Academic literature on the topic 'Midwifery academics'
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Journal articles on the topic "Midwifery academics"
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Geraghty, Sadie, Kim Oliver, and Carol Chunfeng Wang. "Working from home during the COVID-19 pandemic for midwifery and nursing academics." British Journal of Midwifery 30, no. 10 (2022): 546–53. http://dx.doi.org/10.12968/bjom.2022.30.10.546.
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Background/Aims The COVID-19 pandemic significantly affected teaching for nursing and midwifery academics, as it shifted from face-to-face to online teaching from home. However, their experiences and how this impacted their ability to fulfil their academic roles has not been reported. This study investigated midwifery and nursing academics' working from home experiences during the COVID-19 pandemic and how this has impacted their ability to fulfil their academic roles. Methods A qualitative approach was used for this study, analysing demographics and the answers to open-ended questions from 91 midwifery and nursing academics. Results Six themes were derived: isolation, loneliness, work rituals, productivity, blurred boundaries and health and wellbeing. Generally, participants reported that they were more organised, focused and efficient, which gave them more time to spend with their families and pets. Most thought that they were more productive at home. However, the working environments for some participants were not ideal, as they were working in their kitchen or dining area, or in ‘make-do’ offices. Conclusions The COVID-19 pandemic posed new working challenges for academics, many of whom had worked from home for a few days, but then needed to work from home for extended periods because of lockdowns. Academics reported an overall positive outlook for working from home, as it enabled more family time and more productivity.
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Nursikin, Mukh. "Implementasi Nilai-Nilai Akhlak terhadap Dosen Kesehatan dalam Prespektif Islam di Akademi Kebidanan Yogyakarta." Istawa: Jurnal Pendidikan Islam 3, no. 2 (2019): 25. http://dx.doi.org/10.24269/ijpi.v3i2.1500.
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Islam is a divine religion that places the values of humanity or personal, interpersonal and community relations in a grand and sublime way, there is no difference from one another, justice, relevance, peace that binds all aspects of humanity. The Yogyakarta midwifery academy is an educational institution that prints professional and independent health workers, the majority of its human resources are women. Of course there are many rules and ethics that must be maintained and adhered to in their activities in providing midwifery services or in teaching and learning activities, such as language style, how to dress and so on, speaking style, how to dress, while maintaining ethics in speaking and dressing. how health lecturers can maintain morals in everyday life both in the academic and non-academic world. So that they can live calmly, respect each other and respect each other respect each other. This study uses a naturalistic approach. Resources are key people who are determined by snowball and purposive. Data are collected through observation techniques, independent interviews, interviews / dialogues and documentation. Data that has been collected is then followed by stages of description, reduction, selection, discussion, analysis and conclusions. Research Results: the implementation of healthy lecturers' ahklak values at the Yogyakarta midwifery academy in dressing the majority of hijab (Muslim fashion) Health lecturers in Muslim dress still many who have not "syari". The profile of midwife lecturers at the Yogyakarta Midwifery Academy has not been optimal in carrying out religious values in the context of Ahklak, implementation of 5S at the Yogyakarta Midwifery Academy lecturers of Health have not fully implemented and have not become 5S culture slogan in academics.
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Güneş Öztürk, Gizem, Deniz Batman, and Zekiye Karaçam. "Present Status of Studies in the Field of Midwifery in Turkey." International Journal of Childbirth 8, no. 1 (2018): 35–40. http://dx.doi.org/10.1891/2156-5287.8.1.35.
