1200 words. 

1. Topic: Tales of the Heike, about Sanemori, Kiso, Atsumori and Charge Down Hiyodori Ravine (l2c. events in 14c. text)      

2. Reflect on how the different Japanologists you’ve read in this course, working from their various disciplinary perspectives, have discussed the texts they treat.  How does an Itō, a Fawcett, a Ferris, a Lie, a Sugimoto, or a Batten come up with arguments?  When are they more persuasive to you as reader?

 

3. Ask yourself some pointed questions about the piece you have chosen. 

a. What does the text tell us about Japanese civilization?  Consider both direct and indirect evidence.  (Assume that the writer believes what he or she is saying, unless it is clearly satire.)

 

b. Using what you have learned in class, factor in the social background of the author and readership. Who was the audience for this text?  What does the text tell us about the attitudes and allegiances of the person who produced it?  What constraints was the producer subject to, and how do these elements affect the attempt at communication that the text represents? 

 

c. Closely consider the type of material, narrative, or characterization the text presents.  Is there an aesthetic appeal?  How does the author manipulate details?  What does that say about her or his perspective?   About the way he or she hopes the audience will respond?

 

4. After analyzing the text, choose a main point that you would like to argue about some picture of Japanese civilization that the text provides, and organize your supporting ideas.  Write after consulting the requirements and suggestions below. 

 

5. Revise your paper.  Double-check any quotations for accuracy. 

 

Organize your paper well, with an introduction of the thesis, paragraphs that each express a main idea in the development of the thesis, and a conclusion that is not simply a restatement. 

 

You may draw on information from lectures, sections, and readings to provide context, but this is not a research assignment.  Close attention to the text is most important.  Aim to interpret the text on its own terms.  List full bibliographic information for the document you use at the end of your paper (bottom of the page is fine).  It is not necessary to use secondary sources, but if you do, give proper credit.  Lack of citation, incorrect, and incomplete citation are all forms of plagiarism.  

 

Any research you choose to do must rely on academic journals or books, or academic sources on the Internet prepared by bona fide Japanologists (not Wikipedia or other encyclopedias). 

 

Remember to write your paper for an interested, but uninformed audience, not your instructors (this means include definitions, dates, etc.).  Draft your paper as early as you can; you may want to show the draft to fellow class members or Critical Writing Center staff. 

 

Focus on how the author writes (analysis), rather than what he or she writes (summary). Tell how the author organized the material, or used some evidence, or included other things.

 

Signs of how/analytic style are such phrases as “mindful of the audience,” “in a contradictory move,” “using inflammatory rhetoric such as,” “arguing counter-factually,” “by way of this example,” “with an eye to potential counter-arguments,” etc.  If you find words or statements to be “normative,” “serious,” “objective,” “moving,” “uninformed,” “over-generalizing,” “tendentious,” “ethnocentric,” etc., tell us “how” or “why” they seem this way, and to whom.  It is not necessary to “know” that the author intended the meanings that you uncover–you are dealing with the document as it exists, using clues that you find.

 

Signs of what/summary style are the phrases “the author said,” “the author tells us,” “the article reports,” etc.  You are also doing “what” style if you paraphrase the author’s argument and then, at the end of the paragraph, conclude “this means that” or “this is because.” Analysis works best point-by-point, with specific details of how the effect is achieved, or why you conclude certain choices were made.

 

Until certain kinds of technology improve, it is not possible to meet a dead author and ask what he or she was thinking.  The “author” of which we speak is an effect that the text itself creates for (and with) us as we read.  Avoid implying that you have peeked into the author’s brain.

 

Your paper must have a thesis, and it must have a title.  You must argue for something, not simply recite facts or interpretations. 

 

Base your argument on evidence and examples.  Be sure to focus on concrete details.  It is better to use fewer pieces of evidence with more attention to implications and interconnections of what you use.  N.B. It is not your task to simply repeat information in the text.  Analyze it.

For this discussion post, like last week, you’ll select a work of related to what we’ve studied to learn more about and share with the class. Because we’ve covered a massive amount of art history in this one chapter, you have a lot to choose from (*like other chapters, this one covers so much and really should be further broken up into a chapter on each region but that is the nature of the survey!).

1. Select a work of art from one of the curatorial areas of the Denver Art Museum linked below (it can be historical or contemporary):

• Oceanic Art (Links to an external site.)
• Indigenous Arts of North America (Links to an external site.)
• African Art (Links to an external site.)
• Ancient American Art (Links to an external site.)

