24 Matching Annotations
  1. Nov 2018
    1. “If we can’t build what I think of as a pyramid of care with one doctor and many, many other people supporting a broad group of patients, I don’t think we’re going to be able to find the scale to take care of the aging population that’s coming at us,” she says. Caring for patients once they are discharged means including home nurses, pharmacists, physical therapists, dietitians, hired caregivers, and others in the process, Dr. Gorman says. But that doesn’t mean overburdening the wrong people with the wrong tasks. The same way no one would think to allow a social worker to prescribe medication is the same way that a hospitalist shouldn’t be the one checking up on a patient to make sure there is food in that person’s fridge. And while the hospitalist can work in concert with others and run many things from the hospital, maybe hospital-based physicians aren’t always the best physicians for the task. “There are certain things that only the doctor can do, of course, but there are a lot more things that somebody else can do,” Dr. Gorman says, adding, “some of the times, you’re going to need the physician, it’s going to be escalated to a medication change, but sometimes maybe you need to escalate to a dietary visit or you need to escalate to three physical therapy visits. “The nitty-gritty of taking care of people outside of the hospital is so complex and problematic, and most of the solutions are not really medical, but you need the medical part of the dynamic. So rather [than a hospitalist running cases], it’s a super-talented social worker, nurse, or physical therapist. I don’t know, but somebody who can make sure that all of that works and it’s a process that can be leveraged.” Whoever it is, the gravitation beyond the walls of the hospital has been tied to a growing sea change in how healthcare will compensate providers. Medicare has been migrating from fee-for-service to payments based on the totality of care for decades. The names change, of course. In the early 1980s, it was an “inpatient prospective payment system.”
    1. on research and clinician-educators concentrating onclinical work and teaching. And the clinician-educa-tors may branch again, with some focusing on out-patients and others on inpatients. We also believethat the relation between quality and volume inthe performance of procedures may lead to anotherschism between medical specialists who primarily per-form procedures and those who do not
    2. Given the parallel pressurefor funding research,32 one can envision fewer triplethreats in the future, with researchers concentrating
  2. Oct 2018
    1. Traditional Marxism finds it impossible to imagine the self-abolition of the proletarian class because it treats labor as a category outside of history, rather than one produced by capitalism itself. By making labor into a category of capitalism, Postone does not mean to make the nonsensical claim that previous societies have never involved labor, but rather that these societies did not conceive of what we call labor as labor, as expressions of an undifferentiated productive capacity. This conception only arises with the general commodification of human activity, once work becomes something bought and sold on the open market. Peasants did not conceive of their work in the fields as fundamentally separate from work in the kitchen garden, from work fixing their domicile, taking care of children, or hunting game. Nor was the line between these activities and play or diversion so firmly drawn. Postone, therefore, attempts to denaturalize and estrange labor in much the same way that LeGuin denaturalizes prison in the passage described previously. Why is it that spending time with a child in one context might be something you do for fun, in another a familial obligation, and in yet another paid work? What would it mean to live in a society in which nothing people did took the form of labor, but merely appeared as a spectrum of voluntary activity, some of it pleasant, some of it tedious, but none of it a job?
    2. In capitalism, structures of technological advancement are the precondition of development, but in the Hainish universe, those civilizations that have the most powerful technologies use them sparingly, and organize everyday life in a manner that looks, from our perspective, to be highly traditional, based on handicraft, ritual, and religion. In such societies, scientists might spend their mornings building gates with hand tools and their afternoons working on machines for teleportation. The most highly technologically mediated societies, conversely, tend to encounter problems of resource depletion and pollution. Free development for each and all implies voluntary change, but this need not mean a constant technical transformation of the built environment and everyday life. In the Hainish universe, human society has moved in directions that can only be understood, from the standpoint of technological growth, as movement backwards or sideways, branching out in innumerable directions.
  3. Sep 2018
    1. rigid schedules

      Improve practices for scheduling that take into account workers needs

    2. commute

      Assessment and implementation of protective measures for long commutes particularly those linked to long hours of work to avoid safety risks

    3. travel

      Improve information for LDLC workers about travel; assess the existing gaps to protect workers during their work related travel and develop or improve the tools for their protection

