Luecke, Project Future introduce competing measures.
SOUTH BEND -- The South Bend Common Council plans to vote today on two competing tax abatement ordinances introduced separately by Mayor Stephen Luecke and the economic development organization Project Future.
The proposed ordinances -- technically Bill No. 25-10 and Bill No. 61-10 -- would amend the current tax abatement ordinance in separate and distinct ways.
Luecke's 25-10 would build on the point system in the existing ordinance by providing additional incentives for good-paying jobs, employee benefits, and development or investment in underdeveloped areas.
Project Future's 61-10 would scrap the existing point system in favor of a system that awards tax credits based upon primary and secondary effects.
Combine the two and approve a hybrid version. "To be honest with you, there are very good points in both proposed ordinances," Rouse told a Tribune reporter, adding, "Our goal is to make sure the final product is the very best thing we can do for the community."
According to council President Derek Dieter, D-District 1, "We're trying to make (the abatement process) business-friendly and easy to understand for everybody."
Asked his opinion of the two ordinances, Dieter said he favors 61-10 over 25-10, which he described as "too long" and with "too many stipulations."
"It's streamlined a lot, just some of the language and some of the requirements," he said of the ordinance introduced by Project Future. "It's just an easier document."
According to Rouse, in basic terms 25-10 would require businesses to earn a seat at the negotiating table, while 61-10 would offer that seat without pre-conditions. "Its just a matter of how you view it," he said of which is the better of the two options, explaining that 25-10 treats tax abatement as a secondary consideration in a business's decision to expand or relocate in the city, whereas 61-10 treats it as a primary consideration.
A vote on the two ordinances will be at 7 p.m. today on the fourth floor of the County-City Building in downtown.
Click here to watch a Skype interview with Tribune reporter Erin Blasko.


Thank you to infectious disease attendings from NYU and Bellevue Hospitals, Dr. Ellie Carmody and Dr. Tania Kupferman, for peer reviewing this podcast!
Sterile pyuria is defined as 5-10 white blood cells per high powered field in a urine sample, without bacteria present.
A urinary tract infection (UTI), specifically uncomplicated cystitis, is a clinical diagnosis. Any patient with UTI symptoms such as dysuria, polyuria, or lower abdominal pain who has any bacteria growing in their urine culture – even as low as 100 colony forming units – can have a UTI.
Patients can have asymptomatic bacteriuria AND pyuria at the same time. They still need symptoms to have a diagnosis of UTI.
Clinicians should treat patients with a UTI, but only in rare instances should they treat patients with asymptomatic bacteriuria. These include pregnant patients or patients awaiting a urologic procedure.
Leukocyte esterase and nitrites on urinalysis have around 70-80% sensitivity and specificity for UTI.
Bacteriuria is very common in the elderly, nearing 20% prevalence in some studies.
Delirium is also very common in the elderly (up to 50% in certain hospitalized non-critically ill patients) and has many other causes besides infection such as medications, electrolyte abnormalities, and heart failure.
On the surface, studies seem to show that delirium can be associated with UTIs. However most studies failed to adjust for confounders, were plagued by confirmation bias, and relied on poor data sources like billing codes.
Other studies showed that treating delirious patients for their bacteriuria didn't lead to better outcomes in a statistically significant way.
Lindsay E. Nicolle, Suzanne Bradley, Richard Colgan, James C. Rice, Anthony Schaeffer, Thomas M. Hooton. IDSA Guidelines for the Diagnosis and Treatment of Asymptomatic Bacteriuria in Adults. Clinical Infectious Diseases, Volume 40, Issue 5, 1 March 2005.
Kalpana Gupta, Thomas M. Hooton, Kurt G. Naber, Björn Wullt, Richard Colgan, Loren G. Miller, Gregory J. Moran, Lindsay E. Nicolle, Raul Raz, Anthony J. Schaeffer, David E. Soper. IDSA Guidelines for the Treatment of Acute Uncomplicated Cystitis and Pyelonephritis in Women: A 2010 Update. Clinical Infectious Diseases, Volume 52, Issue 5, 1 March 2011.
St John A, Boyd JC, Lowes AJ, Price CP. "The Use of urinary dipstick tests to exclude urinary tract infection: a systematic review of the literature." Am J Clin Pathol. 2006 Sep; 126(3):428-36.
Nicolle LE "Asymptomatic bacteriuria: when to screen and when to treat." Infect Dis Clin N Am 17 2003 (367-394).
Nicolle LE. Asymptomatic bacteriuria in the elderly. Infect Dis Clin North Am , 1997, vol. 11 (pg. 647-62).
Sakaguchi T, Watanabe M, Kawasaki C, et al. "AA novel scoring system to predict delirium and its relationship with the clinical course in patients with acute decompensated heart failure." J Cardiol. 2018 Jun;71(6):564-569.
Riquelme R, Torres A, el-Ebiary M, et al. "Community-acquired Pneumonia in the Elderly Clinical and Nutritional Aspects" Am J Respir Crit Care Med. 1997 Dec;156(6):1908-14.
Pieralli F, Vannucchi V, Mancini A. "Delirium is a predictor of in-hospital mortality in elderly patients with community acquired pneumonia." Intern Emerg MEd. 2014 Mar;9(2):195-200.