1. In 300 words or more, summarize in your own words what’s significant about your piece, what’s its meaning, and what you found intriguing about it after you learned about it. Your post is due Friday by 11:59pm.
   • You’ll need to post first to see other’s posts in your group.
   • Like other posts, this is an exercise in identifying the importance of a piece and it’s important for it to be in your own words. If you used other sources, please include those.
   • **A note: Most works don’t have a lot of information about them which is similar to what you’d come across when in a museum.  See how you can relate your work to what’s covered in the book and do a little research on your own. If you picked a work that is difficult to write about, I suggest you pick another as there are plenty to choose from. As with last week, I’m happy to offer guidance. 
2. Remember to:
   • Embed your image.
   • Include its info —  name of the artist (if known), title, date, and medium. Please include the geography and/or culture.
   • Include a link to the online entry in the museum’s collection. If you used other sources, please include those. 
3. Comment thoughtfully on two other posts by your classmates. Your comments are due Sunday by 11:59pm.
   • Your reply should be longer than one sentence and engage in a substantial way with what they posted. 

Introduction and Paper Topics

 The paper will be a research project on one of the following topics:  The Insurrection on January 6, 2021; The Continuing Role of Former President Trump in American Politics; Cancel Culture.

Outline for the Paper

The paper should be 7-10 pages and consist of the following sections:

Introduction (1-2 pages):  Tell me what you’re going to tell me.  This should be short and to the point.

Body of the paper (4-6 pages):  The two parts of the body are (1) summary of the issues and (2) analysis of multiple perspectives of the ethical, legal, business, etc. issues presented by the topic.  The summary should be approximately one-third of the body and the analysis should be approximately two-thirds of the body.  This is where you let me know what’s going on as well as your “take” as to the issues involved.  See the rubric set forth below for further details.

Conclusion (1-2 pages):  Tell me what you just told me.  This may be very similar to the introduction.

Also, you must have footnotes as well as a bibliography which will be in addition to the 7-10 pages stated above.  See the rubric below for further details.  Hint:  The stakeholder model and/or the fourteen ethical principles are suggested analytical frameworks.

  

Case Study

Emotions in the workplace

Understanding employees’ emotions and attitudes is central to managing effectively. Employees’ emotions and attitudes aren’t completely within a manager’s control, but they aren’t completely outside of it either. The information in this exercise will help you better understand emotions and attitudes. You’ll first read about a small business whose success and failure depended heavily on emotions and attitudes. Then you’ll answer a series of questions to sharpen your understanding. As you go through the exercise, think about your own emotions and attitudes, and see if you can identify in yourself the concepts that are discussed.

Emotions and attitudes influence almost everything we do at work. Emotions are experiences, whereas attitudes represent judgments. Emotions and attitudes work parallel to one another to affect employees’ behaviors. However, the components of employees’ attitudes aren’t always consistent with one another, and sometimes attitudes contradict emotions. This prompts a change to restore consistency. Personality characteristics are related to experienced emotions, but the actual work situation likely has a stronger effect on attitudes and behavior.

Case Study 

When four friends working at the same organization decided to form a small consulting firm, the potential for success seemed unlimited. Each of the four was highly intelligent, motivated, and brought a unique and valuable set of skills to the team. A fifth member from outside the organization was added to help with the business side of the company, since none of the four had ever tried to start a small business before. The five partners enjoyed working together and were excited to forge ahead.

The idea for the consulting firm belonged to Sam. He envisioned offering clients a valuable service not available anywhere else in the greater metropolitan area. Greg, Jim, Sarah, and Alex helped Sam develop the business plan and began preparing the resources needed to operate. Once the basic groundwork was laid, the five partners formalized their company by filing a limited liability corporation (LLC) application with the state. Greg’s uncle generously loaned the fledgling firm enough money to upgrade some office space, buy some basic furniture and computer equipment, and begin paying the rent on the two-year lease Sam had signed. 

It took the partners longer than expected to be ready to open the door for business, partly because each was still employed full-time at the other organization and partly because of some thorny issues that had come up along the way. Perhaps the most difficult of these was the question of how to divide up future profits. Greg, Jim, Sarah, and Alex had always assumed that profits would be divided up equally among the partners, although this agreement had never been formalized in writing. Sam believed that since it was his idea to start the firm, that he should receive a larger share.

Sam expressed his view of him deserving a larger share of the profits about six months after the partners had been working together, but before the business was ready to open. After a lengthy discussion, Sam backed down and agreed that an equal split of the profits would probably be better. But, about a month later he raised the issue again. This time the discussion was even longer, but it ended as Sam set aside his view and again went with the group decision. To everyone’s surprise, almost on the eve of opening the doors to the first customer, Sam brought up the point again. This time, however, he refused to back down.

Without an agreement on how the partners would share profits, the business stalled. All of the partners recognized that bringing in a paying customer would be unwise until this issue was settled. And so, the discussion began again as to how to divide up the money. Sam refused to consider anything other than his own view on the matter, and Greg, Jim, and Alex were equally convinced that they were right. Sarah seemed caught in the middle, acknowledging that Sam’s idea to form the business had started it all, but realizing that the firm was only a reality because of equally hard work of all the partners.

