Suicideality in Contemporary African Diaspora Fiction
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African Studies Association 59Th Annual Meeting
AFRICAN STUDIES ASSOCIATION 59TH ANNUAL MEETING IMAGINING AFRICA AT THE CENTER: BRIDGING SCHOLARSHIP, POLICY, AND REPRESENTATION IN AFRICAN STUDIES December 1 - 3, 2016 Marriott Wardman Park Hotel, Washington, D.C. PROGRAM COMMITTEE CHAIRS: Benjamin N. Lawrance, Rochester Institute of Technology William G. Moseley, Macalester College LOCAL ARRANGEMENTS COMMITTEE CHAIRS: Eve Ferguson, Library of Congress Alem Hailu, Howard University Carl LeVan, American University 1 ASA OFFICERS President: Dorothy Hodgson, Rutgers University Vice President: Anne Pitcher, University of Michigan Past President: Toyin Falola, University of Texas-Austin Treasurer: Kathleen Sheldon, University of California, Los Angeles BOARD OF DIRECTORS Aderonke Adesola Adesanya, James Madison University Ousseina Alidou, Rutgers University Souleymane Bachir Diagne, Columbia University Brenda Chalfin, University of Florida Mary Jane Deeb, Library of Congress Peter Lewis, Johns Hopkins University Peter Little, Emory University Timothy Longman, Boston University Jennifer Yanco, Boston University ASA SECRETARIAT Suzanne Baazet, Executive Director Kathryn Salucka, Program Manager Renée DeLancey, Program Manager Mark Fiala, Financial Manager Sonja Madison, Executive Assistant EDITORS OF ASA PUBLICATIONS African Studies Review: Elliot Fratkin, Smith College Sean Redding, Amherst College John Lemly, Mount Holyoke College Richard Waller, Bucknell University Kenneth Harrow, Michigan State University Cajetan Iheka, University of Alabama History in Africa: Jan Jansen, Institute of Cultural -
The Mediating Role of Attachment and Mentalising in the Relationship Between Childhood Trauma, Self-Harm and Suicidality
The mediating role of attachment and mentalising in the relationship between childhood trauma, self-harm and suicidality Maria Stagakia*, Tobias Nolteb,c, Janet Feigenbaumd, Brooks King-Casase, Terry Lohrenze, Peter Fonagyc,d, Personality and Mood Disorder Research Consortium, P. Read Montagueb,e,f,g a Division of Psychiatry, University College London, London, United Kingdom b Wellcome Trust Centre for Neuroimaging, University College London, London, United Kingdom c Anna Freud National Centre for Children and Families, London, United Kingdom d Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom e Fralin Biomedical Research Institute, Virginia Tech, Department of Psychology, Virginia Tech, Roanoke, VA f Department of Physics, Virginia Tech, Blacksburg, VA g Department of Psychiatry and Behavioral Medicine, Virginia Tech Carilion School of Medicine, Virginia Tech, Roanoke, VA *Corresponding author: Present address: Division of Psychology and Language Sciences, University College London, 26 Bedford Way, Bloomsbury, WC1H 0AP, London, United Kingdom E-mail address: [email protected] Abstract Although the relationship between childhood trauma, self-harm and suicidality is well- established, less is known about the mediating mechanisms explaining it. Based on a developmental mentalisation-based theoretical framework, childhood adversity compromises mentalising ability and attachment security, which in turn increase vulnerability to later stressors in adulthood. This study aimed, thus, to investigate the role of attachment and mentalising as potential mechanisms in this relationship. In a cross-sectional design, 907 adults from clinical and community settings completed self-report questionnaires on retrospectively rated childhood trauma, and current attachment to the romantic partner, mentalising, self-harm, suicidal ideation and attempt. -
Representing Roman Female Suicide. Phd Thesis