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PurposeThe purpose of this study was to determine the present status of studies as midwifery published over the period 2000–2015 in Turkey.MethodThe study, based on the literature, is of retrospective and descriptive design and was carried out between January and June 2016. Five hundred and forty-three articles were included in the field of midwifery found in a scan of the Google Academic, PubMed, and National Thesis Center databases in search of the keywords “ebelik” (“midwifery” in Turkish) and “midwifery and Turkey.” Numbers and percentage calculations were used in the evaluation of the data.ResultsOf the articles included in the study, 30.6% were published in a journal that concerned all health-care professions, 84.7% were of observational studies, 24.2% were conducted by academics in the midwifery departments, 19.0% were thesis studies, and 75.0% were published in the Turkish language. Of academic authors in the midwifery departments, 31.6% were midwives. In an examination of the subject fields of the articles, 25.8% pertained to midwifery professional development, knowledge, opinions, roles, ethics, and malpractice in the sampling of midwives and student midwives, whereas 26.7% of the sample groups comprised midwifery and other students.ConclusionThis study revealed that studies made in the field of midwifery education and practice were inadequate. Increasing studies in this area might contribute to ensuring improvements in the professional development of midwifery in Turkey and more globally.
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Glasper, Alan, and Debbie Fallon. "Have the NMC educational standards become overly adult-centric?" British Journal of Nursing 30, no. 11 (2021): 684–85. http://dx.doi.org/10.12968/bjon.2021.30.11.684.
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Emeritus Professor Alan Glasper, from the University of Southampton, and Debbie Fallon, Chair of the Children's and Young People's Nursing Academics of the United Kingdom group, explore concerns raised by academic nurses regarding the Nursing and Midwifery Council standards for pre-registration nursing education
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Roddam, Hazel, Lucy Cross, Rachel Georgiou, et al. "Developing clinical academic researchers: insights from practitioners and managers in nursing, midwifery and allied health." British Journal of Healthcare Management 25, no. 9 (2019): 282–92. http://dx.doi.org/10.12968/bjhc.2019.0020.
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Background/Aims Developing a clinical academic role in nursing, midwifery and the allied health professions is challenging because of the lack of a national career pathway, recognition and understanding of the role. This evaluation aimed to explore perspectives of aspiring, or active clinical academics, and healthcare managers in nursing, midwifery and the allied health professions about the benefits, barriers and enablers of engagement in these career pathways. Methods In total, eight workshops were facilitated across England (four each for managers and prospective clinical academics), where 162 participants shared their experiences and perceptions of clinical academic research activities. Results Three major themes were identified that related to the perceived benefits, barriers and enablers of engagement in these career pathways: building health research capacity, building individuals' health research capability, and improving patient care. Conclusion This article demonstrates factors that are valued and perceived to be working well by practitioners and their clinical service managers, and highlights key priorities for further strategic support.
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Brown, Michael, Edward McCann, Gráinne Donohue, Caroline Hollins Martin, and Freda McCormick. "LGBTQ+ Psychosocial Concerns in Nursing and Midwifery Education Programmes: Qualitative Findings from a Mixed-Methods Study." International Journal of Environmental Research and Public Health 18, no. 21 (2021): 11366. http://dx.doi.org/10.3390/ijerph182111366.
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LGBTQ+ people experience significant physical and psychosocial health issues and concerns, and encounter barriers when accessing healthcare services. We conducted a mixed-methods research study across all Schools of Nursing and Midwifery in the United Kingdom and Ireland using a survey and qualitative interviews. This was to identify the current content within nursing and midwifery pre-registration programmes in relation to LGBTQ+ health and to identity best practice and education innovation within these programmes. The survey was completed by 29 academics, with 12 selected to participate in a follow-up in-depth qualitative interview. Analysis of the data from the survey and interviews identified five themes: there is variable programme content; academics are developing their own programmes with no clear consistency; LGBTQ+ health is being linked to equality and diversity; there are barriers to education provision; and these is some evidence of best practice examples. The findings of the study support the need to develop and implement a curriculum for LGBTQ+ health in nursing and midwifery pre-registration programmes with learning aims and outcomes. Academics need support and tools to prepare and deliver LGBTQ+ health content to nurses and midwives as they ultimately have the potential to improve the experiences of LGBTQ+ people when accessing healthcare.
