Introduction: on Asian Americanist critique by Kandice Chuhaaronfadams
This document provides an introduction to the book "Imagine Otherwise" which undertakes a critical examination of Asian American studies. It discusses the controversy surrounding the 1998 Association for Asian American Studies award for best fiction novel and how this controversy highlighted issues of marginalization and exclusionary knowledge politics within Asian American studies. The introduction explores how postcolonial and transnational theories call for a reexamination of the framing assumptions of Asian American studies, particularly in light of critiques of the nation-state. It aims to ask how Asian American studies can remain coherent and politically engaged in the current context.
FINAL EXAM INSTRUCTIONS 1.Berger and Luckmann state that we ar.docxcharlottej5
FINAL EXAM INSTRUCTIONS
1.
Berger and Luckmann state that we are born into an 'objective social structure' and that we have only a limited ability to subjectively appropriate and interpret it for ourselves. Discuss how the categories of race, gender, and class predate any one individual, and how we are bound to identify ourselves in relation to them. To what extent can an individual redefine themselves in relation to these categories, and what are the possible social sanctions they may face for doing so?
Try to make your answer around 500 words, and cite any pertinent sources from the course.
2.
Though Sociologists have long studied race, class, gender, and other categories of identity, those who argue for the merits of Intersectional Theory claim that it offers a distinct advantage in understanding the power of such categories. What do you believe is that advantage? Put in terms of this course, how would studying diversity through the lens of Intersectional Theory give you a better understanding than studying diversity without it?
Try to make your answer around 500 words, and cite any pertinent sources from the course.
3.
Matters of race, ethnicity, class, gender, and sexuality are often in the public eye, and tend to be at the center of many passionate (and unfortunately even violent) conflicts. While discussing diversity in the context of institutions and organizations remains important, it is as important to ask to what extent we accept diversity and difference as a society. One such case occurred August 11th, 2017 when a white nationalist group marched in protest of the potential removal of a statue of Robert E. Lee from the campus of the University of Virginia. Local organizations such as the NAACP and citizens of the town had argued that the statue (erected in 1924) needed to be removed as it was a symbol of the enslavement and oppression faced by blacks in the South. You may read more details of the case at the following link:
https://www.nytimes.com/2017/08/13/us/charlottesville-rally-protest-statue.html
Using the knowledge you've accumulated in this course, write a short letter to the editor of your local newspaper arguing why or why not you believe the removal of the statue from public view is in the interest of cultivating a more diverse society. Make sure to use the concept of microaggression and standpoint theory, including definitions. Do not use quotes to explain; use your own words. Try to make your response between 750-1000 words, and cite at least two scholarly sources from course readings or your own research to support your argument.
9/28/2017 Patricia Hill Collins, Black Feminist Thought in the Matrix of Domination
http://www.hartford-hwp.com/archives/45a/252.html 1/11
Documents menu
http://www.runet.edu/~lridener/courses/BLKFEM.HTML
Black Feminist Thought in the Matrix of
Domination
From Patricia Hill Collins, Black Feminist Thought:
Knowledge, Consciousness, and the Politics of
Empowerme.
Essay On Streetcar Named Desire.pdfEssay On Streetcar Named Desire. A Streetc...Jodi Hartman
Introduction to A Streetcar Named Desire Free Essay Example. A Streetcar Named Desire Essay English Advanced - Year 11 HSC .... Reality vs. Illusion in quot;A Streetcar Named Desirequot; Free Essay Sample .... 8x A A STREETCAR NAMED DESIRE ESSAYS for A Level English Literature .... Picture of A Streetcar Named Desire 1951. A Streetcar Named Desire English - Year 11 SACE Thinkswap. Streetcar Named Desire Conclusion Essay Example StudyHippo.com. A Streetcar Named Desire Essay on Mitch Teaching Resources. Psychoanalysis Example A Streetcar Named Desire Argumentative Essay .... A Streetcar Named Desire - Essay Package Literature - Year 11 VCE .... A Streetcar Named Desire Analysis A Streetcar Named Desire Overview .... A Streetcar Named Desire - GCSE English - Marked by Teachers.com. A Streetcar Named Desire - GCSE English - Marked by Teachers.com. A essay on A Streetcar Named Desire Teaching Resources. Social Issues in a Streetcar Named Desire Essay Example StudyHippo.com. A Streetcar Named Desire Analysis of scenes 4, 8, 11: - GCSE English .... Streetcar Named Desire Essay - Band 6 English Advanced - Year 11 .... Expository essay: Essay on streetcar named desire. Free essay on streetcar named desire. Gender Roles in a Streetcar .... ᐅ Essays On A Streetcar Named Desire Free Argumentative, Persuasive .... Streetcar Named Desire A Level English Literature essay Teaching .... A Streetcar Named Desire Essay - GCSE English - Marked by Teachers.com. A Streetcar Named Desire - 2 model essays on characters of Stanley and .... A ESSAY ON A STREETCAR NAMED DESIRE AQA Teaching Resources. Streetcar Named Desire Essay Legal Studies - Year 11 HSC Thinkswap. A Streetcar Named Desire is a 1951 American film adaptation of the .... A Streetcar Named Desire Essay - A Level English Literature Teaching .... Example A Streetcar Named Desire essay Teaching Resources. A Streetcar Named Desire Essay Plans A Level Teaching Resources. A Streetcar Named Desire Quotations amp; Analysis SchoolWorkHelper. A Streetcar Named Desire Revision - A Streetcar Named Desire Scenes .... Streetcar Named Desire Essay Example Topics and Well Written Essays .... A Streetcar named Desire English Advanced - Year 11 HSC Thinkswap Essay On Streetcar Named Desire Essay On Streetcar Named Desire. A Streetcar Named Desire Analysis of scenes 4, 8, 11: - GCSE English ...
Slavery in America was a complex institution that had profound and long-lasting impacts. The essay discusses the challenges of writing about this topic, including navigating different perspectives, understanding the roots and evolution of slavery over time, and addressing the moral, economic, and social implications. It should provide a balanced view of the history while also exploring how slavery shaped contemporary issues like racial inequalities and social justice. Writing about this historical atrocity requires thorough research and a compassionate approach to comprehending the profound effects on American society, both past and present.
This document discusses the challenges of writing an essay on slavery in America. It notes that balancing historical accuracy, empathy, and analysis of the complex social, economic, and political factors is difficult. It also must capture the profound impact on individuals and communities in a sensitive way. Additionally, it must address differing viewpoints and perspectives while maintaining objectivity. Thorough research of primary and secondary sources is essential to provide a well-rounded examination. In conclusion, an essay on this topic demands a deep understanding of history, sensitive exploration of experiences, and balanced perspective, making it a formidable challenge.
Sample Essay About Teachers. teacher essay Teachers ClassroomFelicia Gonzales
A Good Teacher Essay | PDF | Teachers | Learning. Essay About Teacher - My Favorite Teacher. Teachers Essay. Essay on Teachers Day/Ten lines about Teachers day/Essay writing/Best .... Being A Teacher Essay – Telegraph. Essay about my school teacher. ️ Friendly teacher essay. Essay on My Favourite Teacher for Children .... ESSAY - Qualities of A Good Teacher | PDF | Teachers | Action (Philosophy). College Essay: Teaching essay. My Teacher Essay | Essay on My Teacher for Students and Children - A .... My Best Teacher Essay | Custom Writing Service. Critical essay: Essay on my teacher. Short essay about a teacher. Essay on Teacher in English for Kids and Students | 500 Words Essay on .... Essay on Teacher | Teachers | Classroom. Essay on my teacher is the best in 2021 | Essay, College application .... Write Essay On Teachers Day in English/Essay Writing on Teachers Day .... [Essay] Good and Bad Teachers | Teachers | Emotions. 013 Essay On Teacher Example 10005 Thumb ~ Thatsnotus. Teaching Essay Writing Help, Teaching Persuasive Essay, Teaching .... teacher essay | Teachers | Classroom. 010 Essay Example Teaching Writing In English My Favourite Teacher At .... ️ Becoming a teacher essay. Becoming A Teacher Essay. 2019-01-31. My best teacher - Essay on My Best Teacher - Easy and Short Essay on My ... Sample Essay About Teachers
50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. A complete guide to writing a reflective essay | Oxbridge Essays - Self .... Example Of Reflection Paper - 002 Essay Example Reflective Introduction .... Example Of Reflection Paper - 18 Best Images of Student Learning .... Sample reflective essay using gibbs - Reflection using Gibbs model ....
Language and Power ReaderVictor Villanueva, Robert EddyP.docxsmile790243
Language and Power Reader
Victor Villanueva, Robert Eddy
Published by University Press of Colorado
Villanueva, V. & Eddy, R..
Language and Power Reader: Representations of Race in a Post-Racist Era.
Boulder: University Press of Colorado, 2013.
Project MUSE., https://muse.jhu.edu/.
For additional information about this book
Access provided by University of Washington @ Seattle (30 Jan 2017 18:49 GMT)
https://muse.jhu.edu/book/35046
https://muse.jhu.edu
https://muse.jhu.edu/book/35046
DOI: 10.7330/9780874219258.c018
18
r e P r e S e n t i n g A n d n e g o t i A t i n g
d i f f e r e n c e S i n t h e c o n t A c t Z o n e
Min-Zhan Lu
Questions for Pre-Reading
1. In the opening paragraph Min-Zhan Lu writes that “conflict and strug-
gle” are necessary for “any attempt to achieve multiculturalism in the
United States of today.” What do you make of the essay beginning with
this claim?
2. What do you think about Lu’s examples of “cultural tourism”? What
examples of cultural tourism come to mind from your experiences or
those of people you know?
3. How will you respond to Lu’s statement that “the freedom of the privi-
leged is oftentimes grounded in the oppression of an other”? Notice
that she didn’t write “another” but “an other.” What could she mean by
that?
4. Lu maintains that life in the contact zone “invites us to cause waves, to
ask how and why rather than just nodding politely to statements with
which we agree or disagree.” How and why do you agree and/or dis-
agree with her about how best to respond to contact zones?
Questions for Relating to Other Selections
1. Explore the writer’s claim that most people are “eager to identify with
democratic ideals such as justice, equality, and freedom for all.” Is Lu
correct that we can “mobilize . . . the moral power of American demo-
cratic ideals . . . to pressure ourselves to overcome our fear of entering
a contact zone”? How can we mobilize this moral power that repre-
sents the best that is in us all? Does Peter Lamborn Wilson, in “Against
Multiculturalism,” share any version of Lu’s trust in an idealistic demo-
cratic core to most Americans that can be mobilized for constructive
cross-cultural or cross-racial contact zone work?
2. What would a dialogue between Lu and Wilson be like, do you sup-
pose, if each were asked to review the other’s selection in this book?
232 M I N - Z H A N L U
Specifically, imagine how they would talk about and relate Lu’s “cul-
tural tourism” focus to Wilson’s rejection of multiculturalism as “hege-
monic particularism.”
Min-Zhan Lu
Min-Zhan Lu is Professor and University Scholar at the University of
Louisville. Her scholarship has focused on basic writing, the politics of
global Englishes, and multilingualism. She has written powerfully of her
birth and rearing in China, and of the three powerful women who helped
nurture, teach, and challenge her, in Shanghai Quartet: The Crossings of
Four Women of China (2001). S ...
