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bridge essay oxford Open to Form 1 - 5 Malaysian students from government and Homework helpline north, private schools using Malaysian education syllabus. Profession College Essay Effective. Not open to Homework helpline schuylkill international school students. Short. Write an essay in 200 - 350 words on. Write an essay in 500 - 650 words on. Special prize for helpline schuylkill, the school with the college biology most entries submitted. RM5,000 cash, Sunway Bursary valued at RM20,000*, Award Certificate, Trophy, and 10,000 Sunway Pals points.

RM3,000 cash, Sunway Bursary valued at RM15,000*, Award Certificate, Trophy, and 10,000 Sunway Pals points. Homework Helpline Schuylkill. RM1,000 cash, Sunway Bursary valued at RM10,000*, Award Certificate, Trophy, and 10,000 Sunway Pals points. RM500 cash, Sunway Bursary valued at college essay effective RM5,000*, Award Certificate, Medal, and Homework, 10,000 Sunway Pals points. Announcement of shortlisted finalists. Winners Announcement via website and email. CONGRATULATIONS TO THE WINNERS OF THE SUNWAY OXBRIDGE ESSAY COMPETITION 2017.

CELINE JAMES DONSIA CHARLENE LIM RUI YING DANIEL LOOI JUN JIE KHADIJAH ZUN ARIF HAKIM HO CHEN NING TAN WEN WEYN WANG JIA EN KUAN KWOK YONG OOI LI PO MUHAMMAD HAFIDZ IKMAL BIN SHAIFUL HASNAN DHANIEYA GANEISH LUQMAN HAKIM BIN AHMAD FIRDAUS WAN TAUFIK HIDAYAT BIN WAN MOKHTER. ALYSSA SOFEA AHMAD ZAHARIL CHAI KAI WEI CHAN MENG HUI LEONG JIA TING SERENA SOO LI YENN VEE NIS LING DARREN LINUS JOHN ISABEL ANDREW CHELSEA JOY A/P VILSON DARYL CHOO CHIA LER NURUL IMAN DAYANAH BINTI ZAMBRIE CHLOE YEO LOK YEE JONATHAN AIDAN ROYAN. Who can participate in the Sunway-Oxbridge Essay Competition? This competition is open to all Form 1 to Form 5 Malaysian students from government and private schools using Malaysian education syllabus. (Not open to International school students). Age group for essay, the contesting categories are: Step 1 : Register an account. Log on to www.sunway.edu.my/essay . Click on Register or Join Now button. Fill in the form with your personal details, including Full Name (as per Homework schuylkill valley, MyKad), NRIC/ Passport No., E-mail, Contact/Mobile Number, Form, State, Town/City, School Name, Parent's/Guardian's Name, Mobile Number and E-mail. Check the Importance language essay box indicating you have read our terms and conditions, received parental consent to join the essay competition, and understood the Personal Data Protection Notice. Click on Register.

Step 2 : Submit Essay. North Schuylkill. Click on Add New. Type your essay in School the space provided and press Submit button once done. North Schuylkill. Fill in Profession college essay write effective the survey form. And then press Submit button once done.

1 April 2017 – 30 April 2017, 1.00pm. 30 April 2017, Sunday, 1.00pm. Essays received after the deadline will be automatically deemed ineligible. You can submit only one best essay based on your MyKad number. Helpline North Valley. Can I submit my essay in essay hardcopy? No, only Homework north valley, online submission. Profession College Essay. What is the minimum word count for each category? Category A : 200 words. Category B : 500 words.

What is the Homework helpline north maximum word count for each category? Category A : 350 words. Category B : 650 words. My essay doesn’t go through, what should I do? Please email your enquiry to essay racism essay@sunway.edu.my. Please email essay@sunway.edu.my with your school name and school address.

Winning entrants are expected to show originality and flair, link to academic standards and competent use of helpline, English as a written language. This includes a good standard of Importance world, spelling, grammar and north, punctuation. Will I be receiving a certificate if I participated in the competition? No, participants are not entitled to a certificate of participation. Only the Top 100 finalists and winners will be receiving award certificate for Best for teachers, this competition. Helpline. The final stage where the Top 100 finalists are required to Best websites for teachers compete at nominated location(s), as specified by Sunway. The on-site finals will be a ONE hour written exam.

How will I know if I am one of the finalists? Go to www.sunway.edu.my/essay on 12 May 2017 Friday to check if you are one of the finalists. If I am one of the finalists, is it compulsory to attend the On-Site Finals? Finalists must participate in the on-site finals to stand a chance to win the prizes. Those who do not participate will be automatically be disqualified. If I am not able to sit-in for the On-Site finals, will I be disqualified? Yes, all finalists are required to psychically attend the on-site finals. Failing to do so, the student will be disqualified.

I am one of the finalists, when will I be notified regarding the On-Site Finals? The Organisers will make every reasonable effort to notify the finalists via e-mail to participate in helpline schuylkill valley an on-site finals competition at Best for teachers and students nominated location(s), as specified by Sunway by 12 May 2017, Friday, 8.00pm. If you did not receive an e-mail latest by 12 May 2017, kindly e-mail us at essay@sunway.edu.my. When and where will the On-Site Finals be held? Date: 10 June 2017, Saturday.

Time: 1000 – 1300. North Valley. Location: The competition will be held at writing websites nominated location(s), as specified by Sunway via e-mail by Homework north, 12 May 2017, Friday, 8.00pm. Will the essay written during the On-Site Finals be returned to me? When and where will the Prize Giving Ceremony be held? Date : 22 July 2017, Saturday. Time : 0800 – 1300. School Writing Paper. Location : Sunway University, Bandar Sunway, Selangor. How will I know if I am one of the winners of the Competition? Go to www.sunway.edu.my/essay on 23 June 2017, Friday to check if you are one of the winners. I am one of the winners, when will I be notified regarding the Prize-Giving Ceremony arrangements?

The Organisers will make every reasonable effort to notify the helpline schuylkill Top 26 winners via e-mail to attend the prize-giving ceremony held at language pdf the world Sunway University, Selangor by 23 June 2017, Friday.

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Langston Hughes American Literature Analysis - Essay. Hughes, whose writing career spanned more than half a century, was diverse in helpline valley, his themes, which included connectedness, transitoriness, racism, integration, poverty, myth, history, and language essay universal freedom. Particularly unique to his work was his integration of his writing with blues and jazz. He wrote operettas, and many of his poems were set to music. Although Hughes, like most writers, objected to reducing authors to labels, such as “black” or “woman” or “American,” his name is inevitably linked to the Harlem Renaissance of the 1920’s and 1930’s; this movement, centered in valley, New York City, marked an York, awakening of black American artists. Homework Helpline North Schuylkill. In addition, many of Hughes’s books, such as A Negro Looks at Soviet Central Asia (1934), Famous American Negroes (1954), Famous Negro Music Makers (1955), The First Book of Negroes (1952), and Famous Negro Heroes of biology, America (1958), focus on race. His ancestry was a combination of black, white, and American Indian.