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Maryam Sorohiti. "SCIENTIFIC TERMS IN INDONESIAN MIDWIFERY SCIENCE." SEAJOM: The Southeast Asia Journal of Midwifery 6, no. 2 (2020): 58–62. http://dx.doi.org/10.36749/seajom.v6i2.124.
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The use of the term midwifery in Indonesian, of course, comes from many foreign language terms, especially English. This can be a separate study that the terms which are made their equivalent in Indonesian must reflect the scientific terms and truth in terms of meaning and grammar. Therefore, this literature research tries to explore some of the terms used in Indonesian by referring to them in Indonesian grammar and meaning in English. In the results of this study, there were three terms that could be studied in terms of language in order to improve understanding of the midwifery term. The three terms were pijat oksitosin (massage aimed at stimulating the release of the hormone oxytocin), ASI eksklusif, and bendungan ASI. The results of this study are expected to provide input for midwifery researchers and academics in Indonesia to further improve the quality of terms of midwifery that may be found in the future.
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Tizard, Hannah. "A Framework for teaching Cultural Competence in an Undergraduate Midwifery Programme." Practising midwife 26, no. 02 (2023): 13–17. http://dx.doi.org/10.55975/tddr4307.
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Culturally-appropriate maternity services are critical to safe and equitable care for birthing people and families, yet inequalities and discrimination impact individuals accessing and working in maternity services daily. Engaging in solutions, academics must embed opportunities to gain knowledge and understanding of race, ethnicity and diversity within undergraduate midwifery curricula – specifically designing learning to promote meaningful student introspection. The aim is to influence future midwives to provide care which sensitively meets the social, cultural and spiritual needs of the person. This article explores pedagogy and the use of a structured flipped classroom in cultural competence within the midwifery programme.
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McIntyre, Meredith J., Alison M. Patrick, Linda K. Jones, et al. "Managing projected midwifery workforce deficits through collaborative partnerships." Australian Health Review 36, no. 1 (2012): 75. http://dx.doi.org/10.1071/ah11020.
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To address workforce shortages, the Australian Government funded additional nursing and midwifery places in 2009 pre-registration courses. An existing deficit in midwifery clinical placements, combined with the need to secure additional clinical placements, contributed to a serious shortfall. In response, a unique collaboration between Midwifery Academics of Victoria (MIDAC), rural and metropolitan maternity managers (RMM and MMM) groups and Department of Health (DOH) Victoria was generated, in order to overcome difficulties experienced by maternity services in meeting the increased need. This group identified the large number of different clinical assessment tools required to be being completed by midwives supervising students as problematic. It was agreed that the development of a Common Assessment Tool (CAT) for use in clinical assessment across all pre-registration midwifery courses in Victoria had the potential to reduce workload associated with student assessments and, in doing so, release additional placements within each service. The CAT was developed in 2009 and implemented in 2010. The unique collaboration involved in the development of the CAT is a blueprint for future projects. The collaboration on this project provided a range of benefits and challenges, as well as unique opportunities for further collaborations involving industry, government, regulators and the tertiary sector. What is known about this topic? In response to current and predicted workforce shortages, the Australian Government funded additional midwifery places in pre-registration midwifery courses in 2009, creating the need for additional midwifery student clinical placements. Victorian midwifery service providers experienced difficulty in the supply of the additional placements requested, due to complex influences constraining clinical placement opportunities; one of these was the array of assessment tools being used by students on clinical placements. What does this paper add? A collaborative partnership between MIDAC, RMM and MMM groups, and the DOH identified a range of problems affecting the ability of midwifery services to increase clinical placements. The workload burden attached to the wide range of clinical assessment tools required to be completed by the supervising midwife for each placement was identified as the most urgent problem requiring resolution. The collaborative partnership approach facilitated the development of a CAT capable of meeting the needs of all key stakeholders. What are the implications for managers and policy makers? Using a collaborative partnership workshop approach, the development of a clear project focus where all participants understood the outcome required was achieved. This collaboration occurred at multiple levels with support from the DOH and was key to the success of the project. The approach strengthens problem solving in situations complicated by competing influences, a common occurrence in health service delivery, and where unilateral approaches have not or are unlikely to succeed.
