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2 nd <strong>St</strong>reet <strong>Design</strong> <strong>Lab</strong><br />
<strong>Portfolio</strong>
The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Cover design for translation of Middle Eastern short stories<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
storiEs by<br />
MiddlE EAstErn<br />
woMEn<br />
Edit E d by AnnE s<br />
M c cAnn-bAk E r<br />
in Honor of<br />
ElizA b E t H<br />
wA rnock<br />
fErnEA<br />
MEMo ry<br />
of A ProM isE
The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Cover design for translation of Arabic graphic novel<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Walid<br />
Taher<br />
A Bit of Air<br />
Translated by<br />
Anita Husen
The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Cover design for Persian literature in translation<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
The Neighbors<br />
translated by<br />
nastaran kherad<br />
by a hmad mahmoud
The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Jacket middle design eastern studies for translation | Poetry of Hebrew poetry<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
When she arrived in Palestine in 1935 at the age of twenty-four,<br />
Leah Goldberg was already known as a significant emerging<br />
poet in contemporary Hebrew literature. Today, mention of<br />
her name is apt to evoke a nostalgic sigh among Israelis who<br />
have grown up hearing her poems read, quoted, recollected,<br />
and—having been set to some four hundred melodies—sung<br />
on the radio. In the wake of overwhelming new attention on<br />
Goldberg’s work in Israel, With This Night makes available for<br />
the first time in English the final collection of poetry that<br />
Goldberg published during her lifetime.<br />
LEaH GoLdbErG (1911–1970) was the author of nine<br />
collections of poetry, three plays, three novels, a memoir,<br />
literary criticism, children’s stories, and translations of Ibsen,<br />
Petrarch, Shakespeare, Tolstoy, and other classical and modern<br />
poets and novelists. Shortly after her death, Goldberg received<br />
Israel’s highest honor, the Israel Prize.<br />
middle eastern studies | Poetry<br />
When she arrived in Palestine in 1935 at the age of twenty-four,<br />
Leah Goldberg was already known as a significant emerging<br />
poet in contemporary Hebrew literature. Today, mention of<br />
her name is apt to evoke a nostalgic sigh among Israelis who<br />
have grown up hearing her poems read, quoted, recollected,<br />
and—having been set to some four hundred melodies—sung<br />
on the radio. In the wake of overwhelming new attention on<br />
Goldberg’s work in Israel, With This Night makes available for<br />
the first time in English the final collection of poetry that<br />
Goldberg published during her lifetime.<br />
LEaH GoLdbErG (1911–1970) was the author of nine<br />
collections of poetry, three plays, three novels, a memoir,<br />
literary criticism, children’s stories, and translations of Ibsen,<br />
Petrarch, Shakespeare, Tolstoy, and other classical and modern<br />
poets and novelists. Shortly after her death, Goldberg received<br />
Israel’s highest honor, the Israel Prize.<br />
annIE KanTar is the recipient of an academy of american<br />
Poets Prize and a Fulbright Scholarship. Her poems and<br />
translations have appeared in journals such as American Literary<br />
Review, Barrow <strong>St</strong>reet, Poetry International, and Tikkun. She lives in<br />
Jerusalem with her husband and three children.<br />
annIE KanTar is the recipient of an academy of american<br />
Poets Prize and a Fulbright Scholarship. Her poems and<br />
translations have appeared in journals such as American Literary<br />
Review, Barrow <strong>St</strong>reet, Poetry International, and Tikkun. She lives in<br />
Jerusalem with her husband and three children.<br />
“Annie Kantar’s versions of Leah Goldberg’s late poems bring into English Goldberg’s<br />
signature combination of resonant clarity and crystalline musicality, and the result is a<br />
marvelous translation of what is arguably Goldberg’s most powerful book. With This night<br />
lets the English reader eavesdrop on modern Hebrew poetry in one of its finest hours.”<br />
—Peter Cole, 2007 Macarthur Fellow and author of The Dream of the Poem<br />
transLated<br />
“Annie Kantar’s versions of Leah Goldberg’s late poems from bring into the English hebreW Goldberg’s<br />
by annie Kantar<br />
signature combination of resonant clarity and crystalline musicality, and the result is a<br />
marvelous translation of what is arguably Goldberg’s most powerful book. With This night<br />
lets the English reader eavesdrop on modern Hebrew poetry in one of its finest hours.”<br />
—Peter Cole, 2007 Macarthur Fellow and author of The Dream of the Poem<br />
binah Yitzrit Foundation Series in Israel <strong>St</strong>udies<br />
other publications from the Center for Middle Eastern <strong>St</strong>udies:<br />
http://www.utexas.edu/cola/depts/mes/center/publications/<br />
or http://www.utexaspress.com<br />
binah Yitzrit Foundation Series in Israel <strong>St</strong>udies<br />
other publications from the Center for Middle Eastern <strong>St</strong>udies:<br />
http://www.utexas.edu/cola/depts/mes/center/publications/<br />
or http://www.utexaspress.com<br />
With this nightLeah goLdberg<br />
CEnTEr For MIddLE EaSTErn STudIES<br />
unIvErSITY oF TExaS aT auSTIn<br />
With this night<br />
Leah<br />
goLdberg<br />
Final_Goldberg_Jacket.indd 1 4/7/11 1:40:18 PM<br />
With this nightLeah goLdberg<br />
CEnTEr For MIddLE EaSTErn STudIES<br />
unIvErSITY oF TExaS aT auSTIn<br />
With this night<br />
Leah<br />
goLdberg<br />
transLated<br />
from the hebreW<br />
by annie Kantar<br />
Final_Goldberg_Jacket.indd 1 4/7/11 1:40:18 PM
The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Jacket design Middle for eastern Moroccan studies political | MeMoir prisoner’s memoir<br />
Fatna El Bouih was first arrested in Casablanca as an 18-year-old student leader with<br />
<strong>Design</strong> Programs: connections to In<strong>Design</strong> the Marxist + movement. Photoshop over the next decade she was rearrested, forcibly<br />
disappeared, tortured, and transferred between multiple prisons. While imprisoned, she<br />
helped organize a hunger strike, completed her undergraduate degree in sociology, and began<br />
work on a Master’s degree.<br />
Beginning with the harrowing account of her kidnapping during the heightened political<br />
tension of the 1970s, Talk of Darkness tells the true story of one woman’s struggle to secure<br />
political prisoners’ rights and defend herself against an unjust imprisonment.<br />
poetically rendered from arabic into english by Mustapha Kamal and susan slyomovics,<br />
Fatna El Bouih’s memoir exposes the techniques of state-instigated “disappearance” in Morocco<br />
and condemns the lack of laws to protect prisoners’ basic human rights.<br />
fatna el Bouih went on to become a high school teacher after her release from prison<br />
and continues to devote herself to human rights. She is one of the founders of the first<br />
shelter for battered women in Casablanca and works for released prisoners’ reintegration<br />
into society and the abolition of the death penalty in Morocco.<br />
Mustapha KaMal is assistant professor of arabic language and literature at the university<br />
of illinois at Chicago. he himself was a political prisoner in Morocco.<br />
susan slyoMoviCs is professor of anthropology and near eastern languages and Cultures<br />
at uCla. she has written extensively on the Middle east and north africa.<br />
Middle eastern studies | MeMoir<br />
Fatna El Bouih was first arrested in Casablanca as an 18-year-old student leader with<br />
connections to the Marxist movement. over the next decade she was rearrested, forcibly<br />
disappeared, tortured, and transferred between multiple prisons. While imprisoned, she<br />
helped organize a hunger strike, completed her undergraduate degree in sociology, and began<br />
work on a Master’s degree.<br />
Beginning with the harrowing account of her kidnapping during the heightened political<br />
tension of the 1970s, Talk of Darkness tells the true story of one woman’s struggle to secure<br />
political prisoners’ rights and defend herself against an unjust imprisonment.<br />
poetically rendered from arabic into english by Mustapha Kamal and susan slyomovics,<br />
Fatna El Bouih’s memoir exposes the techniques of state-instigated “disappearance” in Morocco<br />
and condemns the lack of laws to protect prisoners’ basic human rights.<br />
other titles available in the Modern Middle east literatures in translation series<br />
I’ve Learned Some Things by Ataol Behramo˘glu (Turkey)<br />
Fortune Told in Blood by Davud Ghaffarzadegan (Iran)<br />
Siraaj: An Arab Tale by Radwa Ashour (Egypt)<br />
Women on a Journey by Haifa Zangana (Iraq)<br />
Orpheus by Nazli Eray (Turkey)<br />
The Director and Other <strong>St</strong>ories from Morocco<br />
by Leila Abouzeid Talk (Morocco) of Darkness<br />
I’ve Learned Some Things by Ataol Behramo˘glu (Turkey)<br />
Fortune Told in Blood by Davud Ghaffarzadegan (Iran) Folktales from Syria collected by Samir Tahhan (Syria)<br />
Siraaj: An Arab Tale by Radwa Ashour (Egypt)<br />
******************************<br />
Women on a Journey by Haifa Zangana (Iraq)<br />
Orpheus by Nazli Eray (Turkey) A Mansion in the Sky by Goli Taraghi Code Type: EAN (Iran) Version A<br />
The Director and Other <strong>St</strong>ories from Morocco<br />
Customer: 3479-CTR. FOR MID. EAST. STUDIES<br />
Order #: P45290-002<br />
MAG: 1.00<br />
by Leila Abouzeid (Morocco) Whatever Happened to Antara by P.O. Walid #: Ikhlassi (Syria)<br />
BWA: 0.0025<br />
Folktales from Syria collected by Samir Tahhan (Syria)<br />
Ordered By:<br />
Symbol Width: 2.1450<br />
******************************<br />
A Mansion in the Sky by Goli Taraghi Code Type: EAN (Iran) Version A<br />
Polarity: Positive Up<br />
Symbol Height: 0.7550<br />
Customer: 3479-CTR. FOR MID. EAST. STUDIESThey<br />
Die <strong>St</strong>rangers by Mohammad Date Run: Abdul-Wali 9/16/08 (Yemen)<br />
Order #: P45290-002<br />
MAG: 1.00<br />
Whatever Happened to Antara by Flexo Width: 0.0000<br />
P.O. Walid #: Ikhlassi (Syria)<br />
BWA: 0.0025<br />
Ordered By:<br />
Symbol Width: 2.1450<br />
Polarity: Positive Up<br />
Symbol Height: 0.7550<br />
They Die <strong>St</strong>rangers by Mohammad �<br />
Date Run: Abdul-Wali 9/16/08 (Yemen) Flexo Width: 0.0000<br />
�<br />
Passage to Dusk by Rashid al-Daif (Lebanon) Passage to Dusk by Rashid al-Daif (Lebanon)<br />
The Waiting List by Daisy al-Amir (Iraq)<br />
The Year of the Elephant by Leila Abouzeid (Morocco)<br />
The Waiting List by Daisy al-Amir (Iraq)<br />
fatna el Bouih<br />
The Year of the Elephant by Leila Abouzeid (Morocco)<br />
fatna el Bouih went on to become a high school teacher after her release from prison<br />
and continues to devote herself to human rights. She is one of the founders of the first<br />
shelter for battered women in Casablanca and works for released prisoners’ reintegration<br />
into society and the abolition of the death penalty in Morocco.<br />
Mustapha KaMal is assistant professor of arabic language and literature at the university<br />
of illinois at Chicago. he himself was a political prisoner in Morocco.<br />
susan slyoMoviCs is professor of anthropology and near eastern languages and Cultures<br />
at uCla. she has written extensively on the Middle east and north africa.<br />
other titles available in the Modern Middle east literatures in translation series<br />
see other publications in the series at:<br />
http://www.utexas.edu/cola/cmes/publications or<br />
http://www.utexaspress.com<br />
see other publications in the series at:<br />
http://www.utexas.edu/cola/cmes/publications or<br />
http://www.utexaspress.com<br />
Center for Middle eastern studies<br />
university of texas at austin<br />
talK of darKness fatna el Bouih<br />
translated from the arabic by<br />
Mustapha KaMal and susan slyoMoviCs<br />
Center for Middle eastern studies<br />
university of texas at austin<br />
talK of darKness fatna el Bouih<br />
Talk of Darkness<br />
fatna el Bouih<br />
translated from the arabic by<br />
Mustapha KaMal and susan slyoMoviCs
xii IntroductIon<br />
IntroductIon xiii<br />
remains in detention while a police inquiry is undertaken,<br />
but before the detainee is charged with a crime and brought<br />
to trial. Fatna El Bouih has noted in interviews that the Moroccan<br />
government grants wide latitude to the police and judges: “Torture<br />
as part of a thorough search was permitted because we were horsla-loi<br />
(outlaws). We were condemned before we were even judged;<br />
we were already considered guilty. It was not for what I did but for<br />
what I wrote: I threw tracts but I never threw bombs.” 1 El Bouih<br />
highlights the impossibility of separating contemporary Moroccan<br />
police and penal procedures from the fact of politically motivated<br />
enforced disappearance and the widespread use of torture.<br />
After seven months in Casablanca’s “Derb,” she was brought<br />
before the investigating magistrate (in French, juge d’instruction and<br />
in Arabic, qadi al-tahqiq) and the public prosecutor (procureur du roi<br />
or wakil al-malik), and remanded to preventive detention in Meknes<br />
Civil Prison. Isolated in the women’s section, she was one of six<br />
female political prisoners held from 1977 to 1979 without trial.<br />
Testimony by two of her fellow women prisoners—Widad Bouab<br />
and Latifa Jbabdi—is appended to her memoir and included in<br />
this translation. In 1979, El Bouih helped to organize a hunger<br />
strike to establish the status of political detainees for her group of<br />
women prisoners. In 1980, three long years after her 1977 arrest,<br />
72<br />
Fatna El Bouih<br />
Left: Fatna El Bouih’s photo<br />
ID, age 18, 1973.<br />
Opposite Page: Fatna El Bouih<br />
in the men’s section of<br />
Oukacha Prison, present as<br />
a member of the Moroccan<br />
Observatory of Prisons,<br />
© 2001 Youssef Madad.<br />
and the more prisoners, the larger each total quota for every<br />
woman. The head prisoner sits in the middle and watches for any<br />
attempt at cheating or slacking off. The work must be completed<br />
before eight in the morning, then breakfast is served.<br />
In some cases, when workers are unable to finish the job,<br />
other long-serving prisoners are called upon. Most of the latter<br />
work in the carpet factory and are not required to skin fava beans.<br />
The administration spends part of the earnings from carpet sales<br />
on raw materials, gives the prisoners a miniscule portion compared<br />
to their input, and keeps the rest. The workers toil all day long in<br />
the factory. The morning session ends at eleven and then work<br />
resumes at half past two in the afternoon, ending at sunset. Most<br />
prisoners prefer working in the factory to the difficult daily chores<br />
of washing and cleaning the long corridor, peeling and cleaning<br />
vegetables, or answering the head prisoner’s incessant calls to come<br />
and help inspect food baskets and then summon their owners. 1<br />
Most prisoners spend their time waiting in fear and terror,<br />
besieged by thoughts that prey on the minds of all pre-trial<br />
inmates. They wait impatiently for the verdict to come or in the<br />
meantime, for the sun to set in order to join the prisoners who<br />
have already been sentenced and have adjusted themselves to the<br />
rhythm of prison.<br />
Meknes, 1978<br />
The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Text design for Talk of Darkness, a 110-page Moroccan political prisoner’s memoir<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
she was finally brought to trial and sentenced by the Rabat court<br />
to five years in prison for “conspiring against the security of the<br />
state” and distributing political tracts and posters. She served the<br />
remainder of her sentence at Kenitra Civil Prison from 1980 to<br />
1982, during which time she earned her licence (B.A. degree) in<br />
sociology. Also while in prison, she began her M.A. in sociology,<br />
earning her degree in 1990.<br />
From 1982 to 2005, El Bouih taught Arabic at Najd College,<br />
a Casablanca high school, while remaining active in the women’s<br />
movement. She is a founding member of Morocco’s first shelter<br />
for battered women and helped initiate the creation of special<br />
centers for victims of domestic violence encountered in hospitals<br />
and through the court system. She conducts regular visits to the<br />
women’s sections of Moroccan prisons and helped establish a<br />
nursery for the children of women detainees in Oukacha Prison,<br />
Casablanca. In 2001, she published her prison memoirs, Hadith<br />
al-‘atama, in Morocco to great acclaim. In addition, she is the<br />
author of numerous books and articles in French and Arabic,<br />
among them, Le tortionnaire en déroute (Rabat, 2001) and Atlasiyat<br />
(Casablanca, 2006).<br />
(19)<br />
The Autumn of a Life without Spring<br />
Fatima was a woman close to sixty. I first met her in June 1978<br />
in Laalou Prison in Rabat, where I had gone to take my secondyear<br />
oral exams in philosophy and sociology. The faculty of letters<br />
through which I was pursuing my studies was located in Rabat,<br />
and every year during exam time I was transferred to Laalou to be<br />
quizzed by professors, obviously under the watchful eyes of prison<br />
guards and police. When I met Fatima, she was spending her last<br />
night in prison. By then, both the woman and the prison were<br />
part of each other. The following day was the day of her release,<br />
a word that she had been yearning to hear throughout all the stages<br />
of her life spent in this world. Tomorrow she had an appointment<br />
with a world that yesterday had rejected her for seventeen years,<br />
a world that deprived her of the opportunity to raise her two sons,<br />
who were taken to an orphanage immediately after her arrest.<br />
I sat with her to draw wisdom from one who had<br />
accumulated experience in facing this frightening monster.<br />
A woman about to begin the seventh decade of her life, a<br />
woman with traces of the beauty characteristic of Jbala women<br />
still evident in her face—in spite of the passing years, in spite<br />
of the cloud in her blue eyes that stood for her years of weeping,<br />
in spite of the deep, frozen despair in her eyes, and her face about<br />
to explode with pain. You imagine, as you talk to her about the<br />
end of her prison term, that she has organized everything and<br />
prepared for every contingency. She will get on the first bus going<br />
there—there where everyone is and no one is; there where<br />
fingers will point and eyes will be averted because of her prior<br />
(1)<br />
Derb, the Secret Prison:<br />
“Or the Narrative of Suffering”<br />
Sun and sky and water and air, a delightful wide expanse that<br />
reminds me of this morning’s bath. There is no link between<br />
these two, the world of the bath and the world of Bou Regreg<br />
River, yet both call forth dreams. The first fills you with a powerful<br />
energy that drives your renewal; clouds of thick steam buffet you<br />
between different worlds from which flowing water delivers<br />
you. They purify not only the body but also the soul, you feel revived.<br />
The bath reconciles you to the body, and as a consequence, to the<br />
soul. The second is limitless. The infinite horizon delights me, the<br />
vastness of this world, the tempestuous feelings of liberty far from<br />
noise, humans, and restraints, where you swim in the dream, since<br />
dreams are essential to those who possess no power. Yet, an odd<br />
feeling of apprehension comes over me, muddying the clarity of<br />
my dream. Perhaps the source of this strange feeling comes from<br />
my fear of seeing the boat change direction under the force of a<br />
ferryman, who with one stroke of the oar could alter the course<br />
and kidnap me.<br />
At that moment I recalled what my father used to tell me<br />
whenever I woke up as a little girl terrified by a nightmare, about<br />
the many tales from A Thousand and One Nights that he would recount<br />
in the evenings when he felt relaxed, stories of kidnappings and<br />
abducted women and girls. My father would say, “These stories<br />
happened hundreds of years ago.” It never crossed his mind, God<br />
rest his soul, that they could happen again in our time.<br />
92 Fatna El Bouih<br />
Talk of Darkness 93<br />
transferred to. We noticed the female guards’ tears and the funereal<br />
atmosphere in the prison; we heard women detainees sobbing and<br />
crying. Due to the conditions in which the martyr Saida Menebhi<br />
had died, we were subjected to irregular measures throughout our<br />
stay there. Thus our hopes were dashed: our families were not<br />
allowed to visit us, and the administration did not acknowledge<br />
our presence in the prison to them, despite their contacting all the<br />
authorities. Our attorneys were not authorized to contact us, nor<br />
were we permitted to see the prison doctor. Worse, they isolated<br />
us—comrade Fatna El Bouih and me—from the others, not<br />
only in a separate cell but in a different ward as well, in order to<br />
eliminate any possibility of coordination. We were put in a single<br />
cell approximately six by three feet, one third of which was taken<br />
up by the toilet. We slept clinging to each other, with our feet in<br />
the toilet. They gave us three threadbare blankets: one to sleep on,<br />
one for a pillow, and one to cover ourselves.<br />
During the first days, we were fairly indifferent to the situation;<br />
we didn’t care about the biting cold, the humidity, and the stench<br />
in the cell because we were so happy to regain our right to see,<br />
speak, and sit. We spent the first day talking nonstop about the<br />
Derb and our private lives and activism before we got there.<br />
We kept talking about everything until we lost our voices for a few<br />
days; our vocal chords were rusty from months of inactivity—they<br />
couldn’t cope with our chatter. In the courtyard we were unable to<br />
open our eyes because they were no longer accustomed to sunshine.<br />
We demanded paper and pen; they refused us. We demanded<br />
contact with our relatives; they denied us. We spent the whole day<br />
in the cell, except for a half hour in the courtyard. We had no<br />
contact with the regular prisoners, and the women guards were<br />
not allowed to talk to us. One day, we caught the scent of a potato<br />
stew passing by our cell, and we rushed to the little peephole in the<br />
top of the cell door in order to see it and enjoy its delicious smell,<br />
but a female guard chided us as if we had committed a crime.<br />
After some time, we were transferred to the cell where the<br />
late Saida Menebhi and her comrades had been, and we stayed<br />
there until our transfer to Meknes Prison. All during this time<br />
our families knew nothing about us. We were transferred under<br />
irregular circumstances and in an atmosphere of terror. We were<br />
transported in military trucks, accompanied by countless police<br />
cars and a helicopter, while an enormous number of guards<br />
stood holding machine guns to our heads, even though we were<br />
handcuffed and blindfolded. When we arrived at the prison, an<br />
untold number of guards and policemen in all sorts of uniforms<br />
were there to greet us.<br />
The five of us (later a sixth comrade would join us) were put<br />
in one cell with beds and clean blankets. We felt like we were in a<br />
five-star hotel. The moment we met with our families was a rebirth<br />
for us, despite the double grill separating us. My father, may God<br />
have mercy on him, made the women guards cry: he never missed<br />
a visit, and his tears never dried until I left prison two and a half<br />
years later. Then came the moment when we met our attorneys,<br />
namely Abderrahim Jamai, of the Moroccan Bar Association, and<br />
Abderrahman Benameur and Nezha Alaoui, who never stopped<br />
visiting, supporting, and backing me up throughout this period.<br />
We were isolated from the regular prisoners, with the door<br />
firmly locked except for the half hour a day we spent in the groundfloor<br />
courtyard when the other prisoners had gone back to their<br />
cells, so that no contact could be established between us. One day, a<br />
prisoner opened the courtyard door while we were there and began<br />
to scream and wail. We stood dumbfounded. Later she told us that<br />
the administration had been spreading stories about us: that we<br />
were dangerous male criminals for whom there was no room in the<br />
men’s ward; or that our cell was occupied by she-devils. After about<br />
a year, we were depleted by the state of siege, too little time in the<br />
courtyard, and malnutrition. Therefore we started a hunger strike<br />
that lasted almost three weeks, and thanks to the strike we gained
The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Middle eastern studies | Poetry<br />
Jacket design for 212-page bilingual English/Turkish poetry book<br />
I’ve Learned Some Things allows english language readers the rare opportunity to<br />
experience the work of Ataol Behramo˘glu, one of Turkey’s most celebrated poets.<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
The sixty-six poems in this collection span the author’s extraordinary career and are<br />
stunning examples of the intense emotional quality of his work. Behramo˘glu celebrates<br />
the rich fabric of everyday life by exploring both personal and social struggles, sometimes<br />
employing a whimsical note.<br />
Walter G. Andrews’s skillful translation conveys the vibrancy of Behramo˘glu’s work to<br />
an English language audience, and this bilingual edition allows Turkish language readers to<br />
follow the original text.<br />
ataol BehraMoglu, ˘ Professor of Russian Language and Literature at Istanbul<br />
University and a columnist for the newspaper Cumhuriyet, continues to write poetry as<br />
well as articles, criticism, travel literature, children’s stories, plays, and translations.<br />
WALTER G. AndREWs is Research Professor in near Eastern Languages and Civilization<br />
at the University of Washington and is also the director of the Ottoman Texts Archive<br />
Project (OTAP). He has authored numerous articles selecTed and books on poems Ottoman literature<br />
and has translated several volumes of Ottoman and Turkish aTaol poetry, behramoGlu ˘<br />
including Seasons of the<br />
Word: Selected Poems of Hilmi Yavuz.<br />
Middle eastern studies | Poetry<br />
I’ve Learned Some Things allows english language readers the rare opportunity to<br />
experience the work of Ataol Behramo˘glu, one of Turkey’s most celebrated poets.<br />
The sixty-six poems in this collection span the author’s extraordinary career and are<br />
stunning examples of the intense emotional quality of his work. Behramo˘glu celebrates<br />
the rich fabric of everyday life by exploring both personal and social struggles, sometimes<br />
employing a whimsical note.<br />
Walter G. Andrews’s skillful translation conveys the vibrancy of Behramo˘glu’s work to<br />
an English language audience, and this bilingual edition allows Turkish language readers to<br />
follow the original text.<br />
ataol BehraMoglu, ˘ Professor of Russian Language and Literature at Istanbul<br />
University and a columnist for the newspaper Cumhuriyet, continues to write poetry as<br />
well as articles, criticism, travel literature, children’s stories, plays, and translations.<br />
WALTER G. AndREWs is Research Professor in near Eastern Languages and Civilization<br />
at the University of Washington and is also the director of the Ottoman Texts Archive<br />
Project (OTAP). He has authored numerous articles and books on Ottoman literature<br />
and has translated several volumes of Ottoman and Turkish poetry, including Seasons of the<br />
Word: Selected Poems of Hilmi Yavuz.<br />
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Fortune Told in Blood by davud Ghaffarzadegan (Iran)<br />
Siraaj: An Arab Tale by Radwa Ashour (Egypt)<br />
Women on a Journey by Haifa Zangana (Iraq)<br />
Orpheus by nazli Eray (Turkey)<br />
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The Waiting List by daisy al-Amir (Iraq)<br />
The Year of the Elephant by Leila Abouzeid (morocco)<br />
Other titles available in the Modern Middle east literatures in translation series<br />
Fortune Told in Blood by davud Ghaffarzadegan (Iran)<br />
Siraaj: An Arab Tale by Radwa Ashour (Egypt)<br />
Women on a Journey by Haifa Zangana (Iraq)<br />
Orpheus by nazli Eray (Turkey)<br />
The Director and Other <strong>St</strong>ories from Morocco by Leila Abouzeid (morocco)<br />
Folktales from Syria collected by samir Tahhan (syria)<br />
A Mansion in the Sky by Goli Taraghi (Iran)<br />
Whatever Happened to Antara by Walid Ikhlassi (syria)<br />
They Die <strong>St</strong>rangers by mohammad Abdul-Wali (Yemen)<br />
Passage to Dusk by Rashid al-daif (Lebanon)<br />
The Waiting List by daisy al-Amir (Iraq)<br />
The Year of the Elephant by Leila Abouzeid (morocco)<br />
see other publications in the series at:<br />
http://www.utexas.edu/cola/cmes/publications or<br />
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see other publications in the series at:<br />
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Center for Middle eastern studies<br />
university of texas at austin<br />
I’vE LEARnEd sOmE THInGs ataol BehraMoglu ˘<br />
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I’vE LEARnEd sOmE THInGs ataol BehraMoglu ˘<br />
selecTed poems<br />
aTaol behramoGlu ˘<br />
TranslaTed by<br />
WalTer G. andreWs
viii contents<br />
contents ix<br />
III Turkey, my unhappy Land, my LoveLy Land<br />
62 Through Those Poor, unliT sTreeTs<br />
63 Şu YoKsul, iŞiKsiZ soKAKlArDAn<br />
1981 (Yaşadıklarımdan Öğrendiğim Bir Şey Var, s. 79)<br />
64 PregnAnT WomAn’s song<br />
65 geBe KADinin TÜrKÜsÜ<br />
1981 (Kızıma Mektuplar, s. 161)<br />
68 The Poor mAn’s morning song<br />
69 YoKsulun sABAh TÜrKÜsÜ<br />
1981 (Kızıma Mektuplar, s. 163)<br />
70 The song of Time PAssing<br />
71 AKiP gİDen ZAmAn TÜrKÜsÜ<br />
1981 (Kızıma Mektuplar, s. 164)<br />
72 schoolroom ADvice AnD resPonse<br />
73 oKulDA ÖĞÜTler ve YAniTlAr<br />
1981 (Kızıma Mektuplar, s. 165)<br />
74 song To soDAs<br />
75 meŞruBAT TÜrKÜsÜ<br />
1981 (Kızıma Mektuplar, s. 167)<br />
76 (from) leTTers To mY DAughTer<br />
77 “KiZimA meKTuPlAr”dan<br />
november 20, 1983 (Kızıma Mektuplar, s. 191–193)<br />
82 When fAceD BY love<br />
83 sevgİnİn ÖnÜnDe<br />
1981 (Kızıma Mektuplar, s. 43)<br />
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84 BABies Don’T hAve nATions<br />
85 BeBeKlerİn ulusu YoK<br />
1980 (Kızıma Mektuplar, s. 264)<br />
86 TurKeY, mY unhAPPY lAnD, mY lovelY lAnD<br />
87 TÜrKİYe, ÜZgÜn YurDum, gÜZel YurDum<br />
1980 (Yaşadıklarımdan Öğrendiğim Bir Şey Var, s. 80)<br />
Iv a Summer paST<br />
92 AugusT guesT<br />
93 AĞusTos KonuĞu<br />
1980 (Yaşadıklarımdan Öğrendiğim Bir Şey Var, s. 89)<br />
94 evening sorroW in counTrY ToWns<br />
95 TAŞrA KenTlerİnDe AKŞAm KeDerİ<br />
1980 (Yaşadıklarımdan Öğrendiğim Bir Şey Var, s. 87)<br />
96 i’ve forgoTTen hoW mY moTher’s fAce looKeD<br />
97 unuTTum, nAsilDi Annemİn YÜZÜ<br />
1980 (Yaşadıklarımdan Öğrendiğim Bir Şey Var, s. 86)<br />
98 Poem on The ThresholD of forTY<br />
99 KirK YAŞin eŞİĞİnDe Şİİr<br />
1981 (Yaşadıklarımdan Öğrendiğim Bir Şey Var, s. 90)<br />
100 in PrAise of coWs<br />
101 İneKlere ÖvgÜ<br />
1986 (Yaşadıklarımdan Öğrendiğim Bir Şey Var, s. 178)<br />
102 A summer PAsT<br />
103 geÇmİŞ YAZ<br />
1986 (Yaşadıklarımdan Öğrendiğim Bir Şey Var, s. 174)<br />
8 AtAol BehrAmoglu ˘ I’ve le Arned Some thIngS 9<br />
Istanbul<br />
I’m drawing an Istanbul on my breast<br />
With my forefinger, butterfly-styled<br />
before the mirror as though I were a child<br />
Face and hair I caress.<br />
Of Kadıköy I recall some sort of seas<br />
Of shishli a solitary tram<br />
Of samatya, of sultanahmet I am<br />
Remembering the fig trees.<br />
I’m drawing an Istanbul on my breast<br />
With my forefinger, butterfly-styled<br />
look, I’m a little hopeless, a little tired<br />
I think I like my eyes the best.<br />
İstanbul<br />
Göğsüme bir İstanbul çiziyorum<br />
başparmağımla, kelebek biçiminde<br />
Çocukmuşum gibi aynanın önünde<br />
Yüzümü saçlarımı okşuyorum<br />
Kadıköy’den herhangi bir deniz<br />
tenha bir tramvay Şişliden<br />
samatya’dan belki sultanahmet’ten<br />
İncir ağaçları anımsıyorum<br />
Göğsüme bir İstanbul çiziyorum<br />
başparmağımla, kelebek biçiminde<br />
biraz umutsuzum, biraz yorgun işte<br />
En çok gözlerimi seviyorum<br />
I ThIs Love ends here<br />
A Brief Chronology of Significant Movements and<br />
Cultural Trends in the History of Modern Turkey<br />
and Turkish Poetry<br />
Chronology<br />
1789–1807 The reign of Sultan Selim III. Selim attempts to<br />
modernize the organization of the military. His spiritual<br />
advisor and supporter, the Mevlevi dervish master Sheyh<br />
Galip, writes his “Beauty and Love” verse narrative,<br />
summing up the mystical tradition of Jalaluddin Rumi.<br />
He faces the questions of how Ottoman spirituality,<br />
thought, and literary culture are going to adapt to the<br />
onset of a “modernizing” world. A conservative reaction<br />
by the Janissaries and their allies deposes the sultan, and<br />
disbands the Nizam-i Cedid (New Order) army.<br />
1808–1839 The reign of Sultan Mahmud II. The supporters of Selim<br />
bring an army to Istanbul too late to prevent his execution<br />
but they manage to put Mahmud II, another reformminded<br />
sultan, on the throne. Mahmud’s early attempts<br />
at reform are blocked by reactionary elements allied with<br />
the Janissaries.<br />
1826 Mahmud accomplishes the massacre of the Janissaries in<br />
Istanbul and the disbanding of Janissary units all over<br />
the empire. The beginning of a reform of Ottoman<br />
institutions, including the opening of a “translation<br />
office”—which trained Ottoman officials in foreign<br />
languages—an educational reform, and a restructuring<br />
of the bureaucracy.
