Philosophy of Childhood and the Politics of Subjectivity :: Children Papers

Philosophy of Childhood and the Politics of Subjectivity The Western onto-theological tradition has long been preoccupied with two symbolizations of childhood. One conceives of it as an original unity of being and knowing, an exemplar of completed identity. The other conceives of childhood as deficit and danger, an exemplar of the untamed appetite and the uncontrolled will. In the economy of Plato and Aristotle’s tripartite self, the child is ontogenetically out of balance. She is incapable of bringing the three parts of the self into a right hierarchal relation based on the domination of reason. In other words, attaining adulthood means eradicating the child. Freud’s reformulation of the Platonic community of self combines the two symbolizations. His model creates an opening for shifting power relations between the elements of the self. He opens the way toward what Kristeva calls the "subject-in-process," a pluralism of relationships rather than an organization constituted by exclusions and hierarchies. After Freud, the chil d comes to stand for the inexpugnable demands of desire. Through dialogue with this child, the postmodern adult undergoes the dismantling of the notion of subjectivity based on domination, and moves toward the continuous reconstruction of the subject-in-process. The Child and the Second Harmony The child first appears in the known ancient texts, not as a beginning, but as an end. She represents the idea of the fulfillment of spiritual growth as a reversal of the life cycle. In the 6th century B.C. Lao Tzu says, "He who is in harmony with the Tao is likea newborn child. It's bones are soft, its muscles are weak, but its grip is powerful. . . The Master's power is like this. He lets all things come and go effortlessly, without desire." (1) Jesus speaks of the attainment of spiritual maturity as "becoming like little children." (2) Plotinus contrasts children with adults, "whose faculty and mental activity are busied upon a multitude of subjects passed quickly over all, lingering on none." Among children, on the other hand, objects "achieve presence," because the child's attention is not "scattered," dispersed in the world of multiplicity. (3) In this grand perennial Western mythos, the child represents an original ontological unity of being and knowing, thought and experience — identity realized. The child is premoral, the realized adult postmoral. The story of the journey from one to the other begins with a Fall into division. It is, as the story goes, a necessary fall, for it inaugurates a psychological and spiritual journey which — if you don't die in the desert of adulthood — promises self-reintegration on a higher level.

A Typical American Wedding Essay -- Personal Narrative Writing

A Typical American Wedding Marriage. Are there any specifications to when someone gets married? When is it the appropriate time to get married? All these questions swarm my mind day after day as I envision my wedding. I don't believe those questions have a correct answer, but can only be answered by that person who is considering marriage. I on the other hand seem to answer those questions every day and develop a new answer everyday. As of right now I have been with my boyfriend, Forrest, for 3 years and two months. According to my stipulations of when to become engaged, I believe it should have already happened. We have each discussed it numerous times. My mom has subscriptions of wedding magazines that seem to arrive just as I walk into the door to visit, and my niece already refers to him as her uncle, yet I do not have a ring! I have thrown out every hint to him, from brochures of ring settings, to bringing up subjects of other friends who are engaged, but still no proposal. As the holidays and my graduati on approach, I anticipate the idea of an engagement. Although it may seem that I am eager to expedite this memorable event, it is also obvious to point out that there are many arrangements and a lot of stress that is tacked on to planning a wedding. First, I will have to acknowledge that I will have to deal with my family who has been sitting on pins and needles waiting for this day, possibly more so than myself, and of course there is the strategic plans. Since I have been waiting for this day, I have talked with my cousin's fiancà ©e, Lyssa, who has gone through this very similar delay of a proposal. I had to listen to her gripes and now she gets to listen to mine. But fortunately her time has come and she has gone from ... ... Two words of advice for brides-to-be. First, Be shacked up for at least a year because living with Kevin makes it so easy to marry him. I know what I am in for and I am marrying him with no doubts! Second, Have a lengthy engagement to make sure your wedding includes every detail you want. You'll have time to save needed money for all the extras and you'll have time to make everything happen. Last, I am adding a word for the grooms. If you are shacked up don't even think about surprising your girl with a ring, just do it within a year or your engagement will be an ultimatum." Personally I believe weddings are beautiful, but after witnessing many conflictions that Lyssa has gone through, I have learned that there are other aspects to planning a wedding. But in the end it is all worth it, and I anticipate watching the actual wedding of Kevin and Lisa on February 2nd.

