The Times of Our Lives

I recall a remark Anna Freud once gave around the age of 85. She said there are two ages that are most challenging for the human and require the most strength: the times of early childhood and the times of old age (Sandler, with A. Freud, 1985). Within these bookends of life, Anna Freud exchanged the ideality of strength as might for that of care for vulnerability. Strength becomes the capacity for tolerating, as in living with bodily fragility, care, and dependency. Here, perception of time, or our feelings in time, are other to the function of time. It is, after all, no small act of courage to link together early and late time

Studies on the Limiting Amino Acids in Laying Hen Diets

Experiments were conducted over a period of two years to study the effects of amino acid supplementation of low and high energy and low and high protein diets on the performance of SCWL laying hens. This research was conducted in two different environmental conditions; one a litter floor, cold-wall poultry house, the other a warm-wall poultry house with individual cages. In the litter floor, cold-wall environment, methionine and lysine were added singly and in combination to a 16 percent protein diet containing 1414 Calories of metabolizable energy per pound and methionine singly and a combination of methionine and lysine to a 16 percent protein diet containing 1340 Calories of metabolizable energy per pound. These were corn-soybean oil meal type diets. The dietary treatments did not beneficially affect egg-production, feed efficiency, body weight, egg weight, Haugh Units, fertility or hatchability of fertile eggs. In one experiment, the addition of 0.1 percent L-lysine did improve the Haugh Units significantly over the basal control group. With an 11 percent corn-soybean oil meal type ration containing 0.2 percent added DL-methionine the addition of 0.3 percent L-lysine slightly improved, though not significantly, egg production, feed efficiency and egg weight. Haugh Units, fertility, and hatchability of fertile eggs were not affected. Egg production and feed efficiency for the methionine plus lysine supplemented 11 percent protein diet were inferior to that obtained with the 16 percent protein diet. In addition, the low protein groups lost body weight during the experimental periods while the high protein groups gained weight. Fertility and hatchability of fertile eggs were not affected by the protein levels. In the warm-wall, individual cage environment, the effect of amino acid supplementation of low protein diets upon laying hen performance was studied. No benefit from the addition of methionine singly to a low protein, high energy diet (mostly corn) was observed. However, egg production and feed efficiency were improved with combined additions of 0.2 percent DL-methionine and 0.3 percent L-lysine to this diet. Body weight, egg weight, and Haugh Units were not affected by the amino acid additions. Egg production and feed efficiency of the methionine plus lysine supplemented 11 percent diet were inferior to that obtained from hens receiving a 16 percent protein diet containing approximately the same level of energy. This indicated that other amino acids might also be limiting in the low protein diet. Cumulative additions of methionine, lysine, glycine, valine, arginine, isoleucine, and tryptophan were made to a 10 percent protein, low energy diet containing 1001 Calories of metabolizable energy per pound. Similarly, in another experiment, methionine, lysine, tryptophan, isoleucine, arginine, and valine were cumulatively added to an 11 percent protein diet containing 1004 Calories of metabolizable energy per pound. In both of these experiments, methionine improved egg production and feed efficiency. None of the other amino acids affected the laying hen performance. The low protein groups lost body weight in both of the experiments while hens receiving a 16 percent protein diet gained weight. The low energy, low protein diets used in these experiments had a calorie-protein ratio and an amino acid make-up similar to that of the 16 percent protein diet discussed earlier. Since the addition of methionine to the low protein, low energy resulted in a response by improving egg production, a similar response might be expected from the addition of methionine to the 16 percent protein diet. However, the research results discussed earlier did not indicate such a response. Perhaps, the hens overconsumed on energy in order to meet their amino acid requirements. When amino acids were added to an 11 percent protein, high energy diet containing 0.2 percent and 0.3 percent added DL-methionine and L-lysine respectively, responses of improved egg production, feed efficiency and body weight maintenance were obtained from the addition of 0.05 percent DL-tryptophan. Egg weight and Haugh Units were not significantly affected. This indicates that, in addition to methionine and lysine, tryptophan was also limiting in the high energy, low protein diet

Digital Segregation: Gender, Occupation, and Access to Politics

In the United States, women often show less interest in politics, and under some conditions, perform worse than men on political knowledge tests. In an age where education levels have reached parity, we suggest one of the explanations for gender differences in political engagement might be due to selection of occupation. Past research has shown women and men segregate into different occupations due to early gender socialization, differences in interest, and structural barriers. It is possible that due to these segregation effects, women in traditional female occupations (e.g., education, health care, service work) may have less access to personal Internet use and news sources during their work days. Using the 2014 General Social Survey, we create a new occupational typology based on access to the Internet to explore whether individuals in certain sectors differ in their political engagement and how these occupations are also divided by gender. Then, we apply the technology use measure to the 2016 American National Election Study and find that technology access on the job does not seem to be related to political knowledge, once we account for education, which offers some insight into the mechanisms by which individuals gain this knowledge. In addition, the interaction between total media consumption and tech use suggests that the gap in political knowledge between men and women is stubbornly persistent

