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Singapore has faced many pandemics over the centuries, from plague,
smallpox and cholera to influenza and novel coronaviruses. By
examining how different governments responded, this book considers
what we can learn from their experiences. Public health strategies
in the city-state were often affected by issues of ethnicity and
class, as well as failure to take heed of key learnings from
previous outbreaks. Pandemics are a recurrent and normal feature of
the human experience. Alongside medical innovation and
evidence-based policymaking, the study of history is also crucial
in preparing for future pandemics.
Through a rich account of tuberculosis in Singapore from the
mid-nineteenth century to the present day, this book charts the
relationship between disease, society and the state, outlining the
struggles of colonial and post-colonial governments to cope with
widespread disease and to establish effective public health
programmes and institutions. Beginning in the nineteenth century
when British colonial administrators viewed tuberculosis as a
racial problem linked to the poverty, housing and insanitary habits
of the Chinese working class, the book goes on to examine the
ambitious medical and urban improvement initiatives of the
returning British colonial government after the Second World War.
It then considers the continuation and growth of these schemes in
the post-colonial period and explores the most recent developments
which include combating the resurgence of TB and the rise of
antimicrobial resistance.
This book examines both history textbook controversies AND teaching
historical controversy in Asian contexts. The different
perspectives provided by the book's authors offer numerous
insights, examples, and approaches for understanding historical
controversy to provide a practical gold mine for scholars and
practitioners. The book provides case studies of history textbook
controversies ranging from treatments of the Nanjing Massacre to a
comparative treatment of Japanese occupation in Vietnamese and
Singaporean textbooks to the differences in history textbooks
published by secular and Hindu nationalist governments in India. It
also offers a range of approaches for teaching historical
controversy in classrooms. These include Structured Academic
Controversy, the use of Japanese manga, teaching controversy
through case studies, student facilitated discussion processes, and
discipline-based approaches that can be used in history classrooms.
The book's chapters will help educational researchers and
curricularists consider new approaches for curriculum design,
curriculum study, and classroom research.
Through a rich account of tuberculosis in Singapore from the
mid-nineteenth century to the present day, this book charts the
relationship between disease, society and the state, outlining the
struggles of colonial and post-colonial governments to cope with
widespread disease and to establish effective public health
programmes and institutions. Beginning in the nineteenth century
when British colonial administrators viewed tuberculosis as a
racial problem linked to the poverty, housing and insanitary habits
of the Chinese working class, the book goes on to examine the
ambitious medical and urban improvement initiatives of the
returning British colonial government after the Second World War.
It then considers the continuation and growth of these schemes in
the post-colonial period and explores the most recent developments
which include combating the resurgence of TB and the rise of
antimicrobial resistance.
This book examines both history textbook controversies AND teaching
historical controversy in Asian contexts. The different
perspectives provided by the book's authors offer numerous
insights, examples, and approaches for understanding historical
controversy to provide a practical gold mine for scholars and
practitioners. The book provides case studies of history textbook
controversies ranging from treatments of the Nanjing Massacre to a
comparative treatment of Japanese occupation in Vietnamese and
Singaporean textbooks to the differences in history textbooks
published by secular and Hindu nationalist governments in India. It
also offers a range of approaches for teaching historical
controversy in classrooms. These include Structured Academic
Controversy, the use of Japanese manga, teaching controversy
through case studies, student facilitated discussion processes, and
discipline-based approaches that can be used in history classrooms.
The book's chapters will help educational researchers and
curricularists consider new approaches for curriculum design,
curriculum study, and classroom research.
The crowded, bustling, 'squatter' kampongs so familiar across
Southeast Asia have long since disappeared from Singapore, leaving
no visible trace of their historical influence on the social life
in the city-state. Fifty years have passed since the great fire at
Bukit Ho Swee destroyed the kampong, left 16,000 people homeless,
gave rise to a national emergency and led to the first big public
housing project, a seminal event in the making of modern Singapore.
Loh Kah Seng grew up in one-room rental flats in the HDB estate
built after the fire. Drawing on oral history interviews, official
records and media reports, he describes daily life in squatter
communities and how people coped with the hazard posed by fires.
His examination of the catastrophic events of 25 May 1961 and the
steps taken by the new government of the People's Action Party in
response to the disaster show the immediate consequences of the
fire and how relocation to public housing changed people's lives.
Through a narrative that is both vivid and subtle, the book
explores the nature of memory and probes beneath the hard surfaces
of modern Singapore to understand the everyday life of the people
who live in the city.
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