Lanka Mahila Samiti, Mary Rutnam and girls' education.

This article engages with the maternal education politics in late colonial Sri Lanka by looking at the implementation of maternal health in the gendered syllabus of middle-class girls' schools. After decades of gender-specific education, the 1930s saw a homogenisation of teachings in these schools through the impact of Mary Rutnam's health manuals. Rutnam was a Canadian doctor who had been living in Sri Lanka for most of her adult life and was seen as a local. She was also active in establishing women's and girls' organisations and political groups. Especially the Lanka Mahila Samiti (LMS) was greatly influential and still is today. The LMS specifically aims at educating the rural women in maternal health and other forms of hygiene with the goal to increase their political and cultural agency. This article examines the relationship between Rutnam's handbooks for girls' schools and the globality of the discourse of motherhood, on the one hand, and the hierarchical divide between the urban middle-class woman and the rural woman, on the other hand. I will argue that by applying the classist discourse of eugenics and hygiene, the teaching of maternal health was transformed in Sri Lanka to create a notion of motherhood that was detached from religion, as it previously was so often framed by it but was highly racialised and classist. This notion of motherhood continues to exist and informs the teaching of sexuality in contemporary Sri Lankan middle-class girls' schools.

Karl Leonhard (1904-88) and his academic influence through the 'Erlangen School'.

The Erlangen University Psychiatric and Mental Clinic was an annexe to the Erlangen Mental Asylum, so when Leonhard worked there he became acquainted with acute and chronic stages of schizophrenia. This can be viewed as a decisive impulse for his later differentiated classification of types of schizophrenia. The suspicion that Leonhard suffered from attention deficit hyperactivity disorder cannot be supported. His reticence concerning social-psychiatric aspects is analysed in the context of his early professional contact with the 'Erlangen system' of open care and its Nazi perversion. Leonhard's role in National Socialism is still uncertain. His unsuccessful attempts to retain the Erlangen Chair of Psychiatry and Mental Illness in 1951 can be viewed as his first difficulty in the tensions between West Germany and East Germany.

Early Emotion Knowledge and Later Academic Achievement Among Children of Color in Historically Disinvested Neighborhoods.

This study examined longitudinal relations between emotion knowledge (EK) in pre-kindergarten (pre-K; Mage  = 4.8 years) and math and reading achievement 1 and 3 years later in a sample of 1,050 primarily Black children (over half from immigrant families) living in historically disinvested neighborhoods. Participants were part of a follow-up study of a cluster randomized controlled trial. Controlling for pre-academic skills, other social-emotional skills, sociodemographic characteristics, and school intervention status, higher EK at the end of pre-K predicted higher math and reading achievement test scores in kindergarten and second grade. Moderation analyses suggest that relations were attenuated among children from immigrant families. Findings suggest the importance of enriching pre-K programs for children of color with EK-promotive interventions and strategies.

Cocreating guide dog partnerships: dog training and interdependence in 1930s America.

This article scrutinises issues around disability and dependent (interdependent) agency, extending these to non-human animals and service dogs, with a sustained reference to the training of guide dogs. It does this through a detailed engagement with the training methodology and philosophy of The Seeing Eye guide dog school in the 1930s, exploring the physical, bodily and instrumental means through which the guide dog partnership, and the identity of the instructor, the guide dog and the guide dog owner, jointly came into being. The novelty of the article lies in how it reconsiders what interdependence meant and means from the perspectives drawing from historical and sociological literature on dog training. In doing so it opens up new ways of thinking about service animals that recognise their historical contingency and the complex processes at work in the creation and development of interdependent agency.

[The psychopathology of the Wernicke-Kleist-Leonhard School and its relevance for present-day psychiatry]. / Die Psychopathologie der Wernicke-Kleist-Leonhard Schule und ihre Bedeutung für die aktuelle Psychiatrie.

Historically, the Wernicke-Kleist-Leonhard School represents a countermovement to psychopathology as described by Karl Jaspers and Kurt Schneider. The School aimed to interlink psychopathological and neurobiological aspects. Starting from the model of different functional neuronal systems, each of which can be disturbed in the sense of a hypofunction, hyperfunction, or parafunction, it developed a comprehensive phenomenology of psychopathological symptoms and syndromes that finally culminated in Karl Leonhard's course descriptions. This school of thought can provide important impulses even today. Thus, on the one hand, the neurobiological models can serve as the basis for additional research projects and on the other hand, the psychopathological descriptions of disorders can perhaps also be interpreted in the sense of typological constructs that can contribute to pragmatic clinical decisionmaking.

