zilongwang/ReadingBank huggingface dataset:
Degree Course Number Course Name Hours Representative Crosswalk Course Numbers at UA System Institutions Certificate of Proficiency Medical Office Management (16 hrs) EVSY1001 University Success Seminar 1 EDGE1003 (UACCH) CPSI 1003 Microcomputer Applications 3 BUS1003 (CCCUA), CIS 1003 (UAACB), CIS1013(UACCM), UTA 1003 (UAFS), CIS 22213 (UAM) ENGL 1013 English Comp 1 3 ENGL 1113 (CCCUA), ENG1013 (UACCM), ENGL1013 (UAM) HCMG 1003 Medical Terminology 3 OT 113 (UAPCC) HCMG 1023 Records Management 3 HIM 1308 (UAMS), BUSS 1253 (UACCH) HCMG 1013 Medial Office Billing 3 BUSS 2213 (UACCH) Technical Certificate Healthcare Management (CP + 21 hrs) ENGL 2023 Technical Writing 3 ENG1003 (UACCM), ENGL 3253 (UAM) MATH 1113 Quantitative Literacy 3 MATH 1321 (UALR) BUSN 2013 Business and Professional Communications 3 BUSS 2023 (CCCUA), BUED 3301 (UAPB), BUSS 1213 (UACCH), MGMT 2863 (UAFS)
Degree Course Number Course Name Hours Representative Crosswalk Course Numbers at UA System Institutions ENGL 2023 Technical Writing 3 ENG1003 (UACCM), ENGL 3253 (UAM) BUSN 2013 Business & Professional Communications 3 BUSS 2023 (CCCUA), BUED 3301 (UAPB), BUSS 1213 (UACCH), MGMT 2863 (UAFS) MATH 1113 Quantitative Literacy 3 MATH 1321 (UALR) MATH 2013 Statistics 3 HIA 3306 (UAMS) PHIL 2003 Professional Ethics 3 MGMT 2200 (UAPB) PHIL 1003 Logic and Critical Thinking 3 PHIL 2350 (UALR) SOCI 1013 Sociology 3 SOC2003 (CCCUA), SOCI2753 (UAFS), SOC2213 (UAM) PSYC 1103 Psychology 3 PSYC2003 (CCCUA),PSY2003(UACCM), PSY1163 (UAFS), PSY1013 (UAM) PLSC 2003 US Government and Society 3 PSCI2003 (CCCUA), PSCI2003(UACCM), POLS2753 (UAFS), PSCI2213 (UAM)
4.a Methods of contraception currently available Learners should identify methods of contraception currently available The following assessment methods can be used in the assessment of this standard: Written tasks/questions and answers Oral questions and answers Group discussion Written or pictorial information This list is not exhaustive and other appropriate assessment methods may be used. 4.b The features of common sexually transmitted diseases Learners should identify the features of common sexually transmitted diseases Further Information for Tutors/Assessors 4.a Principle contraception methods only. 4.b Key features of sexually transmitted diseases. 5 The learner will be able to take responsibility for own health and lifestyle through action planning for the future The learner must be able to: Assessment Requirements Evidence Location
HEALTHY MEETINGS AND EVENTS PROCEDURE TEMPLATE DEFINITIONS Cultural preferences: Refers to local cultural traditions or customs involving food or meal times. Local foods: Refers to food grown or produced in our immediate community - then region, province (Ontario/Manitoba), and country. The organization supports consumption of local foods in order to promote sustainability, build community, decrease community dependency on foreign foods and protect the environment against fossil fuel emissions during food transportation. Special dietary needs: Refers to food allergies, intolerances, or dietary restrictions, whether religious, cultural or medical. KEY / CRITICAL STEPS Staff organizing and planning for community events, meetings, workshops, or educational sessions for employees, management, volunteers, clients, guests, and partners shall consider the following guiding principles listed below: Provide healthy food and beverages. Practice safe food handling. Support and encourage standing and sitting for meetings lasting longer than 1 hour. Support and encourage ‘active meeting’ options. Promote physical activity opportunities and breaks. Accommodate special dietary needs and cultural preferences (where possible). Support local foods. Minimize waste. Limit packaging such as individual portions. Use reusable plates, cups, and utensils. Be fiscally accountable. 2.0 Use the “Practical Suggestions Checklist - Healthy Eating” (Appendix A) to assist with food selection. 3.0 Use the “Practical Suggestions Checklist – Physical Activity” (Appendix B) to assist in planning active meeting options. 4.0 Use the “Safe Food Handling Practice Guidelines” (Appendix C) to ensure that all food preparation and service requirements are met. 5.0 Choose local or Ontario/Manitoba grown and produced foods whenever possible. If locally produced foods are not available, the organization will make every effort to purchase all refreshments from local businesses within the host community. 6.0 Ensure that money spent on meals and breaks balances the guiding principles at the lowest possible cost. A healthy choice is always required. Appendix A: “Practical Suggestions Checklist - Healthy Eating”
Document Version Control Document Healthcare Needs Policy Reference Version 01 Previous Document n/a Associated Documents Guidance document no: 215/2017 Welsh Government circular no: 015/2014 Classification Directorate Circulation Directorate and Schools Author OM ALN Reviewer OM ALN Directorate Lead Head of Achievement for All Consultation Approval Date of Approval Date of Review Date of Publication Document Version History Version Number Date Review Approved Date Published Summary of Amendments
