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msmarco_v2.1_doc_35_1350276830#3_3125775659
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Title: 4 Benefits of Coaching to Improve Performance | CCL
Headings: Coaching to Improve Performance & Provide Support
Coaching to Improve Performance & Provide Support
Use a Targeted Approach for Coaching to Improve Performance
4 Benefits of Coaching to Improve Performance
Ready to Take the Next Step?
Content: Use a Targeted Approach for Coaching to Improve Performance
There are several types of coaching, which can address many different issues. For example: An executive coach can serve as a sounding board during times of crisis and can provide you with a structured approach to leading your organization through unforeseen circumstances. The key is to be clear on desired outcomes and work with a coach in a way that emphasizes improved performance. Senior executives and high potentials may benefit from coaching that helps them develop strategies for leading in new or complex situations, build on existing strengths, and push their goals forward. One leader may work with a coach to go from “good to great.” Another may use coaching to shorten her ramp-up time in a new role or to help navigate a significant increase in responsibilities. For middle managers, coaching can reinvigorate a job or even a career. A coach can help a leader identify skills to be developed, key strengths, and strategies for improvement. Coaching can focus on achieving goals within a leader’s current job or a move in new directions.
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https://www.ccl.org/articles/leading-effectively-articles/coaching-to-improve-performance/
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msmarco_v2.1_doc_35_1350276830#4_3125777316
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Title: 4 Benefits of Coaching to Improve Performance | CCL
Headings: Coaching to Improve Performance & Provide Support
Coaching to Improve Performance & Provide Support
Use a Targeted Approach for Coaching to Improve Performance
4 Benefits of Coaching to Improve Performance
Ready to Take the Next Step?
Content: One leader may work with a coach to go from “good to great.” Another may use coaching to shorten her ramp-up time in a new role or to help navigate a significant increase in responsibilities. For middle managers, coaching can reinvigorate a job or even a career. A coach can help a leader identify skills to be developed, key strengths, and strategies for improvement. Coaching can focus on achieving goals within a leader’s current job or a move in new directions. Derailing executives can benefit from coaching to improve performance, too. It can help these previously successful leaders, who for any number of reasons might have jeopardized their prospects, to identify problem areas and make tangible performance improvements that serve the needs of the organization and the individual. Learn more about how coaching for leaders can provide support to individuals, and by extension, your entire organization. 4 Benefits of Coaching to Improve Performance
So how does leadership coaching lead to results? Research shows that coaching can improve performance in at least 4 ways:
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https://www.ccl.org/articles/leading-effectively-articles/coaching-to-improve-performance/
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msmarco_v2.1_doc_35_1350276830#5_3125778943
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Title: 4 Benefits of Coaching to Improve Performance | CCL
Headings: Coaching to Improve Performance & Provide Support
Coaching to Improve Performance & Provide Support
Use a Targeted Approach for Coaching to Improve Performance
4 Benefits of Coaching to Improve Performance
Ready to Take the Next Step?
Content: Derailing executives can benefit from coaching to improve performance, too. It can help these previously successful leaders, who for any number of reasons might have jeopardized their prospects, to identify problem areas and make tangible performance improvements that serve the needs of the organization and the individual. Learn more about how coaching for leaders can provide support to individuals, and by extension, your entire organization. 4 Benefits of Coaching to Improve Performance
So how does leadership coaching lead to results? Research shows that coaching can improve performance in at least 4 ways: Greater self- and contextual-awareness: Coaching is about you and where you work. You’ll gain insight into yourself as a leader within your organization. Greater understanding of others: A coach helps you understand why others might think and act the way they do.
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https://www.ccl.org/articles/leading-effectively-articles/coaching-to-improve-performance/
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msmarco_v2.1_doc_35_1350276830#6_3125780358
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Title: 4 Benefits of Coaching to Improve Performance | CCL
Headings: Coaching to Improve Performance & Provide Support
Coaching to Improve Performance & Provide Support
Use a Targeted Approach for Coaching to Improve Performance
4 Benefits of Coaching to Improve Performance
Ready to Take the Next Step?
Content: Greater self- and contextual-awareness: Coaching is about you and where you work. You’ll gain insight into yourself as a leader within your organization. Greater understanding of others: A coach helps you understand why others might think and act the way they do. You’ll learn about actions you can take to help them or to focus them in a direction that’s better for the organization. Enhanced ability to communicate: A coach works with you to find ways to improve how you convey what’s important to you, to the business, and to others. Enhanced ability to coach others: Once you’ve experienced the value of coaching for your own development, you’ll be much more prepared to notice and leverage coaching opportunities with your team.
|
https://www.ccl.org/articles/leading-effectively-articles/coaching-to-improve-performance/
|
msmarco_v2.1_doc_35_1350276830#7_3125781652
|
Title: 4 Benefits of Coaching to Improve Performance | CCL
Headings: Coaching to Improve Performance & Provide Support
Coaching to Improve Performance & Provide Support
Use a Targeted Approach for Coaching to Improve Performance
4 Benefits of Coaching to Improve Performance
Ready to Take the Next Step?
Content: You’ll learn about actions you can take to help them or to focus them in a direction that’s better for the organization. Enhanced ability to communicate: A coach works with you to find ways to improve how you convey what’s important to you, to the business, and to others. Enhanced ability to coach others: Once you’ve experienced the value of coaching for your own development, you’ll be much more prepared to notice and leverage coaching opportunities with your team. This capacity will be a key differentiator between a good leader and a great one. However, a good coaching outcome requires a good coaching relationship. Asking the right questions, in the beginning, sets the tone for a strong coaching partnership. If you’re ready to invest in coaching to improve your performance, or just need 30-60 minutes a week to get more honed in and grounded, virtual coaching offers a tailored, focused way to connect your performance development with your day-to-day work demands. Ready to Take the Next Step?
|
https://www.ccl.org/articles/leading-effectively-articles/coaching-to-improve-performance/
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msmarco_v2.1_doc_35_1350276830#8_3125783219
|
Title: 4 Benefits of Coaching to Improve Performance | CCL
Headings: Coaching to Improve Performance & Provide Support
Coaching to Improve Performance & Provide Support
Use a Targeted Approach for Coaching to Improve Performance
4 Benefits of Coaching to Improve Performance
Ready to Take the Next Step?
Content: This capacity will be a key differentiator between a good leader and a great one. However, a good coaching outcome requires a good coaching relationship. Asking the right questions, in the beginning, sets the tone for a strong coaching partnership. If you’re ready to invest in coaching to improve your performance, or just need 30-60 minutes a week to get more honed in and grounded, virtual coaching offers a tailored, focused way to connect your performance development with your day-to-day work demands. Ready to Take the Next Step? Give your leaders much-needed support with coaching to improve performance. Learn more about our high-impact virtual coaching solutions designed to ignite individual, team, and organizational effectiveness.
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https://www.ccl.org/articles/leading-effectively-articles/coaching-to-improve-performance/
|
msmarco_v2.1_doc_35_1350636930#0_3126828525
|
Title: How to Grow as a Leader | Center for Creative Leadership
Headings: How to Grow as a Leader
How to Grow as a Leader
Learn to Lead Through Developmental Assignments
3 Truths About Growing as a Leader
Ready to Take the Next Step?