Among numerous anthologies edited by helpline schuylkill, Hughes are collections of black American poets and short-story writers. For example, Alice Walker’s first short story was published in Hughes’s The Best Short Stories by Negro Writers (1967). Still, Hughes’s point about Short story sites egg, labels is helpline north valley, well taken; writers create their art from what they know, and Hughes believed his writing would illuminate truths about all humanity. Despite Hughes’s diversity, he is primarily known for his poetry and short stories rather than for his plays, novels, anthologies, or translations. One of his most popular books, The Negro Mother, and Other Dramatic Recitations (1931), was written specifically to reach “the hearts of the people.” In a letter written October 13, 1931, to William Pickens, Hughes says:I have felt that much of our [black artists’] poetry has been aimed at sites egg, the heads of the high-brows, rather than at the hearts of the people. And we all know that most Negro books published by white publishers are advertised and helpline schuylkill valley sold largely to white readers, and little or no effort is made to reach the great masses of the colored people. I have written “THE NEGRO MOTHER” with the hope that my own people will like it, and will buy it. Hughes succeeded. The public bought and liked The Negro Mother . As Bontemps acknowledged in Profession essay write, a preface to Donald C. Dickinson’s A Bio-Bibliography of Langston Hughes (1972), Hughes, because he earned his living by writing, had to be diverse and had to write books that would sell. Naturally, the quality of the work varies.

Criticism of helpline north schuylkill valley, Hughes’s work, however, is not especially helpful in determining which writing is his strongest. As Hughes himself realized, most of the early critics were middle-class white men whose views were restricted by their own expectations. Importance Language Pdf The. Even those critics of minority backgrounds had been trained to view literature from a mainstream perspective. Predictably, Hughes’s works attacking white views were poorly received by critics, as were works aimed at helpline north valley, the “hearts of the people.” Readers of Hughes are well advised to go directly to his writing and to college effective, form their own views of it. Hughes’s poetry and short stories are set among real people, mostly black Americans, mostly poor people.

Typical of Homework helpline schuylkill, such characters is York college, Jesse B. Simple, a black laborer, who is the central figure of a weekly column that Hughes wrote for Homework helpline north schuylkill the New York Post . Simple has an estranged wife, a party-loving woman friend, a curious landlady, a third-floor apartment, and tired feet that he claims tell the story of his life. He cares about people and justice and integrity. Even in his bitter moments, he is York biology, saved from becoming maudlin by a sort of innocent humor. For example, in “Simple Prays a Prayer,” he becomes embittered by the insensitivity of American white society and concludes, “I hope He [God] smites white folks down!” Yet he adds, “I hope he lets Mrs. Roosevelt alone.” Hughes says in his introduction to The Best of Simple (1961), that people tell him they have known his characters.

Hughes agrees. Some of the Homework valley, stories are retellings of writing for teachers, his experiences during his world travel, but all have a universal quality of shared human experience in Harlem. Consistently, Hughes’s writing, like Jesse B. Simple, is honest and unpretentious. First published: 1934 (collected in The Ways of White Folks , 1934) Type of Homework helpline north, work: Short story. Roy Williams, a young musician returning home from Best, performing in Europe to helpline valley, his small southern hometown, is lynched by white racists.

“Home,” first published in Esquire magazine in Short story sites, 1934, juxtaposes the sensitivity of a young, black classical violinist and helpline valley jazz musician returning home ill from Europe against the unconcealed racism of writing websites for teachers, his small southern hometown. Hughes subtly puts the story in a historical context by telling the reader that the musician, Roy Williams, landed in New York “on the day that Hoover drove the veterans out of Washington.” Williams arrives home, formally dressed, and becomes aware that he is home when he hears the north, racial slurs of the white men at the train station. He is warmly received by his mother, Sister Williams, who organizes a fund-raising concert at the black church which she attends. Predictably, the fifty-cent seats at the front of the church are occupied by Best for teachers and students, whites, and the twenty-five-cent seats in back are occupied by blacks.

Art does not, as Hughes points out often in his writing, integrate people socially. After the concert, Williams meets a woman in the audience who has caught his eye, a white woman wearing a cheap coat and a red hat, someone who seems to understand the classical music he played. She is Miss Reese, an aging music teacher at the local white high school. Miss Reese invites Williams to perform at valley, the white high school, after which their respect for each other deepens. Williams becomes increasingly ill and has difficulty sleeping, so he goes on late-night walks, on which he is sometimes formally dressed. On one such evening, he meets Miss Reese stepping out of a drug store.

He bows to her in greeting and writing extends his hand just as a group of “white young ruffians with red-necks” comes out of the movie theater. When they see him reaching toward a white woman, they attack him. (Among the group of attackers, Williams thinks he recognizes his white childhood playmate, Charlie Mumford.) After beating Williams, the mob drags him to the woods, where they strip him and leave his body hanging there all night, “like a violin for north valley the wind to play.” One of paper zoo border, Williams’s last thoughts is that he knows that now he will never get home to his mother. Though the image of respect between the two musicians offers a lingering redemptive image, Hughes makes it clear that art can neither transform the mob nor protect the artist from racism. The story, anthologized in The Ways of White Folks (1934), deals honestly with the helpline north valley, futility of a black artist trying to York college, survive in such an environment. The theme of the Homework helpline valley, inequitable distribution of wealth also pervades “Home.” Williams recalls the prostitutes in Austria and Germany, young women trying to writing for teachers and students, get enough money to feed themselves and their parents. He feels heartsick at the wealth he sees squandered in the nightclubs where he performs. He thinks of home as a place where poverty is schuylkill, not so bad. Yet, when Williams lands in New York, he finds most of Best for teachers and students, his old friends—musicians and actors—unemployed, hungry, and begging for handouts. Even though Williams’s mother offers him “real food” when he arrives home, he cannot eat. Homework Helpline Schuylkill. The poverty Williams finds at home is linked to writing zoo border, racism, and his mother’s food cannot cure that illness. “Home,” divided into six sections, contains many allusions to jazz and schuylkill valley classical music.

The dialogue is rhythmic and poetic, and section 3 reads more like poetry than prose. Section 4 begins with a concert program. The final section is cacophonous, as the mob destroys Williams. Still, Hughes says that the roaring voices and scuffing feet of the lynch mob are “split by the moonlight into a thousand notes like a Beethoven sonata.” The final allusion to Beethoven’s “Moonlight Sonata” speaks to something enduring, perhaps the same vision in the final lines of Hughes’s “The Negro Mother” (1931): Oh, my dark children, may my dreams and my prayers Impel you forever up the great stairs— For I will be with you till no white brother Dares keep down the children of the Negro mother. “The Blues I’m Playing” First published: 1934 (collected in The Ways of White Folks , 1934) Type of work: Short story. A jazz and classical pianist is forced by her white patron to choose between love and art. “The Blues I’m Playing,” first published in Esquire magazine (1934), is write, anthologized in Hughes’s collection of fourteen short stories, The Ways of White Folks . This story, like the others in the collection, depicts the racial attitudes that surface when whites and blacks interact.

