This article focuses on service provision for women who are involuntarily referred under the UK Mental Health Act (1983) into medium and high security care in England and Wales. We explore how physical and procedural security in such settings is prioritized over relational care (see also Fallon Report, Department of Health, 1999a and NHS Executive, 2000 – Tilt Report). We are not arguing against the importance of protecting the public from the acts of dangerous members of our society. (...) However, we are arguing that many of the women in our secure services are inappropriately placed and receive inappropriate forms of treatment and care. Rather than physical security, it is high relational care, which the women require. Further, we argue that current service provision often re-produces forms of violence and violation which have marked many of women's lives prior to their entry into the secure system. (shrink)

Women’s empowerment is a concept describing the promotion of women doing things independently and in their own interests, being more conducive to their future and physical and mental development; this includes participation in different outdoor activities, including sports. This qualitative study presents data collected from 18 young female students at sports and physical education universities in Southern Punjab (SP) in Pakistan, selected using a snowball sampling technique. The current study explores their gendered and lived experiences (...) of playing sports and engaging in physical activities in patriarchal systems by emphasizing the concept of women’s empowerment in the context of feminism in sports theory. The findings suggest that the participants faced typical gender stereotypes in their families and communities, which position sports and physical activities as being not feminine. The chances for women to participate in sports and physical activities decrease as they grow up. However, the participants used a range of strategies to advance their interests and academic careers in sports and physical activities by resisting and incorporating dominant discourses of women’s participation in sports and physical activities, which also has implications in the internal and external policy domains at the local and national levels. The participants displayed great resilience and optimism, empowering them to enter the male-dominated domains, and thus we labeled them as change agents. (shrink)

"Huizenga examines the Greco-Roman moral-philosophical 'curriculum' for women by comparing these two epistolary collections. The analysis is organized around four elements: textual resources, teachers and learners, instructional strategies, and subject matter. Huizenga shows that the author of the Pastorals has adopted nearly all of the 'pagan' aspects of this curriculum, but has supplemented these with theological justifications drawn from Pauline literature and traditions"--Publisher description.

The aim of this article is to offer a view of the current status of women in medical physics and biomedical engineering, while focusing on solutions towards gender balance and providing examples of current activities carried out at national and international levels. The International Union of Physical and Engineering Scientists in Medicine is committed to advancing women in science and health and has several initiatives overseen by the Women in Medical Physics and Biomedical Engineering Task Group. (...) Some of the main strategies proposed by the Task Group to attain gender balance are: (a) identify and promote female role models that achieve successful work-life balance, (b) establish programs to develop female leaders, (c) create opportunities for females to increase the international visibility within the scientific community, and (d) establish archives and databases of women in STEM. (shrink)

CLIMATE EDUCATION FOR WOMEN AND YOUTH Around the world, people still lack basic awareness and understanding of the drivers and impact of climate change, as well as options for reducing carbon emissions and adapting to the climate change impacts. In addition, climate change impacts are not equally distributed. Gender inequalities and development gaps increase the impacts of climate change for women and young people. Driving climate action through educating and empowering women and youth could lead to (...) building resilience within communities. Thus, education and training are crucial to building capacity and enhance their ability to tackle climate change, especially as most of them have no access to information and resources related to climate action. Despite the evidence that education has a strong role to play in both climate adaptation and mitigation, the global education community has done little to advance wide-scale education efforts. Solid, coherent policies and plans are the bedrock on which to build sustainable education systems, achieve educational development goals and contribute effectively to lifelong learning. At a time of growing inequality, closing the gaps in access to quality education requires a long-term vision, engagement, and effective collaboration between various stakeholders. To do that, it’s critical to develop climate educational guides for developing countries that include the most important elements about formal and informal education for women and young people, as well as relevant learning materials and tools. Establishing a climate education coalition provides a forum for expert discussion and unlocks the potential of collaborative work. Embedding climate topics into formal and non-formal education is another priority area for action that could contribute to increasing climate awareness among youth. Community-level climate education projects and initiatives could be a powerful tool for educating and empowering women. Thus, governments and local authorities should ensure funds and provide resources for these projects and initiatives. (shrink)