Content: How to Grow as a Leader | Center for Creative Leadership
LEADING EFFECTIVELY ARTICLE
How to Grow as a Leader
Think back over your career to the times when you grew the most as a leader. Some of those growth spurts likely occurred when you had a new job opportunity or perhaps when you dealt with a crisis or other significant challenge. But it’s also important to remember that equally powerful learning experiences can be found in the context of your current job. Through developmental assignments, you can shape your work and life experiences in ways that will expand your leadership knowledge and skills. Learn to Lead Through Developmental Assignments
Challenging, real-life experiences are rich sources of growth and learning, but you don’t have to wait for opportunities to present themselves. You can — and should — be proactive and seek them out. Developmental assignments can help you learn to lead. They are roles and activities that provide opportunities for you to stretch and grow as a leader. They don’t require a major job shift or a move to a new organization. These assignments allow leaders to intentionally develop new skills, practice new behaviors, and improve on weaknesses.
|
https://www.ccl.org/multimedia/podcast/how-to-grow-as-a-leader/
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msmarco_v2.1_doc_35_1350636930#4_3126834361
|
Title: How to Grow as a Leader | Center for Creative Leadership
Headings: How to Grow as a Leader
How to Grow as a Leader
Learn to Lead Through Developmental Assignments
3 Truths About Growing as a Leader
Ready to Take the Next Step?
Content: But if your goal is to grow as a leader while you’re in your current job, you may need to temporarily make the time to take on more. Seek challenges outside the workplace. Other areas of your life often provide the same challenges found in job settings. You’ll find plenty of leadership responsibilities in nonprofit, religious, social, and professional organizations, as well as schools, sports teams, and family life. There are many opportunities to learn lessons of leadership through personal experiences, and even hardships. Developmental assignments give leaders the opportunity to ignite their “growing edge,” where deeper knowledge is discovered and new capabilities are honed as you use experience to fuel your development. Without those experiences, leaders continue to rely on a narrow set of skills and limit their career potential. 3 Truths About Growing as a Leader
As you explore developmental assignments to help you succeed as a leader, remember these 3 important truths about leader development: Effective leaders continue to develop their repertoire of skills throughout their careers. To be effective in a wide variety of leadership roles and situations, you have to master new competencies.
|
https://www.ccl.org/multimedia/podcast/how-to-grow-as-a-leader/
|
msmarco_v2.1_doc_35_1350636930#5_3126836027
|
Title: How to Grow as a Leader | Center for Creative Leadership
Headings: How to Grow as a Leader
How to Grow as a Leader
Learn to Lead Through Developmental Assignments
3 Truths About Growing as a Leader
Ready to Take the Next Step?
Content: Developmental assignments give leaders the opportunity to ignite their “growing edge,” where deeper knowledge is discovered and new capabilities are honed as you use experience to fuel your development. Without those experiences, leaders continue to rely on a narrow set of skills and limit their career potential. 3 Truths About Growing as a Leader
As you explore developmental assignments to help you succeed as a leader, remember these 3 important truths about leader development: Effective leaders continue to develop their repertoire of skills throughout their careers. To be effective in a wide variety of leadership roles and situations, you have to master new competencies. Instead of always relying on a limited set of natural capabilities, you must become well-rounded. This development of a repertoire of skills is a gradual, continuous process. A significant part of leader development occurs through practical experiences. You learn through on-the-job learning when your day-to-day responsibilities and challenges require it — and when you have the opportunity to engage in experiences, draw lessons and insights from those experiences, and apply the new knowledge and skills to the next experience. The more varied the practical experiences, the greater the likelihood of developing a broad repertoire of leadership skills.
|
https://www.ccl.org/multimedia/podcast/how-to-grow-as-a-leader/
|
msmarco_v2.1_doc_35_1350642059#4_3126848652
|
Title: The Dynamics of Team Coaching - What is Team Coaching? | CCL
Headings: The Dynamics of Team Coaching
The Dynamics of Team Coaching
What’s “Team Coaching?”
What to Look for in a Team Coach
A Focus on the Whole
A Systems-Thinking Perspective
Comfort With Ambiguity
The Ability to Set Boundaries
A Long-Term View
How to Provide Team Coaching at Your Organization
1. Be clear regarding performance and development.
2. Develop organizational savvy.
3. Utilize a systems-thinking perspective.
4. Be comfortable with ambiguity.
5. Understand, identify, and manage boundaries.
6. Remember that team coaching doesn’t always have immediate results.
Ready to Take the Next Step?
Content: A team coach should be finely attuned to the many relationships within the team. The coach has to work within at least 3 relational units: with individual coachees, with the team as a whole, and with the organization. A Long-Term View
Team coaching doesn’t always have immediate results. Other business and organizational demands are great and constant, so a coach shouldn’t pressure the group to change too much too soon. If a team coach is persistent and patient, the team and the individuals within it will function more effectively. By partnering with the team in the context of its everyday work challenges, the coach can introduce new ideas and see opportunities to improve team performance. How to Provide Team Coaching at Your Organization
Being a team coach requires a wide range of skills and perspectives. Underlying those are personal qualities of courage, risk-taking, and maturity. Leaders can build their own coaching skills and learn how to have coaching conversations with their teams, in effect becoming a team coach for their organizations.
|
https://www.ccl.org/multimedia/podcast/the-dynamics-of-team-coaching/
|
msmarco_v2.1_doc_35_1350642059#5_3126850636
|
Title: The Dynamics of Team Coaching - What is Team Coaching? | CCL
Headings: The Dynamics of Team Coaching
The Dynamics of Team Coaching
What’s “Team Coaching?”
What to Look for in a Team Coach
A Focus on the Whole
A Systems-Thinking Perspective
Comfort With Ambiguity
The Ability to Set Boundaries
A Long-Term View
How to Provide Team Coaching at Your Organization
1. Be clear regarding performance and development.
2. Develop organizational savvy.
3. Utilize a systems-thinking perspective.
4. Be comfortable with ambiguity.
5. Understand, identify, and manage boundaries.
6. Remember that team coaching doesn’t always have immediate results.
Ready to Take the Next Step?
Content: If a team coach is persistent and patient, the team and the individuals within it will function more effectively. By partnering with the team in the context of its everyday work challenges, the coach can introduce new ideas and see opportunities to improve team performance. How to Provide Team Coaching at Your Organization
Being a team coach requires a wide range of skills and perspectives. Underlying those are personal qualities of courage, risk-taking, and maturity. Leaders can build their own coaching skills and learn how to have coaching conversations with their teams, in effect becoming a team coach for their organizations. Let’s discuss how you can become an effective team coach and coach your people: 1. Be clear regarding performance and development. Try to facilitate learning for the team as a whole. Find ways that your team members can gain insight and practice different behaviors to improve their individual and team member effectiveness.
|
https://www.ccl.org/multimedia/podcast/the-dynamics-of-team-coaching/
|
msmarco_v2.1_doc_35_1350642059#6_3126852516
|
Title: The Dynamics of Team Coaching - What is Team Coaching? | CCL
Headings: The Dynamics of Team Coaching
The Dynamics of Team Coaching
What’s “Team Coaching?”
What to Look for in a Team Coach
A Focus on the Whole
A Systems-Thinking Perspective
Comfort With Ambiguity
The Ability to Set Boundaries
A Long-Term View
How to Provide Team Coaching at Your Organization
1. Be clear regarding performance and development.
2. Develop organizational savvy.
3. Utilize a systems-thinking perspective.
4. Be comfortable with ambiguity.
5. Understand, identify, and manage boundaries.
6. Remember that team coaching doesn’t always have immediate results.
Ready to Take the Next Step?