Modification of facilities to improve accessibility for pupils with disabilities, such as (please tick): Provision of equipment, such as (please tick): Hoists to allow access to swimming pools Permanent goalposts Adaptations to cooking facilities Outdoor table tennis tables Adaptations to changing room facilities Defibrillators Wheelchair-accessible paths and planters in garden spaces Gym equipment Sports wheelchairs Cookers, fridges and freezers Hydrotherapy Pools Bike Stands Smaller projects (please tick). Other (please specify). Water fountains Playground markings to facilitate active play Cooking equipment such as hobs and food processors Gardening planters and equipment Fixed sports equipment, such as wall-mounted basketball boards School Declaration I understand that the HPCF grant will be used for the project identified above. A failure to fulfil the grant conditions or provide satisfactory evidence by the end of the 2018/19 financial year to confirm that the funds have been used for the purposes provided and spent in accordance with the terms and conditions of grant will mean that funding will be reclaimed. Signed: Headteacher Dated:
Healthy Schools and Public Health Team Telephone Email Katie Polhill Healthy Schools and Public Health Manager 07773 206377 Mid Essex Healthy Schools: Louisa Belmar Sara Woolnough 07921 092974 07712691726 West Essex Healthy Schools: Lisa Golding 07815 706038 South Essex Healthy Schools: Vanessa Gardner Tia Nicholls Georgina Hume 07540 920054 07802 655641 07720 063185 North Essex Healthy Schools: Chris Holmes Louise Bowen 07807 298097 07749 316946
Healthy Weight Week Timetable Monday 16th Tuesday 17th Wednesday 18th Thursday 19th Friday 20th Saturday 21st Sunday 22nd 0615 YMCA Adrenaline Ploughed Field Bentinck St Free event 0615 YMCA Adrenaline Ploughed Field Bentinck St Free event 0730-0900 Healthy Breakfast Ploughed Field Prices on menu 0730-0900 Healthy Breakfast Ploughed Field Prices on menu Breakfast extended if there’s a demand 7.00am Yoga Ploughed Field Free event 7.00am Body Balance Ploughed Field Free event 7.00am Stretch-a-lates Ploughed Field Free event 7.00am Boxing Boot Camp 18 Wellington Rd 7.00am Tai Chi Ploughed Field Free event 7.30am Warm Ups & Cool Downs! Ploughed Field Free event 9.00am DWECH Gym ‘Come & Try’ 90 Julia St Free event 12.00pm DWECH Community Lunch 90 Julia St Wellington Rd Free event 12.00-2.00pm Healthy lunch (salads) PDH Staff Room Gold coin donation 1.00-1.30pm Virtual Supermarket Tour Active Health Percy St 1.00-1.30pm Healthy Lifestyle, Healthy Weight PDH Boardroom Free event 1.00-1.30pm Healthy Lifestyle, Healthy Weight PDH Boardroom Free event 1.00-2.00pm Virtual Supermarket Tour Active Health Free event 1.00-1.30pm Healthy Lifestyle, Healthy Weight PDH Boardroom Free event 6.30pm Healthy Cooking Launch Portland Neighbourhood House 40 Waratah Crst Supper provided Walking Challenge Walking Challenge Walking Challenge Walking Challenge Walking Challenge ‘7 meals in 7 days challenge’ Post your ‘results’ on Facebook ‘7 meals in 7 days challenge’ Post your ‘results’ on Facebook ‘7 meals in 7 days challenge’ Post your ‘results’ on Facebook ‘7 meals in 7 days challenge’ Post your ‘results’ on Facebook ‘7 meals in 7 days challenge’ Post your ‘results’ on Facebook ‘7 meals in 7 days’ Post your ‘results’ on Facebook ‘7 meals in 7 days’ Post your ‘results’ on Facebook For information and registrations, Phone direct to (03) 5522 1197 or Email: or
Objective 1: 1. To increase health care provider knowledge of how to treat people with ID, as evidenced by the provision of training to at least 75 health care professionals during the project period. Activities: Outputs: Outcomes: Impact: Hands on training for various disciplines provided by Clinical Directors for Health Care Professionals during a Healthy Athletes clinic. Training workshop provided for Health Care Professionals at the local Medical school. Partners develop new curriculum for health care training institutions to better prepare health care students to treat people with intellectual disabilities. 8 health care professionals received hands-on training from Clinical Directors in Healthy Hearing (4) and Special Smiles (4). 67 health care professionals and residents participated in training workshops held at the University of X Medical School on how to address the health and wellness needs of people with ID. 4 health care professionals trained as Clinical Directors for 4 health disciplines. New curriculum developed to prepare health professional students on working with patients with ID. Improved knowledge of how to treat people with ID reported among at least 90% of trained health care professionals, according to evaluations. New curriculum focused on how to treat people with ID incorporated into health professional classes People with ID have better (health and) healthcare Project Plan Objectives: Objective 1 {Required}: Increase the sustainability of health programming by securing at least 50% of Healthy Athletes event costs annually through local funding or support. Activities: Outputs: Outcomes: Impact: 1. 2. 1. 2. 1. 2.