Today, the earth is an interconnected globe humming with electronic transmissions-a chattering planet nestled in the provident silence of space. The ethical question is whether this is contributing to authentic human development and helping individuals and peoples to be true to their transcendent destiny. The new media are powerful tools for education, cultural enrichment, commercial activity, political participation, intercultural dialogue and understanding. They also can serve the cause of religion. Yet the new information technology needs to be informed and (...) guided by solidarity in the service of the common good bridging the digital divide within and among nations. The value-laden message of Western secular culture to people and traditional societies in many cases ill-prepared to evaluate it leads to widespread crisis, for example, in regard to marriage and family life. This technology can be a means for solving human problems, promoting the integral development of persons, creating a world governed by justice, peace, and love. It also can help men and women in their age-old search for self-understanding. Like today's world itself, the world of media, including the Internet, has been brought by Christ, inchoately yet truly, within the boundaries of the kingdom of God and placed in service to the word of salvation. (shrink)

With the awakening of people's health consciousness, the concept and practice of health promotion has become the main target of health policies throughout the world. In this study, the relationship between physical education and health promotion was examined. Art students from a university in Taoyuan were selected for research, and a total of 320 questionnaires were issued. Invalid and incomplete questionnaires were eliminated, with a total of 227 valid questionnaires. Finally, the LISREL model was used to analyze the (...) correlation between various factors and health promotion. The results of the model analysis show that in terms of basic fit, the three factors of physical education have a high correlation with the influence of physical education, reaching a significant level. In terms of overall mode fit, the overall mode fit standard χ2/Df was 1.344, less than the standard value of 3 or less, and the RMR value was 0.007, indicating that the χ2/DF and RMR result standards were appropriate, and the chi-square value was very sensitive to the sample size. Therefore, there was a positive correlation among physical education, sports participation, and health promotion. In conclusion, physical activities can improve the human body's immune function, reduce the symptoms of chronic diseases, and positively promote health. The research result is important for emphasizing the benefit of sports to art students, and provides reference for improving the quality of school physical education, and the physical and mental health level of people in Taiwan. (shrink)

This article examines the role of physical education in the process of moral education, and argues that physical education is a necessary prerequisite for the possibility of human virtue. This discussion is divided into four parts. First, I examine the nature of morality and moral decision-making. Drawing on the moral theories presented by Plato, Aristotle and Kant, I argue that morality is connected with reason and the attainment of objectively good goals. Second, I examine the (...) role of moral education in helping individuals to cultivate a virtuous character state. I outline the approaches to moral education taken by Plato, Aristotle and Kant—dialectic, dogmatic and catechistic—and examine the ability of each approach to develop the appropriate moral disposition within individuals. Third, I examine the cultivation of this disposition by considering the connection between virtue and happiness and the possibility of producing an individual who is both virtuous and happy through moral education. Fourth, although there is disagreement about the means of moral education, I argue that there must be agreement concerning one necessary component of moral education: physical education. Physical education, while connected to non-moral exercises, allows individuals to develop the strength to become apathetic to bodily desires (e.g. the desire to obtain pleasure or pursue pain), desires that lead them away from virtue. (shrink)

In the Renaissance, educating for philosophy was integrated with educating for an active role in society, and both were conditioned by the prevailing educational theories based on humanist revisions of the trivium. I argue that women's education in the Renaissance remained tied to grammar while the education of men was directed toward action through eloquence. This is both a result of and a condition for the greater restriction on the social opportunities for women.