The central character, Oceola Jones, is a young black music teacher, herself a gifted jazz and classical musician with insufficient time and money to pursue her art. Mrs. Dora Ellsworth, an aging, wealthy, childless widow, is kind and north generous, but she cannot discern great art. Nevertheless, she wants to help young artists pursue their art. Ormond Hunter, a music critic, introduces Oceola Jones to Mrs. Ellsworth and assures the latter that Oceola is talented.

He is correct. Fascinated by Oceola’s talent and blackness, Mrs. Ellsworth pours money and energy into essay racism Oceola’s musical training. Oceola is the only black person Mrs. Ellsworth has known. While Mrs. Schuylkill Valley. Ellsworth loves to hear Oceola play classical music, Mrs. Ellsworth increasingly dislikes the jazz and blues, which in her view represent Oceola’s unsublimated soul. Mrs.

Ellsworth, learning through Ormond Hunter that the man staying with Oceola does not pay rent, suggests that Oceola move out of the small apartment, but Oceola refuses because she has promised the man, Pete, that he can stay with her until fall, when he will enroll in medical school. Writing Websites For Teachers. Mrs. Ellsworth is pleased when Pete goes to medical school and helpline schuylkill valley leaves Oceola to her music. Oceola’s musical career progresses to Mrs. Ellsworth’s satisfaction until Pete graduates. Then, to Mrs. Ellsworth’s chagrin, Oceola and Pete make plans to marry. Oceola argues that music and sexuality and of english language pdf the world children are not incompatible. Mrs. Ellsworth believes they are. In the final scene of the story, the conflict culminates in Mrs.

Ellsworth’s music room, a luxurious room adorned with lilies in priceless Persian vases. Oceola has come to play for Mrs. Ellsworth one final time before Mrs. Ellsworth leaves for Europe. Both understand that their relationship has come to an end. Helpline. Oceola begins by playing classical music. Gradually, Mrs. Egg. Ellsworth begins talking aloud to herself and admonishing Oceola’s choice to marry. In response, Oceola shifts to jazz and finally to heavy blues music that makes the helpline north schuylkill, lilies in the Persian vases tremble. She tries to make Mrs.

Ellsworth see how art connects to essay, life, but Mrs. Ellsworth, ultimately, prefers to Homework helpline schuylkill valley, stand and look at the stars. The plot of “The Blues I’m Playing” echoes Hughes’s falling out with his white patron, Charlotte Mason, in 1930. Mason, like Mrs. Ellsworth, supported several artists. Hughes was sorry about the break, but he realized that their views of the roles of Best and students, black artists were too incompatible to Homework helpline north, resolve. He believed that Mason’s views were too restrictive.

Oceola, like Hughes, is genuinely sorry when the end comes. Mrs. Ellsworth is firmly entrenched in white society. Oceola observes that though Ellsworth never makes negative remarks about Negros, she often makes them about Jews. Oceola and Importance of english language essay pdf the world Mrs. Ellsworth also hold different views of art.

Oceola, unlike Mrs. Ellsworth, sees art not as sublime but as integral to humanity, though Oceola clearly disagrees with some of her fellow artists, who believe that art can break down color lines. Her experiences and those of her parents lead Oceola to call such views “bunk.” Ellsworth’s views differ both from valley, Oceola’s and from those of the other artists. Though Mrs. Ellsworth is not a totally unsympathetic character, she clearly represents the dualism of writing for teachers, Western culture, the helpline schuylkill valley, binary opposition between soul and body, heart and mind. In Oceola’s final attempt to make Mrs. Essay Keywords. Ellsworth connect, she plays the blues and tells Mrs.

Ellsworth that the music is both sad and gay, white and black, man and woman. The final blues song is clearly a triumph of Oceola’s view of the Homework helpline schuylkill, synthesis of art and life. “The Negro Speaks of Rivers” First published: 1921 (collected in Profession college essay effective, The Poems, 1921-1940 , 2001) Type of helpline schuylkill, work: Poem.

“The Negro Speaks of college biology, Rivers” is a succinct and powerful poem that ties black history to the rivers of the Homework helpline north, world. “The Negro Speaks of Short story, Rivers” is perhaps Hughes’s most anthologized poem. Written in the first-person voice, the poem begins, “I’ve known rivers.” The “I” is a collective voice of black people from ancient times (3000 b.c.e. ) to the present. The narrator’s voice speaks of bathing in the Euphrates, building a hut near the Congo, raising pyramids by the Nile, and watching the Homework helpline north schuylkill valley, sun set on the Mississippi. The refrain, “My soul has grown deep like the rivers,” links the York college, movement and helpline schuylkill valley endurance and power of the great rivers to black history. The repeated “I,” beginning seven of the ten lines, focuses the reader on the narrator, the black person who speaks of rivers, and on the effects of the biology, tie between his history and the rivers. In Hughes’s autobiography The Big Sea , he says that he wrote the poem on Homework helpline schuylkill, the back of an envelope on a train just outside St. Louis on his way to Mexico to Best writing websites, visit his father during the summer of 1920. North. Hughes says that he was feeling very bad, because he was thinking of his father’s strange dislike of his own people. Hughes, who liked his people very much, says his thoughts then turned to history, the Mississippi, and finally the other rivers of the world.

Within ten or fifteen minutes, he had written the poem. Hughes concludes that he no doubt changed “a few words the next day, or maybe crossed out a line or two.” “The Negro Speaks of Rivers” was positively reviewed by both black and white critics, and it appeared in translation in a paper printed in Germany. The poem has been acclaimed for Hughes’s passionate acceptance of his race, his combination of college biology, lyric and epic, his embracing of heritage, and his reclaiming of black origins. First published: 1923 (collected in The Poems, 1921-1940 , 2001) Type of work: Poem. “The Weary Blues” blends jazz and poetry to expose the Homework schuylkill valley, soul of the blues singer. “The Weary Blues” is about a piano player Hughes knew in Harlem. According to writing websites and students, critic Edward J. Helpline Schuylkill. Mullen, Hughes called “The Weary Blues” his “lucky poem” because it placed first in a literary contest sponsored by School writing paper zoo border, the National Urban League in 1925. Unlike “The Negro Speaks of Rivers,” however, “The Weary Blues” received greatly mixed reviews from both black and Homework valley white critics.

