When a local health department in Virginia learned that a deceased hospital-based nurse had worked for several months with undiagnosed and untreated active tuberculosis, it mounted an extraordinary effort to find, screen, test, and potentially treat numerous contacts. In responding to this challenge, it adapted plans, concepts, and equipment that had been recently developed or acquired for responding to acts of bioterrorism. The improved coordination and integration with community partners and participating agencies, fostered through bioterrorism preparedness planning, were keys to success. Using procedures developed and exercised to distribute prophylactic medication in the Strategic National Stockpile, the health department shifted philosophically from a program-specific response to a more integrated approach. Implementation of this mass tuberculosis-screening program was based on the principles of the Incident Command System (ICS). Owing to the efficiency of the operation, more than 2,500 people were quickly screened, and the rate of return for skin test readings was 91.6%, ranking it extremely high compared to the benchmarks. Overall, 5.9% of those tested were found to be infected with tuberculosis, and no cases of active tuberculosis were identified. This outcome demonstrated public health's improved ability to react, as a result of bioterrorism preparedness activities, to "traditional" public health mass events and non-bioterrorism emergencies.
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. National Council of Teachers of English is collaborating with JSTOR to digitize, preserve and extend access to College English. A TALE OF Two TEXTSwrites: Reality as we have it in the novel is only one of many possible realities; it is not inevitable, not arbitrary, it bears within itself other possibilities. (Dialogic 37)The second is by a student, whom I'll call Bill and whose first essay for my advanced composition class began with this one-and-a-half-page paragraph:Like anything else, traveling by bus has advantages and drawbacks. First the advantages. [He lists two, then continues.] But undoubtably the gem of my 300 hours of Greyhound experience was a beefy spoonful of an entirely different reality than I had been accustomed to and more importantly a reshuffling of ideas that I have about my growth process. [He describes then how he'd expected to encounter in bus stations an urban reality of "pimps," "hustlers," and societal "dregs" unknown to him as a rural Vermonter.] At this time this conception of a bus station struck me as ... something taken from a Ginsberg poem... an infallible recipe for a radical transformation of my sheltered racial and economic ideologies. In retrospect, I see my first four cross country trips as a desperate attempt to escape, not to grow. . ... I was anxious whenever I wasn't high, terrified of the people that surrounded me, but was unable to act any differently. I spent the majority of my cross-country trips alone, depressed and afraid. I had begun to sense that the "road life" I was leading would have been a failure in Kerouac's eyes. Another major pitfall of bus travel ... As I read them, Bill's words dramatize Bakhtin's, telling me that reality as we have it in a student's essay is likewise not inevitable, not arbitrary; this single paragraph bears within itself many possible realities, or, more accurately, many competing ideas of and forms for composing reality. Advantages/drawbacks, compare/contrast, This content downloaded from 128.235.251.160 on Mon, 2 Feb 2015 20:15:11 PM All use subject to JSTOR Terms and Conditions SIDESHADOWING TEACHER RESPONSE epiphany and anti-epiphany, the truth-is confession: all of these possible essays jostle for space and control in just this starting paragraph. While Lil Brannon and CyKnoblauch have sensitively and persuasively argued that teachers should resist the "Ideal Texts" they bring to their reading of students' work, Bill's draft complicates the picture. This paragraph demonstrates how students also grapple with internalized, idealized social texts, not just one but several that create in fits, starts, and sudden shifts diverse and dissonant intentions, diverse and dissonant argumentative threads. We ...
A f t e r s y r A C u s e In August 2013 President Barack Obama brought to Syracuse, New York, his plan for the future of US higher education. The choice of Syracuse was strategic: a once bustling economic hub, Syracuse has yet to recover from its loss of manufacturing jobs; close to half its children and teens live below the poverty line. The venue-a public city high school-was a smart choice, too: the hot auditorium was packed with children, parents , and teachers in a city whose schools have struggled as the city's tax base has declined. After recognizing that the country-and this audience had seen tough times, Obama described a recovery that is now fully underway thanks to the "resilience of the American people" and the ability of his administration to "clear away the rubble from the financial crisis and start laying the foundation for a better economy" (Obama 2013). He also understood that for this Syracuse audience, "We've still got more work to do," and he openly acknowledged that over the past decade "we've seen growing inequality in our society and less upward mobility in our society." He even asserted, "[W]e've got to reverse these trends" and return to a time when "we put these ladders of opportunity [up] for people." But then, rather than announce a twenty-first-century version of the opportunity programs of generations past-such as the GI Bill or the Higher Education Act of 1965-President Obama moved from the metaphor of ladders to pathways: proposing the solution of "more pathways" for "people to succeed as long as they're willing to work hard" with government stepping in to assist not with stepped-up funding but with new measures of accountability. scorecard uses metrics like speed to degree completion, loan default rates, and post-graduation earnings. For an audience largely priced out of higher education, left behind not only by the most recent economic recovery but all the proclaimed recoveries of the past twenty years, and further ravaged by racism in an ostensible post-racial era, such a speech touted access, opportunity, and hope. It did so, however, through austerity. Through rhetorics of austerity, institutions of higher education are admonished to make themselves more efficient and affordable amid deep funding cuts, and would-be students are counseled to be wise consumers and keep their personal debt levels down by seeking the cheapest , fastest route to a degree. Acknowledging that his Syracuse audience had been devastated by the neoliberal leave-it-to-the-market policies of the past forty years, Obama unveiled as the solution to this crisis the accelerated marketization of higher education. The speech he delivered provided a textbook example of how the neoliberal economic and social policies that have driven what is now a multi-generational trend toward ever-increasing inequality can be packaged and applauded as common-sense populism. We start the introduction to this volume with President Obama's Syracuse speech because we imagine an audience for Composition in the Age of Austerity tha...
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