RESUMEN El artículo constituye una propuesta encaminada a dar respuesta a la necesidad social de la superación del profesor de Educación Física del Centro de Experiencia del Adulto Mayor. Se propone como objetivo fundamentar la estrategia para la superación del profesor de Educación Física dirigida a la rehabilitación acuática de los adultos mayores con limitaciones articulares, desde una visión de ciencia, tecnología y sociedad. Se reconoce la oportunidad que representa el empleo de las nuevas tecnologías como elemento que contribuye a (...) la mejora de la calidad de vida de las personas mayores. La magnitud del reto exige la puesta en acción de todos los resortes con los que la sociedad cuenta, para la atención al envejecimiento, mediante diversos programas, cuya significación contribuye a fortalecer la identidad nacional, y a elevar la cultura general integral de los profesores hacia los adultos mayores lo cual repercutirá en la formación de una conciencia social, política y cultural. ABSTRACT The article constitutes a proposal directed to give answer to the social need for the self-improvement of the teacher of Physical Education of the Center of Experience of the Elder Adult. It proposes as objective: to base the strategy for the self-improvement of the teacher of Physical Education directed to the aquatic rehabilitation of the elderly with articular limitations, from a vision of science, technology and society. It is recognized the opportunity that represents the employment of the new technologies as element that contributes to the progress of the quality of life of the elderly. The magnitude of the challenge demands the putting in action of all the springs with which the society is provided, for the attention to the aging, by means of diverse programs, which significance helps to strengthen the national identity, and to raise the integral general culture of the teachers towards the elderly which will reverberate in the formation of a social, political and cultural conscience. (shrink)

Recent studies reveal that violence significantly contributes to explaining individual’s facial preferences. Women who feel at higher risk of violence prefer less-masculine male faces. Given the importance of violence, we explore its influence on people’s preferences for a different physical trait. Masculinity correlates positively with male strength and weight or body mass index. In fact, masculinity and BMI tend to load on the same component of trait perception. Therefore we predicted that individuals’ perceptions of danger from violence will (...) relate to preferences for facial cues to low-BMI. In two studies in Colombia, men and women from Bogota, Medellin, and surrounding communities were shown pairs of faces transformed to epitomize the shape correlates of men with high or low-BMI. The images were of European, Salvadoran, or Colombian men. Participants were asked to choose the face they considered most attractive. Subsequently, participants answered a survey about their health, media access, education level, and experiences/perceptions of violence in study 1 and about specific types of violence in study 2. Results from both studies showed that women who experienced/perceived higher levels of violence preferred faces of low-BMI Salvadoran men. Preferences for low-BMI facial cues were significantly explained by violence, even after controlling for all other variables. These results may reflect women’s strategy to avoid male partners capable of inflicting harm. (shrink)

Sports occupy an interesting ethical space from a pedagogic point of view, being included in physical education curricula in most Western countries. The approach of physical education to sports as vehicle for ethical education is too limited when it is restricted to their minimal functional, constitutive and regulatory goals. This essay’s aim is to argue the extent to which the ethical potential of physical education can embrace more than functional purposes, or whether that (...) will be neglected in terms of limited educational aspirations. We present data from nineteen exploratory interviews with experienced philosophy, sports and physical education researchers and teachers, from six different nations, concerning the ethical potentiality of physical education. We highlight five ethical themes: (i) the regulatory and normative structure of sports; (ii) the spirit of sports and its internal values; (iii) the right playing/doing of sports; (iv) the overcoming in sports; and (v) sports as an opportunity for a supererogatory ethics as fertile ground for future operationalization of the potential of physical education for ethical education through sports.El deporte ocupa un interesante espacio ético desde un punto de vista pedagógico, integrándose en los curricula de educación física en la mayoría de países occidentales. El planteamiento de la educación física como vehículo de la educación ética es limitado cuando restringido a sus objetivos mínimos funcionales, constitutivos y regulatorios. El objetivo de este estudio es discutir si el potencial ético de la educación física puede ir más allá de los propósitos funcionales, que considerados aisladamente constituyen un desperdicio de la experiencia pedagógica del deporte. Para conseguirlo, presentamos datos de diecinueve entrevistas exploratorias con experimentados investigadores y profesores de filosofía, deporte y educación física relacionadas con las potencialidades éticas de la educación física. La muestra incluye individuos de seis diferentes nacionalidades, cuyo trabajo demuestra preocupaciones con el tema. La argumentación resulta de cinco temáticas principales: (i) Estructura normativa y regulativa del deporte; (ii) El espírito del deporte y sus valores internos; (iii) El bien hacer deportivo; (iv) La superación deportiva; (v) El deporte como oportunidad de una ética supererogatoria como contexto fértil para la concretización del potencial ético de una educación deportiva. (shrink)

Sociocultural Issues in Physical Education: Case Studies for Teachers helps teachers increase their sociocultural awareness and knowledge in order to consider how students’ experiences are shaped in and through physical education classes. This book is especially useful as a professional development and academic tool.