Content: Let’s discuss how you can become an effective team coach and coach your people: 1. Be clear regarding performance and development. Try to facilitate learning for the team as a whole. Find ways that your team members can gain insight and practice different behaviors to improve their individual and team member effectiveness. Assess and moderate their behaviors as well. 2. Develop organizational savvy. Be collaborative and open to influence and learning. Share unsuccessful strategies so others may avoid the same difficulties.
|
https://www.ccl.org/multimedia/podcast/the-dynamics-of-team-coaching/
|
msmarco_v2.1_doc_35_1355020793#2_3140117339
|
Title: Painter : OSH Answers
Headings: Painter
OSH Answers Fact Sheets
Painter
What does a painter do?
What are some health and safety issues for painters?
What are some preventive measures for painters?
What are some good general safe work practices?
Add a badge to your website or intranet so your workers can quickly find answers to their health and safety questions.
What's New
Need more help?
Tell us what you think
Disclaimer
Content: What are some health and safety issues for painters? Painters can work at a variety of workplaces, construction sites, homes, etc. and face a constantly changing set of hazards. The hazards include: Working at heights. Ladders, platforms and scaffolds. Working in confined spaces. Risk of eye injury. Slips, trips and falls. Risk of injury from falling objects.
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https://www.ccohs.ca/oshanswers/occup_workplace/painter.html
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msmarco_v2.1_doc_35_1355020793#3_3140118335
|
Title: Painter : OSH Answers
Headings: Painter
OSH Answers Fact Sheets
Painter
What does a painter do?
What are some health and safety issues for painters?
What are some preventive measures for painters?
What are some good general safe work practices?
Add a badge to your website or intranet so your workers can quickly find answers to their health and safety questions.
What's New
Need more help?
Tell us what you think
Disclaimer
Content: Ladders, platforms and scaffolds. Working in confined spaces. Risk of eye injury. Slips, trips and falls. Risk of injury from falling objects. Exposure to moulds, fungi and bacteria. Exposure to bird and rodent droppings. Exposure to paint products, solvents, lead and other toxic substances. Proximity to flammable or combustible materials. Working in awkward positions, or performing repetitive physical tasks.
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https://www.ccohs.ca/oshanswers/occup_workplace/painter.html
|
msmarco_v2.1_doc_35_1355020793#4_3140119382
|
Title: Painter : OSH Answers
Headings: Painter
OSH Answers Fact Sheets
Painter
What does a painter do?
What are some health and safety issues for painters?
What are some preventive measures for painters?
What are some good general safe work practices?
Add a badge to your website or intranet so your workers can quickly find answers to their health and safety questions.
What's New
Need more help?
Tell us what you think
Disclaimer
Content: Exposure to moulds, fungi and bacteria. Exposure to bird and rodent droppings. Exposure to paint products, solvents, lead and other toxic substances. Proximity to flammable or combustible materials. Working in awkward positions, or performing repetitive physical tasks. Standing for long periods of time. Lifting heavy or awkward objects. Exposure to heat and ultraviolet radiation. Noise. Stress.
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https://www.ccohs.ca/oshanswers/occup_workplace/painter.html
|
msmarco_v2.1_doc_35_1355020793#5_3140120415
|
Title: Painter : OSH Answers
Headings: Painter
OSH Answers Fact Sheets
Painter
What does a painter do?
What are some health and safety issues for painters?
What are some preventive measures for painters?
What are some good general safe work practices?
Add a badge to your website or intranet so your workers can quickly find answers to their health and safety questions.
What's New
Need more help?
Tell us what you think
Disclaimer
Content: Standing for long periods of time. Lifting heavy or awkward objects. Exposure to heat and ultraviolet radiation. Noise. Stress. Electrical hazards from working close to live electrical power lines or equipment. Shift work or extended work days. Working alone. What are some preventive measures for painters? Check safety data sheet (SDS) of the paint or coating product for the selection and use of appropriate personal protective equipment and safe use of the product.
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https://www.ccohs.ca/oshanswers/occup_workplace/painter.html
|
msmarco_v2.1_doc_35_1361253233#4_3152360255
|
Title: 7 Characteristics of an Effective Counselor
Headings: 7 Characteristics of an Effective Counselor
7 Characteristics of an Effective Counselor
For those looking to become a counselor, here is a brief list of skills and qualities good counselors have.
1. Be organized within your practice.
2. Practice ethically and professionally.
3. Educate yourself.
4. Be confident in your position and responsibility.
5. Be respectful and non-judgmental.
6. Understand the importance of communication.
7. Have a flexible attitude.
Ready to earn a degree in counseling? Learn more about CCU’s counseling programs.
CCU counseling, CAGS, counseling programs, counseling tips, MAC
Let's Connect
Content: 4. Be confident in your position and responsibility. Whether you’ve been a licensed professional counselor for 20 years or you’re new to the profession, you must maintain confidence in your work. A client is looking to you for help, so use your education and experience assuredly. Good clinical supervision is also suggested and necessary to maintain competence, and to review situations that may happen in practice that can lead to further education and confidence in the application of counseling skills. 5. Be respectful and non-judgmental. According to the ACA Code of Ethics, “Counselors are aware of — and avoid imposing — their own values, attitudes, beliefs, and behaviors” (A.4.b). As a counselor, you must respect each client’s beliefs and struggles, and never assert your personal values or beliefs. Self-disclosure must be used appropriately and in necessary situations to further build out the therapeutic relationship.
|
https://www.ccu.edu/blogs/cags/2017/03/7-characteristics-of-an-effective-counselor/
|
msmarco_v2.1_doc_35_1361253233#5_3152362139
|
Title: 7 Characteristics of an Effective Counselor
Headings: 7 Characteristics of an Effective Counselor
7 Characteristics of an Effective Counselor
For those looking to become a counselor, here is a brief list of skills and qualities good counselors have.
1. Be organized within your practice.
2. Practice ethically and professionally.
3. Educate yourself.
4. Be confident in your position and responsibility.
5. Be respectful and non-judgmental.
6. Understand the importance of communication.
7. Have a flexible attitude.
Ready to earn a degree in counseling? Learn more about CCU’s counseling programs.
CCU counseling, CAGS, counseling programs, counseling tips, MAC
Let's Connect
Content: 5. Be respectful and non-judgmental. According to the ACA Code of Ethics, “Counselors are aware of — and avoid imposing — their own values, attitudes, beliefs, and behaviors” (A.4.b). As a counselor, you must respect each client’s beliefs and struggles, and never assert your personal values or beliefs. Self-disclosure must be used appropriately and in necessary situations to further build out the therapeutic relationship. Research shows that the therapeutic alliance or therapeutic relationship is one of the strongest predictors of success. A good therapeutic relationship is often defined as having trust, agreement on therapeutic goals formulated together on a treatment plan, and a collaborative approach to working towards those goals. 6. Understand the importance of communication. Every client is different, you may have some that need time to warm up to you, while some aren’t afraid to divulge their life story from the start.
|
https://www.ccu.edu/blogs/cags/2017/03/7-characteristics-of-an-effective-counselor/
|
msmarco_v2.1_doc_35_1361253233#6_3152364025
|
Title: 7 Characteristics of an Effective Counselor
Headings: 7 Characteristics of an Effective Counselor
7 Characteristics of an Effective Counselor
For those looking to become a counselor, here is a brief list of skills and qualities good counselors have.