The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Middle eastern studies | MeMoir<br />
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leila abouzeid, author of Year of the Elephant, has translated her childhood memoir into<br />
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colonial rule, abouzeid charts her deeply personal journey through family conflicts ignited by<br />
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leila abouzeid is the first Moroccan woman writer of lliterature to be translated<br />
into english. she began her career as a radio and tV journalist, and also worked as press<br />
assistant in government ministries and in the prime minister’s office. she is the author of two<br />
memoirs, a collection of short stories, and two novels.<br />
Middle eastern studies | MeMoir<br />
leila abouzeid, author of Year of the Elephant, has translated her childhood memoir into<br />
english. against the background of Morocco’s struggle for independence from French<br />
colonial rule, abouzeid charts her deeply personal journey through family conflicts ignited by<br />
the country’s civil unrest.<br />
leila abouzeid is the first Moroccan woman writer of lliterature to be translated<br />
into english. she began her career as a radio and tV journalist, and also worked as press<br />
assistant in government ministries and in the prime minister’s office. she is the author of two<br />
memoirs, a collection of short stories, and two novels.<br />
˘<br />
˘<br />
other titles available in the Modern Middle east literatures The Memoir in translation series<br />
of a Modern<br />
Moroccan Woman<br />
I’ve Learned Some Things by ataol behramo˘glu (turkey)<br />
Fortune Told in Blood by davud Ghaffarzadegan (iran)<br />
Siraaj: An Arab Tale by radwa ashour (egypt)<br />
I’ve Learned Some Things by ataol behramo˘glu (turkey)<br />
Fortune Told in Blood by davud Women Ghaffarzadegan (iran) on a Journey by haifa zangana (iraq)<br />
Siraaj: An Arab Tale by radwa ashour (egypt)<br />
Women on a Journey by haifa zangana (iraq)<br />
Orpheus by nazli eray (turkey)<br />
Orpheus by nazli eray (turkey)<br />
The Director and Other <strong>St</strong>ories from Morocco by leila abouzeid (Morocco)<br />
Folktales from Syria collected by The samir tahhan Director (syria) and Other <strong>St</strong>ories from Morocco by leila abouzeid (Morocco)<br />
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Passage to Dusk by rashid al-daif (lebanon)<br />
The Waiting List by daisy al-amir (iraq)<br />
The Year of the Elephant by leila abouzeid (Morocco)<br />
other titles available in the Modern Middle east literatures in translation series<br />
see other publications in the series at:<br />
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center For Middle eastern studies<br />
uniVersity oF texas at austin<br />
return to childhood leila abouzeid<br />
Return to Childhood<br />
center For Middle eastern studies<br />
uniVersity oF texas at austin<br />
return to childhood leila abouzeid<br />
Return to Childhood<br />
The Memoir<br />
of a Modern<br />
Moroccan Woman<br />
Leila Abouzeid
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The Puppet, a mythic tale of greed and political corruption, traces the<br />
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rise, flourishing, and demise of a Saharan oasis community. aghulli,<br />
middle easTern sTudies | ficTion<br />
a noble if obtuse man who has been chosen leader of the oasis,<br />
hankers after the traditional nomadic pastoralist life of the Tuareg.<br />
he sees commerce (understood as including trade in gold, marriage,<br />
agriculture, and even recreation) as the prime culprit in the loss of<br />
the nomadic ethos. Thus he is devastated to learn that his supporters<br />
are hording gold.<br />
The novel’s title notwithstanding, the author has stressed repeatedly<br />
that he is not a political author. he says that The Puppet portrays a good<br />
man who has been asked to lead a corrupt society. The subplot about<br />
star-crossed young lovers introduces a Sufi theme of the possibility<br />
of transforming carnal into mystical love. The Puppet, though, is first<br />
and foremost a gripping, expertly crafted tale of bloody betrayal and<br />
revenge inspired by gold lust and an ancient love affair.<br />
The Puppet, a mythic tale of greed and political corruption, traces the<br />
rise, flourishing, and demise of a Saharan oasis community. aghulli,<br />
a noble if obtuse man who has been chosen leader of the oasis,<br />
hankers after the traditional nomadic pastoralist life of the Tuareg.<br />
he sees commerce (understood as including trade in gold, marriage,<br />
agriculture, and even recreation) as the prime culprit in the loss of<br />
the nomadic ethos. Thus he is devastated to learn that his supporters<br />
are hording gold.<br />
The novel’s title notwithstanding, the author has stressed repeatedly<br />
that he is not a political author. he says that The Puppet portrays a good<br />
man who has been asked to lead a corrupt society. The subplot about<br />
star-crossed young lovers introduces a Sufi theme of the possibility<br />
of transforming carnal into mystical love. The Puppet, though, is first<br />
and foremost a gripping, expertly crafted tale of bloody betrayal and<br />
revenge inspired by gold lust and an ancient love affair.<br />
IbrahIm al-KonI, who was born in 1948, is an award-winning arabic-<br />
language novelist, who has already published more than sixty volumes, and<br />
a russian-educated visionary who sees an inevitable interface between<br />
myth and contemporary life. a Tuareg, whose mother tongue is Tamasheq,<br />
he has been a resident of Switzerland since 1993.<br />
WIllIam m. huTchInS, Professor in the Philosophy and religion<br />
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Department at appalachian <strong>St</strong>ate university, has translated numerous<br />
works of arabic literature into English, including those by the nobel Prize<br />
first<br />
laureate naguib mahfouz.<br />
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IbrahIm al-KonI, who was born in 1948, is an award-winning arabic-<br />
language novelist, who has already published more than sixty volumes, and<br />
a russian-educated visionary who sees an inevitable interface between<br />
myth and contemporary life. a Tuareg, whose mother tongue is Tamasheq,<br />
he has been a resident of Switzerland since 1993.<br />
WIllIam m. huTchInS, Professor in the Philosophy and religion<br />
Department at appalachian <strong>St</strong>ate university, has translated numerous<br />
works of arabic literature into English, including those by the nobel Prize<br />
laureate naguib mahfouz.<br />
cEnTEr for mIDDlE EaSTErn STuDIES<br />
unIvErSITy of TExaS aT auSTIn<br />
THe PuPPeT ibraHim al-koni<br />
THe PuPPeT<br />
ibraHim<br />
al-koni<br />
See other publications in the series at:<br />
TranslaTed by William m. HuTcHins<br />
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or http://www.utexaspress.com<br />
cEnTEr for mIDDlE EaSTErn STuDIES<br />
unIvErSITy of TExaS aT auSTIn<br />
THe PuPPeT ibraHim al-koni<br />
THe PuPPeT<br />
ibraHim<br />
al-koni<br />
TranslaTed by William m. HuTcHins
CharaCters<br />
Abanaban, chief vassal<br />
Aghulli, sage and leader<br />
Ahallum, warrior hero<br />
Amasis the Younger, a noble<br />
Asen’fru, tax administrator<br />
Chief Merchant, the man with two veils<br />
Emmamma, venerable elder<br />
Imaswan Wandarran, spokesman for the council of nobles<br />
She-Jinni, the Mute Soprano<br />
Tayetti, commander of anti-gold campaign<br />
Wretch, a young lover<br />
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IntroduCtIon<br />
My starting point is the desert. As is inevitable with<br />
one’s birthplace, the desert buries enigmatic signs<br />
in the souls of its natives that slumber deep within<br />
and one day must awake. The signs that my Great<br />
Desert planted within me have made a poet of me,<br />
and a seeker after the truth of this world. 1<br />
Ibrahim al-Koni, who was born in 1948, is an international<br />
author with many authentic, salient identities. He is an awardwinning<br />
Arabic-language novelist who has already published<br />
more than seventy volumes, a Moscow-educated visionary who<br />
sees an inevitable interface between myth and contemporary life,<br />
an environmentalist, a writer who depicts desert life with great<br />
accuracy and emotional depth while adding layers of mythical and<br />
literary references the way a painter might apply luminous washes<br />
to a canvas, a Tuareg, whose mother tongue is Tamasheq, and a<br />
resident of Switzerland since 1993. Ibrahim al-Koni, winner of the<br />
2005 Mohamed Zafzaf Award for the Arabic Novel and the 2008<br />
Sheikh Zayed Award for Literature, has also received a Libyan state<br />
prize for literature and art, prizes in Switzerland, including the<br />
literary prize of the canton of Bern, and a prize from the Franco-<br />
Arab Friendship Committee in 2002 for L’Oasis cachée.<br />
After spending his childhood in the desert, al-Koni began his<br />
career writing for the Libyan newspapers Fazzan and al-Thawra. He<br />
then studied comparative literature at the Maxim Gorky Literature<br />
1. Ibrahim al-Koni from an interview conducted by his friend and German<br />
translator Hartmut Fähndrich, as translated from German into English by<br />
Rafaël Newman. Posted online at: http://www.swissworld.org/en/switzerland/<br />
resources/why_switzerland/ibrahim_al_koni/.<br />
36 IbrahI m al-KonI<br />
The PuPPeT 37<br />
Why did they muzzle the mouth of anyone unable to keep still?<br />
Why did they forbid children to speak in the morning and allow<br />
them only a limited number of phrases during the remainder<br />
of the day?<br />
Some sages find these arrangements excessive, whereas others<br />
think them a necessary strategy to train children in self-control and<br />
to force them to bridle their avid tongues from the time they leave<br />
the cradle. Their first argument in favor of this inherited suspicion<br />
of speech affirms that the head cannot think while the organ in<br />
the mouth is moving. The more the tongue’s activity increases,<br />
the more sluggish the head becomes and the more its languor<br />
grows. The head’s languor afflicts the heart with a malady called<br />
death. It is a death, in these people’s opinion, much worse than<br />
departing from the physical world to the Spirit World’s realm, an<br />
event some other tribes call death. They decided that this detestable<br />
disease afflicting the heart is the true death. For this reason,<br />
they devised a mighty punishment for people dominated by the<br />
mouth’s organ and unable to refrain from chattering. They gagged<br />
these people’s mouths with scraps of linen or strips of leather in<br />
the first instance. If the wretches repeated the offense and people<br />
complained about their garrulousness, the authorities would stuff<br />
their mouths with wads of palm fiber. As they attempted to speak,<br />
their jaws crunched down on the fiber, injuring their tongues and<br />
mouths, which bled as they moved through the settlement. Despite<br />
the harshness of this punishment, many people were unable to<br />
prevent themselves from chattering. They would frequently raise<br />
their concern with the nobles or even the leader. They would say<br />
that speech is not a shortcoming that requires punishment, but<br />
rather a nomad’s right. The diviners—who sketched precepts for<br />
the tribes and decreed edicts saying that too much talk leads to a<br />
display of ignorance and that, where prattle abounds, prophecy<br />
disappears—did not merely restrain their own tongues, but took<br />
more life from their chests than they put in. The argument in favor<br />
of the tongue normally did not convince the wise, who reclaimed<br />
for themselves the charm, which priests had dictated, that speech<br />
repels prophecy.<br />
When fear of losing prophecy became a concern that worried<br />
the ancients, they searched for another antidote to treat such people.<br />
Then they devised a bit (called an asedras) to silence chatterboxes,<br />
even before they used it to wean kids from their mothers’ milk.<br />
They would pierce both jaws with fiery skewers the way they bored<br />
through a camel’s muzzle. Then they would deliberately insert a<br />
wood or iron bit that pressed down on the tongue, preventing it<br />
from pursuing its wicked mission. Some obstinate people felt that<br />
to restrict speech was to restrict life, but if these wretches insisted<br />
on moving that organ in their mouths, ignoring the pain this action<br />
caused, their mouthings would be inaudible or unintelligible,<br />
a ludicrous or disgusting, muffled raving.<br />
5<br />
As he traversed the northern alleys leading to the blacksmiths’<br />
market, the din grew ever louder.<br />
The din.<br />
There are various levels of din in the oasis.<br />
There is the din of the markets, the din of boys, the din of<br />
women on the roofs of their homes, the din of the rabble who<br />
never stop quarreling, and another eternal din that resembles<br />
the rumble of distant thunder when clouds charge in from the<br />
north. The last is a mysterious, murky din reminiscent of the Spirit<br />
World’s call, heard in the murmurs of jinn tribes in the caves of<br />
Tadrart or Tassili. 3<br />
3. Tadrart Acacus and Tassili n’Ajjer, Saharan mountain ranges both<br />
recognized as UNESCO World Heritage sites because of the prehistoric<br />
rock art found there.<br />
R<br />
After that the Sovereign offered the throne to his northern friend He-Who-<br />
Does-Not-Know-Choice. He replied, “You, master, are eccentric! You once<br />
lived a humble life in the fields and now loiter in the sovereign’s palace. You’re<br />
not satisfied with that but wish to defile me with your filthy deeds. You don’t<br />
know how ashamed I feel for you.”<br />
Then he went and threw himself in the Ching Ling’s watery depths.<br />
R<br />
A final man to whom the world’s throne was offered responded, “You, my<br />
sovereign, asked for my advice when you planned the attack against Cleave-<br />
In-Two, wishing me to appear in the guise of a rebel. After your conquest<br />
over Cleave-In-Two, you come to me, offering to abdicate control over the<br />
world in order to satisfy a longing to make me appear greedy. It’s true that<br />
I was born in times of insurrection, but I cannot allow a man who lacks the<br />
Tao to defile me with his filthy deeds twice over.”<br />
Then the Conscript threw himself into the river Chou’s waters<br />
and drowned.<br />
The Ruler had recourse to the Sage of Dark Light, meaning to<br />
abdicate. . . . The latter said, “Seizing power is wrong. Killing one’s subjects<br />
is a desecration of the law of compassion. Committing a crime for personal<br />
gain makes one an ignoble person. I’ve heard that it’s inappropriate to enter<br />
the land of a man who lacks the Tao. So how can I allow others to honor<br />
me? Oh, I can’t take any more.”<br />
Then the Sage of Dark Light rose and, strapping a rock to his body,<br />
threw himself into the river Lu.<br />
Chuang Tzu, “Abdication,” The Book of Chuang Tzu, fourth century BCE<br />
The She-Jinni<br />
1<br />
Since its founding, the oasis has received many people, and<br />
clans from the desert’s four corners have settled there. Its walls<br />
have sheltered unknown wayfarers—most of them men but a<br />
few women as well. Some were excellent folks and others vile<br />
ne’er-do-wells. Among them were well-adjusted individuals;<br />
others conducted themselves in an eccentric way, exhibiting<br />
aberrant behavior.<br />
It is said that this difference in qualities and defects of natures<br />
was typical not only of the men of these nomadic races but<br />
also of some of the women. Informed sources agree that Waw<br />
never experienced a creature more seditious or one who aroused<br />
greater agitation and curiosity than the lone female traveler whom<br />
narrators called the Mute Soprano.<br />
Local history buffs say she arrived from the south and entered<br />
Waw at twilight, through the Oases Gate. Her timing fed the<br />
conviction that this visitor had no ties of kinship with the desert’s<br />
people and was instead a she-jinni and the daughter of the Spirit<br />
World, because the tribe normally considered guests arriving at<br />
twilight to be jinn cloaked in human garb. The inhabitants of the<br />
oasis had inherited from their forefathers beliefs affirming that<br />
every creature that stirs at those frightening moments just before<br />
sunset is kin to the Spirit World’s inhabitants.<br />
She appeared alone, and no woman had ever arrived in the<br />
settlements of the oasis in this way before. By coming alone, she<br />
lent credence to the assertion, based on the soundest authority, that<br />
she was related to the noblest jinn. Unlike all the foreign women<br />
who had journeyed there before her, she was not accompanied by<br />
a spouse or relatives or attended by slaves or female servants.<br />
86 IbrahI m al-KonI<br />
The PuPPeT 87<br />
behind indifference, then the exile, which is multiplied and threatens<br />
to endure, struggles against the banished man’s death agony.<br />
He smiled mischievously beneath his veil and surrendered to<br />
the expanse the way dry weeds surrender to the wind’s assault or<br />
the way straw yields to an unruly flood. He abandoned himself<br />
to allow the naked land to lead him to any country it wished.<br />
He allowed himself to become the naked land’s pawn, because he<br />
knew that the noble wasteland would never renege on a covenant<br />
made with a person who surrendered himself as its hostage.<br />
He had learned that—from time immemorial—progress through<br />
the desert has been like swimming through water, like floating in<br />
the spring-fed ponds of oases. You must relax and give your body<br />
totally to the water if you want to stay afloat. In the desert, too,<br />
arrogant people who act obstinately succumb. In the desert those<br />
who think they have been granted enormous knowledge and who<br />
therefore debate and resist will perish. The desert takes vengeance<br />
on this group with its labyrinth. The other group, those who<br />
surrender control to the wasteland and seek the desert’s protection<br />
against the desert, survives.<br />
10<br />
His assumption was not mistaken.<br />
At midday, the labyrinth suddenly fell away and he found<br />
himself overlooking the lip of an expansive, deep valley. The side<br />
from which he had approached was a very high, mountainous cliff,<br />
and the far side of the valley was too distant for him to see. In the<br />
flat land at the bottom he not only observed dense trees, which<br />
twisted through gentle valleys that curved as they ran south, but<br />
caught sight of areas covered with plentiful, intensely green grass.<br />
These spread along the borders of the clefts in magnificent swaths<br />
and encroached on the sides of the gentle valleys that branched<br />
off from the main valley, the far side of which was out of sight.<br />
Exile died, and paradise came into view.<br />
With the skill of a Barbary sheep, he descended from the craggy<br />
summit, and the scent of flowers, moisture, and fresh grass greeted<br />
his nostrils. Overcome by a trancelike vertigo, he thought about<br />
the miraculous desert clouds that baffle even the most cunning<br />
shepherds—where they originate, how they collect, what route<br />
they follow, where they empty their load, or in which sky they<br />
then dissipate. These experts not only do not understand the<br />
clouds’ nature but are amazed by their ability to flaunt the law<br />
of the seasons, because they pay no attention to whether it is winter<br />
or summer, spring or fall. They hold back in winter when people<br />
expect them, denying their blessing, while generously bestowing<br />
their rainfall in a season when sunshine is at its most searing, as<br />
in summer. Thus aged shepherds clap their hands together to<br />
announce their incompetence when they exclaim, “Not even the<br />
wiliest diviner can predict the course of the desert’s rains.”<br />
The paradise where the immortal wasteland ended, the paradise<br />
that appeared suddenly in the abyss at his feet, was also a gift<br />
of the uncanny desert clouds.<br />
11<br />
He roamed through his paradise for days and nights. In the<br />
low-lying lands across the gulches leading down to the ravines,<br />
he plucked the fruits of this paradise. He found delicious truffles<br />
that made him forget his banishment and propelled him into<br />
kingdoms that one rarely reaches, sees, or even contemplates.<br />
In the valleys he ambushed lizards, hunted hares, and gathered<br />
eggs from birds.<br />
On the mountainous cliff faces he located caverns that<br />
contained pools flooded with running water.
This conference is co-sponsored by:<br />
The Center for Middle Eastern <strong>St</strong>udies;<br />
The College of Liberal Arts;<br />
The Society of Iranian American Women for Education;<br />
The Institute for Historical <strong>St</strong>udies;<br />
The History Deptartment; and<br />
The Department of Middle Eastern <strong>St</strong>udies<br />
For additional information or assistance, email kim.giles@austin.utexas.edu<br />
All photographs public domain at:<br />
http://www.fouman.com/history/Iran_Historical_Photographs_Gallery.htm<br />
Front cover: Tehran Post office, 1940<br />
Inside Front cover: Mosaddegh Majles, 1952<br />
Back cover: Persian International Orchestra, 1948.<br />
Page 1 Background: All Nation Representatives presenting gifts to the<br />
Shahanshah, stairs in Persepolis, 70 B.C. Photographs left to right:<br />
Hakim Omar Khayyam’s Mausoleum in Neishabour at Night;<br />
Khorramshahr Sacred Defense Museum Martyrs<br />
Page 2 Background: 1979 Demonstrations. Photographs left to right: Abadan<br />
Institute of Technology; Tehran Milad Tower Construction; Tehran<br />
Bazaar, 1970’s.<br />
Page 3: Background: Bicycle Riders, Yazd. Photographs left to right: Googoosh<br />
Performing Live; Dowlatabad Garden, Yazd.<br />
Page 4 Background: Young Mohammed Reza Shah’s first plane ride, with<br />
visiting American professor Wendell Willkie, 1942; Photograph:<br />
Isfahan at night.<br />
Page 5 Background: 1979 Revolution. Photographs left to right: Iranian girl<br />
and boy during the revolution; Azadi Square Tower.<br />
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
Iranian Nationalism Conference Program Back and Front Cover<br />
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Rethinking<br />
iRanian<br />
2 & 3<br />
April 2010<br />
nationalism<br />
middle eastern studies<br />
the university of texas at austin
The study of Iranian nationalism has undergone significant changes<br />
during the past decade. As older paradigms of culture and society have<br />
given way to new critical and theoretical insights, a trend within the<br />
historiography of modern Iran has begun the task of questioning the<br />
received assumptions and conceptual habits long defining the history<br />
of modern Iran. Marked primarily by a shift away from perspectives<br />
that reified its object of knowledge, shared its selfsame assumptions,<br />
and which was traditionally written from within the ideological<br />
parameters of nationalism, the newer approach to the history of Iranian<br />
nationalism has instead sought to engage theoretical, conceptual, and<br />
comparative perspectives derived from the wider fields of nationalism<br />
studies, social history, literary theory, and postcolonial studies.<br />
The result is an emerging nascent approach within the field of Iranian<br />
studies which has already shed new light on the making of modern<br />
Iranian nationhood.<br />
This conference brings together scholars broadly engaged in this new<br />
scholarship. The goal is to share ongoing research, to combine efforts, to<br />
chart new areas of analysis, and collectively to rethink the historiography<br />
of Iranian nationalism.<br />
The five panels focus on:<br />
• Centers, Peripheries, and National Identities<br />
• Imagining Iran: Ideology & Historiography<br />
• Islam and Nationalism<br />
• Ethnicity, Gender, and Subaltern Identities<br />
• Transnational and Comparative <strong>St</strong>udies<br />
• Revolution, Nationalism, and the Islamic Republic<br />
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
Iranian Nationalism Conference Program Interior Layout<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Cover Paper <strong>St</strong>ock: 130 lb. Cougar Cover Smooth<br />
Interior Paper <strong>St</strong>ock: 80 lb. Cougar Text Smooth<br />
presenters<br />
Kamyar Abdi, Associate Professor, Science and Research University in Tehran<br />
Kamran Scot Aghaie, Associate Professor, The University of Texas at Austin<br />
Wali Ahmadi, Associate Professor, University of California, Berkeley<br />
Camron Amin, Professor, University of Michigan, Dearborn<br />
Ali Anooshahr, Assistant Professor, University of California, Davis<br />
Touraj Atabaki, Professor, University of Leiden<br />
Talinn Grigor, Assistant Professor, Brandeis University<br />
Hanan Hammad, Assistant Professor, Texas Christian University<br />
Firoozeh Kashani-Sabet, Associate Professor, University of Pennsylvania<br />
Mana Kia, Doctoral Candidate, Harvard University<br />
Brian Mann, Doctoral Candidate, The University of Texas at Austin<br />
Afshin Marashi, Associate Professor, California <strong>St</strong>ate University, Sacramento<br />
Afshin Matin-Asgari, Associate Professor, California <strong>St</strong>ate University, Los Angeles<br />
Farzin Vejdani, Assistant Professor, University of Arizona<br />
Haggai Ram, Associate Professor, Ben Gurion University of the Negev<br />
Monica Ringer, Assistant Professor, Amherst College<br />
Sussan Siavoshi , Professor, Trinity University<br />
Mohamad Tavakoli-Targhi, Professor, University Of Toronto<br />
Negar Mottahedeh, Assistant Professor, Duke University<br />
Roxane Varzi, Associate Professor, University of California, Irvine<br />
Wendy DeSouza, Doctoral Candidate, UCLA<br />
Jasamin Rostam-Kolayi, Assistant Professor, California <strong>St</strong>ate University, Fullerton<br />
1<br />
saturday 3 april<br />
8:30 a.m. Panel 4: Ethnicity, Gender, and Subaltern Identities<br />
Fawn Shirazi, Chair<br />
Brian Mann<br />
The Khuzistani Arab Movement, 1941-1946: A Case of Nationalism?<br />
Jasamin Rostam-Kolayi<br />
Iranian Minority Girls’ Schools and the Construction of<br />
National Identity, 1800s-1940s<br />
Monica Ringer<br />
Iranian nationalism and Zoroastrian identity During the Pahlavi period<br />
10:15 a.m. Panel 5: Transnational and Comparitive <strong>St</strong>udies<br />
Kamran Scot Aghaie, Chair<br />
Haggai Ram<br />
East is East, West is West, and Never the Twain Shall Meet? Post-1979 Iran<br />
and the Fragile Fiction of Israel as a Euro-American Space<br />
Wali Ahmadi<br />
The Literary and the Political in the Poetry of the Iranian and the<br />
Afghan Constitutional Eras<br />
Hanan Hammad<br />
Relocating a Common Past: Islamic and Secular Nationalism(s)<br />
in Egypt and Iran<br />
12:00-2:00 p.m. Break for Lunch<br />
2:00 p.m. Panel 6: Revolution, Nationalism, and the Islamic Republic<br />
Hossein Haghshenas, Chair<br />
Talinn Grigor<br />
Enduring Nationalism: Royal Architecture after 1979<br />
Kamyar Abdi<br />
Iran’s Pre-Islamic Past Under Fire: Anti-Nationalism and Historiographic<br />
Pseudo-Deconstructionism in Contemporary Iran<br />
Roxane Varzi<br />
Figuring the Future: Portraiture and Nationalism in Post-War Iran<br />
Sussan Siavoshi<br />
Nationalism and the Construction of the “Other”: The Iranian 2009<br />
Post-Presidential Case<br />
Negar Mottahedeh<br />
Calling the Nation Into Being: A Comparison of the Unrest<br />
of 1953, 1978-79, and 2009<br />
4 5<br />
2<br />
friday 2 april<br />
8:30 a.m. Panel 1: Centers, Peripheries, and National Identities<br />
Moh Ghanoonparvar, Chair<br />
Touraj Atabaki<br />
Contesting Marginality: Ethnicity and Construction of<br />
New Histories in the Islamic Republic of Iran<br />
Mana Kia<br />
Persianate Community and the Land of Iran, 1722-1835<br />
Firoozeh Kashani-Sabet<br />
Mapping Iran: Nationalism and Ethnic Narratives in the Borderlands<br />
10:15 a.m. Panel 2: Imagining Iran: Ideology & Historiography<br />
Jason Brownlee, Chair<br />
Ali Anooshahr<br />
Fascism, Nazism, and the Orient: The Case of Franz<br />
Babinger and Walther Hinz<br />
Mohamad Tavakoli-Targhi<br />
Visualizing Iran<br />
Afshin Marashi<br />
Imagining Hafez: Rabindranath Tagore in Iran, 1932<br />
Camron Amin<br />
An Iranian in New York: An Iranian Journalist’s Description of the<br />
Non-Iranian on the Eve of the Cold War<br />
12:15–2:00 p.m. Break for Lunch<br />
2:00 p.m. Panel 3: Islam and Nationalism<br />
Afshin Marashi, Chair<br />
Afshin Matin-Asgari<br />
The Corbin Circle and the Construction of an Islamic Nativist<br />
Critique of the West<br />
Farzin Vejdani<br />
The Place of Islam in Interwar Iranian Nationalist Historiography<br />
Kamran Scot Aghaie<br />
Putting the Nation Back at the Center of Nationalism:<br />
The Case of Religious Nationalism in Iran<br />
Wendy DeSouza<br />
Mystical Scholarship and Scholarly Mysticism: Preliminary Thoughts<br />
on Race, Nation and Exoticism in French Iranology<br />
3
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
Iranian Nationalism Conference Poster<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Paper <strong>St</strong>ock: 130 lb. Cougar Cover Smooth<br />
Rethinking<br />
iRanian<br />
2 & 3<br />
April 2010<br />
nationalism<br />
This conference brings together scholars broadly engaged in questioning<br />
the received assumptions and conceptual habits long defining the history<br />
of modern Iran. The goal is to share ongoing research, combine efforts,<br />
chart new areas of analysis, and collectively rethink the historiography of<br />
Iranian nationalism.<br />
The six panels and speakers are:<br />
q Centers, Peripheries, and National Identities, Fri 8:30<br />
Touraj Atabaki, University of Leiden<br />
Mana Kia, Harvard University<br />
Firoozeh Kashani-Sabet, Univ. of Pennsylvania<br />
q Imagining Iran: Ideology & Historiography, Fri 10:15<br />
Ali Anooshahr, University of California, Davis<br />
Mohamad Tavakoli-Targhi, University of Toronto<br />
Afshin Marashi, California <strong>St</strong>ate University, Sacramento<br />
Camron Amin, University of Michigan, Dearborn<br />
q Islam and Nationalism, Fri 2:00<br />
Afshin Matin-Asgari, California <strong>St</strong>ate University, LA<br />
Farzin Vejdani, University of Arizona<br />
Kamran Scot Aghaie, The University of Texas at Austin<br />
Wendy DeSouza, UCLA<br />
q Ethnicity, Gender, and Subaltern Identities, Sat 8:30<br />
Brian Mann, The University of Texas at Austin<br />
Jasamin Rostam-Kolayi, California <strong>St</strong>ate University, Fullerton<br />
Monica Ringer, Amherst College<br />
q Transnational and Comparative <strong>St</strong>udies, Sat 10:15<br />
Haggai Ram, Ben Gurion University of the Negev<br />
Wali Ahmadi, University of California, Berkeley<br />
Hanan Hammad, Texas Christian University<br />
q Revolution, Nationalism, and the Islamic Republic, Sat 2:00<br />
Talinn Grigor, Brandeis University<br />
Kamyar Abdi, Science and Research University in Tehran<br />
Roxanne Varzi, University of California, Irvine<br />
Sussan Siavoshi, Trinity University<br />
Negar Mottahedeh, Duke University<br />
This conference is co-sponsored by the Center for Middle Eastern <strong>St</strong>udies,<br />
the College of Liberal Arts, the Society of Iranian American Women for<br />
Education, the Institute for Historical <strong>St</strong>udies, the History Deptartment, and<br />
the Department of Middle Eastern <strong>St</strong>udies.<br />
For more information, email kim.giles@austin.utexas.edu<br />
Free and open to the public<br />
AT&T Conference Center<br />
Classroom 202<br />
8:30a.m.– 4:00p.m.<br />
middle eastern studies<br />
the university of texas at austin
it org.<br />
ge Paid<br />
o. 391<br />
exaS<br />
middle eastern studies<br />
newsletter | 2011-2012<br />
the university of texas at austin<br />
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
2011-2012 Newsletter promoting department events and faculty accomplishments<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Cover Paper <strong>St</strong>ock: 130 lb. Cougar Cover Smooth<br />
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10/19/11 12:34:21 PM<br />
The Times They Are a-Changin'<br />
Views of the Arab Spring<br />
Like many of our colleagues around the world, those of us at MES The Arab Spring protests have given those of us who work to undermine<br />
spent a lot of time in front of the television earlier this year, watching widely held stereotypes a new tool to create a deeper understanding of<br />
the latest developments in the so-called Arab Spring unfold. With the questions around Middle Eastern politics, religion, and culture. The fact that<br />
fall of three of the Arab world’s longest-ruling dictators (Tunisia’s Ben the protests have largely not been religiously motivated; the demographic<br />
Ali, Egypt’s Mubarak, and Libya’s Qaddafi), political unrest in Syria and trends and economic issues underlying the social tensions in each of these<br />
Yemen that has those respective regimes tottering, political reforms countries; the differing paths and degree of success of the various revolts;<br />
underway in Jordan and Morocco, and a new strategic regional role for the sophisticated use of social media and the reflection of protest demands<br />
Turkey, we wanted to pause for a moment to consider how the events and values in music and other cultural forms—all of these give us new<br />
of 2011 may impact the fields related to Middle Eastern studies. and striking talking points against common arguments asserting the<br />
incompatibility of Islam and democracy, for example, or the “backwardness”<br />
We polled academics, alumni, and friends who focus on the region for of Middle Eastern culture, or assumptions that the Middle East is monolithic,<br />
their reactions to the following prompt: How will the popular uprisings and that everything about life in the region is motivated by adherence to<br />
and regime changes affect the broader fields in Middle Eastern studies (not extreme and often violent versions of Islam.<br />
only MES, but Islamic studies, history, language studies, etc.)? How will this<br />
change the paradigms and frameworks in which we work? What effects do ~<br />
you hope the political changes in the Arab world will have, even if it’s too<br />
early to tell whether those hopes will become reality?<br />
The Arab Spring highlighted a Middle East that is global and interconnected.<br />
Before, I had been asked earnest questions about whether Egyptians rode<br />
Here's what they said: camels everywhere. Now, it’s common knowledge that Egyptians have<br />
access to the Internet, and that they communicate with Facebook and<br />
Twitter. Granted, they may still think that Egyptians ride camels everywhere,<br />
but they now know they’re texting while driving!<br />
The Institute for Communication<br />
on Media and the Middle East<br />
MES<br />
2<br />
In April, the University of Texas at Austin cultural understanding. ICOMME, under the<br />
hosted a symposium on digital media and able leadership of Karin Wilkins (Professor,<br />
political transition in the Middle East. The Department of Radio-TV-Film, and Associate<br />
keynote speaker, Jon Alterman (Director Director, Center for Middle Eastern <strong>St</strong>udies)<br />
and Senior Fellow, Middle East Program, will work to remedy this situation.<br />
Center for <strong>St</strong>rategic & International <strong>St</strong>udies),<br />
presented a talk entitled “The Revolution Will The Institute seeks to facilitate positive<br />
Not Be Televised: Social Media, Broadcasting, change by supporting scholarship, promoting<br />
and Political Mobilization in the Arab World” outreach to public and campus communities,<br />
and discussed the ways in which protestors in and dialoging with media industry<br />
the Arab world used social media to organize professionals. In the coming months and<br />
protests during the Arab Spring, and how in years, ICOMME will hold lectures for the<br />
turn social media interacted with television faculty, staff, and students of the University<br />
to produce mass political mobilization. of Texas (award-winning journalist and<br />
filmmaker Anthony Shadid will visit in the<br />
This event proved quite successful and spring of 2012), as well as for the general<br />
inspired the Center for Middle Eastern <strong>St</strong>udies, public, funding will be made available for those<br />
the Department of Radio-TV-Film, and the graduate students researching media and the<br />
School of Journalism to collaborate on the Middle East, events will be held that target<br />
creation of the Institute for Communication K–12 teachers, and an awards ceremony<br />
on Media and the Middle East (ICOMME). will celebrate news coverage and films that<br />
present a holistic view of the region.<br />
All too often, the popular media present the<br />
peoples of the Middle East through a very As ICOMME and the faculty of the Center for<br />
narrow lens, devoting little time to their Middle Eastern <strong>St</strong>udies, the Department of<br />
cultures and historical contexts. Violent acts Radio-TV-Film, and the School of Journalism<br />
are sensationalized and privileged, leaving the engage with journalists and the community,<br />
viewer or reader with a misinformed view no doubt the Institute will achieve its goal of<br />
of the region. This skewed perspective only creating a more informed public. m<br />
further entrenches stereotypes about the<br />
Middle East and fails to promote any sort of<br />
MES<br />
8<br />
~<br />
For example, the London riots vs. the Cairo protests—the recent protest<br />
in front of the Israeli embassy in Cairo seemed to echo what happened in<br />
The Arab Spring will create better readers of our academic work. Whatever London more than the protests of Tahrir, in my book. What are the interests<br />
we write, it will be read by a lay public ten times more sophisticated than of the various groups involved, and why are they clashing? Where might<br />
the most knowledgeable readers of 2009—which, in turn, makes it easier they coincide?<br />
for us to justify our work as academics.<br />
~<br />
~<br />
“Arab nationalism” means common political goals, not unification. We will<br />
I would say the Arab Spring has made it easier to dispel Orientalist notions finally lay to rest this colonial-era concept of the region as divided into<br />
(which have been much more universal since 9/11) where students are nation-states which are in some way intrinsically “different.” It is clear to<br />
concerned. The very first week of classes this semester coincided with the even the most hardened that political dynamics cross borders without a<br />
week after the tenth anniversary of September 11. I had assigned some proposal for unity.<br />
readings on Orientalism (Said and Bernard Lewis) to my Intro to Islam<br />
students. At the end of that week, the whole idea was brought home by ~<br />
asking what an Orientalist could/would say of Islamic culture as stagnant and<br />
static after the Arab Spring and Summer. We could compare and contrast Just as there was a significant increase in interest in Middle Eastern<br />
these hypothetical responses with those given by current Orientalists. studies after 9/11 as a critical security need, I suspect the Arab Spring will<br />
also increase interest. Only this time, the interest will come from civically<br />
engaged persons all over the world trying to improve their societies through<br />
~<br />
participation in democratic movements. m<br />
I hope we’ll put the Middle East into more of a global context—by looking<br />
at universal reasons for agitation vs. reasons specific to a particular locality.<br />
New Paradigm for<br />
m iddle e asterN s tudies<br />
studyiN g middle easterN cultures BeyoN d B orders<br />
MES<br />
3<br />
<strong>St</strong>udents and faculty<br />
with visiting lecturers<br />
Hoda Barakat, Samuel<br />
Shimon, Khaled Mattawa,<br />
and Adonis.<br />
Middle Eastern <strong>St</strong>udies is instituting significant and exciting changes linking various aspects of Middle Eastern cultures through a set of<br />
in both its undergraduate and graduate degree programs. In the past, broad themes, and will showcase MES faculty as guest lecturers<br />
students could either pursue an interdisciplinary major in MES, an throughout the semester. “Engaging the Middle East” is a capstone<br />
undergraduate major in Islamic <strong>St</strong>udies, or a language-specific major in course that will allow MELC majors in the last year of their studies to<br />
Arabic, Hebrew, or Persian, with Turkish available at the undergraduate synthesize and share with each other their knowledge of the Middle<br />
level. As of the 2012–2013 academic year, the language-specific majors East. It will provide students with the opportunity to read and think<br />
will be replaced by a new, more flexible major in Middle Eastern critically about seminal works, and to design and undertake a major<br />
Languages and Cultures (MELC). This new degree plan will better research project that draws on their work in the course as well as on<br />
meet the needs of our students by offering them the opportunity to their studies as a whole and their language skills.<br />
focus their studies in accordance with their particular interests. In<br />
addition to providing more flexibility in designing a course of study, This new major constitutes a substantive change for MES’s<br />
and allowing us to incorporate new language offerings in the future, undergraduate major offerings and, more broadly, reflects the<br />
this new degree plan will also allow those who wish to study more forward-thinking approach our students and faculty take to the study<br />
than one Middle Eastern language—a trend on the rise among our of the Middle East. The MELC major, in acknowledging the diversity<br />
students—to do so. <strong>St</strong>udents can also study literature in different of student needs, will allow students to choose between a language/<br />
traditions, in the original or in translation. The new model will also linguistics track or a literature/culture track and thereby tailor<br />
encourage us all to look beyond the boundaries of language and nation their studies to their interests. The MES major remains in place for<br />
that sometimes obscure our view of the Middle East as a region with students who wish to study the Middle East within an interdisciplinary<br />
a shared past, present, and future.<br />
framework that includes the social sciences. In addition to these two<br />
majors, MES will continue to offer the Islamic <strong>St</strong>udies (ISL) major.<br />
On the undergraduate level, the new MELC degree emphasizes the<br />
acquisition of a Middle Eastern language as well as cultural studies, At the graduate level, the new MELC configuration gives MA and PhD<br />
with particular strengths in literature, material culture, art history, students much-needed flexibility in choosing areas and languages of<br />
and music. This approach complements the interdisciplinary MES study, and allows MES to highlight its strengths, such as comparative<br />
major that requires courses in the separate areas of social science, Middle Eastern literatures, linguistics, the Ancient Near East, and<br />
history, and arts/humanities that take the Middle East as the region of Islamic <strong>St</strong>udies, and promote disciplinary study across languages.<br />
focus. The biggest difference between the two undergraduate majors,<br />
though, is that MELC will require two completely new core courses: <strong>St</strong>udents interested in the Middle East thus have a wide range of<br />
a lower-division survey course, “Gateway to the Middle East,” and options that will permit them to explore the region. We are proud<br />
an upper-division capstone course, “Engaging the Middle East.” The of these innovations and our position at the forefront of Middle<br />
first of these, “Gateway to the Middle East,” is structured thematically, Eastern studies. m<br />
MES<br />
9
it org.<br />
ge Paid<br />
o. 391<br />
exaS<br />
middle eastern studies<br />
newsletter | 2010-2011<br />
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
2010-2011 Newsletter promoting department events and faculty accomplishments<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Cover Paper <strong>St</strong>ock: 130 lb. Cougar Cover Smooth<br />
Interior Paper <strong>St</strong>ock: 80 lb. Cougar Text Smooth<br />
the university of texas at austin<br />
11/8/10 1:07:51 PM<br />
Mesopotamian myths and the Hebrew Bible, specialty is comparative linguistics, so I work<br />
Jo Ann Hackett and John Huehnergard Ugarit is another place you find them. That’s with Hebrew, Arabic, Ugaritic, and I teach<br />
arrived at MES over the summer from Harvard why it’s made such a huge impact on Biblical ancient Babylonian, among others. They’re all<br />
University, where they taught for over twenty studies. It [Ugarit] was found in 1928, and I part of one language family. One of the things<br />
years. Christopher Rose sat down with them to think it’s been dug ever since—the kinds of I do is study how they’re similar and how<br />
ask about their academic interests, what drew religious literature are similar enough to the they’re different. The languages in a language<br />
them to Texas, and their plans to create a new Hebrew Bible to have made a whole lot of family come from a common ancestor, so<br />
Semitics program.<br />
dissertations comparing the two!<br />
another thing I do is try to work out what<br />
that ancestor looked like, and that can be<br />
I also do ancient women’s studies. We don’t used in turn to trace population movements.<br />
have journals from ancient women, so On the Semitic language side, the language<br />
what you have to do is educate yourself in that I work with the most is Akkadian, which<br />
Q: Tell us about your research interests<br />
and your specializations.<br />
Jo Ann: I teach the Hebrew of the Bible,<br />
and I also teach about the Bible in academic<br />
terms. My specialty is inscriptions—the more<br />
ancient the better—in Hebrew, Canaanite,<br />
and Ugaritic. I’ve also worked on late<br />
Phoenician colonial inscriptions, which are<br />