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Fleming, Tania, Debra K. Creedy, and Roianne West. "Cultural safety continuing professional development for midwifery academics: An integrative literature review." Women and Birth 32, no. 4 (2019): 318–26. http://dx.doi.org/10.1016/j.wombi.2018.10.001.
Full textDissertations / Theses on the topic "Midwifery academics"
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Fleming, Tania Dawn. "Enhancing Awareness of Cultural Safety Among Midwifery Academics." Thesis, Griffith University, 2018. http://hdl.handle.net/10072/382674.
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This PhD aimed to improve awareness of Cultural Safety amongst midwifery
academics. The provision of culturally safe educational experiences and learning and teaching practices are key strategies to improving the academic success of First Peoples students. This PhD thesis with publication is presented in nine chapters and consists of six manuscripts which have been published or are under review. The first chapter introduces the background, aim, significance, and an overview of the studies.
Chapter two is presented in three parts. Part one explores the intersection between my PhD research program, my position as a non-Indigenous researcher, and my
reflexive self. Part two outlines the development of a conceptual framework that underpins this research. A reframed standpoint theory was developed that blends
cultural, Indigenous and feminist standpoint theories. This reframed standpoint theory
guided the mixed methods used across this PhD program and is described in Part three.
Study one was an integrative systematic review of educational strategies to promote academic success and resilience in undergraduate Indigenous students. The included papers were critiqued from a standpoint theory approach that reflected
feminism, cultural respect, and humanism. Key strategies for Indigenous student success were found to be multi-faceted and underpinned by principles of respect, relationships, and responsibility. The review identified a relative lack of published research in this field and few validated measures.
Study two was an integrative review of the literature on the scope and efficacy of professional development interventions to increase awareness of Cultural Safety by
midwifery academics. Papers were assessed using the Critical Appraisals Skills
Program (CASP) guidelines. Concepts were mapped thematically. Five broad themes
emerged: Cultural Terms, Knowledge of Culture, Cultural Education, Cultural Aspirations/Desire and Culture in Curricula. This study found no agreed best practice framework to support awareness of Cultural Safety for midwifery academics. Cultural Safety needs to be embedded into professional development plans for midwifery
academics.
Study three aimed to develop a tool measuring awareness of Cultural Safety. A staged model for tool development included; generation of items, content validity
testing and expert First Peoples cultural review, administration of items to a convenience sample of academics, and psychometric testing. An online survey was
completed by academics (n = 42). The Awareness of Cultural Safety Scale (ACSS)
was found to be reliable (Cronbach’s alpha of 0.87) and valid. Three factors were generated with sound internal reliability. There was a significant correlation between ACSS and Awareness of Racism scores.
Study four implemented and evaluated a continuing professional development intervention to improve midwifery academics’ awareness of Cultural Safety. A prepost intervention mixed methods design was used. The intervention consisted of two workshops and five yarning circles across a semester. Data included responses on the ACSS, self-assessment on cultural knowledge and perceptions of racism, evaluation of the intervention, participants’ journal entries, and researcher’s
reflections. Participants awareness of Cultural Safety improved after attending the professional development program. Participants reported a high level of satisfaction with the workshops and yarning circles.
Study five explored the impact of yarning circles within a professional development program to enhance midwifery academics’ awareness of Cultural Safety with eight
participants. Interviews were analysed using a staged thematic analysis process. Six
key themes that centred on participants’ sense of belonging, sense of safety, sense knowing, sense of support, sense of difference, and sense of challenge were identified. These concepts were supportive of participants’ developing awareness of Cultural Safety.
