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The City of Bandung has become a trading center, where one of its trades is Street Vendors. The complex problem regarding Street Vendors requires a comprehensive and integrated solution that is carried out democratically, collaboratively, and also mutually trusted by every stakeholder as the New Public Service offers. This research used a mixed-method approach. The determination of the respondents was carried out through purposive sampling. As an analysis unit in this study, the Street Vendors Task Force, Street Vendors organizations, and the street vendors themselves. The research data source consisted of secondary data and primary data. Secondary data was obtained from legal product reviews, planning documents, and budgeting. Meanwhile, primary data was carried out by using two methods, which were qualitative and quantitative methods related to democracy, collaboration, and mutual trust. From the research results, it could be concluded that the governance of street vendors has not yet run ideally. From the democratic aspect, it was shown a process of professional policy shift dynamics. Moreover, it affected the change in attitudes and work ethics of the Special Task Force, which was more humane and oriented toward the public interest. Likewise, law enforcement and policy legitimacy had been carried out more objectively and proportionally, as well as it adjusted to the dynamics within the field. The collaboration aspect was already underway by involving every stakeholder in the Street Vendors’ governance. Meanwhile, from the mutual trust aspect, the facts in the field have not yet been realized, and rigid regulations and behavior still bind each party based on the act of business as usual. Plain language summary The governance of street vendors in the city of Bandung is not yet running ideally The City of Bandung has become a trading center, where one of its trades is Street Vendors. The complex problem regarding Street Vendors requires a comprehensive and integrated solution that is carried out democratically, collaboratively, and also mutually trusted by every stakeholder as the New Public Service offers. This research used a mixed-method approach. The determination of the respondents was carried out through purposive sampling. As an analysis unit in this study, the Street Vendors Task Force, Street Vendors organizations, and the street vendors themselves. The research data source consisted of secondary and primary data. Secondary data was obtained from legal product reviews, planning documents, and budgeting. Meanwhile, primary data was carried out by using two methods, which were qualitative and quantitative methods related to democracy, collaboration, and mutual trust. From the research results, it could be concluded that the governance of street vendors has not yet run ideally. From the democratic aspect, it was shown a process of professional policy shift dynamics. Moreover, it affected the change in attitudes and work ethics of the Special Task Force, which was more humane and oriented toward the public interest. Likewise, law enforcement and policy legitimacy had been carried out more objectively and proportionally. The collaboration aspect was already underway by involving every stakeholder in the Street Vendors’ governance. Meanwhile, from the mutual trust aspect, the facts in the field have not yet been realized, and rigid regulations and behavior still bind each party based on the act of business as usual.

Jan Wejher (Weiher), the starost of Puck (1580–1626), contributed to the importance of his family at the turn of the 16th and 17th centuries. Jan owed much to the protection of King Sigismund III, whose support he reciprocated primarily in the military field. Participation in the expedition of 1598 and the bold actions of Jan brought King’s recognition, who from then on constantly burdened him with important tasks. The article analyzes the early stage of Wejher’s career, which determined his later success. Wejher’s important task was being a member of a small but very competent group at the king’s side, working to regain the Swedish throne.

During World War II some 120,000 Japanese Americans were forcibly removed from their homes and detained in concentration camps in several states. These Japanese Americans lost millions of dollars in property and were forced to live in so-called \"assembly centers\" surrounded by barbed wire fences and armed sentries. In this insightful and groundbreaking work, Brian Hayashi reevaluates the three-year ordeal of interred Japanese Americans. Using previously undiscovered documents, he examines the forces behind the U.S. government's decision to establish internment camps. His conclusion: the motives of government officials and top military brass likely transcended the standard explanations of racism, wartime hysteria, and leadership failure. Among the other surprising factors that played into the decision, Hayashi writes, were land development in the American West and plans for the American occupation of Japan. What was the long-term impact of America's actions? While many historians have explored that question, Hayashi takes a fresh look at how U.S. concentration camps affected not only their victims and American civil liberties, but also people living in locations as diverse as American Indian reservations and northeast Thailand.

