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Usually, white working-class boys are credited for pioneering the genre, however, there were many women (Patti Smith, Siouxsie Sioux) and people of color (the Specials member) who contributed to the original punk sound and aesthetic. Because the original subculture meant to challenge to the mainstream, and punk movement became major it was brought to the mainstream. | https://en.wikipedia.org/wiki/Punk_subculture |
If punk is commercialized, it is far from street culture. This is the paradox of punk; as a subculture, it must always be evolving to stay out of the mainstream. Punk Girls written by Liz Ham is a photo-book featuring 100 portraits of Australian women in the punk subculture, and it was published in 2017 by Manuscript Daily. Discrimination against punk subculture is explored with her photographs in the book; these girls who are not mainstream, but "beautiful and talented". | https://en.wikipedia.org/wiki/Punk_subculture |
Some of the first hip hop MCs called themselves punk rockers, and some punk fashions have found their way into hip hop dress and vice versa. Malcolm McLaren played roles in introducing both punk and hip hop to the United Kingdom. Hip hop later influenced some punk and hardcore bands, such as the Beastie Boys, Hed PE, Blaggers I.T.A., Biohazard, E.Town Concrete, The Transplants, and Refused. Other rappers and hip-hop acts were influenced by the subcultures of crust punk and hardcore such as City Morgue.The skinhead subculture of the United Kingdom in the late 1960s – which had almost disappeared in the early 1970s – was revived in the late 1970s, partly because of the influence of punk rock, especially the Oi! | https://en.wikipedia.org/wiki/Punk_subculture |
punk subgenre. Conversely, ska and reggae, popular among traditionalist skinheads, has influenced several punk musicians. | https://en.wikipedia.org/wiki/Punk_subculture |
Punks and skinheads have had both antagonistic and friendly relationships, depending on the social circumstances, time period, and geographic location.The punk and heavy metal subcultures have shared some similarities since punk's inception. The early 1970s protopunk scene had an influence on the development of heavy metal. Alice Cooper was a forerunner of the fashion and music of both the punk and metal subcultures. | https://en.wikipedia.org/wiki/Punk_subculture |
Motörhead, since their first album release in 1977, have enjoyed continued popularity in the punk scene, and their now-deceased frontman Lemmy was a fan of punk rock. Genres such as metalcore, grindcore, and crossover thrash were greatly influenced by punk rock and heavy metal. The new wave of British heavy metal influenced the UK 82-style of bands like Discharge, and hardcore was a primary influence on thrash metal bands such as Metallica and Slayer. | https://en.wikipedia.org/wiki/Punk_subculture |
The early 1990s grunge subculture was a fusion of punk anti-fashion ideals and metal-influenced guitar sounds. However, hardcore punk and grunge developed in part as reactions against the heavy metal music that was popular during the 1980s.In punk's heyday, punks faced harassment and attacks from the general public and from members of other subcultures. In the 1980s in the UK, punks were sometimes involved in brawls with Teddy Boys, greasers, bikers, mods, and members of other subcultures. | https://en.wikipedia.org/wiki/Punk_subculture |
There was also considerable enmity between Positive punks (known today as goths) and the glamorously dressed New Romantics. In the late 1970s, punks were known to have had confrontations with hippies due to the contrasting ideologies and backlash of the hippie culture. Nevertheless, Penny Rimbaud of the English anarcho-punk band Crass said that Crass was formed in memory of his friend, the hippie Wally Hope. | https://en.wikipedia.org/wiki/Punk_subculture |
Rimbaud also said that Crass were heavily involved with the hippie movement throughout the 1960s and 1970s, with Dial House being established in 1967. Many punks were often critical of Crass for their involvement in the hippie movement. Like Crass, Jello Biafra was influenced by the hippie movement and cited the yippies as a key influence on his political activism and thinking, though he did write songs critical of hippies.The industrial and rivethead subcultures have had several ties to punk, in terms of music, fashion, and attitude. | https://en.wikipedia.org/wiki/Punk_subculture |
Power pop music (as defined by groups such as Badfinger, Cheap Trick, The Knack, and The Romantics) emerged in mostly the same time frame and geographical area as punk rock, and they shared a great deal musically in terms of playing short songs loud and fast while trying to emphasize catchy feelings. More melodic and pop-influenced punk music has also often been wrapped alongside power pop bands under the general "new wave music" label. A good example of a genre-straddling "power pop punk" band is the popular Northern Ireland group Protex. However, stylistically and lyrically, power pop bands have tended to have a very "not-punk" top 40 commercial pop music influence and a flashier, heavily teen-pop sense of fashion, especially modern power pop groups such as Stereo Skyline and All Time Low. | https://en.wikipedia.org/wiki/Punk_subculture |
The punk scene began to emerge in socialist East Germany in the late 1970s. It shared many similarities with that of the West and was considered by the ruling authorities to be a spread of an international youth sub-culture which had its roots in the U.S. and Western Europe. Indeed, this was an assessment many East German punks shared themselves. | https://en.wikipedia.org/wiki/Punk_subculture |
According to one, Mario Schulz, "The start was that I liked the music. I did not quite understand the English texts, but this ostentatious experience as an outsider, this capacity to shock, that pleased me. | https://en.wikipedia.org/wiki/Punk_subculture |
I was already- someone else would probably express it differently- an awkward sod." By the authorities, punk was seen as representing a way of life which was contrary in nature to existing social conventions and values. Punks were, however, not the only youth sub-culture to be considered 'negative decadent' and a threat to the stability of socialist society: heavy metallers, skinheads, and goths were also targeted. | https://en.wikipedia.org/wiki/Punk_subculture |
