Chinese Women in late 19th century and early 20th century Essay

Chinese Women in late 19th century and early 20th century - Essay Example The subsequent changes during the late 19th century and early 20th century are perfectly elaborated by Kay Ann Johnson in her book Women, the Family and Peasant Revolution, where she has enlightened the various topics like the traditional Confucian marriage culture and the family crisis of 1920. Johnson talks about the pre revolutionary stage and post revolutionary stage and goes on explaining the role of women in terms of labor.1 She elaborates about the family crisis of 20th century and the family reform in order to acquire the proper family. But in order to get this task executed and to support the family reform, more over through the inspiration offered by Chinese communist Party during revolution. Women started working in various fields so that they can earn as well as save their earnings and thus help in increasing the socio economic status of the family through their contribution. As in once the females start working they will start earning wages and, the socio economic status or power dynamics within the family would automatically elevated to the next level. During the revolutionary period as mentioned above, revolutionary forces accosted a traditional family system which was already criticized, to resolve the issues related with the family reformation. But it was not easy for all the people to cope-up with the situation as the Confucian system was signifying the disintegration and thus was under pres sure. There were many factors causing the variations in family reformation including psychological, economical, intellectual powers which always characterized the downfall of dynasties. But for poor rural women of china the early 20th century crisis bought inexplicit effects for family reform. As a result of this crisis the women were forced to lose their traditional role in society. Thus an increase in poverty and migration was recorded. Hence the women were force to join any industry. In order to fight this family crisis, Chinese came up with an idea of implementing small cooperatives at all villages. The main aim of such cooperatives was to increase the women's active participation in the production so that they can support the economy. The most common tasks were related to handicraft and textile industry which included sewing, weaving and spinning. The reason behind selecting these tasks was that these were practiced traditionally in some parts at home earlier. But some handicra ft work was hampered in recent generations due to the introduction of more efficient, modern and foreign industry. But the women who had retained those handicraft skills were encouraged to provide training to other women in small groups. Hence many women got involved in household production. Moreover women got indulged in manufacturing uniforms, blankets, shoes and socks for red army. 2 Situation Forced Women Into Production One more major reason behind the Chinese women getting involved in production was that the young boys and men were recruited for the army by revolutionaries, moreover by Chinese Communist party. Johnson raised the question against the role of Chinese communist party in fighting for the rights of Chinese women. Johnson states that the Chinese communist party has fought actively in order to accomplish the changes that were vital for its continued survival such as the party encouraged

Essential question #4 Assignment Example | Topics and Well Written Essays - 500 words

Essential question #4 - Assignment Example Secondly, assessment also provides a continual feedback in how the students are able to actively retrieve information to facilitate learning that is long lasting. Standardized assessments are therefore necessary because they make students develop performance related goals. As the students get assessed, they are able to get motivated by their earned grades, the rankings as well as intrinsic rewards that result from assessment. These assessments deepen the students’ memory for the assessed materials. As such it enables better performance of students. Additionally, assessment provides the students with significant challenge which makes them work harder to improve their learning as well as playing to a student’s strength. According to Shaw, (2014) when a school is said to be doing well, the following is implied: the students are gaining new levels of understanding each time. â€Å"The hope is to help students gain expertise much like musicians improve with repeated guided practice†, John Bransford. Thus students expertise can be measured and progress shown. Secondly the students are buying in on what they are instructed. As such they are gaining knowledge. â€Å"The greater understanding, is so much more enriching than having a lecture and regurgitating information.† Sandomirsky. This implies that there is increased understanding of the curriculum and as such the students are getting gainful knowledge. Eisner, (2012) outlines; A school is thus said to be doing well when they ensure accountability as well as be flexible so that it leaves no child behind in the learning process. Additionally the school needs to have a rationalized approach dependent on easily quantifiable standards. Thus the purpose of a school assessment can be understood in various levels as follows: formative assessment will enable the teachers know how the students learn best. As such ideas are