Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0001
- Subject:
- History, American History: 20th Century, American History: 19th Century
Chapter 1 opens with a brief history of physical education as a profession in the United States from the 1890s through 1940s. It then focuses on white and black women who became gym teachers during ...
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Chapter 1 opens with a brief history of physical education as a profession in the United States from the 1890s through 1940s. It then focuses on white and black women who became gym teachers during these decades: their upbringing, interests, training, employment, work-related challenges (such as inadequate resources, facilities, and administrative authority), professional activities, and personal lives. As second-class members of a new, seemingly non-academic field, early female physical educators emphasized notions of gender to accommodate as well as resist the disadvantages they faced at educational institutions. The chapter includes biographical sketches of prominent and lesser-known women; data on the careers and marital status of physical education graduates of several Midwestern universities; and detailed descriptions of the hiring process at Hampton Institute and Spelman College.Less
Chapter 1 opens with a brief history of physical education as a profession in the United States from the 1890s through 1940s. It then focuses on white and black women who became gym teachers during these decades: their upbringing, interests, training, employment, work-related challenges (such as inadequate resources, facilities, and administrative authority), professional activities, and personal lives. As second-class members of a new, seemingly non-academic field, early female physical educators emphasized notions of gender to accommodate as well as resist the disadvantages they faced at educational institutions. The chapter includes biographical sketches of prominent and lesser-known women; data on the careers and marital status of physical education graduates of several Midwestern universities; and detailed descriptions of the hiring process at Hampton Institute and Spelman College.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.001.0001
- Subject:
- History, American History: 20th Century, American History: 19th Century
This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including ...
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This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including coed and single-sex, public and private, and predominantly white or black institutions. Working primarily with female students, women physical educators had to consider what an active female could and should do compared to an active male. Applying concepts of sex differences, they debated the implications of female anatomy, physiology, reproductive functions, and psychosocial traits for achieving gender parity in the gym. Teachers’ interpretations were contingent on where they worked and whom they taught. They also responded to broad historical conditions, including developments in American feminism, law, and education, society’s changing attitudes about gender, race, and sexuality, and scientific controversies over sex differences and the relative weight of nature versus nurture. While deliberating fairness for female students, white and black women physical educators also pursued equity for themselves, as their workplaces and nascent profession often marginalized female and minority personnel. Questions of difference and equity divided the field throughout the twentieth century; while some women teachers favored moderate views and incremental change, others promoted justice for their students and themselves by exerting authority at their schools, critiquing traditional concepts of “difference,” and devising innovative curricula. Drawing on extensive archival research, this book sheds new light on physical education’s application of scientific ideas, the politics of gender, race, and sexuality in the domain of active bodies, and the enduring complexities of difference and equity in American culture.Less
This book examines the philosophies, experiences, and instructional programs of white and black female physical educators who taught in public schools and diverse colleges and universities, including coed and single-sex, public and private, and predominantly white or black institutions. Working primarily with female students, women physical educators had to consider what an active female could and should do compared to an active male. Applying concepts of sex differences, they debated the implications of female anatomy, physiology, reproductive functions, and psychosocial traits for achieving gender parity in the gym. Teachers’ interpretations were contingent on where they worked and whom they taught. They also responded to broad historical conditions, including developments in American feminism, law, and education, society’s changing attitudes about gender, race, and sexuality, and scientific controversies over sex differences and the relative weight of nature versus nurture. While deliberating fairness for female students, white and black women physical educators also pursued equity for themselves, as their workplaces and nascent profession often marginalized female and minority personnel. Questions of difference and equity divided the field throughout the twentieth century; while some women teachers favored moderate views and incremental change, others promoted justice for their students and themselves by exerting authority at their schools, critiquing traditional concepts of “difference,” and devising innovative curricula. Drawing on extensive archival research, this book sheds new light on physical education’s application of scientific ideas, the politics of gender, race, and sexuality in the domain of active bodies, and the enduring complexities of difference and equity in American culture.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0000
- Subject:
- History, American History: 20th Century, American History: 19th Century
The introduction reviews broad changes and persistent inequities in American physical education during the twentieth century. Students’ experiences in the gym varied considerably by gender, race, ...
