This volume provides a multi-faceted and critical analysis of the Singapore curriculum in relation to globalization. First, it details reform initiatives established by the Singapore government to meet the challenges posed by globalization. Next, Globalization and the Singapore Curriculum presents how these reforms have been translated into programs, school subjects and operational frameworks and then examines, in turn, how well these have been implemented in schools and classrooms across the country. Through this examination, the book reveals how the initiatives, together with their curricular translation and classroom enactment, reflect on the one hand global features and tendencies and, on the other, distinct national traditions, concerns and practices. It brings to light a set of issues, problems and challenges that not only concern policymakers, educators and reformers in Singapore but also those in other countries as well. Written by curriculum scholars, policy analysts, researchers and teacher educators, Globalization and the Singapore Curriculum offers an up-to-date reference for postgraduate students, scholars and researchers in the areas of curriculum and instruction, comparative education, educational sociology, educational policy and leadership in Singapore, the Asia Pacific region and beyond. It also offers a vital contribution to the story of modern education around the globe: providing international students, scholars and researchers valuable insights into curriculum and curriculum reform for the 21st century.

This is a much-needed book for educators who want to learn more than just the surface features of lesson study, to deepen the process and learning. Bringing together current knowledge and resources from lesson study practitioners and researchers all over the world, this book provides models and examples of how teachers can learn more deeply and how to support them to learn more in lesson study. The chapters connect current research/educational theories to classroom practices and are filled with examples to illustrate how deeper learning looks with lesson study; for example, highlighting the research process, paying attention to educative talk, using of case pupils (students) as the teachers’ focus, doing kyouzai kenkyuu well, facilitating mock-up lessons and so forth. This is not a basic "how-to" handbook of lesson study, and readers can choose chapters with topics of interest to learn and use the new ideas promptly in their work. Coming from the global network of lesson study educators, the book not only provides new learning guides but also provides stories of how lesson study has been adopted in different cultures and educational contexts.

This is a much-needed book for educators who want to learn more than just the surface features of lesson study, to deepen the process and learning. Bringing together current knowledge and resources from lesson study practitioners and researchers all over the world, this book provides models and examples of how teachers can learn more deeply and how to support them to learn more in lesson study. The chapters connect current research/educational theories to classroom practices and are filled with examples to illustrate how deeper learning looks with lesson study; for example, highlighting the research process, paying attention to educative talk, using of case pupils (students) as the teachers' focus, doing kyouzai kenkyuu well, facilitating mock-up lessons and so forth. This is not a basic "how-to" handbook of lesson study, and readers can choose chapters with topics of interest to learn and use the new ideas promptly in their work. Coming from the global network of lesson study educators, the book not only provides new learning guides but also provides stories of how lesson study has been adopted in different cultures and educational contexts.

An attempt to put an Asian woman on Canada's $100 bill in 2012 unleashed enormous controversy. The racism and xenophobia that answered this symbolic move toward inclusiveness revealed the nation's trumpeted commitment to multiculturalism as a lie. It also showed how multiple minor publics as well as the dominant public responded to the ongoing issue of race in Canada. In this new study, Christine Kim delves into the ways cultural conversations minimize race's relevance even as violent expressions and structural forms of racism continue to occur. Kim turns to literary texts, artistic works, and media debates to highlight the struggles of minor publics with social intimacy. Her insightful engagement with everyday conversations as well as artistic expressions that invoke the figure of the Asian allows Kim to reveal the affective dimensions of racialized publics. It also extends ongoing critical conversations within Asian Canadian and Asian American studies about Orientalism, diasporic memory, racialized citizenship, and migration and human rights.