It was called everything from a masterpiece to doggerel. The work blends jazz, blues, and poetry into powerful lyric poetry. The narrator’s voice begins the websites for teachers, poem: Droning a drowsy syncopated tune, Rocking back and forth to a mellow croon, I heard a Negro play. In these lines, the musical quality of the poem is Homework north valley, already evident. Several of the poem’s repeated lines, such as “He did a lazy sway” and “I got the Weary Blues,” then capture the Short sites egg, motion and rhythm of the music.

Other refrains, such as “O Blues!” and “Sweet Blues,” create the crooning of the blues. Homework Helpline Valley. Hughes also uses onomatopoeia in the thumps of the man’s foot on the floor. Hughes concludes the image by extinguishing the performance, the stars, and the moon but showing that the blues remain an integral part of the essay pdf the world, man: The stars went out and so did the moon. The singer stopped playing and went to bed While the helpline north schuylkill valley, Weary Blues echoed through his head.

He slept like a rock or a man that’s dead. This final image, so different from Best writing websites and students, that in Homework north, “The Negro Speaks of Persuasive keywords, Rivers,” probably accounts for the mixed reviews of the poem. Critics who like “The Weary Blues” compare Hughes’s poem to the poetry of Carl Sandburg. DuBose Heyward, for example, says their poetry shares a “freer, subtler syncopation” than that of Vachel Lindsay. Other critics see elements of ballads and spirituals in helpline north valley, “The Weary Blues.” Oddly enough, several early critics praise “The Negro Speaks of Rivers” for the same qualities they condemn in Short egg, “The Weary Blues.” In response, later critics have suggested that these critical comments were biased by the themes of the poems. While “The Negro Speaks of Rivers” is upbeat and helpline affirming of black heritage, “The Weary Blues” affirms a specific heritage, one distinctly not middle class, not classical. First published: 1926 (collected in York college biology, Fine Clothes to helpline north schuylkill, the Jew , 1927) Type of work: Poem. “Mulatto” explores the views of a child of a white father and a black mother.

“Mulatto,” written by Langston Hughes in the summer of 1926, appeared both in The Saturday Review of Literature and in Fine Clothes to the Jew (1927), a collection of Hughes’s work. Of English World. Hughes said that the poem is about “white fathers and Negro mothers in the South.” The opening voice in “Mulatto” is that of the son, who says, “I am your son, white man!” The child stands in judgment of the father’s use of the Homework schuylkill valley, mother’s body. The white father renounces the mixed-blood son (lines 5 and 6): “You are my son/ Like hell!” The next twenty lines of “Mulatto” re-create the image of the white man exploiting the Negro woman. The white man asks twice within the sketch, “What’s the body of your mother?” He has answered the York college, question rhetorically, that the boy’s mother’s body is schuylkill valley, a toy. After the brutal sketch of the white father, the voice of the white man’s white son renounces the mixed-blood boy: “Naw, you ain’t my brother./ Niggers ain’t my brother./ Not ever./ Niggers ain’t my brother.” Racism has pitted father against pdf the, son and brother against brother. Another voice, probably the father’s (though it could be the white son’s), tells the mulatto, “Git on back there in north, the night,/ You ain’t white.” The final words are spoken by the mulatto boy to the white man. He repeats his opening words. “I am your son, white man!”

The poem is lyrical and contrasts the warmth of the southern landscape and nights with the searing heat of anger and racism. Though the jazz syncopation in “Mulatto” is York biology, not so evident as it is in Hughes’s later poems, the musical quality of the Homework north schuylkill, poem marks it as distinctly Hughes’s. Hughes’s first autobiography, The Big Sea , in School writing, two especially memorable passages, touches on the idea of a child of mixed racial background. In the first, Hughes is surprised that in Africa he is considered white. Helpline Valley. In the second, Hughes tells the story of a mixed-blood boy who greets the ship as it harbors in Africa. The child wants to know if the sailors have anything in School writing zoo border, English for him to read, and he longs to go to England. The boy’s father, Hughes learns, is a white man, then living in England. Homework Helpline North. The boy’s mother is a black woman whom his father has left behind. The child, accepted by neither blacks nor whites, hungers for and students the other half of his family and heritage. Homework North. “Mulatto,” written after Hughes’s journey to Africa, seems a sort of synthesis in his treatment of the family destroyed by the deformed values of racism.

“Mulatto” is praised by critics for its craftsmanship and the powerful delivery of the School writing paper zoo border, theme. Several critics consider it the masterpiece of Fine Clothes to the Jew . First published: 1931 (collected in The Negro Mother , 1931) Type of north schuylkill, work: Poem. Black mothers call to their children to take control of their future, to live with freedom and Importance language pdf the dignity. “The Negro Mother” is the title poem in the collection of poetry that Hughes wrote to reach the masses of black people. Homework North Valley. The twenty-page book and the poem were such an instant success that Hughes told his friend Carl Van Vechten that in college write, Birmingham, Alabama, the book “sold like reefers on 131st Street.”

The voice in the poem is helpline schuylkill valley, that of the black mothers through the ages. In the opening line, the narrator addresses her children. In the Persuasive essay keywords, narrative that follows, “the Negro mother” depicts the capture and hardship of black slaves and speaks of the will to endure that kept them going. The voice of the Homework helpline north, Negro mother urges the children to transform the future so that they may live in dignity and college freedom from white oppression. The poem, often referred to as a heritage poem, is highly lyrical, employing both a regular rhyme scheme (couplets) and meter. It was Hughes’s intention, he said, that the poems be pleasant to recite and easy to north, remember. “The Negro Mother” and the success of the volume show how keenly in Persuasive essay, tune Hughes was with his audience. Access our Langston Hughes Study Guide for helpline north schuylkill valley Free. Langston Hughes Homework Help Questions. This question has been answered. See the following post. http://www.enotes.com/langston-hughes/q-and-a/the-poem-too-replaying-whitmans-hear-america-158399.

In my mind, the most powerful element of sites egg, Hughes' poem is the theme of struggle that seems to be passed down from one generation to another. A trademark of Hughes' poetry is that he conveyed an. Literary devices are the north, tools an Best and students, author uses--such as foreshadowing, imagery, hyperbole, characterization, and metaphor, to name a few--that provide the reader with details and bring the text to. Luella Bates Washington Jones, in Thank You M'am, is a character who reveals contradictory traits. The reader is immediately introduced to an imposing woman, which fact is clear from the contents.

In addition to a tone of pride, this poem at times exhibits a surprisingly joyful tone. I say this tone is surprising because the poem wrestles with a very unsavory subject: America's racist.

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essay on passivity Lillian Ferrari, Reading Group first meeting. Thursday, September 24, 2015. 8:30 p.m. - 10:00 p.m. LOCATION: Please contact Lillian Ferrari for Homework north valley the location. The True Imaginary: Constructing the Phantasm. Paula Hochman Vappereau, Foundations of Psychoanalysis. Friday, September 25, 2015. LOCATION: School of Visual Arts. 136 West 21st Street. Ask for Persuasive essay racism the Room Number at the Front Desk.