Introduction: on Asian Americanist critique by Kandice Chuhaaronfadams
This document provides an introduction to the book "Imagine Otherwise" which undertakes a critical examination of Asian American studies. It discusses the controversy surrounding the 1998 Association for Asian American Studies award for best fiction novel and how this controversy highlighted issues of marginalization and exclusionary knowledge politics within Asian American studies. The introduction explores how postcolonial and transnational theories call for a reexamination of the framing assumptions of Asian American studies, particularly in light of critiques of the nation-state. It aims to ask how Asian American studies can remain coherent and politically engaged in the current context.
FINAL EXAM INSTRUCTIONS 1.Berger and Luckmann state that we ar.docxcharlottej5
FINAL EXAM INSTRUCTIONS
1.
Berger and Luckmann state that we are born into an 'objective social structure' and that we have only a limited ability to subjectively appropriate and interpret it for ourselves. Discuss how the categories of race, gender, and class predate any one individual, and how we are bound to identify ourselves in relation to them. To what extent can an individual redefine themselves in relation to these categories, and what are the possible social sanctions they may face for doing so?
Try to make your answer around 500 words, and cite any pertinent sources from the course.
2.
Though Sociologists have long studied race, class, gender, and other categories of identity, those who argue for the merits of Intersectional Theory claim that it offers a distinct advantage in understanding the power of such categories. What do you believe is that advantage? Put in terms of this course, how would studying diversity through the lens of Intersectional Theory give you a better understanding than studying diversity without it?
Try to make your answer around 500 words, and cite any pertinent sources from the course.
3.
Matters of race, ethnicity, class, gender, and sexuality are often in the public eye, and tend to be at the center of many passionate (and unfortunately even violent) conflicts. While discussing diversity in the context of institutions and organizations remains important, it is as important to ask to what extent we accept diversity and difference as a society. One such case occurred August 11th, 2017 when a white nationalist group marched in protest of the potential removal of a statue of Robert E. Lee from the campus of the University of Virginia. Local organizations such as the NAACP and citizens of the town had argued that the statue (erected in 1924) needed to be removed as it was a symbol of the enslavement and oppression faced by blacks in the South. You may read more details of the case at the following link:
https://www.nytimes.com/2017/08/13/us/charlottesville-rally-protest-statue.html
Using the knowledge you've accumulated in this course, write a short letter to the editor of your local newspaper arguing why or why not you believe the removal of the statue from public view is in the interest of cultivating a more diverse society. Make sure to use the concept of microaggression and standpoint theory, including definitions. Do not use quotes to explain; use your own words. Try to make your response between 750-1000 words, and cite at least two scholarly sources from course readings or your own research to support your argument.
9/28/2017 Patricia Hill Collins, Black Feminist Thought in the Matrix of Domination
http://www.hartford-hwp.com/archives/45a/252.html 1/11
Documents menu
http://www.runet.edu/~lridener/courses/BLKFEM.HTML
Black Feminist Thought in the Matrix of
Domination
From Patricia Hill Collins, Black Feminist Thought:
Knowledge, Consciousness, and the Politics of
Empowerme.
Essay On Streetcar Named Desire.pdfEssay On Streetcar Named Desire. A Streetc...Jodi Hartman
Introduction to A Streetcar Named Desire Free Essay Example. A Streetcar Named Desire Essay English Advanced - Year 11 HSC .... Reality vs. Illusion in quot;A Streetcar Named Desirequot; Free Essay Sample .... 8x A A STREETCAR NAMED DESIRE ESSAYS for A Level English Literature .... Picture of A Streetcar Named Desire 1951. A Streetcar Named Desire English - Year 11 SACE Thinkswap. Streetcar Named Desire Conclusion Essay Example StudyHippo.com. A Streetcar Named Desire Essay on Mitch Teaching Resources. Psychoanalysis Example A Streetcar Named Desire Argumentative Essay .... A Streetcar Named Desire - Essay Package Literature - Year 11 VCE .... A Streetcar Named Desire Analysis A Streetcar Named Desire Overview .... A Streetcar Named Desire - GCSE English - Marked by Teachers.com. A Streetcar Named Desire - GCSE English - Marked by Teachers.com. A essay on A Streetcar Named Desire Teaching Resources. Social Issues in a Streetcar Named Desire Essay Example StudyHippo.com. A Streetcar Named Desire Analysis of scenes 4, 8, 11: - GCSE English .... Streetcar Named Desire Essay - Band 6 English Advanced - Year 11 .... Expository essay: Essay on streetcar named desire. Free essay on streetcar named desire. Gender Roles in a Streetcar .... ᐅ Essays On A Streetcar Named Desire Free Argumentative, Persuasive .... Streetcar Named Desire A Level English Literature essay Teaching .... A Streetcar Named Desire Essay - GCSE English - Marked by Teachers.com. A Streetcar Named Desire - 2 model essays on characters of Stanley and .... A ESSAY ON A STREETCAR NAMED DESIRE AQA Teaching Resources. Streetcar Named Desire Essay Legal Studies - Year 11 HSC Thinkswap. A Streetcar Named Desire is a 1951 American film adaptation of the .... A Streetcar Named Desire Essay - A Level English Literature Teaching .... Example A Streetcar Named Desire essay Teaching Resources. A Streetcar Named Desire Essay Plans A Level Teaching Resources. A Streetcar Named Desire Quotations amp; Analysis SchoolWorkHelper. A Streetcar Named Desire Revision - A Streetcar Named Desire Scenes .... Streetcar Named Desire Essay Example Topics and Well Written Essays .... A Streetcar named Desire English Advanced - Year 11 HSC Thinkswap Essay On Streetcar Named Desire Essay On Streetcar Named Desire. A Streetcar Named Desire Analysis of scenes 4, 8, 11: - GCSE English ...
Slavery in America was a complex institution that had profound and long-lasting impacts. The essay discusses the challenges of writing about this topic, including navigating different perspectives, understanding the roots and evolution of slavery over time, and addressing the moral, economic, and social implications. It should provide a balanced view of the history while also exploring how slavery shaped contemporary issues like racial inequalities and social justice. Writing about this historical atrocity requires thorough research and a compassionate approach to comprehending the profound effects on American society, both past and present.
This document discusses the challenges of writing an essay on slavery in America. It notes that balancing historical accuracy, empathy, and analysis of the complex social, economic, and political factors is difficult. It also must capture the profound impact on individuals and communities in a sensitive way. Additionally, it must address differing viewpoints and perspectives while maintaining objectivity. Thorough research of primary and secondary sources is essential to provide a well-rounded examination. In conclusion, an essay on this topic demands a deep understanding of history, sensitive exploration of experiences, and balanced perspective, making it a formidable challenge.
Sample Essay About Teachers. teacher essay Teachers ClassroomFelicia Gonzales
A Good Teacher Essay | PDF | Teachers | Learning. Essay About Teacher - My Favorite Teacher. Teachers Essay. Essay on Teachers Day/Ten lines about Teachers day/Essay writing/Best .... Being A Teacher Essay – Telegraph. Essay about my school teacher. ️ Friendly teacher essay. Essay on My Favourite Teacher for Children .... ESSAY - Qualities of A Good Teacher | PDF | Teachers | Action (Philosophy). College Essay: Teaching essay. My Teacher Essay | Essay on My Teacher for Students and Children - A .... My Best Teacher Essay | Custom Writing Service. Critical essay: Essay on my teacher. Short essay about a teacher. Essay on Teacher in English for Kids and Students | 500 Words Essay on .... Essay on Teacher | Teachers | Classroom. Essay on my teacher is the best in 2021 | Essay, College application .... Write Essay On Teachers Day in English/Essay Writing on Teachers Day .... [Essay] Good and Bad Teachers | Teachers | Emotions. 013 Essay On Teacher Example 10005 Thumb ~ Thatsnotus. Teaching Essay Writing Help, Teaching Persuasive Essay, Teaching .... teacher essay | Teachers | Classroom. 010 Essay Example Teaching Writing In English My Favourite Teacher At .... ️ Becoming a teacher essay. Becoming A Teacher Essay. 2019-01-31. My best teacher - Essay on My Best Teacher - Easy and Short Essay on My ... Sample Essay About Teachers
50 Best Reflective Essay Examples (+Topic Samples) ᐅ TemplateLab. A complete guide to writing a reflective essay | Oxbridge Essays - Self .... Example Of Reflection Paper - 002 Essay Example Reflective Introduction .... Example Of Reflection Paper - 18 Best Images of Student Learning .... Sample reflective essay using gibbs - Reflection using Gibbs model ....
Language and Power ReaderVictor Villanueva, Robert EddyP.docxsmile790243
Language and Power Reader
Victor Villanueva, Robert Eddy
Published by University Press of Colorado
Villanueva, V. & Eddy, R..
Language and Power Reader: Representations of Race in a Post-Racist Era.
Boulder: University Press of Colorado, 2013.
Project MUSE., https://muse.jhu.edu/.
For additional information about this book
Access provided by University of Washington @ Seattle (30 Jan 2017 18:49 GMT)
https://muse.jhu.edu/book/35046
https://muse.jhu.edu
https://muse.jhu.edu/book/35046
DOI: 10.7330/9780874219258.c018
18
r e P r e S e n t i n g A n d n e g o t i A t i n g
d i f f e r e n c e S i n t h e c o n t A c t Z o n e
Min-Zhan Lu
Questions for Pre-Reading
1. In the opening paragraph Min-Zhan Lu writes that “conflict and strug-
gle” are necessary for “any attempt to achieve multiculturalism in the
United States of today.” What do you make of the essay beginning with
this claim?
2. What do you think about Lu’s examples of “cultural tourism”? What
examples of cultural tourism come to mind from your experiences or
those of people you know?
3. How will you respond to Lu’s statement that “the freedom of the privi-
leged is oftentimes grounded in the oppression of an other”? Notice
that she didn’t write “another” but “an other.” What could she mean by
that?
4. Lu maintains that life in the contact zone “invites us to cause waves, to
ask how and why rather than just nodding politely to statements with
which we agree or disagree.” How and why do you agree and/or dis-
agree with her about how best to respond to contact zones?
Questions for Relating to Other Selections
1. Explore the writer’s claim that most people are “eager to identify with
democratic ideals such as justice, equality, and freedom for all.” Is Lu
correct that we can “mobilize . . . the moral power of American demo-
cratic ideals . . . to pressure ourselves to overcome our fear of entering
a contact zone”? How can we mobilize this moral power that repre-
sents the best that is in us all? Does Peter Lamborn Wilson, in “Against
Multiculturalism,” share any version of Lu’s trust in an idealistic demo-
cratic core to most Americans that can be mobilized for constructive
cross-cultural or cross-racial contact zone work?
2. What would a dialogue between Lu and Wilson be like, do you sup-
pose, if each were asked to review the other’s selection in this book?
232 M I N - Z H A N L U
Specifically, imagine how they would talk about and relate Lu’s “cul-
tural tourism” focus to Wilson’s rejection of multiculturalism as “hege-
monic particularism.”
Min-Zhan Lu
Min-Zhan Lu is Professor and University Scholar at the University of
Louisville. Her scholarship has focused on basic writing, the politics of
global Englishes, and multilingualism. She has written powerfully of her
birth and rearing in China, and of the three powerful women who helped
nurture, teach, and challenge her, in Shanghai Quartet: The Crossings of
Four Women of China (2001). S ...