1. Be organized within your practice.
2. Practice ethically and professionally.
3. Educate yourself.
4. Be confident in your position and responsibility.
5. Be respectful and non-judgmental.
6. Understand the importance of communication.
7. Have a flexible attitude.
Ready to earn a degree in counseling? Learn more about CCU’s counseling programs.
CCU counseling, CAGS, counseling programs, counseling tips, MAC
Let's Connect
Content: Research shows that the therapeutic alliance or therapeutic relationship is one of the strongest predictors of success. A good therapeutic relationship is often defined as having trust, agreement on therapeutic goals formulated together on a treatment plan, and a collaborative approach to working towards those goals. 6. Understand the importance of communication. Every client is different, you may have some that need time to warm up to you, while some aren’t afraid to divulge their life story from the start. An effective counselor must understand that communication needs to be personalized to each client. Interpersonal skills go beyond the context of therapy itself. Consider differences in ethnicity, culture, background, and be self-aware of personal biases that may hinder or create barriers within the therapeutic relationship. When there is a cultural difference, one can combine this characteristic with that of educating oneself, and seek out the necessary clinical supervision or take an education training to gain the necessary education to effectively communicate with clients that may have different beliefs or cultural experiences. If the communication barrier still remains after seeking out supervision and additional training, an effective counselor must consider the option of a more appropriate referral outside of one’s private practice.
|
https://www.ccu.edu/blogs/cags/2017/03/7-characteristics-of-an-effective-counselor/
|
msmarco_v2.1_doc_35_1361253233#7_3152366315
|
Title: 7 Characteristics of an Effective Counselor
Headings: 7 Characteristics of an Effective Counselor
7 Characteristics of an Effective Counselor
For those looking to become a counselor, here is a brief list of skills and qualities good counselors have.
1. Be organized within your practice.
2. Practice ethically and professionally.
3. Educate yourself.
4. Be confident in your position and responsibility.
5. Be respectful and non-judgmental.
6. Understand the importance of communication.
7. Have a flexible attitude.
Ready to earn a degree in counseling? Learn more about CCU’s counseling programs.
CCU counseling, CAGS, counseling programs, counseling tips, MAC
Let's Connect
Content: An effective counselor must understand that communication needs to be personalized to each client. Interpersonal skills go beyond the context of therapy itself. Consider differences in ethnicity, culture, background, and be self-aware of personal biases that may hinder or create barriers within the therapeutic relationship. When there is a cultural difference, one can combine this characteristic with that of educating oneself, and seek out the necessary clinical supervision or take an education training to gain the necessary education to effectively communicate with clients that may have different beliefs or cultural experiences. If the communication barrier still remains after seeking out supervision and additional training, an effective counselor must consider the option of a more appropriate referral outside of one’s private practice. 7. Have a flexible attitude. When working as an effective counselor, you will have to be accommodating to the unpredictability of your clientele. Some clients will be late or may cancel, along with clients that are seeking an emergency session. An effective counselor must possess a flexible attitude and unconditional positive regard to ensure your clients feel safe and understood, which in turn becomes beneficial for the development of the therapeutic alliance.
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https://www.ccu.edu/blogs/cags/2017/03/7-characteristics-of-an-effective-counselor/
|
msmarco_v2.1_doc_35_1363831462#3_3156818611
|
Title: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Headings: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Weekly
Discussion
References
Summary
Content: State mandates for newborn screening for CCHD will likely increase the number of newborns screened, allowing for the possibility of early identification and prevention of morbidity and mortality. Data collection at the state level is important for surveillance, monitoring of outcomes, and evaluation of state CCHD newborn screening programs. Congenital heart defects occur in approximately eight of every 1,000 live births, one fourth of which are considered to be CCHD ( 1 ). CCHD are defined as those requiring surgery or catheterization before age 1 year. In the absence of early detection, infants with CCHD are at risk for serious complications or death within the first few days or weeks of life ( 1 ). Newborn screening for CCHD uses pulse oximetry, a noninvasive technology to measure blood oxygen saturation. Low oxygen saturation indicates hypoxemia, an early clinical sign of CCHD. Additional testing (e.g., repeat screening, echocardiogram) is needed following an abnormal pulse oximetry screen ( 1) to determine whether CCHD are present (or to determine the cause of the abnormal result). Thus, unlike most newborn screening conditions, screening for CCHD is not based on performing a blood test. In addition, hypoxemia detected by screening could indicate a medical problem, and requires immediate follow-up before discharge from the hospital.
|
https://www.cdc.gov/MMWR/preview/mmwrhtml/mm6423a1.htm
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msmarco_v2.1_doc_35_1363831462#4_3156820674
|
Title: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Headings: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Weekly
Discussion
References
Summary
Content: Newborn screening for CCHD uses pulse oximetry, a noninvasive technology to measure blood oxygen saturation. Low oxygen saturation indicates hypoxemia, an early clinical sign of CCHD. Additional testing (e.g., repeat screening, echocardiogram) is needed following an abnormal pulse oximetry screen ( 1) to determine whether CCHD are present (or to determine the cause of the abnormal result). Thus, unlike most newborn screening conditions, screening for CCHD is not based on performing a blood test. In addition, hypoxemia detected by screening could indicate a medical problem, and requires immediate follow-up before discharge from the hospital. When accompanied by early identification and treatment, newborn screening provides an opportunity to reduce infant morbidity and mortality ( 2, 3 ). The Secretary's Advisory Committee on Heritable Disorders in Newborns and Children has provided national guidelines and recommendations on newborn screening, known as the RUSP, and this panel is reviewed and endorsed by the HHS Secretary ( 3 ). As of March 2015, 32 conditions were included in the RUSP. States use the RUSP as guidance when considering adopting conditions for their own screening panels ( 3 ). State decisions might differ depending on method of screening required or the legislative authority of the newborn screening program.
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https://www.cdc.gov/MMWR/preview/mmwrhtml/mm6423a1.htm
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msmarco_v2.1_doc_35_1363831462#8_3156828569
|
Title: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Headings: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Weekly
Discussion
References
Summary
Content: The survey requested the status of CCHD mandates and requirements for data collection. If data collection was required at the state level, additional information was requested on the type of data collected. All 50 states and the District of Columbia participated. The survey findings indicated that 43 states have legislation, regulations, or hospital guidelines in place supporting CCHD newborn screening; 35 states have legislation, and 13 have regulations related to CCHD screening ( Table ). Among the 43, three states (Indiana, Maryland, and New Jersey) enacted legislation before the Secretary's approval of adding CCHD to the RUSP in 2011 ( Table ). State adoption of CCHD screening peaked in 2013 with 25 states adopting screening ( Figure 1 ). The manner in which these 43 states developed universal screening varied substantially ( Figure 2 ), and for some was a multistage process ( Table ). For example, California passed legislation requiring that CCHD screening be offered to parents of newborns. In 2013, Pennsylvania issued a regulation requiring reporting of results and diagnoses of screened newborns.