called Punic, that are mostly child sacrifice<br />
inscriptions, which are gruesome.<br />
John: There are not very many texts in<br />
Ancient Hebrew, apart from the Hebrew<br />
Bible, so any little bit that we find<br />
is important.<br />
A ConversAtion with Jo Ann hACkett And John huehnergArd<br />
Jo Ann: . . . and we don’t find very much. I modern women’s history and anthropology is an umbrella term for a number of early<br />
mean, the things that John does, we find from around the world. We do have a lot of languages: Assyrian, Babylonian—the people<br />
zillions of them, but we find very few in material from the Middle Ages, so we can go of ancient Mesopotamia who wrote in<br />
Hebrew. But we can also trace the Hebrew, back that far, and then you take all of this and cuneiform, whose languages turned out to be<br />
Phoenician, and Aramaic inscriptions back to apply it to Israelite and Canaanite women related to Hebrew and Arabic.<br />
the beginning of the alphabet, which seems from the Biblical era, to the extent that we<br />
now to have been about 2,000 BCE.<br />
have women in the Bible.<br />
I’m also interested in ancient Mesopotamian<br />
history, and, as Jo Ann said, we have at least<br />
A lot of the myths—and I’ve also done a Q: John, what about you?<br />
a million cuneiform texts, so we know a lot<br />
lot of work in myths and mythology—from<br />
about the history. I’m teaching a course on<br />
Ugarit have their counterparts in the Hebrew John: I think of myself primarily as a linguist, ancient Babylonian history next year. I’m<br />
Bible. Just as you find parallels between so I study languages for their own sake. My getting back to that, and it’s just fun.<br />
ArAbic house<br />
The success of UT’s distinguished Arabic Flagship<br />
Program (AFP) is due in part to the many<br />
ways language learning is encouraged<br />
outside of the classroom: language<br />
partners, guest lectures, films,<br />
and BBQs, to name a few. The Arabic<br />
Flagship Program’s newest endeavor<br />
takes language learning to a new level:<br />
a cooperative, Arabic language living<br />
community. With a freshman, a grad<br />
student, and everything in between,<br />
eleven students of Arabic are living<br />
under one roof with the commitment<br />
to learn from and with one another.<br />
MES<br />
4<br />
Daily life in arabic<br />
Arabic House is a truly unique experience;<br />
the residents of the house are living their<br />
normal lives, just in Arabic. From the moment<br />
they wake up until the lights go out—while engaging<br />
in such varied activities as cooking communal dinners,<br />
tending an herb garden, downloading music and making YouTube<br />
videos, studying for Arabic class, and smoking hookah on the patio<br />
(often done in conjunction with studying!)—the residents speak in<br />
Arabic. This not only improves their listening and speaking skills, but<br />
it also creates a relaxed atmosphere where anxiety from speaking a<br />
foreign language seems to disappear. Resident Kaylea Box explains,<br />
“The Arabic home environment makes language learning more<br />
comfortable and less intimidating, which I feel opens the door to<br />
using the language more and developing as a confident speaker.”<br />
Simulating <strong>St</strong>uDy abroaD<br />
The residents are dedicated to the exploration of intellectual,<br />
social, and cultural life in the Arab world, creating an Arabic living<br />
environment without having to leave the country. The residents<br />
teach and learn from each other with their mix of varying levels and<br />
dialects of Arabic and experiences with different Arab cultures. The<br />
house simulates aspects of study abroad while conveniently located<br />
in Hyde Park.<br />
MES<br />
8<br />
community<br />
Residents also find camaraderie and<br />
solidarity in living with fellow students<br />
of Arabic. George Kimson, a freshman<br />
in third-year Arabic, explains, “Living<br />
at Arabic House has provided me<br />
with a fantastic language support<br />
system at home; I’m living<br />
with people who have all, at<br />
some point, experienced the<br />
same frustrations and challenges<br />
that I experience while learning<br />
Arabic.”<br />
eventS<br />
The newly furnished, spacious<br />
duplex with large front and back<br />
yards also provides the community<br />
of Arabic scholars in Austin a space for<br />
celebrating Arabic culture and language.<br />
The Arabic Flagship has invited University faculty,<br />
administrators, and guests such as artists, authors, and<br />
musicians to Arabic House. Since its opening in August, the house<br />
has hosted a dinner with University faculty, staff, and funders, as well<br />
as a large welcome BBQ.<br />
the arabic flagShip program<br />
AFP is shaping language learning outside the classroom at UT, and<br />
Arabic House is just one of the many new projects it has initiated<br />
and supported. Resident Charley Peterson shares her experience,<br />
“It’s a really great feeling to be part of the UT Arabic Flagship<br />
community because it is never stagnant. It is always innovating and<br />
trying to find new ways to make Arabic education better, and you get<br />
to be part of this collaborative process. At the UT Arabic House you<br />
even find incredible opportunities to meet and talk to the people<br />
who are pioneering this nationwide initiative to create a group of<br />
youth that are culturally competent and fluent in Arabic.” For more<br />
information about Arabic House, please visit the Web site at: www.<br />
utarabicflagship.org/index.html. —Anita Husen m<br />
It’s also interesting because it [Mesopotamia] John: We weren’t looking for a job; we were sequence. Every student is going to read<br />
is where Iraq is now and it’s important to never on the market . . .<br />
through the Hebrew Bible in four semesters.<br />
look at . . .<br />
No one is going to leave here feeling that<br />
Jo Ann: This all happened so quickly—we their Hebrew is worse when they leave than<br />
Jo Ann: . . . how similar it is to now . . . were asked down here, and the place totally it was when they arrived, which we have seen<br />
won us over.<br />
in other places.<br />
John: . . . it’s true! I was telling someone the<br />
other day that we have lots of texts from John: . . . and I should add here that UT wasn’t We’re also very interested in Semitics—of<br />
the time of Hammurabi, and it’s taken a long an unknown. Everybody knows about UT’s course John and Na’ama are big on Semitics,<br />
time to figure out the power structure. In Middle East department; it’s got a famous but there are no jobs in Semitics, so we’re<br />
the city, they had a king and the royal court, linguistics department. We also know some hoping to convince people who do Semitics<br />
but outside the city, things weren’t run by other people—from my work on writing that they need to do some Bible stuff,<br />
that government. They were basically run by systems—the Mesoamerican Center is here, so that they have a selling point on the<br />
local shaykhs.<br />
the big anthropology department, the classics job market.<br />
department. This was not a downward move;<br />
I’ve read recently that Saddam Hussein, and it was a lateral move for us.<br />
John: We will be almost automatically a<br />
probably the current Iraqi government as<br />
huge Semitics program. Between us and<br />
well, dealt with those local shaykhs . . . Jo Ann: I want to stress that we didn’t the huge Arabic program—it’s hard to beat<br />
come here thinking, “Well, we want to that combination. There’s a lot of student<br />
Jo Ann: The king of Jordan had to do that leave Harvard.”<br />
interest—we’re already having a lot of<br />
as well . . .<br />
people e-mail us—but there really aren’t<br />
John: No, not at all. We knew Na’ama that many places that one can go with a<br />
John: . . . right, the bifurcation in Jordan. Who was very happy here, and we talked to degree in Semitics. So, what we’re trying to<br />
does the average person give their loyalty to? Esther, and the Dean, and it was clear that put together is a program in Biblical <strong>St</strong>udies,<br />
The king or the president? Or the local tribal there was a real interest in expanding the where there is a much larger market for<br />
leader? It’s interesting.<br />
humanities, and that people really cared. doctoral students.<br />
We really felt appreciated.<br />
Another big interest of mine is the world’s<br />
We’re excited about this. We came from a<br />
writing systems. I study cuneiform, Egyptian Q: What is it that you want to accomplish leading program in our field. Maybe fifty to<br />
hieroglyphs, Hebrew, and I teach a graduate now that you’re here?<br />
one hundred people applied to the doctoral<br />
course on the world’s writing systems.<br />
program at Harvard each year, and we think<br />
Jo Ann: I have, for many years, been part of we can get that here.<br />
Q: What drew you to Texas?<br />
a Bible program that I would change radically<br />
if I had the power. And now [laughs] I have Jo Ann: We’re both excited about<br />
Jo Ann: Well, John’s recent student Na’ama the power! We’ve outlined a Hebrew Bible/ undergraduate teaching, too. Before I went<br />
[Pat-El] was here, and very happy here. She Ancient Near East doctoral program for to Harvard, I taught a lot of undergraduates,<br />
said that Texas was hiring, and John laughingly Middle East <strong>St</strong>udies within the Hebrew and we’re looking forward to getting back<br />
said, “Do you want to hire a couple of old Program that we’re putting forward.<br />
to that.<br />
folks?” And she asked Esther [Raizen], and<br />
Esther asked the Dean, and they had us down. One of the selling points of our program We’re both very happy here already, and we<br />
This all came together very quickly.<br />
is that we’re going to have a four-semester can’t wait to get started. m<br />
MES<br />
5<br />
AdvAnced persiAn<br />
summer lAnguAge institute<br />
On June 3, the Center for Middle Eastern <strong>St</strong>udies launched the first Persian movies and documentaries and discussed the content<br />
ever Advanced Persian Summer Language Institute offered at the with our classmates. Then, we either had a writing lab or group<br />
University of Texas. Funded by Title VI grants through the University conversation with our instructors and teaching assistants. In these<br />
of Texas’s Center for Middle Eastern <strong>St</strong>udies and the Western writing labs, we revised our assignments from the week. Our<br />
Consortium of University Centers of<br />
instructors would provide guidance<br />
the Middle East, the Persian Institute<br />
regarding our errors by indicating the<br />
provides those students at the Advanced<br />
nature of the problem (for example,<br />
and High-Advanced levels an experience<br />
spelling, syntax, verb tense, grammar,<br />
rivaled only by time spent at an Iranian<br />
etc.), and then—as a class but with our<br />
university. To achieve this goal, a ten-<br />
instructors’ assistance—we discussed<br />
week program was developed, focusing<br />
what the problem could be and worked<br />
on improving students’ skills in speaking,<br />
to correct it. This helped us learn how to<br />
writing, listening, and reading.<br />
recognize errors and correct our writing<br />
assignments more effectively. Group<br />
I had the opportunity to participate in<br />
conversion is another key aspect of the<br />
this inaugural session of the program. As<br />
program; during these meetings, we<br />
a PhD student in Middle Eastern history, I’m no novice to intensive discussed new and different topics unrelated to our classes—this<br />
summer language programs: over the years, I have enrolled in seven gave us the opportunity to learn new words and put to use the<br />
of them (four in Arabic, three in Persian). UT’s Persian Summer analytical vocabulary that we were being taught in our other classes.<br />
Institute is among the best I’ve experienced because it combines We participated in a range of activities: from conversing on such<br />
a very structured program of courses with activities that reinforce controversial social topics as gun control and gay marriage to solving<br />
language skills.<br />
word games designed to help us build vocabulary skills.<br />
The ten weeks of the program were quite intense, with six hours of In addition to the above class activities, we also had individual<br />
classes each day (and, of course, several hours of required homework conversation sessions with our instructors—two sessions of thirty<br />
every night). We began our mornings with two classes. Those of us at minutes each week. Further, cultural activities designed to teach us<br />
the Advanced level took “Urban Youth Culture in Iran” and then either a bit about Persian life and culture while improving our speaking<br />
“Iranian Film and Cinema” or “Iranian Revolutionaries and Reformists.” and listening skills were scheduled every Friday. Professor Faegheh<br />
The High-Advanced class studied “Religion and Society in Iran” and Shirazi hosted a luncheon for us at her home and taught us about<br />
then either “Iranian Film and Cinema” or “Iranian Revolutionaries and Persian rugs, and Professor M. R. Ghanoonparvar, who is a renowned<br />
Reformists.” The classes were comprehensive—each included weekly author of several Persian cookbooks, gave a cooking demonstration<br />
short presentations and writing tasks, in addition to various reading where we all learned how to make the famous Persian dish fesanjoon.<br />
and listening assignments and spirited discussion.<br />
We also took lessons on calligraphy, Persian music, and went on an<br />
outing to Hamilton Pool.<br />
In my experiences with other summer language programs in<br />
the United <strong>St</strong>ates, it can often be difficult to find opportunities to The University of Texas’s Advanced Persian Summer Language<br />
practice speaking and listening skills; summer programs often focus Institute provides a unique opportunity for those seeking to improve<br />
predominately on reading. That’s where the program here at UT their Persian language skills and fills a gap in Persian instruction in<br />
is different—every afternoon we participated in activities that the United <strong>St</strong>ates. The effectiveness of the program is obvious in<br />
specifically focused on the more active skills of writing and speaking. the great strides the participants made—some improving as many as<br />
Each day we had an hour of media activities where we watched three levels on the ACTFL scale. —Christine Baker m<br />
MES<br />
9
org.<br />
e Paid<br />
. 391<br />
exaS<br />
middle eastern studies<br />
newsletter | 2009-2010<br />
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
2009-2010 Newsletter promoting department events and faculty accomplishments<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Cover Paper <strong>St</strong>ock: 130 lb. Cougar Cover Smooth<br />
Interior Paper <strong>St</strong>ock: 80 lb. Cougar Text Smooth<br />
the university of texas at austin<br />
Remembering<br />
BJ<br />
Honoring the life and work<br />
of Elizabeth Warnock Fernea<br />
The MES community was deeply saddened by the death of University of Texas. BJ was hired as a Senior Lecturer in 1975 in both<br />
Elizabeth Warnock Fernea, Professor Emerita of Comparative the Comparative Literature Program of the English department and<br />
Literature and Middle Eastern <strong>St</strong>udies at the University of Texas the Center for Middle Eastern <strong>St</strong>udies. She was later promoted to full<br />
at Austin, on December 2, 2008, after a long illness. Known as Professorship in 1990. While BJ retired from teaching in the spring<br />
“BJ” to friends and family, Mrs. Fernea’s interest in and passion of 1999, she continued to be active as Professor Emerita for the rest<br />
about the Middle East, especially with regard to women’s issues, of her life. During her long career, BJ was the recipient of numerous<br />
was clear to anyone who had the opportunity to work with her grants, awards, and honors, and also served as president of the<br />
during her forty-year career as a writer, lecturer, professor, and Middle East <strong>St</strong>udies Association of North America from 1985 to 1986.<br />
filmmaker. She served as an energetic, enthusiastic champion of<br />
the Middle Eastern <strong>St</strong>udies program at UT for many decades. Over the course of her forty years in Austin, BJ authored a number<br />
of books, some autobiographical—such as A View of the Nile<br />
A graduate of Reed College in Oregon, BJ’s initial exposure to the (1970) and A <strong>St</strong>reet in Marrakech (1975)—others more scholarly<br />
Middle East came through trial by fire when she accompanied her in nature, including the edited volumes Middle Eastern Muslim<br />
husband on his doctoral field study to the village of al-Nahra in Women Speak (co-edited with Basima Qattan Bezirgan, 1977),<br />
southern Iraq from 1956 to 1958. In her bestselling ethnographic Women and the Family in the Middle East: New Voices of Change<br />
memoir, Guests of the Sheik: An Ethnography of an Iraqi Village (1965, (1985), In Search of Islamic Feminism: One Woman’s Global Journey<br />
reprinted in 1969 and 1989), BJ recorded how she was able to navigate (1998), and Remembering Childhood in the Middle East (2002).<br />
the spheres of the village women, areas where her husband was She also co-authored two publications with Robert Fernea: The<br />
unable to go. After Robert Fernea obtained his doctorate from the Arab World: Personal Encounters (1985, reissued as The Arab World:<br />
University of Chicago, the couple moved to Cairo, where two of their Forty Years of Change in 1997), and Nubian Ethnographies (1991).<br />
children were born.<br />
In addition to her prolific career as an author, BJ produced several<br />
The Ferneas arrived in Austin in 1966, when Robert assumed the films about the Middle East, including Saints and Spirits (1979),<br />
directorship of the Center for Middle Eastern <strong>St</strong>udies (CMES) at the Reformers and Revolutionaries: Middle Eastern Women (1984),<br />
MES<br />
2<br />
Letter from the Chairs Department<br />
Chair Esther<br />
Greetings! We open this newsletter with a joint message, which Raizen, left<br />
encapsulates the transitional nature of this year, as I, Esther,<br />
and Associate<br />
balance my time between Middle Eastern <strong>St</strong>udies (MES) and my<br />
Chair Kristen<br />
duties as Associate Dean in charge of Special Projects, and I,<br />
Brustad, right.<br />
Kristen, assume the positions of Associate Chair and Graduate<br />
<strong>St</strong>udies Advisor, devoting my attention primarily to curricular<br />
issues, advising graduate students, and mentoring junior faculty.<br />
As we write, the College of Liberal Arts is struggling with one hosted many international scholars: two Schusterman Scholars<br />
of the most difficult financial periods in its history, as millions of in Israel <strong>St</strong>udies, Elisheva Rosman-<strong>St</strong>ollman and Eran Zaidise;<br />
dollars must be cut from the budget over the next five years. a Fulbright scholar from Turkey, Songül Ata; five Fulbright<br />
We in MES are confident that we can meet this challenge while Language Teaching Assistants (in Arabic, Persian, Turkish,<br />
preserving and even enhancing the quality of our programs, and Yoruba); and four visiting scholars in Arabic, Mohamed<br />
and can emerge from the lean years successful and strong. Abdelsalam, Dina Hosni, Dina Naim, and Nahla El-Senousy.<br />
We now have four large grants that support our instructional<br />
mission. In addition, we continue to seek out new sources of Over the past year we have also increased the number of<br />
support, and many of our faculty are engaged in massive grant students in our programs: between the Department and<br />
writing efforts. Some of these proposals are for projects involving the Center, we now have 158 undergraduate majors and 62<br />
student research funds that will help us sustain the excellence graduate students, which positions us as one of the largest<br />
of our graduate program. We will also teach an increased area studies units on campus. In other student news, twenty<br />
number of Signature Courses for the School of Undergraduate MES graduate students presented papers at national and<br />
<strong>St</strong>udies—these courses start UT students’ academic experience international conferences, which is a strong indication of the<br />
with top faculty teaching intellectually rigorous classes—and our quality of our student body.<br />
participation will give us an opportunity to attract new students<br />
to our programs, and will provide a steady stream of revenue MES’s Arabic Flagship Program has had a productive year<br />
for graduate student and faculty support.<br />
as well. This June it inaugurated the Summer Institute, with<br />
first-, second-, and third-year classes. We plan to build on the<br />
Our biggest curricular development this year will be the success of this program next summer with a Modern Hebrew<br />
adoption of intensive language instruction for all our institute and an Advanced Persian institute.<br />
modern languages, allowing students to reach Intermediate<br />
proficiency and fulfill their language requirement in one year. As we look ahead, we are confident that the instructional<br />
This model has been developed by the Arabic program and has models we develop for our languages will draw national interest<br />
resulted in a phenomenal number of high proficiency scores as institutions of higher education struggle with budget cuts<br />
across the board. The curricular shift will allow us to channel and seek new ways of delivering foreign language instruction.<br />
more resources to advanced and specialized language and We will continue our rigorous graduate training, and look<br />
culture courses that will target majors, honors students, and forward to a new generation of students assuming high-profile<br />
other highly motivated students, further enhancing the quality academic positions and joining our faculty in leadership roles<br />
and reputation of the programs.<br />
in their fields.<br />
2008–2009 was an excellent recruitment year for MES. Jo MES will be moving to the new Liberal Arts Building,<br />
Ann Hackett and John Huehnergard arrived from Harvard, which is slated to open in 2013. The building, which will host<br />
and, together with our own Na’ama Pat-El, are developing a number of humanities and social science departments in the<br />
programs in Hebrew Bible and the Ancient Near East at College, will create synergies that are expected to bring multi-<br />
both the undergraduate and graduate levels. Hope Fitzgerald disciplinary collaboration to new levels, with MES right in the<br />
returned to her alma mater as Arabic Lecturer. We also center of the action—where we belong! m<br />
BJ Fernea<br />
(<strong>2nd</strong> from right)<br />
with film crew<br />
in Cairo, 1980s.<br />
MES<br />
1<br />
The <strong>St</strong>ruggle for Peace: Israelis and Palestinians (1992), The Road to Peace: A joint plenary session with the 6th annual Graduate Comparative<br />
Israelis and Palestinians (1994), and Living with the Past (2001).<br />
Literature Symposium, “Postcolonial Actualities Past and Present,”<br />
featured Emily Apter (New York University).<br />
Conference<br />
In BJ’s honor, a number of university units came together to sponsor A roundtable comprised of Basima Bezirgan, Annes McCann-Baker,<br />
“Guests of BJ: A conference honoring the life and work of Elizabeth and Robert Fernea closed the conference, and the crowd of over 100<br />
Warnock Fernea” in October 2009. The conference featured a panel people was invited to offer their own reminiscences of Mrs. Fernea.<br />
made up of speakers who knew BJ, both of her own generation and<br />
the younger generation of scholars whom she mentored. Anthology<br />
After her passing, donations were made to a memorial fund in honor<br />
The structure and overall tone of the conference were somewhat of BJ, which the Center for Middle Eastern <strong>St</strong>udies is planning to<br />
challenging for the organizing committee. As CMES Director Kamran use to publish an anthology of women’s literature in translation from<br />
Aghaie said in his welcoming remarks, “We struggled with the fact the Middle East. Annes McCann-Baker, former editor of the CMES<br />
that BJ herself would have thought a conference all about her was a publications series and longtime collaborator with BJ Fernea, is<br />
silly idea.” Instead of assembling panels to extol the virtues of Fernea’s selecting and editing pieces for the anthology. The volume is intended<br />
work, the committee asked panelists to speak about the academic for use in world literature survey courses both at the high school and<br />
areas in which BJ worked—women and gender, film and popular undergraduate levels.<br />
culture, and literature—and to present original pieces of research.<br />
In this way, the conference both reflected BJ’s academic interests and We at the Center for Middle Eastern <strong>St</strong>udies fondly remember<br />
honored her work, while helping to move the scholarship forward. Elizabeth Fernea as a friend and colleague who created a warm,<br />
dynamic environment for visiting scholars, fostered an open forum<br />
The conference opened with a Cairo-themed panel featuring Fernea’s for the discussion of Middle Eastern women’s issues, and helped to<br />
longtime friend Caroline Williams (College of William & Mary), and forge an international reputation for the University of Texas’s Middle<br />
a keynote address by Samia Mehrez (American University in Cairo). Eastern <strong>St</strong>udies program. m<br />
MES<br />
3
t org.<br />
e Paid<br />
. 391<br />
exaS<br />
middle eastern studies<br />
newsletter | 2008-2009<br />
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
Newsletter cover and two spreads from 16-page 2008-2009 MES department newsletter<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Cover Paper <strong>St</strong>ock: 130 lb. Cougar Cover Smooth<br />
Interior Paper <strong>St</strong>ock: 80 lb. Cougar Text Smooth<br />
the university of texas at austin<br />
The Art of<br />
Translation<br />
In the United <strong>St</strong>ates, translations make up only a small percentage<br />
of the books published each year, and very few of these are from<br />
the Middle East. But translators have been working steadily over<br />
the years to alter this picture. Among their ranks is Department<br />
of Middle Eastern <strong>St</strong>udies Professor M. R. Ghanoonparvar,<br />
translator of the recently published Fortune Told in Blood, by<br />
Davud Ghaffarzadegan. With over thirty years of experience,<br />
Ghanoonparvar is well qualified to discuss the hurdles that<br />
translators must overcome in order to bring works of literature<br />
from the Middle East to an English-speaking audience.<br />
First of all, translators must carefully choose what to translate, and<br />
to do this they must “be very aware of the culture from which they<br />
translate.” In his experience, Ghanoonparvar has found that stories<br />
with universal themes are the best choice and he points out that<br />
“translation is also a promotion of culture so try to bring things<br />
into the target language that open a window to that culture…that<br />
enrich the target culture.” A translator doesn’t just translate words<br />
from one language into another, but also culture.<br />
The actual process of translating is itself fraught with complicated<br />
decisions. “Theoretical questions regarding how a text should<br />
be translated vary. The proponents of one extreme argue that<br />
a translation should reflect the original language as literally<br />
MES<br />
8<br />
M. R. Ghanoonparvar draws<br />
from culture when creating<br />
his works of translation.<br />
as possible, while those on the other extreme believe that a<br />
translation should read as though it had originally been written in<br />
the target language (in this case English) and need not be a literal<br />
translation.” Ghanoonparvar has found that striking a “happy<br />
medium” between these two schools of thought has served his<br />
translation projects well.<br />
While translating a book from one language to another is no<br />
easy feat, finding a publisher, especially for a project from the<br />
Middle East, presents an even greater challenge. Translations<br />
have never been particularly popular with the U.S. market, and<br />
English-language audiences have tended to be “culture-centric,”<br />
preferring to read about the Middle East from the perspective<br />
of an American or British author. However, Ghanoonparvar<br />
feels the situation has improved in recent years. The continuing<br />
political focus on the Middle East has spurred an interest in<br />
literature from the area. And while big trade houses may still<br />
be hesitant to consider translations, academic publishers, who<br />
have been an outlet for works from the Middle East for years,<br />
have begun to step up production. Ghanoonparvar cites CMES’s<br />
publications program, which has actively published literature<br />
in translation from the Middle East for twenty years, as a key<br />
publisher in this recently expanding market, a trend which he<br />
hopes will continue. m<br />
Letter from the Director<br />
It’s an exciting time for the Middle Eastern <strong>St</strong>udies program. East <strong>St</strong>udies Association of North America (MESA) in<br />
Looking back through archives, it seems as though every Washington, DC.<br />
letter from the director that opens our newsletter begins<br />
with that statement, but this year that statement seems to One of our primary goals over the past few years has<br />
have a particular poignancy.<br />
been to diversify the sources of our funding. Although<br />
we continue to receive federal funding under the Title<br />
The graduate program is undergoing substantive revisions VI program, Congress has not substantially increased<br />
that should lead to exciting changes in the years to allocations for the program in many years. Fortunately, our<br />
come. Over the past few years, the program has become efforts are beginning to bear fruit.<br />
significantly more competitive. We now only admit students<br />
who have previously studied Middle Eastern languages, In addition to the large number of new grants that have<br />
and most have studied language for three or four years. been awarded to the broader UT Austin Middle Eastern<br />
Even with this new requirement, we are able to admit only <strong>St</strong>udies program, we have made a concerted effort to build<br />
the best and brightest applicants. We have also added an relationships with the community and other organizations.<br />
additional year of language study to the degree plan. We have cosponsored a number of conferences and public<br />
events with The Raindrop Foundation and the Turkish<br />
New grant programs have allowed us to substantially community. The Society of Iranian-American Women<br />
increase the amount of funding for graduate students in our for Education in Houston has, for the past two years,<br />
various graduate programs. For the first time, we are able co-sponsored a series of lectures on Iranian studies and<br />
to admit students with the promise of multi-year funding. provided scholarships for students focusing on Iran. The<br />
For the past three years, MES graduate students have been Binah Yitzrit Foundation will donate $10,000 over two years<br />
encouraged to pursue the study of more than one Middle to establish a new publications series in Israel studies.<br />
Eastern language as part of our new dual language track. This<br />
unique direction produces well-rounded professionals and As we look to the future, MES is poised to become one<br />
has grown to include ten students. We have also initiated of the best externally funded programs within the College<br />
the process to implement a new dual degree program in of Liberal Arts (a rare feat for a unit focused on the<br />
Middle Eastern <strong>St</strong>udies and Global Policy <strong>St</strong>udies with the humanities and social sciences). We continue to explore<br />
LBJ School of Public Affairs. We hope to admit the first new partnerships and avenues for funding, all with the end<br />
applicants to that program in 2010.<br />
goal that has served us well since our founding nearly fifty<br />
years ago: producing highly skilled professionals working in<br />
Finally, the caliber of our program is reflected in the fact fields related to the Middle East, and top scholars who will<br />
that twenty-three University of Texas graduate students serve as the next generation of experts on the modern<br />
will present papers at the 2008 conference of the Middle Middle East. —Kamran Scot Aghaie<br />
Greetings from Egypt! I have been<br />
privileged to participate in the Arabic<br />
Flagship Program both domestically<br />
at the University of Texas and now<br />
here in Alexandria, Egypt. This overseas<br />
component of the program sends students<br />
for a year to live, study, and immerse<br />
themselves in Egyptian culture.<br />
Although I had spent a summer abroad in<br />
Syria, I was excited to have a full year to<br />
immerse myself in the language, culture,<br />
and customs of Egypt. I have always<br />
believed that immersion is incredibly<br />
important for language acquisition. This is<br />
especially true for Arabic, because to be<br />
fluent in the language, you have to have a<br />
working knowledge of Modern <strong>St</strong>andard<br />
Arabic (the language of mass media, most<br />
books, and university teaching) as well as<br />
the local dialect.<br />
Upon our arrival in June, the program<br />
quickly introduced us to the Egyptian<br />
dialect through our program of study<br />
in both Modern <strong>St</strong>andard Arabic and<br />
Egyptian dialect. We also had language<br />
partners with whom we met for oneon-one<br />
sessions four times a week<br />
to help us familiarize ourselves with<br />
the Egyptian dialect outside of a class<br />
CMES<br />
3<br />
If a picture is worth a thousand words,<br />
what is actually<br />
being there<br />
worth?<br />
setting. The fall program has continued<br />
the summer courses, but adapted the<br />
schedule, as we are also attending a<br />
regular course at the University of<br />
Alexandria with Egyptian students as<br />
well as participating in an internship. I am<br />
working on a project with the Library of<br />
Alexandria to document the influence of<br />
different ethnic and religious groups on<br />
Alexandrian cuisine. My job is to go to<br />
popular restaurants around Alexandria<br />
and interview the owners and chefs<br />
about what makes their food uniquely<br />
“Alexandrian.” It’s a rather tasty job!<br />
Although as a native Texan I was slightly<br />
disappointed to find that Tex-Mex has<br />
never made it into the Mediterranean<br />
fusion of Alexandrian cuisine.<br />
As a self-confessed history nerd, I find<br />
Egypt fascinating. Much of Alexandria’s<br />
ancient history has disappeared<br />
through the ages, but the unique blend<br />
of Mediterranean, Egyptian, and Islamic<br />
influences that distinguishes Alexandria<br />
from the rest of Egypt remains strong.<br />
The program has also taken care to<br />
introduce us to the rest of Egypt in<br />
excursions that are both culturally<br />
relevant and breathtakingly beautiful.<br />
In addition to a trip to Cairo (where<br />
MES<br />
9<br />
the Pyramids of Giza earned their title<br />
as a Wonder of the World), we also<br />
ventured to the Sinai Peninsula to see<br />
Mount Sinai and the amazing coral<br />
reefs. The program plans to round out<br />
our adventures around the country by<br />
taking us to the desert oasis of Siwa,<br />
as well as a trip south to see Luxor,<br />
Aswan, and the Valley of the Kings.<br />
These trips, while certainly providing<br />
beautiful scenery, also allow a glimpse<br />
into the ancient history of which<br />
Egyptians are so proud. In fact, they are<br />
so proud of Egypt’s status as an ancient<br />
civilization that they have a nickname<br />
for Egypt, Umm ad-Dunya, or Mother<br />
of the World.<br />
As I reflect on my time here and look<br />
forward to the second half here in Egypt,<br />
I am excited about the linguistic progress<br />
I have made, as well as the insights I have<br />
gained into Egyptian culture. After living<br />
in the university dorms for the summer,<br />
I moved in with an Egyptian family and<br />
am enjoying it immensely. I am incredibly<br />
grateful that I have had this experience<br />
and opportunity to live, study, and travel<br />
in Egypt, and I know that I will continue to<br />
benefit from this experience and treasure<br />
it for my entire life. —Adrienne Dunlap m
The UniversiTy of Texas aT aUsTin<br />
MIDDLE EASTERN STUDIES<br />
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
Series of bookmarks with department and center information for prospective donors<br />
The UniversiTy of Texas aT aUsTin<br />
MIDDLE EASTERN STUDIES<br />
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The UniversiTy of Texas aT aUsTin<br />
MIDDLE EASTERN STUDIES<br />
The UniversiTy of Texas aT aUsTin<br />
MIDDLE EASTERN STUDIES
MIDDLE EASTERN STUDIES<br />
The UniversiTy of of Texas Texas aT aUsTin<br />
The University of Texas Department of and Center for Middle Eastern <strong>St</strong>udies<br />
The UniversiTy of Texas aT aUsTin<br />
MIDDLE EASTERN STUDIES<br />
Series of bookmarks with department and center information for prospective donors, students and faculty<br />
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The UniversiTy of Texas aT aUsTin MIDDLE EASTERN STUDIES
g Center<br />
2010–2012<br />
Graduate<br />
<strong>St</strong>udent<br />
handbook<br />
for<br />
middle eastern studies<br />
the university of texas at austin<br />
The University of Texas at Austin<br />
Department of Middle Eastern <strong>St</strong>udies<br />
<strong>Design</strong>er: Kristi Shuey | Writer: Kim Dahl<br />
Graduate <strong>St</strong>udent Handbook<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
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Dual language Track<br />
(four for MeS/law) and are particularly suited to students interested in<br />
Overview<br />
professional careers. <strong>St</strong>udents enrolled in a joint program must fulfill all<br />
degree requirements for the Ma in Middle eastern <strong>St</strong>udies as well as the<br />
4<br />
The Dual language Track promotes advanced study of arabic, Hebrew,<br />
Persian, and/or Turkish. The program requires that students complete two<br />
upper-division or graduate courses in each of two Middle eastern languages.<br />
<strong>St</strong>udents with prior advanced study of one of the above languages are best<br />
suited for the Dual language Track. all other degree requirements as outlined<br />
above remain the same.<br />
requirements of the second degree. To do so within the time constraints<br />
of the degree, dual-degree students often take a 12-hour course load each<br />
semester and/or summer courses, when available. Dual-degree students<br />
should work carefully with advisors in both programs to ensure all<br />
requirements are met. cMeS offers the following dual-degree programs:<br />
5<br />
Time to Completion<br />
Business Administration<br />
This three-year, 80-hour program combines advanced business studies with<br />
The Dual language Track is designed for completion within three academic<br />
years. Summer study may be required for timely graduation; this will depend<br />
upon the student’s level of proficiency in the languages to be studied upon<br />
entering the program.<br />
language study and coursework on the Middle east. The program is intended<br />
to provide qualified students with the skills and perspectives needed to work<br />
effectively in business related to or in the Middle east. The dual degree was<br />
developed in response to the growing need for business specialists with a<br />
Funding<br />
thorough understanding of Middle eastern politics and cultures. <strong>St</strong>udents in<br />
While cMeS does not offer funding specifically designated for Dual<br />
the MeS/MBa program will complete the MeS degree requirements for an<br />
language Track students, participating students are not penalized for<br />
Ma with report.<br />
enrollment beyond the second year and remain eligible for funding<br />
Journalism<br />
during the third year of study.<br />
<strong>St</strong>udents in the MeS/J program will typically complete 66 hours of coursework<br />
Application procedures<br />
over three years of study. The program prepares students to serve as<br />
<strong>St</strong>udents should apply to the Dual language Track at the end of their first<br />
professional communicators reporting on and analyzing the people, politics,<br />
semester of study at cMeS. The application consists of the following:<br />
and cultures of the Middle east. <strong>St</strong>udents in this program will complete the<br />
y application form<br />
MeS degree requirements for an Ma with report.<br />
y <strong>St</strong>atement of purpose describing the relevance of the languages<br />
Radio-Television-Film<br />
to be studied to the student’s academic and professional plans<br />
This program combines interdisciplinary studies on the Middle east with<br />
y Two letters of recommendation<br />
rTF’s Media <strong>St</strong>udies program in three years of study and 57-63 hours<br />
y Three-year course plan outlining the completion of all cMeS and<br />
of coursework. <strong>St</strong>udents apply their knowledge of the Middle east to<br />
Dual language Track requirements in six to nine semesters.<br />
investigations on the globalization of media, cultural media studies, and<br />
These materials must be submitted to the graduate advisor for approval.<br />
gender and ethnicity in media, among other topics. <strong>St</strong>udents may complete<br />
If not approved, a student is must complete the standard MeS master’s<br />
degree in two years.<br />
either the Ma with thesis or the Ma with report.<br />
Information <strong>St</strong>udies<br />
Dual Degree PrograMS<br />
This three-year, 73-hour program combines training in information studies<br />
with the study of the cultures and societies of the Middle east and north<br />
In addition to the Ma in Middle eastern <strong>St</strong>udies, cMeS offers seven dual<br />
africa. The program’s aim is to train professionals who apply an understanding<br />
degrees that allow students to combine professional programs with their<br />
of the region to expertise in information architecture, librarianship, or<br />
studies at cMeS. These joint programs are structured so that students<br />
preservation of cultural records. <strong>St</strong>udents in the MeS/InF program will<br />
can earn two advanced degrees simultaneously in three academic years<br />
complete the MeS degree requirements for an Ma with report.<br />
Glossary<br />
Cross-listing<br />
a listing of a course in another department’s course schedule.<br />
Academic review<br />
Cross-listings are designated under the course details in the<br />
a review of a student’s progress to the degree conducted by the<br />
Course schedule with the phrases ‘same as’ or ‘meets with.’<br />
graduate coordinator, advisor, director, and/or graduate studies<br />
Dual-degree program<br />
committee. a preliminary review of each student is conducted<br />
an agreement between two programs to allow simultaneous<br />
each semester. In-depth reviews are conducted when warranted.<br />
enrollment of graduate students and, in some cases, overlap of<br />
28 Academic year<br />
requirements.<br />
29<br />
Consecutive fall and spring semesters; does not include summer.<br />
Full-time status<br />
Adds/drops<br />
Enrollment in at least nine hours of course credit. required for<br />
adjustments to course registration during the designated add/<br />
most funding, employment, and financial aid.<br />
drop period published in the Course schedule.<br />
Good standing<br />
Assistant instructor (AI)<br />
status of students who are not on scholastic probation,<br />
a student academic employment position requiring a student to<br />
suspension, or dismissal.<br />
teach a lower-division undergraduate course with guidance from<br />
Graduate advisor<br />
a faculty member.<br />
Faculty advisor for graduate students.<br />
Bump-up<br />
Graduate coordinator<br />
To take an upper-division course for graduate credit by<br />
staff assistant for graduate students.<br />
completing additional graduate-level coursework.<br />
Graduate Degree Planner<br />
Concentration course<br />
an online degree-planning system that allows students and<br />
a course related to the student’s thesis/report topic. Two or four<br />
advisors to track degree progress and submit or approve<br />
concentration courses are required to complete the master’s<br />
proposed schedules.<br />
degree in Middle Eastern studies.<br />
Graduate research assistant (GRA)<br />
Conference course<br />
a student academic employment position requiring a student to<br />
an individual or small-group study course that is published in<br />
conduct research directly related to the degree program under<br />
the course schedule (and on the student’s transcript) without a<br />
the supervision of a faculty member.<br />
specific topic, instructor, or meeting place and time.<br />
Graduate <strong>St</strong>udies Committee<br />
Course Schedule<br />
a committee of tenured and tenure-track faculty that establishes<br />
a list of courses offered for each semester, published online by<br />
departmental policy and graduate degree requirements.<br />
the office of the registrar. The Course schedule includes course<br />
In-residence<br />
numbers, titles, instructors, and meeting times and locations, as well<br />
Courses completed at the University of Texas at austin.<br />
as information on prerequisites, restrictions, and cross-listings.<br />
Long semester<br />
Credit hours<br />
Fall or spring semester.<br />
Units of credit granted towards the degree and the number of hours<br />
Lower-division<br />
per week that a class meets. Credit hours are designated by the first<br />
Undergraduate courses taught at the freshman- and sophomore-<br />
digit of a course number (e.g., MEs 381 is a three-hour course).<br />
level; numbered x00 to x19.<br />
Office of Graduate <strong>St</strong>udies (OGS)<br />
The administrative division of the Graduate school.