Balogun SA, Philbrick JT. "Delirium, a Symptom of UTI in the Elderly: Fact or Fable? A Systematic Review." Can Geriatr J 2013 Mar 5;17(1):22-6.
Erickson et al. "Prevalence and factors associated with urinary tract infections in very old women" Arch Gerontol Geriatr. 2010.
Levkoff SE, Evans DA, Liptzin B, et al. "Delirium: the occurrence and persistence of symptoms among elderly hospitalized patients." Arch Intern Med. 1992 Feb 152.
Rudberg MA, Pompei P, Foreman MD, Ross RE, Cassel CK. The natural history of delirium in older hospitalized patients: a syndrome of heterogeneity. Age Ageing. 1997;26:169-174.
Dasgupta M, Brymer C, Elsayed S. Treatment of asymptomatic UTI in older delirious medical in-patients: A prospective cohort study. Arch Gerontol Geriatr. 2017;72:127.
Uthamalingham S, Gurm GS, Daley M, et al. Usefulness of acute delirium as a predictor of adverse outcomes in patients >65 years of age with acute decompensated heart failure. Am J Cardiol 2011;108:402–8.


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Listen to MaryBe McMillan's podcast with The North Carolinian
MaryBe McMillan talks HB2, Drumpf, and why we Fight For 15 and a union
NC State AFL-CIO Secretary-Treasurer MaryBe McMillan recently sat for an interview with podcaster James Kotecki of The North Carolinian.
We discuss the use of anti-union fear as a political tool, the one thing she likes about Donald Drumpf, the devious distraction of House Bill 2, and why the fight for a higher minimum wage gives her hope.
"I think it's great to raise the minimum wage," said McMillan. "It's great to recognize employers through living wage certification who are doing the right thing and paying their workers a decent wage."
But ultimately, workers shouldn't be dependent on the goodness of their employers or at the mercy of policy makers to earn a decent living.
"Union" is about empowering working people. We have an imbalance, not just of wealth, but of power in this country. And that's why it's so important for workers to organize, to be able to have a say in their employment, in the conditions of their employment, so it's important to realize it's about fifteen and a union.
Share this story on Facebook.
Listen to "As Unions Have Declined, So Too Has The Middle Class":
← Stand up for Verizon workers on strike for a better future
Enroll now for Carolina Labor School 2016 →

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Fastererer, bettererer, or wrongererer?
4 Comments Posted by sanchopansa on November 27, 2009
Advertising Copywriters and other Role Models in Language Teaching and Training
Beware: Satire
The other day, I noticed a new advertising campaign by a German airline. Linguistically genetically engineered, or rather maimed adjectives like the ones in the blog title were paraded on posters, which were strategically placed in Hanover's underground stations and along major roads. Each poster featured a different bastardized, distorted and degenerated adjective in German which was positioned on top of a photograph of a smiling air hostess. I took the liberty of adapting them when I wrote this spoof and needed to come up with their equivalents in English. However, I managed to retain the intended "play" on the last syllables.
On the following day, about at the same time, I noticed a small group of migrants. This is what we call the people pertaining to this group because we do not have immigrants in Germany. They had assembled before one of these posters and were looking reverently upwards at this novel aberration of our language.
Then, the most astonishing thing happened. One of the girls stepped forward, turned around towards her group and began to recite rhythmically the subject matter of their admiration, clapping her hands as if to underline each syllable. All the time, she moved about like a cheerleader, while enunciating each syllable of the adjective of their choice with great precision and no small degree of enthusiasm. WRONG-ER-ER-ER, WRONG-ER-ER-ER, WRONG-ER-ER-ER, the group chimed in, chanting ecstatically with enraptured eyes.
The entire situation somehow reminded me of elocution classes pegged down a few notches. And at the same time, I was thinking of Dr. Joachim Grzega`s novel and daring concept of Basic Global English. Mr Grzega is a German linguist with a mission in that he has, like his copywriting advertising colleagues, maimed and mutilated a language, though in his case it is Standard English – a language which is not his native tongue. His novel and courageous invention is a Simplified-Simple-Speak version of the "Local English, German Version or German Chapter".
What is most admirable is the fact that Dr. Grzega has boldly reduced Standard English grammar to 20 rules. He did not even bother to ask native speakers of English – the rightful owners of Standard English – whether a non-native speaker of English should be allowed to tamper with one of the most subtle languages of Europe, which has proven to be a tried and tested code of communication. His Basic Global English consists of a vocabulary of some 750 word and a bonus bespoke vocabulary of 250 words, tailored to the individual needs of his pupils. Dr. Grzega reckons that this Simplified-Simple-Speak vocabulary is good enough to explain our present day complex world with. And the perhaps teeny-weeny individual worlds of his learners with the help of the tailor-made 250-word bonus vocabulary. The only good news is that the adjectives used in the caption of this spoof are on his pitiful vocabulary list of 750 words which "BGE speakers" should know. Consequently, learners of Basic Global English and Basic Global Business English will at least be able to read the caption of this blog.