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The introduction reviews broad changes and persistent inequities in American physical education during the twentieth century. Students’ experiences in the gym varied considerably by gender, race, sexuality, and class, as did the status of their teachers. The introduction presents the book’s central argument about physical education’s unique power to embody and/or challenge these social disparities. Applying scientific ideas about sex differences and the relative role of nature versus nurture in human development, teachers devised instructional programs and competitive activities that seemed appropriate for female students. Physical educators also deployed concepts of gender and race to bolster their own professional authority. The introduction ends with summaries of the book’s individual chapters and overall structure.Less
The introduction reviews broad changes and persistent inequities in American physical education during the twentieth century. Students’ experiences in the gym varied considerably by gender, race, sexuality, and class, as did the status of their teachers. The introduction presents the book’s central argument about physical education’s unique power to embody and/or challenge these social disparities. Applying scientific ideas about sex differences and the relative role of nature versus nurture in human development, teachers devised instructional programs and competitive activities that seemed appropriate for female students. Physical educators also deployed concepts of gender and race to bolster their own professional authority. The introduction ends with summaries of the book’s individual chapters and overall structure.
Joan Tumblety
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780199695577
- eISBN:
- 9780191745072
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199695577.003.0003
- Subject:
- History, European Modern History, Cultural History
This chapter explores the conceptual and institutional links between physical culturist ‘experts’ and the public powers: the former often functioned as lobbyists or advisers with close ties to ...
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This chapter explores the conceptual and institutional links between physical culturist ‘experts’ and the public powers: the former often functioned as lobbyists or advisers with close ties to government. The chapter shows how the hygienist concerns about male physical failure discussed in the first chapter resonated in public debates about reducing the length of military service, about the physical state of French conscripts, and about the alleged intellectual overwork in schools. In official circles the language of degeneration and the ‘improvement of the race’ was strikingly pervasive, crossing conventional party political lines and finding expression even in the physical education policies of the Popular Front governments of 1936–8. The purchase of these concerns was reflected very clearly by the fact that in the 1937 Paris world's fair the category featuring sport and physical education also included eugenics.Less
This chapter explores the conceptual and institutional links between physical culturist ‘experts’ and the public powers: the former often functioned as lobbyists or advisers with close ties to government. The chapter shows how the hygienist concerns about male physical failure discussed in the first chapter resonated in public debates about reducing the length of military service, about the physical state of French conscripts, and about the alleged intellectual overwork in schools. In official circles the language of degeneration and the ‘improvement of the race’ was strikingly pervasive, crossing conventional party political lines and finding expression even in the physical education policies of the Popular Front governments of 1936–8. The purchase of these concerns was reflected very clearly by the fact that in the 1937 Paris world's fair the category featuring sport and physical education also included eugenics.
Josiah Royce
- Published in print:
- 2009
- Published Online:
- March 2011
- ISBN:
- 9780823231324
- eISBN:
- 9780823235568
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fso/9780823231324.003.0007
- Subject:
- Philosophy, American Philosophy
This chapter suggests the correlation of teachers of physical education with that of others who are engaged in moral education. It also summarizes the theses upon which ...
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This chapter suggests the correlation of teachers of physical education with that of others who are engaged in moral education. It also summarizes the theses upon which Royce's “Philosophy of Loyalty” is based, as well as a direct application of these theses to a special practical problem of education. Originally an address to the Boston Physical Education Society, Royce argues that physical training could directly support the effort to teach loyalty to youth. Here again, there is a strong connection to the social reform movements of the day, such as the Young Men's Christian Association (YMCA). Part of the effort to transform urban communities into environments that fostered growth and citizenship included athletic training. Royce suggests that physical training could make four contributions to the general effort to foster loyalty.Less
This chapter suggests the correlation of teachers of physical education with that of others who are engaged in moral education. It also summarizes the theses upon which Royce's “Philosophy of Loyalty” is based, as well as a direct application of these theses to a special practical problem of education. Originally an address to the Boston Physical Education Society, Royce argues that physical training could directly support the effort to teach loyalty to youth. Here again, there is a strong connection to the social reform movements of the day, such as the Young Men's Christian Association (YMCA). Part of the effort to transform urban communities into environments that fostered growth and citizenship included athletic training. Royce suggests that physical training could make four contributions to the general effort to foster loyalty.