d undersTanding<br />
problems facing our country<br />
rrorism to minimizing global<br />
eliminating the scourge of<br />
oung person to learn more<br />
s, and languages.”<br />
olin Powell<br />
Secretary of <strong>St</strong>ate and<br />
Chairman, Joint Chiefs of <strong>St</strong>aff<br />
n with the Global WOT,<br />
well as regional and cultural<br />
f life and death.”<br />
Murray<br />
of Intelligence Community’s<br />
Language Program Office<br />
e more resources to what has<br />
elements of national power<br />
f the military- from diplomacy<br />
t and assistance, institutioncations,<br />
and more.”<br />
ert gates<br />
y of Defense<br />
acT<br />
Thiering<br />
am Coordinator<br />
dle Eastern <strong>St</strong>udies<br />
ilding 1.110<br />
-1927<br />
austin.utexas.edu<br />
depts/mes/lcp/rotc-lcp.php<br />
DENTS AND STAFF ON LOCATION<br />
Rotc<br />
Language and<br />
cuLtuRe PRoject<br />
the univeRsity of texas at austin<br />
The ROTC Language and Culture Project (LCP)<br />
at The University of Texas at Austin provides<br />
instruction in and exposure to the languages<br />
and cultures of critical world regions. Our focus<br />
is on Persian- and Arabic- speaking communities<br />
but we also support other critical languages such<br />
as Chinese, hindi and Urdu, Korean and yoruba.<br />
The LCP aims to cultivate a deeper understanding<br />
of these cultures among UT’s ROTC students in<br />
an effort to enrich their military, professional and<br />
personal experiences. Such cultural and linguistic<br />
awareness will prepare our Cadets and Midshipmen<br />
to connect with local communities in the course of<br />
their military and professional careers.<br />
The University of Texas at Austin ROTC Language and Culture Project<br />
<strong>Design</strong>er: Kristi Shuey | Writer: Christine Thierring<br />
TuToring and culTural evenTs<br />
LCP students have the option of working with a mentor<br />
for tutoring to help them develop their listening and<br />
speaking skills and provide more individualized help<br />
throughout the academic year. This increases their<br />
exposure to different dialects and provides an entry<br />
into the target culture.<br />
During the year, the LCP hosts a range of events to<br />
create opportunities for cultural discussion and training<br />
for all service members at UT. Our Cultural Colloquia<br />
series over lunch are popular and well attended.<br />
eligibiliTy for The lcP<br />
language and culTure ProjecT<br />
All currently enrolled Cadets and Midshipmen in good<br />
standing with the University (including crosstown Cadets)<br />
are eligible to participate in LCP activities and programs.<br />
Active duty personnel affiliated with UT’s ROTC programs<br />
are encouraged to participate in all activities, but are not<br />
eligible to receive funding through the LCP.<br />
service sPecific roTc<br />
language scholarshiPs<br />
In addition to the LCP, each service encourages language<br />
and culture studies through language scholarships:<br />
m CLIP B (Critical Language Incentive Pay) is available<br />
for qualifying, contracted Army Cadets who are<br />
enrolled in a critically-needed language class<br />
m Air Force Express scholarships are available for<br />
cadets majoring in a critically-needed language<br />
m LREC (Language Skills, Regional Expertise and Cultural<br />
Awareness) scholarships for Navy Midshipmen who<br />
major in a critical-need foreign language, or approved<br />
regional or cultural studies major<br />
Eligibility requirements vary. Talk with your recruiting officer<br />
for more information.<br />
Why <strong>St</strong>udy A criticAl lAnguAge?<br />
m Your country needs you: be better prepared to serve<br />
in a critical region<br />
m Acquire language and cultural proficiency which<br />
translates directly into mission success<br />
m Distinguish yourself and gain a competitive edge<br />
among fellow students<br />
m Receive mentoring, individual instruction and<br />
specialized support<br />
m Receive funding for selected aspects of your<br />
study and secure higher pay upon commissioning<br />
m Fulfill your degree plan’s language requirement<br />
in a critical language<br />
m Train under our world class faculty<br />
m See the world: become an ambassador of goodwill<br />
m Enrich your experience with extracurricular<br />
experiences such as culture colloquia, movies, and<br />
other cultural activities<br />
criticAlly needed lAnguAgeS<br />
Subject to further instruction from the Undersecretary for<br />
Readiness and Defense, these are the languages that the<br />
Language and Culture Project currently funds:<br />
m Middle Eastern and Central Asian languages such as<br />
Arabic, Pashto, Persian and Turkish<br />
m Asian languages such as Mandarin Chinese, Hindi/<br />
Urdu, Korean and Vietnamese<br />
m African languages such as Yoruba, Hausa and Wolof<br />
m And other less-common languages<br />
Trifold brochure advertising the ROTC Language and Culture Project at the University of Texas at Austin<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop Paper <strong>St</strong>ock: 100 lb. Cougar Cover Smooth<br />
crucial Knowledge and undersTanding<br />
m “To solve most of the major problems facing our country<br />
today- from wiping out terrorism to minimizing global<br />
environmental problems to eliminating the scourge of<br />
AIDS- will require every young person to learn more<br />
about other regions, cultures, and languages.”<br />
gen. colin Powell<br />
Former Secretary of <strong>St</strong>ate and<br />
Former Chairman, Joint Chiefs of <strong>St</strong>aff<br />
m “Given what’s going on with the Global WOT,<br />
understanding languages as well as regional and cultural<br />
norms could be a matter of life and death.”<br />
laura Murray<br />
Director of Intelligence Community’s<br />
Foreign Language Program Office<br />
m “We as a nation must devote more resources to what has<br />
been called ‘soft power,’ the elements of national power<br />
beyond the guns and steel of the military- from diplomacy<br />
to economic development and assistance, institutionbuilding,<br />
strategic communications, and more.”<br />
dr. robert gates<br />
Secretary of Defense<br />
conTacT<br />
Christine Thiering<br />
ROTC LCP Program Coordinator<br />
Department of Middle Eastern <strong>St</strong>udies<br />
West Mall Building 1.110<br />
512-232-1927<br />
christine.thiering@austin.utexas.edu<br />
http://www.utexas.edu/cola/depts/mes/lcp/rotc-lcp.php<br />
PhOTOGRAPhy © 2009 By LCP STUDENTS AND STAFF ON LOCATION<br />
Rotc<br />
Language and<br />
cuLtuRe PRoject<br />
the univeRsity of texas at austin<br />
The ROTC Language and Culture Project (LCP)<br />
at The University of Texas at Austin provides<br />
instruction in and exposure to the languages<br />
and cultures of critical world regions. Our focus<br />
is on Persian- and Arabic- speaking communities<br />
but we also support other critical languages such<br />
as Chinese, hindi and Urdu, Korean and yoruba.<br />
The LCP aims to cultivate a deeper understanding<br />
of these cultures among UT’s ROTC students in<br />
an effort to enrich their military, professional and<br />
personal experiences. Such cultural and linguistic<br />
awareness will prepare our Cadets and Midshipmen<br />
to connect with local communities in the course of<br />
their military and professional careers.<br />
Why <strong>St</strong>udy PerSiAn or ArAbic?<br />
An Indo-European language distantly related to English and other European languages, Persian is spoken by some<br />
100 million people in Iran, Afghanistan, Tajikistan, Uzbekistan, and immigrant communities throughout the world.<br />
Knowledge of Persian provides access to several major world civilizations and cultures and to a region that gave<br />
birth to vibrant political entities, both in ancient and modern times.<br />
Arabic, a member of the Semitic language family, is one of the world’s major languages, as exemplified by its status<br />
as an official language of the United Nations. Spoken by almost 300 million people, it is the official language of nearly<br />
twenty countries, including Algeria, Egypt, Iraq, Lebanon, Libya, Morocco, Saudi Arabia, Syria, and Tunisia.<br />
Persian and Arabic have been defined as critical languages in the United <strong>St</strong>ates, reflecting both the chronic shortage<br />
of and the increasing demand for qualified specialists in these languages. Members of the military are rewarded for<br />
proficiency in critical languages with monthly salary enhancements ranging from $100 to $300.<br />
ROTC Language and Culture<br />
Project students enjoy total<br />
language immersion by<br />
traveling to countries in their<br />
area of study. These photos<br />
were taken by students and<br />
staff of the LCP in Egypt,<br />
Tajikistan, and on campus<br />
during Commissioning<br />
ceremonies at the Texas<br />
Capitol and The University<br />
of Texas at Austin.<br />
<strong>St</strong>udy AbroAd<br />
The LCP is devoted to providing overseas<br />
experiences to Cadets and Midshipmen<br />
interested in Persian and Arab cultures. From<br />
short cultural excursions to summer-long<br />
intensive language programs, the LCP offers<br />
many fully funded opportunities for Cadets<br />
and Midshipmen to gain firsthand knowledge<br />
of the peoples, languages and cultures of the<br />
Middle East and other critical regions.<br />
Past Cadets and Midshipmen have studied in<br />
Morocco, Egypt and Tajikistan.
PARTIZAN PICTURES PRESENTS<br />
CATHERINE E. JOHNSON IN “THE QUIETEST SOUND” MICHAEL TEZLA CHRIS CARLSON<br />
ART DIRECTOR: ULRICH PALMER-DENIG GRAPHIC DESIGN: 2ND STREET DESIGN LAB MAKEUP: JENNIFER SANTORO ROTTY<br />
PRODUCTION MANAGER: JANA KRAMER CAMERA + SOUND: AARON GELPERIN EXECUTIVE PRODUCER: PHILIP GELLER<br />
WRITTEN, PRODUCED, DIRECTED + EDITED BY: JAMES VCULEK<br />
Client: Partizan Media<br />
DVD case for feature film<br />
Two unseen detectives turn on a camcorder to record<br />
their conversation with Elizabeth (Catherine E. Johnson-<br />
Best Actress, Fargo Film Festival), whose 4-year-old<br />
daughter, Chloe, has been missing for almost a week.<br />
For seventy-minutes, the camera rolls without stopping.<br />
And after some truly shocking twists, we finally learn<br />
what happened to Chloe.<br />
Or do we?<br />
From the writer/director of the award-winning Two<br />
Harbors (5 Best Feature awards at 25 festivals),<br />
The Quietest Sound is a disturbing look at the<br />
aftermath of a horrible crime. Pairing a remarkable,<br />
tour-de-force performance by Catherine E. Johnson<br />
with an almost impossible technical set-up, The<br />
Quietest Sound is unlike any film you’ve ever seen.<br />
© 2005 Partizan Pictures. All Rights Reserved.<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
The Quietest Sound<br />
a film by James Vculek<br />
The Quietest Sound<br />
a film by James Vculek<br />
One Crime. One Take. Two Twists.
The Quietest Sound<br />
Two unseen detectives turn on a camcorder to record<br />
their conversation with Elizabeth (Catherine E. Johnson),<br />
whose 4-year-old daughter, Chloe, has been missing for<br />
almost a week. For seventy-minutes, the camera rolls<br />
without stopping. And after some truly shocking<br />
twists, we fi nally learn what happened to Chloe.<br />
Or do we?<br />
From the writer/director of the award-winning<br />
Two Harbors (Grand Jury Prize, Best Feature, 2005<br />
Minneapolis - <strong>St</strong>. Paul International Film Festival),<br />
The Quietest Sound is a disturbing look at the<br />
aftermath of a horrible crime. Pairing a remarkable,<br />
tour-de-force performance by Catherine E. Johnson<br />
with an almost impossible technical set-up,<br />
The Quietest Sound is unlike any fi lm you’ve ever seen.<br />
Client: Partizan Media<br />
Poster / Flier for feature film<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
a fi lm by James Vculek<br />
One Crime. One Take. Two Twists.
Vic’s (Alex Cole) days are filled with selling outer space collectibles, harassing his fellow<br />
antique dealers, and trying to communicate with extraterrestrials. The latter activity is<br />
singularly unsuccessful until the day he meets a mysterious young woman, Cassie (Catherine<br />
E. Johnson). Vic becomes convinced that the extraterrestrials are keenly interested in Cassie<br />
for some reason, and he sets out to prove it with shocking results. Based on a true story, “Two<br />
Harbors” charts the outer reaches of love, obsession, and other alien concepts. Shot on some<br />
of the locations where the actual events took place, “Two Harbors” also features noted writer<br />
and comedian Ari Hoptman and Guthrie Theater veterans Richard Ooms and Claudia Wilkens.<br />
PARTIZAN PICTURES PRESENTS<br />
CATHERINE E. JOHNSON AND ALEX COLE IN “TWO HARBORS” RICHARD OOMS, ARI HOPTMAN, CLAUDIA WILKENS, MARSHALL HAMBRO<br />
MUSIC: PAUL SAMUEL JOHNSON PRODUCTION MANAGER: JANA KRAMER EDITOR: JAMES VCULEK ART DIRECTOR: DAMIAN SHERIDAN<br />
DIRECTOR OF PHOTOGRAPHY: AARON GELPERIN EXECUTIVE PRODUCER: PHILIP GELLER WRITTEN, PRODUCED AND DIRECTED BY: JAMES VCULEK<br />
Client: Partizan Media<br />
DVD case for feature film<br />
Based on a true story.<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Two Harbors<br />
a film by James Vculek<br />
Two Harbors<br />
a film by James Vculek<br />
Sometimes love can be an alien concept.
Two Harbors<br />
a film by James Vculek<br />
Sometimes love can be an alien concept.<br />
PARTIZAN PICTURES PRESENTS CATHERINE E. JOHNSON AND ALEX COLE IN “TWO HARBORS” RICHARD OOMS, ARI HOPTMAN, CLAUDIA WILKENS, MARSHALL HAMBRO<br />
MUSIC: PAUL SAMUEL JOHNSON PRODUCTION MANAGER: JANA KRAMER EDITOR: JAMES VCULEK ART DIRECTOR: DAMIAN SHERIDAN<br />
DIRECTOR OF PHOTOGRAPHY: AARON GELPERIN EXECUTIVE PRODUCER: PHILIP GELLER WRITTEN, PRODUCED AND DIRECTED BY: JAMES VCULEK<br />
Client: Partizan Media<br />
Poster / Flier for feature film<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Based on a true story.<br />
Friday October 21, 10:00 pm at The Hideout<br />
Sunday October 23, 7:00 pm at The Hideout<br />
617 Congress Avenue
Client: The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Poster advertising Arabic + Persian intensive summer programs<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
m<br />
3 June–16 August<br />
Arabic<br />
Persian<br />
ms ummer<br />
2010<br />
institute<br />
m<br />
middle eastern studies<br />
the university of texas at austin
Client: The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Poster advertising Biblical Hebrew intensive summer program<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
m<br />
6 June–12 August<br />
Biblical<br />
Hebrew ms ummer<br />
program<br />
2011<br />
m<br />
middle eastern studies<br />
the university of texas at austin<br />
intensive study equivalent to one full year<br />
designed for the beginning student<br />
e mphasis on interaction with the original biblical text<br />
for more information:<br />
http://www.utexas.edu/cola/depts/mes/summer/
Client: The University of Texas Center for Middle Eastern <strong>St</strong>udies<br />
Poster advertising visiting scholar lecture<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
From the Hebrew<br />
Bedouin to Israeli Arabic:<br />
The Lives and Afterlives<br />
of Hebrew and Arabic in<br />
Israel | Palestine<br />
Tracing the relationship of Arabic and Hebrew in Israel/Palestine,<br />
Lital Levy’s talk will follow Jewish-Israeli visions of Arabic from the<br />
turn of the twentieth century to the present, from an early stage<br />
when Arabic was romanticized by some Zionists as a model of<br />
autochthonous “authenticity” to current perceptions of Arabic as<br />
the symbolic language of the enemy and the instrumental language<br />
of military intelligence. Levy will discuss the role of Arabic within<br />
the creation of Modern Hebrew culture, the fate of Arabic in the<br />
statehood era (particularly vis-à-vis Palestinian-Israelis and Mizrahi<br />
Jews), and literary translation between Arabic and Hebrew. Levy<br />
will also illustrate how, despite policies of enforced separation<br />
between the two languages, colloquial Arabic and Hebrew have<br />
interpenetrated one another.<br />
Sponsored by:<br />
Center for Middle Eastern <strong>St</strong>udies<br />
Department of History<br />
Schusterman Center for Jewish <strong>St</strong>udies<br />
For more information: keren@austin.utexas.edu<br />
Lital Levy<br />
Professor<br />
Assistant<br />
of<br />
Comparative<br />
Literature<br />
Princeton University<br />
Free and open to the public<br />
Texas Union<br />
Texas Governer’s Room<br />
(3.116)<br />
4:00p.m.<br />
Friday 5 November<br />
middle eastern studies<br />
the university of texas at austin
Client: The University of Texas Department of Religious <strong>St</strong>udies<br />
Poster advertising colloquium<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
MATTER OF CONTENTION:<br />
RELICS & OTHER SACRED OBJECTS AT THE<br />
CROSSROADS OF RELIGIOUS TRADITIONS<br />
AN INTER-DISCIPLINARY COLLOQUIUM AT THE UNIVERSITY OF TEXAS AT AUSTIN<br />
APRIL 23–24, 2012<br />
STUDENT ACTIVITY CENTER<br />
LEGISLATIVE ASSEMBLY ROOM (SAC 2.302)<br />
FREE AND OPEN TO THE PUBLIC This colloquium explores contention and competition over relics or other mobile repositories<br />
of religious power among the communities that venerate or value them. Our goal is to push the study of relics and other sacred objects beyond their<br />
location and function within seemingly discrete religious traditions to consider the material and social factors that conditioned their ongoing relevance<br />
across multiple—and often rival—religious communities. Religious rivalry over objects takes a variety of forms, ranging from physical conflicts for<br />
the possession of material remains to discursive arguments about such objects’ meanings and narratives. While participants will examine particular<br />
examples according to their areas of specialization, the colloquium as a whole will consider broader patterns across space, time, and cultural context.<br />
Ra‘anan Boustan UCLA, UT Austin “The Temple Vessels among Jews, Christians, and Muslims”<br />
Donald Cosentino UCLA “Skull Wars in Modern Naples”<br />
Benjamin Fleming University of Pennsylvania “Reading the Liga as ‘Relic’”<br />
Cynthia Hahn Hunter College | CUNY “Making the Crown of Thorns”<br />
James Robson Harvard University “Buddhist Relic Veneration and Contestation in East Asia”<br />
Jalane Schmidt University of Virginia “Monuments, Memory, and Religious Devotion in Cuba”<br />
Gregory Schopen UCLA “Arguing against Relics in the Indian Buddhist Tradition”<br />
Chad Seales UT Austin “American Protestants and the Sacred Play of Cultural Objects”<br />
Patricia Spyer Leiden University “Dwelling and Contamination in Ambon’s War”<br />
Rolf <strong>St</strong>rootman University of Utrecht “The Serpent Column in the Hippodrome of Constantinople”<br />
Annabel Wharton Duke University “Protestants, Relics, Things”<br />
Adam Becker New York University Respondent<br />
DEPARTMENT OF RELIGIOUS STUDIES<br />
THE UNIVERSITY OF TEXAS AT AUSTIN<br />
Primary Sponsors: Harrington Fellowship Program, Department of Religious <strong>St</strong>udies<br />
Co-sponsored by: Center for Middle Eastern <strong>St</strong>udies, Schusterman Center for Jewish<br />
<strong>St</strong>udies, South Asia Institute, Department of Asian <strong>St</strong>udies, Department of History<br />
For more information:<br />
email Ra‘anan Boustan at boustan@history.ucla.edu<br />
www.utexas.edu/cola/depts/rs/events/Matter-of-Contention/About.php
Client: The University of Texas Department of Religious <strong>St</strong>udies<br />
Colloquium Program, accordion fold<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
MATTER OF CONTENTION:<br />
RELICS & OTHER SACRED OBJECTS AT THE<br />
CROSSROADS OF RELIGIOUS TRADITIONS<br />
AN INTER-DISCIPLINARY COLLOQUIUM AT THE UNIVERSITY OF TEXAS AT AUSTIN<br />
APRIL 23–24, 2012<br />
STUDENT ACTIVITY CENTER<br />
LEGISLATIVE ASSEMBLY ROOM (SAC 2.302)<br />
FREE AND OPEN TO THE PUBLIC<br />
www.utexas.edu/cola/depts/rs/events/matter-of-contention/about.php<br />
This colloquium explores contention and competition over relics or other mobile repositories of religious power among the communities that<br />
venerate or value them. Our goal is to push the study of relics and other sacred objects beyond their location and function within seemingly<br />
discrete religious traditions to consider the material and social factors that conditioned their ongoing relevance across multiple—and often<br />
rival—religious communities. Religious rivalry over objects takes a variety of forms, ranging from physical conflicts for the possession of<br />
material remains to discursive arguments about such objects’ meanings and narratives. While participants will examine particular examples<br />
according to their areas of specialization, the colloquium as a whole will consider broader patterns across space, time, and cultural context.<br />
PRESENTERS<br />
Ra‘anan Boustan UCLA, UT Austin<br />
Donald Cosentino UCLA<br />
Benjamin Fleming University of Pennsylvania<br />
Cynthia Hahn Hunter College | CUNY<br />
James Robson Harvard University<br />
Jalane Schmidt University of Virginia<br />
Gregory Schopen UCLA<br />
Chad Seales UT Austin<br />
Patricia Spyer Leiden University<br />
Rolf <strong>St</strong>rootman University of Utrecht<br />
Annabel Wharton Duke University<br />
Adam Becker New York University<br />
See Reverse for Schedule<br />
APRIL 23<br />
8:15-9:00am Continental Breakfast<br />
9:00-9:30am Welcome<br />
<strong>St</strong>even Friesen (Chair, Department of Religious <strong>St</strong>udies)<br />
Richard Flores (Senior Associate Dean, UT College of Liberal Arts)<br />
Ra‘anan Boustan (Convener)<br />
9:30-11:45am Session I<br />
The Lives of Monuments<br />
Martha Newman (UT Austin), Chair<br />
Rolf <strong>St</strong>rootman (University of Utrecht)<br />
“The Serpent Column in the Hippodrome of Constantinople:<br />
Shifting Meanings of the Pillar at the Center of the World”<br />
Jalane Schmidt (University of Virginia)<br />
“Cimarrón Uprising: Monuments, Memory and Religious<br />
Devotion in Cuba”<br />
Annabel Wharton (Duke University)<br />
“Protestants, Relics, Things”<br />
11:45am-1:30pm Lunch at SAC<br />
Images top to bottom: Serpent<br />
Column in Constantinople. Miniature<br />
from Nakkash Osman’s “Surnâme-i<br />
Hümayûn” (1582); Reliquary with<br />
contents from the ancient Gandhara<br />
province (Pakistan, 1st century);<br />
Cimarrón effigy of Juan Gonzalez<br />
Perez. El Cobre, Cuba (Photo credit:<br />
Jalane Schmidt); Skull with Flower.<br />
Fontanelle Ossuary, Naples (Photo credit:<br />
Donald Cosentino).<br />
Background Image: Aztec<br />
Manuscript. Matrícula de los Tributos.<br />
Mexico, 16th century. (Photo credit:<br />
Cecilia F. Klein).<br />
1:30-3:45pm Session II<br />
Rethinking “Relics” in Geo-Cultural Perspective<br />
Patrick Olivelle (UT Austin), Chair<br />
Chad Seales (UT Austin)<br />
“The Land of Misfit Relics:American Protestants and<br />
the Sacred Play of Cultural Objects”<br />
Benjamin Fleming (University of Pennsylvania)<br />
.<br />
“Reading the Linga as ‘Relic’: Śaivism, the Buddhist<br />
Distinction, and Other Auspicious Signs of Death in<br />
South Asian Religions”<br />
James Robson (Harvard University)<br />
“Relic Wary: Facets of Buddhist Relic Veneration and<br />
Contestation in East Asia”<br />
3:45-4:00pm Coffee Break<br />
4:00-5:30pm Session III<br />
Mobility, Mobilization, and Territoriality<br />
Oliver Freiberger (UT Austin), Chair<br />
Ra‘anan Boustan (UCLA & UT Austin)<br />
“The Vessels of the Jerusalem Temple among Jews, Christians,<br />
and Muslims: From Locative to Utopian and Back Again”<br />
Patricia Spyer (Leiden University)<br />
“Treacherous Amulets: Dwelling and Contamination<br />
in Ambon’s War”<br />
DEPARTMENT OF RELIGIOUS STUDIES<br />
APRIL 24<br />
8:15-9:00am Continental Breakfast<br />
9:00-11:15am Session IV<br />
Commissioning and Decommissioning Sacred Matter<br />
Thomas Tweed (UT Austin), Chair<br />
Cynthia Hahn (Hunter College and the Graduate Center, CUNY)<br />
“Making the Crown of Thorns: Mockery, Royalty, Piety”<br />
Donald Cosentino (UCLA)<br />
“Skull Wars”<br />
Gregory Schopen (UCLA)<br />
“Arguing against Relics and Undercutting Cult: Narratives<br />
from the Other Side of the Indian Buddhist Tradition”<br />
11:15am-12:15pm Response | Summary Discussion<br />
Adam Becker (New York University), Respondent<br />
12:15-1:00pm Lunch | Farewell<br />
THE UNIVERSITY OF TEXAS AT AUSTIN<br />
Primary Sponsors:<br />
Co-sponsored by:<br />
Harrington Fellowship Program Center for Middle Eastern <strong>St</strong>udies<br />
Department of Religious <strong>St</strong>udies Schusterman Center for Jewish <strong>St</strong>udies<br />
South Asia Institute<br />
Department of Asian <strong>St</strong>udies<br />
Department of History
Client: The University of Maryland<br />
Persian Flagship Graduate Program Brochure<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
Financial Support<br />
The program benefits from substantial support from The Language<br />
Flagship, an initiative of the National Security Education Program.<br />
<strong>St</strong>udents may seek financial support from:<br />
The Language Flagship, which offers generous fellowships<br />
for study at UMCP and an additional year of study in<br />
Dushanbe, Tajikistan.<br />
David L. Boren Fellowships, which provide up to $30,000<br />
to students seeking education in languages critical to<br />
U.S. interests.<br />
The University of Maryland School of Languages,<br />
Literatures, and Cultures is also pleased to offer a number<br />
of merit-based stipends for up to $10,000 per year.<br />
<strong>St</strong>udents may also be eligible for fellowships under the<br />
Fulbright-Hays Act, the Title VI Foreign Language and Area<br />
<strong>St</strong>udies Program Fellowships.<br />
SCHOOL OF<br />
LANGUAGES<br />
LITERATURES<br />
& CULTURES<br />
Persian Flagship Program<br />
3215 Jimenez Hall (Mail)<br />
2116 Susquehanna Hall (Office)<br />
University of Maryland<br />
College Park, MD 20742<br />
Tel: 301.405.8252<br />
Email: persianflagship@umd.edu<br />
For more information and to begin your application, please visit:<br />
http://www.languages.umd.edu/persianflagship<br />
THE LANGUAGE FLAGSHIP<br />
Persian flagshiP<br />
graduate<br />
P rogram<br />
UMD_Graduate_Brochure.indd 1 11/28/11 8:32:02 AM<br />
The Persian Flagship at the<br />
university of maryland is the only<br />
institution in the US offering a simulated<br />
immersion graduate program in Persian.<br />
Through domestic and international study, this<br />
program offers students the unique opportunity<br />
to attain a professional level of proficiency<br />
(ILR 3 and above) in Persian, one of several<br />
languages critical to U.S. diplomacy, business<br />
competitiveness, and security.<br />
<strong>St</strong>udents can either earn a Graduate Certificate<br />
of Professional <strong>St</strong>udies (GCPS) or a Master of<br />
Professional <strong>St</strong>udies (MPS) in Persian. Through<br />
implementing a state-of-the-art language<br />
education curriculum, a rich cultural component<br />
and the opportunity to study abroad, we<br />
prepare our graduates to use Persian in their<br />
careers of choice at a professional level.<br />
The Persian FlagshiP Program includes:<br />
r Engaging, domain-specific advanced language courses<br />
r Lectures by distinguished guest speakers from diverse fields<br />
r A Persian student lounge—an on-campus immersive environment featuring Iranian TV,<br />
computers, and a comfortable place to practice Persian<br />
r At least five hours per day of structured language learning<br />
r A rich and varied events calendar providing formal and informal cultural experiences<br />
sTudenTs beneFiT From our ProximiTy To WashingTon, d.c.:<br />
r Access to cultural events and celebrations organized by the sizeable Iranian-<br />
American community<br />
r Participation in various conferences, workshops, and lecture series.<br />
r Field trips to Persian-speaking media services, organizations, community businesses,<br />
art galleries and exhibitions located in Washington, D.C.<br />
r Networking and internship opportunities with public and private organizations, with<br />
potential opportunities to use Persian in professional settings.<br />
our innovative curriculum is designed<br />
to accommodate students from a wide variety<br />
of backgrounds and interests. <strong>St</strong>udents immerse<br />
themselves in Persian while gaining knowledge<br />
of areas such as history, culture, politics, and<br />
international relations of Iran and the Persianspeaking<br />
world. Our graduates have the skills and<br />
experience required to pursue their careers of<br />
choice in government, non-profit, development,<br />
education, intercultural communication, and a wide<br />
range of other possibilities for global professionals.<br />
<strong>St</strong>udents effectively live in a Persian-speaking<br />
environment during their time at Maryland.<br />
Participants also gain language exposure through<br />
working with peer tutors and faculty mentors.<br />
UMD_Graduate_Brochure.indd 2 11/28/11 9:04:17 AM<br />
UMD_Grad_Tabloid.indd 1 11/28/11 9:08:38 AM
Client: The University of Maryland<br />
Persian Flagship Undergraduate Program Brochure<br />
<strong>Design</strong> Programs: In<strong>Design</strong> + Photoshop<br />
study Persian in dushanbe, tajikistan: SCHOOL OF<br />
LANGUAGES<br />
LITERATURES<br />
& CULTURES<br />
Upon reaching the level of proficiency required for the overseas<br />
component, students study at the Dushanbe Language Center in<br />
Tajikistan for a summer and/or a full academic year. Our overseas program<br />
is administered by American Councils for International Education. While<br />
studying in Dushanbe, students receive:<br />
r Intensive language training tailored to each participant’s professional and<br />
academic interests<br />
r Tajiki Persian-speaking host families and numerous weekend excursions<br />
r Professionally-focused language development through regular university<br />
courses in their area of specialization and internships with local organizations<br />
r A once-in-a-lifetime experience in an amazing and beautiful Central Asian nation<br />
For more information on the overseas program visit:<br />
http://flagship.americancouncils.org/persian/<br />
Persian Flagship Program<br />
3215 Jimenez Hall (Mail)<br />
2116 Susquehanna Hall (Office)<br />
University of Maryland<br />
College Park, MD 20742<br />
Tel: 301.405.8252<br />
Email: persianflagship@umd.edu<br />
For more information and to begin your application, please visit:<br />
http://www.languages.umd.edu/persianflagship<br />
THE LANGUAGE FLAGSHIP<br />
Persian flagshiP<br />
undergraduate<br />
P rogram<br />
UMD_Undergraduate_PFP.indd 1 11/23/11 9:59:48 AM<br />
Are you an aspiring journalist, computer scientist, or historian?<br />
Are you pursuing a career which would be enhanced by<br />
knowledge of another language and culture? Do you simply<br />
love the Persian language? Participation in the Persian Flagship<br />
program provides you with the tools necessary to deeply<br />
explore the exciting world of Persian language and culture.<br />
The Persian Flagship at the University of Maryland is the only<br />
institution in the U.S. offering an extended, simulated immersion<br />
program in Persian throughout an undergraduate experience.<br />
Through domestic and international study, this program offers<br />
students the unique ability to attain a professional level of<br />
proficiency (ILR 3 and above) while pursuing their major of<br />
choice. Upon completion, our students’ superior command of<br />
Persian, cultural competence, and achievement in their own<br />
academic fields will enable them to take their place among the<br />
next generation of global professionals.<br />
The Persian Flagship Program benefits from substantial support<br />
from The Language Flagship:<br />
http://www.thelanguageflagship.org/<br />
The Persian FlagshiP Program includes:<br />
r A state-of-the-art language education curriculum: engaging, interactive Persian<br />
language courses, content-based language instruction, and courses offered in Persian in<br />
subjects such as media, culture, literature, and history of the Persian speaking world.<br />
r One-to-one work with native-speaking language partners<br />
r A Persian student lounge—an on-campus immersive environment featuring multimedia<br />
resources, Iranian TV, computers, and a comfortable place to practice Persian<br />
r An intensive Persian language summer institute at UMD<br />
r Access to on campus living/learning experience in The Language House<br />
r A rich and varied events calendar and a friendly, supportive learning community<br />
r Summer or year-long study abroad opportunities in Dushanbe, Tajikistan<br />
Who are We looking For?<br />
r Talented UM students in any major who will use<br />
Persian for their careers (incoming freshmen<br />
and heritage speakers can also apply)<br />
r High academic achievers with strong languagelearning<br />
aptitudes<br />
r <strong>St</strong>udents committed to completing the entire<br />
program, including the study abroad component<br />
r Open-minded individuals with a passion for the<br />
Persian language and culture who will actively<br />
contribute to our learning community<br />
Funding Opportunities<br />
All Flagship students are<br />
considered for competitive<br />
Flagship scholarships for both<br />
domestic and overseas study.<br />
No separate application is<br />
necessary. <strong>St</strong>udents may also<br />
apply for other financial awards<br />
such as Boren scholarships and<br />
Critical Language Scholarships<br />
for their overseas study.<br />
UMD_Undergraduate_PFP.indd 2 11/23/11 10:07:58 AM<br />
UMD_PFP_Tabloid.indd 1 11/23/11 10:10:21 AM
Client: Threadgill’s<br />
Poster advertising SXSW show<br />
<strong>Design</strong> Programs: In<strong>Design</strong>, Photoshop + Illustrator<br />
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Client: J. Walter Thompson / Arthur Andersen<br />
Two-page spread for Connections Magazine, a publication for high school students<br />
<strong>Design</strong> Programs: Quark X-Press, Photoshop + Illustrator
Client: J. Walter Thompson<br />
Holiday card for Thompson Recruitment Advertising<br />
<strong>Design</strong> and Copy: Kristi Shuey<br />
<strong>Design</strong> Program: Quark X-Press
Cengage Learning<br />
Chapter Opening <strong>Design</strong> for Gaines/Miller Criminal Justice, 6th Edition<br />
<strong>Design</strong> Programs: In<strong>Design</strong>, Photoshop, Illustrator<br />
Police<br />
and the<br />
c onstitution<br />
the Rules of law enfoRcement<br />
lo 1<br />
lo 2<br />
lo 3<br />
lo 4<br />
lo 5<br />
lo 6<br />
lo 7<br />
lo 8<br />
lo 9<br />
7<br />
c haP teR<br />
l eaR ning objectives<br />
The nine learning objectives labeled<br />
LO1 through LO9 are designed to help<br />
improve your understanding of the<br />
chapter. After reading this chapter,<br />
you should be able to...<br />
Explain why classical criminology is based on<br />
choice theory.<br />
Contrast positivism with classical<br />
criminology.<br />
List and describe the three theories of social<br />
structure that help explain crime.<br />
List and briefly explain the three branches of<br />
social process theory.<br />
Describe how life course criminology differs from<br />
the other theories addressed in this chapter.<br />
Discuss the evolution of victimology from its<br />
beginnings in the 1940s until today.<br />
Explain why some criminologists believe the<br />
connection between alcohol and victimization<br />
is unique.<br />
List the arguments for and against greater legal<br />
protection of victims’ rights.<br />
List the arguments for and against greater legal<br />
protection of victims’ rights.<br />
c haP teR outline<br />
• Exploring the Causes of Crime<br />
• Victimology and Victims of Crime<br />
• Criminology from Theory to Practice<br />
• CJ in Action—The Ever-Elusive Serial Killer
The two men set off for Washington, D.C., from Atlanta on a<br />
Sunday morning in the spring of 2005, stopping only to shave off<br />
the beards that they wore as conservative Muslims. With his friend<br />
Ehsanul Islam Sadequee, Syed Haris Ahmed spent several days in the<br />
nation’s capital making surveillance videos of various sites, including<br />
the Pentagon, the World Bank’s headquarters,<br />
fuel tanks, and the George Washington<br />
Masonic Memorial in nearby Alexandria,<br />
Virginia. “It [was] thrilling to be<br />
undercover and stuff like that,” said<br />
Ahmed. The pair wanted to stay<br />
in a local hotel, but this plan<br />
proved too expensive—“like $79<br />
a night,” Ahmed told investigators<br />
during an interview that<br />
came to light during his 2008<br />
trial for providing support to<br />
foreign terrorists. To save<br />
Web of terror<br />
At least five men Tsouli is known to have been in<br />
contact with via the Internet, including Ahmed and<br />
Sadequee, face criminal terrorism charges in the United<br />
<strong>St</strong>ates and elsewhere.<br />
T<br />
8 Criminal JustiCe in aCtion Chapter 2 Causes of Crime 9<br />
Cengage Learning<br />
money, Ahmed and Sadequee slept in their pickup truck.<br />
Two wannabee terrorists without enough ready<br />
cash to afford a Super 8 Motel might not seem to pose<br />
much of a threat to national security. Ahmed and<br />
Sadequee’s videos, however, wound up on the computer<br />
hard drives of Younis Tsouli, a twenty-two-year-old<br />
British student who called himself “Irahabi007,” a play<br />
on the Arabic word for “terrorist” and James Bond’s<br />
code name. Before his conviction for inciting terrorism<br />
on the Internet in 2007, Tsouli was one of the<br />
leaders of worldwide cyber jihad. From his father’s<br />
house in West London, Tsouli operated extremist Web<br />
sites, recruited suicide bombers in the Middle East, and<br />
provided technical support and advice to sleeper cells<br />
in Bosnia, Sweden, and Denmark. At least five men<br />
Tsouli is known to have been in contact with via the<br />
Internet, including Ahmed and Sadequee, face criminal<br />
terrorism charges in the United <strong>St</strong>ates and elsewhere.<br />
he carnage at the Jeep plant in Toledo was hardly uncommon. In an average year,<br />
about 18,000 employees suffer injuries from assault, and more than 600 are murdered<br />
while on the job.1 One out of every six violent crimes committed in the United<br />
<strong>St</strong>ates occurs in the workplace.2 The U.S. Centers for Disease Control has called<br />
workplace violence a “national epidemic.”3<br />
In one respect, though, workplace violence is atypical: it seems to follow a pattern.<br />
According to data collected by James Alan Fox of Northeastern University in<br />
Boston, 73 percent of those persons convicted for workplace homicide are white,<br />
more than half are over age thirty-five, and almost all are male.4 These criminals<br />
tend to be hypersensitive to criticism and often respond violently when disciplined.5<br />
Researchers also note that usually several “trigger” events lead up to a workplace<br />
murder, which, in most instances, is carried out with a firearm.6 Do these factors<br />
provide us with any clues as to the underlying causes of Myles Meyers’s behavior?<br />
The study of crime, or criminology, is rich with different theories as to why<br />
people commit crimes. In this chapter, we will discuss the most influential of these<br />
theories, some of which complement each other and some of which do not. We will<br />
also look at the various factors most commonly, if not always correctly, associated<br />
with criminal behavior. Finally, this chapter will address the question of relevance:<br />
What effect do theories of why wrongdoing occurs have on efforts to control and<br />
careersin CJ<br />
FAST FACTS<br />
JUVENILE CorrECTIoNAL oFFICEr, JoB DESCrIpTIoN:<br />
• provide safety, security, custodial care, discipline<br />
and guidance. JCos play a critical role in the<br />
rehabilitation of youth and as a result can have a<br />
great impact on a youth's success during and after<br />
his or her incarceration.<br />
WHAT kIND oF TrAININg IS rEqUIrED?<br />
• A bachelors degree in human services, behavioral<br />
science, or related field.<br />
• professional and respectful verbal communication<br />
skills.<br />
• Commitment and dedication to the needs of<br />
adolescent offenders and their families.<br />
• Ability to recognize and respect cultural differences<br />
and provide culturally appropriate services. Fluency<br />
in English and one of the following languages:<br />
Spanish, Somali, Hmong, russian, a plus.<br />
ANNUAL SALArY rANgE? BENEFITS?<br />
• $33,000 - $52,000 annually<br />
• Full benefit package includes health, vision, dental,<br />
and life insurance, retirement benefits, education<br />
and professional development resources.<br />
12 CriminaL JustiCe in aCtiOn<br />
Carl MCCullough, Sr.<br />
Senior Youth Worker, Hennepin County, Mn<br />
Juvenile Detention Center<br />
I was born and raised in Amarillo, Texas. My dad was murdered when I was a little kid.<br />
So, it was just me and my mom, and I was always into something. All my uncles were in<br />
and out of prison; I was pretty much raised by my grandmother. By the time I was 13, I<br />
already had a juvenile record. I had one uncle, who was stationed in the Army in Minnesota,<br />
and he knew what Amarillo was all about; it was basically a trap. So, he moved me to<br />
Minnesota, and that was when my life changed.<br />
SChool DayS When I came to Minnesota there were a<br />
number of people who were placed in my life, who made a difference<br />
and who helped me over that hump. I eventually went to the University<br />
of Wisconsin on a football scholarship. While at school, I caught the<br />
attention of one of my academic tutors. He noticed that I had a gift building<br />
