Critique of an Article - Postwar Japanese Economy Term Paper

Critique of an Article - Postwar Japanese Economy - Term Paper Example One of these events is the first globalization wave of 1870s that was attributed to the international gold standards as well as international treaties related to tariffs. Furthermore, the downturn associated with second globalization wave of 1914 caused by the occurrence of World War I, and downfall of international gold standard contributed to adverse conditions in the Japanese postwar economy1. Based on the globalization perspective, the exceptional performance of the Japanese economy that occurred earlier than 1970s is attributable to an institutional evolution of economic system in Japan that begun in the early 1930s to address the downturn associated with the second globalization wave. In the postwar period, the evolutionary process modified the Japanese economy system to address various challenges related to the novel international environment. The underlying principles of the Japanese economic system devised by this institutional evolution were stability and coordination. As a result, it stirred aggressive corporate investments, upheld a high level of employment based on an approach of total employment, and stimulated bank lending by establishing excessive competition. However, the strong coordination of Japanese economic system resulted to weak control as well as monitoring. In addition, high stability of the system caused low capacity to upgrade Japan’s economic structure2. In addition to the chronological account of Japan’s economy, Tsutsui provides a specific focus in various attributes of Japan’s economy, including postwar recovery, stagnation, reversal, high growth, as well as reform versus recovery. In the context of postwar recovery, democratic reforms in Japan and shortages of materials along with the resulting hyperinflation caused significant effects on Japanese economy. These occurrences resulted to changes in the structure of the Japanese economy. The underproduction resulting from overuse and destruction of production e quipment during the war was a significant challenge encountered by Japanese postwar economy. In addition, postwar repatriation of civilian and military Japanese from overseas caused a rapid increase of domestic demand for services as well as goods, though the production of Japan had significantly decreased, especially due to loss of colonies that provided materials and labor. As a result, Japanese postwar economy faced an inevitable hyperinflation. To cope with this problem, Japanese government adopted the priority production program that encouraged production using limited resources in the iron, coal, fertilizer, and fertilizer industries3. The philosophies and strategies constituted in this program led to substantial development in Japanese postwar economy with the prioritization of production and minimization of consumption, and supersession of class-consciousness to promote national unity. National economic independence was upheld at the expense of attracting foreign investments , and economic growth became highly regarded than sustainability. According to Tsutsui (2009), Japan underwent a high economy growth era between 1955 and 1973, which was characterized by major structural adjustment, and an exceptional record of 4.1 percent, average annual growth. The high growth was attributed to Japanese industrial policy because of its significant influence