systems level. There is not a limited on number of objectives, activities, outputs or outcomes, the template below just serves as a guide. Objective: Activities: Outputs: Outcomes: Impact: What you do to accomplish your objectives Immediate results from your activities: -people trained -services provided Longer-term expected results related to changes in knowledge, attitude and behavior. Outcomes usually give an indication whether program goals are being achieved Long-term effect on the incidence (e.g. reduction on mortality due to influenza-like illness) of the disease or the effects on the population at large (e.g. population living longer/healthier). Should relate to vision and mission statement of Healthy Communities Example:
Whole School Element Evidence of Good Practice Notes 3.Participation and Engagement The school has systems and processes in place to ensure the views of all children and young people are reflected across all areas of school life including those less vocal or visible? The school provides opportunities for children and young people to develop responsibility, build confidence and Pupils are regularly consulted about school food menus including world food. The systems used seek to include the views of a full cross-section of the school population e.g. different age groups, faith and cultural groups. Opportunities are sought for pupils to contribute to the promotion of healthy eating messages e.g. dining room displays managing tuck shop cook and eat sessions
Question to Athlete: How many days each week do you exercise for at least 30 minutes? □ no days □ 1 day □ 2 days □ 3 days □ 4 days □ 5 days □ 6 days □ 7 days Do you exercise outside Special Olympics Training? □ Yes □ No If Yes, what do you do (select all that apply)? □ Weights □ Run/Jog □ Walk □ Dance □ Sports □ Exercise DVD, Wii □ Job □ Other If no, what is the reason? (Select all that apply) □ No interest □ Do not know how □ No transportation □ No money □ Physically unable □ No one to do it with □ No time □ No place to exercise □ Other Television and Video Games
Question to Athlete: Do you do anything to protect your skin in the sun? □ Yes □ No If yes, what do you do to protect your skin in the sun? (select all that apply) □ Use Sunscreen □ Wear a hat □ Wear long sleeves □ Seek shade □ Wear sunglasses □ I do nothing If no, what is the reason? (select all that apply) □ Did not know it was important □ Don’t get sun burned □ No money to buy protection □ Like to be tan □ Other Tobacco
Explanatory notes on completion of a General Health & Safety Risk Assessment Form Division: Source of Risk: HG/CHO/NAS/Function: Primary Risk Category: Hospital Site/Service: Secondary Risk Category (s): Dept/Service Site: Name of Risk Owner (BLOCKS): Date of Assessment: Signature of Risk Owner: Unique ID No: HAZARD & RISK DESCRIPTION IMPACTS/VUNERABILITIES EXISTING CONTROL MEASURES ADDITIONAL CONTROLS REQUIRED PERSON FOR ACTION DUE DATE Using the Impact Context and Cause (ICC) approach, describe the hazard and associated risks. For further information on this approach please refer to to access relevant documentation. Refer to Impact Table as per HSE Risk Assessment Tool and enter the impacts and vulnerabilities that the risk has on the employees, service users, and the organisation. Detail the control measures to include all measures put in place to eliminate or reduce the risks and include engineering controls, policies, procedures, protocols, guidelines (clinical and non-clinical), training, emergency arrangements, preventative maintenance controls Detail the measures necessary to eliminate or further reduce the level of risk. Consider the hierarchy of controls: Elimination/ substitution/ engineering/ administrative/ PPE. Enter the name of the responsible person for implementation of each control measure. Enter the date by which implementation of additional controls to mitigate the risk are due. etc. Consider the interim and long term When examining existing control measures. measures, consider the adequacy, method of implementation and level of effectiveness in eliminating or minimising risk to the lowest practicable level. INITIAL RISK RATING RISK STATUS Likelihood Impact Risk Rating Open Monitor Closed
Latrobe Community Health Service Various programs suitable for most participants inclusive of but not exclusively: Low level exercise Respiratory specific Moderate level exercise/ education for those with a chronic condition Maintenance Home programs for those who are unable to access the centre Individual consultations Programs are delivered on site, in the community or as outreach depending on need Morwell Traralgon Life! Program Lifestyle modification program aimed at reducing the risk of developing Type 2 diabetes, heart disease and stroke. Churchill Moe Morwell Traralgon 1800 242 696 Self-referral S2S QUIT nutrition sessions Support/education for those who want to quit smoking but are reluctant due to possible weight gain. Churchill Moe Morwell Traralgon 1800 242 696 Self-referral S2S Better health Six week program to assist people with goal setting and of a chronic condition. Churchill Moe Morwell Traralgon 1800 242 696 Self-referral S2S QUIT line Telephone consultations by Quit Specialists trained to listen carefully to Telephone access only 137 848 Self-referral
Suffolk LPC are working with Public Health Suffolk and many local service providers and voluntary sector organisations to ensure Suffolk communities have access to the services they need. Pharmacies are accessible health and public health service providers on the high street and are passionate about promoting Healthy Living in Suffolk! For more information about HLP in Suffolk please visit our website: To contact us, email: You can also follow us on twitter:
Table 6: List of pharmacy staff who have completed the RSPH Level 2 Award in Understanding Health Improvement course and assessment, and is/are therefore a Health Champion (REQUIRED) Name of pharmacy staff Role in pharmacy (for example pharmacist/pharmacy technician/dispenser/medicines counter assistant) Date of course and assessment completed Copy of certificate attached Table 7: List of pharmacy staff who have undertaken any other health and wellbeing training Name of pharmacy staff Role in pharmacy (for example pharmacist/ pharmacy technician /dispenser/medicines counter assistant) Details of other health and wellbeing training completed Date of training completed Copy of certificate attached (if applicable) Example: Jane Bloggs Example: Medicines Counter Assistant Example: Attended training provided by local charity representative Example: 01/02/2017