The Ubiquitous Tomato :: Exploratory Essays Research Papers

The Ubiquitous Tomato Each year, millions of Americans, anxious after the confinement of winter, are excited when spring begins. Home improvement stores and nurseries entice gardeners with announcements of special sales on items for the home garden. People converge on the nurseries in throngs, looking for the best plants to purchase. Much of the frenzy focuses on plants that yield edible products; one favorite American pastime is backyard gardening. Many backyard gardeners say that they don't have sufficient yard space to grow fruits and vegetables, and restrict their hobby to vegetable gardening. The backyard gardener may have more growing space than he/she thinks. If you eat ketchup with your hash brown or French fried potatoes, you know that ketchup is produced from tomatoes. You may enjoy a marinara sauce with pasta, and you know that the sauce contains tomatoes and tomato products. How about the sauce on the last pizza you ordered? The sauce is derived from tomatoes. The three items described are products of tomato plants, possibly the most common vegetable grown in home gardens. Perhaps you enjoy some of the many flavors of jams and jellies with your toast. Have you tried the tomato jam? I enjoy fruit with yogurt, but I have not been able to find yogurt with tomatoes. If I tell you that the tomato is a fruit, does it sound odd to suggest a slice of cheesecake covered with a sugary tomato glaze? You may think, "The tomato is a vegetable, not a fruit!" I reply, "Let's check the dictionary for a definition. We should be able to clear this confusion easily." The dictionary describes fruit as: "(1) a product of plant growth, (2) a succulent plant part used chiefly in a dessert or sweet course." The dictionary describes vegetable as: "... a herbaceous plant (as the cabbage, bean, or potato) grown for an edible part (e.g. stems, leaves, or roots) that is usually eaten as part of a meal." After we compare the definitions in the dictionary, our search for a solution to our dilemma has become more puzzling. A tomato is a "product of plant growth," but we don't think of the tomato as a "dessert." The definition for a vegetable appears to describe the tomato better than the definition for a fruit. Is this enough information to draw a conclusion? If tomatoes were fruit, we might find chocolate covered tomatoes in the candy store! Let's bring this issue to closure quickly and look for the definition of tomato in the dictionary. The Ubiquitous Tomato :: Exploratory Essays Research Papers The Ubiquitous Tomato Each year, millions of Americans, anxious after the confinement of winter, are excited when spring begins. Home improvement stores and nurseries entice gardeners with announcements of special sales on items for the home garden. People converge on the nurseries in throngs, looking for the best plants to purchase. Much of the frenzy focuses on plants that yield edible products; one favorite American pastime is backyard gardening. Many backyard gardeners say that they don't have sufficient yard space to grow fruits and vegetables, and restrict their hobby to vegetable gardening. The backyard gardener may have more growing space than he/she thinks. If you eat ketchup with your hash brown or French fried potatoes, you know that ketchup is produced from tomatoes. You may enjoy a marinara sauce with pasta, and you know that the sauce contains tomatoes and tomato products. How about the sauce on the last pizza you ordered? The sauce is derived from tomatoes. The three items described are products of tomato plants, possibly the most common vegetable grown in home gardens. Perhaps you enjoy some of the many flavors of jams and jellies with your toast. Have you tried the tomato jam? I enjoy fruit with yogurt, but I have not been able to find yogurt with tomatoes. If I tell you that the tomato is a fruit, does it sound odd to suggest a slice of cheesecake covered with a sugary tomato glaze? You may think, "The tomato is a vegetable, not a fruit!" I reply, "Let's check the dictionary for a definition. We should be able to clear this confusion easily." The dictionary describes fruit as: "(1) a product of plant growth, (2) a succulent plant part used chiefly in a dessert or sweet course." The dictionary describes vegetable as: "... a herbaceous plant (as the cabbage, bean, or potato) grown for an edible part (e.g. stems, leaves, or roots) that is usually eaten as part of a meal." After we compare the definitions in the dictionary, our search for a solution to our dilemma has become more puzzling. A tomato is a "product of plant growth," but we don't think of the tomato as a "dessert." The definition for a vegetable appears to describe the tomato better than the definition for a fruit. Is this enough information to draw a conclusion? If tomatoes were fruit, we might find chocolate covered tomatoes in the candy store! Let's bring this issue to closure quickly and look for the definition of tomato in the dictionary.

