THE BASIC MORAL ISSUE When public institutions promise to right a wrong -- a wrong they acknowledge -- and then fail to do so, should students encourage these public institutions to keep their word? Or should students leave this matter to others who are directly affected by the problem? The problem faced in this issue is that those who are most affected by the failure of certain public institutions to keep their promises live thousands of miles away and essentially have no way of highlighting the broken promises of these institutions nor making them follow through on them. Since anthropology has overwhelmingly benefitted from these people, should anthropology students now help these people in their time of need? Or should anthropology students place their faith in these people's self-reliance and let them solve the problem themselves because they are more emotionally involved in the problem than the students are? FACT 1: The Yanomami have played a prominent role in the publicizing of anthropology to college students and, through them, to the broader public. Literally millions of students have been introduced to the Yanomami through introductory courses in anthropology over the past 40 years. But aside from the gifts presented to the Yanomami by various anthropologists during their fieldwork, the Yanomami have received relatively little compensation while anthropologists, building on the group’s renown, have built prominent careers and gained financially. [Supporting Documentation] FACT 2: In the late 1960s, prominent American researchers collected blood samples from the Yanomami Indians for their research. In return for the blood samples, the Yanomami were given a number of valued items – such as machetes and pots. The Yanomami were promised that the blood samples would be used to gather information that would prove helpful to fighting the diseases ravaging them. [Supporting Documentation] FACT 3: This promise was never kept. Instead the blood samples have been mostly used in research relating to academic subjects (such as prehistoric migration patterns). The research results have been published in academic journals and, to a degree, assisted in advancing the careers of the researchers involved. [Supporting Documentation] FACT 4: No living Yanomami claims to have known that the blood samples were still being stored in the United States long after the end of the expedition. When the Yanomami discovered this – through the media controversy surrounding the publication of a particular book in 2000 (Patrick Tierney’s Darkness in El Dorado)– they requested the return of their relatives' blood. [Supporting Documentation] FACT 5: The reason the Yanomami want the return of these blood samples is related to Yanomami religious beliefs. Yanomami believe that all parts of a deceased Yanomami must be deposed of so the living can leave this world in peace rather than be forced to remain here. The fact that dead Yanomami may become angry at not being able to leave this world in peace can have repercussions for the living. The dead may bring harm to them. [Supporting Documentation] FACT 6: The Attorney General of the Brazilian State of Roraima – where most of the Brazilian Yanomami live – formally requested both Pennsylvania State University and the National Cancer Institute to return the blood samples in their possession. Both have agreed to do so in writing. [Supporting Documentation] FACT 7: Despite the appearance good intentions all around, the samples have not been returned. There have only been prevarications and bureaucratic delays. [Supporting Documentation] WHY HAVE THE BLOOD SAMPLES NOT BEEN RETURNED? PREVARICATION
1 (espoused by Prof. Weiss at Pennsylvania
State University): It is dangerous to send the blood samples back to
the Yanomami. The samples may contain disease which, when opened, could
transmit disease to living Yanomami. PREVARICATION
2 (espoused by the lawyer at the National
Cancer Institute working on the repatriation of the Yanomami blood).
The blood samples
cannot be returned until the Institute has formal, legal clearance
from the Brazilian government. REFLECTING ON THE CHOICES OPEN TO THE STUDENTS WHY STUDENTS MIGHT WISH TO ADVOCATE FOR THE YANOMAMI? (1) The
Yanomami are suffering from a number of serious ills involving life-threatening
illnesses
as well as the illegal invasion of their territory
by gold miners.