Table 12: Written feedback from pharmacy team members on their team leader (to be completed by pharmacy team members) Name of pharmacy staff Name of HLP team leader What are the leader’s strengths What the leader could improve Example: Jane Jones Example: John Smith Example: Able to discuss health issues with customers with sensitivity Example: Could improve delegation of tasks, for example other team members can maintain the Health Promotion Zone area in the pharmacy
canteen logistics and food storage a lack of volunteer support. These barriers for healthy school canteens are described in more detail below. Policy Complexity and inflexibility of canteen menu guidelines: The complexity of the NSW Canteen Menu Planning Guide can be a barrier to implementation, with some canteen managers reporting that the guidelines are confusing and contradictory. The classification of complex meals that include numerous ingredients is reported to be especially problematic. The perceived inflexibility of the canteen guidelines can make it difficult for some schools to meet students’ cultural and religious requirements. Lack of support to effectively implement and maintain the Strategy: Studies suggest that resources and external support (including technical assistance and assistance with interpreting the guidelines) are key to the successful implementation and maintenance of a healthy school canteen,. Lack of such support is associated with lower compliance. Self-monitoring for implementing the Strategy: There is evidence that schools are more likely to be compliant with the Strategy when there is a consistent and coordinated approach to monitoring and a high level of accountability,. The research suggests that a key reason for low levels of uptake is the lack of enforcement in relation to implementation of the Strategy. Confusion regarding requirements relating to implementing the Strategy: Although the Strategy is a requirement for government schools, the term ‘guidelines’ may suggest a recommendation rather than a mandate and may contribute to low levels of implementation of the Strategy in some schools. The Strategy is encouraged but not mandatory for Catholic and Independent schools. However, there is a degree of uncertainty about the extent to which the Strategy is applicable to Catholic and Independent schools. Environmental influences Influence of students and the school community: The perceived demand from students for unhealthy food can act as a barrier to implementing a healthy canteen,. A study in NSW secondary schools found students’ unwillingness to try new things and eat healthy food could result in healthy food either not being purchased or going to waste. Likewise, the 2005 evaluation of the Strategy found lack of demand for healthy foods to be a significant barrier to implementing a healthy canteen; 23 per cent of
interventions. Embed the culture of healthy eating by increasing options on the healthy snack trolleys Steve Green Two trolleys will be consistently available giving choices for children to make. Assembly taken place Ensure water or water based drinks is the drink of choice throughout the day Steve Green A water only policy across the school will be introduced. We will have seen an increase in the drinking of water. The water only policy will be embedded. Classrooms will be a water only environment.
HEALTHY SNACK BAG CONTENTS For health purposes, all items should be prepackaged from the manufacturer. We are unable to accept food items that have been divided and placed in food storage bags. (Example: A large bag of pretzels with a handful of pretzels put in a Ziploc bag is not permitted) CONTENT SUGGESTIONS: Juice Boxes ● Raisins ●Dried fruit ● Granola Bars ● Crackers ● Pretzels ● Apple Sauce ●Fruit cups in water ● Trail Mix ● Utensil(s) ● Napkin Each bag should cost under $5. DROP-OFF LOCATIONS The Family Partnership: 4123 E. Lake Street | Minneapolis, MN 55409 Hours: Monday-Thursday: 9:00 a.m. - 8:00 p.m. | Friday: 9:00 a.m. - 5:00 p.m. 1501 Xerxes Avenue North | Minneapolis, MN 55409 Hours: Monday-Friday: 9:00 AM - 5:00 PM
Healthy Child Programme Nurse and Public Health Nurse (SN) Training Matrix Training Trainer Frequency Delivery Assessment Core Mandatory Core mandatory as documented on u learn for all LPT employees including for example NHS data security level 1 Infection control level 1 Fire. Movement and handling Conflict resolution Equality and Diversity Learning and Development ( LD) 3 yearly E- learn on U learn On eLearning programmes Clinical Mandatory Infection Prevention and Control ( hand hygiene) Level 2 L and D 2 yearly E learning on u learn Within e learning programme Record Keeping and Care Planning L and D 2 yearly E Learning on u learn Within e learning programme Clinical Supervision L and D Once E Learning on u learn Documented within practice and recording on u learn Anaphylaxis (Paediatric) L and D Annual for all nurses E learning on u learn Within e learning programme Medicine Management L and D 3 yearly E learning on u learn Within e learning programme Community Nursing prescribing Updates Healthy together prescribing Champions Annual to maintain competency Small group settings Within clinical supervision and one to one with CTL Immunisation and Vaccination L and D Annual E learning on u learn Within e learning programme Basic Life support Adult L and D Annual E learning on U learn Assessment in practice following
and Paediatric Theory theory course Customer Service L and D Once E learning on U learn Within e learning programme Whole Family Safeguarding Training ( including Neglect tool kit) Domestic Violence DASH Assessment tool Named Nurses Whole Day 3 Yearly Small Group settings Assessment through one to one discussion at ALS Mental Capacity Act Training L and D 3 yearly Small Group settings Essential to Role Healthy Bladder Heathy Bowel ( Universal, Universal Plus Offer) Continence Lead Once Group Teaching Through the course Sexual health Update including C Card Derbyshire Sexual Health Services Training Updates required every 3 years Updates sent electronically if necessary Group teaching Included with training Safe Practice Training including (Baseline Health Assessment training & Risk Assessment) Lead Practice Teachers Once. Half Day Group teaching session Within practice Assessment and Care Planning using SystmOne Lead Practice Teachers Once for all New Starters Half Day Small Group settings Record Keeping review by CTL Nutrition L and D Once E Learning U-Learn Assessment in training Protective Behaviours L and D Once E Learn on U Learn Mentor Updates ( SNAP) L and D Annual Small Group settings Through discussion at session Epilepsy Awareness Update Diana Service Annual E learning with 3 yearly face to face ELearning on U learn (review July 2019) Autism Spectrum Update Speech and Language Therapists Once Small Group sessions WHO Growth Measuring Lead Practice Teachers Once ½ day Small Group settings Including practice scenarios
