The effect of height on family formation in rural Spain, birth-cohorts 1835-1975

This article examines the relationship between the height of adult males and marital outcomes, including likelihood of marrying, age at marriage, and marital fertility, in rural Spain. For this analysis, a sample of 4, 501 men born between 1835 and 1975 living in 14 villages in northeastern Spain was taken. Previous research has shown that shorter individuals are less likely to marry. However, it is still disputed whether differences exist in the timing of marrying based on height, and little attention has been paid to the effect(s) of height on offspring. Family data were obtained from parish records and interviews with individuals and their families, while height data were obtained from military records, with individuals in Spain being conscripted at the age of 21 years. The data were linked according to nominative criteria using family reconstitution methods. The results confirm that shorter individuals were less likely to marry. Individuals of medium and medium-high height were the first to marry, with a small gap between them and shorter individuals. With regard to marital fertility, no difference in terms of average fertility by height were found, but there were small differences in timing of childbirth, possibly as a result of delayed marriage

Realidad psicológica y psicoanálisis en el Laboratorio de Psicología de Padua

Abstract As it spread across Italy, psychoanalysis captured the interest of Italian psychologists, namely Vittorio Benussi (1878-1927) and Cesare Musatti (1897-1989). Benussi, who was trained as an experimental psychologist according to the Gegenstandstheorie School of Graz in 1919, came to Italy and became a full professor of experimental psychology in Padua. He undertook a program of study called "psychological reality" that comprised hypnosuggestion and psychoanalysis. This article shows that Benussi's hypnosuggestion experiments and Musatti's theorization of the reality of fantasy were attempts to upgrade the study of psychological phenomena to the level of physical phenomena in a theoretical context in which psychoanalysis was considered part of a general psychology

Teaching Economics within John Henry Cardinal Newman’s Ideal University: A Nineteenth Century Vision for the Twenty-first Century Scholar

Now, please, let me bring out what I want to say, while I am full of it. I say then, that the personal influence of the teacher is able in some sort to dispense with an academical system, but that the system cannot in any sort dispense with personal influence. With influence there is life, without it there is none; if influence is deprived of its due position, it will not by those means be got rid of, it will only break out irregularly, dangerously. An academical system without the personal influence of teachers upon pupils, is an arctic winter; it will create an ice-bound, petrified, cast-iron University, and nothing else. You will not call this any new notion of mine; and you will not suspect, after what happened to me a long twenty-five years ago, that I can ever be induced to think otherwise. No! I have known a time in a great School of Letters, when things went on for the most part by mere routine, and form took the place of earnestness. I have experienced a state of things, in which teachers were cut off from the taught as by an insurmountable barrier; when neither party entered into the thoughts of the other; when each lived by and in itself; when the tutor was supposed to fulfil his duty, if he trotted on like a squirrel in his cage, if at a certain hour he was in a certain room, or in hall, or in chapel, as it might be; and the pupil did his duty too, if he was careful to meet his tutor in that same room, or hall, or chapel, at the same certain hour; and when neither the one nor the other dreamed of seeing each other out of lecture, out of chapel, out of academical gown. I have known places where a stiff manner, a pompous voice, coldness and condescension, were the teacher\u27s attributes, and where he neither knew, nor wished to know, and avowed he did not wish to know, the private irregularities of the youths committed to his charge. Cardinal John Henry Newman, [1854] 1872, “1. The Rise and Progress of Universities”. Historical Sketches. v3. London. Longmans, Green and Co. (New Impression 1909) 74-5. Emphasis added

Schweig und tanze! : Elektra, by Hugo von Hofmannsthal and Richard Strauss

The last scene of Richard Strauss’ Elektra builds tension towards Elektra’s dance of victory and joy, leading to her ecstatic abdication in death. Indeed, the opera’s librettist Hugo von Hofmannsthal describes this scene in one of his sketches as Elektra’s "dissolution of self.

Integrating music and dance into school curriculum

Dance, as well as music, occupies a special place among the arts. It is performed in a certain space and time and in it the man is both the artist and the instrument. In the past, dance had a ritual and a social function. In modern societies of today these functions are gradually forgotten, they disappear or change their function. The need for conservation and scenic presentation of dance as an original, authentic structure within the school curriculum stems from the fact that it is an inseparable part of the spiritual culture of a community in which it is created and applied. The paper shows the presence of integrating music and dance into the frames of school curriculum