Political Terms and Leopard Skin Chief Essays

Political Terms and Leopard Skin Chief Essays Political Terms and Leopard Skin Chief Essay Political Terms and Leopard Skin Chief Essay Discuss the institution of the feud among the Nuer as analyzed by E-P. Why did E-P argue that it played a necessary role in the segmentary political system of the tribe? The institution of the feud among the Nuer as analyzed by Evans Pritchard, is settled by a special person known as a â€Å"leopard skin chief†. A â€Å"leopard skin chief†, has ritual powers that deal with the Nuer social life and nature, including the power to bless and curse. Only certain lineages have â€Å"leopard skin chiefs† and not all lineages use their ritual powers. His function is political affairs between political groups which are regulated through him, but he is not a political authority controlling them. For example, when a man has committed murder, he must go to a chief, who cuts his arm so that blood may flow. Until the mark of Cain has been made, the slayer can’t eat or drink. If he fears infliction of punishment, which usually always happens, he stays at the chief’s home. Within some weeks the chief will bring forth from the slayers kin that they are prepared to pay compensation to avoid a feud and he persuades the dead man’s kin to accept the payment. During that time neither family (group) can eat nor drink from the same vessels as the other. The chief collects the cattle; forty to fifty cattle. The cattle is then taken to the dead mans home, where sacrifices of penitence and cleansing take place. This is the process of settling a feud. He does not judge the case because he does not have the authority to do so. The â€Å"leopard skin chief†, forces the kin of the dead to accept with the compensation if they are not willing to he will threatened to curse them. The moral settlement on both sides helps avoid further aggression from the incident. Evans Pritchard believes that we must recognize that feuds are settled more easily in smaller groups. Such as when a man kills a near kinsmen or a close neighbor, the issue is easily settled by compensation. When a homicide occurs within a village general opinion demands an early settlement. When a homicide occurs between primary or secondary sections of a tribe, there is a small chance of an early settlement and also because of distance retaliation is not taken as quickly, so the unsettled feuds build up. Such homicides are usually the result of intertribal fights in which several people are killed. This not only makes the settlement more difficult, but continues tension between the two groups to fight, in which their groups of people become involved. The kinsmen of a dead man are close enough to try to fight a kinsmen of the slayer and far enough from them to allow a temporary problems between the local communities to where they belong. However, their members are, as a rule, closely related by family ties must assist them if there is an open fight. The feud takes on a political feature and expresses the hostility between political segments. Evans Pritchard believed that the balanced hostility of political segments is maintained by the institution of the feud which permits a state of latent hostility between local communities, but allows them to form a larger group. He says that hostility is latent because even when a feud is being acted against there is no attempt to exact punishment, but the kinsmen of the dead may take any opportunity that presents itself to accomplish their purpose; and, also, because even when compensation has been accepted the feud may, in spite of settlement, start up again. The â€Å"leopard-skin chief† does not rule or judge, but acts as mediator through communities wanting to end a feud or make peace. The feud, including the role played in it by the chief, is a way by which the political structure maintains itself in the form known to America. â€Å"The leopard-skin chief† may also act as mediator in disputes concerning ownership of cattle, and he and the people on both sides may express their opinion on the case. But the chief does not have the authority to force obedience. All he can do is go with the plaintiff and some people of his community to the home of the defendant and to ask him and his kinsmen to discuss the matter. That’s only if both sides are willing to handle the situation in a civilized manner. Also, although the chief, after a meeting with the people, can give a decision, his decision is finalized by agreement of the people   Ã‚  Ã‚   The Nuer doesn’t have a law. There is no enforcement of governmental power. There are payments considered to someone who has suffered certain harm such as adultery, theft, murder, and fornication. There is no constituted or impartial authority who decides on the rights and wrongs of a dispute. In the Nuer community, if a person has been done wrong by another, they will receive support from there kinsmen and they are prepared to take matters in their own hands, especially, if they live near one another. The usual way of obtaining ones due is to go to the debtors and take his cattle. If the person who owes refuses to go along ith the repayment it could turn into a feud until the point someone could be harmed. How and whether a dispute is settled depends mostly on the people concerned in the kinship and age-set systems and the distance between their communities (tribes). Since the Nuer doesn’t have a government or law. The â€Å"leopard- skin chief† is not a political authority, the â€Å"Man of the Cattle†, totemic specialists, rain-makers , magicians, diviners and others. They have no political function or status, not saying to some people they may be important and feared. The heads of joint families, especially when they are rich in cattle, and have strong qualities seem to uphold importance but like all the other statues they have no power over another. With that being said, every Nuer basically regulates their affairs as they please. No Nuer who has natural gifts or not can be said to have political power or represent it. No local groups, apart from the prophets can be said to symbolize, or represent importance in the community. As Evans Pritchard argued institution of the feud among the Nuer played a necessary role in the segmentary political system of the tribe. As he described and analyzed in the section of the Nuer called â€Å"Political Systems†. He talked about the intertribal relations and the relations between tribal segments. Evans Pritchard summarizes how those relations define the Nuer political system. The political system has also been related to environment and their methods of living. We can only say, in conclusion to his observations through his anthropology studies of the Nuer that they were basically perceived as a political structure.

