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Jaysus! Silicon Valley Bank closed in second-biggest bank failure in U.S. history The bank, which caters to tech startups, was taken over by the government after a run on deposits Thursday, sparking concerns about broader economic fallout By Gerrit De Vynck and Rachel Lerman Updated March 10, 2023 at 1:53 p.m. EST|Published March 9, 2023 at 11:52 p.m. EST The second-largest bank failure in U.S. history rocked the tech industry and sent ripples of anxiety throughout the financial system Friday as Silicon Valley Bank went from being a key part of the tech ecosystem to collapsing in a matter of hours. The bank, which largely serves startups and venture capitalists, was shut down by regulators and taken over by the federal government after depositors scrambled to withdraw their money following a surprise filing from the firm on Wednesday night that it had sold $21 billion in assets and was selling more of its own stock to shore up its balance sheet. The stock prices of other banks fell too, and Treasury Secretary Janet L. Yellen said she was monitoring the situation. Start-up founders and venture capitalists fretted that money needed to pay employees could be lost or frozen by the bank’s collapse. Silicon Valley Bank’s rapid failure has shocked the tech industry, prompting fears that the economic situation for the sector is worse than previously thought. The collapse is also strengthening calls from Wall Street analysts and investors that the Federal Reserve’s interest rate hikes are too aggressive and risk causing serious damage to the economy. At the end of December, Silicon Valley Bank held around $209 billion in total assets, making it the second-largest failure of a federally-insured bank in U.S. history, after Washington Mutual, which collapsed during the financial crisis in 2008. A spokesperson for the bank did not return a request for comment. The Federal Deposit Insurance Corporation, which took over the bank, said depositors would be able to withdraw the $250,000 of government-insured funds on Monday. But because the bank served tech businesses, many of them had much higher amounts of money stored with the bank. On Friday, questions ricocheted around Silicon Valley about whether companies would be able to get their money back, and what to do if they couldn’t. The bank’s failure also leaves a gaping hole in for the tech industry, which had relied on the bank for its expertise in startups and willingness to provide services to fast-growing, risky startups. “No bank understand startups and tech the way they do,” said Antoine Nivard, co-founder and general partner at Blank Ventures. “They have a 40-year reputation earned the hard way built on the most extensive network of insider relationships with Silicon Valley’s most important players.” The FDIC said it created a new bank to manage the firm’s operations, starting on Monday — a rare occurrence in a bank failure and typically means that the process was rushed. https://www.washingtonpost.com/technology/2023/03/09/silicon-valley-bank-shares/

This song.... Best thing I've heard in months. Her show looks like a hoot, too. Also - seeing a concert at Red Rocks is definitely on my bucket list.

Such a great guitar player.

As a Flyers fan, this is a fix for a "fix" that never should have happened. Hextall never should have been fired 5 years ago. Now we need another 8 years to rebuild.

Kakistocracy From Wikipedia, the free encyclopedia A kakistocracy (/kækɪˈstɒkrəsi/, /kækɪsˈtɒ-/) is a government run by the worst, least qualified, or most unscrupulous citizens.[1]: 54 [2][3] The word was coined as early as the seventeenth century.[4] Peter Bowler has noted in his book that there is no word for the government run by the best citizens,[a] and that the aristarchy may be the right term, but still, it could conceivably be a kakistocracy disguised as an aristocracy.[a] Etymology[edit] The word is derived from two Greek words, kakistos (κάκιστος; worst) and kratos (κράτος; rule), with a literal meaning of government by the worst people.[5] History[edit] The earliest use of the word dates to the 17th century, in Paul Gosnold's A sermon Preached at the Publique Fast the ninth day of Aug. 1644 at St. Maries:[4] English author Thomas Love Peacock later used the term in his 1829 novel The Misfortunes of Elphin, in which he explains kakistocracy represents the opposite of aristocracy, as aristos (ἄριστος) means "excellent" in Greek.[7] In his 1838 Memoir on Slavery (which he supported), U.S. Senator William Harper compared kakistocracy to anarchy, and said it had seldom occurred:[8] American poet James Russell Lowell used the term in 1876, in a letter to Joel Benton, writing, "What fills me with doubt and dismay is the degradation of the moral tone. Is it or is it not a result of Democracy? Is ours a 'government of the people by the people for the people,' or a Kakistocracy rather, for the benefit of knaves at the cost of fools?"[9]

Pretty sure he was talking about heaTHER.