Whilst it is hard to ascertain an exact figure, the punk scene in East Germany in the early 1980s was still relatively small. For example, 'In 1981, the Stasi (secret police) identified 1,000 punks and a broader group of 10,000 sympathisers.' Punks, whether considered as individuals or as groups, were persecuted by both the regular police and the Stasi. | https://en.wikipedia.org/wiki/Punk_subculture |
More overt methods of persecution by the regular police- such as enforced haircutting, arrest, and physical beatings- were combined unofficially with the more insidious and far-reaching decomposition methods (trans. Zersetzung) of the Stasi: these involved various forms of infiltration, false flag type acts, framing, psychological harassment methods designed to cause mental health problems, and incarceration on the basis of mental health legislation or on the basis of crimes ostensibly committed. As the methods of the Stasi were difficult to detect and even harder to prove, it allowed them to circumvent international condemnation in regard to the persecution of their own citizens. | https://en.wikipedia.org/wiki/Punk_subculture |
Aside from being designed to harm people, the methods were also designed to discredit and isolate individuals and break up the various bands and groupings. They relied heavily on the hiring of collaborators who were of a similar disposition to those who were being targeted. According to Stasi officers, this was a task which was harder to achieve with punks due to their 'feeling of belonging together.' Nonetheless, the Stasi did have notable success in the repression and decomposition of the punk scene. Former member of the band Namenlos, Jana Schlosser, stated in 1984 when she came out of jail, that "The Stasi had pretty well managed to smash punk." | https://en.wikipedia.org/wiki/Punk_subculture |
The punk subculture has spread to many countries around the world. The fluidity of musical expression in particular makes it an ideal medium for this cross-cultural interpretation. | https://en.wikipedia.org/wiki/Punk_subculture |
In Mexico, punk culture is primarily a phenomenon among the upper-middle class, many of whom were first exposed to punk music through travel to England, but rapidly shifted to the lower-class youth. Because of low fees at public universities in Mexico, a significant majority of Mexican punks are university students. It is estimated approximately 5,000 young people are active punks in Mexico City, hosting two or three underground shows a week. | https://en.wikipedia.org/wiki/Punk_subculture |
These young people often form chavos banda—youth gangs—that organized subculture activity by creating formal meeting spaces and rituals and practices.Oral nicknames are a distinguishing feature of Mexican punk, where the tradition of oral culture has influenced the development of nicknames for almost all Mexican punks. Patches are widely used as an inexpensive way to alter clothing and express identity. Though English-language bands like the Dead Kennedys are well known in Mexico, punks there prefer Spanish-language music or covers translated into Spanish. | https://en.wikipedia.org/wiki/Punk_subculture |
The slam dance style common in the California punk scene of the early 1980s is thoroughly adopted as part of the movement and continues to be the most popular dancing style among punks.Performance and ideology practices often reflect the socioeconomic circumstances of Mexican punks. Live shows, called "Tocadas" are generally held in public spaces like basketball courts or community centers instead of places of business like venues, bars, and restaurants, as is more common in the United States and Europe. They usually take place in the afternoon and end early to accommodate the two or three hours it takes many punks to return home by public transit. Mexican punk groups rarely release vinyl or CD recordings, usually cassettes are the preferred format.Though Mexican punk itself does not have an explicit political agenda, Mexican punks have been active in the Zapatista, Anarcho-punk, and anti-globalisation movements. | https://en.wikipedia.org/wiki/Punk_subculture |
Punk arrived slowly in South Africa during the 1970s when waves of British tradesmen welcomed by the then-apartheid government brought cultural influences like the popular British music magazine NME, sold in South Africa six weeks after publication.South African punk developed separately in Johannesburg, Durban, and Cape Town and relied on live performances in townships and streets as the multi-racial composition of bands and fan bases challenged the legal and social conventions of the apartheid regime.Political participation is foundational to punk subculture in South Africa. During the apartheid regime, punk was second only to Rock music in its importance to multi-racial interactions in South Africa. Because of this, any involvement in the punk scene was in itself a political statement. Police harassment was common and the government often censored explicitly political lyrics. | https://en.wikipedia.org/wiki/Punk_subculture |
Johannesburg-based band National Wake was routinely censored and even banned for songs like "International News", which challenged the South African government's refusal to acknowledge the racial and political conflict in the country. National Wake guitarist Ivan Kadey attributes the punk scene's ability to persevere despite the legal challenges of multi-racial mixing to punk subculture's DIY ethic and anti-establishment attitude.In post-apartheid South Africa, punk attracted a greater number of white middle-class males than the more diverse makeup of the subculture during the apartheid era. Thabo Mbeki's African Renaissance movement has complicated the position of white South Africans in contemporary society. | https://en.wikipedia.org/wiki/Punk_subculture |
Punk provides young white men the opportunity to explore and express their minority identity. Cape Town band Hog Hoggidy Hog sings of the strange status of white Africans: It's my home it's where I'll stay and where I belong, I didn't choose to be here I was born I might seem out of place but everything I hold dear is under the African sun.Post-apartheid punk subculture continues to be active in South African politics, organising a 2000 festival called Punks Against Racism at Thrashers Statepark in Pretoria. Rather than the sense of despondency and fatalism that characterised 1970s British punk subculture, the politically engaged South African scene is more positive about the future of South Africa. | https://en.wikipedia.org/wiki/Punk_subculture |