relationships with kids and suggested that I volunteer with the Dane<br />
County Juvenile Detention Center. I checked it out and felt an instant connection.<br />
Dealing with these kids, and hearing their stories—it was all just like what I<br />
went through. I had a shot in the NFL, playing for the Buffalo Bills and the Minnesota<br />
Vikings, but that lasted only a short time. Even when I was still a student, I<br />
knew that I wanted to work with kids again one day. So I majored in Afro-<br />
American studies, and I also took a lot of courses in sociology.<br />
The hearT of The MaTTer Today I work at the<br />
Hennepin County (Minnesota) Juvenile Detention Center where I’m responsible<br />
for a group of twelve young men, ages 13 to 18, who are awaiting<br />
trial, waiting for placements, or just being held in a secure place due to the<br />
high-profile nature of their cases. I’m with the kids every day and every other<br />
weekend from 6:30 a.m. to 2:30 p.m. I do everything from helping with homework,<br />
to supervising their leisure time, to running group programs, to just being<br />
a positive, caring adult with whom to talk. Having the NFL experience is a huge<br />
icebreaker with the residents. “Why are you here?” they always ask me, and I tell<br />
them I am here because I care about them, because I want to see a change, and<br />
I’d like to help them believe that something better is possible.<br />
In order to do this job well, you have to be good at building relationships. It<br />
helps to know how to work with different cultures as well. Then you have to<br />
have patience; without it you won’t last long. You know they are going to test<br />
you, to see what they can and can’t get away with. You also have to be willing<br />
to learn a few things from them. You have to be a good listener.<br />
Making a DifferenCe This is not a field where you’re<br />
going to get rich, but you have good benefits and a great retirement plan.<br />
This job is all about making a difference in someone’s life, the same way<br />
that someone came along and made a difference in mine.<br />
For additional information on a career as a Juvenile Corrections<br />
Officer visit: http://www.corrections.com/jobs/show/3429<br />
Text design for Gaines/Miller Criminal Justice, 6th Edition<br />
<strong>Design</strong> Programs: In<strong>Design</strong>, Photoshop, Illustrator<br />
exploring the Causes of Crime<br />
Criminologists, or researchers who study the causes of crime, warn against using<br />
models to predict violent behavior. After all, not every middle-aged white man who<br />
has a grudge against his employers and owns a gun is a potential criminal, and it<br />
would be wrong to treat them as such. <strong>St</strong>udies may show a correlation<br />
between these factors and workplace violence, but very<br />
few criminologists would go as far as to claim that these factors<br />
cause such violent behavior. Correlation between two variables<br />
means that they tend to vary together. Causation, in contrast,<br />
means that one variable is responsible for the change in the other.<br />
Research shows, for example, that ice cream sales and crime rates<br />
both rise in the summer. Thus, there is a correlation between ice<br />
cream sales and crime. Nobody would seriously suggest, though,<br />
that increased sales of ice cream cause the boost in crime rates.<br />
This is the quandary in which criminologists find themselves.<br />
One can say that there is a correlation between violent<br />
workplace crime and certain characteristics of the lives of violent workplace criminals.<br />
But we cannot say what actually caused Myles Meyers to kill Roy Thacker without<br />
knowing much more about his background and environment, and possibly not<br />
even then. Consequently, the question.<br />
In one respect, though, workplace violence is atypical: it seems to follow a pattern.<br />
According to data collected by James Alan Fox of Northeastern University in<br />
Boston, 73 percent of those persons convicted for workplace homicide are white,<br />
more than half are over age thirty-five, and almost all are male.4 These criminals<br />
tend to be hypersensitive to criticism and often respond violently when disciplined.5<br />
Researchers also note that usually several “trigger” events lead up to a workplace<br />
murder, which, in most instances, is carried out with a firearm.6 Do these factors<br />
provide us with any clues as to the underlying causes of Myles Meyers’s behavior?<br />
The study of crime, or criminology, is rich with different theories as to why people<br />
commit crimes. In this chapter, we will discuss the most influential of these theories,<br />
some of which complement each other and some of which do not. We will also<br />
look at the various factors most commonly, if not always correctly, associated with<br />
criminal behavior. Finally, this chapter will address the question of relevance: What<br />
effect do theories of why wrongdoing occurs have on efforts to control and prevent<br />
crime?<br />
Criminologists, or researchers who study the causes of crime, warn against<br />
using models to predict violent behavior. After all, not every middle-aged white man<br />
who has a grudge against his employers and owns a gun is a potential criminal, and<br />
it would be wrong to treat them as such. <strong>St</strong>udies may show a correlation between<br />
these factors and workplace violence, but very few criminologists would go as far<br />
as to claim that these factors cause such violent behavior. Correlation between two<br />
variables means that they tend to vary together. Causation, in contrast, means that<br />
one variable is responsible for the change in the other. Research shows, for example,<br />
that ice cream sales and crime rates both rise in the summer. Thus, there is a correlation<br />
between ice cream sales and crime. Nobody would seriously suggest, though,<br />
that increased sales of ice cream cause the boost in crime rates. This is the quandary<br />
including acts of violence and drug abuse, are committed as if individuals had this<br />
ratio in mind. the earliest popular expression of classical theory came in 1764 when<br />
the italian Cesare Beccaria (1738–1794) published his essays on Crime.<br />
the Seduction of crime in expanding on rational choice theory, sociologist<br />
Jack Katz has stated that the “rewards” of crime may be sensual as well as financial.<br />
the inherent danger of criminal activity, according to Katz, increases the “rush” a<br />
criminal experiences on successfully committing a crime. Katz labels<br />
the rewards of this “rush” the seduction of crime.11 For example, serial<br />
LO 2 killer John Wayne Gacy claims to have “realized that death was the ultimate<br />
thrill” after murdering the first of his more than thirty victims.12 Katz believes<br />
that seemingly “senseless” crimes can be explained by rational choice theory only<br />
if the intrinsic reward of the crime itself is considered. For example, serial killer<br />
John Wayne Gacy claims to have “realized that death was the ultimate thrill” after<br />
murdering the first of his more than thirty victims.12 Katz<br />
believes that seemingly “senseless” crimes can be explained<br />
by rational choice theory only if the intrinsic reward of the<br />
crime itself is considered.<br />
choice theorY and Public PolicY the theory<br />
that wrongdoers choose to commit crimes is a cornerstone of<br />
the American criminal justice system. Because crime is seen<br />
as the end result of a series of rational choices, policymakers<br />
have reasoned that severe punishment can deter criminal<br />
activity by adding another variable to the decision- making<br />
process. Supporters of the death penalty—now used by<br />
thirty-eight states and the federal government—emphasize<br />
its deterrent effects, and legislators have used harsh mandatory<br />
sentences to control illegal drug use and trafficking.<br />
(to see why one expert questions choice theory as a basis for<br />
criminal policy, see the feature you Be the Judge.)<br />
“BorN CrIMINAL”: BIoLogICAL AND<br />
pSYCHoLogICAL THEorIES oF CrIME<br />
As we have seen, Cesare lombroso believed in the “criminal<br />
born” man and woman and was confident that he could<br />
distinguish criminals by their apelike physical features.<br />
Such far-fetched notions have long been relegated to scientific<br />
oblivion. But many criminologists do believe that trait<br />
theories have validity. these theories suggest<br />
LO 3<br />
that certain biological or psychological traits in<br />
individuals could incline them toward criminal<br />
behavior given a certain set of circumstances. “All behavior is biological,” points out<br />
geneticist David C. rowe of the university of Arizona. “All behavior is represented<br />
in the brain, in its biochemistry, electrical activity, structure, and growth and<br />
decline.” 13<br />
manizing conditions in many prisons and jails. Some critics of the movement<br />
find the convict criminologists too focused on prisons and prison life, to the exclu-<br />
“Crime is a fact of the<br />
human species . . . but it<br />
is above all the secret<br />
aspect, impenetrable<br />
and hidden. Crime hides,<br />
and by far the most<br />
terrifying things are<br />
those which elude us."<br />
—Georges Bataille,<br />
French novelist (1965)<br />
Criminology The<br />
scientific study of<br />
crime and the causes<br />
of criminal behavior.<br />
Victimology A<br />
school of criminology<br />
that studies why<br />
certain people are<br />
the victims of crimes<br />
and the optimal<br />
role for victims in<br />
the criminal justice<br />
system.<br />
5-21: Jeanne Assam receives congratulations from a Colorado<br />
Springs, Colorado, police officer in December 2007. Assam, a<br />
private security guard, saved, according to one observer, “over one<br />
hundred lives” by shooting Matthew J. Murray in the foyer of the<br />
New Life Church in Colorado Springs. Moments earlier, Murray had<br />
opened fire on the congregation. Why is such heroism not part of<br />
the job description in most private security situations?<br />
AP Photo/Pool, Jerilee Bennett<br />
Chapter 2 Causes of Crime 13<br />
At any given moment, a person can choose between committing a crime and not<br />
committing it. The consequences of committing a crime consist of rewards (what<br />
psychologists call “reinforcers”) and punishments; the consequences of not committing<br />
the crime also entail gains and losses. 10<br />
CJ and TeChnology<br />
Project 54<br />
The capabilities of the patrol car, perhaps the most important piece of policing technology of<br />
the past half-century, continue to expand. Project 54, a voice-recognition system developed<br />
at the University of new hampshire, allows police officers to “multitask” without having<br />
to divert their attention from the road or take a hand off the wheel. The officer simply<br />
presses a button, and all the technological equipment in the car becomes voice activated.<br />
four andrea digital array microphones positioned in the cab of the automobile cancel all<br />
noise except the sound of the officer’s voice. so, for example, if the officer witnesses a hitand-run<br />
accident, he or she simply says the word “pursuit” to activate the automobile’s siren<br />
and flashing lights. Then the officer can call for an ambulance and run a check on the<br />
offender’s license plate—all by voice command. other recent innovations include automatic<br />
license Plate recognition, a three-camera computer operated system that performs “20<br />
millisecond” background check on every license plate it sees; and the starChase launcher, a<br />
small, laser-guided cannon that shoots a small, sticky radio transmitter at a fleeing vehicle.<br />
once the offending car has been “tagged” with this device, police can track the fugitive at a<br />
safe distance without the need for a dangerous, high-speed pursuit.<br />
Thinking abouT Police auTomobile Technology:<br />
<br />
american automobile manufacturers do not produce ready-made police cars. rather, law<br />
Project 54: DuraTech USA Inc.<br />
enforcement agencies must add technologies such as the ones discussed here after the car<br />
has been purchased. What might be some of the benefits of large-scale production of a car<br />
that would only be sold for law enforcement purposes?<br />
According to rational choice theory, we can hypothesize that criminal actions,<br />
including acts of violence and drug abuse, are committed as if individuals had this<br />
ratio in mind. The earliest popular expression of classical theory came in 1764 when<br />
the Italian Cesare Beccaria (1738–1794) published his essays on Crime.<br />
The SeduCTion of Crime In expanding on rational choice theory, sociologist<br />
Jack Katz has stated that the “rewards” of crime may be sensual as well as financial.<br />
The inherent danger of criminal activity, according to Katz, increases the “rush” a<br />
criminal experiences on successfully committing a crime. Katz labels the rewards<br />
of this “rush” the seduction of crime.11 For example, serial killer John Wayne Gacy<br />
claims to have “realized that death was the ultimate thrill” after murdering the first<br />
of his more than thirty victims.12 Katz believes that seemingly “senseless” crimes can<br />
be explained by rational choice theory only if the intrinsic reward of the crime itself<br />
is considered. For example, serial killer John Wayne Gacy claims to have “realized<br />
that death was the ultimate thrill” after murdering the first of his more than thirty<br />
victims.12 Katz believes that seemingly “senseless” crimes can be explained.<br />
ChoiCe Theory and PubliC PoliCy The theory that wrongdoers choose to<br />
commit crimes is a cornerstone of the American criminal justice system. Because<br />
crime is seen as the end result of a series of rational choices, policymakers have<br />
reasoned that severe punishment can deter criminal activity by adding another variable<br />
to the decision- making process. Supporters of the death penalty—now used by<br />
thirty-eight states and the federal government—emphasize its deterrent effects, and<br />
legislators have used harsh mandatory sentences to control illegal drug use and trafficking.<br />
(To see why one expert questions choice theory as a basis for criminal policy,<br />
see the feature You Be The Judge.)<br />
“Born Criminal”: BiologiCal and<br />
PsyChologiCal Theories of Crime<br />
As we have seen, Cesare Lombroso believed in the “criminal born” man and woman<br />
and was confident that he could distinguish criminals by their apelike physical<br />
features. Such far-fetched notions have long been relegated to scientific<br />
oblivion. But many criminologists do believe that trait theories have<br />
validity. These theories suggest that certain biological or psychological<br />
traits in individuals could incline them toward criminal behavior given a certain set<br />
of circumstances. “All behavior is biological,” points out geneticist David C. Rowe of<br />
the University of Arizona. “All behavior is represented in the brain, in its biochemistry,<br />
electrical activity, structure, and growth and decline.” 13<br />
Humanizing conditions in many prisons and jails. Some critics of the movement<br />
find the convict criminologists too focused on prisons and prison life, to the<br />
exclusion of the other facets of the field that have been discussed in this chapter. But,<br />
in general, the consensus appears to be that the unique insights of ex-inmates can<br />
only enrich the body of criminological knowledge. 68<br />
lo 1<br />
yoU Be The JUDge IndIgent or not?<br />
The fAcTS Noel, a student at the University of Hawaii, was charged<br />
with driving under the influence of alcohol (DUI). Noel claimed that he<br />
did not have the resources to hire an attorney and asked the state to<br />
provide him with one. At the time he was arrested, Noel had $32 in his<br />
bank account and $1.50 in pocket money. He also had a 1971 Volkswagen<br />
sedan with a value of $1,000.<br />
The lAw Hawaii law provided that an “indigent” person was entitled to<br />
free counsel if charged with an offense punishable by imprisonment for<br />
thirty days or more. (DUI in Hawaii carried a maximum penalty of one year<br />
in jail.)<br />
yoUr DecISIon The trial judge ruled that because Noel could have sold<br />
his car to get money for an attorney, he was not indigent under Hawaii’s law.<br />
Do you agree?<br />
To see how the Hawaii Supreme Court ruled in this case, go to Example 9.1 in Appendix B.<br />
Criminology The<br />
scientific study of<br />
crime and the causes<br />
of criminal behavior.<br />
Victimology A<br />
school of criminology<br />
that studies why<br />
certain people are<br />
the victims of crimes<br />
and the optimal<br />
role for victims in<br />
the criminal justice<br />
system.<br />
10 Criminal JustiCe in aCtion Chapter 2 Causes of Crime 11<br />
compaRativE cRiminal Ju<strong>St</strong>icE Victims' Rights in geRmany<br />
American supporters of victims’ rights<br />
might well look with envy at the<br />
criminal justice system of Germany.<br />
According to one German official, the<br />
aim of victim protection laws in his<br />
country is to “stop a person aggrieved<br />
because of a criminal act from being a<br />
mere object of the proceedings.” Rather, in<br />
Germany the victim is “made a player in the<br />
proceedings with rights he [or she] can assert [in court].”<br />
Specifically, Chapter Two of the German Federal Code<br />
of Criminal Procedure codifies the victim’s right to “join a<br />
public prosecution as a private accessory prosecutor.” In<br />
essence, this means that a victim (or, in the case of murder,<br />
a victim’s parents, children, siblings, and/or spouse) can<br />
choose to become a “secondary accuser” in a German criminal<br />
trial and receive treatment equal to the defendant’s. The<br />
victim is permitted to use a “victim attorney,” or Opferanwalt,<br />
and this attorney has the same access to evidence and<br />
the same ability to obtain information regarding the crime as<br />
the state’s attorney and the defense attorney. If the victim<br />
is unable to afford an Opferanwalt, the government will<br />
provide one at no cost.<br />
Initially, critics of this system, known as Nebenklager,<br />
worried that its costs would be too burdensome for German<br />
society. The procedure is, however, limited by two<br />
factors. First, it is available only to victims of serious, violent<br />
crimes such as murder, assault, kidnapping, and rape.<br />
Second, the procedure is optional. So far, only sexualassault<br />
victims have decided to invoke Nebenklager in large<br />
numbers. In fact, it is now standard practice for German<br />
police to inform rape victims of their right to participate in<br />
the trial.<br />
FoR cRitical analYSiS<br />
Why do you think victims of sexual assault have been more<br />
likely than victims of other violent crimes to take advantage<br />
of the opportunities provided by the Nebenklager procedure?<br />
In general, could such a system operate effectively in<br />
the United <strong>St</strong>ates?<br />
exploring the Causes of Crime<br />
Criminologists, or researchers who study the causes of crime, warn against using models<br />
to predict violent behavior. After all, not every middle-aged white man who has a<br />
grudge against his employers and owns a gun is a potential criminal, and it would be<br />
wrong to treat them as such. <strong>St</strong>udies may show a correlation between these factors and<br />
workplace violence, but very few criminologists would go as far as to claim that these<br />
factors cause such violent behavior. Correlation between two variables means that they<br />
tend to vary together. Causation, in contrast, means that one variable is responsible for<br />
the change in the other. Research shows, for example, that ice cream sales and crime<br />
rates both rise in the summer. Thus, there is a correlation between ice cream sales<br />
and crime. Nobody would seriously suggest, though, that increased sales of ice cream<br />
cause the boost in crime rates.<br />
This is the quandary in which criminologists find themselves. One can say that<br />
there is a correlation between violent workplace crime and certain characteristics of<br />
the lives of violent workplace criminals. But we cannot say what actually caused Myles<br />
Meyers to kill Roy Thacker without knowing much more about his background and<br />
environment, and possibly not even then. Consequently, the question.<br />
In one respect, though, workplace violence is atypical: it seems to follow a pattern.<br />
According to data collected by James Alan Fox of Northeastern University in<br />
Boston, 73 percent of those persons convicted for workplace homicide are white, more<br />
than half are over age thirty-five, and almost all are male. 4 These criminals tend to be<br />
hypersensitive to criticism and often respond violently when disciplined. 5 Researchers<br />
also note that usually several “trigger” events lead up to a workplace murder, which,<br />
in most instances, is carried out with a firearm. 6 Do these factors provide us with any<br />
clues as to the underlying causes of Myles Meyers’s behavior?<br />
The study of crime, or criminology, is rich with different theories as to why people<br />
including acts of violence and drug abuse, are committed as if individuals had this<br />
ratio in mind. The earliest popular expression of classical theory came in 1764 when<br />
the Italian Cesare Beccaria (1738–1794) published his Essays on Crime.<br />
The SeducTion of crime In expanding on rational choice theory, sociologist<br />
Jack Katz has stated that the “rewards” of crime may be sensual as well as financial.<br />
The inherent danger of criminal activity, according to Katz, increases the “rush” a<br />
criminal experiences on successfully committing a crime. Katz labels the rewards<br />
of this “rush” the seduction of crime.11 For example, serial killer John Wayne Gacy<br />
claims to have “realized that death was the ultimate thrill” after murdering the first<br />
of his more than thirty victims.12 Katz believes that seemingly “senseless” crimes can<br />
be explained by rational choice theory only if the intrinsic reward of the crime itself<br />
is considered. For example, serial killer John Wayne Gacy claims to have “realized<br />
that death was the ultimate thrill” after murdering the first of his more than thirty<br />
victims.12 Katz believes that seemingly “senseless” crimes can be explained by rational<br />
choice theory only if the intrinsic reward of the crime itself is considered.<br />
Choice Theory and Public Policy The theory that wrongdoers choose to commit<br />
crimes is a cornerstone of the American criminal justice system. Because crime<br />
is seen as the end result of a series of rational choices, policymakers have reasoned<br />
that severe punishment can deter criminal activity by adding another variable to the<br />
decision- making process. Supporters of the death penalty—now used by thirty-eight<br />
states and the federal government—emphasize its deterrent effects, and legislators<br />
have used harsh mandatory sentences to control illegal drug use and trafficking. (To<br />
see why one expert questions choice theory as a basis for criminal policy, see the feature<br />
You Be The Judge.)<br />
“Born Criminal”: BiologiCal and<br />
PsyChologiCal Theories of Crime<br />
As we have seen, Cesare Lombroso believed in the “criminal born” man and woman<br />
and was confident that he could distinguish criminals by their apelike physical<br />
features. Such far-fetched notions have long been relegated to scientific oblivion.<br />
But many criminologists do believe that trait theories have validity. These theories<br />
• Figure 03.04<br />
Excerpts from the Wisconsin Youth Risk Behavior Survey High School Questionnaire<br />
As part of a national effort to monitor health-risk behaviors of high school students, the Wisconsin Department of Public<br />
Instruction administers a self-reported survey each year. Some of the questions(without the corresponding multiple-choice<br />
answers) from that survey are reprinted here.<br />
• During the past 30 days, on how many days did you carry a weapon such as a gun, knife, or club on school property?<br />
• During the past 12 months, how many times were you in a physical fight on school property?<br />
• How much do you approve or disapprove of people using violence against another person?<br />
• During the past 12 months, did you ever seriously consider attempting suicide?<br />
• During the past 30 days, how did you usually get your own cigarettes?<br />
• During the past 30 days, on how many days did you have at least one drink of alcohol?<br />
• How old were you when you tried marijuana for the first time?<br />
• During your life, how many times have you used any form of cocaine, including powder, crack, or freebase?<br />
“Crime is a<br />
fact of the<br />
human species<br />
. . . but it is<br />
above all the<br />
secret aspect,<br />
impenetrable<br />
and hidden.<br />
Crime hides,<br />
and by far<br />
the most<br />
terrifying<br />
things are<br />
those which<br />
elude us."<br />
—georges Bataille,<br />
french novelist (1965)<br />
14 Criminal JustiCe in aCtion Chapter 2 Causes of Crime 15
Cengage Learning<br />
Text design for Gaines/Miller Criminal Justice, 6th Edition<br />
<strong>Design</strong> Programs: In<strong>Design</strong>, Photoshop, Illustrator<br />
18 Criminal JustiCe in aCtion Chapter 2 Causes of Crime 19<br />
Criminologists, or researchers who study the causes of crime, warn against using<br />
models to predict violent behavior. After all, not every middle-aged white man who<br />
has a grudge against his employers and owns a gun is a potential criminal, and it<br />
would be wrong to treat them as such. <strong>St</strong>udies may show a correlation between these<br />
factors and workplace violence, but very few criminologists would go as far as to<br />
claim that these factors cause such violent behavior. Correlation between two vari-<br />
ables means that they tend to vary together. Causation, in contrast, means that one<br />
variable is responsible for the change in the other. Research shows, for example, that<br />
ice cream sales and crime rates both rise in the summer. Thus, there is a correlation<br />
between ice cream sales and crime. Nobody would seriously suggest, though, that<br />
increased sales of ice cream cause the boost in crime rates.<br />
This is the quandary in which criminologists find themselves. One can say that<br />
there is a correlation between violent workplace crime and certain characteristics<br />
of the lives of violent workplace criminals. But we cannot say what actually caused<br />
Myles Meyers to kill Roy Thacker without knowing much more about his back-<br />
ground and environment, and possibly not even then. Consequently, the question.<br />
In one respect, though, workplace violence is atypical: it seems to follow a pat-<br />
tern. According to data collected by James Alan Fox of Northeastern University in<br />
Boston, 73 percent of those persons convicted for workplace homicide are white,<br />
more than half are over age thirty-five, and almost all are male. 4 These criminals<br />
tend to be hypersensitive to criticism and often respond violently when disciplined. 5<br />
Researchers also note that usually several “trigger” events lead up to a workplace<br />
murder, which, in most instances, is carried out with a firearm. 6 Do these factors<br />
Despite its vaunted position in modern criminology,<br />
rational choice theory is viewed with suspicion by many<br />
criminologists. If the decision to commit a crime is based<br />
on a rational consideration of the costs and benefits of the<br />
crime, what happens if the person making the decision<br />
is not capable of rationality? The question is particularly<br />
relevant given that as many as 75 percent of violent of-<br />
fenders may be under the influence of alcohol or drugs<br />
when they commit their crimes.<br />
the myth M. Lyn Exum, a professor of criminal justice at<br />
the University of North Carolina in Charlotte, decided to test the<br />
“robustness” of rational choice theory in light of high intoxicant use<br />
among criminals. Exum recruited eighty-four male college stu-<br />
dents for what they believed would be an experiment concerning<br />
the effects of alcohol on brain functions. In fact, Exum planned to<br />
measure the impact of alcohol and anger on the decision to engage<br />
in physical assault. The participants were randomly divided into “al-<br />
cohol” and “no alcohol” groups, with the members of the “alcohol”<br />
group given 1.5 ounces of vodka (diluted with orange juice) per 40<br />
pounds of body weight. Then, without the participants’ knowledge,<br />
the test group was split into “anger” and “no anger” categories.<br />
Exum induced the desired emotions from those in the “anger” set<br />
by falsely accusing them of arriving thirty minutes late to the labora-<br />
tory and threatening to withhold their $25 payment as a result.<br />
Because these theories are based on often untestable hy-<br />
potheses rather than empirical data, psychological explanations for<br />
criminal behavior are quite controversial. During the middle of the<br />
twentieth century, the concept of the criminal as psychopath (used<br />
interchangeably with the term sociopath) gained a great deal of cre-<br />
dence. The psychopath was seen as a person who had somehow<br />
lost her or his “humanity” and was unable to experience human<br />
emotions such as love or regret, to control criminal impulses, or to<br />
understand the consequences of her or his decisions.26 Over the<br />
past few decades, the concept of psychopathy has lost standing,<br />
as criminologists have criticized the notion that emotions can be<br />
“measured.”<br />
the reality Once the desired physical and mental states<br />
had been reached, each participant was presented with the fol-<br />
lowing hypothetical situation:<br />
You return from the restroom in a bar to find “Joe” flirting<br />
with your girlfriend. After a brief argument, “Joe” pushes you.<br />
How likely are you to physically assault “Joe” in retaliation?<br />
Exum found that those in the “anger/alcohol” group were<br />
significantly more likely to choose a violent outcome to the<br />
scenario than those in the “sober/calm” group. To Exum, this<br />
outcome suggests “there is no single rational choice model that<br />
underlies the decision to engage in physical assault.”<br />
For CritiCal analysis What is your opinion of Profes-<br />
sor Exum’s methods and conclusion? How do you think the par-<br />
ticipants’ demographics (all male, all college students, 76 percent<br />
Caucasian) affect the results, if at all?<br />
Myth Reality<br />
vs<br />
Does Placing Criminals in Prison reduce Crime? including acts of violence and drug abuse, are committed as if individuals had this<br />
ratio in mind. The earliest popular expression of classical theory came in 1764 when<br />
the Italian Cesare Beccaria (1738–1794) published his Essays on Crime.<br />
The Seduction of Crime In expanding on rational choice theory, sociologist<br />
Jack Katz has stated that the “rewards” of crime may be sensual as well as financial.<br />
The inherent danger of criminal activity, according to Katz, increases the “rush” a<br />
criminal experiences on successfully committing a crime. Katz labels the rewards<br />
of this “rush” the seduction of crime.11 For example, serial killer John Wayne Gacy<br />
claims to have “realized that death was the ultimate thrill” after murdering the first<br />
of his more than thirty victims.12 Katz believes that seemingly “senseless” crimes<br />
can be explained by rational choice theory only if the intrinsic reward of the crime<br />
itself is considered. For example, serial killer John Wayne Gacy claims to have “real-<br />
ized that death was the ultimate thrill” after murdering the first of his more than<br />
thirty victims.12 Katz believes that seemingly “senseless” crimes can be explained by<br />
rational choice theory only if the intrinsic reward of the crime itself is considered.<br />
Choice Theory and Public Policy The theory that wrongdoers<br />
choose to commit crimes is a cornerstone of the American criminal<br />
justice system. Because crime is seen as the end result of a series of<br />
rational choices, policymakers have reasoned that severe punishment can deter<br />
criminal activity by adding another variable to the decision- making process.<br />
Supporters of the death penalty—now used by thirty-eight states and the fed-<br />
eral government—emphasize its deterrent effects, and legislators have used<br />
harsh mandatory sentences to control illegal drug use and trafficking. (To<br />
see why one expert questions choice theory as a basis for criminal policy, see<br />
the feature You Be The Judge.)<br />
“Born Criminal”: BiologiCal and<br />
PsyChologiCal Theories of Crime<br />
As we have seen, Cesare Lombroso believed in the “criminal born” man and woman<br />
and was confident that he could distinguish criminals by their apelike<br />
physical features. Such far-fetched notions have long been relegated<br />
to scientific oblivion. But many criminologists do believe that trait<br />
theories have validity. These theories suggest that certain biologi-<br />
cal or psychological traits in individuals could incline them toward<br />
criminal behavior given a certain set of circumstances. “All behavior<br />
is biological,” points out geneticist David C. Rowe of the University<br />
of Arizona. “All behavior is represented in the brain, in its biochem-<br />
istry, electrical activity, structure, and growth and decline.” 13<br />
For example, serial killer John Wayne Gacy claims to have<br />
“realized that death was the ultimate thrill” after murdering the<br />
first of his more than thirty victims.12 Katz believes that seemingly<br />
“senseless” crimes can be explained by rational choice theory only if<br />
the intrinsic reward of the crime itself is considered. For example,<br />
serial killer John Wayne Gacy claims to have “realized that death<br />
was the ultimate thrill” after murdering the first of his more than<br />
thirty victims.12 Katz believes that seemingly “senseless” crimes can<br />
Victimology A<br />
school of criminology<br />
that studies why<br />
certain people are<br />
the victims of crimes<br />
and the optimal<br />
role for victims in<br />
the criminal justice<br />
system.<br />
lo 6<br />
16 Criminal JustiCe in aCtion Chapter 2 Causes of Crime 17<br />
Criminologists, or researchers who study the causes of crime, warn<br />
against using models to predict violent behavior. After all, not every mid-<br />
dle-aged white man who has a grudge against his employers and owns<br />
a gun is a potential criminal, and it would be wrong to treat them as such. <strong>St</strong>udies<br />
may show a correlation between these factors and workplace violence, but very<br />
few criminologists would go as far as to claim that these factors cause such violent<br />
behavior. Correlation between two variables means that they tend to vary together.<br />
Causation, in contrast, means that one variable is responsible for the change in the<br />
other. Research shows, for example, that ice cream sales and crime rates both rise in<br />
the summer. Thus, there is a correlation between ice cream sales and crime. Nobody<br />
would seriously suggest, though, that increased sales of ice cream cause the boost<br />
including acts of violence and drug abuse, are committed as if individuals had<br />
this ratio in mind. The earliest popular expression of classical theory came<br />
in 1764 when the Italian Cesare Beccaria (1738–1794) published his Essays on<br />
Crime.<br />
The SeducTion of crime In expanding on rational choice theory,<br />
sociologist Jack Katz has stated that the “rewards” of crime may be sensual<br />
as well as financial. The inherent danger of criminal activity, according to<br />
Katz, increases the “rush” a criminal experiences on successfully committing<br />
a crime. Katz labels the rewards of this “rush” the seduction of crime.11 For<br />
example, serial killer John Wayne Gacy claims to have “realized that death was<br />
the ultimate thrill” after murdering the first of his more than thirty victims.12<br />
Katz believes that seemingly “senseless” crimes can be explained by rational<br />
choice theory only if the intrinsic reward of the crime itself is considered. For<br />
example, serial killer John Wayne Gacy claims to have “realized that death was<br />
the ultimate thrill” after murdering the first of his more than thirty victims.12<br />
Katz believes that seemingly “senseless” crimes can be explained by rational choice<br />
theory only if the intrinsic reward of the crime itself is considered.<br />
Choice Theory and Public Policy The theory that wrongdoers choose to commit<br />
crimes is a cornerstone of the American criminal justice system. Because crime is<br />
seen as the end result of a series of rational choices, policymakers have reasoned<br />
that severe punishment can deter criminal activity by adding another variable to the<br />
decision- making process. Supporters of the death penalty—now used by thirty-eight<br />
states and the federal government—emphasize its deterrent effects, and legislators<br />
have used harsh mandatory sentences to control illegal drug use and trafficking.<br />
(To see why one expert questions choice theory as a basis for criminal policy, see the<br />
feature You Be The Judge.)<br />
“Born Criminal”: BiologiCal and<br />
PsyChologiCal Theories of Crime<br />
As we have seen, Cesare Lombroso believed in the “criminal born” man and woman<br />
and was confident that he could distinguish criminals by their apelike physical<br />
features. Such far-fetched notions have long been relegated to scientific oblivion.<br />
But many criminologists do believe that trait theories have validity. These theories<br />
suggest that certain biological or psychological traits in individuals could incline<br />
them toward criminal behavior given a certain set of circumstances. “All behavior<br />
is biological,” points out geneticist David C. Rowe of the University of Arizona. “All<br />
behavior is represented in the brain, in its biochemistry, electrical activity, structure,<br />
and growth and decline.” 13<br />
For example, serial killer John Wayne Gacy claims to have “realized that death was<br />
the ultimate thrill” after murdering the first of his more than thirty victims.12 Katz<br />
believes that seemingly “senseless” crimes can be explained by rational choice theory<br />
only if the intrinsic reward of the crime itself is considered. For example, serial killer<br />
John Wayne Gacy claims to have “realized that death was the ultimate thrill” after<br />
murdering the first of his more than thirty victims.12 Katz believes that seemingly<br />
“senseless” crimes can be explained by rational choice theory only if the intrinsic<br />
reward of the crime itself is considered. For example, serial killer John Wayne Gacy<br />
Larceny / Theft<br />
58.6%<br />
Burglary<br />
18.6%<br />
Motor Vehicle<br />
Theft 10.7%<br />
Murder 0.2%<br />
Forcible<br />
Rape 0.8%<br />
Robbery 3.6%<br />
Aggravated<br />
Assault 7.5%<br />
• Figure 03.04<br />
Composition of Part I Offenses<br />
The Uniform Crime Report's violent<br />
crime statistics cover murders, forc-<br />
ible rapes, robberies, and aggra-<br />
vated assaults. As you can see, after<br />
a steady decline, these rates have<br />
begun to head upward.<br />
Source: Federal Bureau of Investigation,<br />
Crime in the United <strong>St</strong>ates, 2008,<br />
(Washington, D.C.: U.S. Department<br />
of Justice, 2007), at www.fbi.gov<br />
Despite its vaunted position in modern criminology, rational choice<br />
theory is viewed with suspicion by many criminologists. If the decision<br />
to commit a crime is based on a rational consideration of the costs and<br />
benefits of the crime, what happens if the person making the decision<br />
is not capable of rationality? The question is particularly relevant given<br />
that as many as 75 percent of violent offenders may be under the influ-<br />
ence of alcohol or drugs when they commit their crimes.<br />
Bell v. Wolfish<br />
United <strong>St</strong>ates Supremem Court<br />
441 US 520 (1979)<br />
http://laws.findlaw.com/US/441/520.html<br />
In the WOrds OF the COurt...<br />
Justice Renquist, majority opinion<br />
M. Lyn Exum, a professor of criminal justice at the University of<br />
North Carolina in Charlotte, decided to test the “robustness” of ra-<br />
tional choice theory in light of high intoxicant use among criminals.<br />
Exum recruited eighty-four male college students for what they<br />
believed would be an experiment concerning the effects of alcohol<br />
on brain functions. In fact, Exum planned to measure the impact of<br />
alcohol and anger on the decision to engage in physical assault. The<br />
participants were randomly divided into “alcohol” and “no alcohol”<br />
groups, with the members of the “alcohol” group given 1.5 ounces<br />
of vodka (diluted with orange juice) per 40 pounds of body weight.<br />
Then, without the participants’ knowledge, the test group was split<br />
into “anger” and “no anger” categories. Exum induced the desired<br />
emotions from those in the “anger” set by falsely accusing them<br />
of arriving thirty minutes late to the laboratory and threatening to<br />
withhold their $25 payment as a result. Exum induced the desired<br />
emotions from those in the “anger” set by falsely accusing them of<br />
arriving thirty minutes late to the laboratory and threatening to with-<br />
hold their $25 payment as a result.<br />
. . . .<br />
Because these theories are based on often untestable hypotheses<br />
rather than empirical data, psychological explanations for criminal<br />
behavior are quite controversial. During the middle of the twen-<br />
tieth century, the concept of the criminal as psychopath (used<br />