Why School Culture Matters and Strategies to Improve It

Why School Culture Matters and Strategies to Improve It Why School Culture Matters I recently read a quote by Dr. Joseph Murphy, Associate Dean at Vanderbilt’s Peabody College of Education, which really spoke to me. He said, â€Å"Seeds of change will never grow in toxic soil. School culture matters.† This message has stuck with me for the past several weeks as I have reflected on the past school year and look to move forward towards the next.   As I examined the issue of school culture, I wondered how one would define it. Over the past few weeks, I have formulated my own definition. School culture includes an atmosphere of mutual respect amongst all stakeholders where teaching and learning are valued; achievements and successes are celebrated, and where ongoing collaboration is the norm.      Dr. Murphy is 100% correct in both of his assertions. First, school culture does matter.   When all stakeholders have the same goals and are on the same page, a school will flourish.   Unfortunately, toxic soil can keep those seeds from growing and in some cases create virtually irreparable damage.   Because of this school leaders must ensure that creating a healthy school culture is a priority.   Building a positive school culture starts with leadership. Leaders must be hands-on, willing to make personal sacrifices, and should work with people rather than working against them if they want to improve school culture.   School culture is a mindset that can either be positive or negative. No one flourishes in constant negativity.   When negativity persists in a school culture, no one wants to come to school. This includes the administrators, teachers, and students. This type of environment is set up to fail. Individuals are just going through the motions trying to get through another week and eventually another year. No one prospers in this type of environment. It is not healthy, and educators should do everything they can to ensure that they never allow this mindset to creep in. When positivity persists in a school culture, everyone thrives. Administrators, teachers, and students are generally happy to be there. Amazing things happen in a positive environment.   Student learning is enhanced. Teachers grow and improve. Administrators are more relaxed.   Everyone benefits from this type of environment. School culture does matter. It should not be discounted. Over the past few weeks as I have reflected on this, I have come to believe that it may be the single most important factor for school success. If no one wants to be there, then ultimately a school will not be successful. However, if a positive, supporting school culture exists then the sky is the limit for how successful a school can be. Now that we understand the importance of school culture, we must ask how to improve it. Fostering a positive school culture takes a lot of time and hard work.   It will not happen overnight. It is a difficult process that will likely come with immense growing pains.   Tough decisions will have to be made. This includes personnel decisions with those unwilling to buy into a change in school culture. Those who resist these changes are the â€Å"toxic soil† and until they are gone, the â€Å"seeds of change† will never firmly take hold. Strategies to Improve School Culture The following seven broad strategies can help guide the process of improving school culture. These strategies are written under the assumption that a leader is in place which seeks to change the culture of a school and is willing to work hard. It is important to note that many of these strategies will require modifications along the way. Every school has its own unique challenges and as such there is no perfect blueprint for refining school culture.   These general strategies are not the end all be all solution, but they can aid in the development of a positive school culture. Create a team consisting of administrators, teachers, parents, and students to help shape changes to school culture. This team should develop a prioritized list of issues they believe harm to the overall school culture. In addition, they should brainstorm possible solutions for fixing those issues. Eventually, they should create a plan as well as a timeline for implementing the plan for turning around the school culture.Administrators must surround themselves with like-minded teachers who fit the mission and vision the team has in place for establishing an effective school culture.   These teachers must be trustworthy professionals who will do their job and make positive contributions to the school environment.It is important for teachers feel supported. Teachers who feel like their administrators have their backs are generally happy teachers, and they are more likely to operate a productive classroom.   Teachers should never question whether or not they are appreciated.   Buil ding and maintaining teacher morale is one of the most important duties a school principal plays in fostering a positive school culture.   Teaching is a very difficult job, but it becomes easier when you work with a supportive administrator. Students spend the largest amount of their time at school in the classroom. This makes teachers the most responsible for creating a positive school culture.   Teachers help this process through a variety of ways. First, they build trusting relationships with students. Next, they ensure that every student has an opportunity to learn the required material. Additionally, they figure out a way to make learning fun so that students keep wanting to come back to their class. Finally, they show a vested interest in each student in a variety of ways including attending extracurricular activities, engaging in conversations about interests/hobbies, and being there for a student when they are having a hard time.Collaboration is critical to developing a positive school culture.   Collaboration enriches the overall teaching and learning experience. Collaboration builds lasting relationships. Collaboration can challenge us and make us better. Collaboration is essential in helping a school truly become a community of learners. Collaboration must be ongoing between every stakeholder within the school. Everyone should have a voice. To establish an effective school culture, you must consider every little nuance in a school. Ultimately, everything contributes to the overall culture of a school. This includes school security, the quality of the food in the cafeteria, the friendliness of the main office staff when there are visitors or when answering the phones, the cleanliness of the school, the maintenance of the grounds, etc.   Everything should be evaluated and changed as necessary.Extra-curricular programs can foster an immense amount of school pride.   Schools must offer a well-balanced assortment of programs to give every student an opportunity to be involved.   This includes a mixture of both athletic and non-athletic programs.   Coaches and sponsors responsible for these programs must provide the participants with everyone opportunity to be successful Programs and individuals within these programs should be recognized for their accomplishments.   Ultimately, if you have a positive school culture, every stakeholder feels a sense of pride when one of these programs or individuals is successful.