The debate dragged on for weeks, sometimes in cordial but emotionally charged face-to-face meetings, and sometimes in outright nasty email exchanges. Meanwhile, the loaned money ran out and the partners began paying expenses out of their own pockets. The longer the debate raged, the more it seemed emotions dominated the discussions. At one point, Greg, Jim, and Alex made what they felt was a huge concession to Sam by promising him a greater proportion of the profits for the first five years of operations. They were dumbfounded when Sam refused. He wanted the greater increment to be permanent.

At that point, Greg, Jim, and Alex began reconsidering their involvement in the business. About the same time, each came to the others to regretfully announce their leaving the venture. Sarah remained undecided. She was keenly interested and truly enjoyed the business itself but couldn’t see how it would work with just her and Sam running it. Sam remained defiant. To everyone else, it was obvious the endeavor was finished. But when it came time to dividing up the expenses the partners had paid out of pocket, Sam refused to pay his share. He stated it was the other partners, not he, who had broken up the business, so they could pay for the failure. Unlike the others, he was committed to seeing it through. Sam stubbornly made a go of it on his own for another few months until he was forced to close shop, deep in debt, never having served a single customer.

Question 1

Sam’s conscious, logical reasoning that he should be paid a larger proportion of the profits than the other partners because it was his idea to start the business reflects a(n) attitude. Explain the difference between attitudes and moods and how these emotions (based on the case study) influenced the outcome? (200-250 words)

Question 2

The anger Jim would feel when discussing profit sharing with Sam is an example of a(n) emotion. Explain and describe the impact of negative emotions using the case example to guide you. How did the emotions involved impact the business? (200-250 words)

Question 3

Based on his experience, Greg had an established perception that sharing profits unevenly would be unfair. What component of Greg’s attitude toward dividing profits does this represent? How does it impact the business? (200-250 words)

Question 4

Sarah’s dilemma between her enjoyment of the business and her thoughts about trying to run it with Sam represents a disagreement between her emotions and cognitions. Describe and explain the incongruence and how it impacts the business in this case study? (200-250 words)

Question 5

If you were a business psychology consultant examining this case, based on your learnings across the course, how might you approach a situation differently? What method, theory or approach would you take? (200-250 words)

 

 

Discussion # 2 : End of Life i

End-of-Life Care (including advanced directives, palliation) Topics to review: Article: Nurses roles and responsibilities Providing care and support at end of life. https://www.nursingworld.org/~4af078/globalassets/docs/ana/ethics /endoflife-positionstatement.pdf

For your initial post/ threat choose 1 focal point from each subcategory of practice, education, research and administration and describe how the APRN can provide effective care in end of life management

Using the American nurses association position statement, recommendations for improvement in end of life management focuses on practice, education, research and administration. Listed below are steps that nurses can take to overcome barriers in healthcare practice.

Practice

1. Strive to attain a standard of primary palliative care so that all health care providers have basic knowledge of palliative nursing to improve the care of patients and families.

2. All nurses will have basic skills in recognizing and managing symptoms, including pain, dyspnea, nausea, constipation, and others.

3. Nurses will be comfortable having discussions about death, and will collaborate with the care teams to ensure that patients and families have current and accurate information about the possibility or probability of a patient’s impending death.

4. Encourage patient and family participation in health care decision-making, including the use of advance directives in which both patient preferences and surrogates are identified.

Education

1. Those who practice in secondary or tertiary palliative care will have specialist education and certification.

2. Institutions and schools of nursing will integrate precepts of primary palliative care into curricula.

3. Basic and specialist End-of-Life Nursing Education Consortium (ELNEC) resources will be available.

4. Advocate for additional education in academic programs and work settings related to palliative care, including symptom management, supported decision-making, and end-of-life care, focusing on patients and families.

Research

1. Increase the integration of evidence-based care across the dimensions of end-of-life care.

2. Develop best practices for quality care across the dimensions of end-of-life care, including the physical, psychological, spiritual, and interpersonal.

3. Support the use of evidence-based and ethical care, and support decision-making for care at the end of life.

4. Develop best practices to measure the quality and effectiveness of the counseling and interdisciplinary care patients and families receive regarding end-of-life decision-making and treatments.

5. Support research that examines the relationship of patient and family satisfaction and their utilization of health care resources in end-of-life care choices.

Administration

1. Promote work environments in which the standards for excellent care extend through the patient’s death and into post-death care for families.

2. Encourage facilities and institutions to support the clinical competence and professional development that will help nurses provide excellent, dignified, and compassionate end-of-life care.

3. Work toward a standard of palliative care available to patients and families from the time of diagnosis of a serious illness or an injury.

4. Support the development and integration of palliative care services for all in- and outpatients and their families.