To revert to my small group of enthusiasts, I could not find fault with all this. They were just acting true to fashion. To them, it was good or correct German worthy of becoming part of their active vocabulary. After six months of intensive hypnopaedia – I am being awfully sarcastic here – in a free language course which migrants of German descent receive upon arrival in Germany and after passing a language test prior to being given a visa, many of these migrants can barely bid you good morning in German after completion of said course. A Polish colleague told me ten years ago that at most language schools, learners are advised not to study the language of their new home country but pick up the language "naturally". This holds also true for present-day languages classes for migrants. If they come across a new word they do not know, they are advised not to consult dictionaries. With time, they will know, they are told. Many migrants I have asked ever since have confirmed this. By implication it means: don't take the trouble to learn new words; do not enlarge your vocabulary; do not increase your power of thinking.
You are also likely to encounter the all too complacent advice by teachers "Do not worry if you don't understand a word", the implication being to take it easy, not to bother to look up words in a dictionary or even dictionaries, not to study how words and phrases operate in their contexts. Try telling that to your young children when they ask you about the meaning of a word when they begin to learn their native tongue. No one would ever dream of doing this. Why is it done when it comes to teaching a foreign language? Has nobody ever realized how incongruous or indeed absurd this instruction is?
In foreign language teaching you may even come across a native speaker of English giving learners expert advice like, for instance, not to bother looking up words but to pick up the language "naturally" without their ever having learnt a foreign language themselves. Likewise, they may never bother to teach words and phrases in a context. "Teaching English in contexts is considered time consuming in pedagogy", a young teacher-student said in a lecture only two years ago. That is why you still find learners learning single words by heart, perhaps with one sentence to illustrate their meaning. It must be the same method used by Neolithic men when they were building up their vocabulary by looking at cave paintings and learning the animals` names by rote. But one needs more sentences or parts of them to anchor words in the memory, become more fluent and acquire a good grasp of any given language.
As a result, we have migrants living here "abroad" for a decade or two and they still do not know any German at all. Others have a working vocabulary of about 700 words or so and talking to them is a strain on anyone who takes a genuine interest in what is being said. If not and you just nod them off out of politeness, you are behaving "politically correct" but without the slightest genuine exchange of ideas. Is it any wonder that migrants are not fully integrated in our society?
You may even find many migrants who have lived here for 10 or even 20 years and who can barely speak the language but are, nevertheless in a state of blissful incompetence, believing that they do speak the language. Despite the fact that many of them have German colleagues at work and German friends, they have not improved their German one little bit. Watching TV regularly, but passively seems no solution either for most of them. I think it is high time that the fairy tale that one learns a language best by living in the country were put under close scrutiny. This myth will then probably be in tatters: living in a foreign country without getting involved in the language in one way or other does not guarantee success. People who can pick up a language only by ear and do not even need a native speaker spouse or friend they can consult on grammar and the meaning of words are as rare as chess-grandmasters, but the latter have to work very hard and train every day for hours on end in addition to being extremely talented.
Basically, living in the country of one's choice, together with a multitude of learning aids, provides ample opportunities to learn a language. It would be interesting to find out why most people, migrants and learners of a foreign language alike, manage to communicate only at the "threshold level". It is small wonder that too many migrants have difficulty in entering the "house" or, in other words, become integrated in society. Very little is known about how "very good" students learn a foreign language. Some of those who managed to acquire good language skills, be it when they lived abroad or in their country of origin, do not talk about it, but from my experience and modest "research", I can say that most truly advanced students did, in one way or the other, work for it.
Almost 25 years ago there was a passage in a brochure issued by the either Ministry of Education or the Ministry of Science and Technology, I cannot recall exactly which, about prize-winning pupils in the annual foreign languages competition. It innocently stated that nothing at all was known about how those pupils learned their foreign languages, only one thing was certain: not in school. Looking at the latest PISA results, we may deduce that for some reason or other this state of "ignorance" has been perpetuated.
Way back in 1982, I took part in a conversation in which a friend of a friend claimed that he knew someone at a Regional Government Office whose job it was to convert A-Level results to those of 1953 and that a straight "A" achieved in 1982 was a humble "C" in 1953. Not surprisingly, standards have deteriorated further in the intervening 27 years and it would be interesting to know, what an "A" achieved in 2009 is really worth these days. Can one not infer that the poor PISA results German pupils scored did not come as a surprise to the authorities and why corrective action was not taken in time? In my opinion, it was easier to acquiesce in the situation brought about by the unconstrained application of the doctrines of a liberal and permissive society, rather than try to apply higher standards against the opposition of minority groups.
To answer my question in the caption of this satire, whether admen, or more politically correct, adpersons serve as role models in language learning: the answer is a resounding no. However, at least one creative mind of our nation's best minds – so they say – must feel very proud now. Allegedly, the best psychologists work in PR, marketing and advertising. Had I not known, I would never have guessed. Perhaps the perpetrator of this linguistic crime will be nominated for the next "Advertising Oscar", which ad people award each other at their annual binge.
There is no trick to being a satirist when you have so many people working for you.
About this posting
This posting is part of a series dedicated to topics dealing with various aspects of the English language which usually get short shrift on the internet and in other publications. It is, in a wider sense, concerned with the English language crumbling into incomprehensibility at alarming speed and how society is influenced by it. How do schools and universities react and in what way is literature affected by all this? Furthermore, how do people working in education and linguistics cope with this avalanche of "Local English neologisms"?
