Hazing in Fraternities and Sororities
Hazing in U.S. university fraternal groups is a pernicious and sometimes even deadly practice that dates back to the founding of the first collegiate fraternities in the nineteenth century. In spite of growing antihazing sentiment, laws against hazing in 44 states and campus crackdowns, hazing persists as a rite of passage and tradition in colleges and universities across the United States and around the world. This article examines the roots and manifestations of hazing in university-based fraternities and sororities in the United States. It includes a discussion of university policies and practices to curtail it by national fraternal organizations and antihazing activists. Best practices include the encouragement of bystander intervention to halt hazing as it happens, along with the mandating of alcohol-free (dry) fraternity houses and an end to the pledge period.
Cults in Our Midst
Foreword Part One: What Are Cults? 1. Defining Cults 2. A Brief History of Cults 3. The Process of Brainwashing, Psychological Coercion, and Thought Reform 4. What's Wrong with Cults? Part Two: How Do They Work? 5. Recruiting New Members 6. Physiological Persuasion Techniques 7. Psychological Persuasion Techniques 8. Intruding into the Workplace 9. The Threat of Intimidation Part Three: How Can We Help Survivors to Escape and Recover? 10. Rescuing the Children 11. Leaving the Cult 12. Recovery: Coming Out of the Pseudopersonality Postscript: The Millennium, Cults, and the End of the Century.
Inquiring "Tree of Life" at Home: Persian Classic Literature in English Classes.
The recent decades of English Language Teaching (ELT) appear to be particularly concerned with the marginalisation caused by English linguistic, cultural, and academic colonisation and imperialism. Bold footprints of this academic monopoly can be seen in the wide incorporation of abridged or unabridged British and American literary works in foreign language settings. Such literary products are often legitimised as authentic materials authored by native speakers. Inspired by the idea of incorporating non-native literature and translated first language literature into English classes, the authors of this article sought to explore the possibilities of opening spaces for English translations of Persian classic works of literature in English as foreign language classrooms and tracing the language events that unfolded as a result of incorporating such literature. The participants of this two-semester long action research project were non-English major Iranian female university students, majoring in various fields at Alzahra University, Tehran, Iran. The sense of familiarity the students had with such national literary works led to the emergence of language instances lightened by sparks of virtue, vision, life and art.