Doctoral programs at U.S. universities play a critical role in the development of human resources both in the United States and abroad. This volume reports the results of an extensive study of U.S. research-doctorate programs in five broad fields: physical sciences and mathematics, engineering, social and behavioral sciences, biological sciences, and the humanities. Research-Doctorate Programs in the United States documents changes that have taken place in the size, structure, and quality of doctoral education since the widely used 1982 (...) editions. This update provides selected information on nearly 4,000 doctoral programs in 41 subdisciplines at 274 doctorate-granting institutions. This volume also reports the results of the National Survey of Graduate Faculty, which polled a sample of faculty for their views on the scholarly quality of program faculty and the effectiveness of doctoral programs in preparing research scholars/scientists. This much-anticipated update of such an essential reference will be useful to education administrators, university faculty, and students seeking authoritative information on doctoral programs. (shrink)

Physical literacy has received considerable attention in the field of physical education and physical activity worldwide. According to recent studies, the level of physical fitness among Chinese university students is gradually decreasing. This study aims to examine the impact of the PF level on PA and PL, as well as the relationships among PF, PA, and PL, in Chinese university students. Participants comprised 798 university students in Chongqing, China. Participants completed the tests of vital capacity, (...) cardiorespiratory fitness, muscular strength, and flexibility, according to the National Physical Fitness Measurement Standards Manual, as well as questionnaires on PA and PL. The independent t-tests were conducted to examine sex differences in the evaluated variables, and the Pearson’s correlation between each PF test and PL attributes and PA was calculated according to sex. In addition, the independent t-tests were conducted to determine whether the PF level had an effect on PL attributes and PA at various intensities. Significant sex differences were found in the PF domains of vital capacity, muscular strength, and aerobic fitness, with higher scores in men than in women, but not in the PF domain of flexibility and total PL score. Furthermore, the PF domains of muscular strength and aerobic fitness were significantly and positively correlated with the PL attributes of confidence and physical competence in both men and women, while the PF domains of vital capacity and aerobic fitness were significantly and positively correlated with the PL attribute of motivation in men. In addition, PL was significantly and positively associated with cardiorespiratory fitness, vital capacity, muscular strength, and flexibility among participants in the fit group. These findings support advocating for increased participation in PA in university students and using PL as a tool to improve PF components. (shrink)

This text provides an overview of the theoretical underpinnings and skills required to teach health and physical education in Australia.

The present study examined the attitudes of Filipino middle school students toward physical education and the associations between PE attitude and various personal and external correlates of PE. In total, 659 middle school students, aged between 12 and 19 years, participated in the study. The Physical Education Attitude Scale was used to measure affective, cognitive, and motivational/behavioral attitudes of adolescent students toward PE. Results showed that middle school students had moderate general attitudes toward PE. Female students (...) had more favorable attitudes toward PE when their teacher was male than female. When the teacher was female, male students were more satisfied with the PE curriculum than female students. When the teacher was male, female students were more comfortable with the PE curriculum than male students. Finally, students' PE attitude did not decrease as they got older, regardless of student sex. The findings provide a different perspective for the field and underscore the importance of not only the PE curriculum but also the student–teacher relationship. To prevent the decline in students' positive attitude and encourage positive behaviors toward PE and activities, teachers should be very considerate about their interactions with students of the same sex; school administrators, meanwhile, should focus at providing PE teachers with special training courses to enhance both their teaching and communication capabilities. (shrink)

This chapter contains sections titled: Yoga for Women? The Yoga Body as ‘Capital’ Yoga as a Beauty Practice Conclusion: Yoga for Everybody.

