scholarly journals Oba! Vai começar a Turma da Galinha Pintadinha: processos de subjetivação e civilidade do sujeito infantil - Oba! Will start the chicken Pintadinha: processes of subjactivation and civility of the child subject.

Zero-a-Seis ◽  
2013 ◽  
Vol 1 (28) ◽  
Author(s):  
Cristiane Castro Abud
Keyword(s):  
Child Subject

scholarly journals The Reality of Moral Imperatives in Liberal Religion

2013 ◽  
Vol 28 (2) ◽  
pp. 297-335
Author(s):  
Howard Lesnick
Keyword(s):  
Ideal World ◽  
Liberal Religion ◽  
The World ◽  
Moral Universe ◽  
Child Subject ◽  
Good And Evil ◽  
The Ideal

God has made man with the instinctive love of justice in him,which gradually gets developed in the world …. I do not pretendto understand the moral universe; the arc is a long one, my eyereaches but little ways; I cannot calculate the curve and completethe figure by the experience of sight; I can divine it by conscience.And from what I see I am sure it bends towards justice.Theodore Parker (1853)A strange mystery it is that Nature, omnipotent but blind, in therevolutions of her … hurryings through the abysses of space, hasbrought forth at last a child, subject still to her power, but giftedwith sight, with knowledge of good and evil, with the capacity ofjudging all the works of his unthinking mother. [Gradually, asmorality grows bolder, the claim of the ideal world begins to befelt, [giving rise to the claim] that, in some hidden manner, theworld of fact is really harmonious with the world of ideals. Thusman creates God, all-powerful and all-good, the mystic unity ofwhat is and what should be.

Propylene Glycol Toxicity in a Pediatric Patient: The Dangers of Diluents

2000 ◽  
Vol 13 (3) ◽  
pp. 214-225 ◽  
Author(s):  
James O'Donnell ◽  
Sue Lyon Mertl ◽  
William N. Kelly
Keyword(s):  
Propylene Glycol ◽  
Expert Witness ◽  
Skin Irritation ◽  
Toxicity Testing ◽  
Oral Solution ◽  
New Drugs ◽  
Burn Victims ◽  
Competitive Interference ◽  
Lactate Levels ◽  
Child Subject

This report will present a case of neonatal propylene glycol poisoning from the use of intravenous lorazepam and also discuss the toxicity of diluents in general. Although used as a diluent in many pharmaceuticals and generally considered safe, propylene glycol can cause serious side effects: hyperosmolality in burn victims due to silver sulfadiazine products containing propylene glycol and in premature babies due to particular multivitamin preparations, irreversible perception deafness, skin irritation, high anion gap acidosis due to elevated lactate levels, and reversible neurological disturbances. Toxicity caused by propylene glycol may be manifested by hyperosmolality, lactic acidosis, hemolysis and hemoglobinuria, skin irritation, deafness, and other neurological disturbances.1 Historically, the toxicity of diluents played an important role in the development of toxicity testing before the release of new drugs. The topic is current, as evidenced by the Important Drug Warning letter recently issued by Glaxo Wellcome, the manufacturer of Agenerase, warning about the toxicities and drug interactions associated with the propylene glycol diluent in the oral solution, as well as by competitive interference with the aldehyde dehydrogenase enzyme pathway. This report and discussion is included in the Forensic Pharmacist issue because the case investigation arose out of retention of one of the authors (O'Donnell) as an expert witness and consultant on behalf of the child/subject of the case report.

From Text Comprehension to Creative Writing from the Aspect of Cognitive Linguistics

CLEaR ◽  
2017 ◽  
Vol 4 (1) ◽  
pp. 26-36
Author(s):  
Zuzana Kováčová
Keyword(s):  
Creative Writing ◽  
Mental Model ◽  
Text Comprehension ◽  
Cognitive Linguistics ◽  
Communication Model ◽  
Cultural Phenomenon ◽  
Primary Contact ◽  
Semantic Communication ◽  
Developmental Phases ◽  
Child Subject

Abstract Text comprehension is understood as a social and cultural phenomenon in which it is possible to identify the developmental phases, that is ontogenesis, from the aspect of communicating entity. The age-receptive value, as well as the age-receptive variability of text, is reflected in the texts for children. Works of folk or authorial provenance anticipate the mental dispositions of a child subject. Developing the understanding by children is resulting from formal and content criteria. Understanding – like speech – grows. The supreme level of text comprehension is the improvisation of larger narrative formations: Compared with the primary contact with the text in the form of rhymes, the form is released and the epic breadth of expression increases. The child as authorial subject produces a text that is characterized by such variability of expression values which is contained in the child´s current mental model reached through conventions and receptive experience. The study will demonstrate the expressive value of text using examples of creative writing of children. Methodologically, it relies on the semantic communication model of text and the expressive value of text.

scholarly journals Problematizing the photographic images of pedagogical documentation: A Foucauldian Analysis

2021 ◽  
Author(s):  
◽  
Daniel Whitaker
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Dominant Role ◽  
Collective Responsibility ◽  
Pedagogical Documentation ◽  
Photographic Images ◽  
Aotearoa New Zealand ◽  
Regulatory Effects ◽  
Child Subject ◽  
Foucauldian Analysis