interchangeably with the term sociopath) gained a great deal of<br />
credence. The psychopath was seen as a person who had somehow<br />
lost her or his “humanity” and was unable to experience human<br />
emotions such as love or regret, to control criminal impulses, or to<br />
understand the consequences of her or his decisions.26 Over the<br />
past few decades, the concept of psychopathy has lost standing,<br />
as criminologists have criticized the notion that emotions can be<br />
“measured.” Once the desired physical and mental states had been<br />
reached, each participant was presented with the following hypo-<br />
thetical situation. You return from the restroom in a bar to find “Joe”<br />
flirting with your girlfriend. After a brief argument, “Joe” pushes<br />
you. How likely are you to physically assault “Joe” in retaliation?<br />
. . . .<br />
Because these theories are based on often untestable hypotheses<br />
rather than empirical data, psychological explanations for criminal<br />
behavior are quite controversial. During the middle of the twentieth<br />
century, the concept of the criminal as psychopath (used inter-<br />
changeably with the term sociopath) gained a great deal of credence.<br />
The psychopath was seen as a person who had somehow lost her or<br />
his “humanity” and was unable to experience human emotions such<br />
as love or regret, to control criminal impulses, or to understand the<br />
consequences of her or his decisions.<br />
Once the desired physical and mental states had been reached, each<br />
participant was presented with the following hypothetical situation:<br />
After a brief argument, “Joe” pushes you. How likely are you to physi-<br />
cally assault “Joe” in retaliation? Exum found that those in the “anger/<br />
alcohol” group were significantly more likely to choose a violent<br />
outcome to the scenario than those in the “sober/calm” group. To<br />
Exum, this outcome suggests “there is no single rational choice model<br />
that underlies the decision to engage in physical assault.”<br />
FOr CrItICal analysIs<br />
What is your opinion of Professor Exum’s methods and conclusion?<br />
How do you think the participants’ demographics (all male, all col-<br />
lege students, 76 percent Caucasian) affect the results, if at all?<br />
For more information on brain scans and other CJ technolo-<br />
gies, click on Web Links under Chapter Resources at www.<br />
cjinaction.com.<br />
landmark Cases Bell v. wolfish<br />
lo 5<br />
22 Criminal JustiCe in aCtion Chapter 2 Causes of Crime 23<br />
Criminologists, or researchers who study the causes of crime, warn against using<br />
models to predict violent behavior. After all, not every middle-aged white man who<br />
has a grudge against his employers and owns a gun is a potential criminal, and it<br />
would be wrong to treat them as such. <strong>St</strong>udies may show a correlation between these<br />
factors and workplace violence, but very few criminologists would go as far as to<br />
claim that these factors cause such violent behavior. Correlation between two vari-<br />
ables means that they tend to vary together. Causation, in contrast, means that one<br />
variable is responsible for the change in the other. Research shows, for example, that<br />
ice cream sales and crime rates both rise in the summer. Thus, there is a correlation<br />
between ice cream sales and crime. Nobody would seriously suggest, though, that<br />
increased sales of ice cream cause the boost in crime rates.<br />
This is the quandary in which criminologists find themselves. One can say that<br />
there is a correlation between violent workplace crime and certain characteristics<br />
of the lives of violent workplace criminals. But we cannot say what actually caused<br />
Myles Meyers to kill Roy Thacker without knowing much more about his back-<br />
ground and environment, and possibly not even then. Consequently, the question.<br />
In one respect, though, workplace violence is atypical: it seems to follow a pat-<br />
tern. According to data collected by James Alan Fox of Northeastern University in<br />
including acts of violence and drug abuse, are committed as if individuals had this<br />
ratio in mind. The earliest popular expression of classical theory came in 1764 when<br />
the Italian Cesare Beccaria (1738–1794) published his Essays on Crime.<br />
The SeducTion of crime In expanding on rational choice theory, sociologist<br />
Jack Katz has stated that the “rewards” of crime may be sensual as well as financial.<br />
The inherent danger of criminal activity, according to Katz, increases the “rush” a<br />
criminal experiences on successfully committing a crime. Katz labels the rewards<br />
of this “rush” the seduction of crime.11 For example, serial killer John<br />
Wayne Gacy claims to have “realized that death was the ultimate thrill”<br />
after murdering the first of his more than thirty victims.12 Katz believes<br />
that seemingly “senseless” crimes can be explained by rational choice theory only if<br />
the intrinsic reward of the crime itself is considered. For example, serial killer John<br />
Wayne Gacy claims to have “realized that death was the ultimate thrill” after murder-<br />
ing the first of his more than thirty victims.12<br />
Choice Theory and Public Policy The theory that wrongdoers choose to commit<br />
crimes is a cornerstone of the American criminal justice system. Because crime is<br />
seen as the end result of a series of rational choices, policymakers have reasoned<br />
that severe punishment can deter criminal activity by adding another variable to the<br />
decision- making process. Supporters of the death penalty—now used by thirty-eight<br />
states and the federal government—emphasize its deterrent effects, and legislators<br />
have used harsh mandatory sentences to control illegal drug use and trafficking.<br />
(To see why one expert questions choice theory as a basis for criminal policy, see the<br />
feature You Be The Judge.)<br />
“Born Criminal”: BiologiCal and<br />
PsyChologiCal Theories of Crime<br />
As we have seen, Cesare Lombroso believed in the “criminal born” man and woman<br />
and was confident that he could distinguish criminals by their apelike physical<br />
features. Such far-fetched notions have long been relegated to scientific oblivion.<br />
issue<br />
area of concern<br />
Wrongful act<br />
Party who brings suit<br />
Party who responds<br />
standard of proof<br />
remedy<br />
Civil law<br />
rights and duties between individuals<br />
harm to aperson of business entity<br />
Person who suffered harm (plaintiff)<br />
Person who supposedly caused harm<br />
(defendant)<br />
Preponderance of the evidence<br />
damages to compensate for the harm<br />
Criminal law<br />
Crime is not something a person is<br />
“born to do.” instead, it is the result of<br />
the social conditions under which a<br />
person finds himself or herself. Those<br />
who are socially disadvantaged—<br />
because of poverty or other factors<br />
such as racial discrimination—are more<br />
likely to commit crimes because other<br />
avenues to “success” have been closed<br />
off. high-crime areas will develop<br />
their own cultures that are in constant<br />
conflict with the dominant culture and<br />
create a cycle of crime that claims the<br />
youth who grow up in the area and go<br />
on to be career criminals.<br />
mastering ConCepts Civil law versus Criminal law<br />
lo 8<br />
This will be The TiTle of The box<br />
Despite its vaunted position in modern<br />
criminology, rational choice theory is viewed<br />
with suspicion by many criminologists. If the<br />
decision to commit a crime is based on a ra-<br />
tional consideration of the costs and benefits<br />
of the crime, what happens if the person<br />
making the decision is not capable of ratio-<br />
nality? The question is particularly relevant<br />
given that as many as 75 percent of violent offenders may<br />
be under the influence of alcohol or drugs when they com-<br />
mit their crimes.<br />
M. Lyn Exum, a professor of criminal justice at the<br />
University of North Carolina in Charlotte, decided to test the<br />
“robustness” of rational choice theory in light of high intoxi-<br />
cant use among criminals. Exum recruited eighty-four male<br />
college students for what they believed would be an experi-<br />
ment concerning the effects of alcohol on brain functions.<br />
In fact, Exum planned to measure the impact of alcohol and<br />
anger on the decision to engage in physical assault. The<br />
participants were randomly divided into “alcohol” and “no<br />
alcohol” groups, with the members of the “alcohol” group<br />
given 1.5 ounces of vodka (diluted with orange juice) per<br />
40 pounds of body weight. Then, without the participants’<br />
knowledge, the test group was split into “anger” and “no<br />
anger” categories. Exum induced the desired emotions from<br />
those in the “anger” set by falsely accusing them of arriving<br />
thirty minutes late to the laboratory and threatening to with-<br />
hold their $25 payment as a result.<br />
Because these theories are based on often untestable<br />
hypotheses rather than empirical data, psychological explana-<br />
tions for criminal behavior are quite controversial. During the<br />
middle of the twentieth century, the concept of the criminal<br />
as psychopath (used interchangeably with the term socio-<br />
path) gained a great deal of credence. The psychopath was<br />
seen as a person who had somehow lost her or his “humanity”<br />
and was unable to experience human emotions such as love<br />
or regret, to control criminal impulses, or to understand the<br />
consequences of her or his decisions.26 Over the past few<br />
decades, the concept of psychopathy has lost standing, as<br />
criminologists have criticized the notion that emotions can be<br />
“measured.”<br />
Once the desired physical and mental states had been<br />
reached, each participant was presented with the following<br />
hypothetical situation:<br />
You return from the restroom in a bar to find “Joe”<br />
flirting with your girlfriend. After a brief argument, “Joe”<br />
pushes you. How likely are you to physically assault “Joe” in<br />
retaliation?<br />
Exum found that those in the “anger/alcohol” group<br />
were significantly more likely to choose a violent outcome to<br />
the scenario than those in the “sober/calm” group. To Exum,<br />
this outcome suggests “there is no single rational choice<br />
model that underlies the decision to engage in physical as-<br />
sault.”<br />
For CritiCal analysis What is your opinion<br />
of Professor Exum’s methods and conclusion? How do you<br />
think the participants’ demographics (all male, all college<br />
students, 76 percent Caucasian) affect the results, if at all?<br />
anti-terrorism in aCtion<br />
20 Criminal JustiCe in aCtion Chapter 2 Causes of Crime 21<br />
including acts of violence and drug abuse, are committed as if individuals had this<br />
ratio in mind. The earliest popular expression of classical theory came in 1764 when<br />
the Italian Cesare Beccaria (1738–1794) published his Essays on Crime.<br />
The SeducTion of crime In expanding on rational choice theory, sociologist<br />
Jack Katz has stated that the “rewards” of crime may be sensual as well as financial.<br />
The inherent danger of criminal activity, according to Katz, increases the “rush” a<br />
criminal experiences on successfully committing a crime. Katz labels the rewards<br />
of this “rush” the seduction of crime.11 For example, serial killer John Wayne Gacy<br />
claims to have “realized that death was the ultimate thrill” after murdering the first<br />
of his more than thirty victims.12 Katz believes that seemingly “senseless” crimes can<br />
be explained by rational choice theory only if the intrinsic reward of the crime itself<br />
is considered. For example, serial killer John Wayne Gacy claims to have “realized<br />
that death was the ultimate thrill” after murdering the first of his more than thirty<br />
victims.12 Katz believes that seemingly “senseless” crimes can be explained by ratio-<br />
nal choice theory only if the intrinsic reward of the crime itself is considered.<br />
choice Theory and Public Policy The theory that wrongdoers choose to<br />
commit crimes is a cornerstone of the American criminal justice system. Because<br />
crime is seen as the end result of a series of rational choices, policymakers have<br />
reasoned that severe punishment can deter criminal activity by adding another vari-<br />
able to the decision- making process. Supporters of the death penalty—now used by<br />
thirty-eight states and the federal government—emphasize its deterrent effects, and<br />
the situation During the annual “Wild West Days”<br />
celebration, a homeless man named Bert ignored signs labeled “No<br />
Disrupting of Parade Route” and crossed Main <strong>St</strong>reet. In doing so,<br />
he unintentionally spooked a horse carrying ten-year-old “cowgirl”<br />
Katy. The horse bolted, and Katy was thrown to her death. Pa-<br />
rade rules stipulate that no person under the age of twelve years<br />
shall be allowed to ride a horse, but Katy’s mother, an important<br />
businesswoman and community leader, managed to circumvent<br />
these regulations on her daughter’s behalf. Now, Katy’s mother is<br />
insisting that District Attorney Patty Lopez, who is facing a tough<br />
reelection battle, bring murder charges against Bert.<br />
the ethical dilemma Following the letter of the<br />
law, District Attorney Lopez could charge Bert with involuntary<br />
manslaughter, which, as you will learn in Chapter 3, requires<br />
that the offender’s carelessness cause a death that he or she<br />
did not intend. However, Lopez realizes that hundreds of<br />
people cross Main <strong>St</strong>reet during the parade every year, and Bert<br />
was more unlucky than careless.<br />
Furthermore, Lopez is well aware<br />
that the support of Katy’s mother<br />
is crucial to her reelection cam-<br />
paign, and, if she fails to bring charges<br />
against Lopez, she might well lose the election.<br />
what is the solution? What do you believe District<br />
Attorney Lopez should do? She knows that, legally, she can<br />
charge Bert with involuntary manslaughter. But murder tri-<br />
als take up considerable resources that might be better spent<br />
prosecuting more serious crimes with more dangerous offenders.<br />
Lopez also knows that, under most circumstances, she would<br />
have very little chance of convincing a jury that such an obvious<br />
accident requires punishment. But, Katy is a very sympathetic<br />
victim and Bert is a very unsympathetic suspect. How will District<br />
Attorney Lopez’s personal values, and her political considerations,<br />
affect her discretion in this matter?<br />
a Question of ethics Death of a Cowgirl<br />
The Seduction of Crime Criminologists, or researchers who study the causes of<br />
crime, warn against using models to predict violent behavior. After all, not every<br />
middle-aged white man who has a grudge against his employers and owns a gun is a<br />
potential criminal, and it would be wrong to treat them as such. <strong>St</strong>udies may show a<br />
correlation between these factors and workplace violence, but very few<br />
criminologists would go as far as to claim that these factors cause such<br />
violent behavior. Correlation between two variables means that they<br />
tend to vary together. Causation, in contrast, means that one variable is responsible<br />
for the change in the other. Research shows, for example, that ice cream sales and<br />
crime rates both rise in the summer. Thus, there is a correlation between ice cream<br />
sales and crime. Nobody would seriously suggest, though, that increased sales of ice<br />
cream cause the boost in crime rates.<br />
This is the quandary in which criminologists find themselves. One can say that there<br />
is a correlation between violent workplace crime and certain characteristics of the<br />
lives of violent workplace criminals. But we cannot say what actually caused Myles<br />
Meyers to kill Roy Thacker without knowing much more about his background and<br />
environment, and possibly not even then. Consequently, the question.<br />
In one respect, though, workplace violence is atypical: it seems to follow a pat-<br />
tern. According to data collected by James Alan Fox of Northeastern University in<br />
Boston, 73 percent of those persons convicted for workplace homicide are white,<br />
more than half are over age thirty-five, and almost all are male. 4 These criminals<br />
tend to be hypersensitive to criticism and often respond violently when disciplined. 5<br />
Researchers also note that usually several “trigger” events lead up to a workplace<br />
murder, which, in most instances, is carried out with a firearm. 6 Do these factors<br />
provide us with any clues as to the underlying causes of Myles Meyers’s behavior?<br />
The study of crime, or criminology, is rich with different theories as to why people<br />
commit crimes. In this chapter, we will discuss the most influential of these theo-<br />
ries, some of which complement each other and some of which do not. We will also<br />
look at the various factors most commonly, if not always correctly, associated with<br />
criminal behavior. Finally, this chapter will address the question of relevance: What<br />
effect do theories of why wrongdoing occurs have on efforts to control and prevent<br />
crime?<br />
Criminologists, or researchers who study the causes of crime, warn against using<br />
models to predict violent behavior. After all, not every middle-aged white man who<br />
has a grudge against his employers and owns a gun is a potential criminal, and it would<br />
be wrong to treat them as such. <strong>St</strong>udies may show a correlation between these factors<br />
and workplace violence, but very few criminologists would go as far as to claim that<br />
05 06<br />
Figure 3.3<br />
Year<br />
Index Crme Rate<br />
3000<br />
4000<br />
5000<br />
6000<br />
03 04<br />
197879 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 00 01 02<br />
• figure 3.8<br />
Violent crime Rates, 1990-2008<br />
The Uniform Crime Report's violent crime<br />
statistics cover murders, forcible rapes,<br />
robberies, and aggravated assaults. As<br />
you can see, after a steady decline, these<br />
rates have begun to head upward.<br />
Criminology The<br />
scientific study of<br />
crime and the causes<br />
of criminal behavior.<br />
Social<br />
Disorganization<br />
Theory The theory<br />
that deviant behavior<br />
is more likely in<br />
communities where<br />
social institutions<br />
such as the family,<br />
schools, and the<br />
criminal justice<br />
system fail to exert<br />
control over the<br />
population.<br />
Self ASSeSSment fill in the blanks and check your answers on page xxx.<br />
Offenders sentened to probation serve their sentence in the under the supervision<br />
of a . If a probationer commmits a by failing to follow the of<br />
his or her probation, it will be revoked and he or she will likely be sent to .<br />
lo 7<br />
Source: Federal Bureau of Investigation, Crime in the United <strong>St</strong>ates, 2008,<br />
(Washington, D.C.: U.S. Department of Justice, 2007), at www.fbi.gov
including acts of violence and drug abuse, are committed as if individuals had this<br />
ratio in mind. The earliest popular expression of classical theory came in 1764 when<br />
the Italian Cesare Beccaria (1738–1794) published his Essays on Crime.<br />
Cengage Learning<br />
The SeducTion of crime In expanding on rational<br />
choice theory, sociologist Jack Katz has stated that<br />
the “rewards” of crime may be sensual as well as financial.<br />
The inherent danger of criminal activity, according<br />
to Katz, increases the “rush” a criminal experiences on<br />
successfully committing a crime. Katz labels the rewards<br />
of this “rush” the seduction of crime.11 For example,<br />
serial killer John Wayne Gacy claims to have “realized<br />
that death was the ultimate thrill” after murdering the<br />
first of his more than thirty victims.12 Katz believes<br />
that seemingly “senseless” crimes can be explained by<br />
rational choice theory only if the intrinsic reward of the<br />
crime itself is considered. For example, serial killer John<br />
Wayne Gacy claims to have “realized that death was the<br />
ultimate thrill” after murdering the first of his more than<br />
thirty victims.12 Katz believes that seemingly “senseless”<br />
crimes can be explained by rational choice theory only if<br />
the intrinsic reward of the crime itself is considered.<br />
9-4: On March 18, 2008, a Brooklyn, New York, jury found Cesar choice Theory and Public Policy The theory<br />
Rodriguez guilty of manslaughter for the death of his seven-year-old that wrongdoers choose to commit crimes is a corner-<br />
stepdaughter Nixzmary Brown, shown in this framed photo.<br />
stone of the American criminal justice system. Because<br />
crime is seen as the end result of a series of rational<br />
choices, policymakers have reasoned that severe punishment can deter criminal<br />
activity by adding another variable to the decision- making process. Supporters of<br />
the death penalty—now used by thirty-eight states and the federal government—<br />
emphasize its deterrent effects, and legislators have used harsh mandatory sentences<br />
to control illegal drug use and trafficking. (To see why one expert questions<br />
choice theory as a basis for criminal policy, see the feature You Be The Judge.)<br />
Text design for Gaines/Miller Criminal Justice, 6th Edition<br />
<strong>Design</strong> Programs: In<strong>Design</strong>, Photoshop, Illustrator<br />
CJ inaction<br />
Protecting the Community from Sex Offenders<br />
The California corrections system is a mess. Such a mess, in fact, that in late 2006 Governor<br />
Arnold Schwarzenegger declared a state of emergency for the state’s prisons and jails. The<br />
main culprit is overcrowding, which is so rampant that 16,000 inmates sleep on cots in hallways<br />
and gyms. The one bright spot, at least according to its supporters, is the Substance<br />
Abuse and Crime Act, or Proposition 36.79 This controversial diversion program, which<br />
treats drug abuse as a medical problem rather than a criminal act, is the subject of this chapter’s<br />
Criminal Justice in Action feature.<br />
DiverSion Deluxe<br />
in 2000, an overwhelming 61 percent of California voters approved Proposition 36. The initiative led to<br />
a change in the state penal code that mandates probation and community-based treatment instead of incarceration<br />
for eligible drug offenders. The treatment program is designed to wean drug abusers off selfdestructive<br />
habits. To be eligible, at the time of arrest the offender must have been in possession of the<br />
incriminating drugs for “personal use”—that is, he or she cannot be a drug “dealer.”80 Proposition 36 also<br />
excludes those with a prior conviction for a violent felony, those who are “us[ing] a firearm” at the time of<br />
the drug arrest, and those who refuse treatment.81<br />
Proposition 36 diverges from the traditional sentencing model in three important ways. First, it prohibits<br />
judges from sending offenders to prison or jail, severely restricting their control over sentencing process.<br />
Second, it makes probation mandatory for a certain class of criminals. Third, it limits a judges’ ability to<br />
revoke probation and return offenders to prison or jail as a punishment for failing to follow the terms of a<br />
community-based sentence.<br />
The CASe For ProPoSiTion 36<br />
• in 2006, a study carried out by the university of California at los Angeles (uClA) found that about<br />
35,000 nonviolent drug offenders successfully completed Proposition 36’s treatment program.<br />
• The researchers calculated that for every dollar spent on Proposition 36, the state has saved $2.50<br />
in incarceration costs, for a total of $140.5 million in the program’s first year and $158.8 million in<br />
the second.82<br />
• Another study, by the Justice Policy institute, estimated that the number of inmates in California<br />
prisons for drug offenses hsa dropped by 34 percent since the law took effect.83<br />
The CASe AGAinST ProPoSiTion 36<br />
• only one in four offenders ordered into treatment managed to graduate from the program.<br />
• A quarter of those sentenced under Proposition 36 never showed up for their initial assessment.84<br />
• nearly a third of the offenders were arrested on drug charges within a year of starting<br />
treatment, compared to much lower rates for other diversion programs such as drug<br />
courts (see page xxx).85<br />
“Born Criminal”: BiologiCal and<br />
PsyChologiCal Theories of Crime<br />
As we have seen, Cesare Lombroso believed in the “criminal born” man and woman<br />
and was confident that he could distinguish criminals by their apelike physical<br />
features. Such far-fetched notions have long been relegated to scientific oblivion.<br />
Your oPinion—wriTinG ASSiGnmenT<br />
The problem with Proposition 36, according to some experts, is that it does not require ac-<br />
But many criminologists do believe that trait theories have validity. These theories<br />
countability. As we saw earlier in this chapter, most convicts who fail to follow the conditions of<br />
suggest that certain biological or psychological traits in individuals<br />
could incline them toward criminal behavior given a certain set of circumstances.<br />
“All behavior is biological,” points out geneticist David C.<br />
Rowe of the University of Arizona. “All behavior is represented in the brain, in its<br />
biochemistry, electrical activity, structure, and growth and decline.”<br />
their community-based sentence can be incarcerated as punishment. Some California state legislators<br />
want to reform Proposition 36 by adding a “flash incarceration” component that would allow<br />
judges to send violators caught using drugs to jail for up to ten days.<br />
Do you think that the criminal justice system should offer more pure treatment options similar to<br />
Proposition 36 for nonviolent offenders? or, does even the most treatment-oriented program<br />
require the threat of incarceration to protect society’s best interests? Before responding,<br />
your can review our discussions in this chapter concerning:<br />
• The justifications for community corrections (pages xx-xx)<br />
• Probation revocation (pages (xx-xx)<br />
• Shock incarceration (pages xx-xx)<br />
24 Criminal JustiCe in aCtion Your answer should take at least three full paragraphs.<br />
Chapter 2 Causes of Crime 25<br />
13<br />
lo 9<br />
manizing conditions in many prisons and jails. Some critics of the movement find<br />
the convict criminologists too focused on prisons and prison life, to the exclusion of<br />
Preamble<br />
We the People of the United <strong>St</strong>ates, in Order to<br />
form a more perfect Union, establish Justice, insure<br />
domestic Tranquility, provide for the common defence,<br />
promote the general Welfare, and secure the Blessings<br />
of Liberty to ourselves and our Posterity, do ordain<br />
and establish this Constitution for the United <strong>St</strong>ates of<br />
America.<br />
The Constitution of the United <strong>St</strong>ates Appendix A<br />
article i<br />
Section 1. All legislative Powers herein<br />
granted shall be vested in a Congress of the United<br />
<strong>St</strong>ates, which shall consist of a Senate and House of<br />
Representatives.<br />
Section 2. The House of Representatives shall be<br />
composed of Members chosen every second Year by the<br />
People of the several <strong>St</strong>ates, and the Electors in each<br />
<strong>St</strong>ate shall have the Qualifications requisite for Electors<br />
of the most numerous Branch of the <strong>St</strong>ate Legislature.<br />
No Person shall be a Representative who shall not<br />
have attained to the Age of twenty five Years, and been<br />
seven Years a Citizen of the United <strong>St</strong>ates, and who<br />
shall not, when elected, be an Inhabitant of that <strong>St</strong>ate<br />
in which he shall be chosen.<br />
Representatives and direct Taxes shall be<br />
apportioned among the several <strong>St</strong>ates which may<br />
be included within this Union, according to their<br />
respective Numbers, which shall be determined by<br />
adding to the whole Number of free Persons, including<br />
those bound to Service for a Term of Years, and<br />
excluding Indians not taxed, three fifths of all other<br />
Persons. The actual Enumeration shall be made within<br />
three Years after the first Meeting of the Congress of<br />
the United <strong>St</strong>ates, and within every subsequent Term of<br />
ten Years, in such Manner as they shall by Law direct.<br />
The Number of Representatives shall not exceed one<br />
for every thirty Thousand, but each <strong>St</strong>ate shall have at<br />
Least one Representative; and until such enumeration<br />
shall be made, the <strong>St</strong>ate of New Hampshire shall be<br />
entitled to chuse three, Massachusetts eight, Rhode<br />
Island and Providence Plantations one, Connecticut<br />
five, New York six, New Jersey four, Pennsylvania<br />
eight, Delaware one, Maryland six, Virginia ten, North<br />
Carolina five, South Carolina five, and Georgia three.<br />
When vacancies happen in the Representation<br />
from any <strong>St</strong>ate, the Executive Authority thereof shall<br />
issue Writs of Election to fill such Vacancies.<br />
The House of Representatives shall chuse their<br />
Speaker and other Officers; and shall have the sole<br />
Power of Impeachment.<br />
Section 3. The Senate of the United <strong>St</strong>ates shall<br />
be composed of two Senators from each <strong>St</strong>ate, chosen<br />
by the Legislature thereof, for six Years; and each<br />
Senator shall have one Vote.<br />
Immediately after they shall be assembled in<br />
Consequence of the first Election, they shall be divided<br />
as equally as may be into three Classes. The Seats of<br />
the Senators of the first Class shall be vacated at the<br />
Expiration of the second Year, of the second Class at the<br />
Expiration of the fourth Year, and of the third Class at<br />
the Expiration of the sixth Year, so that one third may<br />
be chosen every second Year; and if Vacancies happen<br />
by Resignation, or otherwise, during the Recess of the<br />
Legislature of any <strong>St</strong>ate, the Executive thereof may<br />
make temporary Appointments until the next Meeting<br />
of the Legislature, which shall then fill such Vacancies.<br />
No Person shall be a Senator who shall not have<br />
attained to the Age of thirty Years, and been nine Years<br />
a Citizen of the United <strong>St</strong>ates, and who shall not, when<br />
elected, be an Inhabitant of that <strong>St</strong>ate for which he<br />
shall be chosen.<br />
The Vice President of the United <strong>St</strong>ates shall be<br />
President of the Senate, but shall have no Vote, unless<br />
they be equally divided.<br />
The Senate shall chuse their other Officers, and<br />
also a President pro tempore, in the Absence of the<br />
Vice President, or when he shall exercise the Office of<br />
President of the United <strong>St</strong>ates.<br />
The Senate shall have the sole Power to try all<br />
Impeachments. When sitting for that Purpose, they<br />
shall be on Oath or Affirmation. When the President<br />
of the United <strong>St</strong>ates is tried, the Chief Justice shall<br />
preside: And no Person shall be convicted without the<br />
Concurrence of two thirds of the Members present.<br />
Judgment in Cases of Impeachment shall not<br />
extend further than to removal from Office, and<br />
4 Criminal JustiCe in aCtion appendix a The Constitution of the United <strong>St</strong>ates 5<br />
lo 1<br />
lo 2<br />
lo 3<br />
lo 4<br />
lo 5<br />
Chapter Summary<br />
Explain why classical criminology is based on<br />
choice theory. Choice theory holds that those who<br />
commit crimes choose to do so. Classical criminology<br />
is based on a model of a person rationally making<br />
a choice before commiting a crime—weighing<br />
the benefits agains the costs.<br />
Contrast positivism with classical criminology.<br />
Whereas classical theorists believe criminals make<br />
rational choices, those of the positivist school believe<br />
that criminal behavior is determined by psychological,<br />
biological, and social forces that the individual<br />
cannot control.<br />
List and describe the three theories of social<br />
structure that help explain crime. Social disorganization<br />
theory states that crime is largely a product<br />
of unfavorable conditions in certain communities, or<br />
zones of disorganization. The strain theory argues<br />
that most people seek increased wealth and financial<br />
security and that the strain of not being able to<br />
achieve these goals legally leads to criminal behavior.<br />
Finally, cultural deviance theory asserts that people<br />
adapt to the values of the subculture—which has its<br />
own standards of behavior—to which they belong.<br />
List and briefly explain the three branches of<br />
social process theory. (a) Learning theory, which<br />
contends that people learn to be criminals from their<br />
family and peers. (b) Control theory, which holds<br />
that most of us are dissuaded from a life of crime<br />
because we place importance on the opinions of family<br />
and peers. (c) <strong>Lab</strong>eling theory, which holds that a<br />
person labeled a “junkie” or a “thief”.<br />
Describe how life course criminology differs<br />
from the other theories addressed in this chapter.<br />
The five other theories addressed in this chapter<br />
link criminal behavior to factors—such as unemployment<br />
or poor schools—that affect an individual<br />
long after his or her personality has been established.<br />
Life course theories focus on behavioral patterns<br />
of childhood such as bullying, lying, and stealing<br />
as predictors of future criminal behavior. affect an<br />
individual long after his or her personality has been<br />
established. Life course theories focus on behavioral<br />
lo 6<br />
lo 7<br />
lo 8<br />
lo 9<br />
Discuss the evolution of victimology from its<br />
beginnings in the 1940s until today. When criminologists<br />
first began studying the victims of crimes<br />
after World War II, they theorized that the victim<br />
played an active role in her or his victimization.<br />
This line of thinking remained popular for several<br />
decades. In the 1970s, however, victims’ rights groups<br />
began to criticize the “blame the victim” tendency in<br />
criminology, and researchers turned their attention<br />
to the experience of being a victim and the victim’s<br />
role in the criminal justice system.<br />
Contrast positivism with classical criminology.<br />
Whereas classical theorists believe criminals make<br />
rational choices, those of the positivist school believe<br />
that criminal behavior is determined by psychological,<br />
biological, and social forces that the individual<br />
cannot control.<br />
List and describe the three theories of social<br />
structure that help explain crime. Social disorganization<br />
theory states that crime is largely a product<br />
of unfavorable conditions in certain communities, or<br />
zones of disorganization. The strain theory argues<br />
that most people seek increased wealth and financial<br />
security and that the strain of not being able to<br />
achieve these goals legally leads to criminal behavior.<br />
Finally, cultural deviance theory asserts that people<br />
adapt to the values of the subculture—which has its<br />
own standards of behavior—to which they belong.<br />
List and briefly explain the three branches of<br />
social process theory. (a) Learning theory, which<br />
contends that people learn to be criminals from their<br />
family and peers. (b) Control theory, which holds<br />
that most of us are dissuaded from a life of crime<br />
because we place importance on the opinions of<br />
family and peers. (c) <strong>Lab</strong>eling theory, which holds<br />
that a person labeled a “junkie” or a “thief”. The five<br />
other theories addressed in this chapter link criminal<br />
behavior to factors—such as unemployment or<br />
poor schools—that patterns of childhood such as<br />
bullying, lying, and stealing as predictors of future<br />
criminal behavior.<br />
Self ASSeSSment AnSwer Key<br />
Page 210: i. unreasonable; ii. probable cause; iii. exclusionary; iv. evidence<br />
Page 214: i. stop; ii. reasonable; iii. frisk<br />
Page 217: i. custody; ii. warrant; iii. warrantless; iv. probable cause<br />
anomie 44<br />
choice theory 37<br />
chronic offender 56<br />
classical criminology 37<br />
control theory 46<br />
criminology 36<br />
cultural deviance theory 44<br />
labeling theory 47<br />
learning theory 46<br />
life course criminology 49<br />
positivism 38<br />
social conflict theories 48<br />
social disorganization theory 43<br />
social process theories 46<br />
1. What is one possible reason for higher crime rates in<br />
low-income communities?<br />
2. If you believe that fear of punishment can have a<br />
deterrent effect on criminal activity, to what view of<br />
human behavior are you subscribing?<br />
3. If you believe that criminals learn how to be criminals,<br />
to what theory are you subscribing?<br />
4. Why have social conflict theories had a limited<br />
impact on public policy in the United <strong>St</strong>ates?<br />
Page 226: i. privacy; ii. search warrant; iii. seize; iv. arrest; v. consent<br />
Page 232: i. custody; ii. before; iii. wave; iv. immediately; v. attorney<br />
Page 234: i. identify; ii. photo array; iii. lineup; iv. booking<br />
social reality of crime 48<br />
strain theory 44<br />
subculture 45<br />
theory of differential<br />
association 46<br />
utilitarianism 38<br />
Key Terms<br />
Questions for Critical Analysis<br />
5. Why is it important for criminologists to study the<br />
behavior of preadolescents?<br />
6. Why do some convict criminologists believe they have<br />
an advantage over their mainstream colleagues?<br />
7. What factors contributed to the victims’ rights movement<br />
becoming politically successful?<br />
8. What is a chronic offender, and why is this sort of<br />
person of interest to criminologists?<br />
1. Bureau of <strong>Lab</strong>or <strong>St</strong>atistics, National Census of Fatal Press, 1996), 26–27.<br />
Occupational Injuries in 2002 (Washington, D.C.: U.S. 6. Ibid., 23–24.<br />
Department of <strong>Lab</strong>or, 2003), 1.<br />
7. James Q. Wilson and Richard J. Hernstein, Crime and<br />
2. Amy D. Whitten and Deanne M. Mosley, “Caught in Human Nature: The Definitive <strong>St</strong>udy of the Causes of<br />
the Crossfire: Employers’ Liability for Workplace Vio- Crime (New York: Simon & Schuster, 1985), 515.<br />
lence,” Mississippi Law Journal (2000), 506.<br />
8. Ibid.<br />
3. Anne Fisher, “How to Prevent Violence at Work,” For- 9. Jeremy Bentham, An Introduction to the Principles of<br />
tune (February 21, 2005), 42.<br />
Morals and Legislation, ed. W. Harrison (Oxford: Basil<br />
4. <strong>St</strong>ephanie Armour, “Death in the Workplace: The Mind Blackwell, 1948).<br />
of a Killer,” USA Today (July 15, 2004), 2A.<br />
10. Wilson and Hernstein, 44.<br />
5. Thomas Capozzoli and <strong>St</strong>eve McVey, Managing Vio- 11. Jack Katz, Seductions of Crime: Moral and Sensual Atlence<br />
in the Workplace (Delray Beach, FL: <strong>St</strong>. Lucie tractions of Doing Evil (New York: Basic Books, 1988).<br />
26 Criminal JustiCe in aCtion Chapter 2 Causes of Crime 27<br />
Notes
Cengage Learning | 4 Letter Press<br />
Chapter Opening <strong>Design</strong> for Gaines/Miller Criminal Justice<br />
<strong>Design</strong> Programs: In<strong>Design</strong>, Photoshop, Illustrator<br />
1<br />
Criminal<br />
JustiCe<br />
today<br />
learning<br />
outComes<br />
After studying this chapter,<br />
you will be able to . . .<br />
Describe the two most common<br />
models of how society determines<br />
which acts are criminal.<br />
Define crime and identify the<br />
different types of crime.<br />
List the essential elements of the<br />
3lo<br />
corrections system.<br />
lo Explain the difference between<br />
4 the formal and informal criminal<br />
justice processes.<br />
lo Describe the layers of the 5 “wedding cake” model.<br />
4 Criminal JustiCe in aCtion Chapter 1 Criminal Justice Today 5<br />
6<br />
Challenges<br />
to effeCtive<br />
poliCing<br />
learning<br />
outComes<br />
After studying this chapter,<br />
you will be able to . . .<br />
Describe the two most common<br />
1lo<br />
models of how society determines<br />
which acts are criminal.<br />
Define crime and identify the<br />
2lo<br />
different types of crime.<br />
List the essential elements of<br />
the corrections system.<br />
3lo<br />
Explain the difference between<br />
lo the formal and informal criminal 4 justice processes.<br />
lo Describe the layers of the<br />
“wedding cake” model.<br />
5<br />
6 Criminal JustiCe in aCtion Chapter 1 Criminal Justice Today 7<br />
1lo<br />
2lo<br />
Days of anger anD tears<br />
Residents of Oakland were angry, and on the afternoon of January 7, 2009, that<br />
anger turned destructive. What started as a peaceful march downtown to protest<br />
the shooting death of Oscar Grant III by Bay Area Rapid Transit (BART) police officer<br />
Johannes Mehserle ended with overturned dumpsters, smashed windows, and burning<br />
cars. A week earlier, on New Year’s Eve, Mehserle detained Grant after a fight broke<br />
out in a BART station. A cell phone video viewed thousands of times on the internet<br />
showed the unfortunate outcome of the encounter: Mehserle, standing over a prone<br />
and unresisting Grant, pulled out his weapon and shot the other man in the back.<br />
About three months later, on March 28, 2009, downtown Oakland was once again<br />
