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In the late nineteenth century, a global revolution in the practice of health impinged upon Korea and Japan. New understandings about the causes and spread of disease played a formative role in the modernization of both countries. Through the medium of public health—the science and practice of disease prevention and prolonging life—the Japanese and Korean governments sought to harness and manipulate a host of new technologies so as to engender fealty to the nation and mobilize populations on behalf of the state. For Japan, public health also became the foremost means of perpetuating and justifying imperial expansion. For Korea, public health functioned as a vehicle for preserving territorial sovereignty. And for both countries, the discipline became a barometer whereby Korean and Japanese leaders measured levels of national “progress” against the world and each other.Drawing from archival materials housed in three countries, this dissertation uses public health in order to critically reexamine the making of modern state-society relations in Japan and Korea, and the relationship between these two countries. I argue that public health functioned as a way of internally strengthening somatic control over populations while externally broadcasting the nation’s achievement of a higher level of civilization.In the 1870s and 1880s, medically-minded intellectuals and bureaucrats in Korea and Japan held similar visions of “hygienic modernity,” or the condition whereby the health of populations connoted national strength and civilizational advancement. Implementing and showcasing the adoption of supposedly universal and normative standards of clean behavior would, it was thought, convince Western imperial powers that Japan and Korea were their equal. In an effort to “heal the nation,” these elites issued laws, penned editorials and delivered popular lectures designed to reform everyday health praxis. Oftentimes for these reformers, the ability to exhibit improvements in health—whether through urban beautification programs, reforming bodily comportment, or the construction of grand medical facilities—mattered more than the elimination or prevention of disease. I refer to this act of displaying hygiene as cleanliness, or a condition whereby the home, the body, and the state all transformed so as to convince foreign and domestic audiences of the nation’s teleological progress.By taking an integrative and comparative approach to the history of Korea and Japan, this project also attempts to broaden the analytical frames through which these two histories have traditionally been examined. My study calls attention to the relationship between anti-disease measures, struggles over sovereignty, and how health reforms helped shape notions of national belonging. Most fundamentally, my project helps re-integrate the modern histories of Korea and Japan—two fields frequently conceived in exclusively national terms—into both a broader regional context as well as into the larger history of the early twentieth century world.

One of the most important predictors of fear of crime is gender, in that women are more fearful of crime than men despite their lower risks for victimization. Given that crime on campus has become one of the nation’s most pressing social problems, it is important to investigate the impact of perceived risk and fear of crime on students’ routines, in addition to how these vary by gender and campus context. As such, this study aims to answer the following questions: First, how does the community context and the presence of the campus police shape women’s and men’s perceptions of risk and fears of victimization on campus? Second, how and when do gender and campus context influence students’ ideas about who the most likely victims and perpetrators of crime are? And third, how does the adoption of precautionary strategies impact women’s and men’s perceptions of risk and fear of victimization? Through analysis of in-depth interviews with 70 undergraduates at a suburban (N=36) and an urban university (N=34), this study challenges previous research attributing women’s higher levels of fear to the notion that their concerns about sexual assault “shadow” their fears of other crimes, regardless of campus context. Although the shadow was present in both women’s and men’s remarks on the suburban campus, such that nearly all participants explicitly related the limited concerns they had to the possibility of women being sexually assaulted by non-students, it was largely absent on the urban campus where all students instead noted being most concerned about robbery committed by residents of the city who were poor and African American. Further, and contrary to existing research, gender shaped the precautionary measures that students used to minimize their risks in the two settings in different ways. Overall, this study emphasizes the need to consider context when examining how gender influences students’ perceptions of risk and fear of crime on campus, particularly since it has been central to investigations of residents’ perceptions of risk and fear of crime within neighborhood settings. This study’s findings aim to inform policy discussions at institutions of higher education, as administrators and campus police departments attempt to make students feel safer while also ensuring that women and men have equal access to the opportunities that will make their futures successful.

Entry to Practice Competencies and Standards is a document that sets the guidelines of curriculum for all Canadian dental hygiene programs. Within the document, a competency-based curricular aim is emphasized. As contemporary educational literature have been suggesting, student centered learning has become a dominant guiding principle of pedagogical approaches for competency-based education. With shifting curricular aims and pedagogical principles many current educators of dental hygiene programs may be teaching new curricula different to that which they experienced when they were students in dental hygiene programs. Furthermore, many of them may be expected to implement pedagogical approaches that are different from how they were taught due to traditional conceptions of how people learn. This study explores the perspectives on teaching and learning held by clinical dental hygiene instructors at one Canadian institution. The objective is to understand which teaching and learning perspectives dental hygiene instructors hold. Data were collected through semi-structured interviews with fifteen instructors. The results show that instructors tend to think of their teaching as student-centered, yet in a set of 'simulated teaching' questions, the responses were found to be teacher-centered. The research also revealed that the process by which one learns to become a clinical dental hygiene instructor is multifactorial. These factors include but are not limited to the following: instructors' perceptions of their own learning experiences, instructors' experiences of inter- instructor collaboration, and instructors' methods of facilitating student self-efficacy. Given curricular change and the emergence of literature supporting a student-centered approach to teaching and learning, this study shows that it is critical to uncover the teaching/learning beliefs of the instructor's prior to designing faculty development programs. Integrating instructors'preconceptions into the program design may create an environment that is more accommodating of the transition towards the new pedagogical culture.