<p>Photographic practices and the images they generate play a dominant role in documenting and assessing children’s learning and development in the early childhood education environments of Aotearoa-New Zealand. In the context of pedagogical documentation these visual practices are predominantly enacted through the medium of digital photography, utilized both locally (through assessment documentation) and nationally (through various policy documents). My concerns are in regards to the normalizing and regulatory effects of such visual practices, and how the photographic image is implicated in the construction of particular subjectivities in diverse populations of young children. The revised Aotearoa-New Zealand early childhood curriculum, Te Whāriki (2017a) is the first iteration of the national document to include photographic images and thus presents a timely opportunity to engage with questions concerning this contemporary visual politic.  By means of addressing these concerns I work within a post-structural epistemological framework, drawing methodological insights from the philosophy of Michel Foucault and Gilles Deleuze/Félix Guattari. This Rhizomatic epistemology, inspired by both Deleuzio-Guattarian and Foucauldian scholarship, is an experimental mode of inquiry that acts to illuminate, resist and transgress dominant discursive constructs and the subjectivities they produce. Each chapter of this thesis takes the diffuse realm of photographic practices and processes of subjectivity in the context of education as their impetus, making linkages between texts, concepts and the child subject.  This thesis suggests that an entanglement of both neoliberal and ‘psy’ rationalities are constitutive of particular visual-discursive practices, which mutually serve individualizing ends and construct particular subjectivities at this point in history. These predominant discourses and the subjectivities they are productive of are perceived to be problematic on the grounds that they place burdensome levels of responsibility on the young citizen and act to erode other educational values such as collective responsibility and community. It is further suggested that these predominant discourses are problematic in the sense that they act to foreclose other ways of thinking and being in educational settings to the effect of limiting other possible subject-positions (thought or unthought) that both child and teacher might come to inhabit within these spaces.</p>

Challenging Essentialist Discourses on Children's Self-Identities: ‘The Child’ in Cultural Radicalism and Revolutionary Practices in Sweden in the 1960s and 1970s

2005 ◽  
Vol 6 (3) ◽  
pp. 269-282
Author(s):  
Kajsa Ohrlander
Keyword(s):  
Left Action ◽  
Action Group ◽  
The Creation ◽  
1960S And 1970S ◽  
The 1960S ◽  
Child Subject

This article tries to understand, by using some poststructural tools, practices with children that were performed by a Left action group in Sweden in the 1960s and 1970s. Modernist resistance discourses of enlightenment and liberation from obedience, silence and innocence can be seen as being produced, together with postmodern acts of unfolding and deconstructing a unified and essentialist child subject. It finds those non-essential child subjects created in the unpredictable dramaturgy of happenings and actions, and in the decentred spread of talks, tasks and modes of addressing. It makes the point that by analysing how new discourses of childhood were lived out, acted on and performed rather than found in ideological debates, it is possible to add new understandings of changes in child discourses in the 1970s. The article stresses the open-endedness of those practices, and their relation to the creation of new rooms and spaces. It suggests something of a paradox: that the moving and changing of child subjectivities was produced within practices where collectivity was the priority.

scholarly journals Problematizing the photographic images of pedagogical documentation: A Foucauldian Analysis

2021 ◽  
Author(s):  
◽  
Daniel Whitaker
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Dominant Role ◽  
Collective Responsibility ◽  
Pedagogical Documentation ◽  
Photographic Images ◽  
Aotearoa New Zealand ◽  
Regulatory Effects ◽  
Child Subject ◽  
Foucauldian Analysis

<p>Photographic practices and the images they generate play a dominant role in documenting and assessing children’s learning and development in the early childhood education environments of Aotearoa-New Zealand. In the context of pedagogical documentation these visual practices are predominantly enacted through the medium of digital photography, utilized both locally (through assessment documentation) and nationally (through various policy documents). My concerns are in regards to the normalizing and regulatory effects of such visual practices, and how the photographic image is implicated in the construction of particular subjectivities in diverse populations of young children. The revised Aotearoa-New Zealand early childhood curriculum, Te Whāriki (2017a) is the first iteration of the national document to include photographic images and thus presents a timely opportunity to engage with questions concerning this contemporary visual politic.  By means of addressing these concerns I work within a post-structural epistemological framework, drawing methodological insights from the philosophy of Michel Foucault and Gilles Deleuze/Félix Guattari. This Rhizomatic epistemology, inspired by both Deleuzio-Guattarian and Foucauldian scholarship, is an experimental mode of inquiry that acts to illuminate, resist and transgress dominant discursive constructs and the subjectivities they produce. Each chapter of this thesis takes the diffuse realm of photographic practices and processes of subjectivity in the context of education as their impetus, making linkages between texts, concepts and the child subject.  This thesis suggests that an entanglement of both neoliberal and ‘psy’ rationalities are constitutive of particular visual-discursive practices, which mutually serve individualizing ends and construct particular subjectivities at this point in history. These predominant discourses and the subjectivities they are productive of are perceived to be problematic on the grounds that they place burdensome levels of responsibility on the young citizen and act to erode other educational values such as collective responsibility and community. It is further suggested that these predominant discourses are problematic in the sense that they act to foreclose other ways of thinking and being in educational settings to the effect of limiting other possible subject-positions (thought or unthought) that both child and teacher might come to inhabit within these spaces.</p>

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