Against Redemption The Dilemma Of MemoirArlene Smith
This document discusses the challenges of writing a memoir about disability that avoids the typical "tragedy to triumph" narrative arc. It explores how the author attempted to write a counter-narrative memoir about parenting their autistic son using a thematic personal essay form rather than a chronological structure. Key points discussed include the pressure to conform to redemptive narratives for disability memoirs, challenges of using metaphor and representing the complexity of experience.
This document discusses the selective memory of Palestinian women leaders during the British Mandate period in Palestine from 1920-1948. It notes that while certain women leaders are continually referenced in modern nationalist narratives, their prominence contradicts historical sources from the time period. In particular, Zlikha Shihabi is often invoked despite limited evidence of her actual role. More broadly, the women's movement has been marginalized in the national narrative, only referenced when politically convenient. This disconnect between historical remembering and forgetting highlights how memory, gender, and history can be politicized.
Do Muslim Women Really Need Saving Anthropological Refle.docxaryan532920
Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism
and Its Others
Author(s): Lila Abu-Lughod
Source: American Anthropologist, Vol. 104, No. 3 (Sep., 2002), pp. 783-790
Published by: Wiley on behalf of the American Anthropological Association
Stable URL: http://www.jstor.org/stable/3567256
Accessed: 26-03-2018 22:52 UTC
REFERENCES
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H ,
LILA ABU-LUGHOD
Ethics Forum: September 11 and Ethnographic Responsibility
Do Muslim Women Really Need Saving ?
Anthropological Reflections on Cultural
Relativism and Its Others
ABSTRACT This article explores the ethics of the current "War on Terrorism," asking whether anthropology, the discipline devoted
to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American
intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in
the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention
to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim
women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world-as products of
different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that
rather than seeking to "save" others (with the superiority it implies and the violences it would entail) we might better think in terms of
(1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger
responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop
many of these arguments about the limits of "cultural relativism" through a consideration of the burqa an ...
1) The document discusses different viewpoints or styles that historians use to investigate and write about history, ranging from broad overviews to more focused examinations to empathetic and opinion-driven works.
2) It argues that viewpoints closer to Herodotus' original conception of objective investigation and documentation, like broad overviews and focused examinations of specific events, tend to be more valid as historical sources.
3) More subjective viewpoints that rely on personal opinion or emphasize small details over larger contexts, while still useful, are generally less valid as tools for understanding history.
This document provides excerpts from an undergraduate thesis about conspiracy theories. It discusses 5 chapters: 1) examines conspiracy theories from the point of view of informants in Texas who see the current political order as insidious and believe it is their responsibility to recover the "authentic America"; 2) analyzes how informants construct a "myth of America" by appropriating and reworking symbols like the American flag to stitch together a new narrative; 3) describes how conspiracy theorists engage in ethical practices and techniques of the self by embodying an ideal "American" in order to (re)produce an authentic America through their actions; 4) discusses relationships within and outside conspiracy theory communities.
This summary provides an overview of the key points in the document:
1) The document introduces terms like feminism, intersectional feminism, and transnational feminism, discussing their definitions and how artists have explored them.
2) Examples are given of several artists, including Adrian Piper and her performance art pieces addressing racism and sexism, and Simone Leigh's "Free People's Health Clinic" project highlighting healthcare issues in the Black community.
3) The discussion then shifts to examining Asian-American identity, summarizing a past project by the author and Hong-An Truong exploring the history of Chinese immigration to the US.
Sigal argues that historians of sexuality too often view sexuality as a stable, transhistorical category rather than understanding indigenous meanings which were unstable. Historians must destabilize current notions of sexuality and recognize how colonialism and power have shaped analytical frameworks. Archives used in studying Latin American gender and sexuality are limited due to colonial mediators recording narratives, and scholars should read against the grain of sources to provide alternative interpretations that challenge literal readings.
3 The Politics of the Dancing Body Racialized and Gen.docxtamicawaysmith
3
The Politics of the Dancing
Body: Racialized and
Gendered Femininity
in Korean Pop
Chuyun Oh
The Politics of the Dancing Body: Theories,
Concerns, and Questions
Korean pop (hereinafter K-pop) singers have become viral in East Asia
recently as part of the "Korean Wave" or Hallyu. The term "Korean Wave"
was coined in China to refer to the popularity of Korean drama in the
1990s and now refers to the regional popularity of Korean products such
as drama, film, music, and fashion within Asia and visible in Western
countries, including France, Canada, and United States. Currently, K-pop
idols lead the global circulation of Korean pop culture, called "Second
Wave," which is often characterized as group performances driven
by dance music and groomed by conglomerate music agents like S.M.
Entertainment, YG Entertainment, and JYP Entertainment}
This chapter looks at the ways K-pop music videos, as a leading plat-
form circulating the "Second Wave," represent gendered femininity glob-
ally and offer a useful tool for investigating the multilayered implications
ofhybridity. It examines Girls' Generation (also known as So Nyeo Si Dae,
SNSD, or SoShi), one of the most popular K-pop idol girl bands in East
Asia, and their music videos, paying particular attention to "1'he Boys,"
released in 2011. Few studies have fully addressed Girls' Generation, and
Noh Kwang Woo's research examines how Girls' Generation fans con-
struct their personal identities through on line activities. 2 This chapter
54 CHUYUN OH
considers Girls' Generation's performances and their dancing bodies as
an intersection of race, gender, and a contemporary Koreanness. "The
Boys" is an interesting case study, given the representation of"ideal" fem-
ininity in the video and S.M. Entertainment's explicit global targeting to
US pop market.
Scholars have discussed how the transnational circulation of Korean
pop culture is a sign of global shift; its traits exist "in-between" homog-
enized globalization under Americanization and a more localized hetero-
genization. Other research efforts have dealt with the neoliberal capitalist
and nationalist aspects of l(orean Wave and how its "soft power" becomes
a .dualism ~o serve neoliber~l market values and national pride. 3 These pre-
vious stu~~es ~re worthwhde, as they offer a larger picture of K-pop's cul-
tural position 1n the world system, reallocating Korean nationality within a
contemporary context. Nevertheless, as a macro analysis, they avoid an in-
depth qualitative textual analysis ofK-pop products. Responding to the sud-
~en popular'.~Y of Korean pop culture globally, some scholars have sought
Koreanness that potentiaJly includes the unique emotional sentiment
of Han, a multifaceted sensibility of East Asian culture, a capitalized con-
sumerist 1nodernity, Confucianism and family values, and militarization.4
Reclai~i.ng authent~c Koreanness can be problematic in that this process
essenhahzes ...
Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
The document discusses the challenges of writing an essay on the topic of "African American Essays". It notes that the topic demands a nuanced understanding of the complex history, culture, and experiences of African Americans. Thorough research is needed to capture the diversity of perspectives within the community, including exploring the works of prominent African American writers and scholars. The essay should also address contemporary issues like systemic racism, and present an unbiased perspective acknowledging the diversity within the African American experience. While difficult, tackling this topic offers an opportunity for growth and a deeper understanding of African American history and culture.
1. African American criticism examines works through the lens of the black experience with oppression and marginalization. It notes how black writing emerges from a sociocultural context marked by these factors.
2. It also draws from postcolonial theory regarding the representation of the "other" and identity reclamation. African American criticism is aware of how black experience relates to African influences and the legacy of slavery and racism in shaping black artistic production in white cultures.
3. A key concern is who can speak for or understand black literature and whether black works demand a specific ideological lens or can be analyzed using traditional theories. It questions the essence of race and how racial identity has been constructed and understood over time.
Gender Role Essays. Gender Roles in Society Essay - PHDessay.comMelissa Otero
Gender Roles Essay Example for Free - 760 Words | EssayPay. Gender roles in society thesis statement / mycorezone.com. Gender roles in society essay we provide best essay. Essay | Gender Role | Gender Equality. Descriptive Essay: Gender roles argumentative essay.
Expand upon your 5 page midterm paper. Develop it into a 10-12 pa.docxSANSKAR20
Expand upon your 5 page midterm paper. Develop it into a 10-12 page paper
In your final paper, you’ll need to cite the following:SELECT TWO ESSAYS (2)
· Asian American Studies: A Reader
SELECT TWO PIECES (2)
· Charlie Chan is Dead 2: At Home in the World – An Anthology of Contemporary Asian American Fiction
SELECT ONE (you may use more than one from this group of texts) (1)
· Bulosan’s America Is in the Heart
· Kochiyama’s Passing it On: A Memoir
· Prashad’s Everybody Was Kung-Fu Fighting: Afro-Asian Connections and the Myth of Cultural Purity
SELECT TWO OF THE FOLLOWING FILMS ON RESERVE (links to the Said documentary provided below) (2)
Fires in the Mirrorhttp://www.pbs.org/now/shows/232/index.htmlhttp://www.youtube.com/watch?v=hnkrUJny0CE
Yuri Kochiyama: A Passion for Justicehttp://www.wmm.com/filmcatalog/pages/c110.shtml
My America… Or Honk if you Love Buddhahttp://www.columbia.edu/cu/weai/exeas/films/my-america.html
Harvest of Empire: The Untold Story of Latinos in Americahttp://harvestofempiremovie.com/
Perfumed Nightmare (Mababangong Bangungot)http://movies.nytimes.com/movie/37745/The-Perfumed-Nightmare/overviewhttps://www.youtube.com/watch?v=r7lMMIs_7lQ
Reel Bad Arabs: How Hollywood Vilifies a Peoplehttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=412http://www.youtube.com/watch?v=Ko_N4BcaIPY
Slaying the Dragon
http://www.asianwomenunited.org/slaying-the-dragon-asian-women-in-u-s-television-and-film-1988/http://www.youtube.com/watch?v=N3Ka_xIPsHE&feature=channel_video_title
Stuart Hall – On Origins of Cultural Studies
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=414
Tim Wise on White Privilege: Racism, White Denial & the Costs of Inequalityhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=137
Who Killed Vincent Chin?http://www.pbs.org/pov/whokilledvincentchin/
Edward Said: On Orientalism (access from Dailymotion.com -- links below arranged in order – parts one to four) http://www.dailymotion.com/video/xcakwf_orientalism-1-edward-said_webcamhttp://www.dailymotion.com/video/xcbvfy_orientalism-2-edward-said_newshttp://www.dailymotion.com/video/xcasdg_orientalism-3-edward-said-methods-o_newshttp://www.dailymotion.com/video/xcasl5_orientalism-4-edward-said-palestini_creationhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=403 (Media Education Foundation website)
SELECT ONE OF THE FOLLOWING ITEMS ON RESERVE (1)
· Asian Americans: Movement and the Moment (edited by Louie and Omatsu)
· Asian American Sexualities: Dimensions of the Gay and Lesbian Experience (edited by Leong)
· The Big Aiiieeeee!: An Anthology of Chinese and Japanese American Literature (edited by Chin, et al.)*
· Dragon Ladies: Asian American Feminists Breathe Fire (edited by Shah)
· The Forbidden Book: The Philippine American War in Political Cartoons (edited by de la Cruz, et al.)
· Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940 (edited by Lai, et al.)
· Lone Heart Mountain ...
Consider assessment tools that would be appropriate for continui.docxmargaretr5
Consider assessment tools that would be appropriate for continuing to evaluate Eugene?