In Peru punk traces its roots to the band Los Saicos, a Lima group that played the unique blend of garage and break dance music that would later be labeled punk as early as the 1960s. The early activity of Los Saicos has led many to claim that punk originated in Lima instead of the UK, as is typically assumed. Though their claim to be the first punk band in the world can be disputed, Los Saicos were undoubtedly the first in Latin America and released their first single in 1965. The group played to full houses and made frequent television appearances throughout the 1960s. | https://en.wikipedia.org/wiki/Punk_subculture |
Throughout the 1970s, the band was completely forgotten. Years later, a plaque that declares "here the global punk-rock movement was born" was placed at the corner of Miguel Iglesias and Julio C. Tello Streets in Lima.By the 1980s the punk scene in Peru was highly active. | https://en.wikipedia.org/wiki/Punk_subculture |
Peruvian punks call themselves subtes and appropriate the subversive implications of the English term "underground" through the Spanish term subterraneo (literally, subterranean). In the 1980s and 1990s subtes made almost exclusive use of cassette recording as a means of circulating music without participating in formal intellectual property and musical production industries. The current scene relies on digital distribution and assumes similar anti-establishment practices. Like many punk subcultures, subtes explicitly oppose the Peruvian state and advocate instead an anarchic resistance that challenges the political and mainstream cultural establishment. | https://en.wikipedia.org/wiki/Punk_subculture |
A punk subculture originated in Cuba in the 1980s, referred to as Los Frikis. As Cuban radio stations rarely played rock music, Frikis often listened to music by picking up radio frequencies from stations in nearby Florida. While many Frikas in the early-1990s entered AIDS clinics by knowingly injecting HIV-positive blood into them, others began congregating at El patio de María, a community centre in Havana that was one of the few venues in the city that allowed rock bands to play. | https://en.wikipedia.org/wiki/Punk_subculture |
Some Frikis also participate in squatting as an act of political defiance.In its beginning, the subculture was seen as a threat to the collectivism of Cuban society, leading to Frikis becoming victims of discrimination and police brutality. According to the New Times Broward-Palm Beach some Frikis were "rejected by family and often jailed or fined by the government", the 1980s Friki woman Yoandra Cardoso, however, has that argued that much of the response was verbal harassment from law enforcement. Dionisio Arce, lead vocalist of Cuban heavy metal band Zeus spent six years in prison due to his part in the Frikis. Some schools would forcibly shave the heads of young Frikis as a form of punishment. | https://en.wikipedia.org/wiki/Punk_subculture |
In philosophy, desire has been identified as a recurring philosophical problem. It has been variously interpreted as what compels someone towards the highest state of human nature or consciousness, as well as being posited as either something to be eliminated or a powerful source of potential. In Plato's The Republic, Socrates argued that individual desires must be postponed in the name of a higher ideal. Similarly, within the teachings of Buddhism, craving, identified as the most potent form of desire, is thought to be the cause of all suffering, which can be eliminated to attain greater happiness (Nirvana). While on the path to liberation, a practitioner is advised to "generate desire" for skillful ends. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
In Aristotle's De Anima the soul is seen to be involved in motion, because animals desire things and in their desire, they acquire locomotion. Aristotle argued that desire is implicated in animal interactions and the propensity of animals to motion. But Aristotle acknowledges that desire cannot account for all purposive movement towards a goal. He brackets the problem by positing that perhaps reason, in conjunction with desire and by way of the imagination, makes it possible for one to apprehend an object of desire, to see it as desirable. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
In this way reason and desire work together to determine what is a good object of desire. This resonates with desire in the chariots of Plato's Phaedrus, for in the Phaedrus the soul is guided by two horses, a dark horse of passion and a white horse of reason. Here passion and reason, as in Aristotle, are also together. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Socrates does not suggest the dark horse be done away with, since its passions make possible a movement towards the objects of desire, but he qualifies desire and places it in a relation to reason so that the object of desire can be discerned correctly, so that we may have the right desire. Aristotle distinguishes desire into two aspects of appetition, and volition. Appetition, or appetite, is a longing for or seeking after something; a craving. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Aristotle makes the distinction as follows: Everything, too, is pleasant for which we have the desire within us, since desire is the craving for pleasure. Of the desires some are irrational, some associated with reason. By irrational I mean those which do not arise from any opinion held by the mind. Of this kind are those known as ‘natural’; for instance, those originating in the body, such as the desire for nourishment, namely hunger and thirst, and a separate kind of desire answering to each kind of nourishment; and the desires connected with taste and sex and sensations of touch in general; and those of smell, hearing, and vision. Rational desires are those which we are induced to have; there are many things we desire to see or get because we have been told of them and induced to believe them good. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