Lundy Braun
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816683574
- eISBN:
- 9781452949185
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816683574.003.0003
- Subject:
- History, History of Science, Technology, and Medicine
Chapter 3 examines the use of spirometer in physical education at U.S. college and universities and its role in monitoring and marking Anglo-Saxon manhood and womanhood.
Chapter 3 examines the use of spirometer in physical education at U.S. college and universities and its role in monitoring and marking Anglo-Saxon manhood and womanhood.
Maxine Leeds Craig
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780199845279
- eISBN:
- 9780199369614
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199845279.003.0002
- Subject:
- Sociology, Gender and Sexuality, Race and Ethnicity
Drawing on archival sources and Tarzan, Babbitt, The Virginian, and Penrod, this chapter follows the ascendancy of dance as a popular amusement in the 1910s and 1920s and the initial class ...
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Drawing on archival sources and Tarzan, Babbitt, The Virginian, and Penrod, this chapter follows the ascendancy of dance as a popular amusement in the 1910s and 1920s and the initial class differentiation and ultimate convergence of the social organization of dancing. It begins with debates among educators regarding whether dance should be included in boys’ physical education, and then analyses adult social dance. Dance was the most popular form of mixed-gender recreation, but was challenged by social reformers who sought to regulate or eliminate dance halls. These campaigns developed at a time of public hostility toward European immigrants. They promoted conceptions of normative adult masculinity that depended on its distance from an array of masculinities that they marked as immature, feminized, foreign or immoral. By the end of the 1920s these problematic associations surrounded dancing men and kept many men, who wished to be seen as mature and dignified, off the dance floor. Dance remained acceptable for college students.Less
Drawing on archival sources and Tarzan, Babbitt, The Virginian, and Penrod, this chapter follows the ascendancy of dance as a popular amusement in the 1910s and 1920s and the initial class differentiation and ultimate convergence of the social organization of dancing. It begins with debates among educators regarding whether dance should be included in boys’ physical education, and then analyses adult social dance. Dance was the most popular form of mixed-gender recreation, but was challenged by social reformers who sought to regulate or eliminate dance halls. These campaigns developed at a time of public hostility toward European immigrants. They promoted conceptions of normative adult masculinity that depended on its distance from an array of masculinities that they marked as immature, feminized, foreign or immoral. By the end of the 1920s these problematic associations surrounded dancing men and kept many men, who wished to be seen as mature and dignified, off the dance floor. Dance remained acceptable for college students.
Lundy Braun
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816683574
- eISBN:
- 9781452949185
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816683574.003.0004
- Subject:
- History, History of Science, Technology, and Medicine
Chapter 4 examines the spirometer in physical education in mid-nineteenth century Britain and its later use by Francis Galton as part of a test for “bodily efficiency” that he considered useful in ...
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Chapter 4 examines the spirometer in physical education in mid-nineteenth century Britain and its later use by Francis Galton as part of a test for “bodily efficiency” that he considered useful in civil service examinations when there was anxiety over “race deterioration.”Less
Chapter 4 examines the spirometer in physical education in mid-nineteenth century Britain and its later use by Francis Galton as part of a test for “bodily efficiency” that he considered useful in civil service examinations when there was anxiety over “race deterioration.”
Jeffrey J. Martin
- Published in print:
- 2017
- Published Online:
- October 2017
- ISBN:
- 9780190638054
- eISBN:
- 9780190638078
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190638054.003.0040
- Subject:
- Psychology, Social Psychology, Health Psychology
As noted in Chapter 36, children with disabilities have varied experiences in inclusive physical education (PE) settings. The purpose of this chapter is to review the research on inclusive PE ...