Nursing Research Improve Patient Outcomes Trans Cultural Nursing Nursing Essay

Nursing Research Improve Patient Outcomes Trans Cultural Nursing Nursing Essay Art and science (2009) claims the five steps of EBP are: asking an important clinical question, collecting the most relevant and best evidence, critically appraising the evidence, integrating the evidence with ones clinical expertise and patient preferences to make a practice decision, and evaluating the outcomes of that decision. Some barriers to incorporating EBP to improve patient outcomes include funding sources, poor access to quality information, lack of leadership, motivation or strategy. From an education perspective found that 83% of participation from various professions in primary care had never undertaken a research course, indicating that only 17% of participants had done so. This suggests that critical appraisal skills and discernment in applying research findings are likely to be lacking in this group. (37) Education is essential for research to improve patient outcomes and to help generate more EBP. Nursing Research to Improve Patient Outcomes through Evidence Based Practice and Trans-Cultural Nursing Globalization has transformed the workplaces around the globe including the health sector and health profession like nursing. Such phenomenon significantly led to the emergence of trans-cultural nursing. Trans-cultural nursing as study and practice in nursing that focus on differences and similarities among cultures with respect to human care, health, and illness based upon the peoples beliefs, practices and cultural values wherein such knowledge and skills , are utilized by the professional nurse to provide cultural specific or culturally congruent nursing care to people. Trans-cultural nursing is applicable in nursing homes and hospitals of culturally diverse patients and colleagues. It addresses the issue intertwined with cultural diversity in the nursing field in different venues of which the professionals are guided on how to deal with the complexities associated in providing nursing care to culturally diverse elderly patients as well as their colleagues as implied by the article research Leiningers Transcultural Nursing Model by C. Cameron and L. Luna. It implies the complex ways of different ethnic groups expression of their respective cultures and societies to find expression as they merge in a healthcare venue like the nursing homes of the elderly of which I experienced working. From the diverse forms taken by culture over time and space stem the uniqueness and plurality of the identities and cultural expressions of peoples and societies that make up the healthcare patients of today. It is a fact that cultural differences naturally produce conflicts in a culturally diverse healthcare firm like the nursing home composed of culturally diverse patients especially when tolerance and mutual respect are not present or there is prevalence of racism or any forms of bigotry. Healthcare Institutions or organizations and communities that are composed of divers e members or population/patients have innate individual differences and opposing paradigms peculiar to their counter parts/each other entwined with communication and language barriers, political beliefs, different sets of values, religion, personal-moral-ethical and philosophical paradigms. Such conditions are fertile grounds of misunderstandings that eventually lead conflict if not cope up or proactively addressed by the leaders or the administrators of the healthcare firm and the culturally diverse members themselves and their patients who are also came from different ethnic groups which makes the knowledge of trans-cultural nursing very important to make ones profession efficient and productive in providing the healthcare needs of culturally diverse patients (Cameron and Luna, 1996). As this research article utilized the survey and research method in formulating this study that would help nursing profession more productive, efficient and innovative in todays workplace entwined wi th culturally diverse patients, and colleagues. This also implies that nurses today must find the ways and means to adapt to the increasingly culturally diverse patients and must know how to utilize the known tools of transcultural nursing in order for them to be effective in giving the best service for their patients that consequently make their firms competitive in the market. It is a major challenge facing the nursing profession is to educate and assist nurses to develop the skills to provide culturally relevant care (Hughes, 2007, p. 57). The knowledge and experience I gained with the said patients have shown how complex the nursing profession is especially in this age where cultural divergence is becoming a norm intertwined with the healthcare firms and system. Such present condition creates the need for nurses to be constantly updated with the latest trends in transcultural nursing and utilize tools like Gibbs model of reflection (Gibbs reflective cycle) and Giger   Davidhiz ars models as the very sources on how to innovate ones profession, skills and interaction with patients and elements in the workplace proactively, efficiently and productively as nursing professional. As these kind of tool emphasized the importance of reflection. Reflection in the nursing profession is very important in helping improving the quality of nursing care towards the culturally diverse patients. Transcultural Nursing significantly conforms to the ethical principles of utilitarianism (which emphasizes the importance of giving happiness to the greatest number of people) as it would empower professional nurses to analyze their own selves and professional performance particularly on their respective strengths and weaknesses. It enables them to mitigate their weaknesses through acquisition of more in-depth knowledge derived from the implications of trans-cultural nursing and latest trends of nursing profession, new skills through profession empowering workshops and new work ven ues that cater diverse patients and retraining if necessary. With regards to their individual strengths trans-cultural nursing will help improve their way of caring the culturally diverse patients as well as their interpersonal skills with their colleagues, superiors and other people in the workplace. The knowledge and application of Trans-cultural nursing definitely change their behavior towards their profession and towards their patients which would positively impact their cognitive, affective and psycho-motor functions in fulfilling their duties and responsibilities as a professional nurse confined in the culturally diverse workplace. Acquiring skills and knowledge through job exposure or experience are the most concrete form of learning, so professional nurses must find the ways and means to acquire it from such venues as much as possible. To end, Experience and training in intercultural nursing are very important elements in nursing profession and providing healthcare service t o the elderly with multicultural backgrounds wherein lack of it makes them incompetent. Because of the lack of skills on how to utilize it on the field which makes tools like Gibbs model of reflection and combined exposure on the highly diverse field necessary. It is important for me to understand the dynamics of nursing profession to assist the culturally diverse patients and to retain, attain, or maintain optimal system stability particularly in providing their healthcare needs whether in nursing homes or in hospitals. As inadequacy of cultural and care knowledge are the missing link to nursings understandings of the many complex variations required in patient care who have different cultural backgrounds to support compliance, healing, and wellness. Therefore, it is a must that every nurse should be equipped with the skills and knowledge of trans-cultural nursing. Cameron, C., Luna, L. (1996). Leiningers transcultural nursing model. In J. J. Fitzpatrick A. L. Whall Ed. Conceptual models of nursing: Analysis and application. Stramford, CT: Appleton Lange. Hughes, K. H. and Hood, L. J. (2007). Teaching Methods and an Outcome Tool for Measuring Cultural Sensitivity in Undergraduate Nursing Students. Journal of Transcultural Nursing, issue 18, pp. 57-62

