Building the Nation through Women's Health: Modern Midwifery in Early Twentieth-Century China

China's nation-building agenda in the early twentieth century embraced the causes of women's rights and medical modernization. Modernizers considered the poor health of the Chinese population to be a major impediment to progress. Specifically, modern midwifery would improve the health of the nation at its most fundamental level, both by lowering the high infant mortality rate and by securing the well-being of future generations. Amid growing interest in maternal and child health, women entered the Western medical profession as midwives, nurses, and obstetrician/gynecologists. Local and national governments in China supported midwife training and research for the health of future generations. China's central government established a National Midwifery Board in 1929 to create and oversee training programs and enact laws to regulate modern midwives and physicians. Medical professionals and associations had enough political clout to transform public health policy. They successfully lobbied for legislation and actively advocated adopting aspects of Western medicine for women.Midwives engendered better and stronger generations by using new methods and equipment. Furthermore, midwife training allowed Chinese women to participate in modernization by joining the labor force, thus challenging traditional Chinese notions of female passivity and seclusion. At the same time, however, these modern midwives displaced the traditional old-style "birth grannies" who had served as social and ritual mediators within the family and community. This research examines midwifery and childbirth technologies introduced into China in the early twentieth century in relation to nation building, modernization, and changing gender ideologies. By using biographical data, legislation, and articles in the popular press, among other sources, I explore the changing notions of gender propriety that prompted Chinese women to utilize Western-trained midwives, read literature dealing with such intimate matters as childbirth and prenatal training, give birth in hospitals or maternity clinics, and enter the medical profession as midwives

@govst.edu, 1999-12

Monthly newsletter published by Governors State University between 1996-2001

Denison University Bulletin, A College of Liberal Arts and Sciences Founded in 1831, 140thAcademic Year - 1970-71

Denison University Course Catalog 1970-1971https://digitalcommons.denison.edu/denisoncatalogs/1064/thumbnail.jp

Genre, academic writing and e-learning: An integrated tertiary level Taiwan-based study

The research reported here has two main focus points: online learning and the teaching of academic writing to learners of English as an additional language. At its core is a study involving an intensive genre-centered writing course conducted in a tertiary educational institution in Taiwan and delivered in three modes - face-to-face, fully online and blended. That study, preceded by a pilot study conducted in New Zealand, involved a writing course that focused on cognitive genres (e.g. argument) that have been identified as being fundamental to academic writing. It included model texts (constructed in segments with accompanying discussion of their language and structure) and writing exercises. Analysis of post-course questionnaires and focus group discussions revealed a high level of satisfaction with the course. Analysis of pre-test and post-test writing tasks in terms of a wide range of criteria provided evidence of improvement in the writing of course participants in a range of areas. Although those involved in blended and face-to-face modes were most positive about the advantages of the course, it was not necessarily always the case that they outperformed online group members in terms of improvement in writing. Also included are two questionnaire-based surveys of samples of teachers of English in tertiary level educational institutions in Taiwan. The first investigated attitudes and practices in relation to the integration of instructional technology into teaching. Although the vast majority of survey participants believed that it was important to incorporate instructional technology into their teaching, this was not necessarily reflected in their more specific beliefs and practices. Very few reported having spent more than a few hours attending instructional technology-related workshops, more than half indicated that very little or none of the interaction in their language classes was computer-mediated, only approximately one third reported having used a learning platform in the six weeks prior to the survey, and over one third reported that they had never used a learning platform. The second questionnaire-based survey investigated attitudes and practices in relation to the teaching and assessment of writing. Although survey participants were familiar with process-centered approaches to the teaching of writing, they appeared to be much less familiar with genre-centered approaches. Using model texts as a way of introducing, demonstrating and explaining language in use seemed to be the exception rather than the rule. Additionally, although they reported spending a considerable amount of time grading and commenting on their students' writing, most of them indicated that they did not design grading criteria that related specifically to course content, and many of the sample comments on student writing that they provided were of a type that is unlikely to help students to improve their writing. Overall, the study provides evidence that a genre-centered academic writing course can be associated with a high level of student satisfaction and can lead to demonstrable improvement in student writing. However, it also demonstrates that teachers of English at tertiary level in Taiwan are generally unfamiliar with this sort of approach and that many of them are not yet ready to provide their students with options in terms of delivery modes

Outcasts of Empire

"Outcasts of Empire unveils the causes and consequences of capitalism’s failure to “batter down all Chinese walls” in modern Taiwan. Adopting micro- and macrohistorical perspectives, Paul D. Barclay argues that the interpreters, chiefs, and trading-post operators who mediated state-society relations on Taiwan’s “savage border” during successive Qing and Japanese regimes rose to prominence and faded to obscurity in concert with a series of “long nineteenth century” global transformations. Superior firepower and large economic reserves ultimately enabled Japanese statesmen to discard mediators on the border and sideline a cohort of indigenous headmen who played both sides of the fence to maintain their chiefly status. Even with reluctant “allies” marginalized, however, the colonial state lacked sufficient resources to integrate Taiwan’s indigenes into its disciplinary apparatus. The colonial state therefore created the Indigenous Territory, which exists to this day as a legacy of Japanese imperialism, local initiatives, and the global commodification of culture.

1982 January - June

Morehead State University press releases from January to June of 1982

The Olympics in East Asia: Nationalism, Regionalism, and Globalism on the Center Stage of World Sports

Yale CEAS Occasional Publication Series - Volume 3https://elischolar.library.yale.edu/ceas_publication_series/1002/thumbnail.jp

E-learning and Digital Training in Healthcare Education

This book is dedicated to the current trends and new challenges that have emerged from the new e-learning environment, focusing on its potential to revolutionize Healthcare Education and exploring how it may help to better prepare future healthcare professionals for their daily practice. “E-learning and Digital Training in Healthcare Education: Current Trends and New Challenges” contains several research articles focused on new insights into the use of interactive and intuitive e-learning tools and innovative teaching methodologies that engage healthcare students in the new web-based environment training. It also includes several case studies of ‘pathfinder’ e-learning initiatives and surveys related to the penetration and acceptance of digital training in Healthcare Education

The Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges

mathematics; education; curriculu