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A certificate given to Dr. James Huff McCurdy by the American Academy of Physical Education as Fellow in Physical Education, 1931. The award was given in recognition of distinguished service in the cause of Physical Education. The document is signed by then president R. Tait McKenzie and Secretary Jay B. Nash. ; McCurdy graduated from Springfield College in 1890. In 1895, Dr. James H. McCurdy returned to the school as an instructor. He contributed to the field of physical education in many ways, including his studies on the relationship between heart rate, blood pressure, and motor tasks in adolescent boys. In 1924, he published one of the first texts for Exercise Physiology. In 1918, James H. McCurdy realized the need "for an extensive programme of sports and recreation in the immediate postwar period that would bridge the gap and ease the transition between military service and civilian life." The result was the Inter-Allied Games, the biggest international sports event that had ever been held at that time. Attended by 25,000 people, the Games were a huge success. Dr. McCurdy was the Director of the Division of Athletes, Hygiene and Health for the American YMCA among American troops in France.

The paper describes possible ways of using pedagogical system of continuous formation of creative
thinking and development of creative abilities of students using intelligent means of the theory of inventive
problem solving at schools to implement productively Federal State Educational Standard primary general
education. The paper describes key features of the pedagogical system NFTM-TRIZ and the necessity of
creating consultation centers on this methodology.

The study focused on the awareness of Movement and Fitness Sciences among secondary school students in Jammu District of J&K, India. The industries lifestyle, busy Schedule, Fast food habits, non-movement job profiles or sitting jobs, various modes of pollution, drug addictions and non-sport/recreational approaches have disturbed the human health. Therefore a special interest to create awareness about the movement and sport sciences with the purpose of uplifting the value of Health and physical education in the educational institutions as a subject and as a part of regular curriculum. The data were collected from 100 secondary students by a rating scale of self-constructed "Movement and Fitness Sciences awareness scale". The data were analyzed with the help of means, standard deviations, critical ratios and analysis of variance for testing various hypotheses framed for the study. The results were discussed and it was concluded that rural students have acquired better knowledge than urban area students towards Movement and Fitness Sciences awareness. It was also found that private school/university students have better Movement and Fitness Sciences awareness than aided and government school/universities students.

Taking as its point of departure Ahier's location of the problem of citizenship in the context of the changes that globalisation and neo-liberalism have brought about in higher education, this article focuses on the conceptual preconditions that need to underpin the idea of 'teaching' citizenship through the university curriculum. The article takes the republican notion of citizenship and Hannah Arendt's contribution to thinking politics, citizenship and education to propose a political pedagogy that can help foster a citizenship identity that counters the individualist identities provided by the insidious influence of the market in higher education.

Affirmative action in higher education has sought to increase the number of women and minority students and faculty in most educational fields, levels, and ranks. Voluntary measures to recruit black students and faculty began in the 1960s, before the government, in the early 1970s, imposed elaborate requirements to promote the employment of women and minority faculty. Women's groups pressing to change admission and employment practices they judged discriminatory have made far greater gains than blacks. In the last decade, Asians have also done surprisingly well as graduate students, faculty, and research staff in the sciences and engineering. The higher-educational status of blacks remains troublesome. In small part, this reflects many black students' preference for the professions over graduate school and academic life; in larger part, the consequences of slum life and schools.

This article reviews findings of studies by the author and colleagues on relationships between women's work and the reproduction of the British population based on data for female birth cohorts 1922–70. The studies address three questions: (1) How do children affect women's paid work and lifetime earnings? (2) How does women's employment affect the quantity of children born? (3) How does women's employment affect the "quality" of children? The answers are affected by the woman's educational attainment. On question 1, childrearing may often halve lifetime earnings, but seldom for the well educated. By contrast, any effects from employment to childbearing are most apparent in the late motherhood of the well educated. Child quality, as assessed by indicators of child development, benefits from maternal education and suffers little from maternal employment. The economic advantages for children in dual‐career families are thus unabated. A widening gulf between mothers will tend to polarize the life chances of their children, unless there are more options to combine employment and childrearing, especially including good‐quality child care for those who cannot afford the market price. Education is a powerful influence, but does not alone solve all issues of equity, whether between families or between sexes.

AbstractA social activity is characterized and understood, this paper argues, only after one has found a place to put it among one's more general understandings and a frame to put around it to render it discrete and prevent its escape into chaos. Framing and reframing are the concomitants of social struggles for and against closure and exclusion. The paper sees critique as a form of practical and scholarly struggle against disciplinary closure, doubting question posed to disciplines. Law school education in Australia, because it offers guaranteed universal knowledge about its object, law, is unsympathetic to critique.

Based on papers presented at a Workshop on the Politics of the Welfare State, sponsored jointly by Government and Opposition and the Department of Government, University of Manchester, held in Manchester, England, Sept. 13-14, 1984.