filled with people reacting to a shooting. This time, however, the atmosphere was marked<br />
by sadness, as thousands mourned the deaths of four Oakland law enforcement agents.<br />
Several days before this public funeral, two motorcycle police officers, Mark Dunakin and<br />
John Hege, had pulled over Lovelle Mixon for a routine traffic stop. Mixon unexpectedly<br />
opened fire, killing both men. He then fled the scene and killed two more officers—Ervin<br />
Romans and Daniel Sakai—during the shootout that ensued at a nearby apartment<br />
complex. Mixon, who had a warrant out for his arrest, also died in the gunfight.<br />
“This was a senseless murder of people just doing their jobs,”<br />
said one Oakland resident. While this sentiment echoed loudly through<br />
all segments of the city, the two incidents added to long-simmering<br />
tensions between Oakland’s African American and law enforcement<br />
communities. In both situations, the criminal<br />
suspect was black, and the police officers were not.<br />
i<br />
CareerPreP<br />
For more information on a<br />
career as a police officer, go to<br />
http://4ltrpress.cengage.com/cj<br />
n retrospect, the red flags concerning<br />
Cho Seung Hui seem too numerous to have<br />
been overlooked. His writing assignments<br />
were laced with gory and violent imagery.<br />
“[His] plays had really twisted, macabre violence<br />
that used weapons I wouldn’t have even<br />
thought of,” remembered one classmate,<br />
adding that he and his friends had “serious<br />
worry about whether [Cho] could be a school shooter.” 1 Protestors lay on the ground and yell “don’t shoot” during demonstrations<br />
against the fatal shooting of Oscar Grant III by a Bay Area Rapid Transit (BART)<br />
police officer.<br />
Eventually, Cho’s manner<br />
became so disruptive that his creative writing professor removed him from her class.<br />
During the fall of 2005, two female students complained to Virginia Tech police that
<strong>St</strong>udy PreP<br />
Describe the two most common models of<br />
how society determines which acts are<br />
criminal. Define crime and identify<br />
the different types of crime. List the<br />
essential elements of the corrections<br />
system. Explain the difference<br />
between the formal and informal<br />
criminal justice processes.<br />
in retrospect, the red flags concerning Cho Seung Hui<br />
seem too numerous to have been overlooked. His writing<br />
assignments were laced with gory and violent imagery.<br />
“[His] plays had really twisted, macabre violence that<br />
used weapons I wouldn’t have even thought of,” remembered<br />
one classmate, adding that he and his friends had<br />
“serious worry about whether [Cho] could be a school<br />
shooter.”1 Eventually, Cho’s manner became so disruptive<br />
that his creative writing professor removed him<br />
from her class. During the fall of 2005, two female students<br />
complained to Virginia Tech police that Cho was<br />
harassing them. That same semester, a doctor at nearby<br />
Carilion <strong>St</strong>. Albans Psychiatric Hospital determined<br />
that Cho was “mentally ill” but not an imminent threat<br />
to himself or anyone else. 2<br />
For all his menacing and disturbing behavior, Cho<br />
had broken no law, and therefore Virginia Tech had no<br />
grounds to remove him from school. In Chapter 2, we<br />
will learn how difficult it is for law enforcement agents<br />
and other crime experts to predict future criminal activity.<br />
The rampage at Virginia Tech raised a number of<br />
other concerns as well. Why was Cho, whom a physician<br />
had determined to be mentally ill, nonetheless able to<br />
purchase firearms from a local gunshop and pawnbroker?<br />
We will address the controversial topic of gun control<br />
later in this chapter and throughout the textbook.<br />
Why did the police fail to identify Cho as a suspect and<br />
warn the Virginia Tech community during the two-hour<br />
window between shooting incidents? We will examine<br />
police strategy and other law enforcement topics in<br />
Chapters 5, 6, and 7. Finally, was the tragedy in any way<br />
linked to the bullying that apparently was directed at<br />
Cho throughout his childhood because of his Korean<br />
heritage and a speech impediment? In Chapter 15, we<br />
will discuss the causes of school violence and the efforts<br />
being made to protect American students. (Career Tip:<br />
For those intereste in helping children, becoming a child<br />
advocate with the responsibility of preventing young people<br />
such as Kara Neumann from being harmed is a perfect<br />
career choice.)<br />
As you proceed through this textbook, you will see<br />
that few aspects of the criminal justice system are ever<br />
simple, even though you may have clear opinions about<br />
them. In this first chapter, we will introduce you to the<br />
criminal justice system by discussing its structure, the<br />
values that it is designed to promote, and the most challenging<br />
issues it faces today.<br />
What is Crime?<br />
Under Virginia criminal law, a person is guilty of “stalking”<br />
when he or she engages in conduct directed at another<br />
person with the knowledge that the conduct places the<br />
other person in reasonable fear of “death, criminal sexual<br />
assault, or bodily injury.” 3 On two separate occasions,<br />
female Virginia Tech students had complained to campus<br />
officials that Cho Seung Hui was “stalking” them. One of<br />
the students reported that Cho had been following her<br />
and bothering her with unwelcome telephone calls. The<br />
other accused Cho of barraging her with instant messages.<br />
Ultimately, because neither woman felt herself<br />
to be in danger of bodily harm, no charges were ever<br />
brought. 4 (CAREER TIP: Teen drug abuse is a significant<br />
problem in the United <strong>St</strong>ates, and you can work towards<br />
alleviating it by becoming a substance abuse counselor.)<br />
When does this kind of behavior cross the line<br />
from “annoying” to “dangerous”? In general an act<br />
becomes a crime when it meets the legal definitions that<br />
designate it as such—which Cho’s harassment failed to<br />
do with regard to Virginia’s definition of “stalking.”<br />
Therefore, a crime can be defkined as a wrong against<br />
society proclaimed by law and, if committed under<br />
certain circumstances, punishable by society. In 2009,<br />
for example, a Thai judge sentenced Harry Nicolades<br />
of Australia to three years behind bars. His crime? He<br />
had written several vulgar sentences about a fictional<br />
prince in a novel that sold fewer than ten copies. He had<br />
8 Criminal JustiCe in aCtion Chapter 1 Criminal Justice Today 9<br />
conflict model A<br />
criminal justice model in which<br />
the majority of citizens in a<br />
society share the same values<br />
and beliefs. Criminal acts are<br />
acts that conflict with these<br />
values and beliefs and that are<br />
deemed harmful to society.<br />
White-Collar<br />
Crime Businessrelated<br />
crimes are<br />
popularly referred to as<br />
white- collar crimes.<br />
The term white-collar<br />
crime is broadly used to<br />
describe an illegal act or<br />
series of acts committed by an individual or business<br />
entity using some nonviolent means to obtain a personal<br />
or business advantage. j Figure 1.1 lists various types of<br />
white-collar crime; note that certain property crimes<br />
fall into this category when committed in a business<br />
context. Although the extent of this criminal activity is<br />
difficult to determine with any certainty, the Association<br />
of Certified Fraud Examiners estimates that white-collar<br />
crime costs U.S. businesses as much as $994 billion a<br />
year. 8<br />
organized Crime White-collar crime involves<br />
the use of legal business facilities and employees to<br />
commit illegal acts. For example, a bank teller can’t<br />
embezzle unless she is hired first as a legal employee<br />
of the bank. In contrast, organized crime describes<br />
illegal acts by illegal organizations, usually geared<br />
toward satisfying the public’s demand for unlawful<br />
goods and services. Organized crime broadly implies a<br />
conspiratorial and illegal relationship among any number<br />
of persons engaged in unlawful acts. More specifically,<br />
groups engaged in organized crime employ criminal<br />
tactics such as violence, corruption,<br />
4 major<br />
categories<br />
of violent<br />
crime:<br />
murder,<br />
sexual assault;<br />
assault & battery;<br />
robbery<br />
and intimidation for economic gain. The hierarchical<br />
structure of orga nized crime operations often mirrors<br />
that of legitimate businesses, and, like any corporation,<br />
these groups attempt to capture a sufficient percentage of<br />
any given market to make a profit. For organized<br />
crime, the traditional preferred markets are<br />
3lo<br />
gambling, prostitution, illegal narcotics, and<br />
loan sharking (lending money at higher-thanlegal<br />
interest rates), along with more recent ventures into<br />
counterfeiting and credit-card scams.<br />
high-tech Crime The newest typology of<br />
crime is directly related to the increased presence<br />
of computers in everyday life. The Internet, with<br />
approximately 1.5 billion users worldwide, is the site of<br />
numerous cyber crimes. For example, a bank teller can’t<br />
embezzle unless she is hired first as a legal employee of<br />
the bank. In contrast, illegal acts by illegal organizations,<br />
usually geared toward satisfying the public’s demand for<br />
unlawful goods and services. Organized crime broadly<br />
implies a conspiratorial and illegal relationship among<br />
any number of persons engaged in unlawful acts. More<br />
specifically, groups engaged in organized crime employ<br />
criminal tactics such as violence, corruption, and<br />
intimidation for crimes, such as selling pornographic<br />
materials, soliciting minors, and defrauding consumers<br />
with bogus financial investments. among any number<br />
of persons engaged in unlawful acts. More specifically,<br />
groups engaged in organized crime employ criminal<br />
tactics such as violence corruption and intimidation<br />
for economic gain. The hierarchical structure of organized<br />
crime operations often mirrors that of legitimate<br />
businesses, and, like any corporation, these groups<br />
attempt to capture a sufficient percentage of any<br />
given market to make a profit. Institutions must<br />
be created to apprehend alleged wrongdoers,<br />
determine whether these persons have indeed<br />
committed crimes, and punish those who are<br />
found guilty according to society’s wishes. For<br />
organized crime, the traditional preferred<br />
markets are gambling, prostitution, illegal<br />
narcotics, and loan sharking (lending money<br />
at higher.)<br />
Defining which actions are to be labeled<br />
“crimes” is only the first step in safeguarding<br />
society from criminal behavior. Institutions must be<br />
Cengage Learning | 4 Letter Press<br />
Text design for Gaines/Miller Criminal Justice<br />
<strong>Design</strong> Programs: In<strong>Design</strong>, Photoshop, Illustrator<br />
written several vulgar sentences. Thailand’s criminal<br />
code prohibits anyone from “defaming” or “insulting” a<br />
member of that country’s royal family. Such legislation<br />
would not be allowed in the United <strong>St</strong>ates because of our<br />
country’s long tradition of free speech. (See the feature<br />
Comparative Criminal Justice—The Finnish Line on Speech<br />
Crime on the next page to learn about another strain of<br />
foreign criminal law that will seem unusual to many<br />
Americans.)<br />
To more fully understand the concept of crime,<br />
it will help to examine the two most common<br />
1lo<br />
models of how society “decides” which acts<br />
are criminal: the consensus model and the<br />
conflict model.<br />
to consider the sale of<br />
heroin a criminal act.<br />
Sometimes, a consensus<br />
forces lawmakers<br />
to move more quickly.<br />
In 2008, for example,<br />
Nebraska enacted a “safe<br />
haven” law allowing overwhelmed<br />
parents to hand<br />
their children over to state<br />
health-care workers without<br />
crime An act that violates<br />
criminal law and is punishable<br />
by criminal sanctions.<br />
conflict model A<br />
criminal justice model in which<br />
the majority of citizens in a<br />
society share the same values<br />
and beliefs. Criminal acts are<br />
acts that conflict with these<br />
values and beliefs and that are<br />
deemed harmful to society.<br />
fear of being charged with a crime called abandonment.<br />
, parents immediately began handing over older children,<br />
and even teenagers, with behavioral problems. Reacting to<br />
public outcry, by the end of the year Nebraska legislators<br />
amended the language of the law to limit its reach to infants<br />
under thirty days old. 6<br />
the Consensus model<br />
The term consensus refers to general agreement<br />
among the majority of any particular group. Thus, the<br />
consensus model rests on the assumption that as people<br />
gather together to form a society, its members will naturally<br />
come to a basic agreement with regard to shared norms<br />
and values. The society passes laws to control and<br />
prevent deviant behavior, thereby setting the boundaries<br />
for acceptable behavior within the group. 5<br />
the ConfliCt model<br />
Some people reject the consensus model on the ground<br />
that moral attitudes are not constant or even consistent.<br />
In large, democratic societies such as the United <strong>St</strong>ates,<br />
different groups of citizens have widely varying opinions<br />
on issues of morality and criminality, including<br />
The consensus model, to a certain extent, assumes abortion, the war on drugs, immigration, and assisted<br />
that a diverse group of people can have similar mor- suicide. These groups and their elected representatives<br />
als; that is, they share an ideal of what is “right” and are constantly coming into conflict with one another.<br />
“wrong.” Consequently, as public attitudes toward According to the conflict model, then, the most<br />
morality change, so do laws. In colonial times, those powerful segments of society—based on class, income,<br />
found guilty of adultery were subjected to corporal pun- age, and race—have the most influence on criminal laws<br />
ishment; a century ago, one could walk into a pharmacy and are therefore able to impose their values on the rest<br />
and purchase heroin. Today, social attitudes have shifted of the community.<br />
to consider adultery<br />
Consequently, what is deemed criminal activity is<br />
a personal issue,<br />
beyond the purview<br />
of the state, and<br />
determined by whichever group happens to be holding<br />
power at any given time. Because certain groups do not<br />
have access to political power, their interests are not<br />
served by the criminal justice system. To give one example,<br />
with the exception of Oregon and Washington <strong>St</strong>ate,<br />
physician-assisted suicide is illegal in the United <strong>St</strong>ates.<br />
Although opinion polls show that the general public is<br />
evenly divided on the issue, 7 Each society<br />
must decide<br />
what<br />
crime<br />
is.<br />
several highly motivated<br />
interest groups power, their interests are not served by<br />
the criminal justice system. have been able to convince<br />
lawmakers that the practice goes against America’s<br />
shared moral and religious values. The authority of this<br />
“organized<br />
crime in America takes in<br />
over forty billion dollars a year.<br />
This is quite a profitable sum,<br />
especially when one considers that<br />
the Mafia spends very little for<br />
office supplies.”<br />
—Woody Allen, AmericAn Humorist<br />
created to apprehend alleged wrongdoers, determine<br />
whether these persons have indeed committed crimes,<br />
and punish those who are found guilty according to<br />
society’s wishes. Institutions must be created to apprehend<br />
alleged wrongdoers, determine whether these<br />
persons have indeed committed crimes, and punish<br />
those who are found guilty according to society’s<br />
wishes. As we begin our examination<br />
of the American criminal justice<br />
system in this introductory chapter,<br />
it is important to have an idea of its<br />
purpose.<br />
the purpose of<br />
the Criminal<br />
JustiCe system<br />
In 1967, the President’s Commission<br />
on Law Enforcement and<br />
Administration of Justice stated that the<br />
criminal justice system is obliged<br />
to enforce accepted standards<br />
of conduct so as to “protect<br />
individuals and the community.”<br />
9 The prevention<br />
goal is often used to justify<br />
harsh punishments for<br />
wrongdoers, which some<br />
see as deterring others organized crime The<br />
interlocking network of law<br />
from committing simi- enforcement agencies, courts,<br />
lar criminal acts. Given and corrections institutions<br />
designed to enforce criminal<br />
this general mandate, we laws and protect society from<br />
can further separate the criminal behavior.<br />
purpose of the modern<br />
criminal justice system into<br />
three general goals:<br />
Though many observers differ on the precise methods<br />
of reaching them, the first two goals are fairly straightforward.<br />
By arresting, prosecuting, and punishing<br />
wrongdoers, the criminal justice system attempts to<br />
control crime. In the process, the system also hopes to<br />
prevent new crimes from taking place. The prevention<br />
goal is often used to justify harsh punishments for<br />
wrongdoers, which some see as deterring others from<br />
committing similar criminal acts.<br />
What are some of the justifications for<br />
punishing so harshly white-collar<br />
criminals such as Madoff?<br />
Are there any reasons to be<br />
lenient with those whose<br />
crimes do not physically<br />
harm their victims? Timothy<br />
A. Clary/AFP/Getty Images<br />
12 Criminal JustiCe in aCtion Chapter 1 Criminal Justice Today 13<br />
conflict model A<br />
criminal justice model in which<br />
the majority of citizens in a<br />
society share the same values<br />
and beliefs. Criminal acts are acts<br />
that conflict with these values<br />
and beliefs and that are deemed<br />
harmful to society.<br />
outlook was reinforced<br />
in 2009 when Georgia<br />
law enforcement agents<br />
arrested four members<br />
of the Final Exit<br />
Network, an organization<br />
that provides<br />
instruction and comfort<br />
for patients who wish to end their lives, for breaking a<br />
state law that prohibits such activity.<br />
an integrated<br />
definition of Crime<br />
Considering both the consensus and conflict models,<br />
we can construct a definition of crime that will be useful<br />
throughout this textbook. For our purposes, crime is an<br />
action or activity that is:<br />
CAREERpREp<br />
Crime sCene phoTographer<br />
Job DesCripTion:<br />
n Photograph physical evidence and crime scenes related to<br />
criminal investigations.<br />
n Also must be able to compose reports; testify in court;<br />
understand basic computer software and terminology;<br />
operate film and print processors; recognize, evaluate and<br />
correct problems with Photo <strong>Lab</strong> systems in order to meet<br />
quality control standards; produce color correct images; train<br />
other personnel.<br />
WhaT kinD of Training is requireD?<br />
n One year in a law enforcement or commercial photography<br />
OR a degree or certificate in photography and darkroom<br />
techniques OR some combination of the above training or<br />
experience totaling one year.<br />
n Must be willing to work irregular hours,<br />
second and/or third shifts, weekends,<br />
holidays, and evenings.<br />
annual salary range?<br />
n $45,780 – $53,290•<br />
for additional information, visit:<br />
www.crime-scene-investigator.<br />
com<br />
10 Criminal JustiCe in aCtion<br />
Maintaining Justice The<br />
third goal—providing and<br />
maintaining justice—is more<br />
complicated, largely because<br />
justice is a difficult concept to<br />
define. Broadly stated, justice<br />
means that all citizens are equal<br />
before the law and that they are<br />
free from arbitrary arrest or seizure<br />
as defined by the law. In other words,<br />
the idea of justice is linked with the idea<br />
of fairness. Above all, we want our laws and<br />
the means by which they are carried out to be<br />
fair.<br />
Justice and fairness are subjective terms; different<br />
people may have different concepts of what is just and<br />
fair. If a woman who has been beaten by her husband<br />
retaliates by killing him, what is her just punishment?<br />
Reasonable persons could disagree, with some thinking<br />
that the homicide was justified and she should<br />
Problem: False confessions<br />
Number of cases: 31 of 200<br />
(16 percent)<br />
Explanation: Garrett believes<br />
that most false confessions are<br />
the result of improper coercion<br />
by law enforcement officials.<br />
We discussed some of the<br />
ploys that police use to evade<br />
Miranda warnings, for example,<br />
in Chapter 7. Crucially,<br />
two-thirds of the convicts in<br />
this category were juveniles,<br />
mentally retarded, or both.<br />
“Society<br />
prepares the crime,<br />
the<br />
criminal<br />
commits it.”<br />
—henry thomas buckle—<br />
british historian<br />
Problem: Eyewitness<br />
misidentification<br />
Number of cases: 158 out of<br />
200 (79 percent)<br />
Explanation: In many cases<br />
involving violent crimes<br />
where the victim survives,<br />
victim testimony is the only<br />
direct evidence against the<br />
defendant. Given the extreme<br />
circumstances in which violent<br />
crimes take place, it is not<br />
surprising that victims would<br />
make a mistake in identifying<br />
their assailant.<br />
* Many of the cases featured two or more kinds of flawed or false evidence.<br />
Source: Brandon L. Garrett, “Judging Innocence,” Columbia Law Review (January 2008), 55-142.<br />
“I hate this<br />
‘crime doesn't pay’<br />
stuff. Crime in the United<br />
<strong>St</strong>ates is perhaps one of the<br />
biggest businesses in<br />
the world today.”<br />
Peter KIrK<br />
1. Punishable under criminal law, as determined<br />
by the majority or, in some cases, by a powerful<br />
minority.<br />
2. Considered an offense against society as a whole<br />
and prosecuted by public officials, not by victims<br />
and their relatives or friends.<br />
3. Punishable by statutorily determined sanctions<br />
that bring about the loss of personal freedom or<br />
life.<br />
At this point, it is important to understand the difference<br />
between crime and deviance, or behavior that<br />
does not conform to the norms of a given community or<br />
society. Deviance is a subjective concept; some segments<br />
of society may think that smoking marijuana or killing<br />
animals for clothing and food is deviant behavior. Deviant<br />
acts become crimes only when society as a whole, through<br />
its legislatures, determines that those acts should be punished—as<br />
is the situation today in the United <strong>St</strong>ates with<br />
using illegal drugs but not with eating meat. Furthermore,<br />
not all crimes are considered particularly deviant; little<br />
social disapprobation is attached to those who fail<br />
to follow the letter of parking laws. In essence,<br />
criminal law reflects those acts that we, as<br />
a society, agree are so unacceptable that<br />
steps must be taken to prevent them from<br />
occurring.<br />
types of Crime<br />
The manner in which crimes are classified<br />
depends on their seriousness. For gen-<br />
be treated leniently, and others<br />
insisting that she should not<br />
have taken the law into her own<br />
hands. Police officers, judges,<br />
prosecutors, prison administrators,<br />
and other employees<br />
of the criminal justice system<br />
must decide what is “fair.”<br />
Sometimes, their course of action<br />
is obvious; often, as we shall see,<br />
Society places the burden of<br />
controlling crime, preventing crime,<br />
and determining fairness on those citizens<br />
who work in the three main institutions of the criminal<br />
justice system: law enforcement, courts, and corrections.<br />
In the next section, we take an introductory look<br />
at these institutions and their role in the criminal justice<br />
system as a whole.<br />
Figure 10.6<br />
Wrongful Convictions and Unreliable Evidence<br />
Professor Brandon L. Garrett of the University of Virginia<br />
carefully studied each of the first 200 cases in which a convict<br />
was eventually freed because of DNA evidence. In each case,<br />
despite the efforts of trial judges and appellate courts, the<br />
evidence was flawed or, at times, false. Drawing from Garrett’s<br />
research, this figure shows the most common causes of<br />
wrongful convictions in the United <strong>St</strong>ates.*.<br />
Problem: Faulty forensic<br />
evidence<br />
Number of cases: 113 out of<br />
200 (57 percent)<br />
Explanation: These examples<br />
probably reflect the limitations<br />
of forensics in the pre-DNA era.<br />
In particular, law enforcement<br />
used to rely heavily on matching<br />
a defendant’s blood type with<br />
blood found at the crime scene,<br />
a risky endeavor considering<br />
that most people share one of<br />
three blood types.<br />
Problem: False informant<br />
testimony<br />
Number of cases: 35 of 200<br />
(18 percent)<br />
Explanation: In these cases,<br />
an informant—often from the<br />
jailhouse—or a cooperating<br />
co-offender provided false<br />
testimony. Police and<br />
prosecutors tend to give<br />
too much credence to such<br />
informants, who generally<br />
benefit from “snitching”<br />
by receiving a reduction in<br />
their sentences. Informants<br />
frequently are liars when it<br />
comes to the wrongdoing of<br />
others.<br />
eral purposes, we can group criminal behavior into six<br />
categories: violent crime, property crime, public order<br />
crime Federal, state, and local legislation has provided<br />
for the and punishment of hundreds of thousands of<br />
different criminal acts, ranging from jaywalking to<br />
first degree murder. For general purposes, we can group<br />
criminal behavior into six categories: violent crime, property<br />
crime, public order crime, white-collar crime, organized<br />
crime, and high-tech crime.<br />
Violent Crime Crimes against persons, or violent<br />
crimes, have come to dominate our perspectives on crime.<br />
There are four major categories of violent crime:<br />
n Murder, or the unlawful killing of a human being.<br />
n Sexual assault, or rape, which refers to coerced<br />
actions of a sexual nature against an unwilling<br />
participant.<br />
n Assault and battery, two separate acts that cover<br />
situations in which one person physically attacks<br />
another (battery) or, through threats, intentionally<br />
leads another to believe that he or she will be<br />
physically harmed (assault).<br />
n Robbery, or the taking of funds, personal property,<br />
or any other article of value from a person by<br />
means of force or fear.<br />
As you will see in Chapter 4, these violent crimes are<br />
further classified by degree, depending on the circumstances<br />
surrounding the criminal act. whether a weapon<br />
Why does society need to punish wrongdoers who had<br />
no intention to cause harm, as was the case here?<br />
was used, and (in cases other than murder) the level of pain AP Photo/Houston Chronicle, Melissa Phillip<br />
and suffering experienced by the victim.<br />
2lo<br />
Property Crime The most common<br />
form of criminal activity is property crime, or<br />
those crimes in which the goal of the offender is<br />
some form of economic gain or the damaging<br />
of property. Pocket picking, shoplifting,<br />
and the stealing of any property that<br />
is not accomplished by force are<br />
covered by laws against larceny, also<br />
known as theft. Burglary refers<br />
to the unlawful entry of a structure<br />
with the intention of committing a<br />
serious crime such as theft. Motor<br />
vehicle theft describes the theft or<br />
attempted theft of a motor vehicle,<br />
What is<br />
the Criminal<br />
JustiCe system?<br />
Sometimes, a consensus forces lawmakers<br />
to move more quickly. In 2008, for example,<br />
4lo<br />
Nebraska enacted a “safe haven” law allowing<br />
overwhelmed parents to hand their children over to<br />
state health-care workers without fear.<br />
the struCture of the<br />
Criminal JustiCe system<br />
Some people reject the consensus model on the ground<br />
that moral attitudes are not constant or even consistent.<br />
In large, democratic societies such as the United <strong>St</strong>ates,<br />
different groups of citizens have widely varying opinions<br />
on issues of morality and criminality, including<br />
abortion, the war on drugs, immigration, and assisted<br />
suicide. These groups and their elected representatives<br />
are constantly coming into conflict with one another.<br />
According to the most powerful segments of society—<br />
based on class, income, age, and race—have the most<br />
influence on criminal laws and are therefore able to<br />
impose their values on the rest of the community.<br />
1. To control crime<br />
2. To prevent crime<br />
3. To provide and maintain justice<br />
Consequently, what is deemed criminal activity is<br />
determined by whichever group happens to be holding<br />
power at any given time. Because certain groups do<br />
not have access to political power, their interests are<br />
not served by the criminal justice system. To give one<br />
example, with the exception of Oregon and Washington<br />
<strong>St</strong>ate, physician-assisted suicide is illegal in the United<br />
<strong>St</strong>ates. These groups and their elected representatives<br />
are constantly coming into conflict with one another.<br />
According to the most powerful segments of society—<br />
based on class, income, age, and race—have the most<br />
influence on criminal laws and are therefore able to<br />
impose their values on the rest of the community.<br />
Although opinion polls show that the general public<br />
is evenly divided on the issue, 7 several highly motivated<br />
interest groups have been able to convince law-<br />
including all cases in<br />
which automobiles are<br />
taken by persons not<br />
having lawful access<br />
to them. Arson is also<br />
a property crime; it<br />
involves the willful<br />
burning of a home,<br />
automobile, commercial<br />
building, or any other<br />
construction.<br />
deviance An act that<br />
violates criminal law and<br />
is punishable by criminal<br />
sanctions.<br />
murder A criminal justice<br />
model in which the majority<br />
of citizens in a society share<br />
the same values and beliefs.<br />
Criminal acts are acts that<br />
conflict with these values and<br />
beliefs and that are deemed<br />
harmful to society.<br />
Public Order Crime The concept of public<br />
order crimes is linked to the consensus model discussed<br />
earlier. Historically, societies have always outlawed<br />
activities that are considered contrary to public values<br />
and morals. Today, the most common public order crimes<br />
include public drunkenness, prostitution, gambling, and<br />
illicit drug use. These crimes are sometimes referred<br />
to as victimless crimes because they often harm only<br />
the offender. As you will see throughout this textbook,<br />
however, that term is rather misleading. Public order<br />
crimes may create an environment that gives rise to<br />
property and violent crimes.<br />
Chapter 1 Criminal Justice Today 11<br />
testPreP<br />
Describe the two most common<br />
models of how society<br />
determines which acts are<br />
criminal. Define crime and<br />
identify the different types<br />
of crime. List the essential<br />
elements of the corrections<br />
system. Explain the difference<br />
between the formal<br />
and informal criminal justice<br />
processes.<br />
makers that the practice goes against America’s shared<br />
moral and religious values. The authority of this outlook<br />
was reinforced in 2009 when Georgia law enforcement<br />
agents arrested four members of the Final Exit Network,<br />
an organization that provides instruction and comfort<br />
for patients who wish to end their lives, for breaking a<br />
state law that prohibits such activity.<br />
An InTegrATed<br />
defInITIon of CrIme<br />
Considering both the consensus and conflict models,<br />
we can construct a definition of crime that will be useful<br />
throughout this textbook. For our purposes, crime is an<br />
action or activity that is:<br />
1. Punishable under criminal law, as<br />
determined by the majority or, in some<br />
cases, by a powerful minority.<br />
2. Considered an offense against society as a<br />
whole and prosecuted by public officials,<br />
not by victims<br />
Consequently, what is deemed criminal activity is<br />
determined by whichever group happens to be holding<br />
power at any given time. Because certain groups do<br />
not have access to political power, their interests are<br />
not served by the criminal justice system. To give one<br />
example, with the exception of Oregon and Washington<br />
<strong>St</strong>ate, physician-assisted suicide is illegal in the United<br />
<strong>St</strong>ates. Although opinion polls show that the general<br />
public is evenly divided on the issue, 7 several highly<br />
motivated interest groups have been able to convince<br />
14 Criminal JustiCe in aCtion Chapter 1 Criminal Justice Today 15
16 CRIMINAL JUSTICE IN ACTION<br />
CJ and<br />
Technology<br />
BIOMETRICS<br />
The science of biometrics<br />
involves identifying a person<br />
through her or his unique<br />
physical characteristics. In<br />
the criminal justice context,<br />
the term refers to the various<br />
technological devices that<br />
read these characteristics and<br />
report the identity of the subject to<br />
the authorities. Today, there are four leading biometric<br />
technologies:<br />
1. Fingerprint readers take photographic images of<br />
fingerprints to determine patterns based on the<br />
points where the ridges of the fingertips begin,<br />
terminate, or split. These patterns are then<br />
mathematically encoded and the information<br />
stored.<br />
2. Iris recognition systems capture about 240 minute<br />
details of the eye in a similar manner.<br />
3. Face recognition systems use a camera to record<br />
from thirty to eighty “markers” on a subject’s<br />
face, such as cheekbone formations, the width of<br />
the nose bridge, and the space between the eyes.<br />
4. Hand geometry scanners take and store as many<br />
as ninety different measurements, such as vein<br />
patterns, distance between knuckles, and the<br />
length and width of fingers.<br />
Defining which actions are to be labeled “crimes” is<br />
only the first step in safeguarding society from criminal<br />
behavior. Institutions must be created to apprehend<br />
alleged wrongdoers, determine whether these<br />
persons have indeed committed crimes, and punish<br />
timePreP<br />
Describe the two most common<br />
models of how society<br />
determines which acts are<br />
criminal. Define crime and<br />
identify the different types<br />
of crime. List the essential<br />
elements of the corrections<br />
system.<br />
attacks another (battery) or, through threats,<br />
intentionally leads another to believe that he or she will<br />
be physically harmed (assault) or the taking of funds,<br />
personal property, or any other article of value from a<br />
person by means of force or fear.<br />
As you will see in Chapter 4, these violent crimes<br />
are further classified by degree, depending on the circumstances<br />
surrounding the criminal act. These circumstances<br />
include the intent of the person committing the<br />
crime, whether a weapon was used, and (in cases other<br />
than murder) the level of pain and suffering experienced<br />
by the victim.<br />
Property Crime The most common form<br />
of criminal activity is property crime, or those<br />
crimes in which the goal of the<br />
offender is some form of economic<br />
gain or the damaging of property.<br />
Pocket picking, shoplifting, and<br />
the stealing of any property that is<br />
not accomplished by force are<br />
covered by laws against also<br />
known as theft. unlawful entry<br />
of a structure with the intention<br />
of committing a serious crime<br />
such as theft. Motor vehicle<br />
theft describes the theft or<br />
attempted theft of a motor<br />
vehicle, including all cases in<br />
which automobiles are taken<br />
by persons not having lawful<br />
access to them. Arson is also<br />
a property crime; it involves<br />
the willful and malicious<br />
burning of a home, automobile,<br />
commercial building, or any other<br />
construction.<br />
The use of biometrics<br />
is becoming more common<br />
in law enforcement.<br />
More than 2,100 sheriff’s<br />
departments in twentyseven<br />
states are using iris<br />
recognition technology.<br />
Most take digital pictures<br />
of the eyes of Alzheimer’s<br />
patients and children to help<br />
identify the subjects should they<br />
become lost or be abducted. Law enforcement officials<br />
in New Mexico scan the irises of convicted sex offenders<br />
to keep them from avoiding detection under false names.<br />
Experts predict that face recognition systems will eventually<br />
allow hidden cameras to check the identities of<br />
thousands of people shopping in a mall or taking a stroll<br />
in a city park. Furthermore, someday police officers will<br />
be able to take a photo of a suspect and instantaneously<br />
check the biometric markers against a database of millions<br />
for an identifying match.<br />
THINKING ABOUT BIOMETRICS:<br />
Do you have any concerns about a technology that would<br />
enable the government to identify thousands of people<br />
with the sweep of a camera? What would be the benefits<br />
and drawbacks of a database that contained biometric<br />
information on every person in the United <strong>St</strong>ates?and<br />
drawbacks of a database that contained biometric<br />
information on every person in the United <strong>St</strong>ates?<br />
those who are found guilty according to society’s wishes.<br />
Defining which actions are to be labeled “crimes” is<br />
only the first step in safeguarding society from criminal<br />
behavior. Institutions must be created to apprehend<br />
alleged wrongdoers, determine whether these persons<br />
Public Order Crime The concept of is linked<br />
to the consensus model discussed earlier. Historically,<br />
societies have always outlawed activities that are<br />
considered contrary to public values and morals.<br />
Today, the most common public order crimes include<br />
public drunkenness, prostitution, gambling, and illicit<br />
drug use. These crimes are sometimes referred to<br />
as victimless crimes because they often harm only<br />
the offende http://www.shutterstock.com/subscribe.<br />
mhtml r. As you will see throughout this textbook,<br />
however, that term is rather misleading. Public order<br />
crimes may create an environment that gives rise to<br />
property and violent crimes.<br />
White-Collar Crime Business-related crimes<br />
are popularly referred to The term white-collar crime<br />
is broadly used to describe an illegal act or series of<br />
acts committed by an individual or business entity<br />
using some nonviolent means to obtain a personal or<br />
business advantage. lists various types of white-collar<br />
crime; note that certain property crimes fall into this<br />
category when committed in a business context. Today,<br />
the most common public order crimes include<br />
public drunkenness, prostitution, gambling,<br />
and illicit drug use. Although the extent<br />
of this criminal activity is difficult<br />
to determine with any certainty,<br />
the Association of Certified Fraud<br />
Examiners estimates that white-collar<br />
crime costs U.S. businesses as much as<br />
$994 billion a year. 8<br />
Organized Crime<br />
White-collar crime involves<br />
attacks another (battery)<br />
through threats,<br />
intentionally leads<br />
another to believe<br />
that he or she<br />
will be physically<br />
harmed (assault).<br />
obbery, or the taking<br />
of funds, personal<br />
property, or any other<br />
article of value from a<br />
person by means of force<br />
or fear.<br />
Cengage Learning | 4 Letter Press<br />
Text design for Gaines/Miller Criminal Justice<br />
<strong>Design</strong> Programs: In<strong>Design</strong>, Photoshop, Illustrator<br />
another (battery) or, through threats, intentionally<br />
leads another to believe that he or she will be physically<br />
harmed (assault).Robbery, or the taking of funds,<br />
personal property, or any other article of value from a<br />
person by means of force or fear.<br />
As you will see in Chapter 4, these violent crimes<br />
are further classified by degree, depending on the circumstances<br />
surrounding the criminal act. These circumstances<br />
include the intent of the person committing the<br />
crime, whether a weapon was used, and (in cases other<br />
than murder) the level of pain and suffering experienced<br />
by the victim.<br />
Property Crime The most common form of<br />
criminal activity is property crime, or those crimes in<br />
which the goal of the offender is some form of economic<br />
gain or the damaging of property. Pocket picking,<br />
shoplifting, and the stealing of any property that is not<br />
accomplished by force are covered by laws against refers<br />