Study Six examined awareness of Cultural Safety within the broader midwifery
profession. An online survey design included the Awareness of Cultural Safety Scale – Revised (ACSS-R), Self-assessment of Cultural Knowledge and Perceptions of Racism scales. Members of the Australian College of Midwives or the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives were invited to participate.
The ACSS-R was found to be reliable and valid, but the low response rate (n=92) may reflect implicit bias in the workforce towards Cultural Safety. The thesis concludes with a discussion of the overall findings and conclusions. The limitations of the program of work are outlined. Implications and recommendations for further research, education and practice are outlined.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Nursing & Midwifery<br>Griffith Health<br>Full Text
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Cash, Marilyn. "Liberating qualitative research findings from the dusty shelf of academia : developing a translational methodology illustrated by a case study of the experience of living with dementia." Thesis, Bournemouth University, 2009. http://eprints.bournemouth.ac.uk/16061/.
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Liberating qualitative research findings from the dusty shelf of academia: developing a translational methodology illustrated by a case study of the experience of living with dementia. The exponential growth of qualitative health and social care reports in recent years has generated a dialogue about the utility of qualitative research findings. The traditional methods of dissemination often result in the findings remaining on 'the shelf' with the result that they have little impact on practice, policy, or members of the public. In this study I develop a generic framework for synthesizing and communicating qualitative research findings that are already in the public arena. The framework is comprised of four stages: - Stage 1 is a strategy for identifying relevant and useful studies in the area; Stage 2 develops relevant and useful criteria for selecting studies: the quality of a study is assessed by its; substantive contribution, aesthetic merit, reflexivity, impact and expression of reality; Stage 3 draws upon the philosophy of phenomenology and hermeneutics as a way of synthesising the selected studies, providing an experiential description of the phenomenon of interest (called a structural textual synthesis). Stage 4 offers principles by which the structural textural synthesis can be transformed and communicated to lay audiences in more aesthetic and understandable ways. The above framework is applied to the phenomenon of living with dementia from the perspective of the partner with dementia and their care partner. The structural-textural synthesis is transformed into a script, which has been performed, and recorded on DVD. The transferable implications of this framework are considered for their potential to communicate qualitative research findings already in the public arena to the public in ways that facilitate understanding and empathy
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Mercer, Kevin. "The farm a hippie commune as a countercultural diaspora." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/587.
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Counterculture history is often divided, with a focus on either the turbulent 1960s or the "back to the land" exodus of the 1970s. A study of Stephen Gaskin and his followers' founding of The Farm, a rural commune near Summertown, Tennessee, provides a unique insight into the commonalities and connections of these two periods. It will be the aim of this thesis to weave the separate narratives of this demographic into one complete idea. The idea that the hippies constituted a counterculture suggests that once that culture went into exile, onto numerous communes, they existed as a diaspora. The Farm's existence as a spiritual commune, with their roots in Haight-Ashbury's short-lived utopian dream, and their continuation and evolution of that dream in Tennessee, make this particular group a model for the diaspora. The Farm, with its larger profile, publishing, and outreach programs, became the preeminent post-Haight-Ashbury commune. The commune was able to preserve the counterculture in exile, while it became a leader in dictating the direction of its progress. The Farm's efforts in midwifery, sustainable living, promotion of vegetarian diets, and outreach in America's inner cities and the Third World all point to a proactive counterculture and the commune's leadership role for the remnants of the counterculture. While the profile of the counterculture has diminished, a shift in American attitudes toward natural childbirth, ecology, and a more earth-friendly diet containing a greater variety of organic and vegetarian options reveal a significant success for their agenda.<br>B.A.<br>Bachelors<br>Arts and Humanities<br>History
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Bowman, M., and Berni Addyman. "Academic reflective writing: a study to examine its usefulness." 2014. http://hdl.handle.net/10454/7150.