In Passions of the Soul, René Descartes writes of the passion of desire as an agitation of the soul that projects desire, for what it represents as agreeable, into the future. Desire in Immanuel Kant can represent things that are absent and not only objects at hand. Desire is also the preservation of objects already present, as well as the desire that certain effects not appear, that what affects one adversely be curtailed and prevented in the future. Moral and temporal values attach to desire in that objects which enhance one's future are considered more desirable than those that do not, and it introduces the possibility, or even necessity, of postponing desire in anticipation of some future event, anticipating Sigmund Freud's text Beyond the Pleasure Principle. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
See also, the pleasure principle in psychology. In his Ethics, Baruch Spinoza declares desire to be "the very essence of man," in the "Definitions of the Affects" at the end of Part III. An early example of desire as an ontological principle, it applies to all things or "modes" in the world, each of which has a particular vital "striving" (sometimes expressed with the Latin "conatus") to persist in existence (Part III, Proposition 7). | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Different striving beings have different levels of power, depending on their capacity to persevere in being. Affects, or emotions which are divided into the joyful and the sad, alter our level of power or striving: joy is a passage "from a lesser to a greater perfection" or degree of power (III Prop. 11 Schol. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
), just as sadness is the opposite. Desire, qualified by the imagination and the intellect, is an attempt to maximize power, to "strive to imagine those things that increase or aid the body's power of acting." (III Prop. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
12). Spinoza ends the Ethics by a proposition that both moral virtue and spiritual blessedness are a direct result of essential power to exist, i.e. desire (Part V Prop. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
42). In A Treatise on Human Nature, David Hume suggests that reason is subject to passion. Motion is put into effect by desire, passions, and inclinations. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
It is desire, along with belief, that motivates action. Immanuel Kant establishes a relation between the beautiful and pleasure in Critique of Judgment. He says "I can say of every representation that it is at least possible (as a cognition) it should be bound up with a pleasure. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Of representation that I call pleasant I say that it actually excites pleasure in me. But the beautiful we think as having a necessary reference to satisfaction." Desire is found in the representation of the object. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Georg Wilhelm Friedrich Hegel begins his exposition of desire in Phenomenology of Spirit with the assertion that "self-consciousness is the state of desire (German: Begierde) in general." It is in the restless movement of the negative that desire removes the antithesis between itself and its object, "and the object of immediate desire is a living thing," an object that forever remains an independent existence, something other. Hegel's inflection of desire via stoicism becomes important in understanding desire as it appears in Marquis de Sade. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Stoicism in this view has a negative attitude towards "otherness, to desire, and work." Reading Maurice Blanchot in this regard, in his essay Sade's Reason, the libertine is one of a type that sometimes intersects with a Sadean man, who finds in stoicism, solitude, and apathy the proper conditions. Blanchot writes, "the libertine is thoughtful, self-contained, incapable of being moved by just anything." | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Apathy in de Sade is opposition not to desire but to its spontaneity. Blanchot writes that in Sade, "for passion to become energy, it is necessary that it be constricted, that it be mediated by passing through a necessary moment of insensibility, then it will be the greatest passion possible." Here is stoicism, as a form of discipline, through which the passions pass. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Blanchot says, "Apathy is the spirit of negation, applied to the man who has chosen to be sovereign." Dispersed, uncontrolled passion does not augment one's creative force but diminishes it. In his Principia Ethica, British philosopher G. E. Moore argued that two theories of desire should be clearly distinguished. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
The hedonistic theory of John Stuart Mill states that pleasure is the sole object of all desire. Mill suggests that a desire for an object is caused by an idea of the possible pleasure that would result from the attainment of the object. The desire is fulfilled when this pleasure is achieved. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
On this view, the pleasure is the sole motivating factor of the desire. Moore proposes an alternative theory in which an actual pleasure is already present in the desire for the object and that the desire is then for that object and only indirectly for any pleasure that results from attaining it. "In the first place, plainly, we are not always conscious of expecting pleasure, when we desire a thing. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
We may only be conscious of the thing which we desire, and may be impelled to make for it at once, without any calculation as to whether it will bring us pleasure or pain. In the second place, even when we do expect pleasure, it can certainly be very rarely pleasure only which we desire. On Moore's view, Mill's theory is too non-specific as to the objects of desire. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Moore provides the following example: "For instance, granted that, when I desire my glass of port wine, I have also an idea of the pleasure I expect from it, plainly that pleasure cannot be the only object of my desire; the port wine must be included in my object, else I might be led by my desire to take wormwood instead of wine . . | https://en.wikipedia.org/wiki/Philosophy_of_desire |
