Apuntes históricos de la Federación Estudiantil Universitaria. Universidad de Ciencias Médicas de Matanzas, primera parte / Historical notes on the University Students Federation in the Matanzas University of Medical Sciences. Part I

RESUMEN muy poco se conoce y apenas existe documentación sobre lo que la Federación Estudiantil Universitaria ha realizado en la provincia y en la Universidad de Ciencias Médicas de Matanzas. Por ser tan importante esta temática como parte del rescate de la memoria histórica de la organización estudiantil, constituye un reto investigar y escribirla. Describir algunos apuntes históricos del inicio y desarrollo de la Federación Estudiantil Universitaria en la hoy Universidad de Ciencias Médicas de Matanzas, durante una primera etapa. Se describen algunos de los principales hechos vinculados al trabajo de los miembros de la Federación de Estudiantes Universitarios de las carreras de ciencias médicas de Matanzas, se recopiló información sobre sus dirigentes estudiantiles, eventos académicos, científicos, culturales, juegos deportivos, entre otros, desde los años iniciales de la educación médica superior en la provincia hasta el comienzo de la década del 90. La historia de la Federación de Estudiantes Universitarios, en la hoy Universidad de Ciencias Médicas de Matanzas, refleja el papel desempeñado por la organización, sus miembros y dirigentes, lo que la hace rejuvenecer cada año, con las nuevas generaciones que la integran (AU).

SUMMARY Very little is known and there is hardly any documentation on what the University Students Federation (FEU by its Spanish initialism) has done in the province and at Matanzas University of Medical Sciences. Because this theme is so important as part of the rescue of the historical memory of the student's organization, it is a challenge to investigate and write it. To provide some historical notes on the beginning and development of the University Student Federation in the current University of Medical Sciences of Matanzas, during a first stage. The authors described some of the main facts related to the work of the members of the University Students Federation of the medical sciences degree courses of Matanzas; they collected information about its student leaders, academic, scientific, cultural events, sports games, among others, from the initial years of higher medical education in the province until the beginning of the 90s.The history of the University Students Federation at Matanzas University of Medical Sciences mirrors the role played by the organization, its members and leaders, rejuvenating it every year, with the new generations joining it in (AU).

Moral maps and medical imaginaries: clinical tourism at Malawi's College of Medicine.

At an understaffed and underresourced urban African training hospital, Malawian medical students learn to be doctors while foreign medical students, visiting Malawi as clinical tourists on short-term electives, learn about "global health." Scientific ideas circulate fast there; clinical tourists circulate readily from outside to Malawi but not the reverse; medical technologies circulate slowly, erratically, and sometimes not at all. Medicine's uneven globalization is on full display. I extend scholarship on moral imaginations and medical imaginaries to propose that students map these wards variously as places in which­or from which­they seek a better medicine. Clinical tourists, enacting their own moral maps, also become representatives of medicine "out there": points on the maps of others. Ethnographic data show that for Malawians, clinical tourists are colleagues, foils against whom they construct ideas about a superior and distinctly Malawian medicine and visions of possible alternative futures for themselves.

At the heart of a new profession: Margaret Stansfeld, a radical English educationalist.

It is argued here that Margaret Stansfeld, as Principal of Bedford Physical Training College from 1903 to 1945, succeeded in developing a strong and distinctive 'female tradition' which was widely disseminated by her students. She was realistic in recognizing the strength of opposition from a male-dominated society to women's participation in sport and physical exercise, and steadily overcame it. She achieved this partly by insisting on acceptably 'ladylike' behaviour from her students in conventional social situations, and also by bringing the work of the college into the public arena, through displays of gymnastics, through the use of elementary schools for part of the student teaching experience, through the running of a physiotherapy clinic where treatment was given free of charge, and through the use of students in the outpatients ward of the local hospital. Stansfeld herself was PE organizer for Bedford from 1923. But she was not afraid to fight against prejudice which was demonstrably based on false premises, e.g. medical opposition to women taking part in strenuous physical exercise, or to insist on appropriate clothing for women, however indecorous some might have considered it. The college's long-term success resulted from a series of factors: its curriculum and ethos, the networking process it fostered, the quality of the teachers it produced, the strength of the Old Students' Association, Stansfeld's willingness to embrace new ideas, and the growing academic respectability of the subject. The pivot of the whole process was Stansfeld herself - autocratic, austere, but an inspirational teacher - feared and loved. Students who succeeded were empowered - 'She prepared us for LIFE!' The success of her Old Students was the most important feature, e.g. Phyllis Colson, originator and director of the Central Council of Physical Recreation. Hundreds of others, less well known, in schools all over Britain and abroad, gave their pupils pride in themselves, not only through the experience of games, gymnastics and dance, but through moral example - 'fair play' - and many brought the newest innovations into schools (e.g. Elizabeth Swallow was the first to introduce Laban into a maintained school in 1939). Stansfeld's indomitable spirit was always in evidence, even at the end of her life - she returned to the office of Principal in 1948 at age 88, three years before her own death, after the unexpected death of her successor. It was this strength of will and character above all else which empowered her students as women and as teachers, and which enabled them in their turn to empower their own pupils, and so to replace the myth that physical activities were damaging to women with the growing realization that sport and physical recreation are as beneficial to women as they are to men. Stansfeld was justifiably recognized in her time as a pioneer in the advancement of women's PE, e.g. by the McNair Report (1942), which argued that nothing comparable had been achieved for men. She was the last survivor of the originators of women's PE, and the most influential. It is ironic that the rise of feminism in the second half of the century coincided with the dissipation of the female tradition, epitomised by Stansfeld, as physical education for women, developed by women, in the first half of the century increasingly came to be controlled by men in the second half. It is perhaps the ultimate demonstration of the success of Stansfeld's work that, despite this, at the beginning of the twenty-first century women are free to participate in and enjoy sport and physical leisure in a way that would have seemed impossible at the beginning of the twentieth.