Most common learning disabilities are in reading

The most common acquisition disablements are in reading. Children with larning disablements besides have jobs with attending, memory, and behavioural jobs as a consequence of defeat. The term â€Å" learning disablements † covers a combination of possible causes, symptoms, interventions, and results. What is a larning disablement? With at least 12 definitions that appear in professional literature, there is no exact definition. Most experts agree that the acquisition disabled have troubles with academic accomplishment and advancement and that disagreement exist between a individual ‘s potency for larning and what he really learns. Learning jobs are non due to environmental disadvantages, mental deceleration, or emotional perturbation Dyslexia is the most recognizable term in the field of larning disablements. It is typically associated with a kid ‘s inability to larn to read. There is much involvement in how to handle dyslexia through placing specific patterns and techniques for developing and bettering the reading accomplishments of kids. A common misconception with the term is that parents and others may believe that dyslexia is a cause for a kid ‘s trouble acquisition to read and are incognizant of the existent significance of the term. Dyslexia is a descriptive term, which means damage in the ability to read. Lending to the misunderstanding of the term dyslexia, are recent media studies about dyslexia and about research workers who are get downing to place anatomical and chemical differences in the encephalons of good and hapless readers When reading the article about Jeffrey H. Gallet was really animating to me because what he had to get the better of while being in school and non cognizing that he was populating with dyslexia bulk of his grownup life. Therefore going a successful justice makes me desire to endeavor even further in my instruction way. I was diagnosed tardily in college of holding dyslexia, affected my surveies in the extent that I ab initio picked subjects non suited to my acquisition demands. For illustration I struggle with foreign linguistic communication and Science even though I excelled in topics I thought would give me the most jobs such as English and History. This was n't the first of my jobs. It foremost started in First grade when I was introduced to reading and composing. That is when my parents were told that I was holding trouble and was unable to larn Phonics. I was ne'er told of my job from my parents or instructors. I was merely past through in the educational system. I ever got by with B ‘s, C ‘s and D ‘s. I was ever placed in particular instruction category. At that clip no one knew what was incorrect with me. Why could I non read or compose like the remainder of the pupils. I ‘m positive that holding been diagnosed with dyslexia affected my overall public presentation if I would hold had been diagnosed sooner I feel that my academic public presentation could hold improved over the old ages. By holding dyslexia I feel that instructors may be peculiarly confused by the pupil whose consistent underachievement seems due to what may look like sloppiness or deficiency of attempt. These kids can be made to experience really different from their equals merely because they may be unable to follow simple instructions, which for others seem easy. It is a category instructor ‘s duty to supply an atmosphere conducive to larning for all students within their category. Class instructors need to hold an apprehension of the jobs that the dyslexic kid may hold within the schoolroom state of affairs. Hopefully, with this cognition, a great trade of misinterpretation of a kid ‘s behaviour can be prevented. In a positive and encouraging environment, a dyslexic kid will see the feeling of success and self-value. Of peculiar importance is an apprehension of the jobs that hapless auditory short term memory can do, in footings of retaining input from the instructor. Examples of hapless audile short term memory can be a trouble in retrieving the sounds in spoken words long plenty to fit these, in sequence, with letters for spelling. Often kids with hapless audile short term memory can non retrieve even a short list of instructions. In decision to be able to learn, every bit far as possible, harmonizing to each kid ‘s educational demands, it is indispensable to see him or her as a whole individual, complete with single strengths and failings. An apprehension of the student ‘s specific troubles, and how they may impact the pupil ‘s schoolroom public presentation, can enable the instructor to follow learning methods and schemes to assist the dyslexic kid to be successfully integrated into the schoolroom environment. Dyslexics have much strength: unwritten accomplishments, comprehension, good ocular spacial awareness/artistic abilities. More and more dyslexic kids could go gifted and talented members of our schools if we worked non merely with their specific countries of trouble, but besides their specific countries of strengths from an early age. To make this we have to allow travel of antique point of views that a dyslexic kid must first neglect in order to be identified. These are the kids of our hereafter and they have a right to assist and back up before they develop the awful sense of failure which is so insidious. Class instructors covering with dyslexic kids need to be flexible in their attack, so that they can, every bit far as possible, happen a method that suits the student, instead than anticipating that all students will larn in the same manner. Above all, there must be an apprehension from all who teach them, that they may hold many endowments and accomplishments. Their abilities must non be measured strictly on the footing of their troubles in geting literacy accomplishments. Dyslexic kids, like all kids, thrive on challenges and success