. If the desire is to take a definite direction, it is absolutely necessary that the idea of the object, from which the pleasure is expected, should also be present and should control my activity." For Charles Fourier, following desires (like passions or in Fourier's own words 'attractions') is a means to attain harmony. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Within the teachings of Siddhartha Gautama (Buddhism), craving is thought to be the cause of all suffering that one experiences in human existence. The extinction of this craving leads one to ultimate happiness, or Nirvana. Nirvana means "cessation", "extinction" (of suffering) or "extinguished", "quieted", "calmed"; it is also known as "Awakening" or "Enlightenment" in the West. The Four Noble Truths were the first teaching of Gautama Buddha after attaining Nirvana. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
They state that suffering is an inevitable part of life as we know it. The cause of this suffering is attachment to, or craving for worldly pleasures of all kinds and clinging to this very existence, our "self" and the things or people we—due to our delusions—deem the cause of our respective happiness or unhappiness. The suffering ends when the craving and desire ends, or one is freed from all desires by eliminating the delusions, reaches "Enlightenment". While greed and lust are always unskillful, desire is ethically variable—it can be skillful, unskillful, or neutral. In the Buddhist perspective, the enemy to be defeated is craving rather than desire in general. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Jacques Lacan's désir follows Freud's concept of Wunsch and it is central to Lacanian theories. For the aim of the talking cure—psychoanalysis—is precisely to lead the analysis and or patient to uncover the truth about their desire, but this is only possible if that desire is articulated, or spoken. Lacan said that "it is only once it is formulated, named in the presence of the other, that desire appears in the full sense of the term." "That the subject should come to recognize and to name his/her desire, that is the efficacious action of analysis. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
But it is not a question of recognizing something which would be entirely given. In naming it, the subject creates, brings forth, a new presence in the world." | https://en.wikipedia.org/wiki/Philosophy_of_desire |
"hat is important is to teach the subject to name, to articulate, to bring desire into existence." Now, although the truth about desire is somehow present in discourse, discourse can never articulate the whole truth about desire: whenever discourse attempts to articulate desire, there is always a leftover, a surplus.In The Signification of the Phallus Lacan distinguishes desire from need and demand. Need is a biological instinct that is articulated in demand, yet demand has a double function, on one hand it articulates need and on the other acts as a demand for love. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
So, even after the need articulated in demand is satisfied, the demand for love remains unsatisfied and this leftover is desire. For Lacan "desire is neither the appetite for satisfaction nor the demand for love, but the difference that results from the subtraction of the first from the second" (article cited). Desire then is the surplus produced by the articulation of need in demand. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Lacan adds that "desire begins to take shape in the margin in which demand becomes separated from need." Hence desire can never be satisfied, or as Slavoj Žižek puts it "desire's raison d'être is not to realize its goal, to find full satisfaction, but to reproduce itself as desire." It is also important to distinguish between desire and the drives. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
Even though they both belong to the field of the Other (as opposed to love), desire is one, whereas the drives are many. The drives are the partial manifestations of a single force called desire (see "The Four Fundamental Concepts of Psychoanalysis"). If one can surmise that objet petit a is the object of desire, it is not the object towards which desire tends, but the cause of desire. For desire is not a relation to an object but a relation to a lack (manque). Then desire appears as a social construct since it is always constituted in a dialectical relationship. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
French philosophers and critical theorists Gilles Deleuze and Félix Guattari's 1972 book Anti-Oedipus has been widely credited as a landmark work tackling philosophical and psychoanalytical conceptions of desire, and proposing a new theory of desire in the form of schizoanalysis. Deleuze and Guattari regard desire as a productive force, not as originating from lack like Lacan does. | https://en.wikipedia.org/wiki/Philosophy_of_desire |
The Social Seminar is a series of educational films for adults produced by the Extension Media Center of the University of California at Los Angeles in 1971. The original full name of the series was "The Social Seminar: Education, Drugs, and Society." The series was executive produced by Gary Schlosser, an Oscar-nominated producer of short-subject documentaries. The films were distributed nationally, for example to state educational film offices. | https://en.wikipedia.org/wiki/The_Social_Seminar |
The series was produced for the National Institute of Mental Health as a "multi-media training series." Fifteen films were produced for The Social Seminar series: "Changing" (30 min., color), "The Family" (30 min., B&W), "News Story" (30 min., color), "Youth Culture Series" (1 hr., color), "Drugs and Beyond" (30 min., color), "Brian at Seventeen" (30 min., B&W), "Jordan Paul: One Teacher's Approach" (30 min., B&W), "What is Teaching? What is Learning?" | https://en.wikipedia.org/wiki/The_Social_Seminar |
(30 min., color), "Mr. Edler's Class: Drug Education at the Elementary Level" (30 min., color), "Drug Talk: Some Current Drug Programs (30 min., color), "Understanding: A New Institution" (6 min., B&W), "Community in Quest" (30 min., color), and "Meeting" (30 min., B&W). The longest film, the hour-long "Youth Culture Series," consisted of four segments each focusing on a specific young adult; these segments were named "Guy," "Bunny," "Tom," and "Teddy." The first nine films in the series depict, in a cinema-verite style without voiceover or introduction, aspects of the lives of a selected person or family as they dealt with personal, interpersonal, and societal change. | https://en.wikipedia.org/wiki/The_Social_Seminar |