I'll take a third term NDP government over a one term PC government any day of the week.

Let's go all the way and "unCree" our city's name to Muddy Water. Gotta keep some Anglophones happy...

Says a lot about the old curriculum too.

Rage is their lifeblood. They can't stop bitching about how bad things are for them now, but also don't want things to change. Anger makes them happy.

It's not like the name change will make them want to use their seatbelts or anything.

De La Seigneurie Boulevard would like it's turn at the microphone.

A. This you? "Once again.... do you represent the majority of the people. No you don't." B, Nice touch, but very atypical.

A. You and I don't actually know what the majority thinks at this point, but it doesn't change the fact that anything with Grandin's name on it needs to be renamed. B. My answers are a lot shorter than yours.

Only explicit mention of "Canadian History" is in Grade 7, but I don't pretend to be an expert on the Alberta History Curriculum.

A. I'd suggest someone who is open to learning First Nations' words is not the closed-minded one. B. This is often the problem with your proposed "solutions".

History is not mentioned as a requirement to graduate in this link, but Social Studies is: https://www.alberta.ca/education-guide-alberta-high-school-diploma-graduation-requirements-english.aspx The Social Studies page makes no specific mention of history. I'm as surprised as you are, I'd imagine. https://www.learnalberta.ca/content/mychildslearning/highschool_social.html#2 SOCIAL STUDIES 10-1 What is globalization and how does it affect us? Social Studies 10-1 students explore the changing meaning of identity and citizenship in a globalizing world, while also understanding the impacts of globalization, both positive and negative, on people worldwide. SOCIAL STUDIES 10-2 What is globalization and how does it impact me? Social Studies 10-2 students explore the history and effects of globalization. They develop an understanding of the impact that globalization has on people’s identity and citizenship, while addressing emerging issues that globalization presents. KNOWLEDGE AND EMPLOYABILITY SOCIAL STUDIES 10-4 What is globalization and how does it affect me? Knowledge and Employability Social Studies 10-4 students will look at the history of globalization and understand various viewpoints on the effects that globalization has on individuals, local communities and the world as a whole. Students who have experienced challenges or difficulty with their skills will be provided with additional strategies for success in the Knowledge and Employability -4 course sequence. SOCIAL STUDIES 20-1 What is nationalism and how does it affect us? Social Studies 20-1 students look at the origins and effects of nationalism and weigh its benefits and limitations. They examine issues related to nationalism and consider impacts on individuals, international relations and citizenship. SOCIAL STUDIES 20-2 What is nationalism and how does it affect me? In Social Studies 20-2, students examine the origins and effects of nationalism from various perspectives, developing an understanding of the impact of nationalism on individuals, international relations and citizenship in Canada. KNOWLEDGE AND EMPLOYABILITY SOCIAL STUDIES 20-4 What is nationalism and how does it affect us? In Knowledge and Employability Social Studies 20-4, students explore the development of nationalism as well as its effects, considering various perspectives on the idea of nation in Canada. They develop an understanding of the impact of nationalism on individuals, international relations and citizenship. Students who have experienced challenges or difficulty with their skills will be provided with additional strategies for success in the Knowledge and Employability -4 course sequence. SOCIAL STUDIES 30-1 What are ideologies and how do they affect us? Social Studies 30-1 students examine multiple perspectives on various ideologies and on the influence of these ideologies, focusing particularly on liberalism. They develop an understanding of how ideologies can shape us and our world. SOCIAL STUDIES 30-2 What are ideologies and how do they affect us? Social Studies 30-2 students will examine multiple perspectives on various ideologies, focusing in particular on liberalism. They will develop an understanding of how ideologies can shape us and our world. Middle School isn't much better: Grade 7 Social Studies: Canada has undergone some major changes during