Suchergebnisse

The Korean economy achieved rapid economic growth with equal income distribution for over three decades until the late 1990s when, in 1997, a financial crisis occurred. Mainstream economists and the International Monetary Fund (IMF) attributed this crisis to the problem of East Asian crony capitalism. The Korean government accepted this perspective and implemented neoliberal economic restructuring and financial opening after the crisis. However, James Crotty argued that the crisis in Korea was a result of haphazard financial opening and the withdrawal of state intervention. Most importantly, he extensively criticized the post-crisis economic reform in Korea imposed by the IMF. He believed that it would lead to lower economic growth and higher inequality, and he advised Koreans to oppose it. This article examines Crotty's argument about the Korean economy and how the latter changed in the 21st century. JEL classification: F34, H12, O19, O53

Tarina Lee KangDepartment of Emergency Medicine, Los Angeles County and USC Medical Center, Los Angeles, CA, USA For over 100 years, medical schools throughout the United States have typically followed a standardized curriculum that clearly delineates the preclinical (basic and clinical sciences) and clinical years (patient encounters and care). However, the transfer of learning that is derived from isolated data of basic science to clinically relevant information has been a topic of much debate and study throughout the years. Recently, educators have attempted to unite the preclinical and bedside principles in an effort to make the basic sciences more relevant to medical practice. Basic, clinical, and social sciences are taught simultaneously to reaffirm "the importance of the relationship between the practitioner and patient. Further, the practitioner should focus [on the patient] as a whole, be informed by evidence, and make use of all appropriate therapeutic approaches, health care professionals, and disciplines to achieve optimal health and healing." Although implementation of an integrated learning curriculum in medical school poses political, logistical, and financial challenges, its rewards for the student may be profound.

Aus südkoreanischer Sicht

Abstract The present study examined the emergence of flattery behavior in young children and factors that might affect whether and how it is displayed. Preschool children between the ages of 3 and 6 years were asked to rate drawings produced by either a present or absent adult stranger (Experiments 1 and 2), child stranger (Experiments 2 and 3), classmate, or the children's own teacher (Experiment 3). Young preschoolers gave consistent ratings to the same drawing by the person regardless of whether the person was absent or present. In contrast, many older preschoolers gave more flattering ratings to the drawing when the person was present than in the person's absence. Also, older preschoolers displayed flattery regardless of whether the recipient was an adult or a child. However, they displayed flattery to a greater extent towards familiar individuals than unfamiliar ones, demonstrating an emerging sensitivity to social contexts in which flattery is used. These findings suggest that preschoolers have already learned not to articulate bluntly their true feelings and thoughts about others. Rather, they are able to manipulate their communications according to social context.