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As noted in Chapter 36, children with disabilities have varied experiences in inclusive physical education (PE) settings. The purpose of this chapter is to review the research on inclusive PE teachers and other educators in supporting roles. A fairly robust finding in the adapted PE literature is that many teachers have minimal to zero education in adapted PE and minimal experience teaching adapted PE. As a result, teachers often lack teacher efficacy and feel ill-prepared to teach children with disabilities. Despite teachers’ lack of experience and confidence, many still have positive attitudes toward teaching children with disabilities, although their attitudes are often linked to their perceived competence. Research on support personnel, such as peer tutors, teacher’s aides, and adapted PE specialists, indicates that they have the potential to enrich experiences of children with disabilities. However, their lack of training and challenges compromises their ability to deliver quality adapted PE. Teachers face many significant and daunting challenges to providing children with disabilities quality PE experiences.Less
As noted in Chapter 36, children with disabilities have varied experiences in inclusive physical education (PE) settings. The purpose of this chapter is to review the research on inclusive PE teachers and other educators in supporting roles. A fairly robust finding in the adapted PE literature is that many teachers have minimal to zero education in adapted PE and minimal experience teaching adapted PE. As a result, teachers often lack teacher efficacy and feel ill-prepared to teach children with disabilities. Despite teachers’ lack of experience and confidence, many still have positive attitudes toward teaching children with disabilities, although their attitudes are often linked to their perceived competence. Research on support personnel, such as peer tutors, teacher’s aides, and adapted PE specialists, indicates that they have the potential to enrich experiences of children with disabilities. However, their lack of training and challenges compromises their ability to deliver quality adapted PE. Teachers face many significant and daunting challenges to providing children with disabilities quality PE experiences.
Michael Zakim
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9780226977973
- eISBN:
- 9780226545899
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226545899.003.0005
- Subject:
- History, Environmental History
Capitalist life was plagued by an epidemic of nervous disorders, a somatic expression of the prevailing ethic of “goaheadtiveness” and the price men paid for having abandoned the productive arts. But ...
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Capitalist life was plagued by an epidemic of nervous disorders, a somatic expression of the prevailing ethic of “goaheadtiveness” and the price men paid for having abandoned the productive arts. But these “desk diseases” also served to bring the age’s disorder under control, doing so, moreover, on individualism's own fitful terms. “Every human being is responsible for the care of his own health, and the preservation of his own life,” as Edward Jarvis determined in a Primary Physiology for Schools, instructing pupils and families alike that illness was no longer to be considered a heavenly punishment visited upon humanity in retribution for its sins, but a condition “of our own begetting” whose cure would issue from the same source, that is, would also be of our own begetting. Proper methods of bathing, sleeping, eating, and exercising consequently emerged as the tenets of liberal self-government, training individuals in how to minister their own bodies, and, in so doing, secure the welfare of the body politic. Disease, as such, brought a welcome dose of organic certainty to a tautological age in which success had become its own reward.Less
Capitalist life was plagued by an epidemic of nervous disorders, a somatic expression of the prevailing ethic of “goaheadtiveness” and the price men paid for having abandoned the productive arts. But these “desk diseases” also served to bring the age’s disorder under control, doing so, moreover, on individualism's own fitful terms. “Every human being is responsible for the care of his own health, and the preservation of his own life,” as Edward Jarvis determined in a Primary Physiology for Schools, instructing pupils and families alike that illness was no longer to be considered a heavenly punishment visited upon humanity in retribution for its sins, but a condition “of our own begetting” whose cure would issue from the same source, that is, would also be of our own begetting. Proper methods of bathing, sleeping, eating, and exercising consequently emerged as the tenets of liberal self-government, training individuals in how to minister their own bodies, and, in so doing, secure the welfare of the body politic. Disease, as such, brought a welcome dose of organic certainty to a tautological age in which success had become its own reward.
Jeffrey J. Martin
- Published in print:
- 2017
- Published Online:
- October 2017
- ISBN:
- 9780190638054
- eISBN:
- 9780190638078
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190638054.003.0039
- Subject:
- Psychology, Social Psychology, Health Psychology
Physical education (PE) is a potentially major site for delivering physical activity (PA) and sporting opportunities to children with disabilities. Most children with disabilities are officially ...
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Physical education (PE) is a potentially major site for delivering physical activity (PA) and sporting opportunities to children with disabilities. Most children with disabilities are officially enrolled in inclusive PE classes with mostly able-bodied children. The purpose of this chapter is to review the psychological-oriented research done in adapted PE that speaks to the PE experiences of children with disabilities. Children with disabilities have a wide range of experiences in PE. On the negative end are reports indicating that many children with disabilities are inactive and culled off to the side of the gym or playing field because teachers are unable and unwilling to adapt the activity to include children with various disabilities. Other negative experiences include being teased; children with disabilities are seen as different. In other cases, children with disabilities are simply ignored. On a more encouraging note, children with disabilities have positive experiences and develop sport and PA skills and enjoy the social interactions of other children. Researchers have also investigated the experiences of able-bodied children that occur from interacting with children with impairments.Less
Physical education (PE) is a potentially major site for delivering physical activity (PA) and sporting opportunities to children with disabilities. Most children with disabilities are officially enrolled in inclusive PE classes with mostly able-bodied children. The purpose of this chapter is to review the psychological-oriented research done in adapted PE that speaks to the PE experiences of children with disabilities. Children with disabilities have a wide range of experiences in PE. On the negative end are reports indicating that many children with disabilities are inactive and culled off to the side of the gym or playing field because teachers are unable and unwilling to adapt the activity to include children with various disabilities. Other negative experiences include being teased; children with disabilities are seen as different. In other cases, children with disabilities are simply ignored. On a more encouraging note, children with disabilities have positive experiences and develop sport and PA skills and enjoy the social interactions of other children. Researchers have also investigated the experiences of able-bodied children that occur from interacting with children with impairments.
