Vital forces, selves, and consent: responding to a philosophical love letter

In this response to Helga Varden’s Sex, Love, and Gender: A Kantian Theory, I challenge Varden’s characterization ofpostmodern approaches to sexual orientation and identity, arguing that it is mistaken to assume an opposition between socialconstructionism and reality, or social constructionism and an experience of deep-seated identity. I also question whether, onceone takes into account the effects of hegemonic heterosexuality, consent can function effectively in the legal realm to identifyacts of sexual assault and hold perpetrators responsible. Throughout my discussion, I applaud Varden’s loving approach towardKant’s theories.In this response to Helga Varden’s Sex, Love, and Gender: A Kantian Theory, I challenge Varden’s characterization ofpostmodern approaches to sexual orientation and identity, arguing that it is mistaken to assume an opposition between socialconstructionism and reality, or social constructionism and an experience of deep-seated identity. I also question whether, onceone takes into account the effects of hegemonic heterosexuality, consent can function effectively in the legal realm to identifyacts of sexual assault and hold perpetrators responsible. Throughout my discussion, I applaud Varden’s loving approach toward Kant’s theories

Tax and the EU

The priorities of the European Union agenda vary as it responds to the changing demands of member states’ leaders. Over the past twelve years the emphasis has changed from security through immigration, economic crisis and now to unemployment and tax

Elementary Teacher Experiences With English Language Learners With Special Education Needs in New York

This qualitative study aimed to understand teacher experiences working with English language learners (ELL) with or suspected of having a learning disability. This study also addressed the current problem of ELL students concurrently being under and over classified as needing special education services. This study explored the experiences of elementary school teachers in the state of New York. The participants were from different school districts within New York State. The participants all had experience teaching students who were designated ELL who were currently in the process of response to intervention (RTI) or had already been referred and classified as having English as a second language and special education needs. This study used Interpretative Phenomenological Analysis (IPA) when analyzing the data as the importance of a person’s life experience was the focus of this approach. Data was collected using Zoom\u27s telecommunication platform for face-to-face, virtual interviews. This data yielded results that described the experiences these teachers have with identifying ELL students that demonstrate the need for special education

The Impossibility and Necessity of Resistance Against Misogyny: Filling the Jails: Literature Essay on "Down Girl. The Logic of Misogyny" by Kate Manne

Kate Manne: Down Girl: The Logic of Misogyny. New York: Oxford University Press 2017. 978-0-190-60498-

An evaluation of exercises in word analysis for grade three

Thesis (Ed.M.)--Boston Universit

A Leadership Case Study: Application of Burns\u27 Transformational Leadership Theory

James McGregor Burns defines transformational leadership as leaders seeking power to implement an agendn to help others lead better lives, and to enhsnce their ability to positively influence the world around them. The two essentials of power are mative and resource, Burns contends that transformational leaders will use them both to elevate the moral standing of society. The following research was conducted using James McGregor Burns\u27 Transformational Leadership lheory as a foundntion for studying a leader in the business world. By understanding this leadership theory, the resesrcher was able to apply these characterisffcs to the leader and make conclusions regarding the relevance of Burns\u27 theory ta this particalar individual

Constructing Critical Literacy: Self-Reflexive Ways for Curriculum and Pedagogy

Schools have the potential to be places where students can come to understand how and why knowledge and power are constructed (Aronowitz & Giroux, 1993). This paper provides an overview of critical literacy from a critical theory/Freirian perspective. Within it, critical literacy is posited as a necessary component of all classroom practices, one that is elemental to Dewey’s (1916) view of democracy, social justice, and what it means to be literate. Features of a critical literacy approach to instruction are provided along with rationales for the necessity of its inclusion in a democratic society

“That’s how you know.” Exploring Young Children’s Roles in Meaning Construction

Within the classroom, literacy learning plays a central role in what children are asked to adopt to be full functioning members of the culture. Children are asked to negotiate the signs of texts, as well as those of the classroom and larger society. The process of learning to read and write, needless to say, is a complex one. Research in reading has shown that to teach children how to participate in this culture successfully, teachers must build upon what children do well in a meaningful context (Calkins, 1980; Wray, 1997) as opposed to the teaching of skills and items in isolation (Adams, 1990; Chall, 1967; Snow, Burns, & Griffin, 1998). An examination of the roles of intersubjectivity and intertextuality by studies such as this one, provides an opportunity to better define the process young children undertake as they learn to construct meanings for novel texts

Toward intervocality: Linklater, the body, and contemporary feminist theory

This article inaugurates a conversation between the fields of voice training and contemporary feminist theories of the body. The article begins with a consideration of the development of Kristin Linklater’s highly influential work Freeing the Natural Voice, and the significant advancements it represented in the field of voice. The article proceeds to a description of the field of contemporary feminist theories of the body, highlighting those insights and developments that either resonate most clearly with Linklater’s work or represent promising avenues for the next evolution of voice training. Those theories not only share Linklater’s rejection of Western dualism but also cast doubt on any references to the natural (i.e. pre-political) body, including references to the natural voice. The article then argues that such evolution should take up more directly the relationality of the voice (what the article terms “intervocality”), an understanding of the body as ineluctably embedded within social and political dynamics, and a recognition of the profound influence of structural inequality on both vocality in general and vocal training in particular. The article concludes by gesturing toward a model of vocal generosity that may provide a framework for that next evolution.Accepted manuscrip

Addressing the growing burden of non-communicable disease by leveraging lessons from infectious disease management.

Despite advances in decreasing morbidity and mortality associated with infectious diseases and poor maternal– and child–health low– and middle–income countries now face an additional burden with the inexorable rise of non–communicable diseases