervention (as cited in Fekkes et al. , 2005). Participants in this study were 2766 children from 32 Dutch elementary schools. These children had participated in a longitudinal study on the effectiveness of an anti-bullying policy at schools. It is important to note that the data were collected prior to any implementation of the anti-bullying policy. In November 1999, children from 9 to 11 years old were administered a questionnaire in the classroom. The questionnaire addressed frequency of bullying behaviors, types of bullying behaviors, where bullying behaviors took place, who intervened to stop the bullying, and whether or not the interventions were successful. According to Liebrand et al. (1994), Mooij (1992), and Olweus (1994), this questionnaire was based on the Dutch version of the Olweus Bully/Victim Questionnaire, a well-documented questionnaire that was used in numerous studies on bullying (as cited in Fekkes et al. , 2005). Using statistical analyses to analyze the data from the questionnaires, Fekkes et al. (2005) found that active bullying was prevalent at schools. Physical forms of bullying behaviors, such as hitting or pushing, were found to be most typical of boys. Girls were found to initiate bullying behaviors that were relational in nature, such as isolation tactics and rumor spreading. Bullying was found to take place on the playground as well as in the classroom. Nearly half of children being bullied did not report it to their teacher but did speak to their parents about it. A similar finding was also reported by Whitney and Smith (1993) (as cited in Fekkes et al. , 2005). Intervention attempts by teachers were found to have little effect, if any, on bullying occurrences. All of these findings provided the insight needed to recommend future intervention strategies. The prevalence of bullying behaviors among children in this age group was found to be consistent with the findings of similar studies conducted cross-culturally. Fekkes et al. (2005) compared the findings of this study to others in Norway, the UK, Italy, and Germany. With regard to gender differences in bullying behaviors, Whitney and Smith (1993), Borg (1999), Junger-Tas and van Kesteren (1999) found similar results among the direct and indirect nature of bullying behaviors among boys and girls (as cited in Fekkes et al. , 2005). Olweus (1993a) found that levels of bullying were lower on playgrounds with more teachers present (as cited in Fekkes et al. , 2005). Consistent with Whitney and Smith’s (1993) study and Rivers and Smith’s (1994) study, teachers are not regularly told about incidents of bullying behaviors by victimized children (as cited in Fekkes et al. , 2005). Because so many of the findings of this paper were consistent with other studies, the next logical step for future researchers would be to systematically integrate the various aspects of this topic into an intervention model with a comprehensive approach. Fekkes et al. (2005) recommended many strategies to assist such interventions. One such recommendation stated that teachers should create an environment in which children feel comfortable talking about their negative bullying experiences. Olweus (1993a) suggested the establishment of class rules aimed at minimizing bullying behavior (as cited in Fekkes et al. , 2005). Fekkes et al. further suggested that in addition to establishing class rules to minimize bullying behaviors, class discussion of the rules on a regular basis may aid in establishing an anti-bullying culture within that community. Another possible step for future research may be to replicate the study with a younger set of participants. Data collected from a younger age group may provide more insight into the early stages of bullying behaviors and early intervention strategies may aid in minimizing the prevalence of incidents of bullying in the higher elementary grades. Overall, I believe this study provided some valuable insight with regard to prevalence of bullying behaviors without the aid of an established intervention program. One of the strengths of this study was its large number of participants as well as findings which were consistent in similar studies in other countries. Such a large sample size provides for a clear snapshot of the pervasiveness of this problem. An additional strength of this study involves its use of an adapted version of the Olweus Bully/Victim Questionnaire which has been used in many studies on bullying. Using such a well-documented tool lends to the consistency of the findings across multiple studies. Something that stood out to me was that there was no mention of effects of bullying behaviors on peer bystanders, positive or negative. I feel this was a limitation because bystanders were referred to as having a certain degree of power when taught effective intervention strategies Fekkes et al. , 2005). Another limitation I observed was the limited age range of the participants. I feel that with younger participants, it may be possible to do comparison studies to try to pinpoint just when bullying behaviors begin to surface within the social structure of the classroom. A final limitation of this study was its use of a quantitative design to address issues more qualitative in nature. Fekkes et al. (2005) state that the aim of the data presented was to provide insight on the topic. This may be more effectively accomplished by doing a current literature review on the prevalence of bullying behaviors and current intervention strategies. Fekkes et al. (2005) describe their current involvement in a project aimed toward development of anti-bullying policies within schools in the Netherlands. They also describe how this study will be used in that capacity. This paper being linked to such a project also raises questions for me about the integrity of the purpose of the study.

`` Some Thoughts On Mercy `` - 1607 Words

It is no secret that the United States of America has a problem with civil unrest, as that was essentially what the country was founded upon. As a sophisticated young individual living in modern times, one can see how the naà ¯ve public thought that the problems of the past would stay in the past. The only difference is the groups represented in each party. Police, skepticism, and fear are all still prevalent factors in today’s society, just the people being oppressed are not colonists, but minorities living fairly in this country. I personally feel disgusted by the fact that individuals have to live their lives consistently looking behind their backs, but I’m not the only one. Ross Gay, an African-American professor at Indiana University and author of â€Å"Some Thoughts on Mercy†, knows firsthand this feeling of paranoia and a mistrust in law enforcement. After reading his article â€Å"Some Thoughts on Mercy†, I really do believe it boils down to one s imple message. Growing skepticism and fear of the presence of an ever-looming police force is directly affecting the psychological and physical health of minorities who are unjustly racially profiled by law enforcement. Ross Gay conveys this through his own personal accounts, and encounters with law enforcement. Sadly, this is a prevalent issue in the United States, one that should not be overlooked. Now when talking about the psychological or physical health of anyone other than yourself, any piece of information is subjective to theShow MoreRelatedWar Was A Cruel And Dark Life For A Soldier1076 Words   |  5 PagesCommanding General speaking, â€Å"On the hill, Rebels.† â€Å"Captain put some sense into that thick skull of yours and get out there and kill ‘em.† â€Å"Right away sir† Author speaking, â€Å"Okay Ill go up the side with my troops and flank the west end of the army.† â€Å"Charge!† â€Å"Show no mercy.† As I slew my la st death a complication had aroused in my mind. For in the night of the massacre, the thought of my own selfish pride almost swallowed me whole. The thought that I held the choice of life and death in the very palmsRead MoreShould Euthanasia Be Legalized?864 Words   |  4 Pages In the past, there have been practices of mercy killing for incurable animals. If the animals seem impossible to recover their health, a veterinarian is able to help them reach to death. Though there are some people disagreeing with animal mercy killing, most of people agree on it and it is legal. However, when it comes to human, there is a furious controversy over euthanasia. Because there is a sharp conflict on the issue, some countries accept mercy killing lawful while others do not. 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