What often sounds like modern Pidgin English can generally be put down to neo-pidginicity. It is an artificially accelerated and manipulated process – or rather linguistic genetic engineering – of attempting to oversimplify Standard English, the result of which is in all cases some sort of Neo Pidgin English or Simplified-Simple-Speak. Four major fields of contact contribute to the gradual encroachment on Standard English: Basic Global English, as advocated by Dr. Joachim Grzega, machine translations of any kind, unedited documents and publications – frequently of international validity – being passed off as standard English but in fact written by non-native speakers of English, the acceptance of "Local English" and non-native speakers of English teaching their version of "Local English". The result of the English "produced" in all these areas of contact is often, at best, a barely elevated Pidgin English.
And to compound matters, Globish appears to become a composite haphazard mixture of all about 180 Local Englishes and may for that very reason not be as easy as some people think once it has evolved into a sub-language of Standard English.
Finally, it would be interesting to see the first book written in Basic Global English, Dr. Joachim Grzega`s novel and daring invention and see in which section bookshops will display such a work of art.
basic global english, books, denglish, Dr. Joachim Grzega, education, Englisch lernen, Globish, Grzega method, language, Linguistics, literature, Local Englishes, Local Englishes German Version, neo-pidgin English, Neo-pidginicity, satire, school, simplified simple speak, society, university
Bane or Boon: Social Work in Teaching Foreign Languages
4 Comments Posted by sanchopansa on November 6, 2009
How do benign teaching methods contribute to learning a foreign language?
Reliance on the elusive spoken word, time-consuming games and teaching techniques peculiar to animators, group discussions unchecked for appropriateness, precision, and clarity, unbridled disregard of error-swapping in peer-editing and group discussions: To come up with a scheme to remedy the current sorry state, a rigorous analysis of what is going on at the receiving end in the teaching process, for instance, recording and analysing classroom activities, may be useful in reassessing the unhappy status quo.
How a failure in communication changed my life
With tongue in cheek, I relish telling this little anecdote about the origin of CTM or Communicative Teaching Method, which has been dogmatically and uncritically applied in teaching foreign languages ever since. I was a contemporary witness when a paradigm change took place and social work was implemented in pedagogy way back in the seventies. To illustrate my point, this is when I became aware of it.
Scottish Peter, as he was nicknamed, was standing before me, bent over with his hands supporting his massive body on his knees. He was swaying from side to side, alternatingly directing first his left ear and then his right ear into the direction of my mouth. All the time, he had a look of utter despair on his face, his eyes fixed onto my lips as if this were to facilitate his comprehension of what I was trying to say. Alas, it was to no avail.
I was trying to pronounce the word "vegetable", but I must have gotten the IP alphabet symbols wrong when I taught myself some of the rudimentary things about the English language. Not unexpectedly, there were bound to be errors and in this case my pronunciation of the second syllable sounded like "table", vege-table. No wonder Scottish Peter, who worked as a breakfast and vegetable cook in our small hotel in Guernsey for the summer season, had a hard time understanding me. And being a social worker by profession, he felt it his duty to blame himself for what he thought was his inability to understand my gibberish sort of language, rather than blaming my ignorance and inability to speak understandable, accurate and clear English. But can you actually blame him? He was probably the victim of the theory of CTM, which has, up to now, not been scientifically tested. He was probably thinking all the time when our little communicative comical act was going on that I was an underprivileged victim of society. It never crossed his mind that I might have been just too lazy to learn proper Standard English! Needless to say that this break-down in communication was no isolated incident and I resolved to do something about it to ensure I would always be understood with ease, if that should ever be possible.
At the time, I had little theoretical grounding on phonetics and grammar worth mentioning. My active vocabulary was about 700 words barely enough to engage in simple-speak-small-talk. English people are always polite and tried to make me believe that my English was good, which I knew was not. After my first stay in the UK, I began to work in earnest with authentic material to improve my English in all areas. In short, I began to "study" proper English largely on my own. It was common practice at the time that the native teachers did most of the talking, which suited me well since I was very much interested in "authentic English" and in most cases, I absorbed this as first rate model English like a sponge.
It was the time, when the responsibility for results to be achieved in language- teaching rested solely with the teacher. He was supposed to impart his or her knowledge of his or her language, his or her expertise on synonyms, near synonyms and varied structures, giving many contextual examples. And all of this was done skilfully, professionally and competently with a high degree of enthusiasm, fervour and zeal. I have it on good authority straight from the horse's mouth that these days, teaching contextual English is considered "time-consuming". They always handed out copies of the texts so that one was able to work with them at home in one's own time and do the all-important revisions whenever one wanted to. Some of them had used their teaching material for more than twenty years without detriment to the motivation of their students. With this way of presenting material, I found that the retention rate was high, probably because of the affective element inherent in this teaching technique. Out of about fifteen teachers of English I have had, about four actually possessed those rare qualities. This high-calibre and talented kind of person was appreciated unanimously by all students, even the slow and lazy ones. What was mostly valued by most of us was his or her ability to give explanations eloquently and fit for printing, in short, he and she was a master of his or her language.