    4. information LDLC workers

      Improve information for LDLC workers about their rights related to OH&S and WC

    5. LDLC workers and their needs

      Develop or strengthen statistics regarding LDLC workers and their needs

  4. Aug 2018
    1. In this consumerist-led version of proletarianization, which is very per-tinent to what is happening with the commodification of higher educa-tion, the argument is that ‘consumers are “discharged” of the burden as well as the responsibility of shaping their own lives and are reduced to units of buying power controlled by marketing techniques’ (p. 34). For example, in rating and ranking scales and league tables, marketing agencies have essentially appropriated the decision-making process from students and their parents. Today’s ‘cognitive capitalism’, Lemmens says, is producing the ‘systematic destruction of knowledge and the knowing subject’ (p. 34), in what Stiegler calls the ‘systematic industri-alization of human memory and cognition’ (p. 34). As Stiegler (2010b) cryptically puts it, what is at stake is ‘the battle for intelligence’ (p. 35) which had its most recent genesis in the ‘psychopathologies and addic-tive ‘behavior patterns’ (Lemmens 2011, p. 34) brought about by the ‘logic of the market’ ushered in by Thatcher and supported by Reagan. This unleashed ‘a cultural and spiritual regression of unprecedented magnitude, transforming the whole of society into a machine for profit maximization and creating a state of “system carelessness” and “systemic stupidity” on a global scale’ (p. 34). It is literally ‘a global struggle for the mind’ in a context where there is an erasure of ‘consciousness and sociality’ (p. 35)

      Draws on labour process theory and the work of Stiegler to conceptualise the de-professionalisation of academic workers and their proletarianisation. This relates to the arguments about how economic rationales have colonised all areas of social life.

      This seems to mirror similar arguments put forward by Nikolas Rose and Michel Dean and other post-structuralists such as drawing on Foucault's governmentality

  5. Nov 2017
    1. And I see no good reason why we should require the production of educators and students to be fair game for resellers who want to pluck it for free out of the commons and charge money for it to those not lucky enough to be a part of our community.

      To many a student, the notion that somebody else could profit from their “free labour” is particularly offputting. Including (or especially) those who prepare to become the heads of commercial entities.

  6. Apr 2017
    1. (2) The board of a public post-secondary institution other than Banff Centre may, after consultation with the academic staff association of the public post-secondary institution, do one or more of the following: (a) designate categories of employees as academic staff members of the public post-secondary institution; (b) designate individual employees as academic staff members of the public post-secondary institution; (c) change a designation made under clause (a) or (b) or under section 5(2) or 42(2).

      Replaced with LRC language

    2. (2)

      Section 58.6 of the LRA is introduced here now. Introduces duty to consult about designation

    1. A party to an agreement affected by this section may apply to the Board for a determination respecting the application of this section, and the Board’s decision is final and binding

      Can take interpretation of extension and arbitration provisions to LRB

    2. For greater certainty, nothing in this section prevents the parties from referring matters in dispute to voluntary arbitration under section 93.

      We can decide to agree to arbitration

    3. An agreement under section 87 or 96 of the Post-secondary Learning Act that operates for an unspecified term is deemed, despite section 129 of this Act, to provide for its operation for a term of 3 years beginning on the date the Bill to enact An Act to Enhance Post-secondary Academic Bargaining receives Royal Assent or for a shorter period agreed on by the parties.

      Our handbook is probably has three years from date of royal assent if we want.

      Unspecified agreements can go for another three years from royal assent

    4. Effective on the day on which the Bill to enact An Act to Enhance Post-secondary Academic Bargaining receives first reading, a provision in an agreement under section 87 or 96 of the Post-secondary Learning Act that requires disputes that arise during the negotiation of a future agreement to be resolved by binding arbitration is unenforceable.

      Arbitration language is now unenforceable

    5. A person or bargaining agent affected by a designation or change in designation made under section 5(2), 42(2) or 60(2) of the Post-secondary Learning Act, or a failure to designate, may apply to the Labour Relations Board to decide whether a category of employees or individual employees are academic staff members.

      We can appeal designation issues, including previous ones

    6. This section applies whether a designation or change in designation or a failure to designate by the board of governors occurred before or after the coming into force of this section

      Can appeal retroactively

    7. (2) The academic staff association of a public post-secondary institution is deemed to be a trade union for the purposes of acting as bargaining agent for the public post-secondary institution’s academic staff members.

      Faculty Associations are deemed trade unions

    8. Application

      These divisions are:

      • Employers’ Organizations
      • Certification
      • Voluntary recognition
      • Modification of bargaining rights
      • Revocation of bargaining rights
      • General provisions on Certification and voluntary recognition
      • Health, welfare and pension trusts

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  7. Jul 2016
  8. Jun 2016
    1. day’sbiomedical journal article is the progeny of occasionallymassive collaborations, the individual members of whichmay have minimal involvement in the fashioning of theliterary end-product itself, with the act of writing beingdelegated to a subgroup or designated spokespersons. I

      the division of labour in a typical biomedical journal