Simon Creak
- Published in print:
- 2014
- Published Online:
- November 2016
- ISBN:
- 9780824838898
- eISBN:
- 9780824869724
- Item type:
- book
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824838898.001.0001
- Subject:
- History, Asian History
This book examines how sport and ideas of physicality have shaped the politics and culture of modern Laos. Viewing the country's extraordinary transitions—from French colonialism to royalist ...
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This book examines how sport and ideas of physicality have shaped the politics and culture of modern Laos. Viewing the country's extraordinary transitions—from French colonialism to royalist nationalism to revolutionary socialism to the modern development state—through the lens of physical culture, the book illuminates a nation that has no reputation in sport and is typically viewed, even from within, as a country of cheerful but lazy people. It argues that sport and related physical practices—including physical education, gymnastics, and military training—have shaped a national consciousness by locating it in everyday experience. These practices are popular, participatory, performative, and, above all, physical in character and embody ideas and ideologies in a symbolic and experiential way. The book travels through more than a century of Lao history, from a nineteenth-century game of tikhi—an indigenous game resembling field hockey—to the country's unprecedented outpouring of nationalist sentiment when hosting the 2009 Southeast Asian Games. Despite increasing female participation since the early twentieth century, the book demonstrates the major role that sport and physical culture have played in forming hegemonic masculinities in Laos. Even with limited national sporting success—Laos has never won an Olympic medal—the healthy, toned, and muscular form has come to symbolize material development and prosperity. The book outlines the complex ways in which these motifs, through sport and physical culture, articulate with state power.Less
This book examines how sport and ideas of physicality have shaped the politics and culture of modern Laos. Viewing the country's extraordinary transitions—from French colonialism to royalist nationalism to revolutionary socialism to the modern development state—through the lens of physical culture, the book illuminates a nation that has no reputation in sport and is typically viewed, even from within, as a country of cheerful but lazy people. It argues that sport and related physical practices—including physical education, gymnastics, and military training—have shaped a national consciousness by locating it in everyday experience. These practices are popular, participatory, performative, and, above all, physical in character and embody ideas and ideologies in a symbolic and experiential way. The book travels through more than a century of Lao history, from a nineteenth-century game of tikhi—an indigenous game resembling field hockey—to the country's unprecedented outpouring of nationalist sentiment when hosting the 2009 Southeast Asian Games. Despite increasing female participation since the early twentieth century, the book demonstrates the major role that sport and physical culture have played in forming hegemonic masculinities in Laos. Even with limited national sporting success—Laos has never won an Olympic medal—the healthy, toned, and muscular form has come to symbolize material development and prosperity. The book outlines the complex ways in which these motifs, through sport and physical culture, articulate with state power.
Lundy Braun
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816683574
- eISBN:
- 9781452949185
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816683574.001.0001
- Subject:
- History, History of Science, Technology, and Medicine
The spirometer is used routinely to diagnose respiratory disease in specialist and primary care settings, although most patients probably do not recognize the name of the device. An important feature ...