Essential to Role Healthy Bladder Heathy Bowel ( Universal, Universal Plus Offer) Continence Lead Once Group Teaching Within training programme Ages and Stages Questionnaire Once E learning Within the course Breast feeding Infant Feeding Coordinator 2 Day Initial Course with annual ½ day update Small Group settings Within the course Assessment and Care Planning using SystmOne Lead Practice Teachers Once for all New Starters Half Day Small Group settings In Practice Childhood Nutrition 0 – 5 years Dietetic Service Once and 5 year updates Small Group Settings Within the course Communication from the Start - ELKLAN Support Training Speech and Language therapists One day Small Group settings Safe Practice Training including Baseline Health assessment and risk assessment training Lead Practice Teachers Once Small Group settings Protective Behaviour Training L and D Once E learning on U learn Health Care Support worker Care Certificate Land D Once E Learning on U learn WHO Growth Measuring Training Lead Practice Teachers Once ½ day Small Group settings Including practice scenarios Solihull Training (referencing Brazelton Principles) Lead Practice Teachers Once 2 Day Training Small Group settings Assessment at training Sexual Health and C cards Derbyshire Community Sexual Health Services 3 yearly Small Group teaching settings
Emotional Health and Wellbeing Pathway training to include self harm Lead Practice Teacher and Practice Teacher for school aged workforce Once ½ day Small group settings Assessment at training by feedback on using in practice Basic mental health training to support children and young people – range of topics available (Mind ed core content) Health Education England MindEd online Once – various dependant on topic chosen E-learning via minded Through videos and completion of modules. Evidenced within PDR Emergency First Aid at Work Training Health and Safety Team Once Immunisation and BCG Update Immunisation and Screening coordinatior and TB team Additional Training (Managers discretion or identified in PDR) Numeracy and Literacy skills L and D Once See U learn for details Only required if no evidence of previous recognised qualification Wider Public Health Remit Health Behaviour Change Level 1 ( MECC) L and D Once ELearning on u learn Within the programme For the High Impact Areas smoking, oral health, alcohol and drug awareness updates occur within neighbourhoods meeting e.g. oral health updates, brief intervention for smoking and by Practitioners reading latest evidence from With Healthy together Collective responsibility Continuous Reading Attendance at local updates from lead agencies Standard Operating Guidance NICE guidelines Through discussion within Neighbourhood teams Evidence of attending session
Working towards Meeting Breastfeeding not supported (if applicable) No facilities for storing infant formula and expressed breast milk (if applicable) Only pureed vegetables offered to infants who have started solids Iron-containing foods not offered daily for infants from around 6 months Solids do not progress in texture for infants from around 6 months (e.g. mashed, lumpy, chopped, finger foods) Children over 12 months not eating from the regular menu Menu does not include a variety of tastes, colours, textures (e.g. crunchy, soft) and flavours Breastfeeding supported (if applicable) Adequate facilities to store infant formula and expressed breast milk (if applicable) Iron-containing foods offered daily for infants from around 6 months Infants from around 6 months provided with food of progressing textures according to need (e.g. mashed, lumpy, chopped, finger food) Children over 12 months provided foods from the regular menu Menu includes a variety of tastes, colours, textures (e.g. crunchy, soft) and flavours every day Service practice does not reflect all three Exceeding themes Item 4: Food and beverage is appropriate for each child’s cultural, religious or health requirements (regulation 79) Working towards Meeting No appropriate alternatives for children with allergies (e.g. rice/ soy milk, gluten free food) No appropriate alternatives for children with religious or cultural requirements (e.g. halal/ kosher) Menu does not include meals from different cultures Appropriate alternatives provided for children with allergies (e.g. rice/soy milk, gluten free food) Appropriate alternatives provided for children with religious/cultural needs (e.g. halal/ kosher) Menu includes a variety of meals from different cultures Service practice does not reflect all three Exceeding themes Item 5: Healthy eating is promoted (Element 2.1.3 and regulation 80) Working towards Meeting
Healthy Eating WebQuest Group no. ____ Members: ___________________________________________________________________________________ Complete one worksheet per group. If not otherwise specified do calculations a person consuming 2000 kcal = __________________ kilojoules per day. Meals and snacks of group members (Complete the table below, one column per member) Name Question What do you eat for breakfast? Do you snack before lunch – what? What do you eat for lunch? Do you snack in the afternoon – what? What do you eat for supper? Do you snack before going to bed – what? My main meal is prepared from scratch? By … (whom?) My main meal is pre-prepared / take away. My favourite food/meal is: I think I eat (tick for ‘yes’, x for ‘no’): a balanced diet enough fruit and vegetables enough dietary fibre too much sugar too much fat too much salt balanced fruit & veg fibre sugar fat salt balanced fruit & veg fibre sugar fat salt balanced fruit & veg fibre sugar fat salt balanced fruit & veg fibre sugar fat salt balanced fruit & veg fibre sugar fat salt
8:53pm POST 10: Healthy eating is learned and it’s never too late (or too early!) to start adopting better habits. If you focus on re-training your kids’ taste buds, you’ll help teach the important lesson that fruits and vegetables are the most important foods to eat. That’s the best education you can provide to prepare them for a long, healthy future. 8:55pm POST 11: Thank you for joining me tonight - I hope you picked up a few new ideas that you can begin implementing right away. I will be around for a little while to answer questions. If you’d like a handout of some additional tips for getting your kids to eat more fruits and vegetables please comment below “TIPS.” For additional information about Juice Plus+ or to place an order please message me.