GUILT, REDEMPTION AND RECEPTION: REPRESENTING ROMAN FEMALE SUICIDE ELEANOR RUTH GLENDINNING, BA (Hons) MA Thesis submitted to the University of Nottingham for the degree of Doctor of Philosophy DECEMBER 2011 Abstract This thesis examines representations of Roman female suicide in a variety of genres and periods from the history and poetry of the Augustan age (especially Livy, Ovid, Horace, Propertius and Vergil), through the drama and history of the early Principate (particularly Seneca and Tacitus), to some of the Church fathers (Tertullian, Jerome and Augustine) and martyr acts of Late Antiquity. The thesis explores how the highly ambiguous and provocative act of female suicide was developed, adapted and reformulated in historical, poetic, dramatic and political narratives. The writers of antiquity continually appropriated this controversial motif in order to comment on and evoke debates about issues relating to the moral, social and political concerns of their day: the ethics of a voluntary death, attitudes towards female sexuality, the uses and abuses of power, and traditionally expected female behaviour. In different literary contexts, and in different periods of Roman history, writers and thinkers engaged in this same intellectual exercise by utilising the suicidal female figure in their works. ii Acknowledgments I would like to thank the Arts and Humanities Research Council for providing the financial assistance necessary for me to carry out this research. The Roman Society also awarded a bursary that allowed me to undertake research at the Fondation Hardt pour I'etude de I'antiquite classique, in Geneva, Switzerland (June 2009). I am also grateful for the CAS Gender Histories bursary award which aided me while making revisions to the original thesis. -
Atlantic Slavery and the Making of the Modern World Wenner-Gren Symposium Supplement 22
T HE WENNER-GREN SYMPOSIUM SERIES CURRENT ANTHROPOLOGY A TLANTIC SLAVERY AND THE MAKING OF THE MODERN WORLD I BRAHIMA THIAW AND DEBORAH L. MACK, GUEST EDITORS A tlantic Slavery and the Making of the Modern World: Wenner-Gren Symposium Supplement 22 Atlantic Slavery and the Making of the Modern World: Experiences, Representations, and Legacies An Introduction to Supplement 22 Atlantic Slavery and the Rise of the Capitalist Global Economy V The Slavery Business and the Making of “Race” in Britain OLUME 61 and the Caribbean Archaeology under the Blinding Light of Race OCTOBER 2020 VOLUME SUPPLEMENT 61 22 From Country Marks to DNA Markers: The Genomic Turn S UPPLEMENT 22 in the Reconstruction of African Identities Diasporic Citizenship under Debate: Law, Body, and Soul Slavery, Anthropological Knowledge, and the Racialization of Africans Sovereignty after Slavery: Universal Liberty and the Practice of Authority in Postrevolutionary Haiti O CTOBER 2020 From the Transatlantic Slave Trade to Contemporary Ethnoracial Law in Multicultural Ecuador: The “Changing Same” of Anti-Black Racism as Revealed by Two Lawsuits Filed by Afrodescendants Serving Status on the Gambia River Before and After Abolition The Problem: Religion within the World of Slaves The Crying Child: On Colonial Archives, Digitization, and Ethics of Care in the Cultural Commons A “tone of voice peculiar to New-England”: Fugitive Slave Advertisements and the Heterogeneity of Enslaved People of African Descent in Eighteenth-Century Quebec Valongo: An Uncomfortable Legacy Raising -
Suicide in Literature: How Opening the Conversation in Classrooms Could Save Lives Paige Mckinley Sacred Heart University
Sacred Heart University DigitalCommons@SHU Academic Festival Apr 20th, 1:00 PM - 3:00 PM Suicide in Literature: How Opening the Conversation in Classrooms Could Save Lives Paige McKinley Sacred Heart University Follow this and additional works at: https://digitalcommons.sacredheart.edu/acadfest McKinley, Paige, "Suicide in Literature: How Opening the Conversation in Classrooms Could Save Lives" (2018). Academic Festival. 138. https://digitalcommons.sacredheart.edu/acadfest/2018/all/138 This Poster is brought to you for free and open access by DigitalCommons@SHU. It has been accepted for inclusion in Academic Festival by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected], [email protected]. McKinley: Suicide in Literature: How Opening the Conversation in Classrooms Suicide in Literature: How Opening the Conversation in Classrooms Could Save Lives By: Paige McKinley Sacred Heart University ABSTRACT UNIT OUTLINE MY BOOK Suicide is the second leading cause of death from ages 10-24. In the United Choice Book One Three Eighty One States, an average of over 3,470 young adults in grades 9-12 attempt 1. Students will