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The spirometer is used routinely to diagnose respiratory disease in specialist and primary care settings, although most patients probably do not recognize the name of the device. An important feature of spirometry is that numerical values produced with the device are routinely “corrected” for race and sometimes ethnicity. The “correction” factors for race and/or ethnicity are embedded seamlessly in the software and hardware of the spirometer, such that operators are generally unaware of the details of the correction process activated when they use the machine. The basis of this practice dates to Civil War anthropometrists and plantation physicians who reported lower lung capacity in blacks as compared to whites. This book explores the production of scientific ideas about the “vital capacity” of the lungs and social ideas about racial and ethnic difference from the mid-nineteenth century to the present through the mediating mechanisms of the spirometer. For reasons that this book examines, a century and a half of research investigations have converged on the idea that people labeled black – and most other groups worldwide – differ in the capacity of their lungs from people historically labeled white/European/Caucasian. Explanations for difference varies but notions of innate/genetic difference continue to shape the biomedical literature on lung capacity. If anything, the advent of genomics has brought a reinvigoration of ideas of innate difference in current research. Race correction continues to the present day.Less
The spirometer is used routinely to diagnose respiratory disease in specialist and primary care settings, although most patients probably do not recognize the name of the device. An important feature of spirometry is that numerical values produced with the device are routinely “corrected” for race and sometimes ethnicity. The “correction” factors for race and/or ethnicity are embedded seamlessly in the software and hardware of the spirometer, such that operators are generally unaware of the details of the correction process activated when they use the machine. The basis of this practice dates to Civil War anthropometrists and plantation physicians who reported lower lung capacity in blacks as compared to whites. This book explores the production of scientific ideas about the “vital capacity” of the lungs and social ideas about racial and ethnic difference from the mid-nineteenth century to the present through the mediating mechanisms of the spirometer. For reasons that this book examines, a century and a half of research investigations have converged on the idea that people labeled black – and most other groups worldwide – differ in the capacity of their lungs from people historically labeled white/European/Caucasian. Explanations for difference varies but notions of innate/genetic difference continue to shape the biomedical literature on lung capacity. If anything, the advent of genomics has brought a reinvigoration of ideas of innate difference in current research. Race correction continues to the present day.
Lundy Braun
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816683574
- eISBN:
- 9781452949185
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816683574.003.0005
- Subject:
- History, History of Science, Technology, and Medicine
Chapter 5 tracks the spirometer as it moved among the U.S., Britain, and South Africa at a moment when users recognized the pressing need to distinguish between “normal” and “abnormal” lung capacity.
Chapter 5 tracks the spirometer as it moved among the U.S., Britain, and South Africa at a moment when users recognized the pressing need to distinguish between “normal” and “abnormal” lung capacity.
Audrey R. Chapman and Konstantinos Tararas
- Published in print:
- 2018
- Published Online:
- April 2018
- ISBN:
- 9780190672676
- eISBN:
- 9780190672713
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190672676.003.0011
- Subject:
- Law, Human Rights and Immigration, Public International Law
This chapter focuses on the human rights work of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and its interconnection with initiatives relating to global health. ...
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This chapter focuses on the human rights work of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and its interconnection with initiatives relating to global health. Embedded in its Constitution, the promotion of human rights has been a component of UNESCO’s activities across its fields of competence since the first years of its existence. Although global health is not central to its mandate, many of UNESCO’s programs are either inextricably connected to global health or have contributed to UN initiatives promoting public health and the right to health. This is showcased through an overview of UNESCO’s efforts on: (1) standard-setting and monitoring; (2) rights in education; and (3) rights in science. Enabling factors for a stronger human rights articulation of UNESCO’s global health initiatives are the adoption of the 2030 Agenda for Sustainable Development as a rights-based common standard of achievement and the resulting inter-agency cooperation and coordination.Less
This chapter focuses on the human rights work of the United Nations Educational, Scientific and Cultural Organization (UNESCO) and its interconnection with initiatives relating to global health. Embedded in its Constitution, the promotion of human rights has been a component of UNESCO’s activities across its fields of competence since the first years of its existence. Although global health is not central to its mandate, many of UNESCO’s programs are either inextricably connected to global health or have contributed to UN initiatives promoting public health and the right to health. This is showcased through an overview of UNESCO’s efforts on: (1) standard-setting and monitoring; (2) rights in education; and (3) rights in science. Enabling factors for a stronger human rights articulation of UNESCO’s global health initiatives are the adoption of the 2030 Agenda for Sustainable Development as a rights-based common standard of achievement and the resulting inter-agency cooperation and coordination.
Mathew A. Foust
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780823242696
- eISBN:
- 9780823242733
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823242696.003.0005
- Subject:
- Philosophy, American Philosophy
This chapter joins Royce in tracing the origins and development of ethical experience. Because for Royce, the genuine moral life is one of loyalty and loyalty to loyalty, in articulating a Roycean ...