Utilize these tools to better understand:
The behaviors associated with Major Depression
Evidence of any cognitive impairment that may be complicating Eugene's recovery
The overlap of depressive, cognitive and anxiety behaviors and what they mean
How alcohol may be a factor in compromising outcomes
What is Eugene's baseline level of functioning and has he deviated from that point?
How can you evaluate Mrs. Shaw’s ability to manage the caregiving role?
.
Consider at least two companies that successfully adopted this b.docxmargaretr5
Consider at least two companies that successfully adopted this business philosophy to gain success and combat traditional corporate approaches. How does these companies embody the tenet of “higher purpose” and create deeper meaning by focusing their goals beyond profits and inspiring stakeholders? What connections can you identify between the four principles of Conscious Capitalism and the Christian concept of putting others before oneself?
.
Consider applying the simple electronic polarizability and Clasius-M.docxmargaretr5
Diamond has applications in optics due to its high refractive index. The document considers using the Clausius-Mossotti and electronic polarizability equations to model the refractive index of diamond, accounting for its density of carbon atoms, valence electrons, and dielectric constant. It then asks to calculate the natural frequency and refractive indices at wavelengths of 0.5 and 5 micrometers.
Consider and identify a hazard that presents a major risk to your ow.docxmargaretr5
Consider and identify a hazard that presents a major risk to your own community. What are the responsibilities that you would expect from your governor to prepare and respond to a disaster? Are you confident in your state's response abilities?
Your journal entry must be at least 200 words. No references or citations are necessary.
.
Consider any one of this semester’s American authors Anne Bradstree.docxmargaretr5
Consider any one of this semester’s American authors: Anne Bradstreet, Jonathan Edwards, Henry David Thoreau, Willa Cather, Walt Whitman, Paul Dunbar, Robert Frost, Langston Hughes, Tillie Olsen, Hisaye Yamamoto, Maya Angelou, and Angie Cruz.
Focus on 2 or more works by the author of your choice. (Choices must not include more than one work covered in class this semester.) Begin the research process by asking yourself the following questions: What makes this author and his/her works worthy of our attention? What prevailing message/theme is present in the author’s works? How do you believe this message/theme should be interpreted? Are the works and/or characters realistic or symbolic? Is there a reoccurring image or any notable literary techniques/figurative language utilized by the author? How does the historical, social, or political context in which the works were written have specific bearing on one’s interpretation of the texts? How does the author present aspects of American culture including class, gender, race, values and religion, and geography?
Research paper guidelines/timeline: 1. Analytical Research Paper assigned Mon., Nov. 9.
2. After considering the above questions, focus in on an aspect of interest regarding your author/works, and conduct background reading and notetaking to narrow down your aspect of interest to a specific thesis statement and preliminary broad outline. Your thesis statement should reflect your perspective on some aspect of the works and /or the author’s literary style. Submit thesis statement/broad outline for approval by Mon. Nov. 16 via the Google drive folder. *Refer to the Caldwell University library resource documents in “Content” to assist you in obtaining sources for your research paper. Additionally, you may contact Caldwell University librarian Victoria Swanson via email for research assistance.
3. After your thesis has been approved, continue to research and organize support points into a more detailed outline, and begin composing body paragraphs. Body paragraphs should consist of your own analysis/perspective supported by those of at least 4 scholarly critical sources found in the Caldwell University databases. *Refer to the “Paraphrasing” and “Methods to Introduce Quotes in Your Writing” documents in “Content.”
4. Schedule an individual conference with Professor Whelan for a time between Mon., Nov. 16 and Weds., Nov 25. regarding your research progress. *Conference attendance is calculated into your semester attendance average.
5. Submit your research paper draft via the Google drive folder by Mon., Nov. 30.
6. Submit your final copy of your research paper by Mon., Dec. 7.
7. Your completed research paper should reflect the following organization:
a. Introduction providing background context leading up to your thesis statement (last sentence of introduction)
b. Body paragraphs providing support for your thesis through your own analysis, critic perspective, and text evidence. Support.
Consider an obstacle or barrier to the implementation of evidence-ba.docxmargaretr5
Consider an obstacle or barrier to the implementation of evidence-based practice you identified in last week’s discussion (1. Inadequate organizational support that is necessary in ensuring an effective implementation of EBP (Warren et al., 2016) or 2. Lack of interdisciplinary interactions (Wallis, 2012). What are two ways to address this problem?
References
Wallis, L. (2012). Barriers to implementing evidence-based practice remain high for US nurses. AJN the American Journal of Nursing, 112(12), 15.
Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. Worldviews on Evidence‐Based Nursing, 13(1), 15-24.
.
Consider an example of yourself as a member of team (as a volunt.docxmargaretr5
Consider an example of yourself as a member of team (as a volunteer, as a member of a church group or mission team, study group, community group). What did you do in terms of interacting with others that
went well?
What did you do as you interacted with others that
did not go well
, or that had an unexpected effect ? Looking back on the last example, how might you interact with people differently? (Give a specific example.)
.
consider an artifact that is prominently displayed by a friend or co.docxmargaretr5
consider an artifact that is prominently displayed by a friend or co-worker - either at home or in some other space. In 1-2 paragraphs, explain how this artifact has influenced your interpretation of this person's identity. Is your perception more positive or negative because of this artifact display? Why
.
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Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism
and Its Others
Author(s): Lila Abu-Lughod
Source: American Anthropologist, Vol. 104, No. 3 (Sep., 2002), pp. 783-790
Published by: Wiley on behalf of the American Anthropological Association
Stable URL: http://www.jstor.org/stable/3567256
Accessed: 26-03-2018 22:52 UTC
REFERENCES
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H ,
LILA ABU-LUGHOD
Ethics Forum: September 11 and Ethnographic Responsibility
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This document provides excerpts from an undergraduate thesis about conspiracy theories. It discusses 5 chapters: 1) examines conspiracy theories from the point of view of informants in Texas who see the current political order as insidious and believe it is their responsibility to recover the "authentic America"; 2) analyzes how informants construct a "myth of America" by appropriating and reworking symbols like the American flag to stitch together a new narrative; 3) describes how conspiracy theorists engage in ethical practices and techniques of the self by embodying an ideal "American" in order to (re)produce an authentic America through their actions; 4) discusses relationships within and outside conspiracy theory communities.
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was coined in China to refer to the popularity of Korean drama in the
1990s and now refers to the regional popularity of Korean products such
as drama, film, music, and fashion within Asia and visible in Western
countries, including France, Canada, and United States. Currently, K-pop
idols lead the global circulation of Korean pop culture, called "Second
Wave," which is often characterized as group performances driven
by dance music and groomed by conglomerate music agents like S.M.
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struct their personal identities through on line activities. 2 This chapter
54 CHUYUN OH
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Chapter One
Why Asian American Sexual Politics?
In 2000, two white men and a white woman in Spokane, Washington, specifically targeted
Japanese women in an elaborately planned scheme to kidnap, rape, sodomize, and torture them
and to videotape the whole ordeal. According to police reports, the rapists had a sexual
fantasy about and fixation with young Japanese women. The three assailants believed that the
Japanese women were submissive.[1] In just one month, the predators abducted five Japanese
exchange students, ranging in age from eighteen to twenty. Motivated by their sexual biases
about Asian women, all three used both their bodies and objects to repeatedly rape—vaginally,
anally, and orally—two of the young women for over seven hours.[2] One of the attackers
immediately confessed to searching only for Japanese women to torture and rape; eventually,
all pled guilty and were convicted.[3]
In 2004, American Idol, the most watched TV series in the Nielsen ratings and the only
program to have been number one for seven consecutive seasons,[4] premiered the season with
an episode that showcased twenty-one-year-old William Hung singing a rendition of Ricky
Martin’s “She Bangs.” The episode was a collection of the most “talentless” of those who
auditioned, and it was if Hung was crowned the “king.” His inability to carry a tune, dance to
the beat, or exude any sex appeal made the video go viral on the Internet, and viewers were
laughing at him, not with him. He was a perfect fit for the unflattering racial stereotype of the
asexual, nerdy Asian American man. Across the blogosphere, race scholars and Asian
American men were bemoaning the perpetuation of the racist stereotyping and yet another
instance where Asian American men are emasculated in American media.
These two examples demonstrate the racial stereotyping of Asians and Asian Americans.
The perpetrators in Spokane, Washington, used racist stereotypes to pick their targets. While
both being racially “othered,” Asian and Asian American women have been constructed as
sexually exotic docile bodies while men have been racially “castrated.” These constructions
created a complicated racialized Asian American sexual politics affected by racist-gendered
constructions but also “home-culture” expectations. The vignettes and analysis shared in this
book are an attempt to look at the nuanced way that constructions can operate in the lives of
some Asian Americans.
Feminist scholars argue that women's sexuality is socially shaped in ways that sustain men's
social and political dominance. I extend this feminist scholarship and argue that Asian
American sexuality is socially shaped in ways that maintain social and political dominance for
whites, particularly white men. I want to set this stage with the assertions made by Patricia
Hill Collins in her seminal work, Black Sexual Politics.[5] Collins defines sexual politics as
Chou, Rosalind S.. Asian American Sexual Politics : The Construction of Race, G.
The document discusses the challenges of writing an essay on the topic of "African American Essays". It notes that the topic demands a nuanced understanding of the complex history, culture, and experiences of African Americans. Thorough research is needed to capture the diversity of perspectives within the community, including exploring the works of prominent African American writers and scholars. The essay should also address contemporary issues like systemic racism, and present an unbiased perspective acknowledging the diversity within the African American experience. While difficult, tackling this topic offers an opportunity for growth and a deeper understanding of African American history and culture.
1. African American criticism examines works through the lens of the black experience with oppression and marginalization. It notes how black writing emerges from a sociocultural context marked by these factors.
2. It also draws from postcolonial theory regarding the representation of the "other" and identity reclamation. African American criticism is aware of how black experience relates to African influences and the legacy of slavery and racism in shaping black artistic production in white cultures.
3. A key concern is who can speak for or understand black literature and whether black works demand a specific ideological lens or can be analyzed using traditional theories. It questions the essence of race and how racial identity has been constructed and understood over time.