|
https://www.cdc.gov/MMWR/preview/mmwrhtml/mm6423a1.htm
|
msmarco_v2.1_doc_35_1363831462#9_3156830393
|
Title: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Headings: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Weekly
Discussion
References
Summary
Content: Among the 43, three states (Indiana, Maryland, and New Jersey) enacted legislation before the Secretary's approval of adding CCHD to the RUSP in 2011 ( Table ). State adoption of CCHD screening peaked in 2013 with 25 states adopting screening ( Figure 1 ). The manner in which these 43 states developed universal screening varied substantially ( Figure 2 ), and for some was a multistage process ( Table ). For example, California passed legislation requiring that CCHD screening be offered to parents of newborns. In 2013, Pennsylvania issued a regulation requiring reporting of results and diagnoses of screened newborns. However, the regulation did not mandate screening. In 2014, Pennsylvania enacted a law requiring screening. In 2012, Tennessee initially passed legislation that required the state's genetic advisory committee to develop a program for addition of CCHD to its screening panel. In 2013, Tennessee added CCHD to its panel via regulation. In 2012, Virginia's governor issued an executive order establishing a work group to develop a CCHD screening implementation plan, and legislation for mandatory screening was passed in 2014.
|
https://www.cdc.gov/MMWR/preview/mmwrhtml/mm6423a1.htm
|
msmarco_v2.1_doc_35_1363831462#10_3156832245
|
Title: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Headings: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Weekly
Discussion
References
Summary
Content: However, the regulation did not mandate screening. In 2014, Pennsylvania enacted a law requiring screening. In 2012, Tennessee initially passed legislation that required the state's genetic advisory committee to develop a program for addition of CCHD to its screening panel. In 2013, Tennessee added CCHD to its panel via regulation. In 2012, Virginia's governor issued an executive order establishing a work group to develop a CCHD screening implementation plan, and legislation for mandatory screening was passed in 2014. In 2013, Massachusetts issued guidelines that recommended hospitals screen newborns and passed mandatory screening legislation in 2014. In 2014, Wisconsin enacted a law that allows the state department of health to add conditions to its state panel via regulation. Soon after enactment, regulations were issued adding CCHD to its panel. Seven states and the District of Columbia support CCHD newborn screening as the standard of care with no mandate in place. Two states and the District of Columbia report that all hospitals are screening for CCHD ( Table ).
|
https://www.cdc.gov/MMWR/preview/mmwrhtml/mm6423a1.htm
|
msmarco_v2.1_doc_35_1363831462#11_3156834034
|
Title: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Headings: State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
State Legislation, Regulations, and Hospital Guidelines for Newborn Screening for Critical Congenital Heart Defects — United States, 2011–2014
Weekly
Discussion
References
Summary
Content: In 2013, Massachusetts issued guidelines that recommended hospitals screen newborns and passed mandatory screening legislation in 2014. In 2014, Wisconsin enacted a law that allows the state department of health to add conditions to its state panel via regulation. Soon after enactment, regulations were issued adding CCHD to its panel. Seven states and the District of Columbia support CCHD newborn screening as the standard of care with no mandate in place. Two states and the District of Columbia report that all hospitals are screening for CCHD ( Table ). By December 2014, among the 50 states and the District of Columbia, data collection within each newborn screening program varied from no data collection to collection of all screening results for every newborn. Of the states that have implemented, or are planning to implement CCHD screening, 24 reported current data collection, 14 reported planning future data collection, and 13 reported no plans for data collection ( Table ). The types of data collection vary from aggregate data collection only, collection of pass/fail results on all newborns, oxygen saturation results on all newborns, oxygen saturation results on failed newborns only, or a combination of these ( Table ). Discussion
The increasing number of states mandating newborn screening for CCHD will likely increase the number of newborns screened, allowing for early identification and the potential for the prevention of morbidity and mortality. Most newborn screening conditions are tested through a heel stick test, with bloodspot analysis at public health or contracted laboratories.
|
https://www.cdc.gov/MMWR/preview/mmwrhtml/mm6423a1.htm
|
msmarco_v2.1_doc_35_1365868457#1_3159951809
|
Title:
Headings:
Arsenic
How
People
Are
Exposed
to
Arsenic
How
Arsenic
Affects
People’s
Health
Levels
of
Arsenic
in
the
U.S.
Population
For
More
Information
Consumer
fact
sheet
on
Arsenic
Content: They
were
also
used
as
wood
preservatives
and
as
a
treatment
for
a
variety
of
ailments. Today,
usage
of
arsenic-containing
pesticides
and
wood
preservatives
is
restricted. How
People
Are
Exposed
to
Arsenic
People
are
most
likely
to
be
exposed
to
inorganic
arsenic
through
drinking
water
and
to
a
lesser
extent
through
various
foods. Water
sources
in
some
parts
of
the
United
States
have
higher
naturally
occurring
levels
of
inorganic
arsenic
than
other
areas. Other
sources
of
inorganic
arsenic
exposure
include
contact
with
contaminated
soil
or
with
wood
preserved
with
arsenic. People
are
exposed
to
organic
arsenic
by
consuming
seafood. How
Arsenic
Affects
People’s
Health
Unusually
large
doses
of
inorganic
arsenic
can
cause
symptoms
ranging
from
nausea,
vomiting,
and
diarrhea
to
dehydration
and
shock. Long-term
exposure
to
high
levels
of
inorganic
arsenic
in
drinking
water
has
been
associated
with
skin
disorders
and
increased
risks
for
diabetes,
high
blood
pressure,
and
several
types
of
cancer. Inorganic
arsenic
and
arsenic
compounds
are
considered
to
be
cancer-causing
chemicals. Forms
of
organic
arsenic
(for
example,
arsenobetaine)
found
in
seafood
are
not
known
to
be
toxic
to
humans.
|
https://www.cdc.gov/biomonitoring/pdf/Arsenic_FactSheet.pdf
|
msmarco_v2.1_doc_35_1378868832#8_3177759771
|
Title: Ebola | Disease or Condition of the Week | CDC
Headings: Ebola
Ebola
Quiz
Key Facts
Media
Ebolavirus Ecology
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collapse
Emergency Operations
expand
collapse
Ebola Outbreak Timeline
expand
collapse
Ebolavirus Ecology
expand
collapse
Emergency Operations
expand
collapse
Ebola Outbreak Timeline
expand
collapse
Ebolavirus Ecology
expand
collapse
Ebola and Contact Tracing
Before and After: Ebola Isolation Ward Makes Improvements
Ebola and Contact Tracing
Before and After: Ebola Isolation Ward Makes Improvements
Ebola and Contact Tracing
Prevention Tips
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Centers for Disease Control and Prevention (CDC)
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Ebola and Contact Tracing
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Prevention Tips
Avoid contact with other people’s blood and body fluids. Do not handle items that may have come in contact with an infected person’s blood or body fluids (like clothes, bedding, or needles). Avoid funeral or burial rituals that require handling the body of someone who has died from Ebola. Avoid contact with bats, monkeys, and apes, or the raw meat from these animals. Avoid facilities where Ebola patients are being treated.