Then, there was a major change in teaching of foreign languages. I vividly remember the evening when I had my first encounter with the "Communicative Teaching Method" or CTM, as it was called. It was in one of those language classes for immigrants in South Africa. I had attended the language course for immigrants before and was surprised that we were about 80 people in the class on that evening as opposed to some 20 in previous classes. The new teacher divided the class into groups of four with the air of an expert as if he had had long years of practice in what was to follow. He then went around the class talking briefly to each group. Our group was the last he stopped by and after exchanging a few sentences with each of us he established that our group happened to be the most advanced group in the room. Since I was not interested in statistics and swapping errors with other non-native speakers of English, I stopped going to that class.
Only years later did I find out that the CTM had been introduced worldwide without any shred of scientific evidence as to its efficacy. And I have not seen any comparative long-term scientific studies of any given method combination!
But this was not my last contact with my pedagogic pet peeve. A university lecturer at Hannover University, who had read German at some American university, had been in the country for a number of years, cohabiting with a German woman for some time. Yet, he was unable to speak German; it was rather the gibberish sort – despite all the advantages of living with an educated native speaker, which is particularly conducive to acquiring a foreign tongue.
And he did insist on going by the CTM "Book" in his classes. One day he called to tell me that he had been most astonished to have found more than ninety students in his class at his university course on Shakespeare, and was eager and proud to explain that he had gone by "The Book" by having the students form groups of four and speak to one another in English. All he did was go round, ensuring that only English was spoken, while making sure he did not miss a single table of four.
I suppose that in the not too distant future this sort of hopping from group to group and "listening in" can be taken over by some language-surveillance computer or robot. This device would hover above the participants, the symbolic meaning of hovering being the authority or superior knowledge so badly craved for, ignore the quality of English spoken, emit some encouraging sounds at irregular intervals, tilt its metal head as a sign of attention, extend a pair of metal ears, duly pricked-up – and it could even be programmed to make some nodding movement, indicating approval – and it would not have to be in the right places because nobody would notice or care.
Needless to say that it is S.O.P. (Standard Operating Procedure) with CTM not to interfere, not to correct even bad mistakes and above all, to leave the talking to the group: "active speaking" right from the start. In other words: output without input.
Incidentally, the expression "active speaking" is part of a slogan used by a coaching company in Germany. Ever since I read their ad, I have been wondering what "passive speaking" may be like. "Silence" would be my best guess, also because it is what would be best these days in many cases.
There is no trick to being a satirist if you have so many people working for you.
Finally, it would be interesting to see the first book written in Basic Global English, Dr. Joachim Grzega`s novel and daring invention and see in which section bookshops will display such a work of art
basic global english, books, denglish, Dr. Joachim Grzega, education, Globish, Grzega method, language, Linguistics, literature, Local Englishes, Local Englishes German Version, neo-pidgin English, Neo-pidginicity, school, simplified simple speak, society, university


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Read "Topic 7: Vargas Family Case Study."Identify one member of the Vargas family whose dominant story could use some rewriting. Read the workshop notes on Reauthoring Conversations.Part 1: In 250
December 6, 2022 /in Uncategorized /by paul
Read "Topic 7: Vargas Family Case Study."
Identify one member of the Vargas family whose dominant story could use some rewriting. Read the workshop notes on Reauthoring Conversations.
Part 1: In 250-300 words, write a counseling note for the client's file. In this note, describe any exceptions to the problem that you have identified and develop scaffolding questions to ask the client in your next session, one in their landscape of action and one in their landscape of identity.
Part 2: Put yourself in the client's shoes and, as the client, write a reauthoring version of their story that is 500-750 words in length. It should incorporate the exceptions and responses to the scaffolding questions from Part 1. Use narrative language when applying this reauthoring technique.
PCN-521 Topic 7: Vargas Case Study Since the last session, you received a call from Elizabeth who stated her family was in crisis. She reported that her nephew Geoff, the 15-year-old stepson of Bob's sister, Katie, had nearly overdosed. She said that the family had noticed some changes with Geoff since his father's recent death, but attributed the poor mood and slipping grades to the normal effects of grief. Elizabeth said that Geoff had never used drugs, as far as anybody in the family knew, and that the overdose was "a total surprise." Elizabeth reported that after learning of this, Bob's mother, Linda, called the school counselor but complained to Katie that "she was not at all helpful," and told Katie exactly how she should handle it. Katie spoke with the school counselor who told her that she was not allowed to speak with Linda due to matters of confidentiality. Elizabeth informed you that Katie had shared her frustration with the school counselor's suggestions to help him "get his mind off the sadness," and believed he needed more help. You learned that Bob's father, Tim, was trying his best to help, and that Elizabeth felt his intrusion was making matters worse. Among other things, Tim had taken Geoff out of school on a week-long camping trip against Katie's wishes. Elizabeth said that the involvement of Linda and Tim, despite their good intentions, had begun to cause widespread family strife and asked if you could possibly see the entire family. © 2016. Grand Canyon University. All Rights Reserved.