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Expand upon your 5 page midterm paper. Develop it into a 10-12 pa.docxSANSKAR20
Expand upon your 5 page midterm paper. Develop it into a 10-12 page paper
In your final paper, you’ll need to cite the following:SELECT TWO ESSAYS (2)
· Asian American Studies: A Reader
SELECT TWO PIECES (2)
· Charlie Chan is Dead 2: At Home in the World – An Anthology of Contemporary Asian American Fiction
SELECT ONE (you may use more than one from this group of texts) (1)
· Bulosan’s America Is in the Heart
· Kochiyama’s Passing it On: A Memoir
· Prashad’s Everybody Was Kung-Fu Fighting: Afro-Asian Connections and the Myth of Cultural Purity
SELECT TWO OF THE FOLLOWING FILMS ON RESERVE (links to the Said documentary provided below) (2)
Fires in the Mirrorhttp://www.pbs.org/now/shows/232/index.htmlhttp://www.youtube.com/watch?v=hnkrUJny0CE
Yuri Kochiyama: A Passion for Justicehttp://www.wmm.com/filmcatalog/pages/c110.shtml
My America… Or Honk if you Love Buddhahttp://www.columbia.edu/cu/weai/exeas/films/my-america.html
Harvest of Empire: The Untold Story of Latinos in Americahttp://harvestofempiremovie.com/
Perfumed Nightmare (Mababangong Bangungot)http://movies.nytimes.com/movie/37745/The-Perfumed-Nightmare/overviewhttps://www.youtube.com/watch?v=r7lMMIs_7lQ
Reel Bad Arabs: How Hollywood Vilifies a Peoplehttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=412http://www.youtube.com/watch?v=Ko_N4BcaIPY
Slaying the Dragon
http://www.asianwomenunited.org/slaying-the-dragon-asian-women-in-u-s-television-and-film-1988/http://www.youtube.com/watch?v=N3Ka_xIPsHE&feature=channel_video_title
Stuart Hall – On Origins of Cultural Studies
http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=414
Tim Wise on White Privilege: Racism, White Denial & the Costs of Inequalityhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=137
Who Killed Vincent Chin?http://www.pbs.org/pov/whokilledvincentchin/
Edward Said: On Orientalism (access from Dailymotion.com -- links below arranged in order – parts one to four) http://www.dailymotion.com/video/xcakwf_orientalism-1-edward-said_webcamhttp://www.dailymotion.com/video/xcbvfy_orientalism-2-edward-said_newshttp://www.dailymotion.com/video/xcasdg_orientalism-3-edward-said-methods-o_newshttp://www.dailymotion.com/video/xcasl5_orientalism-4-edward-said-palestini_creationhttp://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=403 (Media Education Foundation website)
SELECT ONE OF THE FOLLOWING ITEMS ON RESERVE (1)
· Asian Americans: Movement and the Moment (edited by Louie and Omatsu)
· Asian American Sexualities: Dimensions of the Gay and Lesbian Experience (edited by Leong)
· The Big Aiiieeeee!: An Anthology of Chinese and Japanese American Literature (edited by Chin, et al.)*
· Dragon Ladies: Asian American Feminists Breathe Fire (edited by Shah)
· The Forbidden Book: The Philippine American War in Political Cartoons (edited by de la Cruz, et al.)
· Island: Poetry and History of Chinese Immigrants on Angel Island, 1910-1940 (edited by Lai, et al.)
· Lone Heart Mountain ...
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Consider assessment tools that would be appropriate for continui.docxmargaretr5
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Utilize these tools to better understand:
The behaviors associated with Major Depression
Evidence of any cognitive impairment that may be complicating Eugene's recovery
The overlap of depressive, cognitive and anxiety behaviors and what they mean
How alcohol may be a factor in compromising outcomes
What is Eugene's baseline level of functioning and has he deviated from that point?
How can you evaluate Mrs. Shaw’s ability to manage the caregiving role?
.
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Consider at least two companies that successfully adopted this business philosophy to gain success and combat traditional corporate approaches. How does these companies embody the tenet of “higher purpose” and create deeper meaning by focusing their goals beyond profits and inspiring stakeholders? What connections can you identify between the four principles of Conscious Capitalism and the Christian concept of putting others before oneself?
.
Consider applying the simple electronic polarizability and Clasius-M.docxmargaretr5
Diamond has applications in optics due to its high refractive index. The document considers using the Clausius-Mossotti and electronic polarizability equations to model the refractive index of diamond, accounting for its density of carbon atoms, valence electrons, and dielectric constant. It then asks to calculate the natural frequency and refractive indices at wavelengths of 0.5 and 5 micrometers.
Consider and identify a hazard that presents a major risk to your ow.docxmargaretr5
Consider and identify a hazard that presents a major risk to your own community. What are the responsibilities that you would expect from your governor to prepare and respond to a disaster? Are you confident in your state's response abilities?
Your journal entry must be at least 200 words. No references or citations are necessary.
.
Consider any one of this semester’s American authors Anne Bradstree.docxmargaretr5
Consider any one of this semester’s American authors: Anne Bradstreet, Jonathan Edwards, Henry David Thoreau, Willa Cather, Walt Whitman, Paul Dunbar, Robert Frost, Langston Hughes, Tillie Olsen, Hisaye Yamamoto, Maya Angelou, and Angie Cruz.
Focus on 2 or more works by the author of your choice. (Choices must not include more than one work covered in class this semester.) Begin the research process by asking yourself the following questions: What makes this author and his/her works worthy of our attention? What prevailing message/theme is present in the author’s works? How do you believe this message/theme should be interpreted? Are the works and/or characters realistic or symbolic? Is there a reoccurring image or any notable literary techniques/figurative language utilized by the author? How does the historical, social, or political context in which the works were written have specific bearing on one’s interpretation of the texts? How does the author present aspects of American culture including class, gender, race, values and religion, and geography?
Research paper guidelines/timeline: 1. Analytical Research Paper assigned Mon., Nov. 9.
2. After considering the above questions, focus in on an aspect of interest regarding your author/works, and conduct background reading and notetaking to narrow down your aspect of interest to a specific thesis statement and preliminary broad outline. Your thesis statement should reflect your perspective on some aspect of the works and /or the author’s literary style. Submit thesis statement/broad outline for approval by Mon. Nov. 16 via the Google drive folder. *Refer to the Caldwell University library resource documents in “Content” to assist you in obtaining sources for your research paper. Additionally, you may contact Caldwell University librarian Victoria Swanson via email for research assistance.
3. After your thesis has been approved, continue to research and organize support points into a more detailed outline, and begin composing body paragraphs. Body paragraphs should consist of your own analysis/perspective supported by those of at least 4 scholarly critical sources found in the Caldwell University databases. *Refer to the “Paraphrasing” and “Methods to Introduce Quotes in Your Writing” documents in “Content.”
4. Schedule an individual conference with Professor Whelan for a time between Mon., Nov. 16 and Weds., Nov 25. regarding your research progress. *Conference attendance is calculated into your semester attendance average.
5. Submit your research paper draft via the Google drive folder by Mon., Nov. 30.
6. Submit your final copy of your research paper by Mon., Dec. 7.
7. Your completed research paper should reflect the following organization:
a. Introduction providing background context leading up to your thesis statement (last sentence of introduction)
b. Body paragraphs providing support for your thesis through your own analysis, critic perspective, and text evidence. Support.
Consider an obstacle or barrier to the implementation of evidence-ba.docxmargaretr5
Consider an obstacle or barrier to the implementation of evidence-based practice you identified in last week’s discussion (1. Inadequate organizational support that is necessary in ensuring an effective implementation of EBP (Warren et al., 2016) or 2. Lack of interdisciplinary interactions (Wallis, 2012). What are two ways to address this problem?
References
Wallis, L. (2012). Barriers to implementing evidence-based practice remain high for US nurses. AJN the American Journal of Nursing, 112(12), 15.
Warren, J. I., McLaughlin, M., Bardsley, J., Eich, J., Esche, C. A., Kropkowski, L., & Risch, S. (2016). The strengths and challenges of implementing EBP in healthcare systems. Worldviews on Evidence‐Based Nursing, 13(1), 15-24.
.
Consider an example of yourself as a member of team (as a volunt.docxmargaretr5
Consider an example of yourself as a member of team (as a volunteer, as a member of a church group or mission team, study group, community group). What did you do in terms of interacting with others that
went well?
What did you do as you interacted with others that
did not go well
, or that had an unexpected effect ? Looking back on the last example, how might you interact with people differently? (Give a specific example.)
.
consider an artifact that is prominently displayed by a friend or co.docxmargaretr5
consider an artifact that is prominently displayed by a friend or co-worker - either at home or in some other space. In 1-2 paragraphs, explain how this artifact has influenced your interpretation of this person's identity. Is your perception more positive or negative because of this artifact display? Why
.
Consider again the market for Atlantic lobster presented in Q#1 of t.docxmargaretr5
Consider again the market for Atlantic lobster presented in Q#1 of the previous
assignment where the annual demand and supply for lobster is given by the
following equations: 100 0.2
D P = − Q , and 25 0.1
S P = + Q , where P is the price per kg
in dollars, QD and QS are respectively the quantity demanded and the quantity
supplied (in thousand of Kgs). The government imposes a quota of 150 thousand
of kgs per year in the lobster industry and licenses are issued to allocate the rights
to harvest lobster.
.
Consider a space rocket travelling towards a planet at speed c2 wit.docxmargaretr5
Consider a space rocket travelling towards a planet at speed c/2 with respect to an observer on the surface of the planet. The planet is 5.25 × 1011 km away from the rocket. The rocket has a rest length of 175 m. A probe is fired from the rocket towards the planet at a speed of 3c/5 with respect to the rocket. All motion occurs along the same straight line and c is the speed of light. (a) How fast in m s−1 is the probe moving with respect to the observer? (b) In the observer’s frame of reference, how much time does it take for the probe to travel from the rocket to the planet? (c) The observer is holding a clock. It displays 13:00:00. How much time will pass in the rocket’s frame of reference before the observer’s clock displays 14:00:00? (d) What is the length of the rocket in the probe’s frame of reference?
.
Consider a social worker who conducted a single subject design a.docxmargaretr5
Consider a social worker who conducted a single subject design along with focus groups to evaluate the effectiveness of a spiritual-based intervention for domestic violence survivors. The numerical data from the single subject design showed that the intervention helped to improve clients’ level of self-efficacy. The focus groups explored clients’ perceptions about what specific elements of the intervention they found helpful. After the focus groups were completed, they were transcribed, and the qualitative data was analyzed using content analysis.
This week, you will explore how qualitative research can be used to inform social work practice. In addition, you will have the opportunity to analyze content analysis findings of a real life focus group that was conducted.
Evidence-based social work practice calls for the use of research data to guide the development of social work interventions on the micro, mezzo and/or macro-levels. Kearney (2001) described ways qualitative research findings can inform practice. Qualitative findings can help social workers understand the clients’ experiences and “what it may feel like” (Kearney, 2001). Therefore, social workers can develop clinical interventions that take into account the experiences of their clients. Qualitative findings can also help social workers monitor their clients. For example, if after reading a qualitative study on how domestic violence survivors respond to stress, they can monitor for specific stress behaviors and symptoms (Kearney, 2001). In addition, they can educate their client what stress behaviors to look for and teach them specific interventions to reduce stress (Kearney, 2001)
Given the increasing diversity that characterizes the landscape in the United States, social workers need to take into account culture when formulating interventions. Social workers can utilize qualitative findings to plan interventions in a culturally meaningful manner for the client.
To prepare for this Discussion, read Knight et al.’s (2014) study from this week’s required resources. Carefully review the findings, the photographs, and how the researchers wrote up the findings. Finally, review the specific macro-, meso-, and micro-oriented recommendations.
Then read Marsigilia and Booth’s article about how to adapt interventions so that they are culturally relevant and sensitive to the population the intervention is designed for. Finally, review the chapter written by Lee et al. on conducting research in racial and ethnic minority communities.
Kearney, M. (2001). Levels and applications of qualitative research evidence.
Research in Nursing and Health,
24, 145–153.
By Day 3
Post
the following:
Using one of the direct quotes and/or photos from Knight et al.’s study, analyze it by drawing up a tentative meaning. Discuss how this would specifically inform one intervention recommendation you would make for social work practice with the homeless. This recommendation can be on the micro, meso, .
Consider a recent event, either in your personal life or in the news.docxmargaretr5
Consider a recent event, either in your personal life or in the news. In a few sentences, describe a way that a past historical event could inform your understanding of the recent event. Briefly describe a strategy for how you could be conscious of presentism (the use of modern values to interpret past events) in the study of those past events. ?
.