Joyce Historical/Hysterical: The Know-how of Lalangue. Jean-Michel Vappereau, Workshop. Saturday, September 26, 2015. 10:30 a.m. Homework Helpline Schuylkill Valley! - 2:00 p.m. Sunday, September 27, 2015. 10:30 a.m. - 2:00 p.m. LOCATION: School of Visual Arts. 136 West 21st Street. Ask for the Room Number at the Front Desk. Daniel Heller-Roazen, Foundations of Psychoanalysis.

Friday, October 9, 2015. LOCATION: School of Visual Arts. 136 West 21st Street. Ask for the Room Number at the Front Desk. Savoir-faire and the Frame of the Cure, Part III. Paola Mieli, Seminar. Friday, October 16, 2015. LOCATION: School of Visual Arts. 136 West 21st Street.

Ask for the Room Number at the Front Desk. Savoir-faire and the Frame of the Cure, Part III. Paola Mieli, Seminar. Friday, November 13, 2015. LOCATION: School of story egg Visual Arts. 136 West 21st Street.

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Paola Mieli, Seminar. Friday, December 11, 2015. LOCATION: School of essay racism Visual Arts. 136 West 21st Street. Ask for the Room Number at the Front Desk. 2007 Après-Coup Psychoanalytic Association. Activity versus passivity - Verhaeghe, Paul. Boston, Harvard University, 28 Oct. 99.

New York, Apres Coup, 6 Nov. 99. Activity versus passivity: beyond the question of gender. It is well-known that Freud’s’ first steps in helpline schuylkill the field of hysteria brought him the discovery of traumatism and the seduction by Importance language essay world, the father. Right from the start, the Homework helpline valley question of gender and the relationship between man and woman is also one of his main worries, with a special accent on femininity. During the development of college write his work, he will produce several answers, but they will never be very satisfying. Different as they may be, there is one constancy in it.

Indeed, right to the end, Freud will stick to the idea that there is a certain equivalence: masculinity equals activity, femininity equals passivity. E.g. the libido for him is active-masculine, meaning: phallic. He will stick to this idea even in Homework helpline his last papers, but at the same time, he is never satisfied with it because he feels that something doesn’t fit. My thesis can be summarised in three points: the primary opposition is the writing zoo border one between activity and passivity; the opposition between man and woman is only one possible implementation of this primary opposition, the main one being the opposition between the subject and Homework north schuylkill, it’s own body; it is this primary opposition that grounds the statement there is no sexual relationship In order to demonstrate my thesis, I will start with Freud’s theory and Short sites, continue with Lacan’s elaboration that Lacan gave to it.

Freud’s Studies on Hysteria introduce us immediately into the heart of the matter. Helpline North! He presents us with a remarkable description of what he calls the psychical material of hysteria. Based on his clinical experience, he concludes that this material is arranged around what he considers the nucleus in which the writing websites and students traumatic factor had culminated or the pathogenic idea has founded its purest manifestation (SEII, 288). Homework! The aim of his hypnocathartic technique is to bring this nucleus back into consciousness and abreact it, but time and websites for teachers, again, this fails. Freud has to conclude that the essential characteristic of this nucleus is precisely the fact that it can never be put into words, because the defence is valley, such that the words for writing websites for teachers and students it are lacking forever (GW 1, 291-294).

He assumes that the basic aetiology of schuylkill valley hysteria goes back to a primary experience of Importance essay pdf the anxiety that arises in the confrontation with something for helpline north schuylkill which the psyche does not have an appropriate answer and leaves us with a lack in this respect. Quote: This first stage of hysteria may be described as fright hysteria; its primary symptom is the manifestation of fright accompanied by York biology, a gap in the psyche (Manuscript K, SEI, p.228). So, right from the start, we can already come to Homework helpline north a kind of conclusion. Short Egg! This traumatic, fright -inducing nucleus that cannot be put into words, ex — sists outside the Symbolic and must necessarily belong to the Real. As a consequence, it can only be approached by sideways, by Homework north valley, its borders, meaning the formations of the Unconscious, and that is precisely what Freud has done.

At the end of college effective 1895, he sends a manuscript to Fliess in which we find a very good summary of his ideas at that time. Quote: Hysteria necessarily presupposes a primary experience of unpleasure — that is, of Homework north schuylkill valley a passive nature. The natural sexual passivity of women explains their being more inclined to hysteria (Draft K, SE1, p.228). We need to deconstruct this quote. Firstly, we have hysteria and passivity. This idea is a essential: the primal experience leading to Short story egg hysteria is valley, a passive one against which defence is Short sites egg, only possible in a further development. Homework Helpline North! Freud will extend this idea to Short hysteria in north schuylkill man and to obsessional neurosis as well. Pdf The World! So, the proposition can be generalised: every psychoneurotic development starts with an unpleasurable traumatic experience of passivity.

Secondly, we have passivity and femininity, the natural sexual passivity of women. Helpline North Schuylkill Valley! Freud is aware of the fact that something is wrong with this idea, and college, he will try to reformulate it several times during the later development of his work, but he will never find a satisfactory answer. Anyhow, he is certain about one thing: independently of the gender, every neurosis starts with a sexual trauma that is experienced in a passive way. The psyche cannot cope with it, reacts with anxiety and leaves us with a lack. From a lacanian point of view, this trauma can be understood as the lack of the Other, that is, that part of the Real that is north, excluded from the Symbolic. Of course, this idea of the Other is something that we add , but it can be argued from Freud’s theory as well. If you are acquainted with his early writings, you will probably know that at that time he was convinced that most sexual traumata were caused by the father who seduced his child. Later on, he had to revoke this idea, but it is writing zoo border, a mistake to think that it disappeared altogether from Homework helpline north, his work.

On the contrary even, it returns in a very particular way and of english, moreover, linked to the concept of passivity. In his Three Essays on the Theory of Sexuality, Freud already mentions two forms of jouissance and these two forms can be interpreted with the Homework north schuylkill activity-passivity polarity. The passive form refers to what the child has to York college undergo from the mother. Homework Helpline Schuylkill Valley! Initially, every child is reduced to the passive object of the jouissance of the mother, she is the active party of the two. The child itself wants to Profession college essay write effective leave this passive position and Homework helpline schuylkill, exchange it for the active one, meaning the phallic position. Freud discovers this transition from passive to active firstly in the oral field, from being suckled to active sucking (GW V, p.82-84), but later on, he will recognise this transition in every drive. As a result, he will consider this transition as one of the basic vicissitudes of the Persuasive racism keywords drive as such, meaning that there is always an active and a passive version to it (SE 14, p.126). Homework! Lacan will retake this idea even more generally by recognizing two versions of each partial drive: to see and to Persuasive racism keywords make oneself seen, to hear, and to make oneself heard, to schuylkill eat and to make oneself gobbled up etc.(sem.XI, Les quatre concepts, p.177 ff.; English version, The four fundamental etc., p.195 ff).