to the unlawful entry of a structure with the intention<br />
of committing a serious crime such as theft. Motor<br />
vehicle theft describes the theft or attempted theft of a<br />
motor vehicle, including all cases in which automobiles<br />
are taken by persons not having lawful access to them.<br />
Arson is also a property crime; it involves the willful and<br />
malicious burning of a home, automobile, commercial<br />
building, or any other construction.<br />
Public Order Crime The concept of<br />
public order crimes is linked to the<br />
consensus model discussed earlier.<br />
Historically, societies have always<br />
outlawed activities that are<br />
considered contrary to public<br />
values and morals. Today,<br />
the most common public<br />
order crimes include public<br />
drunkenness, prostitution,<br />
gambling, and illicit drug use.<br />
These crimes are sometimes<br />
referred to as victimless<br />
crimes because they often harm<br />
only the offender. Today, the<br />
most common public order crimes<br />
include public drunkenness, As you<br />
will see throughout this textbook,<br />
As you will see in Chapter 4,<br />
these violent crimes are further<br />
classified by degree, depending<br />
on the circumstances surrounding<br />
the criminal act. These circumstances<br />
include the intent<br />
of the person committing the<br />
crime, whether a weapon was<br />
used, and (in cases other than<br />
murder) the level of pain and suffering<br />
experienced by the victim.<br />
Business-related crimes are popularly<br />
referred to as The term white-collar<br />
crime is broadly used to describe an illegal act<br />
or series of acts committed by an individual or business<br />
entity using some nonviolent means to obtain a<br />
personal or business advantage. lists various types of<br />
white-collar crime; note that certain property crimes<br />
fall into this category when committed in a business<br />
context. Today, the most common public order crimes<br />
include public drunkenness, prostitution, gambling,<br />
and illicit drug use. Although the extent of this criminal<br />
activity is difficult to determine with any certainty, the<br />
Association of Certified Fraud Examiners estimates that<br />
white-collar crime costs U.S. businesses as much as<br />
$994 billion a year. 8 Business-related crimes are popularly<br />
referred to as broadly used to describe an illegal act<br />
or series of acts committed by an individual or business<br />
entity using some nonviolent means to obtain a personal<br />
or business advantage. ists various types of whitecollar<br />
crime; note that certain property crimes fall into<br />
however, that term is<br />
rather misleading. Public<br />
order crimes may create<br />
an environment that gives<br />
rise to property and violent<br />
crimes.<br />
Figure 10.7<br />
Composition of Part I Offenses<br />
Source: Federal Bureau of Investigation, Crime in<br />
the United <strong>St</strong>ates, 2007 (Washington, D.C.: U.S.<br />
Department of Justice, 2008), at www.fbi.gov<br />
“If you do big<br />
things they<br />
print your face,<br />
and if you do<br />
little things<br />
they print only<br />
your thumbs.”<br />
public order<br />
crimes The interlocking<br />
network of law enforcement<br />
agencies, courts, and<br />
corrections institutions<br />
designed to enforce criminal<br />
laws and protect society.<br />
White-Collar<br />
Crime Business-related crimes are popularly<br />
referred to as The term white-collar crime is<br />
broadly used to describe an illegal act or series of acts<br />
committed by an individual or business entity using<br />
some nonviolent means to obtain a personal or business<br />
advantage. j Figure 10.7 lists various types of whitecollar<br />
crime; note that certain property crimes fall into<br />
this category when committed in a business context.<br />
Although the extent of this criminal activity is difficult<br />
to determine with any certainty, the Association of<br />
Certified Fraud Examiners estimates that white-collar<br />
crime costs U.S. businesses as much as $994 billion a<br />
year. 8<br />
Organized Crime White-collar crime involves<br />
the use of legal business facilities and employees to<br />
commit illegal acts. For example, a bank teller can’t<br />
embezzle unless she is hired first as a legal employee<br />
of the bank. In contrast, describes illegal acts by illegal<br />
organizations, usually geared toward satisfying the<br />
public’s demand for unlawful goods and<br />
services. Organized crime broadly<br />
implies a conspiratorial and illegal<br />
relationship among any number<br />
of persons engaged in unlawful<br />
acts. More specifically, groups<br />
engaged in organized crime<br />
employ criminal tactics such<br />
as violence, corruption, and<br />
intimidation for economic<br />
gain. The hierarchical<br />
structure of orga nized crime<br />
operations often mirrors that of<br />
legitimate businesses, and, like any<br />
corporation, these groups attempt<br />
to capture a sufficient percentage of<br />
any given market to make a profit.<br />
For organized crime, the traditional<br />
this category when committed in a<br />
business context. Today, the most<br />
common public order crimes<br />
include public drunkenness,<br />
prostitution, gambling, and<br />
illicit drug use. Although the<br />
extent of this criminal activity<br />
is difficult to determine with<br />
any certainty, the Association of<br />
Certified Fraud Examiners estimates<br />
that white-collar crime costs<br />
U.S. businesses as much as $994 billion<br />
a year. 8<br />
he term white-collar crime is broadly used to<br />
describe an illegal act or series of acts committed by<br />
an individual or business entity using some nonviolent<br />
means to obtain a personal or business advantage.<br />
Figure 1.1 lists various types of white-collar crime; note<br />
that certain property crimes fall into this category when<br />
committed in a business context. Today, the most common<br />
public order crimes include public drunkenness,<br />
prostitution, gambling, and illicit drug use. Although the<br />
extent of this criminal activity is difficult to determine<br />
with any certainty, the Association of Certified Fraud<br />
Examiners estimates that white-collar crime costs U.S.<br />
businesses as much as $994 billion a year. 8 Businessrelated<br />
crimes are popularly referred to The term<br />
white-collar crime is broadly used to describe an illegal<br />
act or series of acts committed by an individual or<br />
business entity using some nonviolent means to obtain<br />
a personal or business advantage. j Figure 1.1 lists<br />
arthur "bugs" baer<br />
amerIcan journalIst<br />
Figure 6.4 Calls for Service<br />
Over a period of two years, the Project on Policing Neighborhoods gathered information on calls for service in Indianapolis, Indiana,<br />
and <strong>St</strong>. Petersburg, Florida. As you can see, the largest portion of these calls involved disputes where no violence or threat of violence<br />
existed. Be aware also that nearly two-thirds of the nonviolent dispute calls and nearly half of the assault calls answered by<br />
police dealt with domestic confrontations.<br />
Description of Violation Percentage of Total Calls<br />
NONSERIOUS CRIME CALLS<br />
Nonviolent disputes 41.7<br />
Public disorder (examples: drunk, disorderly, begging, prostitution) 11.1<br />
Assistance (examples: missing persons, traffic accident, damaged property) 9.8<br />
Minor violations (examples: shoplifting, trespassing, traffic/parking offense, refusal to pay) 4.5<br />
SERIOUS CRIME CALLS<br />
Assaults (examples: using violence against a person, kidnapping, child abuse) 26.0<br />
Serious theft (examples: motor vehicle theft, burglary, purse snatching) 5.1<br />
General disorder (examples: illicit drugs, fleeing police, leaving the scene of an accident) 1.8<br />
Source: <strong>St</strong>ephen D. Mastrofski, Jeffrey B. Snipes, Roger B. Parks, and Christopher D. Maxwell, “The Helping Hand of the Law:<br />
Police Control of Citizens on Request,” Criminology 38 (May 2000), Table 5, page 328.<br />
LifePreP<br />
Describe the two<br />
most common models<br />
of how society<br />
determines which acts<br />
are criminal. Define<br />
crime and identify<br />
the different types of<br />
crime. List the essential<br />
elements of the corrections system.<br />
Explain the difference between the formal<br />
and informal criminal justice processes.<br />
attacks another (battery) or, through threats,<br />
intentionally leads another to believe that he or she<br />
will be physically harmed (assault).he taking of funds,<br />
personal property, or any other article of value from a<br />
person by means of force or fear.<br />
As you will see in Chapter 4, these violent crimes<br />
are further classified by degree, depending on the surrounding<br />
the criminal act. These circumstances include<br />
the intent of the person committing the crime, whether<br />
a weapon was used, and (in cases other than murder) the<br />
level of pain and suffering experienced by the victim.<br />
Property Crime The most common form of<br />
criminal activity is property crime, or those crimes<br />
in which the goal of the offender is some form of<br />
economic gain or the damaging of property. Pocket<br />
picking, shoplifting, and the stealing of any property<br />
that is not accomplished by force are covered by laws<br />
CAREERpREp<br />
PoliCe deteCtive<br />
Job DesCripTion:<br />
n Collect evidence and obtain facts pertaining to<br />
criminal cases.<br />
n Conduct interviews, observe suspects, examine<br />
records, and help with raids and busts. Some<br />
detectives are assigned to multi-agency task forces<br />
that deal with specific types of crime, like drug<br />
trafficking or gang activity.<br />
18 Criminal JustiCe in aCtion<br />
against, also known as theft refers to the unlawful entry<br />
of a structure with the intention of committing a serious<br />
crime such as theft. Motor vehicle theft describes the<br />
theft or attempted theft of a motor vehicle, including<br />
all cases in which automobiles are taken by persons not<br />
having lawful access to them. Arson is also a property<br />
crime; it involves the willful and malicious burning of<br />
a home, automobile, commercial building, or any other<br />
construction.<br />
Public Order Crime The concept of is linked<br />
to the consensus model discussed earlier. Historically,<br />
societies have always outlawed activities that are<br />
considered contrary to public values and morals. Today,<br />
the most common public order crimes include public<br />
drunkenness, prostitution, gambling, and illicit drug use.<br />
These crimes are sometimes referred to as victimless<br />
crimes because they often harm only the offender. As<br />
you will see throughout this textbook, however, that term<br />
is rather misleading. Public order crimes may create<br />
an environment that gives rise to property and violent<br />
crimes.<br />
White-Collar Crime Business-related crimes<br />
are popularly referred to as The term white-collar crime<br />
is broadly used to describe an illegal act or series of acts<br />
committed by an individual or business entity using<br />
some nonviolent means to obtain a personal or business<br />
advantage lists various types of white-collar crime; note<br />
that certain property crimes fall into this category when<br />
committed in a business context. Although the extent of<br />
this criminal activity is difficult to determine with any<br />
certainty, the Association of Certified Fraud Examiners<br />
estimates that white-collar crime costs U.S. businesses<br />
WhaT kinD of Training is requireD?<br />
n 2–5 years experience as a police patrol officer is<br />
required before testing to become a detective.<br />
n Larger departments require 60 units of college<br />
credit or an associate’s degree.<br />
annual salary range?<br />
n $43,920—$76,350<br />
for additional information, visit:<br />
http://www.bls.gov/oco/ocos160.htm<br />
Contents Part One: The Criminal Justice System<br />
Introduction The “Craigslist Killer” 4<br />
CareerPrep Diana Tabor, Forensic Photographer 14<br />
A Question of Ethics Girl Gone Wild 18<br />
Mastering Concepts Crime Control Model versus Due<br />
Process Model 22<br />
CJ And Technology : Biometrics 26<br />
Anti-terrorism in Action A Close Call 28<br />
CJ in Action Gun Control versus Gun Rights 30<br />
WhaT IS CrIme? 5<br />
The Consensus Model 6<br />
The Conflict Model 7<br />
An Integrated Definition of Crime 7<br />
Types of Crime 8<br />
The CrImInal JuSTICe SySTem 10<br />
The Purpose of the Criminal Justice System 11<br />
The <strong>St</strong>ructure of the Criminal Justice System 11<br />
Careers in CJ Diana Tabor<br />
Crime Scene Photographer 14<br />
The Criminal Justice Process 16<br />
ValueS Of The CrImInal JuSTICe SySTem 19<br />
Crime Control and Due Process:<br />
To Punish or Protect? 20<br />
Which Model Prevails Today? 21<br />
CrImInal JuSTICe TOday 21<br />
Violent Crime: The Bottom Line 23<br />
Law Enforcement in the United <strong>St</strong>ates:<br />
Challenging Success 25<br />
Crime and Punishment 28<br />
Chapter Summary / Key Terms / Self Assessment Answer Key / Questions for<br />
Critical Analysis / Online Resources / Notes 31–34<br />
Introduction The Devil in Disguise 38<br />
You Be the Judge The Tumor Made Me Do It 43<br />
CJ And Technology Mapping the Brain 45<br />
Myth vs Reality The Legend of the Twinkie<br />
Defense 47<br />
Mastering Concepts Further <strong>St</strong>udy: Expanding<br />
Criminology 57<br />
Comparative Criminal Justice A Real War on Drugs<br />
TheOry In CrImInOlOgy 39<br />
The Role of Theory 39<br />
The Fallibility of Theory 39<br />
Exploring the Causes of Crime 40<br />
Theories of Crime 41<br />
“Born Criminal”: Biological and Psychological<br />
Theories of Crime 43<br />
Sociological Theories of Crime 48<br />
Family, Friends, and the Media: Social<br />
Processes of Crime 51<br />
Social Conflict Theories 54<br />
Looking Back to Childhood: Life Course<br />
Theories of Crime 57<br />
VICTImOlOgy and VICTImS Of CrIme 58<br />
The Link between Drugs and Crime 60<br />
The Criminology of Drug Use 61<br />
Drug Addiction and Dependency 61<br />
The Drug-Crime RelationshiP 62<br />
CrImInOlOgy frOm TheOry TO PraCTICe 63<br />
Criminology and the Chronic Offender 64<br />
Criminology and the Criminal Justice System 65<br />
Chapter Summary / Key Terms / Self Assessment Answer Key / Questions for<br />
Critical Analysis / Online Resources / Notes 68–71<br />
as much as $994 billion a year. 8<br />
Organized Crime White-collar crime involves the<br />
use of legal business facilities and employees to commit<br />
illegal acts. For example, a bank teller can’t embezzle<br />
unless she is hired first as a legal employee of the bank.<br />
In contrast, organized crime describes illegal acts by<br />
illegal organizations, usually geared toward satisfying<br />
the public’s demand for unlawful goods and services.<br />
Organized crime broadly implies a conspiratorial and<br />
illegal relationship among any number of persons engaged<br />
in unlawful acts. More specifically, groups engaged in<br />
organized crime employ criminal tactics such as violence,<br />
corruption, and intimidation for economic gain.<br />
High-Tech Crime The newest typology of<br />
crime is directly related to the increased presence<br />
of computers in everyday life. The Internet, with<br />
approximately 1.5 billion users worldwide, is the site of<br />
numerous cyber crimes, such as selling pornographic<br />
materials, soliciting minors, and defrauding<br />
consumers with bogus financial investments. Justice<br />
and fairness are subjective terms; different people<br />
may have different concepts of what is just and fair. If a<br />
woman who has been beaten by her husband retaliates<br />
by killing him, what is her just punishment? Reasonable<br />
persons could disagree,<br />
What are the<br />
values of<br />
the Criminal<br />
JustiCe system?<br />
Defining which actions are to be labeled “crimes” is<br />
only the first step in safeguarding society from criminal<br />
behavior. Institutions must be created to apprehend<br />
alleged wrongdoers, determine whether these persons<br />
have indeed committed crimes, and punish those who<br />
are found guilty according to society’s wishes. These<br />
institutions combine to form the criminal justice<br />
system. As we begin our examination of the American<br />
criminal justice system in this introductory chapter, it is<br />
important to have an idea of its purpose. The hierarchi-<br />
Introduction Too Little, Too Late<br />
Mastering Concepts Civil Law versus Criminal Law 77<br />
Comparative Criminal Justice The World's Oldest<br />
Profession 80<br />
CJ And Technology Transdermal Alcohol Testing 89<br />
Myth vs Reality Race <strong>St</strong>ereotyping and Drug<br />
Crime 96<br />
ClaSSIfICaTIOn Of CrImeS 75<br />
Civil Law and Criminal Law 75<br />
Felonies and Misdemeanors 76<br />
Mala in Se and Mala Prohibita 78<br />
The unIfOrm CrIme rePOrT 81<br />
Part I Offenses 82<br />
Part II Offenses 83<br />
The UCR: A Flawed Method? 83<br />
The National Incident-Based Reporting System 85<br />
alTernaTIVe meaSurIng meThOdS 86<br />
Victim Surveys 86<br />
Self-Reported Surveys 88<br />
Crime Trends in the United <strong>St</strong>ates 90<br />
On the Rise: Crime in the 1960s and 1970s 90<br />
Drug Wars: Crime in the 1980s 92<br />
Looking Good: Crime in the 1990s and 2000s 93<br />
Crime, Race, and Poverty 94<br />
Women and Crime 98<br />
Chapter Summary / Key Terms / Self Assessment Answer Key / Questions for<br />
Critical Analysis / Online Resources / Notes 101–104<br />
cal structure of orga nized crime<br />
operations often mirrors that of<br />
legitimate businesses, and, like<br />
any corporation, these groups<br />
attempt to capture a sufficient<br />
percentage of any given market<br />
to make a profit. For organized<br />
crime, the traditional preferred<br />
markets are gambling, prostitution,<br />
illegal narcotics, and<br />
loan sharking (lending money<br />
at higher-than-legal interest<br />
rates), along with more recent<br />
ventures into counterfeiting<br />
and credit-card scams.<br />
the PurPose of the<br />
Criminal JustiCe system<br />
Maintaining Justice<br />
The third goal—providing and maintaining justice—is<br />
more complicated, largely because justice is a difficult<br />
concept to define. Broadly stated, justice means that all<br />
What are some of the justifications<br />
for punishing so harshly white-collar<br />
criminals such as<br />
Madoff? Are there<br />
any reasons to<br />
be lenient with<br />
those whose<br />
crimes do not<br />
physically harm<br />
their victims?<br />
Timothy A. Clary/AFP/<br />
Getty Images<br />
13 1 2 14 DEFINING AND<br />
CRIMINAL<br />
JuSTICE<br />
TODAY<br />
CAuSES<br />
OF<br />
CRIME<br />
MEASuRING<br />
CRIME<br />
Criminal Justice<br />
system The<br />
interlocking network of<br />
law enforcement agencies,<br />
courts, and corrections<br />
institutions designed to<br />
enforce criminal laws and<br />
protect society.<br />
organized<br />
crime The interlocking<br />
network of law<br />
enforcement agencies,<br />
courts, and corrections<br />
institutions designed to<br />
enforce criminal laws<br />
and protect society<br />
from criminal behavior.<br />
ChaPter 1 Criminal Justice Today 19<br />
INSIDE<br />
CRIMINAL<br />
LAW<br />
Introduction Dying on a Prayer 108<br />
Comparative Criminal Justice A Custom of Killing 113<br />
Landmark Cases Lawrence V. Texas 117<br />
Mastering Concepts The Elements of a Crime 118<br />
You Be the Judge A Voluntary Act? 119<br />
CJ And Technology Transdermal Alcohol Testing 89<br />
Myth vs Reality Are Too Many Criminals Found Not<br />
The deVelOPmenT Of<br />
amerICan CrImInal laW 109<br />
The Conception of Law 109<br />
English Common Law 109<br />
<strong>St</strong>are Decisis 110<br />
WrITTen SOurCeS Of<br />
amerICan CrImInal laW 111<br />
Constitutional Law 111<br />
<strong>St</strong>atutory Law 112<br />
Administrative Law 114<br />
Case Law 114<br />
The PurPOSeS Of CrImInal laW 115<br />
Protect and Punish: The Legal Function of the Law 115<br />
Maintain and Teach: The Social Function of the Law 116<br />
The elemenTS Of a CrIme 118<br />
Criminal Act: Actus Reus 118<br />
Mental <strong>St</strong>ate: Mens Rea 120<br />
Concurrence 123<br />
Causation 123<br />
Attendant Circumstances 123<br />
Harm 125<br />
defenSeS under CrImInal laW 125<br />
Criminal Responsibility and the Law 125<br />
Justification Criminal Defenses and the Law 130<br />
PrOCedural SafeguardS 134<br />
The Bill of Rights 134<br />
Due Process 135<br />
Chapter Summary / Key Terms / Self Assessment Answer Key /<br />
Questions for Critical Analysis / Online Resources / Notes 141–145
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productive citizens out of the country: tradesmen, weavers, craftsmen and farmers. On 26 October 1685, King Louis<br />
the 14th signed the Edict of Fontainbleau which forced the remaining 200,000 Huguenot families to flee the country under<br />
threat of murder and slavery. This is the story of one of those families and their progeny.<br />
Monroe Madison Shuey was born in 1863 into the lineage of Elie LeJuis, a vineron who farmed in the Province of<br />
Lorraine in the early 1600’s. In an heroic effort to save his family, Elie’s son, David, fled to the Deutschland in about<br />
1690. From there David’s grandson, Daniel, immigrated to Pennsylvania in 1732 where the family farmed for 200 years.<br />
Monroe was born into a family of collective accomplishment that followed him westward to Minnesota, where he would<br />
pursue a family craft that has spanned 16 generations and another 100 years.<br />
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Lyle LeRoy Shuey monroe madison shuey<br />
monroe madison shuey<br />
His Ancestral Heritage<br />
and His Descendants<br />
Lyle LeRoy Shuey<br />
Cover Photography, top front and back:<br />
Aerial view of Shuey farm, 1950’s.<br />
Front cover middle row L to R: Olive,<br />
Roy, Clair, Minnie, Rose, Paul, Madora<br />
with Jessie, Mary, Bertie, Monroe<br />
Sr., and Earl, 1907; Monroe Madison<br />
Shuey, undated; Monroe with children,<br />
Undated. Bottom front: Rob and David<br />
Shuey’s crop, July 1995. Back cover<br />
middle row L to R: Alice, Roy and<br />
Bernice, 1924; Momroe and Son, Earl,<br />
about 1907; Minnie, Bertie, Jesse, Monroe<br />
Jr. and Mary at Bertie’s Home. Bottom<br />
L to R: Minnie, Clair, Jessie, Paul,<br />
Mary, Olive, and Monroe Jr., circa 1960.<br />
Spine: Monroe with 9’ ruler measuring<br />
his corn. front flap: Robert Shuey and<br />
shuey family, annual picnic farm tour,<br />
1998. back flap: Bob Krueger with Lyle<br />
LeRoy Shuey (front), 1935; Lyle LeRoy<br />
Shuey in his workshop, 1993.
48|<br />
the ancestral heritage<br />
scarce in his home area. Secondly, the devastating flood of 1883 took place<br />
when he was 20 years old, at the time when he left home. He may have<br />
deemed the possibility of floods too risky.<br />
There is little doubt that he had seen the enticing fliers from the Pine County,<br />
Minnesota land speculators that were flooding the country to the east (and<br />
even to Europe) touting the plentiful, inexpensive land that was available<br />
there—along with the now-bustling Pine City and the job opportunities.<br />
In 1883, at the age of twenty, Monroe left the family farm in Ohio and<br />
headed west to make his mark.<br />
Client: Lyle Shuey<br />
Text design for 320-page genealogical study dating back to the 16th century<br />
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Table of Contents<br />
Acknowledgements i<br />
Introduction iii<br />
Prologue The Protestant Reformation v<br />
Part I The Ancestral Heritage<br />
Chapter 1 The Rise of the Huguenots 1<br />
Chapter 2 Religious Persecution 5<br />
Chapter 3 The Deutschland and the Crossing 13<br />
Chapter 4 The New World and Pennsylvania 23<br />
Chapter 5 The French and Indian Wars 29<br />
Chapter 6 The American Revolution 35<br />
Chapter 7 Family Expansion 39<br />
Chapter 8 Ohio and the Civil War 45<br />
Part II Monroe & Madora<br />
Chapter 9 Pine County, Minnesota 51<br />
Chapter 10 <strong>St</strong>arting a Family 55<br />
Chapter 11 Webster County, Missouri 59<br />
Chapter 12 Return to Pine County 61<br />
Chapter 13 Triumph and Tragedy 67<br />
Part III The Descendants<br />
1. Earl Shuey 79<br />
2. Rose May Shuey 81<br />
3. Olive Myrtle Shuey 89<br />
4. Clair Henry Shuey 97<br />
5. Baby Raymond Shuey 173<br />
6. Bertie Roy Shuey 175<br />
7. Roy Webster Shuey 203<br />
8. Minnie Birdie Shuey 229<br />
9. Paul Wilsey Shuey 251<br />
10. Mary Ann Shuey 255<br />
11. Jessie Bernice Shuey 257<br />
12. Monroe Madison Shuey, Jr. 259<br />
13. Alice Irene Shuey 269<br />
14. Evelyn Dorothy Shuey 271<br />
Epilogue 283<br />
Appendix Descendants of Monroe Madison Shuey 289<br />
Huguenot: Origin of the Name 307<br />
Notable Huguenots 309<br />
Endnotes 311<br />
Bibliography 315<br />
Part II<br />
Monroe & Madora<br />
introduction<br />
Prologue<br />
The Protestant Reformation<br />
The family were farmers who raised grapes for the wine industry. This was<br />
an occupation that they brought from France, where the family had been<br />
vintners as far back as has been traced—perhaps even to Hillare LeJuis,<br />
(b. abt. 1510), the first well-documented Shuey. The vineyards they farmed<br />
were in the Lorraine area of northeast France adjacent to the Deutschland<br />
border, which partially explains why David chose the Palatinate for the<br />
family’s first refuge.<br />
Europe of the 16th century was simmering with an unrest that<br />
t had been building for several centuries, with much of the continent<br />
under the influence of the powerful but terribly misguided leaders of the<br />
This history will begin in 1500, and even a little before. Although we have<br />
Roman Catholic church of that era. Taxes and indulgences were collected<br />
only the dates for reference of the first few generations, an understanding<br />
at will with little or no representation allowed. The protests that arose were<br />
of the times in which our earliest ancestors lived will be helpful in knowing<br />
them better.<br />
put down quickly.<br />
The Albigenssians,<br />
Beginning with Hillare LeJuis, thirteen generations up to and including<br />
Monroe will be traced along with the civil histories of their times when<br />
they are pertinent. Then, with as much detail as is available, the lives of<br />
Monroe and Madora’s children and their descendants will be documented<br />
through the 17th and 18th generations to 2007.<br />
The 100 year history of the Shuey farm in Pine County, MN is contained<br />
within the text of this book. It can be followed from its inception to the<br />
present time by beginning at chapter 12, page 61 and then following the<br />
prompts on pages 73, 103 and 116. The prompts are shown in boxes at the<br />
end of a section about the Shuey farm, with page numbers to identify the<br />
next discussion of the property.<br />
iv| |v<br />
1 an aggressive branch of the Cathari in the Languedoc<br />
Region of France in the 12th and the 13th centuries had so enraged Pope<br />
Innocent lll that he annihilated 30,000 of its followers. John Huss2 of<br />
Germany, a professor at the University of Prague and an espouser of John<br />
Wycliff ’s anti-Catholic theories, was burned at the stake in 1415 for his<br />
trouble. The Moravians3 (1415-1648), who accepted the Bible as their only<br />
standard for religion, completely rejected the Roman Catholic church and<br />
thus were a thorn in the side of the church for over 150 years.<br />
During this time a renaissance of thought and ideas was developing<br />
throughout Europe that further nourished the unrest in the populace.<br />
The Ottomans had returned from captured Constantinople with fresh<br />
thought and ideas as had the French from the rich Greco-Roman era when<br />
it invaded Italy. Desiderius Erasmus (1466-1536), the Dutch scholar and<br />
theologian, was busily disseminating his ideas on humanism developed<br />
from the Greek and Roman cultures, and, to the dismay of the Catholic<br />
church, the errors that he claimed for the Vulgate (Latin) Bible.<br />
Meanwhile, in Mainz, Germany there was a young goldsmith and sometime<br />
inventor who was tinkering with the idea of casting typeface in base metal<br />
Chapter 9<br />
Pine County, Minnesota<br />
Monroe Madison Shuey was born on 2 July 1863 to Jacob Shuey<br />
t and Mary Ann Lentz in Harrisburg, Dauphin County, Pennsylvania.<br />
Monroe was to be the first of ten children born to Jacob and Mary Ann.<br />
In 1868 when Monroe was five years old his parents moved the family<br />
to Eden Township, Seneca County, Ohio. They settled down four miles<br />
southeast of the town of Tiffin to farm and to raise their family, and that<br />
is where Monroe grew up along with his nine siblings.<br />
Monroe, as the eldest son, was a great help in the family endeavors<br />
which would prove a blessing to him sooner than he realized. He<br />
learned both carpentry and farming from his father, who is well<br />
documented as having excelled at both professions (Jacob very likely<br />
built his own house and the other needed structures on his property).<br />
It was surely a hard life, but the skills that Monroe acquired working<br />
with his father would soon stand him in good stead.<br />
In 1883, at the age of twenty, Monroe left the family farm and headed<br />
West to Minnesota. He would find unbelievable hardship, and he would<br />
find tragedy, but he would also ultimately find success.<br />
In the late 1800’s Pine County, Minnesota was a prosperous, invigorating,<br />
and multi-faceted social and economic area. It had been, for a long time, a<br />
prominent fur trading area. One of the trading centers was located at the<br />
Indian Village of Chengwatana, 26 located at the Cross Lake outlet of the<br />
Snake River. This became a natural meeting place for trappers and traders<br />
because of the junction of the waterways.<br />
|51
the descendants<br />
In the late 50’s Earl again became ill. He called his brother, Monroe Jr., who<br />
drove to Texas and brought Earl and his belongings back to Washington state.<br />
Earl lived with Monroe’s family for about two years. When his health<br />
deteriorated, Monroe placed him in a home where he died. He is buried in<br />
Washington Memorial Park south of Seattle.<br />
As the eldest child, Earl was the “go-to” family member for anyone who<br />
wanted information about the family history. He devotedly answered<br />
requests with letters that offered facts and opinions based on his experiences<br />
and the recollections of what he had been told or overheard when growing<br />
up. You will find information taken from some of Earl’s letters in this<br />
family history.<br />
More About EARL SHUEY:<br />
Burial: 10 September 1960, Wash Mem’l Park, Seattle, King, WA<br />
Child of EARL SHUEY and WILMA ABBOTT is:<br />
i. DAUGHTER15 SHUEY, b. Unknown.<br />
80|<br />
During her husband’s hospitalizations, and especially after her mother<br />
passed away in 1914, Rose, with Clifford, often stayed and helped her<br />
father with the family farm. This help continued after her father passed<br />
away in 1918, but her first allegiance was to her husband, William, who<br />
spent much of his adult life hospitalized. In several instances he left the<br />
hospital before being released, necessitating close supervision by Rose.<br />
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the descendants<br />
Client: Lyle Shuey<br />
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Rose May Shuey<br />
& Descendants<br />
Generation No. 1<br />
1. ROSE MAY14 SHUEY (MONROE MADISON, 13 JACOB III, 12 JACOB<br />
JR., 11 JACOB, 10 JOHANNES, 9 DANIEL8 SCHUY, DANIEL7 JOUY, DAVID, 6<br />
ELIE5 JUY, DAVID4 LE JUIS, JEAN, 3 DIDIER, 2 HILARE1 ) was born 12<br />
August 1892 in Pine City, MN, and died 23 June 1934 in Rock Creek, MN.<br />
She married WILLIAM L. STEVENS Abt. 1910. He was born in 1888<br />
in Rock Creek, MN.<br />
Notes for ROSE MAY SHUEY:<br />
Rose was the second child born to Monroe and Madora. She graduated<br />
from Pine City High School in 1909 and became a teacher at rural school<br />
District #13 east of Rock Creek. She met and married William <strong>St</strong>evens<br />
about 1910. The couple moved to Dodge Center, Minnesota and then<br />
returned to Rock Creek and finally Pine City. The couple had three<br />
children, Clifford in 1913, Edna Mae in 1917 (who died a few days after<br />
birth), and Robert in 1926. It was an ill-fated marriage from the beginning<br />
due to William’s volatile personality, which was later to hospitalize him on<br />
several occasions.<br />
Roy Webster Shuey<br />
After graduation from high school in 1945 Lyle joined the Marine Corps and<br />
records. He is a 3<strong>2nd</strong> Degree Mason and a Shriner, and holds an extra<br />
served until August of 1946. He stayed in the active reserves and returned to<br />
active duty during the Korean conflict. During this time he managed Marine<br />
class amateur radio license (call letters WC9S).<br />
Corps Exchanges in San Diego and San Francisco, California.<br />
Notes for LOIS RUTH INDIHAR:<br />
Lois, better known to her family as “Lola,” was born and raised in the<br />
After discharge in 1955 Lyle managed the Schmitt Music Company store<br />
small town of Gilbert in the Iron Range Country of Northern Minnesota.<br />
in <strong>St</strong>. Paul, Minnesota while continuing his studies at the University of<br />
She earned a B.S. Degree in Music Education from the University of<br />
Minnesota at night. It was during this time that Lyle met and married Lois<br />
Minnesota, and while there was voted outstanding band member. She also<br />
Indihar, a music teacher in the <strong>St</strong>. Paul suburb of Roseville. In 1967 he<br />
won the “Ski-U-Mah” award for outstanding service to the University.<br />
became general manager of the Schmitt Music Co.<br />
She taught in schools in Minnesota, Michigan and Illinois for twenty years<br />
while being active in education associations. She was awarded the Sword of<br />
Lyle was a director on the board, executive committee member, and<br />
chairman of the youth orchestra committee for the <strong>St</strong>. Paul Chamber<br />
Honor by the Sigma Alpha Iota professional music fraternity.<br />
Orchestra, and a committee chairman of the <strong>St</strong>. Paul Rotary Club.<br />
Lola was a Choir Director, Organist, and Music Educator at <strong>St</strong>. Norbert’s<br />
During his retail music career Lyle was actively involved with industry<br />
Catholic Church and School in Northbrook, IL for seventeen years. She also<br />
trade associations. He was a director and a retail management clinician<br />
taught private piano lessons for twenty years. From 1970 to 2000 she was<br />
with the National Association of Music Merchants, a clinician with the<br />
Director of Education at the 500-student music schools of Shuey’s Music<br />
National Association of School Music Dealers and chairman of the<br />
Education Centers in Northwest Suburban Chicago. During these years she<br />
finance committee and clinician with the National Association of Band<br />
Instrument Repair Technicians.<br />
also directed both student and adult musicals on an annual basis.<br />
Lola is a Eucharistic Minister, Minister of Care and Minister of Bereavement<br />
In 1967 he accepted a position as Vice President of the Karnes Music<br />
at <strong>St</strong>. Norbert’s Catholic Church in Northbrook. Her favorite room in the<br />
Co. in Chicago, and the family moved there. Three years later he started<br />
house is her kitchen where she cooks gourmet meals daily. The family calls<br />
Shuey’s Music Education Centers which ultimately had two locations with<br />
the kitchen her “sandbox.” Some of Lola’s favorite memories are of the<br />
20 accredited teachers, 500 students and 2,400 rental instruments available<br />
for the students in surrounding school districts.<br />
sailing trips that she and Lyle took every year for many years.<br />
212| Children of LYLE SHUEY and LOIS INDIHAR are:<br />
|213<br />
Lyle and Lois’ chief interest outside of business was sailing and much time<br />
was spent with the family’s small boats on Lake Michigan, and later large<br />
i. KEVIN LYLE<br />
boats on Lake Michigan, Green Bay, and the Gulf Of Mexico. Lyle and<br />
Lois sold their business in 2000 after the passing of their son, Kent, and<br />
Lyle retired to garden, play golf and work on the family’s genealogical<br />
16 SHUEY, b. 7 June 1961, Minneapolis, MN.<br />
Notes for KEVIN LYLE SHUEY:<br />
Kevin was born in Minneapolis, Minnesota and moved to<br />
Northbrook, Illinois with his family when he was six years<br />
214|<br />
the descendants<br />
old. He graduated from Glenbrook North High School<br />
in 1979. He became employed by Washburn Guitars and<br />
played guitar professionally, and went on to attend DePaul<br />
University from 1989 to 1993. Kevin was a store manager in<br />
the family music business before the company was sold in the<br />
year 2000. At that time he established “Guitars By Kevin,”<br />
a business wherein he teaches guitar music of all types and<br />
rebuilds and repairs guitars.<br />
Kevin’s hobbies include collecting sports memorabilia and<br />
golfing with family and friends. Travel is also high on his list, with<br />
a trip to Paris being one of his most memorable. He currently<br />
resides in Mt. Prospect, Illinois, a suburb of Chicago.<br />
6. ii. KAREN LYNE SHUEY, b. 7 June 1961, Minneapolis, MN.<br />
iii. KRISTI JO SHUEY, b. 6 October 1963, Minneapolis, MN.<br />
Notes for KRISTI JO SHUEY:<br />
Kristi was born in Minneapolis and moved to the Chicago<br />
area with the family when she was three years old. There she<br />
grew up and attended Glenbrook North High School where<br />
she played clarinet in the school band, sang in the honor<br />
choir and competed on the diving team. During the summer<br />
in high school and college Kristi was a supervising lifeguard<br />
and swimming instructor at the village pool.<br />
Upon graduation from high school in 1981 Kristi attended<br />
The College of <strong>St</strong>. Catherine in <strong>St</strong>. Paul, Minnesota where<br />
she completed a major in English literature and a minor in<br />
art. After graduating in 1985, Kristi joined West Publishing<br />
Company in <strong>St</strong>. Paul where she was promoted to senior<br />
marketing manager.<br />
Roy Webster Shuey<br />
& Descendants<br />
Generation No. 1<br />
1. ROY WEBSTER 14 SHUEY (MONROE MADISON, 13 JACOB III, 12<br />
JACOB JR., 11 JACOB, 10 JOHANNES, 9 DANIEL 8 SCHUY, DANIEL 7 JOUY,<br />
DAVID, 6 ELIE 5 JUY, DAVID 4 LE JUIS, JEAN, 3 DIDIER, 2 HILARE 1 ) was born<br />
27 December 1898 in Marshfield, Webster County, MO, and died 7 May<br />
1989 in <strong>St</strong>. Paul, Mn.. He married (1) BLANCHE EDNA STEPHENS<br />
11 May 1917 in Pine City, MN, daughter of HENRY STEPHENS and<br />
ELLA BURTON. She was born 22 March 1895 in Trimbell, WI, and<br />
died July 02, 1985 in Yorba Linda, CA. He married (2) FLORENCE<br />
DORIS TWEETEN 1925 in <strong>St</strong>. Paul, Mn., daughter of Clarence Tweeten<br />
and Karen McWhirter. She was born 21 August 1902 in Saskatoon,<br />
Sask. Canada, and died 30 May 1975 in Portland, Or. He married (3)<br />
ANNA MAY WASIENSKI 1951, daughter of JOHN WASIENSKI and<br />
CATHERINE GOVERNSKI. She was born 2 April 1909 in Glenwood<br />
City, WI., and died 10 February 2001 in <strong>St</strong>. Johns Hospital, <strong>St</strong>. Paul, MN.<br />
Notes for ROY WEBSTER SHUEY:<br />
Roy was the family’s seventh child to be born, and the third in Marshfield,<br />
Missouri during the time that his father was trying to establish the hog<br />
farming business. The family left Missouri only two years later and he grew<br />
up on the farm in Pine City, Minnesota. As he grew, he took an active part<br />
in the farming operations.<br />
On 11 May 1917 Roy married Blanche <strong>St</strong>ephens, the daughter of one of<br />
his mother’s best friends, Ella Burton <strong>St</strong>ephens. Roy and Blanche moved<br />
Roy Webster Shuey<br />
Kristi earned a Master of Fine Arts degree in advertising design<br />
from Syracuse University in 1991 and moved to Auckland, New<br />
Zealand to work with a design firm. She spent the following<br />
year traveling in Singapore, Malaysia, Indonesia, Thailand,<br />
Viet Nam and Cambodia. The trip finished with a 32-day trek<br />
to 18,000 ft. in the Annapurna mountain range in Nepal.<br />
After traveling, Kristi moved to Atlanta, Georgia to work<br />
with the J. Walter Thompson advertising agency where she<br />
ultimately made the decision to return to publishing. She<br />
resides in Austin, Texas. After many years with Prentice<br />
Hall Publishing and Houghton Mifflin Company she is<br />
currently a graphic designer and copywriter with her firm,<br />
<strong>2nd</strong> <strong>St</strong>reet <strong>Design</strong> <strong>Lab</strong>, and a designer for The University<br />
of Texas at Austin.<br />
In 2004 Kristi lost her partner, Scott Freeman, to<br />
Amyotrophic Lateral Sclerosis (Lou Gehrig’s Disease). Scott<br />
was a world-renowned economist at The University of<br />
Texas at Austin, and was mentioned as such in his friend<br />
and colleague Finn Kydland’s Nobel Prize lecture the year<br />
of Scott’s passing. More information about him can be<br />
found at www.scottfreeman.us.<br />
Two years ago Kristi underwent successful open heart<br />
surgery at Columbia University to repair a mitral valve<br />
prolapse. This condition can be genetic but also is commonly<br />
the result of rheumatic fever. It is believed the latter caused<br />
her condition.<br />
iv. KENT MICHAEL SHUEY, b. 15 September 1971, Evanston,<br />
Il.; d. 21 January 2000, Evanston, Il..<br />
|203<br />
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