Suchergebnisse

BACKGROUND: School feeding programs are beneficial for the physical, mental, and psychosocial development of school-age children and adolescents, particularly those in low- and middle-income countries (LMICs). While school feeding programs are ubiquitous in LMICs, the specific benefits of school feeding programs are unclear. The aim of this systematic review and meta-analysis is to evaluate the impacts of school feeding programs on the educational and health outcomes of children and adolescents in LMICs. METHODS: Rigorously designed interventional studies on the impacts of school feeding on nutritional and health outcomes of children and adolescents receiving primary or secondary education in LMICs will be included. The following information sources were used to identify relevant published or unpublished studies: MEDLINE, EMBASE, CINAHL, the Cochrane Library, and governmental or organizational websites. The risk of bias of randomized and non-randomized studies will be assessed using the Cochrane Risk of Bias tool and the ROBINS-I tool, respectively. Two reviewers will independently conduct the selection of studies, data extraction, and assessment of the risk of bias. A narrative synthesis of all the included studies will be provided. Meta-analyses will be performed whenever appropriate. Heterogeneity of effects will be assessed by I(2), subgroup analyses, and meta-regression. The certainty of evidence for each outcome will be assessed using the Grading of Recommendation, Assessment, Development, and Evaluation (GRADE) approach. DISCUSSION: The design and implementation of school feeding programs in LMICs should be based on the understanding of the benefits of such programs. This work will provide a crucial evidence base for the educational and health benefits of school feeding on children and adolescents in LMICs. SYSTEMATIC REVIEW REGISTRATION: This protocol was submitted for registration with the International Prospective Register of Systematic Reviews (PROSPERO) on November 18, 2019 (registration number: ...

This thesis offers a critical analysis of the intellectual and institutional transformations in late Qing China. The Western invasion of China in the second half of the nineteenth century contributed to the making of modern China. Focusing on the late Qing reforms in the fields of law, public rituals, education, and economy, this thesis investigates China's efforts and strategies to negotiate with British imperialism in its search for modernity. Situating the late Qing reforms in a semicolonial context, it questions the established view that Chinese modernity is either a mimicked version of Euro-American modernity or an instance of "colonial modernity." With special reference to the British imperialist practices in China, the thesis seeks to show how the diffused and fragmented presence of Western imperialism produced a distinctive form of semicolonial modernity, and how it allowed China to recognize the West both as a source of oppression and as an instrument of resistance. The thesis is conceptually organized. Each chapter focuses on a major aspect of the late Qing reforms and investigates a specific institutional change. The thesis not only shows how semicolonialism helped produce Western knowledge about legal liberty, social equality, scientific inquiry, and corporate capital, but also provides a critical analysis of semicolonial institutions, such as modern colleges, state-sponsored enterprises, and extraterritorial courts, in which alternative models of social governance could be envisioned, compared, and practiced. Chapter 1 investigates the Lady Hughes dispute and explores the connections between the British discourse on legal liberty and the creation of judicial extraterritoriality in China. It argues that British legal liberalism and Qing legal pluralism failed to understand each other but they collaborated to establish British extraterritoriality in China. Chapter 2 examines how the British critique of koutou produced a revolutionary discourse on human dignity and social equality in China. It shows how the Chinese reformers accepted the Orientalist interpretations of koutou and discusses the role of Orientalism in the formation of Chinese modernity. Chapter 3 explores the historical continuity between British liberal education and the rise of scientific education in late Qing China. Focusing on the role of the Western Protestant missionaries in the curricular reforms and the abolition of the imperial civil service examinations, it shows how the idea of liberal education challenged Confucian meritocracy and helped create the modern Chinese subject. In reference to Zheng Guanying and the state-sponsored enterprises, Chapter 4 investigates the role of corporate capital and comprador entrepreneurs in the creation of the modern Chinese state. It demonstrates that the joint-stock corporation allowed the self-reforming Qing government to collaborate with and make use of private capital. Finally, tracing the historical legacy of the late Qing reforms, the thesis attempts to show that Chinese modernity is an unfinished project that compels us to examine its semicolonial origins. ; published_or_final_version ; English ; Doctoral ; Doctor of Philosophy