services, around the country as well as a section on job opportunities Healthcare Professionals Physiotherapist Website An easy to read explanation of what a Physiotherapist is and what type of work they do. HSE Healthcare Professionals Dietitian Website This website is useful in explaining the differences between a Dietitian, nutritionist and nutritional therapist. Irish Nutrition & Dietetic Institute Healthcare Professionals Speech & Language Therapists Website This is a description of the work of the SLT. The first few paragraphs are sufficient for learners at level 4 or the teacher may wish to use a shortened version of the information for a class handout. Grad Ireland Healthcare Professionals Occupational Therapists Document from a website This document outlines the role of the occupational therapist. It is a three page document but the first page is sufficient for learners on this course. Grad Ireland Communication in Healthcare Online Document This is an entire course in communications in healthcare. The course manual is free to download. The course material is useful as it covers active listening, paraphrasing, dealing with conflict etc. and there are role plays and worksheets. Teachers may wish to rewrite some of the material to suit the Irish context and the needs of their learners. Step Ahead – Straight Talk - ERIC To access an already downloaded copy, create aschoology account, search maria dollard and choose the folder Healthcare 4N3776 Access Code - HBMWK-6ZH8R Active Listening Video clip 2.5 mins long Funny YouTube clip from the TV show “Everybody loves Raymond”. In this episode, Ray uses the Active Listening skills YouTube Parent Effectiveness Training
My Stroke Guide My Stroke Guide is the stroke support tool and online community from the Stroke Association. Log on at mystrokeguide.com. Our Enquiry Line can support you with using My Stroke Guide: call 0300 222 5707 or email . Other sources of help and information
Residential Tenancies Act 1997 Caravan Park registration fee As per schedule 2 Residential Tenancies (Caravan Parks and Moveable Dwellings Registration and Standards) Regulations 2010 3 year registration Caravan Park Transfer fee As per Section 15 Residential Tenancies (Caravan Parks and Moveable Dwellings Registration and Standards) Regulations 2010 Environmental Protection Act 1970 Septic Tank Application – New installation 532.00 Septic Tank Application - Permit to Alter (major) 532.00 Major alterations as described in the application form include replacement or relocation of septic tank, treatment plant, sand filter, effluent dispersal system or any component of the septic tank system, or the installation of extra trenches/irrigation (may be required for dwelling extensions). Septic Tank Application – Permit to Alter (minor) 215.00 Minor alterations include alterations to internal plumbing and/or inlet to the septic tank system. Installation, replacement or relocation of the internal plumbing, fixtures, fittings, appliances. Septic Tank Permit extension fee 154.00 Septic Tank Application – Additional inspections 205.00 Septic tank request for records 31.00 Per request Immunisations Request for Immunisation records 31.00 Per request
193 Caroline Springs Boulevard, Caroline Springs Ph: 9747 5327 Open Monday to Friday Melton Library and Learning Hub 31 McKenzie Street, Melton Menu Items and Prices Options Categories Traffic Light Type Morning or Afternoon Tea Fruit Platter Small (5 people) $23 Large (10 people) $45 Freshly cut seasonal fruit V Veggie Sticks and Dips Platter $45 Selection of vegetables sliced with an assortment of crackers, accompanied with dried fruit and dips. V Muffins Platter $40 (serves 10) Apple and cinnamon muffins cut into quarters Lunch Mixed Sandwiches and Wraps Platter Small (5 people) $29 Large (10 people) $58 Mixture of freshly made meat and vegetarian sandwiches and wraps GF Mixed Toasted Sandwiches Platter Small (5 people) $33 Large (10 people) $65 Mixture of toasted meat and vegetarian sandwiches V GF Preferably 3-4 days notice for catering orders Vegetarian alternatives available Delivery by negotiation Prices subject to change Hearty n Wholesome Diner
The HMSC priority strategy to address these chronic health diseases is also a continuation of the work of the Healthy Montgomery Eat Well Be Active Partnership. The Eat Well Be Active Partnership is the obesity workgroup formed from the first community health improvement cycle that began in 2011. The Chronic Disease Cluster Workgroup (CDCW) developed an implementation plan during an facilitated planning session. The CDCW included participants from various departments, agencies and hospital/health systems within Montgomery County. The focus of this planning session was to address the underlying causes chronic diseases using the health equity, collective impact and triple aim frameworks. The objectives and outcome indicators were developed with guidance from the 2016 Healthy Montgomery Community Health Needs Assessment, Healthy People 2020 goals and NACCHO’s High Quality Community Healthy Improvement Process Guidance and Examples. Priority Strategy: Combined diet and physical activity promotion programs (obesity, diabetes, cardiovascular disease and cancers) Goal 1: Increase awareness about and decrease access barriers to preventive services. Objectives: 1) Increase the proportion of persons who have a specific source of ongoing care. 2) Improve health literacy, including patient and provider health insurance literacy. 3) Increase the number of tools that disseminate quality health information and available services. Key Actions Offer group and 1:1 education to needed preventive services Cultural competency Health literacy Available services Partnerships with community-based organizations, faith communities, etc. Increase dissemination and use of evidence-based, culturally competent, health literacy practices and interventions to include provider training and education materials and messaging Develop a tool/toolkit and disseminate in diverse setting and programs, health and safety information and information about health resources and services that is accurate, accessible, and actionable. Desirable Outcomes Increased % of materials at appropriate reading level and culturally competent Increased % of materials and messaging written in major languages of community Increased numbers of providers trained in health literacy and cultural competence Increased numbers of adults with routine check-up Increased numbers of adults aged 50+ with colorectal screenings Increased numbers of women with Pap Smear in 3 years Increased numbers of adults and children who receive age appropriate screenings and preventive care