In 1972, the AMA brought together the AMA, the American Board of Medical Specialties (ABMS), the American Hospital Association, the AAMC, and the Council of Medical Specialty Societies to form a Liaison Committee for Graduate Medical Education (LCGME) to coordinate and oversee the activities of the several independent RRC’s then in existence [7]. [...]the creation of the Clinical Skills Verification exams during training by the ABPN [5] with the end of the oral examinations for board certification did result in a uniform assessment of specific competencies across all psychiatry training programs. [...]as training program differ in design, the ability to assess milestones will vary greatly depending on the organization and timing of clinical rotations and experience. Psychiatry milestone working group and advisory group Psychiatry milestone groups Christopher R. Thomas, MD, Chair Working group Advisory group Sheldon Benjamin, MD Timothy Brigham, MDiv, PhD (ACGME staff) Adrienne L. Bentman, MD (AADPRT) Carol A. Bernstein, MD (APA) Robert Boland, MD Beth Ann Brooks, MD (ABPN) Deborah S. Cowley, MD Larry R. Faulkner, MD (ABPN) Jeffrey Hunt, MD Deborah Hales, MD (APA) George A. Keepers, MD (ABPN) Victor I. Reus, MD (ABPN) Louise King, MS (ACGME staff) Richard F. Summers, MD (AADPRT) Gail H. Manos, MD (ACGME RRC) Donald E. Rosen, MD (ACGME RRC) Kathy M. Sanders, MD (AADPRT) Mark E. Servis, MD (ACGME RRC) Kallie Shaw, MD (ABPN) Susan Swing, PhD (ACGME staff) Alik Widge, MD, PhD (Resident representative) The initial focus for the working group was outlining the sub-competencies for medical knowledge (MK) and patient care (PC), the two core

The ACGME’s new accreditation model calls for use of two separate but related processes to assess residents’ demonstration of milestones: (1) the ongoing, formative assessment of residents’ milestone-related learning and performance by faculty and other appropriate assessors; (2) semi-annual reporting of resident performance on milestones by the program’s Clinical Competency Committee (CCC) using the specialty’s standard milestones report form [4]. An important implication is that both faculty and residents will need to think differently about assessment, accepting that performance at a “lower” level on the milestone reporting form is acceptable and expected for an early learner. Clinical rotation tools were developed to reflect the structure of clinical rotations required during psychiatry residency training. [...]the group created assessment forms for inpatient, consultation-liaison, emergency, outpatient, and community psychiatry, as well as for subspecialty clinical rotations [3]. Assessment tools developed by the ACGME Psychiatry Milestone Working Group Assessment tool Assessment method Format ROTATIONS Inpatient psychiatry GAF Threads  Inpatient admission assessment DOBS Y/N/PM Consultation-liaison psychiatry GAF, DOBS Y/N/PM Emergency psychiatry GAF, DOBS Y/N/PM Outpatient psychiatry GAF Threads  Outpatient intake assessment DOBS Y/N/PM  Outpatient medication management DOBS Y/N/PM Community psychiatry GAF Hybrid SUBSPECIALTY ROTATIONS Addiction psychiatry GAF Hybrid Child and adolescent psychiatry GAF Hybrid Forensic psychiatry GAF Hybrid Geriatric psychiatry GAF Hybrid PSYCHOTHERAPY Psychotherapy supervision GAF, DOBS Y/N/PM EVENTS/PRESENTATIONS/PROJECTS Case conference presentation DOBS Hybrid Chief resident GAF Y/N/PM Family meeting DOBS Y/N/PM Handoff evaluation DOBS Y/N/PM Journal club presentation DOBS Y/N/PM Multidisciplinary team meeting DOBS Y/N/PM Quality improvement project GAF, DOBS Y/N/PM DOBS direct observation on a single or several occasions, GAF global (mid- or end-of-rotation) assessment form, Threads form asks assessor to rate level of resident performance using milestone threads, Y/N/PM form asks assessor to rate whether milestones are met (Y), partially met (PM), or not met (N), Hybrid form groups related milestones in threads, but asks the assessor to rate whether each individual milestone is met,