Consider a company that has sales in May, June, and July of $11 mill.docxmargaretr5
A company had sales of $11 million, $10 million, and $12 million in May, June, and July respectively. 25% of customers pay in the month of sale, 50% pay in the following month, and 23% pay in the next month. The cash collected in July is the amount paid from June and July sales.
ConservationPreservation in National Parks Perform research in f.docxmargaretr5
Conservation/Preservation in National Parks:
Perform research in from other reputable sources online on either the conservation or preservation methods used in a national park of your choice. Compile a list of these methods. Accompany your list with your reflections and analysis of your park's efforts at such initiatives as maintaining genetic or species diversity, controlling invasive species, and so forth. Provide an analysis of how your park may need to alter its methods over time. 2-3 pages
.
Conns syndrome is an endocrine disorder brought about by a tumor of.docxmargaretr5
Conn's syndrome is an endocrine disorder brought about by a tumor of the adrenal cortex that secretes excessive aldosterone in uncontrolled fashion. Given what you know about the functions of aldosterone, describe what the most prominent features of this condition would be.
150 words
Imagine you are a health care provider explaining to a newly diagnosed patient with diabetes mellitus the reason why glucose was found in her urine sample. Include insulin and the term:
tubular maximum and renal threshold
in your explanation.
150 words
.
Cons of ContraceptivesInstructionsFor this assignment, complet.docxmargaretr5
Cons of Contraceptives
Instructions
For this assignment, complete the following:
· Compose a position paper representing the con side of your new topic. (See the Con-Paper Template). The paper should include approximately 6 developed paragraphs:
· Introduction (with thesis statement)
· Context paragraph
· 3 body paragraphs (focusing on 3 cons)
· Conclusion
· Apply a formal tone appropriate for academic audiences, maintaining an objective 3rd person point of view - no 1st person (I, me, my, we, our, us, mine) or 2nd person (you, your). Avoid contractions, clichés, and slang terminology.
· Use the provided template to assist in formatting the title page and document.
· Incorporate at least 3 scholarly sources into the paper. Cite all sources in APA format, both parenthetically and on a reference page.
· Before submission, proofread and edit carefully for spelling, punctuation, and grammar. Not every error will be flagged automatically in word-processing programs, and some that are flagged as errors are actually correct.
Writing Requirements (APA format)
· Length: 2-3 pages (not including the title or reference pages)
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page
· References page (minimum of 3 academic articles)
Grading
This activity will be graded using the Con-Position Paper Grading Rubric.
Course Outcomes (CO): 3, 6
Rubric
Position Paper Grading Rubric - 125 pts (2)
Position Paper Grading Rubric - 125 pts (2)
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeLength
5.0 pts
Meets length requirement
0.0 pts
Does not meet length requirement
5.0 pts
This criterion is linked to a Learning OutcomePoint Analysis
30.0 pts
The central idea is developed and expanded with depth of critical thought.
25.5 pts
The central idea is discernible and developed.
22.5 pts
The central idea needs more development with points tying back to the thesis.
18.0 pts
The central idea is not developed, and the analysis lacks critical thought.
0.0 pts
No effort
30.0 pts
This criterion is linked to a Learning OutcomeSupport
30.0 pts
The writing supports claims with several detailed and persuasive examples.
25.5 pts
The writing supports claims with examples, but additional analysis or examples could strengthen the argument.
22.5 pts
The writing supports claims with examples, but the examples are not well-developed or examined. Additional examples and analysis are needed to make the argument more persuasive.
18.0 pts
The central idea is not well-supported by claims and/or examples.
0.0 pts
No effort
30.0 pts
This criterion is linked to a Learning OutcomeOrganization
25.0 pts
Paper is clear and cohesive. Introduction and conclusion support the overall flow of the paper.
21.25 pts
Paper is basically clear and well-organized with a minimum of non-related material present.
18.75 pts
Paper has some issues with clarity, flow, and cohesion. Paper lacks organization.
15.0 pts
Paper lacks organization and has difficulty staying on tra.
Consequential CourtsJUDICIAL ROLES IN GLOBAL PERSPECTIVE.docxmargaretr5
Consequential Courts
JUDICIAL ROLES IN GLOBAL PERSPECTIVE
Edited by
DIANA KAPISZEWSKI
University of California, Irvine
GORDON SILVERSTEIN
Yale Law School
ROBERT A. KAGAN
University of California, Berkeley
CAMBRIDGE
UNIVERSITY PRESS
xii Contributors
Manoj Mate is Assistant Professor of Law, Whittier Law School, and Assistant
Professor of Political Science (by courtesy), Whittier College.
Amnon Reichman is Professor of Law, University ofHaifa (Israel).
Druscilla L. Scribner is Associate Professor of Political Science, University ofWis-
consin, Oshkosh.
Martin Shapiro is James W. and Isabel Coffroth Professor of Law (Emeritus),
Berkeley Law, University of California.
Alexei Trochev is Associate Professor, School of Humanities and Social Sciences,
Nazarbayev University (Kazakhstan).
Introduction
Diana Kapiszewski, Gordon Silverstein, and Robert A. Kagan*
In early nineteenth-century America, Alexis de Tocqueville (1835) famously
observed, "[Sjcarcely any political question arises...that is not resolved, sooner
or later, into a judicial question." That may have been a considerable exaggeration
at the time, but today, the dynamic Tocqueville highlighted marks many constitu-
tional democracies in which independent courts are vested with powers of judicial
review. In such countries, political actors, organizations, and ordinary individuals
who become enmeshed in political conflicts have strong incentives to frame their
desires as constitutional or statutory claims and ask courts to vindicate them.
As a result, in the early twenty-first century, courts have become versatile actors
in the governance of many constihitional democracies, and judges and justices
play multiple roles in politics and policymaking. As many observers have noted/
politically consequential courts have emerged in new democracies from Korea to
South Africa to Brazil and beyond; courts in more established democracies such as
Canada and New Zealand have been given or have assumed more power to protect
individual rights and invalidate government policies; and both the European Court
of Justice (ECJ) and the European Court of Human Rights (ECHR) have taken on
dramatic roles in European governance.
However, the political power of courts has ebbed as well as flowed. In many
Latin American countries, judges are not blazing the way to robust constitutional
democracy in the way many hoped they might. The Hungarian Constitutional
Court, once hailed as one of the most significant new constitutional courts (Zifcak
1996), had its wings clipped less than a decade after its creation (Scheppele 1999).2
* Respectively, Assistant Professor of Political Science, University of California, Irvine; Assistant
Dean, Yale Law School; Professor Emeritus of Political Science and Law, University of California,
Berkeley.
1 See, for example, Tate and Vallinder 1997, Stone Sweet 2000, Hirschl 2006.
2 After another brief period of judicial independence from 2002 to 20.
Consensus Policy Resource CommunityEmail PolicyFree Use .docxmargaretr5
Consensus Policy Resource Community
Email Policy
Free Use Disclaimer:This policy was created by or for the SANS Institute for the Internet community. All or parts of this policy can be freely used for your organization. There is no prior approval required. If you would like to contribute a new policy or updated version of this policy, please send email to [email protected].
Things to Consider:Please consult the Things to Consider FAQ for additional guidelines and suggestions for personalizing the SANS policies for your organization.
Last Update Status: UpdatedOverview
Electronic email is pervasively used in almost all industry verticals and is often the primary communication and awareness method within an organization. At the same time, misuse of email can post many legal, privacy and security risks, thus it’s important for users to understand the appropriate use of electronic communications. Purpose
The purpose of this email policy is to ensure the proper use of <Company Name> email system and make users aware of what <Company Name> deems as acceptable and unacceptable use of its email system. This policy outlines the minimum requirements for use of email within <Company Name> Network. Scope
This policy covers appropriate use of any email sent from a <Company Name> email address and applies to all employees, vendors, and agents operating on behalf of <Company Name>.
Policy4.1 All use of email must be consistent with <Company Name> policies and procedures of ethical conduct, safety, compliance with applicable laws and proper business practices. 4.2 <Company Name> email account should be used primarily for <Company Name> business-related purposes; personal communication is permitted on a limited basis, but non-<Company Name> related commercial uses are prohibited.4.3 All <Company Name> data contained within an email message or an attachment must be secured according to the Data Protection Standard.
4.4 Email should be retained only if it qualifies as a <Company Name> business record. Email is a <Company Name> business record if there exists a legitimate and ongoing business reason to preserve the information contained in the email.
4.5 Email that is identified as a <Company Name> business record shall be retained according to <Company Name> Record Retention Schedule. 4.6 The <Company Name> email system shall not to be used for the creation or distribution of any disruptive or offensive messages, including offensive comments about race, gender, hair color, disabilities, age, sexual orientation, pornography, religious beliefs and practice, political beliefs, or national origin. Employees who receive any emails with this content from any <Company Name> employee should report the matter to their supervisor immediately.4.7 Users are prohibited from automatically forwarding <Company Name> email to a third party email system (noted in 4.8 below). Individual messages which are forwarded by the user must not contain <Company Name> confidential or .
Connie FarrisProject Performance and Quality Assurance(M.docxmargaretr5
This document discusses quality management strategies for Medical Needs, a company opening locations in Memphis and Nashville to provide medical devices. It outlines a quality management plan involving quality planning, improvement, control, and assurance. Quality dimensions and criteria are identified to measure performance, features, reliability, conformity, durability, serviceability, aesthetics, and perception. The costs of quality include costs of non-conformance from fixing issues and costs of conformance from preventing issues. Lean and ISO quality management techniques will be implemented to ensure quality standards and continual improvement.
CONNECTIONSCore competenciesAnalytic InquiryUse of .docxmargaretr5
This document outlines an assignment for students to conduct an organizational communication audit. Students are instructed to administer a communication survey within an organization to assess communication across five areas. Students will then analyze the survey results to identify a key communication challenge. Based on research, students will recommend solutions to address the identified challenge and present their findings. The assignment aims to demonstrate competencies in organizational communication analysis and consultation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Conjuring Comfort Women Mediated Affiliations and Discipl.docx
1. Conjuring "Comfort Women": Mediated Affiliations and
Disciplined Subjects in Korean/American Transnationality
Hyun Yi Kang
Journal of Asian American Studies, Volume 6, Number 1,
February 2003,
pp. 25-55 (Article)
Published by Johns Hopkins University Press
DOI:
For additional information about this article
Access provided at 26 May 2019 06:11 GMT from University of
California @ Santa Cruz
https://doi.org/10.1353/jaas.2003.0027
https://muse.jhu.edu/article/49217
https://doi.org/10.1353/jaas.2003.0027
https://muse.jhu.edu/article/49217
25CONJURING “COMFORT WOMEN” • KANG
•
CONJURING “COMFORT WOMEN”:
Mediated Affiliations and Disciplined Subjects in
3. crotch with one hand. A sound track of hurried breathing
suggests both
the sex act and the frantic effort of cleansing. After a brief first-
person
account of being raped that seems to be spoken by the pictured
woman,
the voice-over shifts to a third-person female narrator who
discloses cer-
tain details about young Korean women recruited by the
Japanese Impe-
rial Army for its “comfort girl battalion.” Considering this shift
in speak-
ing positions, we might apply the title phrase, “Comfort Me,”
not to the
visible Korean “comfort woman” or the Japanese soldier, but
rather to
two other invisible subjects of this cultural production: the
artist-narra-
tor and the viewer-audience. Who is comforted and by whom
through
such representations? The question of differently implicated and
com-
4. 26 • JAAS • 6:1
forted subjects of such Korean/American cultural productions
becomes
more important to ask with each new staging of “comfort
women,” espe-
cially now more than a decade after the initial shocking
international
publicity around this historical episode.1
The matter of Korean “comfort women” poses multiple
problems—
of nomination, of identification, of representation, and of
knowledge-
production. Who can know and then, in turn, account adequately
for
both the historical event and its multiple subjects? Before that
question
can be posed, who are and should be the “we” who must
remember and
represent this subject? Is it an Asian American issue? Do
Korean Ameri-
cans bear a particular responsibility for and authority in telling
this his-
tory? Do Korean American women have an even greater
connection to
5. the subject? But why should “we” have any special claim to the
produc-
tion of that knowledge in the United States? Furthermore, how
can “we”
find out about what happened and who are “we” to inform and
educate,
in turn? What claims can “we” make for “their” attention?