each select a book from the list given. By: Paige McKinley suicide every day. So why is Romeo and Juliet the only literature taught in 2. They will work in book groups with other students who have selected the same book. POV: Suicidal Ideation/Suicide Attempt Survivor high school classrooms that involves suicide? The current English 3. Each book group will create a reading schedule, assigning which pages or chapters they will read for which days, to which they agree to adhere to in order to Three Eighty One chronicles Alyson Summer’s journey as a high school curriculum is severely lacking in content pertaining to modern day issues, complete the reading in a timely manner. -
Your Summer Assignment Is a Chance for You to Read a Complex
Your summer assignment is a chance for you to read a complex (and enjoyable) text, broaden your literary horizons, and write in response to what you are reading, hearing, and thinking. It is also a chance for me to get to know you as a reader and writer. Both parts of this assignment are due the second day of school. WHY is it important? • Keep your brain active. • Read/study a book that you could potentially use on the AP test next spring. • Practice your analysis skills without someone telling you what to think. • Annotate--like all good readers do. • Enjoy a wonderful summer read! Reading can be fun (really), and all of these are great books. TEXT—Choose one of the following: • Exit West by Mohsin Hamid • Homegoing by Yaa Gyasi • Little Fires Everywhere by Celeste Ng • There, There by Tommy Orange *You are not required to purchase your book, but you will need it the first two weeks of school. ASSIGNMENT: Read and annotate the novel. The notes you make will not only help you understand what you’re reading but will also come in handy when you work with and discuss your book with classmates. You may choose any annotation style or format that works for you: • Write notes in your book (if it’s your copy) • Use sticky notes • Keep a reading journal with your thoughts, observations, etc. • If using an e-reader, highlight and make notes (although this can be cumbersome and not as easy for discussion) WHY is it important? Good readers and writers have a broad knowledge of literature and can make connections between works. -
Rhythm, Dance, and Resistance in the New Orleans Second Line
UNIVERSITY OF CALIFORNIA Los Angeles “We Made It Through That Water”: Rhythm, Dance, and Resistance in the New Orleans Second Line A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Ethnomusicology by Benjamin Grant Doleac 2018 © Copyright by Benjamin Grant Doleac 2018 ABSTRACT OF THE DISSERTATION “We Made It Through That Water”: Rhythm, Dance, and Resistance in the New Orleans Second Line by Benjamin Grant Doleac Doctor of Philosophy in Ethnomusicology University of California, Los Angeles, 2018 Professor Cheryl L. Keyes, Chair The black brass band parade known as the second line has been a staple of New Orleans culture for nearly 150 years. Through more than a century of social, political and demographic upheaval, the second line has persisted as an institution in the city’s black community, with its swinging march beats and emphasis on collective improvisation eventually giving rise to jazz, funk, and a multitude of other popular genres both locally and around the world. More than any other local custom, the second line served as a crucible in which the participatory, syncretic character of black music in New Orleans took shape. While the beat of the second line reverberates far beyond the city limits today, the neighborhoods that provide the parade’s sustenance face grave challenges to their existence. Ten years after Hurricane Katrina tore up the economic and cultural fabric of New Orleans, these largely poor communities are plagued on one side by underfunded schools and internecine violence, and on the other by the rising tide of post-disaster gentrification and the redlining-in- disguise of neoliberal urban policy. -
The Philosophical View Over Theconcept of Death In