William Shakespeares The Taming of the Shrew Essay examples -- Shakes

William Shakespeare's The Taming of the Shrew Over the past 400 or so years since Shakespeare wrote _The Taming of the Shrew_, many writers, painters, musicians and directors have adapted and reformed this play of control and subjugation into timeless pieces of art. In _10 Things I Hate About You_ and Kiss Me Kate from two very different times in the twentieth century, and paintings of Katherina and Bianca from the late nineteenth century, the creators of these adaptations have chosen to focus on the role of the two main female characters in the play. The ideas surrounding these women have changed through the years, from Katherina and Bianca simply being young women who deviated from the norm of Shakespeare’s time to women who embody feminist ideals and stereotypes of the more modern world. From the beginning of the play, the differences between Katherina and Bianca are highlighted through their interactions via dialogue. Early in the second act, Bianca pleads with her sister to not â€Å"make a bondmaid and a slave of me† because, as deemed by society, Bianca is not supposed to marry before her older sister (2.1.2). Bianca asks Katherina to â€Å"unbind [her] hands† so that she can get rid of all the gawdy implements she is forced to wear as a polite woman of the time, because if she doesn’t want to follow one rule, she doesn’t see why she should follow any of them (2.1.4). This immediately sets up these two sisters by showing how one depends on the status of the other to be truly happy, or happy as deemed by the doctrines of society anyway. Katherina rebuts this whining after their father enters, and ends the scene with her own speech in which she argues that Nay, now I see She is your treasure, she must have a husband; I mus... ... About You_.† Shakespeare Bulletin: A Journal of Performance Criticism and Scholarship 22.2 (2004): 45-66. Expanded Academic ASAP. Westfield State College Library, MA. 15 April 2005. 15 April 2005. Ostlere, Hilary. â€Å"Taming The Musical.† Dance Magazine 73.12 (1999): 84. Expanded Academic ASAP. Westfield State College Library, MA. 15 April 2005. Schneider, Gary. â€Å"The Public, the Private, and the Shaming of the Shrew.† SEL Studies in English Literature 1500-1900 42.2 (2002): 235-258. Project Muse. Westfield State College Library, MA. 15 April 2005. Schuler, Robert M. â€Å"Bewitching The Shrew.† Texas Studies in Literature and Language 46.4 (2004): 387-431. Project Muse. Westfield State College Library, MA. 15 April 2005. Shakespeare, William. _The Taming of the Shrew_. The Riverside Shakespeare. 2nd ed. Ed. Dean Johnson. Boston: Houghton Mifflin, 1997. 142-171.