For example, the film "Changing" shows how one man's reevaluation of his life and social standing led to his becoming a "hippie" in the eyes of his family and coworkers; though his home life was enhanced, he found himself increasingly socially isolated. The remaining six films focus on various ways that educators, families, and communities attempt to solve societal problems. Several of the films are part of the Prelinger Archive and are available freely online. In June 2011, "Changing" was featured on the Turner Classic Movies series TCM Underground. | https://en.wikipedia.org/wiki/The_Social_Seminar |
Electronic music duo Boards of Canada sampled dialogue from the "Tom" episode of The Social Seminar in their song "Chromakey Dreamcoat", from the album The Campfire Headphase. British rock band Bastille sampled dialogue from the "Changing" episode of The Social Seminar in their songs "Fake It" and "Four Walls (The Ballad of Perry Smith)", from the album Wild World. | https://en.wikipedia.org/wiki/The_Social_Seminar |
The National Curriculum was first introduced in Wales as part of the Education Reform Act 1988, alongside the equivalent curriculum for England. Following devolution in 1999, education became a matter for the Welsh Government. Consequently, some elements of the system began to differ from England. This article covers the curriculum as it existed from 2008 until the formal introduction of a new Curriculum for Wales between 2022 and 2026. | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
The Education Reform Act 1988 introduced a standardised National Curriculum in England and Wales. The curriculum specified what subjects should be taught and what standard children were expected to reach by different ages. It grouped school years between the ages of five and sixteen into four "key stages". According to one summary of the act: There would be three 'core subjects' (mathematics, English and science); six foundation subjects (history, geography, technology, music, art and physical education); plus a modern foreign language at key stages 3 and 4 (3(1-2)). | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
Schools in Welsh-speaking areas of Wales would also teach Welsh. In Wales, Welsh language lessons became a universal part of the curriculum for children up to the age of fourteen in 1990. In 1993, the Developing a Curriculum Cymreig, Advisory Paper was published with the intention of adding more of an emphasis on the cultural life and society of Wales into the curriculum. | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
In 1995 the Curriculum Cymreig was given statutory status in every subject. However, a report produced by Estyn in 2001 suggested that the success of this endeavour had been quite limited and varied significantly between subjects, schools and regions.Devolution created the potential for further divergence between England and Wales. Changes in the years immediately following devolution included compulsory study of the Welsh language for students up to the age of 16 and the removal of statutory testing for children in the middle years of their schooling (though it was later reintroduced). | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
Though in general, the basic structure of the education system remained the same. The Foundation Phase, a new play-based curriculum was introduced for children aged three to seven from 2008 onwards. Curriculum materials more broadly were also updated that year. The 2008 curriculum is still being used by some learners in Wales until the Curriculum for Wales (2022–present) is fully implemented by the 2026-2027 academic year. | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
The curriculum divided schooling into four phases , each relating to pupils of different ages. Key Stages 2 to 4 mirrored those used in England, with pupils in Key Stage 2 being aged 7–11, in Key Stage 3 aged 11–14 and Key Stage 4 representing the GCSE years of 14- to 16-year-olds. For children aged between 3 and 7, the key stage was known as the Foundation Phase. Within each phase or key stage, certain subjects were set out in statute as part of the national curriculum. | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
Within the foundation phase, the curriculum was set out in seven areas of learning: Personal and Social Development, Well-being and Cultural Diversity Language, Literacy and Communication Skills Mathematical Development Welsh Language Development Knowledge and Understanding of the World Physical Development Creative Development | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
The following subjects were statutory in each of the later key stages: | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
In 2014, the Welsh Government commissioned Graham Donaldson a professor at the University of Glasgow who had worked on reforms to Education in Scotland to conduct a report into reforming the curriculum in Wales. He recommended the following year a variety of changes including a greater emphasis on computer skills, giving schools more control over what they taught and creating more of a sense of natural progression through school. The Welsh Education Minister promised a few months later that the report would be implemented in full within eight years. The curriculum was initially planned to begin being taught in 2021 though this was later delayed until 2022.The new system would be introduced first for children in primary school and their first year of secondary school before being rolled out further as that age cohort progressed towards the end of their schooling. Meaning that some students would still be enrolled on the old system until 2026. However, due to the COVID-19 pandemic schools were allowed to delay teaching the new curriculum in the first and second years of secondary school to 2023. | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
National Curriculum for England - England Northern Ireland Curriculum - Northern Ireland Curriculum for excellence - Scotland | https://en.wikipedia.org/wiki/National_Curriculum_for_Wales_(2008–2026) |