This volume provides a multi-faceted and critical analysis of the Singapore curriculum in relation to globalization. First, it details reform initiatives established by the Singapore government to meet the challenges posed by globalization. Next, Globalization and the Singapore Curriculum presents how these reforms have been translated into programs, school subjects and operational frameworks and then examines, in turn, how well these have been implemented in schools and classrooms across the country. Through this examination, the book reveals how the initiatives, together with their curricular translation and classroom enactment, reflect on the one hand global features and tendencies and, on the other, distinct national traditions, concerns and practices. It brings to light a set of issues, problems and challenges that not only concern policymakers, educators and reformers in Singapore but also those in other countries as well. Written by curriculum scholars, policy analysts, researchers and teacher educators, Globalization and the Singapore Curriculum offers an up-to-date reference for postgraduate students, scholars and researchers in the areas of curriculum and instruction, comparative education, educational sociology, educational policy and leadership in Singapore, the Asia Pacific region and beyond. It also offers a vital contribution to the story of modern education around the globe: providing international students, scholars and researchers valuable insights into curriculum and curriculum reform for the 21st century.

An attempt to put an Asian woman on Canada's $100 bill in 2012 unleashed enormous controversy. The racism and xenophobia that answered this symbolic move toward inclusiveness revealed the nation's trumpeted commitment to multiculturalism as a lie. It also showed how multiple minor publics as well as the dominant public responded to the ongoing issue of race in Canada. In this new study, Christine Kim delves into the ways cultural conversations minimize race's relevance even as violent expressions and structural forms of racism continue to occur. Kim turns to literary texts, artistic works, and media debates to highlight the struggles of minor publics with social intimacy. Her insightful engagement with everyday conversations as well as artistic expressions that invoke the figure of the Asian allows Kim to reveal the affective dimensions of racialized publics. It also extends ongoing critical conversations within Asian Canadian and Asian American studies about Orientalism, diasporic memory, racialized citizenship, and migration and human rights.

"Cultural Grammars of Nation, Diaspora, and Indigeneity in Canada" considers how the terms of critical debate in literary and cultural studies in Canada have shifted with respect to race, nation, and difference. In asking how Indigenous and diasporic interventions have remapped these debates, the contributors argue that a new "cultural grammar" is at work and attempt to sketch out some of the ways it operates.

The essays reference pivotal moments in Canadian literary and cultural history and speak to ongoing debates about Canadian nationalism, postcolonalism, migrancy, and transnationalism. Topics covered include the Asian race riots in Vancouver in 1907, the cultural memory of internment and dispersal of Japanese Canadians in the 1940s, the politics of migrant labour and the "domestic labour scheme" in the 1960s, and the trial of Robert Pickton in Vancouver in 2007. The contributors are particularly interested in how diaspora and indigeneity continue to contribute to this critical reconfiguration and in how conversations about diaspora and indigeneity in the Canadian context have themselves been transformed. Cultural Grammars is an attempt to address both the interconnections and the schisms between these multiply fractured critical terms as well as the larger conceptual shifts that have occurred in response to national and postnational arguments.

The FIRST textbook to cover the principles and practice of ObGyn Hospital Medicine OB/GYN Hospital Medicine: Principles and Practice is the first text to encompass the core competencies in the emerging field of ObGyn Hospital Medicine. This groundbreaking text delivers comprehensive coverage of every aspect of ObGyn hospital medicine, encompassing clinical practice as well as program development and system implementation of ObGyn hospitalists. Readers will find a concise approach to the care of obstetrical and gynecologic emergencies in the hospital setting, with information that will be of value to physicians and physician extenders working in labor & delivery wards and ERs/ICUs. * High-quality, easily approachable and comprehensive medical education material on the burgeoning field of ObGyn Hospital Medicine * Chapters include learning objectives, clinical case presentations, key patient hand-off points, and abundant clinical images and illustrations

Why do some governments and societies attach great significance to a particular anniversary year whereas others seem less inclined to do so? What motivates the orchestration of elaborate commemorative activities in some countries? What are they supposed to accomplish, for both domestic and international audience? In what ways do commemorations in Asia Pacific fit into the global memory culture of war commemoration? In what ways are these commemorations intertwined with current international politics? This book presents the first large-scale analysis of how countries in the Asia Pacific and beyond commemorated the seventieth anniversaries of the end of World War II. Consisting of in-depth case studies of China, Taiwan, Korea, Japan, Singapore, the Philippines, United States, Russia, and Germany, this unique collective effort demonstrates how memories of the past as reflected in public commemorations and contemporary politics-both internal and international-profoundly affect each other.