Twenty years later, when Freud is trying to Importance of english language essay pdf the elaborate the feminine version of the oedipal complex, he returns to his original seduction theory, albeit with an important correction. Indeed, the study of the female Oedipus complex demonstrates that it is the mother, and not the Homework helpline schuylkill father, who seduces the child, and this simply because of her way of handling the child’s body during the mothering. Profession College Essay! The pampering process reduces the child to her object of jouissance, and it is first of all the north mother who enjoys this process (GW. XIV, 351 en GW XV, 128-29). Considered in this way, the child functions as a plug, it fills the lack of the Other and provides this Other with jouissance. The very fact of being reduced to this position of passive object functions as a trauma for every subject. The paternal seduction comes later and is normally nothing but a defensive phantasmatic elaboration directed against this traumatic experience. Finally, Freud will stumble over this lack of the Other, or, to be more precise, he will stumble over his own interpretation of this lack. Short Sites! Indeed, for Freud, every lack has to be interpreted in terms of castration, with its two different expressions depending on the gender. For a masculine subject, it is castration anxiety as such, for a female subject, it is the penis envy. North! In his paper on Analysis terminable and interminable, he writes about Persuasive essay racism keywords, a biological rock that he assumes to meet beyond the Homework schuylkill valley castration complex.

For him, this rock puts an of english world, end to all the therapeutical hope concerning the castration complex. As this means the impossible end of analysis, the reader usually stops his lecture of Homework helpline schuylkill this paper at that point, but it is worthwhile to continue one’s reading (GW XVI, 96-99). As a matter of York fact, Freud discusses the idea of helpline north schuylkill valley a general principle that finds a different expression depending on the gender in which it appears. To be sure, this principle concerns castration, but right from the start, Freud remarks that it expresses something else as well, I quote: (…)from the start, repudiation of femininity would have been the York correct description of this remarkable feature in the psychical life of human beings. (SE23, p.250). And in the very last paragraph of the paper, we read: The repudiation of Homework helpline femininity can be nothing else than a biological fact, a part of the great riddle of sex. Story Egg! (SE 23, 252). Instead of rejecting these ideas as being totally obsolete and anti-feminist on top of that, again, it is much more rewarding to ask oneself the question what Freud understands with this signifier of femininity. Homework North Schuylkill! If one studies the last pages of his paper, the answer is Short story sites, quite clear: femininity equals passivity, especially passivity towards an Other.

If one thinks this through, then this theory is not very surprising. The idea that a child has to liberate itself from the original symbiosis with his mother, that it has to fight for its autonomy, these ideas are already present in Homework north schuylkill what I consider to Profession write effective be the Anglo-Saxon psychoanalytical psychology. The lacanian theory, at north valley least in my interpretation, provides us with a different answer that will permit us to go beyond this two bodies-psychology. This part of the lacanian theory is to be found in what I consider to be the second Lacan, the one of the Real and the Jouissance. With the first Lacan, everything is supposed to fall under the determination of the signifier, i.e. the Importance of english essay pdf the Symbolic Order. This overdetermination enables us to make predictions (cfr the seminar on the Purloined Letter) and to practice analysis. Most of you are probably familiar with the keywords from that period: parole vide, parole pleine, la realisation symbolique (full speech, empty speech, the symbolic realisation) etc.

Well, in the first chapter of seminar eleven, Lacan introduces his audience to the idea of causality as something that lies outside this determinism. Ultimately, this cause is to be considered as un-determined, not subjected to and even in opposition with the deterministic laws of the Homework helpline schuylkill symbolic order. In the further lessons of seminar eleven, this in — determination will be interpreted as the traumatic Real, that is to for teachers say, that part of the drive that resists to the process of symbolisation and that operates in a traumatic way for the subject. It is important to understand that this trauma takes place even before whatever intervention of the Other . Much later, in his last seminars, Lacan will talk about the identification with the real part of the Homework schuylkill valley symptom and this will enable him to open a new theory on Best websites for teachers the (in-)terminability of an analysis — this is his theory on the sinthomme. So, from seminar XI onwards, the body takes a completely different place. Homework Helpline! Operating as a cause, it obliges the subject to a Real that escapes us , the Real that is situated beyond the automaton of the symbolic Order and that resists to its assimilation in this Symbolic Order. Considered from this point of view, the idea of causality implies the idea of a failure, of something that did not succeed, thereby leaving the Short story sites place open for something else. It is at this point that I recognise the fundamental lack, Freud’s nucleus of the unconscious.

For Lacan, the body will operate through the drive as the cause for the Unconscious as such. It is important to helpline valley understand that this new theory on Best writing for teachers and students causality is not introduced in an isolated way, on Homework valley the contrary even. This new theory enables Lacan to provide the Unconscious with a new status, and this status is grounded on what happens on the level of the subject and its body. This can be summarised by what he denominates as the pulsating movement of the unconscious. He describes the unconscious as a border process with a typical movement of opening and closing. During this double movement, time and again something fails to be realised. That is the reason why Lacan considers both the subject and the unconscious to be pre-ontological. Indeed, something misses continuously its materialisation, all the accent should be placed upon this double movement of opening and closing and this goes for the subject and for the unconscious as well. This has a very important consequence: the aim of the treatment can not be considered any more in terms of symbolic realisation, because that is precisely impossible from a structural point of School zoo border view.

If one tries to do this, one ends inevitably with Freud’s version of the interminable analysis. As said above, in his later theory, Lacan will try to provide us with a different aim for the treatment. So, with this new theory on north schuylkill causality, it is the Real that operates in a causal way and the determinism of the Symbolic is not absolute anymore. The question is: what Real are we talking about? Or, to be more specific: which lack are we talking about, because the Real always implies a lack in the Symbolic. In Lacan’s preceding theory, the accent was on desire and the lack of the college essay Other to which the subject tried to produce an answer. Initially, Lacan followed Freud and the hysterical subject, meaning that he also interpreted this lack in terms of castration and phallus. His new theory starts when he introduces the Real of the body as the basic causality. We have to be even more specific: it is not so much the body he is referring to, no, he is talking about the Homework schuylkill valley organism and the organs. Indeed, in his lesson of the 27th of May 1964, Lacan surprises his audience by introducing them to another lack, another loss.

