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Medium 9781855759480

CHAPTER FOUR: The female castration complex: Freud’s big mistake?

Britton, Ronald Karnac Books ePub

In this chapter I suggest that the “castration” or “masculinity complex” of women that I have certainly met clinically occurs in a number of women with particular problems but is not part of the general female development. I believe that it was Freud’s two analyses of his daughter Anna that led him to conclude that this was a problem for women in general and to change his long-held theory of the Oedipus complex. From 1925 he saw this as only secondary to the castration complex in women:

She gives up her wish for a penis and puts in place of it a wish for a child: and with that purpose in view she takes her father as a love-object. Her mother becomes the object of her jealousy. The girl has turned into a little woman. If I am to credit a single analytic instance, this new situation can give rise to physical sensations which would have to be regarded as a premature awakening of the female genital apparatus. When the girl’s attachment to her father comes to grief later on and has to be abandoned, it may give place to an identification with him and the girl may thus return to her masculinity complex and perhaps remain fixated in it, [Freud, 1925j, p. 256]

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Medium 9780253211859

The Problem of Logical Subject-Matter from Logic: The Theory of Inquiry (1938)

LARRY A HICKMAN Indiana University Press ePub

Contemporary logical theory is marked by an apparent paradox. There is general agreement as to its proximate subject-matter. With respect to this proximate subject-matter no period shows a more confident advance. Its ultimate subject-matter, on the other hand, is involved in controversies which show little sign of abating. Proximate subject-matter is the domain of the relations of propositions to one another, such as affirmation-negation, inclusion-exclusion, particular-general, etc. No one doubts that the relations expressed by such words as is, is-not, if-then, only (none but), and, or, some-all, belong to the subject-matter of logic in a way so distinctive as to mark off a special field.

When, however, it is asked how and why the matters designated by these terms form the subject-matter of logic, dissension takes the place of consensus. Do they stand for pure forms, forms that have independent subsistence, or are the forms in question forms of subject-matter? If the latter, what is that of which they are forms, and what happens when subject-matter takes on logical form? How and why?

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Medium 9781934009727

School Improvement Audit 6 Target Low-Performing Students and Schools, Starting With Reading

Robert Barr Solution Tree Press ePub

We had struggled for the past five years with our low-income students, particularly in reading. We, of course, had a Title I program, but we also had a summer remediation program in reading for all of our K–3 teachers and last year we even doubled the amount of time that we scheduled for reading instruction. What really made the difference was an in-service program that we had last fall where the consultant encouraged us to “name them, claim them, and teach them to read.” We were confronted with not just “teach reading,” but teaching kids to read! So, we got organized and began a process of weekly assessing each student’s progress, working with each and every student to chart their progress and to weekly monitor their improvement and slowly we began seeing remarkable results. For us, that was the secret: “Name them, claim them, and teach them to read.”

—Teacher, Maryland

There is a direct relationship between low student performance and student needs. For poverty-level students, it is absolutely essential that schools understand the unique needs of these students and their families. In the past, schools often blamed poverty-level families for low student performance or failures. It is now recognized that while poverty-level students face great challenges in achieving acceptable levels of performance, schools have proven that these students can learn effectively. In order to be effective, schools must carefully address the needs of low-performing students.

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Medium 9781523096183

CHAPTER 7 Visioning, Environmental Scanning, and Futuring for Strategic Leaders

Edited by Mark Grandstaff and Georgia Sorenson Berrett-Koehler Publishers ePub

COL James Oman, U.S. Army, and COL Mark Eshelman, U.S. Army

Leaders operating at the strategic level must be adept in accomplishing a wide range of tasks that include providing vision, environmental scanning and futuring, shaping organizational culture, developing cultural competency, learning how to negotiate differences, and leading change.1 Skillful practice of these tasks is necessary in order to successfully lead large, complex organizations.

Although there are many strategic leadership competencies, arguably one of the more difficult, yet extremely critical strategic leader skills is that of creating and implementing an organizational vision. The topic of visioning has been an enduring, prominent lesson embedded within the U.S. Army War College Strategic Leadership course. Visioning and its integral, interwoven components, environmental scanning and futuring, are examined in three lessons. Each focus represents a key component in the process and is necessary to posture an organization for mid-and long-term success.

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Medium 9780253355973

6. Reconcilable Differences: Pain, Eroticism, and Violence

Staci Newmahr Indiana University Press ePub

Pain, Eroticism, and Violence

I was sitting cross-legged on a couch in the back of the dungeon, with a paper cup of water in one hand and a rich fistful of Shaun's long, soft hair in the other. As we chatted casually about the success of the party, I tugged gently on his hair from time to time. His eyes were closed, but he looked at me longingly when I yanked his head backward to expose his throat. He moaned. I ran my hand around the base of his throat. I was wondering how he would respond if I laid my hand across his mouth and nose, when Trey approached.

Trey squeezed onto the couch on the other side of me and put his arm around my shoulders. Shaun opened his eyes and asked Trey how many paid admissions we'd had thus far. I gathered more of his hair into my hand and pulled it, hard, drawing from him a deeply satisfying hiss.

Trey didn't know about the attendance and changed the subject to something about a moving brownie—a “brownie in motion.” Shaun chuckled. Trey put his hand in my hair. I put my head on his shoulder.

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