Finally, how
should such claims be made and for whom?
As a partial response to these questions, this essay considers the
pos-
sible implications of various efforts by Korean/Americans to
recall and
represent Korean “comfort women.” At first glance, it makes
sense that
those Americans of Korean descent would feel compelled to
take up the
task of representing their ethnically kindred Korean “comfort
women” in
U.S. culture, scholarship, and politics. Indeed, several of these
artists have
described their representational undertaking as motivated by a
strong
6. ethnic affinity with the Korean “comfort women.” In addition to
this align-
ment of a shared identity between the subject and object of
representa-
tion, the visceral and often spectacular focus on the violated
bodies and
psyches of the “comfort women” can function as powerful
referential an-
chors, thereby eclipsing how each text or artifact is itself a
particular and
even peculiar cultural and epistemological construction. In her
essay in
this issue, Kandice Chuh usefully proposes an “articulation of
‘comfort
woman’ as a term of analysis and history rather than
personhood.”2 Else-
where, I have agitated for the consideration of “Asian/American
women”
as both a vexing object of knowledge and a productive figure
for destabi-
lizing, on the one hand, the authority of academic disciplines
and, on the
27CONJURING “COMFORT WOMEN” • KANG
7. •
other, the stability of identity categories.3 On a more local scale
and in
conversation with the insightful work of my fellow authors in
this special
issue, I want to frame the various Korean/American conjurings
of “com-
fort women” as distinctly mediated gestures that, in their
specific force-
fulness and collective diversity, interrogate the prevailing terms
of both
identification and representation as well as any assumption that
one or-
ganically flows into and secures the other. Lisa Yoneyama
astutely reads
Nora Okja Keller’s novel, Comfort Woman, as “beckoning the
possibility
of a collective subject of historical justice even in the absence
of the sta-
bility of experiential truth and the apriority of identity.”4
Yoneyama is
referring to the insurmountable alienation of Beccah from her
Korean
immigrant mother’s past experiences as a sex slave for the
8. Japanese army
and the consequent inaccessibility of that history for this
“Korean Ameri-
can” daughter, but I would extend this observation to a critical
framing of
the representational endeavors by Korean/American women
artists and
scholars as instantiating, not their sameness, but their distance
and dif-
ference from the Korean “comfort women.” Rather than
attributing a
shared ethnic and/or gender identity as the secure origin or
compelling
cause of their representational impulse, they bring “Korean
Americans”
and “Korean American women” into legibility as distinctly
American sub-
jects of representation and knowledge production, consequently
trou-
bling rather than affirming any neat alignment of identity-
knowledge-
justice. Put differently, they dispel the wishful trajectory in
which a more
intimate identification with the Korean “comfort women” leads
9. to better
representations of the “comfort women,” which in turn secures
greater jus-
tice for these women. This argument may appear to divert both
critical
attention and political energies from the actual “comfort
women” and
especially the on-going struggles to secure an official apology
and com-
pensation for the surviving women. However, by disentangling
identifi-
cation from representation and reparation, I seek to open up new
critical
imaginings of how the three processes can be interrelated
beyond the or-
ganic telos from a particular subject of injury in the past and to
a kindred
subject of remembrance and justice in the present and future.
As Chungmoo Choi and others have insightfully pointed out,
“com-
fort women” has not been immune to metaphorical displacement
or stra-
10. 28 • JAAS • 6:1
tegic accenting: “The troping of comfort women as raped nation
is a pow-
erful point. It strikes a deep chord of shame in the colonized
and invokes
nationalistic sentiments that inevitably narrativize an account of
com-
fort women as untainted virgins.” Choi further points out how
some sur-
viving women themselves are conscious of the conventional and
tactical
edges of their own discursive production:
The recording of testimonials is itself not at all innocent, but
instead is
always deeply political. With the widespread publicity of this
issue, the
sum total of a comfort woman’s life has unwittingly been
reduced to
nightmarish experiences of slavery for public consumption.
“You want
me to begin from the beginning. You mean when I was taken,
don’t
you?” asks one former comfort woman of Dai Sil Kim-Gibson’s
request
11. to tell her her life story. Thus the testimonies have become
highly
formulaic, with an intense focus on the repetitive sexual acts
and abuses,
which may be in danger of serving voyeuristic curiosity.5
Keeping in mind the strategically constructed aspects of even
the most
direct and intimate accounts by and about these women then,
this essay
begins by discussing a range of different modes and methods of
re-pre-
senting “comfort women” as distinctly mediated by their
American loca-
tion. I then consider the implications of these Korean/American
rememberings of “comfort women” for the panethnic
identification of
“Asian American.” Here, the intervening slash between the
“Korean” and
the “American” is explicated as marking the differences and
slippages
amongst a “Korean” postcoloniality, an “American” nationality,
and an
“Asian American” racial formation. In recalling a different
12. history of the
tenuous positioning of the “Korean” in relation to the
“American” within
the triangulated vectors of transnationality amongst Korea,
Japan and
the United States during World War II, I move towards a more
skeptical
framing of these Korean/American efforts in terms of a
contemporary
transnational dynamic of (re)positioning the United States as
the central
and enabling locus of representation and adjudication on the
subject of
“comfort women.” To that end, I track the process by which the
contro-
versial term, “comfort women,” has become the most legible
English nomi-
nation over and against variously contested renamings in
Japanese and
Korean. My critical insistence upon such multiple mediations
and
disciplinizations is intended to highlight the limits and the
dangers of
13. 29CONJURING “COMFORT WOMEN” • KANG
•
what Lisa Yoneyama calls the “Americanization” of the
“comfort women”
issue.
Since its emergence into international spotlight in the early
1990s,
the history of Korean “comfort women” under Japanese
imperialism and
their current struggles for redress and reparations have captured
wide-
spread sympathies and fueled a range of creative, scholarly, and
activist
gestures by Korean/Americans in the United States. The kinds
of engage-
ment have ranged from hosting direct testimonies by surviving
women
through organizing art exhibits and community forums6 to
academic
conferences7 and creating websites8 to more individual modes
of cultural
production in novels, poetry, a play, paintings and sculptural
installations,
14. documentary film and experimental video.9 In the arena of
scholarship,
Korean/American feminists in anthropology, history, sociology,
and po-
litical science have produced new knowledges and analyses that
can be
situated in and across these disciplines as well as the
interdisciplinary fields
of Asian studies, women and gender studies, and Asian
American studies.
It seems safe to say that no other topic unifies the work of
Korean/Ameri-
cans across the different and even divergent arenas of
scholarship, cul-
ture, and activism.
The persistent conjuring of the visceral pain and continued
suffering
of the Korean women who were forced into sexual servitude for
the Japa-
nese army attempts to spotlight both the atrocities of the
historical past
as well as its continuing vestiges in the bodies and psyches of
the survi-
vors. Several of these Korean/American cultural producers have
15. claimed
a strong sense of connection with the Korean “comfort women,”
which
was borne of a range of different first encounters with the topic.
Nora
Okja Keller and Dai Sil Kim-Gibson both recall their initial
inspiration to
address the subject after attending one of the first-person
testimonies given
by a surviving “comfort woman” in Hawaii and Washington
D.C., respec-
tively.10 The playwright, Chungmi Kim, became interested in
the topic
after attending a lecture by the Korean scholar, Yun Chung Ok,
in Los
Angeles.11 Therese Park first learned of this history through
viewing a
documentary film. Subsequently, Park claims, there was a more
spectral
inspiration and influence: “The heroine of my novel, Soon-ah,
came to
30 • JAAS • 6:1
16. me during a long walk. It seemed that she found me, rather than
that I
created her. ‘I was one of them,’ she told me. ‘I’ll tell you how
it happened,
if you’ll trust my voice.’ Not only did I trust her voice, but I
embraced her
with compassion as well.”12
These diverse modes of entry into the issue are all buttressed by
the
claims of a shared ethnic and female identity with the “comfort
women,”
which has been cast in one stance as a familial connection. In an
essay
titled, “They Are Our Grandmas,” Dai Sil Kim-Gibson explains:
“I call
these women grandmas simply because it is the Korean custom
to ad-
dress all women old enough to have grandchildren by that title.
I call
them grandmas, too, because I feel like they are my own
grandmas.”13
According to Kim-Gibson, her actual experiences of
interviewing several
surviving “comfort women” for both a documentary film and an
17. oral his-
tory book further solidified this bond with her subjects.
This sense of an intimate connection has been amplified by a
persis-
tent accenting of the representational gesture as a matter of
“breaking the
silence” about and/or “giving voice” to the Korean “comfort
women.” For
example, Dai Sil Kim-Gibson’s 1999 documentary film is called
Silence
Broken: Korean Comfort Women. A book of black-and-white
photographs
and testimonials published in 2000 by the Washington Coalition
for Com-
fort Women Issues, Inc. is titled Comfort Women Speak:
Testimony by Sex
Slaves of the Japanese Military. A 1996 thesis is titled, “An
Unsung Lament:
The Suffering of Korean Women Taken for Military Sexual
Slavery Dur-
ing World War II.”14 In an essay titled, “To Give a Voice,”
Therese Park
explains her desire to write about this subject: “I wanted to
become a
18. channel between them and the Western world, so that their
voices could
be heard loud and clear and would echo in every corner of the
globe. I
wanted to demolish the thick walls supporting the Confucian
belief that
women were supposed to be quiet about their ‘shameful’ pasts—
although
they were victims—and that it was their fate that brought
tragedies on
them.”15
This compulsion to testify for the “comfort women” is also
evident in
a 1999 Los Angeles Times article on the play Hanako with the
headline:
“Baring the Scars of Shame; In ‘Hanako,’ playwright Chungmi
Kim gives
voice to the plight of Korean ‘comfort women’ who still cannot
talk about
31CONJURING “COMFORT WOMEN” • KANG
•
their World War II ordeal.”16 The article also describes Kim as
19. “dedicated
to her role as the voice of the silent comfort women.” I want to
point out
two implications of this repeated emphasis on silence and
suppression.
First, the unquestioned claim of “giving voice” works to
produce the prob-
lem of silence, or, in other words, to produce silence as a
problem to be
remedied. This is done in large part by figuring the “comfort
women” as
voiceless and as needing to be given a voice. However, this is
belied by the
preexisting accounts of this topic in the various forums and
texts, espe-
cially those, as noted above, that gave rise to the initial
discovery by the
Korean/American artists, including the surviving women’s
direct public
testimonials. Secondly, the focus on “their” silence and
voicelessness works
to necessitate and to authorize the Korean/American
writer/artist/scholar
to assert her own voice or vision in the act of “giving voice” to
20. the “com-
fort women.” This second dynamic of “coming to voice” is
crucially de-
pendent upon yet distinguished from the “breaking the silence”
and “com-
ing to voice” by the Korean “comfort women.”