Descriptive Essays vs. Narrative Essays Essay

Many people have different preferences on what type of writing style they think is more superior to another, I believe descriptive writing to be more excellent writing style then narrative. I can tell you that there are a few similarities and a few differences between the two. I prefer Descriptive essays, rather than narrative essays. In my belief, it’s that the descriptive essays are more effective when an author is trying to convey a story or get a message across than narratives. Descriptive essays keep the reader engaged throughout the story. It provides the reader with more in depth details, and it allows the reader to better envision the picture that the author is trying to paint. Descriptive and narrative essays have a few traits in common. Typically both almost make you feel as if you are present with the author. They both usually tell you of an event that the author went thru or a message the author wants you to receive. Whether you are reading the Personal Narrative or Descriptive Essay both are very creative form of writing. The difference between a narrative essay and descriptive essay is that the narrative essay is more catered to someone’s point of view in order to tell a story, whereas the descriptive essay describes a person or the place or an event by using vivid images. The writer describes a behavior or personality or uses our sense of smell, touch, sound, taste. Descriptive essays show a reader and do not tell them. Descriptive essays give a lot of details for instance, would you prefer to read an essay with a sentence like, â€Å"the girl ran down the street† or â€Å"the young girl ran down the street wearing light blue shorts and a white top, as her blonde hair blew in the wind†. The second sentence would catch a reader’s attention more than the first. This is a example as to why I believe descriptive essays are better than narrative essay, because they paint a better picture. â€Å"On Christmas Eve I saw that my mother had outdone herself in creating a strange menu. She was pulling black veins out of the backs of fleshy prawns. The kitchen was littered with appalling mounds of raw food: A slimy rock cod with bulging eyes that pleaded not to be thrown into a pan of hot oil. Tofu, which looked like stacked wedges of rubbery white sponges.  A bowl soaking dried fungus back to life. A plate of squid, their backs crisscrossed with knife markings, so they resembled bicycle tires.† Tan, A. (2013). This is an excerpt from the descriptive essay Fish Cheeks. When we as a writer provide our readers with such descriptive details you can almost picture yourself in that kitchen, and I became engaged from this point on. It is easy for the reader to get wrapped up in the story when the author is using descriptive language to paint a vivid picture. The audience can visualize the food, and the way it looks. Narratives are more direct and straight to the point, and that can cause a lot of readers to get lost or disengaged. A descriptive essay takes the dialogue to a different height by the details given by the author allowing us as a reader the ability to share the authors experiences by explaining and to show us rather than just telling us. When giving more details, the reader obtains more of the story. When reading the article I Want a Wife (Brady, 1971), the author gives a brief description of their friend who had recently become divorced and was now looking for a new wife. The author goes into explain how she also, would like a new wife. She then explains the â€Å"duties† her new wife would complete for her. The new wife would be preparing meals and keeping a clean home. Here comes my issue with this narrative, I am left wondering about this woman’s story. I want to know who she is. Is this description of her own marriage? What is her husband like? Is she not happy? Does she like being a wife? Narrative essay focus more on the information, and again telling the reader the story from the point to point they may use different forms of dialogue to convey this message to the audience. The author may use intriguing humor or tell the story first hand in first person to try to make the reader interested. The benefit of writing a story that contains many details is that it also allows the reader to visualize and feel the emotions that the author is trying to convey. The descriptive language presented in Fish Cheeks; the reader is able to visualize them as a fourteen year old who describes a Christmas Eve dinner when she as fourteen, how she felt when the boy she had a crush on, who, was also a minister’s son and his family had been invited to have a traditional Chinese dinner with her family. Her being afraid of what he would think of her and her culture, and of how she just wanted to fit in: When she finds out he is invited to dinner, she cries because she fears what he might think of her and her families Chinese  Christmas celebrations. Her fears came to life just as her mother brought out the steamed fish, with its eyeballs still on. Also, her father added to her worries by poking the fish’s cheeks and announcing that it was her favorite. When everyone left Amy’s mother handed her a gift a mini skirt, and told Amy that she could look like an American girl on the outside, but she would remain a Chinese girl on the inside , saying to Amy â€Å"Your only shame is to have shame.† It was a lesson that she would understand many years later. When Amy describes, this all I can visualize every piece of her story. In conclusion, by the author providing descriptive language and more in depth details to captivate and engage their audience, and by also allowing the reader to become wrapped up in the moments and emotions being depicted and painted throughout the story and providing a more engaging experience for the reader, this means to me that a descriptive essay is more beneficial than a narrative essay. A descriptive essay has a larger and long lasting impression and impact on the reader, and the audience walks away as if they just lived the story or event described themselves. It not only has that but, also the message that the author was trying to convey been instilled into the reader to remember forever. References Tan, A. (2013). Fish cheeks. Retrieved from http://redroom.com/member/amy-tan/writing/fish-cheeks Brady, J. (1971). I want a wife. Retrieved from http://bcs.bedfordstmartins.com/everythingsanargument4e/content/cat_020/Brady_I_Want_a_Wife.pdf

