Unsettling the Body: The Institutionalization of Physical Activity at the Turn of the 20th Century

The turn of the 20^th century was a time of major political and economic fluctuation and demographic shifts in American cities. As a result, physical health and physical supremacy became serious concerns. Between 1880 and 1930, the Progressive Era, politicians, doctors, and educators advocated for physical activity with the intent to improve individual living conditions, health, and well-being. Exploring the history of the playground movement provides insights into the impetus for legalizing physical education in American public schools. In this paper, we examine the complexity and multiplicity of competing educational and political discourses emerging from the playground movement at the turn of the century—civilized play and democratic play. Democratic play provides an example for physical education researchers and physical educators about creating and sustaining progressive physical education curricula and adopting pedagogies that “unsettle the body” to subvert the racial and gender order in physical education classes today.     

The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial: The PHIT2LEARN Study

Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.     

On stabilisability of 2-D MIMO shift-invariant systems

We concentrate on the linear spatially distributed time-invariant two-dimensional systems with multiple inputs and multiple outputs and with control action based on an array of sensors and actuators connected to the system. The system is described by the bivariate matrix polynomial fraction. Stabilisation of such systems is based on the relationship between stability of a bivariate polynomial and positiveness of a related polynomial matrix on the unit circle. Such matrices are not linear in the controller parameters, however, in simple cases, a linearising factorisation exists. It allows to describe the control design in the form of a linear matrix inequality. In more complicated cases, linear sufficient conditions are given. This concept is applied to a system with multiple outputs—a heat conduction in a long thin metal rod equipped with an array of temperature sensors and heaters, where heaters are placed in larger distances than sensors.     

Increased physical education at school improves the visual-spatial cognition during adolescence

The main goal of this study was to investigate the influence of an established school programme with a high amount of physical education on visual-spatial ability in a secondary school. One hundred and forty-four adolescents, 69 from sport classes and 75 from regular classes, solved a cognitive processing speed task and a mental rotation task. The results reflect a better cognitive processing speed of the boys in the sports classes compared to regular classes but no differences for girls. Concerning the mental rotation performance, we found a significantly better mental rotation performance for boys and girls in the sports classes compared to regular classes due to an increased number of items worked on. Supposedly, motor expertise facilitates mental rotation performance by promoting a faster editing of the task. The benefits of sport classes in normal high school settings have to be investigated in further studies considering the effect on academic performance.     

Beyond the crisis: the “chaotic formula” of Hong Kong cinema

Abstract

Hong Kong's film industry has been living through and beyond the 1997 handover to China. Along a complicated socio-economic and cultural heritage, the city's “crisis cinema” successfully milked takeover fears for an anarchic display of showmanship. Local filmmaking conditions, popular narratives and aesthetics from that time can be identified as ingredients in a “chaotic formula” that instigated Hong Kong cinema's “Golden Age.” Unlike other film industries, which point to their disaster centres in a search or celebration of national identity, Hong Kong survived at a fragile historic juncture largely by sailing around the cliffs of political affront and resorting to metaphorical speech instead. Yet, following the handover, the film industry has retired its previous attitudes about itself and the future; it has integrated a new “China factor” and riddled cinema with contradictory statements about the “condition” of Hong Kong. System failure, madness and identity theft in crime stories appear alongside celebratory historicism, cultural allegiance and escapist spectacle, especially in Hong Kong-China co-productions. This paper follows the evolution of the crime genre along general dynamics and transformations of the formula from the 1980s, past the turbulent 1990s and into recent postcolonial Hong Kong, in which the inability to formulate a new crisis, or the resolution of the previous one, has put cinema itself into crisis.     

‘Should you turn this into a complete gender matter?’ Gender mainstreaming in medical education

The incorporation of a gender perspective in medical education aims toward better health, gender equity, and a better health care for both men and women. In this article, participants’ responses to a Dutch gender awareness‐raising project in medical education are discussed. Eighteen semi‐structured interviews were held with education directors and change agents. Resistance towards and obstacles for gender mainstreaming in medical education were implicit in four themes: (1) biomedical knowledge was perceived to be gender neutral, to which knowledge about women could be added to the body of knowledge either with or without framing them as gender issues; (2) the relevance of gender was unofficially denied by downplaying it, particularly in comparison with culture/ethnicity; (3) medical education’s social accountability was hardly mentioned and gender inequalities in health were framed as feminist political issues and not medical issues; and (4) we were urged to communicate carefully to increase acceptance and avoid overt resistance which situated gender inequalities outside the medical domain. Recommendations to change educational material were widely discussed; but specific features of gender were easily lost. This was especially true for power differences between men and women. Nevertheless, dominant systems of thought were challenged.