The Pioneer Schools of Occupation: Reflections for Current Practice.

The Pioneer Schools of Occupation: Can They Teach Us Anything Today? This study reviews the development of the pioneer schools of occupation and their curriculum or program design between 1906 and 1923. The purposes are to document the existence of the schools, to explore the issues in establishing the schools, and to compare and contrast concepts stated in early curriculum models with those in current models of practice. The dates were selected to examine ideas before the passage of the Minimum Standards for Courses of Training in Occupational Therapy by the American Occupational Therapy Association (AOTA) outlining a consensus course of study.

Vernacularizing the Body: Informational Egalitarianism, Hindu Divine Design, and Race in Physiology Schoolbooks, Bengal 1859-1877.

Government-aided vernacular schools introduced "human physiology" as a subject in 1859. I use the first couple of schoolbooks and the debate running up to the introduction of the subject to open up the particular and specific histories through which modern anatomo-physiological knowledge was vernacularized in colonial Bengal. In so doing I have two interconnected goals in this article. My first goal is to analyze the precocious decision to teach human physiology to colonial schoolboys, at a time when this was the norm neither in Great Britain nor indeed in traditional Bengali schools. My second goal is to use this case to further develop "vernacularization" as a conceptual tool. In pursuing these twin objectives, I simultaneously hope to move the debate on modern anatomo-physiological knowledge in South Asia away from the level of epistemic superiority and onto-politics to the level of concrete historical particularities.

A Tale of Many Cities: A Contemporary Historical Study of the Implementation of School Closures during the 2009 pA(H1N1) Influenza Pandemic.

Applying qualitative historical methods, we examined the consideration and implementation of school closures as a nonpharmaceutical intervention (NPI) in thirty US cities during the spring 2009 wave of the pA(H1N1) influenza pandemic. We gathered and performed close textual readings of official federal, state, and municipal government documents; media coverage; and academic publications. Lastly, we conducted oral history interviews with public health and education officials in our selected cities. We found that several local health departments pursued school closure plans independent of CDC guidance, that uncertainty of action and the rapidly evolving understanding of pA(H1N1) contributed to tension and pushback from the public, that the media and public perception played a significant role in the response to school closure decisions, and that there were some notable instances of interdepartmental communication breakdown. We conclude that health departments should continue to develop and fine-tune their action plans while also working to develop better communication methods with the public, and work more closely with education officials to better understand the complexities involved in closing schools. Lastly, state and local governments should work to resolve lingering issues of legal authority for school closures in times of public health crises.

[The first attempt of introducing of teaching of medical disciplines in religious academies and seminaries].

The article is devoted to the first attempt of introduction of teaching of medical disciplines in religious academies and seminaries. The cause of appearance of "medicine class¼ in religious schools served miserable condition of peasants related to factually total impossibility to receive medical care. The Russian orthodox church acted as an initiator of introduction of teaching of medicine in religious schools. In 1802, Alexander I by his Ukaz introduced teaching of medical disciplines into programs of religious schools. The Emperor Ukaz was developed by such well-known statesmen as secretary of state D.P. Toroschinskii, director of medical board A.I. Vasiliev, metropolitan Novgorodskii and Sankt-Peterburgskii Amvrosii and other members of Holy Synod. The course of medicine taught in religious schools was presented by anatomy, physiology, therapy, botanics, pharmacology, emergency medical care. However, in many religious schools the clauses of Ukaz were not implemented because of lacking of teachers. And in the middle of1808 the emperor Ukaz was abrogated.

[SANITATION AND SCHOOL HYGIENE IN THE SCHOOL INSTITUTTIONS OF THE TOBOLSK PROVINCE IN THE LATE XIX CENTURY].