Discussion Topic 200 words Explain how you would integrate the current external environment factors in the health industry. Translate your interpretation into a critical list of action items for a health organization. Develop this list for the organization in terms of a strategic plan, directional strategies, external and internal environment, organizational culture, and any other factors that you deem important for organizational positioning and survival. Journal Your opinion no refrences or citation needed 500 words Complexities in Leadership At your hospital, the Committee on Medical Ethics is a medical staff committee. It answers to the Medical Executive Committee and the medical staff president, and its members are jointly appointed by the president of the Medical Staff and committee chair. Although it is a Medical Staff Committee, its membership is multidisciplinary, including physicians, nurses, social workers, lawyers, and members of the lay public (for community representation). Most members of the committee have received training in clinical ethics consultation, and were chosen because of their interest in resolution of ethical issues and their interpersonal qualities with patients and staff. The hospital administration has engaged a consulting firm to "modernize" its structure. The consultants have advised converting the "old" social worker approach to the contemporary position of case manager. The consultants note that three social workers sit on the Ethics Committee. The social worker members of the Ethics Committee were advised that they will no longer serve on said committee, and that their place will be taken by the manager of case management, who has no experience in ethics consultation, nor does she know anything about the history of Ethics Committee activities at your hospital. The chair of the Ethics Committee is informed that three of his committee members are "out." The chair is livid, and there is also an immediate reaction from all the rest of the committee members, most especially the medical staff members of the committee— something about separation of powers is mentioned. You have been assigned by the hospital administrator to "handle this mess." How would you go about doing so? If you had been told to handle the proposed committee reconfiguration from the very beginning, what would you have done differently from what was done? What change management practices would you have implemented to have these adjustments be handled better? Describe your answer in detail, write in a response to each case scenario. Your Journal entry should be at least 500 words. Assingment 500-800 words Instructions: In this scenario you have been hired by the World Health Organization. As a leader in the organization you have been assigned to assess a small developing nation and determine the most cost effective public health solutions to improve overall health in the country. You need to select public health options that will allow you to help the most people. You have a budget of $700 million, you cannot divide services in half as a means of cutting cost and you cannot go over budget. Review an overview of the country as well as the available public health services using this document: Economic Health Decision Making Data Requirements: Use the Unit 5 Assignment Submission Template to indicate your selections and write your narrative. A 500-800 word narrative explaining how you used planning and prioritization to make your decisions and reach your goal as well as which of the Unit 4 trainings you found most prepared you for this Assignment and why. THESE WERE THE TRAINNING TROPICS Course ID: 1050172, Course Number 68500, Title: Key Functions of Public Health Financial Management. Course ID: 1055156, Course Number (na), Title: Introductions to Cost Effectiveness
https://gradehunters.net/wp-content/uploads/2021/04/logo-300x60.png 0 0 paul https://gradehunters.net/wp-content/uploads/2021/04/logo-300x60.png paul2022-12-06 17:00:112022-12-06 17:00:11Read "Topic 7: Vargas Family Case Study."Identify one member of the Vargas family whose dominant story could use some rewriting. Read the workshop notes on Reauthoring Conversations.Part 1: In 250
UCSB European Economic Development and Colonialism Essay Cuyamaca College Process of Purchasing Goods and Services Discussion Questi...


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Prosecutor investigates sit-ins
September 29, 2011 29.09.2011 • 22:45
The Supreme Court on Thursday ordered a preliminary investigation into how almost 600 high schools around the country have been occupied by pupils, as the government pledged that all the lost teaching hours would be made up as soon as the protests come to an end.
Prosecutor Yiannis Tentes instructed judicial authorities to investigate whether the pupils conducting the sit-in protests were committing any crimes, such as destruction of property or theft, or whether their parents were guilty of any offenses, such as neglecting a minor. There have also been reports of adults occupying some schools. One school reportedly suffered 100,000 euros? worth of damage.
Chief Athens prosecutor Eleni Raikou also asked police to check if any crimes that justified the immediate arrest of perpetrators were being carried out at the schools which are under occupation.
The Education Ministry said that some 580 junior and senior high schools have been shut due to protests against the lack of textbooks and the general lack of investment in secondary education.
The government believes that some of the students are being encouraged to protest by political groups and Education Minister Anna Diamantopoulou on Thursday criticized Coalition of the Radical Left (SYRIZA) leader Alexis Tsipras for not speaking out against the sit-ins after he met with representatives of the Secondary School Teachers? Federation (OLME).
Tsipras denounced the government?s education policy and called for Diamantopoulou to resign.
?The problems in education will not be solved through closed schools or occupied schools that have been vandalized but we did not hear anything about that from SYRIZA,? said Diamantopoulou.
She pledged that the teaching hours being lost due to the sit-ins would be recovered by canceling school excursions and bringing pupils in for lessons on Saturdays. ?The school term will also be lengthened if necessary,? added the education minister.
Tensions with Turkey escalate
Prosecutor charges 29, including navy, defense staff in sub probe
Air-traffic controllers to strike Oct. 5
Ex-governor questioned
SMS applications to avoid real estate levy
Finance Ministry sit-in continues


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Q: Asp.net - publishing a web site is causing an access denied error I am working in visual studio 2008 sp1 and trying to publish a web site to a local directory. I keep getting the following error :
Error   3   Access to the path 'C:\Users\name\Documents\Sandbox\BTNET\App_Data\BTNET.mdf' is denied.
My question is how do I determine what user account Visual Studio is running as? I have tried to give everyone, guests, and IUSR_ full control and I am still getting this error. It's painful..

A: You must "run as Administrator" VS2008 and publish site

A: Bring up task manager (ctrl+alt+delete) and look for devenv.exe.You should see the user in the User Name column.