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This chapter joins Royce in tracing the origins and development of ethical experience. Because for Royce, the genuine moral life is one of loyalty and loyalty to loyalty, in articulating a Roycean view of the cultivation of loyalty, a Roycean picture of moral development is presented. It is noted that for Royce, a person may be regarded as a human life lived according to a plan. For Royce, an individual says who he is by describing his purposes and causes, what he intends to do in his life. The chapter joins Royce in tracing the formation of “plans of life” as far back as infancy. Among sources consulted are unpublished psychological writings of Royce’s, bearing compelling similarity and relevance to his published writings on loyalty. It is argued that imitative processes in infancy and childhood are precursors to loyalty, and ethical experience generally, in its mature forms. In addition, Royce's attention to the learning of loyalty in adolescence and adulthood is discussed, with emphasis placed on physical education in adolescence and the significance of “lost causes” in adulthood.Less
This chapter joins Royce in tracing the origins and development of ethical experience. Because for Royce, the genuine moral life is one of loyalty and loyalty to loyalty, in articulating a Roycean view of the cultivation of loyalty, a Roycean picture of moral development is presented. It is noted that for Royce, a person may be regarded as a human life lived according to a plan. For Royce, an individual says who he is by describing his purposes and causes, what he intends to do in his life. The chapter joins Royce in tracing the formation of “plans of life” as far back as infancy. Among sources consulted are unpublished psychological writings of Royce’s, bearing compelling similarity and relevance to his published writings on loyalty. It is argued that imitative processes in infancy and childhood are precursors to loyalty, and ethical experience generally, in its mature forms. In addition, Royce's attention to the learning of loyalty in adolescence and adulthood is discussed, with emphasis placed on physical education in adolescence and the significance of “lost causes” in adulthood.
Clive Brown
- Published in print:
- 2003
- Published Online:
- October 2013
- ISBN:
- 9780300095395
- eISBN:
- 9780300127867
- Item type:
- chapter
- Publisher:
- Yale University Press
- DOI:
- 10.12987/yale/9780300095395.003.0010
- Subject:
- Music, History, Western
Several first-hand accounts offer a glimpse into Felix Mendelssohn's environment and activities, as well as the people who belonged to his close circle during his teenage years in Berlin. Eduard ...
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Several first-hand accounts offer a glimpse into Felix Mendelssohn's environment and activities, as well as the people who belonged to his close circle during his teenage years in Berlin. Eduard Philipp Devrient noted how the regular intellectual and musical gatherings that took place in the Mendelssohn household contributed to Felix's development. Foreign musicians provided endless entertainment and suggestions to Felix and his sister Fanny. There was also provision for physical education. According to Devrient, Karl Klingemann (later regarded by Mendelssohn as his closest friend) aroused Felix and Fanny Mendelssohn's sympathy in Jean Paul Richter. Another important account comes from Julius Schubring, who describes Mendelssohn's social and intellectual environment during the years immediately before he traveled to Britain and Italy.Less
Several first-hand accounts offer a glimpse into Felix Mendelssohn's environment and activities, as well as the people who belonged to his close circle during his teenage years in Berlin. Eduard Philipp Devrient noted how the regular intellectual and musical gatherings that took place in the Mendelssohn household contributed to Felix's development. Foreign musicians provided endless entertainment and suggestions to Felix and his sister Fanny. There was also provision for physical education. According to Devrient, Karl Klingemann (later regarded by Mendelssohn as his closest friend) aroused Felix and Fanny Mendelssohn's sympathy in Jean Paul Richter. Another important account comes from Julius Schubring, who describes Mendelssohn's social and intellectual environment during the years immediately before he traveled to Britain and Italy.
Jeffrey J. Martin
- Published in print:
- 2017
- Published Online:
- October 2017
- ISBN:
- 9780190638054
- eISBN:
- 9780190638078
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190638054.003.0032
- Subject:
- Psychology, Social Psychology, Health Psychology
People with disabilities often face social barriers to physical activity (PA). The purpose of this chapter is to survey research on the most common social groups who limit or prevent people with ...
