No abstract

This book chronicles the dawn of the global movement for women’s rights in the first decades of the twentieth century. The founding mothers of this movement were not based primarily in the United States, however, or in Europe. Instead, Katherine M. Marino introduces readers to a cast of remarkable Latin American and Caribbean women whose deep friendships and intense rivalries forged global feminism out of an era of imperialism, racism, and fascism. Six dynamic activists form the heart of this story: from Brazil, Bertha Lutz; from Cuba, Ofelia Domíngez Navarro; from Uruguay, Paulina Luisi; from Panama, Clara Gonzoz; from Chile, Marta Vergara; and from the United States, Doris Stevens. This Pan-American network drove a transnational movement that advocated women’s suffrage, equal pay for equal work, maternity rights, and broader self-determination. Their painstaking efforts led to the enshrinement of women’s rights in the United Nations Charter and the development of a framework for international human rights. But their work also revealed deep divides, with Latin American activists overcoming U.S. presumptions to feminist superiority. As Marino shows, these early fractures continue to influence divisions among today’s activists along class, racial, and national lines. Marino’s multinational and multilingual research yields a new narrative for the creation of global feminism. The leading women introduced here were forerunners in understanding the power relations at the heart of international affairs. Their drive to enshrine fundamental rights for women, children, and all people of the world stands as a testament to what can be accomplished when global thinking meets local action.

This paper explores Bertha Lutz and Mary Wilhelmine Williams’s trans-national, Pan-American friendship in the interwar years. Lutz was the leader of Brazil’s suffrage movement and Williams was a U.S. historian and member of the National Woman’s Party and Women’s International League for Peace and Freedom. They collaborated together to advance Pan-American feminism, a belief that the Western Hemisphere shared a common history and that, through unity, women of the Western Hemisphere could bring about greater equality for women and world peace, which they saw as two inextricably linked goals. The women’s influence over each other’s feminist activism was mutual; in turn, each utilized ideas forged through their friendship to shape the feminist movement in her respective country. The case revealed in this paper thus prompts a reconsideration of interwar international and Pan-American feminism, so often described as a hegemonic, one-way ideological project of North American and European women.

Background Sport and Exercise Medicine (SEM) is a growing speciality in the United Kingdom (UK). This growth has not been replicated in SEM teaching at an undergraduate level and SEM-related topics in schools of medicine in the UK are under-represented. As SEM continues to develop as a specialty it is important to consider how it is embedded at all levels of training. The aim of this project was to establish a consensus on SEM-related skills and knowledge relevant for undergraduate medical students in the UK, ultimately creating a curriculum of learning objectives (LOs). Methods A modified Delphi survey was utilised to seek consensus on LOs suitable for incorporation into UK medical school curricula. An expert panel with adequate knowledge in the field was recruited. The initial curriculum was created by the research team using already established postgraduate SEM curricula. All learning objectives were sent to the expert panel for opinions in phases. Levels of agreement and comments made by the expert panel were reviewed after each phase until a consensus on each learning objective was made. Results The expert panel was made up of 45 individuals, with 35 also completing phase 2 (78% retention rate). The initial curriculum contained 58 learning objectives separated into 9 themes. In phase 1 31% (18/58) were accepted outright, 48% (28/58) were altered and 19% (11/58) were rejected. Two additional learning objectives were added. Of the 49 LOs included in phase 2, 98% (48/49) were accepted. The final curriculum was made up of 9 sub-themes and 48 LOs. Conclusion Sport and Exercise Medicine is a broad ranging and rapidly growing speciality. It is important to establish SEM education in all levels of medical education, including undergraduate level. This is the first published version of a Delphi SEM curriculum for undergraduate medical teaching.

No abstract