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Reflection is widely regarded as important for learning from practice in Nursing. Academic reflective writing (ARW) is increasingly being used to assess reflective practice. However, there is currently scant literature on ARW, which is extremely complex, requiring students to link their own experiences to published literature. There are also concerns in the literature about the validity of ARW as a medium of assessment. In this paper, an exploratory discussion on ARW is illustrated with reference to the views of 8 self-selected students on a course for post-registered nurses. These students found ARW extremely challenging, and highlighted a range of difficulties associated with it. In conclusion, it is argued that the student experience of ARW warrants further investigation. In addition, it is suggested that either scaffolding should be put in place to facilitate the production of successful ARW, or alternatives should be explored.
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Musoke, Thozama Maureen. "Absenteeism amongst student midwives at a nursing college in the Eastern Cape." Diss., 2020. http://hdl.handle.net/10500/27171.
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The purpose of the study was to determine the reasons for student midwives’
absenteeism during midwifery classroom facilitation and clinical placement, and the
effects of such absenteeism.
A quantitative, descriptive, correlational design was adopted to examine the relationship
between absenteeism (independent variable) and student midwives’ performance
(dependent variable). Data were collected by means of a three-part questionnaire
related to respondents’ demographic data, theory facilitation and clinical placement.
Data analysis was done using Statistical Package Microsoft Excell 365 Pro Plus,
Version 2019.
The study revealed that despite the shortage of staff, the most related factor to
absenteeism was the negative staff attitude and lack of clinical accompaniment. These
discouraged regular attendance, thus affecting the performance of student midwives.
With regards to college resources (classroom facilitation), the study revealed that irrespective of how many days a student midwife missed lectures, academic
performance declined. Also, the unavailability of study areas and libraries (after 4 pm),
Wi-Fi and internet facilities both in the college grounds and clinical areas contributed to
absenteeism. Moreover, health issues, social issues and inadequate transport also
contributed to absenteeism to some extent.<br>Health Studies<br>M.A. (Health Studies)
Books on the topic "Midwifery academics"
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Dowling, Sally, David Pontin, and Kate Boyer, eds. Social Experiences of Breastfeeding. Policy Press, 2018. http://dx.doi.org/10.1332/policypress/9781447338499.001.0001.
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This book brings together international academics, policy makers, and practitioners to build bridges between the real world and scholarship on breastfeeding. It asks the question: How can the latest social science research into breastfeeding be used to improve support at both policy and practice level, in order to help women breastfeed and to breastfeed for longer? The book includes discussion about the social and cultural contexts of breastfeeding and looks at how policy and practice can apply this to women's experiences. This will be essential reading for academics, policy makers and practitioners in public health, midwifery, child health, sociology, women's studies, psychology, human geography, and anthropology, who want to make a real change for mothers.
Book chapters on the topic "Midwifery academics"
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Gimenez, Julio. "Exploring Academic Genres." In Writing for Nursing and Midwifery Students. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36628-2_2.
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Gimenez, Julio. "Processes in Academic Writing." In Writing for Nursing and Midwifery Students. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36628-2_3.
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Gimenez, Julio. "An Introduction to Academic Writing." In Writing for Nursing and Midwifery Students. Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36628-2_1.
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Naish, Marie. "Considerations for practice supervisors, practice assessors and academic assessors." In A Concise Guide to Continuity of Care in Midwifery. Routledge, 2021. http://dx.doi.org/10.4324/9781003051527-5.
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"The academic midwife." In Becoming a Midwife. Routledge, 2009. http://dx.doi.org/10.4324/9780203871416-16.
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"The academic midwife." In Becoming a Midwife. Routledge, 2014. http://dx.doi.org/10.4324/9780203074367-16.
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"Academic writing in the disciplines: Practices in nursing, midwifery and social work." In English for Professional and Academic Purposes. Brill | Rodopi, 2010. http://dx.doi.org/10.1163/9789042029569_014.