Lack of Connection between Educational Research and Practice Essay

Educational research is conducted on the premise that an expansion of knowledge in the area of classroom teaching should automatically lead to improvements in the classroom, not only with respect to teaching styles but also the academic progress of students. All the same, this enhancement of knowledge is not always welcomed by teachers (Kennedy, The Connection). According to Mary M.  Kennedy, the author of â€Å"The Connection between Research and Practice,† teachers may fail to apply new knowledge based on research for the following reasons: (1) The research is not authoritative or convincing enough to move teachers to alter their practices; (2) The teachers find it difficult to directly apply the new knowledge because they consider it irrelevant to their particular concerns or questions on the subject of teaching; (3) The research findings may not have been communicated in an understandable way; and (4) It is impossible for the educational system to accept the changes entailed by new research-based knowledge (Kennedy, The Connection). G.  Reid Lyon, the Chief of the Child Development and Behavior Branch of the National Institute of Child Health and Human Development, U. S. Department of Health and Human Services, expresses dismay at the lack of connection between educational research and practice: Scientific research can inform beginning reading instruction. We know from research that reading is a language-based activity. Reading does not develop naturally, and for many children, specific decoding, word recognition, and reading comprehension skills must be taught directly and systematically. We have also learned that preschool children benefit significantly from being read to. The evidence suggests strongly that educators can foster reading development by providing kindergarten children with instruction that develops print concepts, familiarity with the purposes of reading and writing, age-appropriate vocabulary and language comprehension skills, and familiarity with the language structure. †¦One hopes that scientific research informs beginning reading instruction, but it is not always so. Unfortunately, many teachers and administrators who could benefit from research to guide reading instructional practices do not yet trust the idea that research can inform their teaching (Lyon). The lack of connection between educational research and practice astounds many researchers. Even so, this lack of connection is sometimes approved by researchers. In the case of reading, for example, there are researchers who perceive that theories are â€Å"neither practical nor profitable† given that reading is â€Å"a complex phenomenon (Calfee and Drum 183). † These researchers even assume that â€Å"theoretical analysis is unnecessary, if not impossible† in this area (Calfee and Drum 183). Thus, there appears confusion with regards to applying educational research in the classroom. Seeing that the educational researchers do not always agree amongst themselves, it is unsurprising that teachers find it hard to understand new research-based knowledge before they can apply it. Teachers may not only disagree with educational researchers, but they also disagree with education reformers that base their ideals on current educational research after sifting through the disagreements among researchers (Kennedy, Reform Ideals). Research suggests that the teaching practice is strongly influenced by the values of the teachers themselves (Aguirre and Speer; Brickhouse). In other words, teachers may simply disagree with educational research that blatantly conflicts with their beliefs about their practice. According to Argyris and Schon, such is the difference between â€Å"espoused theories† and â€Å"theories in use. † Despite the advice of researchers as well as reformers, teachers may simply find it impossible to apply educational research in the classroom when their own beliefs conflict with the ideals of others. Kennedy has experienced the conflict between teacher practice and expectations while teaching in a different culture. Working in Thailand, without immediately appreciating the practice of teaching expected in the new culture, she was rather confused about the method of teaching that she was expected to adopt. She believed that she was right in her teaching style; however, the expectations of the Thai school administrators and students differed. â€Å"It took me a long time to adjust my practice to accommodate their expectations,† she wrote later (Kennedy, Learning to Teach). Of course, if she had failed to adjust, she would have found it difficult to succeed in the new culture as a teacher. Educational research is meant to influence teacher practice (Kennedy, Means and Ends). Nevertheless, resistance to change is a reality that must be confronted by all organizations, whether they are academic in nature or purely for profit. Teachers may believe that a certain educational finding is irrelevant to their concerns or questions about teaching. Still, the real reason why teachers do not always apply current educational research in the classroom is that they believe that their own practices are correct at any given time. In spite of Kennedy’s focus on the connection between educational research and practice, it took her a â€Å"long time to adjust† to a new culture of schooling. Given that educational research is growing by leaps and bounds nowadays, it is but natural for other teachers also to take a long time to adjust to new knowledge in the classroom. Change may sometimes be imposed upon the teachers, as in the case of new technologies that must be adopted in our times in a large number of schools around the globe (Bell, Codde and Bell). When change is not imposed upon the teachers, it is difficult for them to decide on the kinds of changes to adopt and disregard. According to a website on education: Educational research is potentially a great resource for supporting learner-centered practices, but there is a disjuncture between the worlds of the educational researcher and the practitioner (whether faculty member, instructional technologist, or learning designer). A few ears ago at the International Conference on Learning Sciences held in Ann Arbor, keynote speaker Linda Roberts commented on a 500+ page proceeding, saying â€Å"This is fabulous, relevant, and meaningful work†¦ the only problem is: no one who needs it is going to read it. † That is, there is not much of a bridge between research and practice (â€Å"Bridging Teaching and Learning Research and Practice†). Educational research has consistently focused on student-centered practices. Nonetheless, the constantly growing amount of research is expected to bewilder teachers about the appropriate teaching styles to adopt at any given time. The adoption of new technologies was considered necessary change. In cases where change is not considered urgent, however, there is bound to remain a wide gap between educational research and teacher practice. As mentioned previously, even educational researchers disagree about the kinds of changes that must be considered relevant or irrelevant. Hence, teachers are left with no choice but to take â€Å"a long time to adjust. † Teachers may additionally choose not to adjust to new knowledge. This is because the teacher’s values are imperative in the classroom. His or her belief system may not concede to a certain change in teaching style. Besides, change is often very difficult to adjust to. Hence, the lack of connection between educational research and practice is unavoidable in reality.