Most recent ACGME neurology knowledge requirements for psychiatry residents Residents should develop competence in neurological and mental status examination, including appropriate diagnostic studies [IV.A.5.a). (14).(a)] Numbers in brackets refer to the paragraph numbers in the 2007 ACGME Program Requirements in Psychiatry [41] A version of this table appeared in Benjamin [34] Clinical psychiatric evaluation increasingly involves neurodiagnostic modalities including knowing when to utilize and how to understand the results of imaging, electrophysiological testing, and cognitive assessment. In addition to the milestones that specifically mention neuropsychiatry or clinical neuroscience skills, trainees are expected to demonstrate integration of neuroscience in areas such as patient care (evaluation, differential diagnosis, formulation, and treatment planning), professionalism (through provision of compassionate, informed, and evidence-based care), interpersonal and communication skills (effective verbal and written communication with patients, families, and colleagues), practice-based learning and improvement (seeking out relevant reviews of evidence for decisions about care, ongoing critical appraisal of research literature, teaching);, and systems-based practice (consultation to nonpsychiatric providers, resource management, and cost-effective practices). Clinical neuroscience-related milestones Subcompetency Thread Milestone Expectations of graduates PC1 psychiatric evaluation General interview skills 2.2/A Performs a targeted examination, including neurological examination, relevant to the patient’s complaints 4.1/A Routinely identifies subtle and unusual findings PC1 psychiatric evaluation Collateral information gathering and use 3.3/B Selects laboratory and diagnostic tests appropriate to the clinical presentation PC2 psychiatric formulation and differential diagnosis Organizes and summarizes findings and generates differential diagnosis 4.1/A Incorporates subtle, unusual, or conflicting findings into hypotheses and formulations PC2 psychiatric formulation and differential diagnosis Identifies contributing factors and contextual features and creates a formulation 4.2/B Efficiently synthesizes all information into a concise but comprehensive formulation PC3 treatment planning and management Creates treatment plan 3.2/A Applies understanding of psychiatric, neurologic, and medical comorbidities to treatment selection PC5 somatic therapies Education of patient about medications 2.2/B Incorporates basic knowledge of proposed mechanisms of action and metabolism of commonly prescribed psychopharmacologic agents in treatment selection and explains rationale to patients/families PC5 somatic therapies Monitoring of patient response to treatment and adjusting accordingly 4.2/C Appropriately selects evidence-based somatic treatment options (including second and third line agents and other somatic treatments) or patients whose symptoms are partially responsive or not responsive to treatment MK1 development through the life cycle Knowledge of human development 4.1/A Describes neural development across the life cycle MK1 development through the life cycle Knowledge of pathological and environmental influences on development 4.1/B Describes the influence of acquisition and loss of specific capacities in the expression of psychopathology across the life cycle 4.2/B Gives examples of gene-environment interaction influences on development and psychopathology MK2 psychopathology Knowledge at the interface of psychiatry and the rest of medicine 3.3/C Shows sufficient knowledge to identify and treat common psychiatric manifestations of medical illness 3.4/C Demonstrates sufficient knowledge to include relevant medical and neurological conditions in the differential diagnosis of psychiatric patients 4.4/C Demonstrates sufficient knowledge to systematically screen for, evaluate, and diagnose common medical conditions in psychiatric patients and to ensure appropriate

Since the development and propagation of the six-competency framework, there has been a lack of understanding among both residents and teaching faculty of what systems-based practice (SBP) and practice-based learning and improvement (PBLI) entail [1–3]. [...]an emphasis on quality and safety is woven throughout the Accreditation Council for Graduate Medical Education (ACGME)’s Next Accreditation System (NAS). [...]PBLI is increasingly important to board certification and licensure. A proactive approach, as required by the MOC/MOL process, goes further and requires that the learner anticipate future needs and seek out that information in advance (self-directed learning). [...]by level 4 of this sub-competency, a resident would be expected to demonstrate self-assessment and self-improvement skills across the course of professional activities.