This lack precedes the well-known lack in the chain of signifiers, the one that determines the Short egg desire of the subject in the dialectical exchange between mother and child. The least that can be said about this new lack is that it is north schuylkill valley, indeed a very fundamental one, because it concerns the loss of the eternal life. Paradoxically enough, this lack is websites for teachers and students, installed at the very moment of the conception, that is, at Homework north schuylkill the moment of the essay racism keywords birth of a sexually differentiated life form. In order to explain this unexplainable fact, Lacan provides his audience with a myth, that is, he tells them a story about something that flies away at the moment of birth, a kind of lamella. Helpline North! This thing lost forever is object (a) in School zoo border its purest form as life instinct. For Lacan, the helpline north schuylkill valley loss of eternal life goes back to story a biological fact, and in this way, he will reconsider Freud’s biological rock.

In opposition to Freud, he will interpret this biological fact not so much as a stumbling rock, but as something that permits the subject to escape from the all embracing determinism (of the Symbolic). Lacan’s explanation of the lamella myth runs as follows. Organisms that reproduce themselves in a non-sexual way — bacteria’s, viruses, prions, and today clones as well — can in principle live forever, because their reproduction comes down to a replication. In these cases, death is purely accidental and not inevitable as such. This is not the case with sexually differentiated organisms, because these life forms have to die. The cell division that characterises these sexual life forms — the meiosis — causes not only the loss of half of the genetic material, it excludes these life forms from the eternal life as well. Indeed, the chip that governs the process is programmed to destroy itself after a certain time.

In contemporary biology, this is coined as the apoptosis. It is interesting to note the analogies with Freud’s commentary on the Weissman’s theory in Beyond the pleasure principle. The non-sexual life form contains the possibility of eternal life. Sexual reproduction, on the other hand, implies automatically the north death of the individual. The story does not end there, on the contrary. In one way or another, each organism tries to escape from this loss, and yearns to return to the situation from before the sexual differentiation. Freud had already recognised this tendency to return to Profession essay effective a previous state of being as a basic characteristic of the drive. By the way, in this respect, we are still talking about the drive, meaning before any social determination of gender and before any division in partial drives. Homework North Schuylkill Valley! We will return to this with Freud’s idea of life and death drive, albeit that we will have to reinterpret his denominations.

It is important to acknowledge the fact that the reaction to this primordial loss — that is, the defensive elaboration and the attempt to return to Persuasive essay racism the previous state — that this reaction takes place on the symbolico-imaginary scene, meaning the scene where the gender identity will be acquired. North Schuylkill! Because of the specifics of the writing for teachers oedipal structure, this gender identity comes down to a phallic one. This means that the attempt to return — that is, the answer to the primordial lack, the Homework helpline valley lack in the Real — will be produced on college effective the level of the second lack, the lack in the Symbolic. Hence the fact that this fundamental lack on the level of the organism is reinterpreted as a phallic lack in the relation between subject and Other — this is first of all the case in hysteria and in neurosis in Homework helpline schuylkill valley general, which explains Freud’s obstinate clinging to this phallic interpretation. During this reinterpretation, object (a) becomes associated to the borders of the college biology body, the orifices through which the Homework schuylkill secondary losses take place: mouth, anus, eye, ear and genitals. This phallic interpretation of the object (a) also implies the fact that the lack and original loss are introduced into the relation between child and first Other, the School writing zoo border mother, and from there onwards, in the relationship between man and woman. Homework Helpline Schuylkill! The Freudian Oedipal complex can very well be summarised like that. Language Essay Pdf The! From that moment onwards, the drive is turned into partial drives and presents always a fusion between life and death drive. Following Lacan, this fusion between life and north schuylkill, death amounts to a circular but non-reciprocal interaction. College Biology! The loss at the level of the Real transforms individual life into one elongated attempt to return to the preceding eternal life. From a structural point of view, this leaves us with two elements, of whom one operates as a force of attraction, whilst the other wants to Homework north schuylkill valley return and to move forward at the same time.

This is the Philia and Neikos to which Freud refers (GW XVI, 92). Their interaction is each time staged on Importance of english language essay a different level, which installs and endorses the fact that there is no relationship between them — the two borders can never meet. As early as 1948, Lacan had already written that in mankind, there is a dehiscence, a cleft in the very core of the organism, a primordial discordance (Ecrits, 96). Schuylkill! The final result of this primordial cleft is the Short egg fact there is no sexual relationship. The last scene of the interaction concerns the advent of the subject, the opening and Homework helpline, closing movement takes place through the processes of separation and paper, alienation. Nevertheless, I am convinced that the helpline schuylkill scope of this interaction goes way further. I will present you with an overview of this range.

Firstly, we have the already mentioned advent of the living at Persuasive racism the moment of birth. The advent of sexually differentiated lifeforms implies the helpline schuylkill loss of the eternal life. Writing Paper Zoo Border! This loss is summarised by Lacan in his concept of the object (a), meaning the Homework helpline north valley pure loss of the lifeinstinct. College Write! This eternal life, the schuylkill valley Zoe of the York classical Greek, functions as a force of attraction for the individual life, the Bios, that tries to return. The price to north valley pay for this return is the Profession college essay write effective loss of this individual life as such, and Homework schuylkill valley, this explains the other tendency, the writing paper zoo border one that flees from it in the opposite direction. Homework Valley! The so-called solution implies and endorses a structurally defined impossibility of the relationship. Indeed, the bios tries to join the zoe through sexual reproduction, thus entailing a necessary failure and even repeating and writing websites for teachers and students, endorsing the original loss.

This is the first version of the already mentioned circular but non-reciprocal interaction. Helpline North Schuylkill! From this moment onwards, life and School writing zoo border, death drive are fused. From the above, it is clear that the idea of life and death has to be applied in a balanced way. The death of the individual implies eternal life, the loss of eternal life implies a limited individual life — life and death have a different meaning, depending on the point of view that is north schuylkill valley, taken. This is probably the reason why for Freud both drives were indeed always fused. Secondly, we have the advent of the I, that is, the primary alienation of the mirror stage.

The living being acquires a first mastery, a first identity because of the Short sites unified image of his body through the master signifier, the I. To be sure, this image comes to him from outside, it is imposed upon him by the Other. This I will never cease to try to join its body, that is, the being of its body, but then again, the price to pay for this joining is the disappearance of this I — hence the Homework helpline schuylkill valley tendency to flee in the other direction as well. Finally, this solution will provide the I only with the body of the Other, thus endorsing the loss of its being. Thirdly, we have the advent of the subject. The subject wants to join the (m)Other, but if it would succeed, the result would imply a total alienation, meaning the disappearance of the subject.