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"The Differences in Academic Achievement Between Bidikmisi and Non-Bidikmisi Students of Midwifery Bachelor Degree Students at Faculty of Medicine Universitas Andalas." In 1st Annual Conference of Midwifery. Sciendo, 2020. http://dx.doi.org/10.2478/9788366675087-019.
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Nicholson, Carol J. "Three Views of Philosophy and Multiculturalism." In The Paideia Archive: Twentieth World Congress of Philosophy. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199829505.
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John Searle opposes multiculturalism because he views it as part of a movement to undermine the concepts of truth and objectivity in the Western tradition. Richard Rorty disagrees with Searle about the relation between philosophical theories of truth and academic practices, but he is neutral on the issue of multiculturalism. Charles Taylor approaches the issue historically, defending multiculturalism as emerging from one branch of liberal political theory. I argue that the debate over epistemological and political issues has tended to obscure the educational benefits of multiculturalism. A multicultural curriculum works very well in fulfilling the traditional goals of education in philosophy. It can assist the teacher as Socratic "midwife" and "gadfly" in delivering students from their narrow and uncritical opinions and awakening them to a world of intellectual diversity. Thus, multiculturalism is not so much a recent movement as a new name for an old method of teaching.
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Dyson, Kenneth. "Conservative Liberalism and Ordo-Liberalism: From Child to Midwife of Crisis in Capitalism and Democracy." In Conservative Liberalism, Ordo-liberalism, and the State. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198854289.003.0003.
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This chapter reveals the extent of demise of economics with the Third Reich; the experience of academic isolation, harassment, and fear; the private comments of founding Ordo-liberals in this dark period and the literature they read (like Friedrich Schiller); the misjudgements many of them made and their attempts to draw lessons; and the stimulus to retreat into philosophy and history in the search for meaning. They sought an alternative to ‘vulgar’ liberalism, the failures in the market economy, and the deficiencies in democracy. Character, culture, principles, and rules formed the axes of their thought about a rejuvenated liberalism. The chapter locates the founding thinkers in the beleaguered cultivated bourgeois intelligentsia and its sense of a civilizational crisis of modernity that went back into the nineteenth century; in the disorder that was generated by the First World War and its aftermath, notably fears of communism and fascism; in the hyperinflation of 1923; in the Great Depression; and in brutal anti-Semitism. Prominence is given to Walter Eucken’s remarkable public lecture in 1936 on the struggle of science and his public debate in 1937 with a Nazi economist. The chapter examines how founding Ordo-liberals like Walter Eucken and Wilhelm Röpke were viewed by fellow liberals like Friedrich Hayek, notably the emphasis placed on their strength of character and conviction. Finally, the chapter plots both the extraordinary growth of citations of Ordo-liberalism since the 1950s and its correlation with events; the shift towards seeing it as a cause of crises especially after 2009; and Ordo-liberalism in the context of post-1945 structural changes and debates about patriarchy and the role of women.
Conference papers on the topic "Midwifery academics"
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Sari, Rati Purnama, and Zul Amri. "Optimization of Paraphrase Learning for Academic Writing in Student of Midwifery." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.248.
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Rokhmah, Nur Laeli, Nuria Muliani, and Arena Lestari. "Correlation Between Coping Mechanism and Readiness of Midwifery Students for Taking Academic Examination." In International Conference on Health and Medical Sciences (AHMS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/ahsr.k.210127.006.
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Khadijah, Sitti, and Susanti Suhartati. "ENTREPRENEURSHIP OF MIDWIFERY ACADEMY ALUMNI (A CASE STUDY OF SARI MULIA MIDIWFERY ACADEMY’S ALUMNI)." In Proceedings of the First National Seminar Universitas Sari Mulia, NS-UNISM 2019, 23rd November 2019, Banjarmasin, South Kalimantan, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.23-11-2019.2298357.
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