In agriculture, postharvest handling is the stage of crop production immediately following harvest, including cooling, cleaning, sorting and packing. The instant a crop is removed from the ground, or separated from its parent plant, it begins to deteriorate. Postharvest treatment largely determines final quality, whether a crop is sold for fresh consumption, or used as an ingredient in a processed food product. | https://en.wikipedia.org/wiki/Postharvest |
The most important goals of post-harvest handling are keeping the product cool, to avoid moisture loss and slow down undesirable chemical changes, and avoiding physical damage such as bruising, to delay spoilage. Sanitation is also an important factor, to reduce the possibility of pathogens that could be carried by fresh produce, for example, as residue from contaminated washing water. After the field, post-harvest processing is usually continued in a packing house. This can be a simple shed, providing shade and running water, or a large-scale, sophisticated, mechanised facility, with conveyor belts, automated sorting and packing stations, walk-in coolers and the like. | https://en.wikipedia.org/wiki/Postharvest |
In mechanised harvesting, processing may also begin as part of the actual harvest process, with initial cleaning and sorting performed by the harvesting machinery. Initial post-harvest storage conditions are critical to maintaining quality. | https://en.wikipedia.org/wiki/Postharvest |
Each crop has an optimum range of storage temperature and humidity. Also, certain crops cannot be effectively stored together, as unwanted chemical interactions can result. Various methods of high-speed cooling, and sophisticated refrigerated and atmosphere-controlled environments, are employed to prolong freshness, particularly in large-scale operations. | https://en.wikipedia.org/wiki/Postharvest |
Once harvested, vegetables and fruits are subject to the active process of degradation. Numerous biochemical processes continuously change the original composition of the crop until it becomes unmarketable. The period during which consumption is considered acceptable is defined as the time of "postharvest shelf life".Postharvest shelf life is typically determined by objective methods that determine the overall appearance, taste, flavor, and texture of the commodity. These methods usually include a combination of sensorial, biochemical, mechanical, and colorimetric (optical) measurements. A recent study attempted (and failed) to discover a biochemical marker and fingerprint methods as indices for freshness. | https://en.wikipedia.org/wiki/Postharvest |
Postharvest physiology is the scientific study of the plant physiology of living plant tissues after picking. It has direct applications to postharvest handling in establishing the storage and transport conditions that best prolong shelf life. An example of the importance of the field to post-harvest handling is the discovery that ripening of fruit can be delayed, and thus their storage prolonged, by preventing fruit tissue respiration. This insight allowed scientists to bring to bear their knowledge of the fundamental principles and mechanisms of respiration, leading to post-harvest storage techniques such as cold storage, gaseous storage, and waxy skin coatings. | https://en.wikipedia.org/wiki/Postharvest |
Gifted education (also known as gifted and talented education (GATE), talented and gifted programs (TAG), or G&T education) is a sort of education used for children who have been identified as gifted and talented. The main approaches to gifted education are enrichment and acceleration. An enrichment program teaches additional, deeper material, but keeps the student progressing through the curriculum at the same rate as other students. For example, after the gifted students have completed the normal work in the curriculum, an enrichment program might provide them with additional information about a subject. | https://en.wikipedia.org/wiki/Gifted_education |
An acceleration program advances the student through the standard curriculum faster than normal. This is normally done by having the students skip one to two grades. Being gifted and talented usually means being able to score in the top percentile on IQ exams. The percentage of students selected varies, generally with 10% or fewer being selected for gifted education programs. However, for a child to have distinct gifted abilities it is to be expected to score in the top one percent of students. | https://en.wikipedia.org/wiki/Gifted_education |
Attempts to provide gifted education can be classified in several ways. Most gifted students benefit from a combination of approaches at different times. | https://en.wikipedia.org/wiki/Gifted_education |
People are advanced to a higher-level class covering material more suited to their abilities and preparedness. This may take the form of skipping grades or completing the normal curriculum in a shorter-than-normal period of time ("telescoping"). Subject acceleration (also called partial acceleration) is a flexible approach that can advance a student in one subject, such as mathematics or language, without changing other studies, such as history or science. | https://en.wikipedia.org/wiki/Gifted_education |
This type of acceleration is usually based upon achievement testing, rather than IQ. Some colleges offer early entrance programs that give gifted younger students the opportunity to attend college early. In the U.S., many community colleges allow advanced students to enroll with the consent of school officials and the pupil's parents. | https://en.wikipedia.org/wiki/Gifted_education |
Acceleration presents gifted children with academic material from established curricula that is commensurate with their ability and preparedness, and for this reason is a low-cost option from the perspective of the school. This may result in a small number of children taking classes targeted at older children. For the majority of gifted students, acceleration is beneficial both academically and socially. | https://en.wikipedia.org/wiki/Gifted_education |
Whole grade skipping is considered rapid acceleration. Some advocates have argued that the disadvantages of being retained in a standard mixed-ability classroom are substantially worse than any shortcomings of acceleration. For example, psychologist Miraca Gross reports: "the majority of these children are socially rejected , isolated, and deeply unhappy. | https://en.wikipedia.org/wiki/Gifted_education |