Hence the essay keywords other tendency for separation. Again, this solution implies a structurally impossible relationship, because the Homework north attempt of the subject to join the Other, must necessarily pass through the signifier, thus repeating and endorsing the original division of this subject. Thus considered, the subject enters the scene as the Importance of english language essay pdf the last implementation of this structure and contains all the previous ones as well. Each one of these three levels implies a structural misfit between the two poles and an obligatory choice — the famous vel of the alienation process, the Homework helpline north either — or, for which Lacan presents us with the classic choice of the robber: your life or your money!. It is a forced choice because if one chooses the other alternative (the money) ,the consequence is that one disappears, i.e. you lose your life. One of the poles is the active attracting pole, the other is the passively resisting one. These ideas of passivity and writing websites for teachers and students, activity should not be interpreted in helpline north terms of hyperactivity versus immobility. Indeed, sometimes a lot of Persuasive activity is necessary if one wants to reach a passive position, and the active pole may very well wait passively for the other party to join him — Freud himself said already that the Homework death drive operates in total silence. The opposition between activity and passivity amounts to websites and students a structural inequality between a forever lost totality on the one hand and its product on the other hand, in which the lost totality tries to valley recapture, to regain its product, thereby reducing it to a passive object of its jouissance. This serial of advents demonstrates that the original cleft between the psyche and the Real of the organism will be repeated in the cleft between the subject and its symbolico-imaginary body, meaning his gender identity body.

If one continues this serial, one would indeed expect a fourth advent, in which the subject and the object (a) would be integrated in a particular gender identity. This is what the Profession college Oedipus complex does, in its own particular way, that is: by north schuylkill, interpreting the original loss in terms of castration. York College Biology! The result is Homework helpline valley, that the oedipal structure inaugurates a gender differentiation which is not a genuine one, because it is solely based on sites egg the presence of absence of the phallus. This phallic interpretation will retroactively be applied to all preceding advents, meaning that each loss becomes interpreted in a phallic way. It is during this process that the body is constructed, the body that we have (not the body that we are), clothed in a gender identity. The thing that is important for us, is Homework helpline north valley, that this gender identity is a secondary construction, based on preceding different binary. The original cleft between life and York college biology, death, between psyche and organism, is reproduced and worked over in the cleft between man and woman. Thus considered, the cleft between body and Other, between being and Homework schuylkill valley, sense, is reproduced in the cleft between woman and man. Profession Essay Write Effective! Moreover, this repetition produces the same effect: whatever the efforts of the subject to join his body by Homework valley, way of the Other of language, he will never succeed, because the cleft is precisely due to this Other of language. Whatever the efforts of the masculine subject to join woman by way of the phallic relationship, he will never succeed, because the cleft is precisely due to the phallic signifier. The impossible relationship between the subject and the drive reappears in the impossible relationship between a man and a woman.

Beyond this homologous structure that never stops to be never written in order to attain an ever-impossible return, we meet with the beyond of the college write effective Freudian pleasure principle. This beyond is at the same time a beyond of the gender principle, meaning it confronts us with the jouissance. Indeed, simultaneous with the development of his new theory on causality and determinism, Lacan elaborates his concept of jouissance. Of course, the idea as such is older, but it will receive a whole new meaning. To be more specific: from seminar XI onwards, Lacan will assign the Homework helpline north schuylkill jouissance to the body, that is, to the body as an organism. I can’t elaborate his evolution in this respect, but I will present you with one essential point. In my reading, the dichotomy between the phallic jouissance and the jouissance of the body does not cover the School writing paper binary between male and female. One could have had this impression from Homework helpline, a certain reading of the Encore seminar, in particular the chapter on the other jouissance). It does not cover this binary, but another one that is precisely situated beyond the gender identity. Best Writing For Teachers And Students! By way of conclusion, I’d like to north give you an idea of this binary.

Already in his paper on Subversion du sujet et dialectique du desir, Lacan stated that the for teachers and students phallic jouissance operates as a defensive device on this other jouissance, I quote: Le plaisir marque la fin de la jouissance (Pleasure marks the end of helpline north valley jouissance). Later on, he wiil say that this phallic jouissance operates as an obstacle: Phallic jouissance is the Short egg obstacle owing to which man does not come to enjoy woman’s body, precisely because what he enjoys is the jouissance of the Homework helpline north valley organ (Lacan, On Feminine Sexuality, p.7) (la jouissance phallique est l’obstacle par quoi l’homme n’arrive pas a jouir du corps de la femme, precisement parce que ce don’t il jouit, c’est de la jouissance de l’organe, Sem. XX, 13). This aspect of lacanian theory suggested to a number of postlacanians that one should try to bypass this phallic obstacle in order to reach this dreamt-of other jouissance. Short Story! Well, in sofar that this is possible, one will not meet with a relationship that would be more sexual than the previous one, on the contrary. In this region beyond the phallic, we do not meet with the searched-for and dreamt-of sexual relationship between the man and the woman. We meet with a jouissance of the body beyond the phallus (Lacan, On Feminine Sexuality, p.74; une jouissance du corps au-dela du phallus, sem.XX, 69). Homework Valley! In my interpretation, this means that the relationship between man and woman beyond the phallus is the School writing very same one as the north valley relationship between the subject and the Real of Profession its body.

This allows me to rephrase the already quoted lacanian statement as follows: : Phallic jouissance is the obstacle owing to which the subject does not come to enjoy his own body as real, precisely because what he enjoys is the jouissance of the phallus. Well, whenever this other jouissance of the body will pop up, the subject will always react in Homework helpline north valley the same way, that is, with anxiety. Indeed, this jouissance of the body is situated beyond the Symbolic, meaning that it implies necessarily the disappearance, the death of the subject. This interpretation gives a whole new meaning to the concept of death drive. Here, we meet again with the primordial relationship between a deadly passivity and a desperate activity. This brings me to the clinical applications.

What are the clinical manifestations of Short story this jouissance coming from the Homework north valley beyond? We know at least two of them: the Freudian clinic of the essay pdf the traumatic neurosis and the lacanian clinic of the north psychosis. In case of psychosis, the subject is confronted directly to an Other without the protection of the Symbolic. Here, we meet with the Other who enjoys the subject in a terrifying way, hence the classic idea of the psychotic to be persecuted. In case of traumatic neurosis, the subject is always in one way or another confronted with a Real that mortifies him, that leaves him without any answer . In this case, the necessary signifiers are lacking for the subject, and clinical practice demonstrates that in such circumstances, it is the body that takes the relief (just think of the dissociation and the ubiquitous psychosomatic symptoms. Hence, in these two paradigmatic cases, this jouissance of the organism can be understood in another way than the dreamt-of feminine ‘other’ jouissance of the Encore-seminar. It does not bring us any closer to the hoped-for relationship between the Best writing and students man and the woman — between the phallus and the body — no, it has everything to do with the opposition between activity and passivity, which first of all finds its expression in the relationship between the subject and the drive, that is, the helpline Real of the body. In this jouissance, the subject is reduced to the passive position, surrendered to an activity that surpasses him and that lies beyond his understanding. This implies a fundamental trauma that precedes and surpasses every individual trauma.

In my opinion, if we want to elaborate a new theory on gender, it will be this opposition that should serve as a starting-point.