|
https://www.cdc.gov/dotw/ebola/index.html
|
msmarco_v2.1_doc_35_1378868832#9_3177761675
|
Title: Ebola | Disease or Condition of the Week | CDC
Headings: Ebola
Ebola
Quiz
Key Facts
Media
Ebolavirus Ecology
expand
collapse
Emergency Operations
expand
collapse
Ebola Outbreak Timeline
expand
collapse
Ebolavirus Ecology
expand
collapse
Emergency Operations
expand
collapse
Ebola Outbreak Timeline
expand
collapse
Ebolavirus Ecology
expand
collapse
Ebola and Contact Tracing
Before and After: Ebola Isolation Ward Makes Improvements
Ebola and Contact Tracing
Before and After: Ebola Isolation Ward Makes Improvements
Ebola and Contact Tracing
Prevention Tips
Content: Watch later
Share
Copy link
Watch on
0:00
0:00
/
Live
•
Prevention Tips
Avoid contact with other people’s blood and body fluids. Do not handle items that may have come in contact with an infected person’s blood or body fluids (like clothes, bedding, or needles). Avoid funeral or burial rituals that require handling the body of someone who has died from Ebola. Avoid contact with bats, monkeys, and apes, or the raw meat from these animals. Avoid facilities where Ebola patients are being treated. Practice careful hygiene. Wash your hands with soap and water or an alcohol-based hand sanitizer. Visit CDC Travelers’ Health for travel advice and country-specific travel information. If you have traveled to an area with an Ebola outbreak, seek medical care immediately if you develop fever, headache, diarrhea, vomiting, stomach pain, or unexplained bleeding. More at CDC.gov
Page last reviewed:
|
https://www.cdc.gov/dotw/ebola/index.html
|
msmarco_v2.1_doc_35_1380877395#4_3181031235
|
Title: Collecting and Analyzing Qualitative Data | Epidemic Intelligence Service | CDC
Headings: Collecting and Analyzing Qualitative Data
Collecting and Analyzing Qualitative Data
Introduction
Qualitative Research During the Ebola Virus Disease Outbreaks in Parts of West Africa (2014)
Choosing When to Apply Qualitative Methods
Examples of research topics for which qualitative methods should be considered for field investigations
Commonly Used Qualitative Methods in Field Investigations
Semi-Structured Interviews
Individual In-Depth Interviews and Key-Informant Interviews
Focus Group Discussions and Group Key Informant Interviews
Identifying Barriers and Solutions to Improved Healthcare Worker Practices in Egypt
Visualization Methods
Sampling and Recruitment for Qualitative Research
Selecting a Sample of Study Participants
Determining Sample Size
Recruiting Study Participants
Managing, Condensing, Displaying, and Interpreting Qualitative Data
Managing Qualitative Data
Condensing Qualitative Data
Displaying Qualitative Data
Drawing and Verifying Conclusions
Coding and Analysis Requirements
Conclusion
References
Content: The combination of purposive sampling and open-ended question formats deprive qualitative study designs of the power to quantify and generalize conclusions, one of the key limitations of this approach. Qualitative scientists might argue, however, that the generalizability and precision possible through probabilistic sampling and categorical outcomes are achieved at the cost of enhanced validity, nuance, and naturalism that less structured approaches offer ( 3 ). Open-ended techniques are particularly useful for understanding subjective meanings and motivations underlying behavior. They enable investigators to be equally adept at exploring factors observed and unobserved, intentions as well as actions, internal meanings as well as external consequences, options considered but not taken, and unmeasurable as well as measurable outcomes. These methods are important when the source of or solution to a public health problem is rooted in local perceptions rather than objectively measurable characteristics selected by outside observers ( 3 ). Ultimately, such approaches have the ability to go beyond quantifying questions of how much or how many to take on questions of how or why from the perspective and in the words of the study subjects themselves ( 1,2 ). Another key advantage of qualitative methods for field investigations is their flexibility ( 4 ). Qualitative designs not only enable but also encourage flexibility in the content and flow of questions to challenge and probe for deeper meanings or follow new leads if they lead to deeper understanding of an issue (5). It is not uncommon for topic guides to be adjusted in the course of fieldwork to investigate emerging themes relevant to answering the original study question. As discussed herein, qualitative study designs allow flexibility in sample size to accommodate the need for more or fewer interviews among particular groups to determine the root cause of an issue (see the section on Sampling and Recruitment in Qualitative Research).
|
https://www.cdc.gov/eis/field-epi-manual/chapters/Qualitative-Data.html
|
msmarco_v2.1_doc_35_1380877395#5_3181034606
|
Title: Collecting and Analyzing Qualitative Data | Epidemic Intelligence Service | CDC
Headings: Collecting and Analyzing Qualitative Data
Collecting and Analyzing Qualitative Data
Introduction
Qualitative Research During the Ebola Virus Disease Outbreaks in Parts of West Africa (2014)
Choosing When to Apply Qualitative Methods
Examples of research topics for which qualitative methods should be considered for field investigations
Commonly Used Qualitative Methods in Field Investigations
Semi-Structured Interviews
Individual In-Depth Interviews and Key-Informant Interviews
Focus Group Discussions and Group Key Informant Interviews
Identifying Barriers and Solutions to Improved Healthcare Worker Practices in Egypt
Visualization Methods
Sampling and Recruitment for Qualitative Research
Selecting a Sample of Study Participants
Determining Sample Size
Recruiting Study Participants
Managing, Condensing, Displaying, and Interpreting Qualitative Data
Managing Qualitative Data
Condensing Qualitative Data
Displaying Qualitative Data
Drawing and Verifying Conclusions
Coding and Analysis Requirements
Conclusion
References
Content: Ultimately, such approaches have the ability to go beyond quantifying questions of how much or how many to take on questions of how or why from the perspective and in the words of the study subjects themselves ( 1,2 ). Another key advantage of qualitative methods for field investigations is their flexibility ( 4 ). Qualitative designs not only enable but also encourage flexibility in the content and flow of questions to challenge and probe for deeper meanings or follow new leads if they lead to deeper understanding of an issue (5). It is not uncommon for topic guides to be adjusted in the course of fieldwork to investigate emerging themes relevant to answering the original study question. As discussed herein, qualitative study designs allow flexibility in sample size to accommodate the need for more or fewer interviews among particular groups to determine the root cause of an issue (see the section on Sampling and Recruitment in Qualitative Research). In the context of field investigations, such methods can be extremely useful for investigating complex or fast-moving situations where the dimensions of analysis cannot be fully anticipated. Ultimately, the decision whether to include qualitative research in a particular field investigation depends mainly on the nature of the research question itself. Certain types of research topics lend themselves more naturally to qualitative rather than other approaches ( Table 10.1 ). These include exploratory investigations when not enough is known about a problem to formulate a hypothesis or develop a fixed set of questions and answer codes. They include research questions where intentions matter as much as actions and “why?”
|
https://www.cdc.gov/eis/field-epi-manual/chapters/Qualitative-Data.html
|
msmarco_v2.1_doc_35_1383166295#4_3184884742
|
Title: What People Who Raise Pigs Need To Know About Influenza (Flu) | CDC
Headings: What People Who Raise Pigs Need To Know About Influenza (Flu)
What People Who Raise Pigs Need To Know About Influenza (Flu)
Introduction
Influenza Virus Infections in Pigs and People
Questions & Answers about Influenza in Pigs
Q. How does influenza spread among pigs?
Q. Can influenza virus infections be prevented in pigs?
Q. What about flu vaccines for pigs?
Q. How can veterinarians help?
Q. Can people get influenza from eating pork?
Q. What about 2009 H1N1?
Q. How common are variant infections in people?
The Flu Can Spread from Pigs to People and from People to Pigs
Preventing the Spread of Flu Viruses Between People and Pigs
Content: A. It may be possible to lessen the risk of infections in pigs and/or severity of disease by following these management strategies: Vaccinating herds
Using good biosecurity measures
Practicing good hygiene
Vaccinating pig caretakers with seasonal influenza vaccine
Using proper ventilation systems
Q. What about flu vaccines for pigs? A. Flu vaccines for pigs can help, but are not 100% effective. Sometimes the vaccine used may not protect against the virus or viruses circulating. In addition, current vaccines may not be effective in young pigs due to interference from antibodies received from the sow. Generally, protection of young pigs is achieved by vaccinating sows; however, those maternal antibodies are not fully protective for the young pig and decrease by the time they are 10 to 13 weeks old or sooner. Producers may vaccinate their animals after maternal antibodies decrease. Q. How can veterinarians help? A. You should work together with your veterinarian to develop management strategies to reduce the spread of influenza among herds and to prevent the introduction and spread of flu viruses between pigs, people, and birds.