The Hutukara - Associação Yanomami (the Yanomami organization,
or NGO, the Yanomami have created to represent their interests) is not
asking the Community Action Website’s
help in addressing these problems since these are not problems the Community
Action
Project
can
really help
with. The Hutukara - Associação Yanomami is asking the help
of Canadian and American college students to assist with the one thing
they can do – facilitating the return of their
deceased relatives’ blood so it can be ritually destroyed allowing
their deceased relatives to depart this earth in peace. WHY STUDENTS MIGHT WISH NOT TO GET INVOLVED? (1)
It is unreasonable to request North American
students assist in facilitating the return
of
the blood samples when it is really the
responsibility
of the
Yanomami themselves to resolve the situation. CHOOSING A THIRD WAY Students are not required to choose between the two options above -- of advocating or not advocating for the Yanomami. They can affirm another, intermediate position -- besides these two -- that combines elements of both or approaches the problem in a different manner. Students are free to develop their own position in their own creative way as long as they address the topic of the blood samples. (They cannot wander of on to another topic and discuss that. They must stick with this topic.) THE
GRADING STANDARDS THAT WILL BE USED
EXAMPLES OF TWO GOOD AND ONE POOR OP-ED PIECES The Point: Does the opinion piece have a point that is clearly expressed? The Point may be a recommendation for action or it may be to alert readers to a problem. The author should make a single point well. You, as the reader, should be able to explain the author's message in a sentence or two. 6-7: The opinion piece has an original, well-argued point. The piece draws the reader into looking at the topic in a new way or with new insight. The reader can readily summarize what the author is saying and why. 4-5: The opinion piece makes a point that appears original. But the supporting data appear a bit muddled. Readers are left with questions: Why is did the author take this position? Why take this position rather than an alternative one? 2-3: The piece leaves readers confused as to what point the author is trying to make. The reader cannot readily summarize the author's key point or the data supporting the position seem not to really support it. 1: The paper lacks an identifiable point. Readers are left confused as to what point the author is making and why. Persuasive: Does the piece persuade the reader? A good piece argues effectively for a particular point. Even though the reader may not ultimately agree with the author, the reader comes away from the piece willing to seriously consider the author's perspective. 6-7: A reader comes away from reading the piece feeling the author has effectively argued for a certain point. The author uses concrete examples that resonate with readers. 4-5: The opinion piece highlights an important topic. But it does not really convince readers as to the value of the author's position. 2-3: The opinion piece seems mostly a personal venting. The author is not reaching out to readers or trying to connect with them in a meaningful way. 1: The piece is unconvincing. An unbiased reader, reading this piece, would not find the piece very persuasive. Hook and Structure: Does the opinion piece engage the reader right at the beginning? Is there evidence of thoughtful organization? Does the author summarize the main point at the end? 6-7: The main point is effectively stated in the first few sentences. These first few sentences capture the reader's attention and draw the reader into reading further. The author effectively summarizes the piece's argument in a strong final paragraph. 4-5: Readers are not immediately draw into the argument. But they are not put off by it either. They find the piece reasonable but a little slow moving. It does not keep your attention. The final paragraph does not offer a powerful restatement of the author's position. 2-3: The piece makes a basic point. But it does not catch your attention. It does draw you in at the beginning nor summarize its message at the end. 1: The author never draws the reader into the opinion piece. It is not clear what the author is saying nor why it is important. Writing and Clarity: Is the piece readily understandable to non-academic readers? General readers should find the piece easy and interesting to read. There should be few grammatical and spelling errors. 6-7: The writing is clear. The author's own voice and perspective come through in a convincing way. You can identify with the author and the position she or he takes. There are no grammatical mistakes that distract from the author's argument. 4-5: The writing is reasonable. The sentences and paragraphs are a bit too long or the passive voice is emphasized. There is a bit too much jargon. 2-3: The author tends to go on too long. It is not really clear what point she or he is making. The author has long sentences and paragraphs. 1: A reader is left confused as to what point the author is trying to make. Tone: Is the opinion piece polite and respectful? The focus in on persuading the reader rather than voicing indignation or condemnation. 6-7: The opinion piece is polite and respectful in tone. Rather than dismissing the other side, it acknowledges its value while disagreeing with it. It comes across as written by a thoughtful professional versed in the subject being discussed. 4-5: There is generally a polite tone. But the author does not acknowledge that reasonable people might disagree regarding the point being made. The author asserts there is one reasonable position and she or he is presenting it. 2-3: The piece comes across as quite opinionated. It appears the author is "venting" about something that bothers her or him. 1: The piece is similar to a political "attack" ad. The author is pouring at rage with little concern for who is reading the piece. [Source: a combination of Karl Schmid’s (York University) “Instructions for Wring Op-Ed Pieces" and Duke University’s “Op-Ed Aritcles: How to Write and Place Them" (http://news.duke.edu/duke_community/oped.html)]
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