DJILALI LIABES UNIVERSITY- SIDI-BELABBES FACULTY OF LETTERS, LANGUAGES AND ARTS The Philosophical View over the Concept of Death in Hemingway's Novels Presented to the Faculty of Letters Languages and Arts at the University of SIDI- BELABBES in Fulfillment of the Requirements for the Degree of Doctorate in American Literature Presented by Slimane ABDELHAKEM Board of Examiners: Prof.:Bellabes OUERRAD University of Sidi Bellabes Chair Prof.Fatiha KAID BERRAHAL University of Laghouat Supervisor Prof. Abbès BAHOUS University of Mostaghanem Examiner Dr. Noureddine GUERROUDJ University of Sidi Bellabes Examiner Dr. Ghouti HAJOUI University of Tlemcen Examiner 2015/2016 Dedication To my parents And To my wife Malika ACKNOWLEDGEMENTS First and foremost I wish to thank God. Then, I have to thank my supervisor, professor. Fatiha KAID BERRAHAL in THELIDJI Amar -University-Laghouat For the continuous support of my PhD study and related research, for her patience, motivation, and immense knowledge. Her guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better advisor and mentor for my PhD study. There are no proper words to convey my deep gratitude and respect for her. She has inspired me to become an independent researcher and helped me realize the power of critical reasoning. In fact the Thesis writing process has been a long journey for me, seven years of research that would not have been possible without her belief in me. I also thank my wife and partner who supported me through this venture and for her stimulating discussions, for the sleepless nights we were working together, especially these last three months, before deadlines, and for all the fun mixed with irritability we have had in the last six years. -
DEATH RIGHTS Romantic Suicide
Death Rights Item Type Book Authors Koretsky, Deanna P. DOI 10.1353/book.83163 Publisher SUNY Press Rights Attribution-NonCommercial-NoDerivatives 4.0 International Download date 30/09/2021 12:51:27 Item License http://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item https://www.sunypress.edu/p-7004-death-rights.aspx DE AT H RIGHTS DE AT H RIGHTS Romantic Suicide, Race, and the Bounds of Liberalism Deanna P. Koretsky Cover art: The Suicide, Alexandre-Gabriel Decamps (French, 1803–1860), ca. 1836. Oil on canvas. The Walters Art Museum, Creative Commons. Published by State University of New York Press, Albany © 2021 State University of New York Press All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or trans- mitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, contact State University of New York Press, Albany, NY www.sunypress.edu Library of Congress Cataloging-in-Publication Data Names: Koretsky, Deanna P., author. Title: Death rights : romantic suicide, race, and the bounds of liberalism / Deanna P. Koretsky. Description: Albany : State University of New York Press, [2021] | Includes bibliographical references. Identifiers: LCCN 2020028028 | ISBN 9781438482897 (hardcover) | ISBN 9781438482903 (ebook) Subjects: LCSH: Suicide in literature. | Literature and race. | Romanticism. | Liberalism in literature. | Suicide and literature. Classification: LCC PN56.S744 K67 2021 | DDC 809/.933548--dc23 LC record available at https://lccn.loc.gov/2020028028 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 For Jay. -
(Incoming) Sophomore English Summer Reading List 2020 Step 1
(Incoming) Sophomore English Summer Reading List 2020 Step 1: Choose and obtain one (1) book from the list below to read over the summer before your sophomore year. A Wild Sheep Chase by Haruki Murakami Quirky and utterly captivating, A Wild Sheep Chase is Murakami at his astounding best. An advertising executive receives a postcard from a friend and casually appropriates the image for an advertisement. What he doesn’t realize is that included in the scene is a mutant sheep with a star on its back, and in using this photo he has unwittingly captured the attention of a man who offers a menacing ultimatum: find the sheep or face dire consequences. Thus begins a surreal and elaborate quest that takes readers from Tokyo to the remote mountains of northern Japan, where the unnamed protagonist has a surprising confrontation with his demons. Americanah by Chimamanda Ngozi Adichie The bestselling novel—and one of Barack Obama’s summer reading picks—from the award-winning author of We Should All Be Feminists and