|
https://www.cdc.gov/flu/swineflu/people-raise-pigs-flu.htm
|
msmarco_v2.1_doc_35_1383166295#5_3184886814
|
Title: What People Who Raise Pigs Need To Know About Influenza (Flu) | CDC
Headings: What People Who Raise Pigs Need To Know About Influenza (Flu)
What People Who Raise Pigs Need To Know About Influenza (Flu)
Introduction
Influenza Virus Infections in Pigs and People
Questions & Answers about Influenza in Pigs
Q. How does influenza spread among pigs?
Q. Can influenza virus infections be prevented in pigs?
Q. What about flu vaccines for pigs?
Q. How can veterinarians help?
Q. Can people get influenza from eating pork?
Q. What about 2009 H1N1?
Q. How common are variant infections in people?
The Flu Can Spread from Pigs to People and from People to Pigs
Preventing the Spread of Flu Viruses Between People and Pigs
Content: Generally, protection of young pigs is achieved by vaccinating sows; however, those maternal antibodies are not fully protective for the young pig and decrease by the time they are 10 to 13 weeks old or sooner. Producers may vaccinate their animals after maternal antibodies decrease. Q. How can veterinarians help? A. You should work together with your veterinarian to develop management strategies to reduce the spread of influenza among herds and to prevent the introduction and spread of flu viruses between pigs, people, and birds. Q. Can people get influenza from eating pork? A. Flu viruses in pigs have not been shown to be transmissible to people through eating properly handled and prepared pork (pig meat) or other products derived from pigs. For more information about the proper handling and preparation of pork, visit the USDA website fact sheet Fresh Pork from Farm to Table
external icon
. Q. What about 2009 H1N1? A. The 2009 H1N1 flu virus was first detected in people in the United States in April 2009.
|
https://www.cdc.gov/flu/swineflu/people-raise-pigs-flu.htm
|
msmarco_v2.1_doc_35_1396833794#1_3205600784
|
Title:
Headings: Diabetes
Diabetes
What
is
diabetes?
How
prevalent
is
diabetes
among
blacks?
What
are
the
symptoms
of
diabetes?
What
are
the
types
of
diabetes?
Type
1
Type
2
Treatment
for
Type
2
diabetes
Can
diabetes
be
prevented?
Is
there
a
cure
for
diabetes?
How
is
CDC
helping?
CDC
Spokesperson:
Content: This
causes
sugars
to
build
up
in
your
blood. This
is
why
many
people
refer
to
diabetes
as
“sugar.” Diabetes
can
cause
serious
health
complications
including
heart
disease,
blindness,
kidney
failure,
and
lower-extremity
amputations. Diabetes
is
the
seventh
leading
cause
of
death
in
the
United
States. How
prevalent
is
diabetes
among
blacks? Blacks
are
1.7
times
as
likely
to
develop
diabetes
as
whites
The
prevalence
of
diabetes
among
blacks
has
quadrupled
during
the
past
30
years
Among
blacks
age
20
and
older,
about
2.3
million
have
diabetes
–
10.8
percent
of
that
age
group
Blacks
with
diabetes
are
more
likely
than
non-Hispanic
whites
to
develop
diabetes
and
to
experience
greater
disability
from
diabetes-related
complications
such
as
amputations,
adult
blindness,
kidney
failure,
and
increased
risk
of
heart
disease
and
stroke; Death
rates
for
blacks
with
diabetes
are
27
percent
higher
than
for
whites. What
are
the
symptoms
of
diabetes? People
who
think
they
might
have
diabetes
must
visit
a
physician
for
diagnosis. They
might
have
SOME
or
NONE
of
the
following
symptoms:
|
https://www.cdc.gov/media/presskits/aahd/diabetes.pdf
|
msmarco_v2.1_doc_35_1397022410#4_3206035617
|
Title: National Prematurity Awareness Month: Celebrating Successes and Taking Action | CDC Online Newsroom | CDC
Headings: National Prematurity Awareness Month: Celebrating Successes and Taking Action
National Prematurity Awareness Month: Celebrating Successes and Taking Action
Media Statement
Content: We don’t understand all the reasons some babies are born too soon. Even women who appear to do everything “right” can deliver too early. But we do know that some factors increase the risk of preterm birth: young or advanced age of the mother, cigarette or substance abuse, stress, depression, and carrying more than one baby. Factors that determine how we thrive or falter in our environment – poverty, lack of access to quality healthcare, discrimination, and underemployment – also play a role. Many of these factors are more common in African- American communities and threaten the health of pregnant women and their families. CDC has identified five key strategies proven to reduce preterm births: Prevent unintended pregnancies and achieve an ideal length of time between pregnancies (birth spacing); Provide women ages 18–44 years access to health care before and between pregnancies to help manage chronic conditions and modify other risk behaviors, such as smoking; Identify women at risk for giving birth too early and offer effective treatments to prevent preterm birth;
|
https://www.cdc.gov/media/releases/2016/s1103-prematurity-awareness.html
|
msmarco_v2.1_doc_35_1402897536#1_3212194669
|
Title: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Headings: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Weekly
Content: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Weekly
July 20, 2012 / 61 (28);543
* Per 100,000 population in age group. Suicides are coded as *U03, X60–X84, and Y87.0, and homicides are coded as *U01–*U02, X85–Y09, and Y87.1 according to the International Classification of Diseases, 10th Revision. † 95% confidence interval. § Suicide data for persons aged 0–9 years are suppressed based on a child's inability to form and understand suicidal intent and consequences. In 2009, the age-adjusted suicide rate for the total population (11.8 per 100,000 population) was approximately twice as high as the age-adjusted homicide rate (5.5). Persons aged 18–24 years had the highest rate of homicide in 2009, whereas persons aged 45–54 years had the highest rate of suicide. The suicide rate was higher than the homicide rate among those aged ≥25 years, and this difference increased with age. For persons aged 25–44 years, the rate of suicide was nearly twice the rate of homicide, whereas for those aged ≥65 years, the rate of suicide was nearly seven times the homicide rate. Sources:
|
https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6128a8.htm
|
msmarco_v2.1_doc_35_1402897536#2_3212196298
|
Title: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Headings: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Weekly
Content: In 2009, the age-adjusted suicide rate for the total population (11.8 per 100,000 population) was approximately twice as high as the age-adjusted homicide rate (5.5). Persons aged 18–24 years had the highest rate of homicide in 2009, whereas persons aged 45–54 years had the highest rate of suicide. The suicide rate was higher than the homicide rate among those aged ≥25 years, and this difference increased with age. For persons aged 25–44 years, the rate of suicide was nearly twice the rate of homicide, whereas for those aged ≥65 years, the rate of suicide was nearly seven times the homicide rate. Sources: National Vital Statistics System mortality data. Available at http://www.cdc.gov/nchs/deaths.htm. US Department of Health and Human Services, Office of Disease Prevention and Health Promotion. Healthy people 2020. Washington, DC:
|
https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6128a8.htm
|
msmarco_v2.1_doc_35_1402897536#4_3212198462
|
Title: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Headings: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Weekly
Content: US Department of Health and Human Services; 2012. Available at http://www.healthypeople.gov. Reported by: Kimberly Hurvitz, MHS, [email protected], 301-458-4756; Deepthi Kandi. Alternate Text: The figure above shows suicide and homicide rates, by age group, in the United States, during 2009. In 2009, the age-adjusted suicide rate for the total population (11.8 per 100,000 population) was approximately twice as high as the age-adjusted homicide rate (5.5). Persons aged 18-24 years had the highest rate of homicide in 2009, whereas persons aged 45-54 years had the highest rate of suicide.