Feminist scholars on both sides of the United States-Korea
divide
have observed this strong investment in the “comfort women”
issue on
the part of Korean/American women. In a 1997 essay, Korean
feminist
scholar Cho Hae-joang notes that while contemporary sexual
harassment
of young college women in South Korea “seems to be much
more signifi-
cant to me personally, . . . Korean-American women seem to
have great
interest in the problem of comfort women.” She continues,
“When I asked
some of them why this was so, they explained that it was
because they
were living in a racist society as Korean descendants and this
problem is
21. really close to their hearts.”17 On the other side, exploring the
causes of
what she describes as “Korean American feminist fascination
with Ko-
rean military prostitution,” Elaine H. Kim argues: “Korean
American
women may be interested in comfort women and sex workers
because as
Asian women living in the U.S., they too are marginalized and
suspect as
possible traitors to the Korean nation, and because they too feel
subject
to the processes of racialization and sexual objectification.”18
Indeed,
Therese Park confirms this when she declares: “Wittingly or
unwittingly,
a writer also portrays herself in her ‘characters.’ Soon-ah’s
determination
to survive through her daily torture came from my own struggle
as an
32 • JAAS • 6:1
Asian woman transplanted to American soil, which is harsh to
22. nonwhites.”
Considered in this light, these gestures of recall and re-
presentation serve
as the occasion of a double-voicing in which certain
Korean/Americans
achieve a voice against the repressive processes of
“racialization and sexual
objectification” in the United States.19 Consequently, I would
emphasize
the differently inflected situatedness of the Korean/American
represent-
ing subjects in two ways. First, a particularly American
grammar and re-
gime of representation and knowledge-production constrains the
terms
of their legibility and legitimation as part of U.S. culture,
scholarship,
and politics. A novelization of “comfort women” is as much, if
not more,
bound by the techniques and protocols of producing a “good
novel” in
English as it may be about publicizing the subject of “comfort
women”
for American readers. This is also the case for representation in
23. other
forms, genres, and media. Secondly, the very diversity of formal
and sty-
listic eccentricities across these works brings into critical relief
that these
are actively mediated affiliations and thereby resists the neat
alignment
of identity between the subjects and objects of these
representations.
One way to discern the forcefulness and awkwardness of these
ges-
tures is to track the differing methods for transporting the
“comfort
women” figures to the United States in literary fiction. I’m
especially in-
trigued by the contrasting narrative strategies in the three
novelizations.
In Nora Okja Keller’s Comfort Woman, Akiko’s life from her
days in the
camp to her marriage to an American missionary, her
immigration to the
United States, and a subsequent career as a much sought-after
shaman is
narrated in the first-person. Her story alternates with the first-
24. person-
narration of her daughter, Beccah. In contrast, Chang-rae Lee’s
A Gesture
Life filters the figure of its “comfort woman” named K. through
the first-
person narration of a Korean/Japanese soldier who guards over
and falls
in love with her and later immigrates to the United States, from
where he
recalls her in his old age. Lee’s construction of the character of
the half-
Black, half-Korean adopted daughter is an especially forced
attempt to
conjoin the histories of Japanese military sexual slavery and
U.S. mili-
tary-related prostitution in Korea. Finally, Therese Park’s A
Gift of the
Emperor is narrated from the first-person point-of-view of
Soon-ah, who
is forcibly taken to the Pacific by the Japanese army. She falls
in love with
33CONJURING “COMFORT WOMEN” • KANG
•
25. a Japanese war correspondent, and together they flee to an
island from
where they are eventually rescued by the U.S. Navy, which
transports her
to Hawaii. At the book’s end, Soon-ah returns to Korea at the
end of the
war. What is striking about all of these instances is that the
“comfort
women” figure is located as ex-centric to the national borders of
the United
States. In A Gesture Life, K. can only be recalled from a
geographical and
temporal distance by the immigrant Doc Hata. Even in the case
of Com-
fort Woman, where Akiko/Soon Hyo is an immigrant and
permanent resi-
dent, I would argue her “American” presence is tenuous, made
more so by
her physical isolation and seeming madness. Here, I think
Kandice Chuh
is quite right in reading the enfiguration of the “comfort
woman” in both
Lee’s and Keller’s texts as standing in for “the legacies of
Japanese colonial
26. occupation of and U.S. neo-colonial presence in Korea,” which
the two
“Korean American” figures of Doc Hata and Beccah “must find
a way of
not only confronting but relating to . . . in order to move from a
state of
selflessness to selfhood.”20 I would modify this illuminating
insight in two
ways. First, the selfhood that is achieved through this
remembrance must
be distinguished as a particularly American one, one that is
allowed and
enabled to remember these pasts not in spite of but as a
consequence of
their national location in the United States. Second, I would
extend that
observation to the various Korean/American gestures of recall
and repre-
sentation as enunciating not only a diasporic Korean
identification with
the “comfort women” but also the producers’ cultural and
national loca-
tion in the United States, a place that allows and enables its
variously
27. ethnicized subjects into such rememberings and representations.
In addition to the previously discussed video piece, Comfort
Me, the
problems of representing “comfort women” through an audio-
visual
medium for an American audience is interestingly enacted in
Dai Sil Kim-
Gibson’s documentary film, Silence Broken: Korean Comfort
Women. This
piece features the conventional interviews with several former
“comfort
women” alongside former Japanese soldiers and scholars such
as Yoshimi
Yoshiaki and Yun Chung Ok. Silence Broken also includes
dramatized re-
enactments of certain scenes of the women’s physical and
sexual abuse
in the camps, which are staged in reconstructed period setting
and cos-
tume but acted out in spoken English, creating an odd sense of
temporal,
34 • JAAS • 6:1
28. spatial, and cultural vertigo. Kim-Gibson has explained this
dramatic
animation as necessitated by the lack of archival photographs of
film foot-
age to accompany visually the voice-over recollections of the
women. In
the film, the dramatic re-enactments are accompanied by the
voice-over
recollection of a surviving “comfort woman,” but they do not
necessarily
correspond to the experiences of that one woman. Kim-Gibson
explains,
“By the time I moved to the dramatized scenes, it no longer
became im-
portant for me to keep track of who said what. . . . The women’s
voices
narrating the stories actually belong to individuals—Yun,
Chung, Song,
Hwang, and Kim—but they are also telling their stories for all
other women
who suffered the same. The individual grandmas in the first part
of my
film are, in a way, sitting together, remembering their common
past in
29. composite characters.”21 Rather than fault the filmmaker for
not “sticking
to the facts,” I would frame these awkward stagings and
composite char-
acterizations as indicative of the particular mediations of
documentary
production, which in this case is compounded since the film was
funded
by PBS for later broadcast in the United States. In addition to
complying
with the usual one-hour length of these telecasts, there is the
problem of
extended talking-head sequences, especially when they are
spoken in a
foreign language and subtitled, which are considered as
alienating to many
American television viewers. As Kim-Gibson explains, the
creation of
composite characters and the staged scenes help produce
“dramatic struc-
ture and stronger impact,” and I would add, it does so for a
particular
kind of visually literate and habituated viewer.
30. While the examples discussed above grapple with the challenge
of
producing a palpable presence of the “comfort women” in the
terrain of
U.S. culture, a different set of Korean/American cultural
productions ap-
proach the matter of representation largely through evoking the
absence
of the bodies of “comfort women.” The visual artist, Yong Soon
Min, for
example, conjures the “comfort women” through overt
reproductions of
the unworn hanbok dress. In Mother Load, “a four-part
sequential sculp-
ture,” Min created a hybrid hanbok and pojagi, “a square piece
of cloth
used for wrapping and carrying various objects by Korean
women,”22 with
military camouflage fabric. This enmeshing of militarization
and femi-
ninity through the portable pojagi also suggests the physical
displacement
35CONJURING “COMFORT WOMEN” • KANG
31. •
of the Korean “comfort women.” While Mother Load could be a
reference
to Japanese colonial violence, the postwar military dictatorship,
as well as
the continued imperialist presence of U.S. troops in South
Korea, an ear-
lier piece titled Remembering Jungshindae (1992) deals more
directly with
the subject of Korean “comfort women.” Elaine H. Kim
provides a nicely
detailed description:
[T]he body of the military prostitute is recalled by the empty
dress Min
has fashioned by stretching starch-stiffened fabric over a
wooden
armature and then laying on paint, modeling paste, gravel, dirt,
and
charcoal bits to give the rigid structure a textured surface, all
expressing
the severity of the comfort woman’s history. The dress is
elegiac black,
not a traditional color for a Korean dress, and wire mesh screen
is placed
32. at the opening of the neck so that the red light of the acetate
seems to
glow from inside. Also, the gashes in the skirt emit red light
like fire or
bloody wounds. The Korean script translates: “Your story will
not be
forgotten.”23
The literal bodies of “comfort women” are most strikingly
absent in
Mona Higuchi’s 1996 sculptural installation, Bamboo Echoes:
Dedicated
to the Comfort Women, at the Isabella Stewert Gardner museum
in Bos-
ton. An artist from Hawaii of both Japanese and Korean descent,
this piece
marked, according to critic Jill Medvedow, “a departure from
[Higuchi’s]
previous focus on Japanese-American issues and represents new
inquir-
ies into the artist’s Korean heritage.” As Medvedow describes
the piece:
Bamboo poles are tied together to form a three-dimensional grid
that
33. delineates both an external boundary and a private space. The
bamboo
symbolizes a living tree, a time-honored and cross-cultural
metaphor
for growth and regeneration. At the same time, the bamboo
structure’s
severe geometry and architectural construction is associated
with
torture, imprisonment, and a rigid social order. Hanging from
the
bamboo cubicles are hundreds of small, gold squares, gently
dangling
inside the cubes, gold-leafed on both sides to catch and reflect
the light.
The intensity of the shimmering gold punctuates the deep
shadows cast
by the cubes.24
Medvedow later points out, “Compassion for the Comfort
Women was
explicitly represented only through the inclusion of a late …
PSY650 Week Four Treatment Plan
34. Behaviorally Defined Symptoms: Karen displays extreme
emotional reactions at the hint of perceived
abandonment in a relationship. There is a history of unstable
and intense interpersonal relationships,
impulsive behaviors, and recurrent suicidal gestures.
Diagnostic Impression: Borderline Personality Disorder
Long-Term Goal: Terminate self-harming behaviors (substance
abuse, cutting, and suicidal behaviors).
Short-Term Goal: Reduce the frequency of maladaptive
behaviors, thoughts, and feelings.
Intervention 1: Dr. Banks will outline the process of Dialectical
Behavioral Therapy.
Intervention 2: Karen will commit to attending group behavioral
skills training and individual
psychotherapy.
Intervention 3: Karen will participate in imaginal exposure to
trauma, until the memories no
longer cause marked distressed.
For additional information regarding Karen’s case history and
the outcome of the treatment interventions,
35. please see Dr. Bank’s session notes under Case 15 in Gorenstein
and Comer’s (2015), Case Studies in
Abnormal Psychology.