its history, and your Grade 7 child will uncover the stories behind these changes. They will become familiar with the people and events that led to Canadian Confederation and with the political, economic and social changes that took place afterward. Your child will gain an understanding of Canada’s development into the multicultural, bilingual, pluralistic and diverse society we know today. For more about Grade 7 Social Studies, refer to the program of studies. Grade 8 Social Studies: Contact between peoples who view the world in different ways has shaped society. By using the historical examples of Japan, Renaissance Europe and Spanish and Aztec civilizations, your teen will examine how societies with differing cultures can affect each other when they come into contact. By exploring how people in different places and times have viewed the world, your teen will think about their own worldview. For more about Grade 8 Social Studies, refer to the program of studies. Knowledge and Employability Social Studies Grade 8 Knowledge and Employability Social Studies examines issues related to contact between societies with differing worldviews. Contact between peoples who view the world in different ways has shaped society. By exploring how people in different places and times have viewed the world, your teen will think about their own worldview. Examples of worldviews may be drawn from Japan, Renaissance Europe and Spanish and Aztec societies. Your teen will be provided with additional strategies for success in this Knowledge and Employability course. For more about Grade 8 Knowledge and Employability Social Studies, refer to the program of studies. Grade 9 Social Studies: Your teen will discover the important influences that government and economics have on our lives. They’ll focus on the rights, roles and responsibilities of citizens in decision-making processes and in the Canadian justice system. Your teen will also explore issues related to immigration and consider the impact of economic decisions on the quality of life experienced in Canada and in the United States. For more about Grade 9 Social Studies, refer to the program of studies. Knowledge and Employability Social Studies Grade 9 Knowledge and Employability Social Studies focuses on citizenship, identity and quality of life. Your teen will discover the important influences that government and economics have on their life. They will focus on the rights, roles and responsibilities of citizens in decision-making processes and in the Canadian justice system. Your teen will also explore issues related to immigration and will consider the impact of economic decisions on the quality of life experienced in Canada and in the United States. They will be provided with additional strategies for success in this course. For more about Grade 9 Knowledge and Employability Social Studies, refer to the program of studies.

A. Not changing the narrative. Just pointing out you're looking for excuses to not learn the pronunciation of these aboriginal words. Do you always yield to group think? Instead of casually polling comment threads, you could actually think about why these changes are being made and why that's important. B. You are confusing actions with solutions and even admit that you don't know what to do with them once they're moved. That's not a solution to anything - it's just a police action.

So you could spend your time learning the pronunciations and sharing them, or you could instead look up reasons not to. Gotcha. It's not binary. What is happening to the addicts in these locations?

It was perfectly acceptable for some people. Let's not forget the heroes who have been fighting the fight for social justice for much longer than that. Remember that people were fighting slavery long before emancipation. I know you know this, but that's why we need to continue using our voices to remind people that these attitudes are not acceptable now and never were "just the way things were".

This explains so much.

Took me less than 5 minutes to master the pronunciations. Give yourself an hour and you'll be fine. Bishop Grandin Boulevard to Abinojii Mikanah (A-bin-oh-gee Mee-kin-ah) Bishop Grandin Trail to Awasisak Meskanow (Aa-wa-sis-uk Me-ska-noh) Grandin Street to Taapweewin Way (Tap-way-win)

You're going to have to provide some proof that this approach actually works. Works - as in actually addressing addiction and homelessness. Warehousing addicts in jails and prisons doesn't work and is inhumane.