Healthy Peterborough Service Self-Referral Form Email this form to OR Post “Freepost HEALTHY PETERBOROUGH” OR Fax to 01733286835 OR Call at 0800 376 56 55/01733 590064. Client details: Full name: Address: Postcode: Telephone: Email: Date of Birth: NHS number: Ethnicity: GP name: GP address: Tick the appropriate Occupation Code; Full-time student Never Worked Managerial/Professional Home Carer Long-term unemployed Intermediate Retired Sick/Disabled/Unable to work Routine/Manual Prisoner Self Employed Unable to Code Tick the appropriate service(s) you would like Want to lose weight – SU4L □ Want to stop smoking □ Would like to be more active - LGM □ Want a NHS Health Check □ I am concerned about my child’s weight □ Would like a 1-2-1 Health Trainer □ Client’s consent “I consent…” To being contacted via any of the contact information I have provided □ A voicemail to be left on my phone if I am unavailable □ Being involved in the programme and contacted for referral/s □ My GP being contacted □ My information being shared for the purpose of evaluation □ Client Signature: …………………………………………… Date: ……………………………………. Referrer’s details Referrer’s name: Referrer’s organisation: Date of referral: Signature:
Healthy Snack Ideas Choose Two food from Five groups: Vegetables, Fruits, Grains/Bread, Meat/Meat Alternative, Fluid Milk Cucumber Coins + Whole Grain Crackers Yogurt + Mixed Fruit Bran Muffin + Milk Tuna Salad + Whole Grain Bagel Pita Bread + Hummus Cottage Cheese + Blueberries Whole Grain Tortilla + Egg Salad Bran Cereal + Sliced Strawberries Carrot Sticks + Whole Grain Crackers English Muffin + Tomato Sauce, Shredded Cheese, Veggies Applesauce + Whole Grain Toast Banana Bread + Cantaloupe Tomato Wedges + Cheese Slices Hardboiled Egg + English Muffin Whole Grain Chips + Mashed Avocado Snap Peas, Baby Carrots + Hummus Broccoli Florets + Whole Grain Crackers String Cheese + Mandarin Oranges Raspberries + Oatmeal Whole Grain Cheerios + Blackberries Baked Sweet Potatoes + Milk Scrambled Eggs + Tortilla Fresh Fruit + Cubed Cheese Cottage Cheese + Peaches Cauliflower Spears + Bread Sticks Whole Grain Toast + Grapes Cheese Cubes + Cherry Tomatoes Blueberry Muffins + Clementines Cucumbers, Jicama, Carrots + Hummus Apples + Cubed Cheese Yogurt + Papaya Baked Apples + Granola Peanut Butter, Raisins + Celery Sticks Chicken Salad + Whole Grain Crackers Frozen Banana + Yogurt Peanut Butter, Sliced Strawberries + Whole Grain Bread Whole Grain Tortilla, Refried Beans + Cheese White Bean Dip + Whole Grain Tortilla Chips Whole Grain Waffle + Mashed Blueberries Zucchini Bread + Yogurt Whole Grain Biscuit, Yogurt + Strawberries Hardboiled Egg + Ritz Crackers Cottage Cheese + Oranges Soybeans + Soft Pretzel Whole Grain Bagel + Hummus Peanut Butter, Whole Grain Tortilla, + Banana String Cheese + Plum Crushed Pineapple + Whole Grain Pancake Baked Potato + Cheddar Cheese Pumpkin Bread + Milk Frozen Melon Balls + Cottage Cheese Tuna Salad + Celery Sticks Dried Apricots + Whole Grain Crackers Apple Slices + Peanut Butter Croissant, Ham + Cheese Taro Bread + Mashed Blueberries Chicken Salad + Soda Crackers Zucchini Sticks + String Cheese Whole Grain Crackers + Melted Cheese Whole Grain Cheerios + Applesauce Kiwi + Ritz Crackers Cottage Cheese + Asparagus Watermelon + Whole Grain Cheerios Green Peas + Whole Grain Penne Pasta Rice Krispies Cereal, Raisins + Yogurt
Content Area Comprehensive Health Grade Level 2nd Grade Course Name/Course Code Standard Grade Level Expectations (GLE) GLE Code Physical and Personal Wellness Identify eating behaviors that contribute to maintaining good health CH09-GR.2-S.2-GLE.1 Recognize basic childhood chronic diseases CH09-GR.2-S.2-GLE.2 Prevention and Risk Management Identify the dangers of using tobacco products and being exposed to second hand smoke. CH09-GR.2-S.4-GLE.1 Identify safe and proper use of household products CH09-GR.2-S.4-GLE.2 Explain why bullying is harmful and how to respond appropriately CH09-GR.2-S.4-GLE.3 Demonstrate interpersonal communication skills to prevent injury or to ask for help in an emergency or unsafe situation CH09-GR.2-S.4-GLE.4 Colorado 21st Century Skills Critical Thinking and Reasoning: Thinking Deeply, Thinking Differently Information Literacy: Untangling the Web Collaboration: Working Together, Learning Together Self-Direction: Own Your Learning Invention: Creating Solutions The Colorado Academic Standards for Health describes what learners should know and be able to do as they develop proficiency in health. The utilization of knowledge and skills to enhance physical, mental, emotional and social well-being will be supported in each unit through the standard areas of Physical and Personal Wellness, Emotional and Social Wellness and Prevention and Risk Management. Unit Titles Length of Unit/Contact Hours Unit Number/Sequence
King Saud University College of Business Administration (CBA) Health and Hospital Administration Department Course Code Course syllabus of: Credits PA 521 3 Lecturer: Wadi B. Alonazi 1435/136 Hijri 1st semester 2014/2015 Welcome to this course! I am pleased to guide you through this semester into many scientific aspects in the field of “Health Administration”.