In the article there is considered the history of the development ofsanitary and hygienic standards in school institutions of Tobolsk province in the late XIX century. In comparative terms there is characterized the presented in that period the legal framework regulating of abidance by hygienic and sanitary standards in educational institutions. There was executed an careful analysis of hygienic conditions on the example of the Tobolsk male gymnasium with a comparison of similar conditions in another Siberian educational/childcare institution--the Yenisei female progymnasium. The main sources in the study were reports of educators: I. Gursky--about hygienic living conditions of the inmates of the Tobolsk gymnasium and P.M. Golovachev--about sanitary conditions in the Yenisei female gymnasium. Contemporaries paid a great attention to such health and safety standards as heating, ventilation, lighting, capacity of classrooms and boarding facilities, the violation of which led to a deterioration in the health of students and the growth of the epidemics in mention educational institutions.

[The Father of sign language]. / L'Abbé de I'Épée, les médecins et la langue des signes.

During the 19th century, doctors confronted with deafness (among whom Itard) played an essential part in the understanding of the diseases of the ears and the education of deaf mutes. Then in the 20th century the use of cochlear implants was a great leap forward, but a great problem too, deaf mutes not considering themselves as patients or disabled persons.

[Focal Point "Reading Animal". Hermann Cohn and the Emergence of the Fin de Siècle Hygiene of Reading]. / Brennpunkt "reading animal". Hermann Cohn und die Genese der Lesehygiene.

From the 1860s onward, 'eye experts' increasingly fretted the alleged surge of myopia attributed to an increase of reading matter circulating in schools. In order to avert the inauspicious prospects, revised school desks designed to prevent children from becoming myopic were introduced. During the 1880s, said experts turned to printed matter, maintaining that books must become more reader friendly. Along with the turn to books, a peculiar shift within the hygiene discourse occurred: While the ill addressed by school desk-revisions was myopia, the goal of revising book design was to make reading less tiring. This paper explores both the shift from the hygiene of the eye to the hygiene of reading as well as the materialization of the stipulations and claims made by reading hygienists. In doing so, the paper demonstrates that optimizing the reading process was closely linked to a fear of overburdening and fatigue which expressed itself in the psychopathological discourse of the time.

Investigating the historic long-term population health impact of the US National School Lunch Program.

OBJECTIVE: The present research aimed to compare historic participation in the US National School Lunch Program (NSLP) during childhood and subsequent prevalence of overweight and obesity among adults at the population level. DESIGN: Regression models examined cross-sectional, state- and age-based panel data constructed from multiple sources, including the Behavioural Risk Factor Surveillance System, US Congressional Record, US Census and the US Department of Agriculture. Models controlled for cohorts' racial/ethnic composition and state poverty rates. SUBJECTS: Adult-age cohorts (18-34, 35-49, 50-64 and 18-64 years) by US state over a 25-year period (1984-2008). SETTING: The cohorts' prevalence of overweight and obesity was compared with the cohorts' estimated NSLP participation during schooling (1925-2007; the NSLP began in 1946). RESULTS: Among adults aged 18-64 years, a one percentage-point increase in estimated NSLP participation during schooling between 1925 and 2007 was significantly associated with a 0·29 percentage-point increase in the cohort's later prevalence of overweight and obesity. Analysis of narrower age cohorts and different schooling periods produced mixed results. CONCLUSIONS: The NSLP might have influenced population health historically. Longitudinal analysis of individuals from studies now underway will likely facilitate more robust conclusions about the NSLP's long-term health impact based on more recent experiences.

Aims of teachers' psychometry: intelligence testing in Barcelona (1920).

After World War I, members of the teaching profession in Spain were interested in appropriating psychological measurement and bringing it within the expertise of their occupational field, with the intention of upgrading their profession. As professionals devoted to the child, educators attempted to explore the infantile psyche using intelligence tests, with the intention of making scientific contributions to the field of psychology. In the present article we take as a key event one particular application enacted by a Catalan teacher, and insert that case study into the complex local scientific and educational context. It was a context in which the professional interests of teachers competed with those of school physicians, psychologists, and pedologists, at a time when important changes in pedagogical methods and school systems were under way. In the hand of teachers, intelligence testing was mainly seen as a malleable method on which to base daily educational practice on a more individualized and scientific basis. The historical analysis of the case turned out to be instrumental in the identification of common features and particularities attributable to specific local needs. In a society where public schooling competed with private schools, the results of mental testing were used to demonstrate publicly the excellent intellectual level of children attending a public graded primary school in Barcelona. (PsycINFO Database Record (c) 2014 APA, all rights reserved).