The discipline area of physical education has historically struggled for legitimacy, sometimes being seen as a non-serious pursuit in educational terms compared to other subjects within the school curriculum. This book represents the first attempt in nearly 30 years to offer a coherent philosophical defence and conceptualisation of physical education and sport as subjects of educational value, and to provide a philosophically sound justification for their inclusion in the curriculum. The book argues that rather than relegating (...) the body to ‘un-thinking’ learning, a person’s essential being is not confined to their rationality but involves an embodied dimension. It traces the changing conceptions of the body, in philosophy and theology, that have influenced our understanding of physical education and sport, and investigates the important role that embodiment and movement play in learning about, through and in physical education. Physical education is defended as a vital and necessary part of education because the whole person goes to school, not just the mind, but the thinking, feeling and acting facets of a person. It is argued that physical education has the potential to provide a multitude of experiences and opportunities for students’ to become aware of their embodiment, explore alternative modes of awareness and to develop insights into and new modes of being not available elsewhere in the curriculum, and to influence moral character through the support of a moral community that is committed to that practice. Representing a sophisticated and spirited defence of the educational significance and philosophical value of physical education and sport, this book will be fascinating reading for any advanced student or researcher with an interest in physical education, the philosophy of sport, or the philosophy of education. (shrink)

Background: Job satisfaction is largely associated with organizational aspects, including improved working environments, worker’s well-being and more effective performance. There are many definitions regarding job satisfaction in the existing scholarly literature: it can be expressed as a positive emotional state, a positive impact of job-related experiences on individuals, and employees’ perceptions regarding their jobs. Aims: No reliable scales in Arabic language to assess job satisfaction in the sports and physical education field exist.This study aimed to trans-culturally adapt and (...) validate the Pepe’s “Teacher Job Satisfaction Scale” 9 items (TJSS-9), creating the “Teacher of Physical Education Job Satisfaction Inventory” (TPEJSI) in Arabic language. This scale was administered to a Tunisian population of sports and physical education teachers and analyzed according to the Pepe’s theoretical model.. More in detail, this investigation systematically tested its factor structure, in terms of internal consistency/reliability, predictive validity, sensitivity and convergent validity. Methods: A total of 417 Tunisian teachers of sports and physical education participated voluntarily in this study. The sample comprised of 258 males and of 159 females. More in detail, 189 were teachers teaching in primary schools of physical education, 105 teaching in secondary schools, and 123 were university teachers. Both exploratory (EFA) and confirmatory (CFA) factor analyses were performed on random-split halves of the sample. Results: The three-dimensional alpha coefficients of the TPEJSI were all greater than 0.80: for satisfaction with colleagues, alpha was 0.865; for satisfaction with parents, alpha was 0.856 and for satisfaction with students alpha was 0.860. The CFA fit indices were satisfactory. Conclusions: Given the good EFA factor loadings, the CFA fit indices, the correlation matrix, the sensitivity analysis, the convergent validity and the excellent internal consistency, it can be concluded that the TPEJSI is a good psychometric tool that can be used to quantitatively assess the job satisfaction level among teachers of sports and physical education in the Arabic-speaking world. (shrink)

This essay explores the legacy of the four philosophers now often referred to as ‘The Wartime Quartet’: G.E.M. Anscombe, Iris Murdoch, Philippa Foot and Mary Midgley. The life and work of the four, who studied together in Oxford during the Second World War, is the subject of two recently published books, The Women Are Up to Something, by Benjamin Lipscomb, and Metaphysical Animals, by Clare Mac Cumhaill and Rachael Wiseman. The two books show us how Anscombe, Murdoch, Foot and (...) Midgley became friends united in their hostility to the logical-positivist orthodoxy of the day and its deleterious influence on Oxford moral philosophy. And we see how their friendship had a formative influence on their subsequent—highly distinguished—careers, so that it is possible to discern, if not exactly a school of thought, then various common themes, ideas and concerns, which are expressed and developed in contrasting ways. While Lipscomb represents the work of the Quartet as of largely historical significance, my paper defends what I take to be Mac Cumhaill and Wiseman's position that their legacy is very much a living one, containing insights that are not just of enduring relevance, but can transform how we see ourselves and how we do philosophy. For Mac Cumhaill and Wiseman, the key idea shared by the members of the Quartet is to place the concept of life at the centre of philosophical attention. This commitment has at least four dimensions: (i) an interest in the ordinary; (ii) a focus on virtue, goodness and human flourishing; (iii) an affirmation of our animal nature; (iv) recognition of the normative landscape that structures our lives. I try to bring out the philosophical significance of these themes in a way relevant to the philosophical elucidation of education. (shrink)