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People with disabilities often face social barriers to physical activity (PA). The purpose of this chapter is to survey research on the most common social groups who limit or prevent people with disabilities from being involved in sport and exercise. Many people with disabilities, especially those with severe disabilities, may need personal assistance to engage in PA, and a lack of personal assistance is often an obstacle to PA. Children with impairments report that not having someone to play with makes them disinclined to engage in PA. When parents are fearful of their children getting hurt in sport they can become barriers to their children’s PA. Various healthcare professionals working in assisted living settings may prevent adequate PA when they view it as harmful to individuals with disabilities and refuse to help patients be active. Community, recreation, and fitness facility personnel can be viewed as barriers when they exhibit dismissive attitudes toward individuals with impairments who wish to engage in exercise and sport. Physical education teachers lacking academic preparation and confidence in adapting games and sports for students with disabilities act as impediments to PA. Thus many people in the social worlds of individuals with disabilities actively and passively limit their ability to engage in PA.Less
People with disabilities often face social barriers to physical activity (PA). The purpose of this chapter is to survey research on the most common social groups who limit or prevent people with disabilities from being involved in sport and exercise. Many people with disabilities, especially those with severe disabilities, may need personal assistance to engage in PA, and a lack of personal assistance is often an obstacle to PA. Children with impairments report that not having someone to play with makes them disinclined to engage in PA. When parents are fearful of their children getting hurt in sport they can become barriers to their children’s PA. Various healthcare professionals working in assisted living settings may prevent adequate PA when they view it as harmful to individuals with disabilities and refuse to help patients be active. Community, recreation, and fitness facility personnel can be viewed as barriers when they exhibit dismissive attitudes toward individuals with impairments who wish to engage in exercise and sport. Physical education teachers lacking academic preparation and confidence in adapting games and sports for students with disabilities act as impediments to PA. Thus many people in the social worlds of individuals with disabilities actively and passively limit their ability to engage in PA.
Roger R. Tamte
- Published in print:
- 2018
- Published Online:
- January 2019
- ISBN:
- 9780252041617
- eISBN:
- 9780252050275
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5622/illinois/9780252041617.003.0013
- Subject:
- Sociology, Sport and Leisure
Though valuing physical education and college sports for improving students’ physical condition and discipline, Harvard’s president, Charles W. Eliot, had come to believe in 1882 that college sports ...
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Though valuing physical education and college sports for improving students’ physical condition and discipline, Harvard’s president, Charles W. Eliot, had come to believe in 1882 that college sports are demanding too much time and effort from students, brought on by a drive toward a “professional standard of excellence.” Eliot wants college sports at the level of “amateurs who are amusing themselves.” He tries to interest other college presidents in faculty oversight of intercollegiate competition with interinstitutional cooperation. Yale and other schools refuse, but Harvard sets up a faculty athletic committee to regulate Harvard’s athletics, and the committee begins to impose the limits Eliot is seeking.Less
Though valuing physical education and college sports for improving students’ physical condition and discipline, Harvard’s president, Charles W. Eliot, had come to believe in 1882 that college sports are demanding too much time and effort from students, brought on by a drive toward a “professional standard of excellence.” Eliot wants college sports at the level of “amateurs who are amusing themselves.” He tries to interest other college presidents in faculty oversight of intercollegiate competition with interinstitutional cooperation. Yale and other schools refuse, but Harvard sets up a faculty athletic committee to regulate Harvard’s athletics, and the committee begins to impose the limits Eliot is seeking.
Lundy Braun
- Published in print:
- 2014
- Published Online:
- August 2015
- ISBN:
- 9780816683574
- eISBN:
- 9781452949185
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816683574.003.0002
- Subject:
- History, History of Science, Technology, and Medicine
Chapter 2 explores the uptake of the spirometer in the U.S. where it was used to study racial difference in a large anthropometric study at the end of the Civil War. While Frederick Hoffman drew on ...
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Chapter 2 explores the uptake of the spirometer in the U.S. where it was used to study racial difference in a large anthropometric study at the end of the Civil War. While Frederick Hoffman drew on this study to argue that blacks were not fit for freedom, black intellectuals vociferously contested the interpretation of the data.Less
Chapter 2 explores the uptake of the spirometer in the U.S. where it was used to study racial difference in a large anthropometric study at the end of the Civil War. While Frederick Hoffman drew on this study to argue that blacks were not fit for freedom, black intellectuals vociferously contested the interpretation of the data.
