‘The Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

The Production of Space

Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

Speech Genres and Other Late Essays

The mastery of fundamental movement skills (FMS) has been purported as contributing to children's physical, cognitive and social development and is thought to provide the foundation for an active lifestyle. Commonly developed in childhood and subsequently refined into context- and sport-specific skills, they include locomotor (e.g. running and hopping), manipulative or object control (e.g. catching and throwing) and stability (e.g. balancing and twisting) skills. The rationale for promoting the development of FMS in childhood relies on the existence of evidence on the current or future benefits associated with the acquisition of FMS proficiency. The objective of this systematic review was to examine the relationship between FMS competency and potential health benefits in children and adolescents. Benefits were defined in terms of psychological, physiological and behavioural outcomes that can impact public health. A systematic search of six electronic databases (EMBASE, OVID MEDLINE, PsycINFO, PubMed, Scopus and SportDiscus®) was conducted on 22 June 2009. Included studies were cross-sectional, longitudinal or experimental studies involving healthy children or adolescents (aged 3-18 years) that quantitatively analysed the relationship between FMS competency and potential benefits. The search identified 21 articles examining the relationship between FMS competency and eight potential benefits (i.e. global self-concept, perceived physical competence, cardio-respiratory fitness [CRF], muscular fitness, weight status, flexibility, physical activity and reduced sedentary behaviour). We found strong evidence for a positive association between FMS competency and physical activity in children and adolescents. There was also a positive relationship between FMS competency and CRF and an inverse association between FMS competency and weight status. Due to an inadequate number of studies, the relationship between FMS competency and the remaining benefits was classified as uncertain. More longitudinal and intervention research examining the relationship between FMS competency and potential psychological, physiological and behavioural outcomes in children and adolescents is recommended.

/pdf/fundamental-movement-skills-in-children-and-adolescents-550q7pnl1d.pdf

Fundamental movement skills in children and adolescents: review of associated health benefits

Increasing obesity levels are currently big news but do we think carefully enough about what this trend actually means? Everybody – including doctors, parents, teachers, sports clubs, businesses and governments – has a role to play in the ‘war on obesity’. But is talk of an obesity ‘crisis’ justified? Is it the product of measured scientific reasoning or age-old ‘habits of mind’? Why is it happening now? And are there potential risks associated with talking about obesity as an ‘epidemic’? 

The Obesity Epidemic proposes that obesity science and the popular media present a complex mix of ambiguous knowledge, familiar (yet unstated) moral agendas and ideological assumptions.

The Obesity Epidemic: Science, Morality and Ideology

Today's society is obsessed with the body, its size, shape and healthiness. Governments, business and the popular media, spend and earn fortunes encouraging populations to get healthy, eat properly, exercise daily and get thin. But how are current social trends and attitudes towards the body reflected in the curriculum of schools, in the teaching of Physical Education and Health? How do teachers and health professionals influence young people's experiences of their own and others' bodies? Is health education liberating or merely another form of regulation and social control? Drawing together some of the latest research on the body and schooling, Body Knowledge and Control offers a sharp and challenging critique of (post) modern-day attitudes toward obesity, health, childhood and the mainstream science and business interests that promote narrow body-centred ways of thinking. Includes: * A critical history of notions of body, identity and health in schools. * Analysis of the 'obesity epidemic', eating disorders * Analysis of the influence of nurtured body image in racism, sexism, homophobia and body elitism in schools.

Body Knowledge and Control: Studies in the Sociology of Physical Education and Health

Whether they agree that we are now in a period of postmodernity, late modernity or high modernity (Kirk 1997), social commentators do agree that we live in times characterised by profound social and cultural changes which are recognisable globally but reach into the everyday lives of individual. The nature of these changes is in large part attributed to enormous advances in technology which have allowed for the rapid processing and transmission of information within and across countries and cultures. On one hand, the greater accessibility of information from a larger range of sources has exposed different points of view and thus provided more spaces for the challenging of taken-for-granted truths. At the same time, however, the ubiquitous presence of television and other forms of electronic media have provided a context in which populations can be persuaded to particular points of view, which include ways of understanding health and the values and meanings associated with physical activity and sport. For individuals the information explosion, rapid changes in values across and between generations and social groups, and exposure to a wide range of values, produces a world in which knowledge is less certain and in which identities are no longer experienced as fixed and constant (Fernandez-Balboa 1997). These uncertainties extend to work, health, livelihoods, relationships and so. Living in such times has effects on how young people think about and do schooling. In Britain, Furlong and Cartmel (1997) have linked these changes to the concept of the risk society (Beck 1992), in which traditional and institutional forms of social and economic relationships have become fragmented and individuals bear the responsibility and cost of shaping their lives. Rather than follow a predetermined linear trajectory, young people are now called on to balance their multiple involvements in study, employment, relationships and leisure; they are active in constructing their own lives. Wyn and Dwyer (1999) and others (Du Bois-Reymond 1998) call this a 'choice biography', emphasising the extent to which

/pdf/critical-inquiry-and-problem-solving-in-physical-education-1rmpaic26v.pdf

Critical inquiry and problem-solving in physical education

One of the most powerful and pervasive discourses currently infl uencing 
ways of thinking about health and about bodies is that of the ‘obesity epidemic’. This has, in turn, generated a counter argument from a range of 
perspectives. While there has been considerable recent theorising of the 
issue in the context of fat studies, there has been less attention to how the 
discourses associated with the obesity epidemic have had an impact on 
populations and specifi c sections of populations. The contributors to this 
book came together because of a joint concern as educators with the ways 
in which the ‘truths’ of the obesity epidemic, as they are recontextualized in 
government policy, health promotion initiatives, web resources and school 
practices have consequences for how children and young people come to 
know themselves. Our purpose then is to further current theoretical understandings of obesity discourse, and the practices it endorses, by interrogating what we are terming biopedagogical practices as they are enacted across 
a range of social and institutional sites. In bringing together collaborative 
insights around biopedagogies, the collection will also further theoretical 
understandings of the construction of the body in contemporary culture.

/pdf/biopower-biopedagogies-and-the-obesity-epidemic-1mayb4nrh6.pdf

Biopower, Biopedagogies and the obesity epidemic

Kinderculture: The Corporate Construction of Childhood. Shirley R. Steinberg and Joe L. Kincheloe, eds. Boulder, CO: Westview Press, 1997. 270 pp.

Kinderculture: The Corporate Construction of Childhood

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