A: AFAIK (As Far As I Know), it's ASPNET account
Since you're having problems accessing the DB file, make sure all the connection to that database are closed. That file might be in use, which in turn will cause the error.

A: It sounds like either an application is open and using the file(i.e. Visual Studio, modifying the schema or data or an instance of Access) or the user publishing the files does not have access to the delete files.
The first scenario is more common.

redpajama_set_name: RedPajamaStackExchange


Home > Paper Gifts > Gift Tags & Cards > Celestial Lady Stargazer Les Etoiles Gift Tag from F.G. & Co.
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The Economics Daily > 2004
Displacement rates and occupations
Blue collar workers continued to experience a higher displacement rate than other occupational groups in 1999-2000.
[Chart data—TXT]
In the early 1980s, displacement among blue-collar workers was significantly higher than among their white-collar counterparts. Over the past two decades, however, the difference in displacement rates for these two groups has narrowed.
In 1999-2000, the rate of job loss of blue-collar workers was 3.3 percent, compared with 2.4 percent for white-collar workers. For service occupations the rate was 1.4 percent.
These data are a product of the Current Population Survey. Displaced workers are defined as persons 20 years of age and older who lost or left jobs because their plant or company closed or moved, there was insufficient work for them to do, or their position or shift was abolished. Read more about displaced workers in "Worker Displacement, 1999-2000," by Ryan Helwig, in the June 2004 Monthly Labor Review.
Bureau of Labor Statistics, U.S. Department of Labor, The Economics Daily, Displacement rates and occupations at https://www.bls.gov/opub/ted/2004/jul/wk2/art03.htm (visited January 19, 2022).
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Telephone: 1-202-691-5200 Federal Relay Service: 1-800-877-8339 www.bls.gov Contact Us
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Personal Politics: The Roots of Women's Liberation in the Civil Rights Movement & the New Left
[PDF] ↠ Personal Politics: The Roots of Women's Liberation in the Civil Rights Movement & the New Left Author Sara M. Evans – Varanus.us
The Women Most Crucial To The Feminist Movement That Emerged In The 1960 S Arrived At Their Commitment And Consciousness In Response To The Unexpected And Often Shattering Experience Of Having Their Work Minimized, Even Disregarded, By The Men They Considered To Be Their Colleagues And Fellow Crusaders In The Civil Rights And Radical New Left Movements On The Basis Of Years Of Research, Interviews With Dozens Of The Central Figures, And Her Own Personal Experience, Evans Explores How The Political Stance Of These Women Was Catalyzed And Shaped By Their Sharp Disillusionment At A Time When Their Skills As Political Activists Were Newly And Highly Developed, Enabling Them To Join Forces To Support Their Own Cause From The Trade Paperback Edition.
Sara M. Evans
10 thoughts on "[PDF] ↠ Personal Politics: The Roots of Women's Liberation in the Civil Rights Movement & the New Left Author Sara M. Evans – Varanus.us"
Craig Werner Craig Werner	says:
Interesting re reading this book than 30 years after its original publication in 1979 At the time it was published, Evans argument that the women s movement then at something like its high point of public support had its roots in the movements of the 1960s made a huge impression Now, much of what she argued is simply the standard wisdom What struck me on re reading was the emphasis she puts on the role of southern women with deep religious convictions in the interracial civil rights movement of the early 60s When I first read it, that pretty much washed over me now it seems crucial, especially in light of Evans recounting of the loss of focus that riddled both the New Left and the mid late 60s movement for racial justice It seems clear that the ideologies that fueled Black Power and the anti war movement failed to provide an existential grounding equivalent to that of the early 60s Evans doesn t really pursue the questions surrounding that, and it s not in the purview of her book to do so, but it does have me thinking about the foundati...
Aaron Aaron	says:
The case is well made for the masculinist climate of the white wing of the movement being responsible for the emergence of Women s Lib.However the book seems haphazardly put together with several anachronies that are not justified by thematic or theoretical concerns Diachro...
Zach Zach	says:
A borderline racist narrative about white women fixing the lives of African Americans in the South and then moving on to improving their own lives Don t read this.
Peter Peter	says:
As far as I can tell, this is the first draft of a story that has since spread from history to the sort of apocrypha that politically engaged people could be expected to know, and it s or less right there in the subtitle The thing about the movements from the sixties is that they are extremely well documented, or anyway, enough of them were to fill a whole literature with the comings and goings of people in SNCC, SDS, the Black Panther Party, etc I wonder what sort of movements from that period we miss out on, because their members and epigones didn t write as much down Neither here nor there, I guess.At this point, I think it s a reasonably familiar tale men in these movements, especially the insecure upper middle class white boys in SDS, routinely marginalized and often belittled the women who played key organizational roles in the sixties movements These experiences both taking part in the movements and facing sexism within them formed the seedbed for the women s liberation movement that burst onto the scene in the late 1960s and which reached its greatest prominence in the 1970s Evans tells it as a pretty neatly dialectical story if these women hadn t experienced the massive let down of movements that promised justice, equality, a real community but del...
Aisha Aisha	says:
Interesting book on the roots of the Women s Movement Initially I really loved it but then it started feeling drawn out and just off But a good resource none the less on women s history 3.5 stars.