A professora adolescente: um olhar psicanalítico sobre regressão nas profissões

Encounters with adolescence and its quest for truth, beauty and thought can be used as a psychoanalytic framework in understanding the education of the helping professions. A significant conflict resides in the state of professional knowledge toward psychical life that tends to be expressed as alienation between developmental theory and pedagogy. I treat my undergraduate teacher education course, The Adolescent and the Teacher as a psychoanalytic case study on the developing education of adults who grew up within the school system and return to work there. The paper focuses on problems in teacher education, an area hardly considered as affecting the imaginary of school psychology, counseling, and social work, and discussions about the nature of adolescence, yet provides a commentary on the impossible professions dedicated to education. The discussion leans on the psychoanalytic idea that adults working in schools are subject to their adolescence – elemental sets of internal conflicts, phantasies, and defenses – that return in professional knowledge as demands for certainty and as a belief that learning is a tonic to conflict as opposed to conflict’s delegate. Working with Kristeva’s (2007) formulation of “the adolescent syndrome of ideality,” the paper speculates on psychical life as our most radical relation to the self and other. Yet in this meeting a kernel of alienation is carried into responses to conflicts in the structure of schooling, self/other relations, the arrangement of professional knowledge, and reaches into the confusion between phantasies of a profession and the daily imperatives to act with certainty.Key words: education, psychoanalysis, teacher education.Encontros com a adolescência e a sua busca de verdade, beleza e reflexão podem servir de arcabouço psicanalítico no estudo da formação educacional nas profissões assistenciais. Um conflito significativo reside na condição do conhecimento profissional em relação à vida psíquica, que tende a ser expresso como uma alienação entre a teoria do desenvolvimento e a pedagogia. Trato meu curso de graduação na área de formação de professores, The Adolescent and the Teacher [A Adolescente e a Professora] como um estudo de caso psicanalítico sobre o processo de formação de adultos que cresceram dentro do sistema escolar e para lá retornam a fim de atuar profissionalmente. Este artigo focaliza questões na formação de professores – uma área raramente reconhecida como algo que afeta o imaginário da psicologia educacional, do aconselhamento e do trabalho social –, bem como discussões sobre a natureza da adolescência, e apresenta uma análise das profissões impossíveis dedicadas à educação. A discussão se alicerça na ideia psicanalítica de que adultos que atuam em escolas estão sujeitos à sua adolescência, a conjuntos elementares de conflitos internos, fantasias e defesas que se reconfiguram no conhecimento profissional na forma de exigências de certeza e de uma crença na noção de que o aprendizado constitui a tônica do conflito em vez de ser apenas um representante dele. A partir da noção de “síndrome adolescente da idealidade”, proposta por Julia Kristeva (2007), o artigo especula a vida psíquica como a nossa relação mais radical entre o self e o outro. Contudo, neste encontro, um grão de alienação é introduzido nas reações a conflitos na estrutura da escolarização, nas relações self/outro e na articulação do conhecimento profissional, estendendo-se até a confusão entre as fantasias de uma profissão e os imperativos cotidianos de uma atuação dentro dos limites da certeza.Palavras-chave: educação, psicanálise, formação docente

¿Hay una pedagogía queer? O, no leas tan recto

Deborah Britzman examina los aportes de la teoría queer para la educación, para repensar la pedagogía y el conocimiento, en particular lo que llama “técnicas para hacer sentido y señalar lo que descarta o no puede tolerar saber”. Se centra en tres “insistencias” metodológicas de la teoría queer: lo que entiende como “estudio de los límites”, “estudio de la ignorancia”, y “estudio de las prácticas de lectura”. En la primera sección, Britzman se pregunta por pedagogías de inclusión que alcancen a extrañar los límites de lo que se piensa en torno a la diferencia sexual en la educación. La segunda “insistencia” metodológica estudia el registro discursivo de prácticas culturales que reiteran una conceptualización de la identidad binaria entre ser y el otro, que soslayan relaciones diferenciales fundantes de los mismos reclamos identitarios.La tercera sección es un momento metacrítico, porque discute prácticas de lectura repasando una lectura de Lacan de Shoshana Felman -Jacques Lacan and the Adventure of Insight- del que toma el modelo analítico en tres prácticas sobre las que se centra en este artículo. Por un lado, las lecturas de la alteridad que comienzan con el reconocimiento de la diferencia como las bases de la identidad; luego, aquellas que entablan diálogos entre el yo que lee, o el yo y lo que lee; finalmente, aquellas prácticas en las que se teoriza lo que se lee, es decir en las que una lectura provoca una teoría de la lectura

O retorno da "criança-questão": uma leitura do filme Ma vie en rose a partir de Melanie Klein

This paper analyzes the uneasy relationship between education and psychoanalysis by way of Melanie Klein's first case study of "Fritz,", Freud's study of "Little Hans" and a contemporary film. They all represent dilemmas in child/adult relations but do so through the child's startling questions about sexuality and the nature of existence. These archival texts also open a question of what else education can mean when free association and the unconscious are respected. Finally, the paper considers the difficult knowledge made from the problem of knowing one's history through the question of the Other.Este artigo analisa a complicada relação entre educação e psicanálise com base no primeiro estudo de caso de Melanie Klein, sobre "Fritz", o estudo de Freud do "Pequeno Hans" e um filme contemporâneo. Todos eles representam dilemas da relação criança-adulto, e o fazem através de surpreendentes questionamentos por parte das crianças sobre a sexualidade e a natureza da existência. Esses textos do arquivo introduzem também a questão de 'o que mais a educação pode significar quando se levam em conta a associação livre e o inconsciente?' Finalmente, o artigo reflete sobre o difícil conhecimento colocado pelo problema de se conhecer a história de alguém por meio da questão do Outro