Cause of Global Warming

Causes of Global Warming There are many factors that contribute to causes of global warming nowadays. Through many years of investigation,scientist have discover that the prime factor are cause by the effect of greenhouse gases (GHGs) emitted by humans. Mankind have distribute carbon dioxide in many ways:- 1. Carbon dioxide emissions from fossil fuel burning power plants:- * Human addiction to electricity from coal burning power plants releases enormous amounts of carbon dioxide into the atmosphere. 40% of U.S. CO2 emissions come from electricity production, and burning coal accounts for 93% of emissions from the electric utility industry. Every day, more electric gadgets flood the market, and without widespread alternative energy sources, we are highly dependent on burning coal for our personal and commercial electrical supply. 2. Carbon dioxide emissions from burning gasoline for transportation:- * Human modern car culture and appetite for globally sourced goods is responsible for about 33% of emissions in the U.S. With our population growing at an alarming rate, the demand for more cars and consumer goods means that we are increasing the use of fossil fuels for transportation and manufacturing. Our consumption is outpacing our discoveries of ways to mitigate the effects, with no end in sight to our massive consumer culture. 3. Methane emissions from animals, agriculture such as rice paddies, and from Arctic seabeds:- * Methane is another extremely potent greenhouse gas, ranking right behind CO2.When organic matter is broken down by bacteria under oxygen-starved conditions (anaerobic decomposition) as in rice paddies, methane is produced. The process also takes place in the intestines of herbivorous animals, and with the increase in the amount of concentrated livestock production, the levels of methane released into the atmosphere is increasing. Another source of methane is methane clathrate, a compound containing large amounts of methane trapped in the cryst al structure of ice. As methane escapes from the Arctic seabed, the rate of global warming will increase significantly. 4.Deforestation, especially tropical forests for wood, pulp, and farmland:- * The use of forests for fuel (both wood and for charcoal) is one cause of deforestation, but in the first world, our appetite for wood and paper products, our consumption of livestock grazed on former forest land, and the use of tropical forest lands for commodities like palm oil plantations contributes to the mass deforestation of our world. Forests remove and store carbon dioxide from the atmosphere, and this deforestation releases large amounts of carbon, as well as reducing the amount of carbon capture on the planet. 5.Increase in usage of chemical fertilizers on croplands * In the last half of the 20th century, the use of chemical fertilizers (as opposed to the historical use of animal manure) has risen dramatically. The high rate of application of nitrogen-rich fertilizers has effect s on the heat storage of cropland (nitrogen oxides have 300 times more heat-trapping capacity per unit of volume than carbon dioxide) and the run-off of excess fertilizers creates ‘dead-zones’ in our oceans. In addition to these effects, high nitrate levels in groundwater due to over-fertilization are cause for concern for human health.

The Skipper in the Canterbury Tales

The Skipper The appearance and behavior of a character are extremely important. Whether it is in a movie or in literature physical description can say a lot. In the Canterbury Tales, the skipper had brown tanned skin and was the stout, fearless type. He was not one to be fooled with. He, in fact, was a tough and smart sailor. To cast his role today, a great choice would be Johnny Depp. The Skipper’s physical traits are brief, but say a lot.He wears a woolen gown that reaches his knees, has brown tanned skin, and most importantly has a dagger on a lanyard hanging from around his neck. The reason why the dagger is so important is because it shows that he is tough and fearless. It is almost like a symbol of power. The picture created is of a stout, strong, tough man. Johnny Depp is the first person to come to mind perhaps because of his history with the Pirates of the Caribbean movie series and his brown tanned skin.Behavior speaks louder than appearance in most cases. The skippe r’s behavior was unmerciful. He gave no mercy to the loser’s of fights and immediately made them walk the plank. In Chaucer’s words, he ignored the nicer rules of conscience. In spite of this, the skipper is very smart and a great navigator, which gives the reader the sense that he is also a leader. Johnny Depp has a history of playing roles that blend toughness, intelligence, and leadership which would make him ideal for this role.The characteristics of appearance and behavior reveal many pros and cons about the skipper. Although he was unmerciful, he was smart. Despite being unkind, he was a good leader. I personally believe that he would have been a good mentor as long as one could get on his good side. In modern times he reminds me of the actor I chose to play him, Johnny Depp. I think Chaucer wanted us to know exactly what I just explained. The skipper was a tough, unkind man, but he was very smart and was a great leader.