presentation ready this is an individual project NOT group Strategy for mortality and morbidity prevention in Saudi Arabia Yasser- Alaa 11th 02 Dec. Nov. Group assignment presentation All group assignment should make presentation today Present your assignment 2 12th 09 Dec. Project presentation and incomplete issues The 1st group G1- A Alshehri Ayed Ajlan Alhanaya G2- Bany Hamdan- Hani- Faisal G3 Bader- Hamad- Albasher Yasser and Alaa 13th 16 Dec. Project presentation and incomplete issues The 2nd group 14th 23 Dec. Project presentation and incomplete issues The 3rd group 15th 06 Jan. Final Exam Tentative date Appendixes Individual Assignment Individual Assignment Coversheet DETAILS OF ASSIGNMENT STUDENT NAME ID NUMBER EMAIL ADDRESS PHONE CONTACT UNIT CODE * NAME ASSESSMENT TITLE TUTOR’S NAME: DATE OF DDUE SUBMISSION: DECLARATION
AmeriCorps Full-Time Member Health Care and Child Care Enrollment/Waiver Form Please Sign and Return Health Care: ____ Enroll me in the program’s health care plan. ____ Do not enroll me in the program’s health care plan, as I have other health coverage. ____ Do not enroll me in the program’s health care plan, even though I do not have other health coverage. Child Care: ____ I am interested in pursuing enrollment in the AmeriCorps*State child care benefit. ____ I am not interested in the AmeriCorps*State child care benefit. Member Name (please print): __________________________________________ Member Signature: ________________________________________________ Date: ___________________________________________________________ Required to check one option under each section.
Annex E: References Aldridge D. (1993) Music therapy research: a review of the medical research literature within a general context of music therapy research. Arts Psychotherapy 1993;20(1):11–35. Aldridge, D., & Brandt, G. (1991). Music therapy and Alzheimer's disease. British Journal of Music Therapy, 5(2), 28-37. Allender, S. The burden of smoking-related ill health in the UK. Tobacco Control, 2009; 18: 262-267. Almeida, 0., Osvaldo, P., Khan, K., Hankey, G., Yeap, B., Golledge, J. & Flicker, L. (2014) 150 minutes of vigorous physical activity per week predicts survival and successful ageing: a population-based 11-year longitudinal study of 12 201 older Australian men Br J Sports Med 2014;48:220-225 doi:10.1136/bjsports-2013-092814 Andersen, L.B., Schnohr, P., Schroll, M., Hein, H.O., 2000. All-cause mortality associated with physical activity during leisure time, work, sports, and cycling to work. Archives of internal medicine 160, 1621–1628. Arts Council England. (2004). The impact of the arts: Some research evidence. London: Arts Council England. publications/phpu4qyJQ.doc ASH (Action on Smoking and Health) 2013 Smoking statistics, who smokes and how much. Published online October 2013. Available for download at: Bamford, A. (2006). The Wow Factor: Global Research Compendium on the Impact of the Arts in Education. Germany: Waxman. Barry, N., J. Taylor & Walls K. (2002), The Role of the Fine and Performing Arts in High School Dropout Prevention. In R. Deasy (Ed.), Critical Links: Learning in the Arts and Student Achievement and Social Development, Washington, DC: AEP.
Level 2 City & Guilds 2 Certificate of Competence in Canine Health & Husbandry The introduction of the Licensing of Activities involving Animals Regulations requires those working with animals to have been suitably trained. The Pet Industry Federation has launched a new industry-leading qualification with City & Guilds to ensure all staff meet the legal guidance. Course covers: Accommodation requirements Handling, health checking and disease control Feeding requirements Behaviour Course length: days Assessment: Written tasks and practical assessment Pre-requisite: None required Cost: PIF Members £250 Non-members £300 Telephone: 01234 273933 Email: education@petfederation.co.uk
JAN Review outline of health and safety programme (objectives) and employer commitment including employer and employee responsibilities Review definitions of accident and serious harm Check sufficient forms available for H&S Ensure workers are educated and involved with H&S at least monthly FEB Acknowledgment of and to relevant legislation Review investigations and recording accidents Ensure workers are educated and involved with H&S at least monthly MAR Check quality systems that support health and safety such as internal audit Manual handling training Ensure workers are educated and involved with H&S at least monthly APR Review disaster management plan Review definitions of accident and serious harm Check sufficient forms available for H&S Ensure workers are educated and involved with H&S at least monthly MAY Practice emergency training Review investigations and recording accidents Ensure workers are educated and involved with H&S at least monthly JUN Hazard identification process and risk analysis Ensure workers are educated and involved with H&S at least monthly JUL Manual handling training Review definitions of accident and serious harm Check sufficient forms available for H&S Ensure workers are educated and involved with H&S at least monthly AUG Cross reference to health and safety issues in all team meetings Review investigations and recording accidents Ensure workers are educated and involved with H&S at least monthly SEP Hazard identification process and risk analysis Ensure workers are educated and involved with H&S at least monthly OCT Manual handling training Review definitions of accident and serious harm Check sufficient forms available for H&S Ensure workers are educated and involved with H&S at least monthly NOV Cross reference to health and safety issues in all team meetings Review investigations and recording accidents Review emergency planning Ensure workers are educated and involved with H&S at least monthly DEC Cross reference to health and safety issues in all team meetings Review procedures for investigating and recording accidents Ensure workers are educated and involved with H&S at least monthly Review Plan – Yearly Calendar