Exercise 43

CHAPTER 43 1) 1. C 7. B 2. B 8. A 3. A 9. B 4. B 10. C 5. C 11. B 6. A 12. B 2) Describe the process of synapsis The pairing of homologous chromosomes (23 tetrads become attached to spindle fibers & begin to align on the equator. 3) How does crossover introduce variability in the daughter cells? The homologues separate from one another, breaking & exchanging parts- where crossovers occur 4) Define homologous chromosomes Egg & sperm chromosomes that carry genes for the same traits (1 paternal, 1 maternal) 5) 1. Primitive stemspermatogonium 2.Haploidsecondary spermatocyte, spermatid, sperm 3. Provides nutrients to developing spermsustentacular cells 4. Products of meiosis IIspermatid 5. Product of spermiogenesissperm 6. Product of meiosis Ispermatocyte 6) Why are spermatids not considered functional gametes? They are non-motile and have too much excess baggage to function well in a reproductive capacity. 7) Differentiate between spermatogenesis and spermiogenesis Spermiogenesis is the final stage of spermatogenesis, which sees the maturation of spermatids into mature, mobile spermatozoa. Formation of haploid gametes by male sloughing off excess spermatid cytoplasm to form a functioning sperm 8) Draw a sperm, label: acrosome, head, mid piece and tail. Beside each label, note the composition, and function of each sperm structures. Acrosome ( composition & function) penetrating device containing digestive enzymes Head ( composition & function) genetic region, nucleus Mid piece ( composition & function) contains mitochondria which provide ATP Tail ( composition & function) contractile filaments (loco motor region) 9) The lifespan of a sperm is very short? What anatomical characteristics might lead you to suspect this even if you don't know its life span? No cytoplasm in which to store nutrients 10) The sequence of events leading to germ cell formation in the female begins during fetal development, by the time the child is born; all viable oogonia have been converted to Primary oocytes How does the total germ cell potential of the female compare to that of the male? Much smaller, and the total number is predetermined 11) Female gametes develop n structures called follicles. What is a follicle? A saclike structure containing follicle cells in one or more layers that enclose a developing gamete. How are primary and vesicular follicles anatomically different? Primary follicle=primary oocyte; a single layer of cuboidal/columnar follicle cells Secondary follicle=several layers of cuboidal/columnar cells collectively called the membranous granulose which secrete follicular fluid What is a corpus luteum? It is what's left of the follicle after a woman ovulates, glandular ovarian structure that produces progesterone. The ruptured vesicular follicle is converted to corpus leuteum. 12) What is the major hormone produced by the vesicular follicle? Estrogen What is the major hormone produced by the corpus luteum? Progesterone (and some estrogen) 13) 1. B 2. C 3. C 4. D 14) The cellular product of spermatogenesis is four _____________; the final product of oogenesis is one ________ and three ____________ Spermatids, ovum, polar bodies. What is the function of the unequal result of oogenesis in the female? To provide the ovum or functional gamete w/adequate nutritional reserves so that it can survive its journey to the uterus. What is the fate of the 3 tiny cells produced during oogenesis? Why? They will deteriorate; they lack sustaining cytoplasm w/nutrient reserves. 15) 1. FSH 2. LH 3. Estrogen and Progesterone 4. Estrogen 5. LH 6. LH 16) Why does the corpus luteum deteriorate toward the end of the ovarian cycle? Because blood levels of the anterior pituitary hormone LH are very low 17) 1. B 2. A 3. B 4. B 5. A 18) What uterine tissue undergoes dramatic changes during the menstrual cycle? Endometrium 19) When during the female menstrual cycle would fertilization be unlikely? Explain why? Anytime but the three-day interval (days 14-16) around ovulation (28 day cycle assumed) 20) Assume that a woman could be an â€Å"on demand† ovulator like the rabbit, in which copulation stimulates the hypothalamic-anterior pituitary axis and causes LH release, and an oocyte was ovulated and fertilized on day 26 of her 28-day cycle. Why would a successful pregnancy be unlikely at this time? The uterine lining goes through a cycle of building up every cycle to accept an embryo. By the time day 26 comes along, the lining is getting ready to slough off during the next period. Most likely the lining of the uterus would not be able to support the implantation and development of the embryo at this time.