Children of IQ 180+ who are retained in the regular classroom are even more seriously at risk and experience severe emotional distress." These accelerated children should be placed together in one class if possible. Research suggests that acceleration might have an impact long after students graduate from high school. For example, one study shows that high-IQ individuals who experienced full-grade acceleration earned higher incomes as adults. | https://en.wikipedia.org/wiki/Gifted_education |
Cluster grouping is the gathering of four to six gifted and talented and/or high achieving students in a single classroom for the entire school day. Cluster teachers are specially trained in differentiating for gifted learners. Clusters are typically used in upper elementary grades. Within a cluster group, instruction may include enrichment and extensions, higher-order thinking skills, pretesting and differentiation, compacting, an accelerated pace, and more complexity in content. | https://en.wikipedia.org/wiki/Gifted_education |
Like acceleration, colloquium provides advanced material for high school students. In colloquium, students take Advanced Placement (AP) courses. However, colloquium is different from AP classes because students are usually given more projects than students in AP classes. Students in colloquium also generally study topics more in depth and sometimes in a different way than students enrolled in AP classes do. | https://en.wikipedia.org/wiki/Gifted_education |
Colloquium is a form that takes place in a traditional public school. In colloquium, subjects are grouped together. | https://en.wikipedia.org/wiki/Gifted_education |
Subjects are taught at different times of the day; however, usually what is being taught in one subject will connect with another subject. For example, if the students are learning about colonial America in History, then they might also be analyzing text from The Scarlet Letter in English. Some schools may only have colloquium in certain subjects. In schools where colloquium is only offered in English and History, colloquium students usually take Advanced Placement courses in math and science and vice versa. | https://en.wikipedia.org/wiki/Gifted_education |
In compacting, the regular school material is compacted by pretesting the student to establish which skills and content have already been mastered. Pretests can be presented on a daily basis (pupils doing the most difficult items on a worksheet first and skipping the rest if they are performed correctly), or before a week or longer unit of instructional time. When a student demonstrates an appropriate level of proficiency, further repetitive practice can be safely skipped, thus reducing boredom and freeing up time for the student to work on more challenging material. | https://en.wikipedia.org/wiki/Gifted_education |
On the primary school level, students spend all class time with their peers, but receive extra material to challenge them. Enrichment may be as simple as a modified assignment provided by the regular classroom teacher, or it might include formal programs such as Odyssey of the Mind, Destination Imagination or academic competitions such as Brain Bowl, Future Problem Solving, Science Olympiad, National History Day, science fairs, or spelling bees. Programmes of enrichment activities may also be organised outside the school day (e.g. the ASCEND project in secondary science education). This work is done in addition to, and not instead of, any regular school work assigned. | https://en.wikipedia.org/wiki/Gifted_education |
Critics of this approach argue that it requires gifted students to do more work instead of the same amount at an advanced level. On the secondary school level sometimes an option is to take more courses such as English, Spanish, Latin, philosophy, or science or to engage in extracurricular activities. Some perceive there to be a necessary choice between enrichment and acceleration, as if the two were mutually exclusive alternatives. However, other researchers see the two as complements to each other. | https://en.wikipedia.org/wiki/Gifted_education |
Some gifted students are educated in either a separate class or a separate school. These classes and schools are sometimes called "congregated gifted programs" or "dedicated gifted programs." Some independent schools have a primary mission to serve the needs of the academically gifted. Such schools are relatively scarce and often difficult for families to locate. | https://en.wikipedia.org/wiki/Gifted_education |
One resource for locating gifted schools in the United States can be found on the National Association for Gifted Children's resource directory accessible through their home page. Such schools often need to work to guard their mission from occasional charges of elitism, support the professional growth and training of their staff, write curriculum units that are specifically designed to meet the social, emotional, and academic talents of their students, and educate their parent population at all ages. Some gifted and talented classes offer self-directed or individualized studies, where the students lead a class themselves and decide on their own task, tests, and all other assignments. | https://en.wikipedia.org/wiki/Gifted_education |
These separate classes or schools tend to be more expensive than regular classes, due to smaller class sizes and lower student-to-teacher rations. Not-for-profit (non-profit) schools often can offer lower costs than for-profit schools. Either way, they are in high demand and parents often have to pay part of the costs. | https://en.wikipedia.org/wiki/Gifted_education |
Activities such as reading, creative writing, sport, computer games, chess, music, dance, foreign languages, and art give an extra intellectual challenge outside of school hours. | https://en.wikipedia.org/wiki/Gifted_education |
An umbrella term encompassing a variety of educational activities conducted at home, including those for gifted children: part-time schooling; school at home; classes, groups, mentors and tutors; and unschooling. In many US states, the population of gifted students who are being homeschooled is rising quite rapidly, as school districts responding to budgetary issues and standards-based policies are cutting what limited gifted education programs remain in existence, and families seek educational opportunities that are tailored to each child's unique needs. | https://en.wikipedia.org/wiki/Gifted_education |
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