The paper traces the entrance of German women into the chemistry profession from the 1890s to 1925, examining how they first overcame social and cultural conservatism to obtain access to opportunities for a chemical education during the later Kaiserreich, then began to seek academic and industrial careers and to establish a professional organization in the face of resistance from the established Verein Deutscher Chemiker. The paper examines the effect of World War I and the advent of the Weimar (...) Republic in completing the process whereby German women achieved a small but significant role in the profession of chemistry, in science as well as industry. Finally, it discusses the considerable limitations on women’s full and equal participation that still remained by 1925. (shrink)

Background Respectful care during labour and childbirth, which has recently received a great deal of attention around the world, is vital for providing high-quality maternity care. However, this area has been underexplored in developing countries including Iran. Research aim This study aimed to assess postpartum women’s views regarding disrespect and abuse during labour and childbirth in Iran. Methods A qualitative study that involved a purposive sample of 21 postpartum women was conducted in Tehran, Iran, between 2019 and 2020. (...) Following the semi-structured individual interviews, a conventional content analysis was performed. Ethical considerations This research approved by Shahid Beheshti University of Medical Sciences in Tehran, Iran, with the ethical approval number 1396.810. Following explanation of the study's objectives, eligible women consented to participate in the study. The confidentiality of the participants' information and the anonymity of the analysis were maintained at all stage of the study. All data was stored on the password protected file in the researcher computer The findings were only disseminated in summary form, with no identifying of individual participants. Results Analysis of the data resulted in two main themes: ‘inappropriate interaction’ and ‘inadequate quality care’. The ‘inappropriate interaction’ theme includes ‘lack of empathy’ and ‘verbal abuse’. The second theme includes five sub-themes ‘lack of participation in decision-making’, ‘lack of privacy’, ‘ignorance of women’s pain and medical needs’, ‘rushed labour and painful procedures’, and “unsatisfying facilities’. Conclusion Providing supportive care, respectful communication, adequate participation in decision-making, maintaining privacy, attending to women’s labour pain and medical needs, and improving the quality of the physical birth environment are all examples of what labouring women consider to be respectful maternity care. To minimise disrespect and maltreatment of women during childbirth, an all-inclusive strategy engaging women, communities, healthcare professionals, managers, and educators is required. (shrink)

_Misapprehensions of culture and religion are used for the early marriages of women in Pakistan, which generates few significant challenges for women to pursue their higher education. The present study identifies such challenges for married women in higher education. These challenges are relevant to women’s post-marriage lifespan in rural Pakistan. Building upon Fredrickson’s (2001) and Hobfoll’s (2001) theories focused on post marriages issues, the study has developed open-ended questions for collecting in-depth information. Therefore, 43 (...) in-depth interviews with married women were conducted and through qualitative data analysis using NVIVO software, the study has highlighted that early marriages of girls have become a cultural norm, and education priorities of the girls are insignificant for parents to decide the marriage date. Married women pursuing education at marriage do not get any support from husbands and in-laws as the patriarchal norms prohibit women from stepping out from home. In these circumstances, women may get subject to the victim of many unlawful practices, including intimate partner violence (IPV). Thus, the present study findings imply that married women's participation in higher education is negligible due to weak legislation on women’s rights and strong illegitimate tribal practices._. (shrink)