The expansion of healthcare access with the Affordable Care Act and gains in mental health parity will further fuel these changes. Embedded in this subcompetency focused on controlling healthcare costs are important associated aspects of the psychiatrist’s role: addressing health disparities, using evidence-based tools to practice high value clinical care, and assisting in an advocacy role with patient access to community and system resources. Collectively, the SBP milestones outlined above encapsulate the traditional roles of psychiatrists as consultants and members of interdisciplinary teams in community-based mental healthcare delivery systems while pointing the way to future roles as leaders in quality improvement and patient safety, cost-effective care, and collaborators in integrated behavioral healthcare. The content of medical knowledge and patient care milestones will change as our field continues to advance, particularly in the subcompetencies of somatic therapies and clinical neuroscience, and the PBLI milestones will equip the future psychiatrist to remain current in their clinical practice.

The general Psychiatry Milestone workgroup included 15 individuals with significant experience in psychiatric education and included program directors, department chairs, senior medical school educators, and representatives from sub-specialties including child and adolescent psychiatry, psychosomatics, and geriatrics. Psychiatry medical knowledge subcompetencies [10] Sub-competency Threads Development through the life cycle (includes impact of psychopathology on development and developmental variations in expression of psychopathology) A. Knowledge of human development B. Knowledge of pathological and environmental influences on development C. Incorporation of developmental concepts in understanding Psychopathology (see ACGME for inclusive details) A. Knowledge to identify and treat psychiatric conditions B. Knowledge to assess risk and determine level of care C. Knowledge at the interface of psychiatry and the rest of medicine Clinical neuroscience A. Neurodiagnostic testing B. Neuropsychological testing C. Neuropsychiatric comorbidity D. Neurobiology E. Applied neuroscience Psychotherapy (knowledge base) A. Knowledge of psychotherapy theories B. Knowledge of psychotherapy practice C. Knowledge of psychotherapy evidence base Somatic therapies A. Knowledge of indications, metabolism, and mechanism of action of medications B. Knowledge of ECT and other emerging somatic treatments C. Knowledge of lab studies and measures in monitoring treatment Practice of psychiatry A. Ethics B. Regulatory compliance C. Professional development Table 3. Summary of responses from AADPRT training director survey (means based upon 5-point Likert scale) Milestone Well defined and clearly written Appropriate degree of specificity Realistically achievable by graduation Mean SD Mean SD Mean SD PC1 4.02 0.78 3.87 0.89 4.18 0.74 PC2 3.99 0.86 3.83 0.89 4.07 0.83 PC3 4.06 0.75 4.02 0.73 4.17 0.63 PC4 4.11 0.66 4.01 0.67 3.92 0.86 PC5 4.09 0.73 3.99 0.72 4.17 0.74 MK1 3.48 1.09 3.42 1.07 3.72 0.93 MK2 3.98 0.89 3.85 0.93 4.22 0.66 MK3 3.77 0.92 3.77 0.86 3.47 1.01 MK4 4.00 0.83 3.93 0.83 3.95 0.80 MK5 4.05 0.76 3.97 0.82 4.16 0.67 MK6 3.92 0.85 3.85 0.94 4.04 0.82 PC Sub-competencies The PC sub-competencies are loosely organized in the progression of psychiatric care, from evaluation to formulation and diagnosis followed by treatment planning and therapeutic skills. PC-1 Psychiatric Evaluation Four threads within this sub-competency were identified—general interview skills, collateral information gathering, safety assessment, and use of clinician’s emotional response (Table 1.)

Industries that process and use metals, from microelectronics to aerospace, can use phase equilibria data for designing and processing complex alloys (three or more components) and diffusion data for controlling the formation and dissolution of precipitate phases within a matrix or at an interface. The number of images or data tables that would be needed for the graphic representation of such data is prohibitively large for systems with a large number of components. Databases that store thermodynamic and diffusion data as analytical functions provide a compact, retrievable storage method. They also permit the extrapolation of properties from binary and ternary systems to higher-order systems based on a physical model. Special task software that allows the nonexpert to extract the required information has been developed for the casting of superalloys and the solidification of Pb-free solders. Examples of user-friendly data representation and data utilization in advanced applications are presented.