Billy Billy	says:
She does not use a personal account like Friedan Instead, she makes a historical argument that the roots of 2nd wave feminism come from women s experiences in earlier social movements Black power and the experiences of organizing, protesting, and cross gender involvement in the Civil Rights movement shaped 2nd wave feminism The New Left also shaped the Women s Liberation movement both positively and negatively Positively in that organizational skill, self confidence, political acumen, and a language by which to espouse dissatisfaction were all found in the New Left Negatively because the Machismo of the New Left often did not treat women as equals it relegated them to making coffee and copies In short, they were exploited in the New Left as well as outside of it Evans discovers that, in a telling example, one prominent SDSer could not recall the name of a single female member, while a comparison with meeting minutes reveals that many women played a number of important roles in the very same meeting Problematically, Personal Politics has a limited scope It is convincing in showing the effects SDS had on its members, but these experiences do not speak to the larger American population of the 1960s Evan s cites women s trend of decentralization and short lived groupings as a failure in organization Yet as Linda Gordon points out, feminist thought and New Left thought both endorsed these approaches as critiques to bureaucratization and over management inherent in the ...
Elizabeth Elizabeth	says:
A considerably easy read for a monograph which draws in the relationship between the CRM, NL, and the emergence of the WLM What is important to note while reading this book, however, is when the book was actually written, and the reason as to why it was written Sara Evans is a historian who had written this monograph while she was working towards her doctrine in graduate school, which was then later published in 1979 Although Evans does accredit herself to a certain degree for participating within events that could be considered a part of the feminist movement, she did not participate in the events which she has written about within this monograph again, important to note that this is a monograph and not a biography That being said, it is important to recognize that Evans most likely wrote Personal Politics in the early to mid seventies, and was making a reflection, as well as pivotal connections, on a not so distant past There is, also, one other flaw about this monograph that rubbed me the wrong way most of the evidence that Evans has gathered which can be seen within her footnotes is taken from interviews which do not come from credible sources For example, Evans often makes profound, and sometimes questionable, statements in regards to certain topics, but once you flip to the back of the book and see whe...
Andrew Martin Andrew Martin	says:
crucial succeeds at everything you would imagine from the subtitle, but also just a really nice summary of the linkages that brought the left from SNCC to SDS and the anti war movement curiously quiet on LGBTQ questions, which is than a t...
Mattie Mattie	says:
I enjoyed this book, it was good to hear about the how the women of the 60 s stood out from the crowd in an attempt to liberate themselves from the constraints of American society This book was great because i...
Linda Linda	says:
A lot about this book really bothers me, but that s probably because it s based on oral history interviews Really interesting look at how the women s rights movement got started and why its demographics upper middle c...


Join your Cedar Rapids Rollergirls at our inaugural Black and Blue Masquerade Ball on Friday, January 25th 2019. Youll want to be part of this magnificent night filled with food, drinks, dancing, and and live music. We will be giving away prizes all night long you wont want to miss out!
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Theresa May supports return of fox hunting: What do you think? Have your say
James Reed
Published: 10:25 Updated: 11:44 Wednesday 10 May 2017
The Tories will renew a pledge to hold a free vote on overturning the ban on fox hunting, Theresa May told voters last night.
Speaking during a tour of the Leeds factory, the Prime Minister said she was in favour of the outlawed activity but MPs would be given the final say.
David Cameron had promised to put the divisive issue to Parliament but did not go ahead with the plan due to a lack of support.
Mrs May said: "This is a situation on which individuals will have one view or the other, either pro or against.
"As it happens, personally I have always been in favour of fox hunting, and we maintain our commitment, we have had a commitment previously as a Conservative Party, to allow a free vote.
"It would allow Parliament the opportunity to take the decision on this."
The Prime Minister was speaking during a visit to Morley, a marginal constituency where Conservative Andrea Jenkyns snatched the seat from Labour's Ed Balls just two years ago by just 422 votes.
Mrs May took questions from workers on everything from NHS funding to the impact of Brexit, and helping young people get on the housing ladder to high childcare costs.
The Q&A was in stark contrast to Mrs May's last trip to Leeds less than two weeks ago, after which she faced criticism for not engaging directly with ordinary voters.
Asked why she had chosen to visit Leeds again so soon, she said: "I've got a very simple message. Every single vote in this election counts. Every vote for me and my team will strengthen my hand in the Brexit negotiations to get the right deal for Britain from Europe.
"Every vote counts, every person counts and every community counts. So I'm very pleased to be back in Yorkshire, and you never know, you might see me back again before June 8."
Among the questions put to Mrs May by factory staff was concern about high childcare costs affecting working families.
"Jeremy Corbyn says he will put (minimum) wages up to £10. That's the only thing that's going to help us out," one worker told Mrs May.
Here is why today is known as National Sickie Day
The PM responded that "extra support" was now available for families, but acknowledged that "we have to ask ourselves whether it is having the impact we want it to have".
She added: "This is why it's so important to have a Government that ensures you have a good economy.
"Whatever Jeremy Corbyn says about the levels he would like to see pay being at, the plans he has got would wreck the economy. Absolutely fundamental to everything is making sure we get the health of the economy right."
Speaking earlier in the day, Mrs May also put her renewed backing behind a drive to tackle 'fake news'. She stressed the importance of real journalism and said a free press was one of the "important pillars of our democracy".
Family store closes after a busy century
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