Dear Ijeawele. “From one of the world’s great contemporary writers comes the story of two Nigerians making their way in the U.S. and the UK, raising universal questions of race and belonging, the overseas experience for the African diaspora, and the search for identity and a home.” —Barack Obama Nominated as one of America’s best-loved novels by PBS’s The Great American Read Ifemelu and Obinze are young and in love when they depart military-ruled Nigeria for the West. Beautiful, self-assured Ifemelu heads for America, where despite her academic success, she is forced to grapple with what it means to be black for the first time. -
Evidence-Based Treatment for Suicidality
Evidence-based treatment for suicidality Why include this strategy in LifeSpan? People living with mental illness are up to 30 times more likely to die by suicide than the general population 1. Although not all people who die by suicide have a mental health problem, and not all people with mental illness are affected by suicidal behaviour, access to excellent mental health treatment represents an important strategy for suicide prevention. This strategy aims to improve access to evidence-based treatments for suicidality by equipping mental health professionals with information and guidance about identifying the best treatment options and upskilling. Psychosocial therapies have been shown to significantly reduce suicidal thoughts and behaviours 2,3. Randomized controlled trails indicate that different types of behavioural therapy have shown effectiveness in certain groups of people. For instance, Cognitive Behavioural Therapy (CBT) and the Collaborative Approach to Management of Suicidality (CAMS) have shown good outcomes in adults 4,5, including military personnel 6,7. Group-, family-, and mentalisation-based therapies have shown benefits for adolescents 8-10. Mentalisation-based therapy has also shown positive results for adults with borderline personality disorder (BPD), while dialectical behaviour therapy (DBT) has shown good outcomes for both adolescents and adults with BPD 11-13. Interpersonal psychotherapy has shown positive results for adults with depression 14 and older people 15. Narrative therapy by clinicians with appropriate cultural awareness may be helpful for Aboriginal or Torres Strait Islanders 16,17, though further research is required to confirm possible benefits. Notably, improved outcomes have also been found for psychosocial treatment delivered on digital platforms. -
Education and Boko Haram in Nigeria
SECURITY, STRATEGY, AND ORDER APRIL 2020 FROM “WESTERN EDUCATION IS FORBIDDEN” TO THE WORLD’S DEADLIEST TERRORIST GROUP EDUCATION AND BOKO HARAM IN NIGERIA MADIHA AFZAL FROM “WESTERN EDUCATION IS FORBIDDEN” TO THE WORLD’S DEADLIEST TERRORIST GROUP EDUCATION AND BOKO HARAM IN NIGERIA MADIHA AFZAL EXECUTIVE SUMMARY Boko Haram — which translates literally to “Western education is forbidden” — has, since 2009, killed tens of thousands of people in Nigeria, and has displaced more than two million others. This paper uses an interdisciplinary approach to examine the relationship between education and Boko Haram. It consists of i) a quantitative analysis of public opinion survey data, and ii) a qualitative approach, including interviews conducted with students, education officials, journalists and practitioners in the field of countering extremism during a September 2019 field visit to Nigeria, as well as a study of textbooks and curricula and a review of the broader historical narratives in the country. Boko Haram arose in Nigeria’s northeast, which is mostly Muslim and has poor educational outcomes relative to the south. The ideology of Boko Haram’s founder, Mohammad Yusuf, explicitly attacked Western education as well as Nigeria’s democracy and its constitution. Boko Haram’s focus on education is unique among peer jihadist movements. The terrorist group did not emerge in a vacuum: Yusuf capitalized on grievances that already existed in Nigeria’s north against the country’s Western education system. These grievances rest on several factors. First, there is a lack of northern buy-in for the Nigerian state’s post-colonial, federally-imposed Westernized system of education.