|
https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6128a8.htm
|
msmarco_v2.1_doc_35_1402897536#5_3212199505
|
Title: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Headings: QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
QuickStats: Suicide and Homicide Rates,* by Age Group — United States, 2009
Weekly
Content: Deepthi Kandi. Alternate Text: The figure above shows suicide and homicide rates, by age group, in the United States, during 2009. In 2009, the age-adjusted suicide rate for the total population (11.8 per 100,000 population) was approximately twice as high as the age-adjusted homicide rate (5.5). Persons aged 18-24 years had the highest rate of homicide in 2009, whereas persons aged 45-54 years had the highest rate of suicide. The suicide rate was higher than the homicide rate among those aged ≥25 years, and this difference increased with age. For persons aged 25-44 years, the rate of suicide was nearly twice the rate of homicide, whereas for those aged ≥65 years, the rate of suicide was nearly seven times the homicide rate.
|
https://www.cdc.gov/mmwr/preview/mmwrhtml/mm6128a8.htm
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msmarco_v2.1_doc_35_1413701766#8_3217927439
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Title: Interpersonal Violence Victimization Among High School Students — Youth Risk Behavior Survey, United States, 2019 | MMWR
Headings: Interpersonal Violence Victimization Among High School Students — Youth Risk Behavior Survey, United States, 2019
Interpersonal Violence Victimization Among High School Students — Youth Risk Behavior Survey, United States, 2019
Article Metrics
Altmetric:
Citations: 7
Figure
Tables
Abstract
Introduction
Methods
Data Source
Measures
Analysis
Results
Discussion
Limitations
Future Directions
Conclusion
Conflicts of Interest
TABLE 1. Violence victimization measures — Youth Risk Behavior Survey, United States, 2019
View Page In:
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PDF [165K]
Content: For instance, in a sample of northeastern 10th-grade students, sexual minority youths reported more bullying, sexual violence, and dating violence victimization than heterosexual youths, with sexual minority females reporting particularly high levels (91% of sexual minority females and 79% of sexual minority males reported at least one form of victimization) ( 6 ). Furthermore, in a study of sexual violence victimization of college students, females had higher odds of victimization than did males, and non-Hispanic black (black) students and students of other races/ethnicities had higher odds of victimization than did non-Hispanic white (white) students; moreover, these racial differences were greater for males. For females, Hispanics had lower odds of sexual violence victimization than whites, and for males, no substantial differences existed between Hispanics and whites ( 7 ). Understanding these disparities in the experience of violence victimization is crucial for identifying those at highest risk and for guiding prevention efforts. Contextual factors also are valuable in describing victimization (e.g., frequency of victimization or co-occurrences of violence subtypes). These factors increase understanding of these violence types and further contextualize prevalence estimates. For example, in a report using 2013 data, approximately 21% of female and 10% of male high school students who reported dating in the previous year experienced sexual or physical dating violence, and 6% of females and 3% of males experienced both physical and sexual dating violence ( 8 ). This report presents 2019 prevalence estimates for dating violence, sexual violence, and bullying victimization of U.S. high school students by sex, race/ethnicity, and sexual identity, and includes frequency of dating violence and sexual violence victimization by demographic characteristics. Combined prevalence of different forms of dating violence and bullying also is presented to provide the most current estimates of each violence type.
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https://www.cdc.gov/mmwr/volumes/69/su/su6901a4.htm
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msmarco_v2.1_doc_35_1417197946#7_3224293293
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Title: Congenital Heart Defects Information for Healthcare Providers | CDC
Headings: Congenital Heart Defects Information for Healthcare Providers
Congenital Heart Defects Information for Healthcare Providers
Critical CHD Screening Methods
Critical CHDs
Other Conditions that are not critical CHDs
Failed Screens
Passed Screens
Ways to Reduce False Positive Screens
Other Tools or Resources
Content: Read article
pdf icon
[524 KB / 46 pages] ]
Mahle WT, Newburger JW, Matherne GP, Smith FC, Hoke TR, Koppel R, Gidding SS, Beekman RH, 3rd, Grosse, SD. Role of pulse oximetry in examining newborns for congenital heart disease: A scientific statement from the AHA and AAP. Pediatrics. 2009;124:823-36. [ Read article
external icon
]
NewSTEPS
external icon
This webpage on critical congenital heart defects provides a central location for resources related to these conditions, including webinars, legislative updates, and news. NIH/NLM Newborn Screening Coding and Terminology Guide
external icon
This guide provides the data standards for electronic reporting of critical congenital heart defects. Pulse Ox Tool
external icon
This web application and mobile app are provided as a free service by Children’s Healthcare of Atlanta to aid healthcare professionals in screening for critical congenital heart defects. Thangaratinam S, Brown K, Zamora J, Khan KS, Ewer AK. Pulse oximetry screening for critical congenital heart defects in asymptomatic newborn babies:
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https://www.cdc.gov/ncbddd/heartdefects/hcp.html
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msmarco_v2.1_doc_35_1417197946#8_3224294950
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Title: Congenital Heart Defects Information for Healthcare Providers | CDC
Headings: Congenital Heart Defects Information for Healthcare Providers
Congenital Heart Defects Information for Healthcare Providers
Critical CHD Screening Methods
Critical CHDs
Other Conditions that are not critical CHDs
Failed Screens
Passed Screens
Ways to Reduce False Positive Screens
Other Tools or Resources
Content: Read article
external icon
]
NewSTEPS
external icon
This webpage on critical congenital heart defects provides a central location for resources related to these conditions, including webinars, legislative updates, and news. NIH/NLM Newborn Screening Coding and Terminology Guide
external icon
This guide provides the data standards for electronic reporting of critical congenital heart defects. Pulse Ox Tool
external icon
This web application and mobile app are provided as a free service by Children’s Healthcare of Atlanta to aid healthcare professionals in screening for critical congenital heart defects. Thangaratinam S, Brown K, Zamora J, Khan KS, Ewer AK. Pulse oximetry screening for critical congenital heart defects in asymptomatic newborn babies: a systematic review and meta-analysis. Lancet. 2012; 379:2459-64. [ Read article
external icon
]
Disclaimer:
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https://www.cdc.gov/ncbddd/heartdefects/hcp.html
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msmarco_v2.1_doc_35_1417238011#12_3224377822
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Title: Screening for Critical Congenital Heart Defects | CDC
Headings: Screening for Critical Congenital Heart Defects
Screening for Critical Congenital Heart Defects
Importance of Newborn Screening for Critical Congenital Heart Defects
Number of Babies that Screening Can Help
Jodi's Story
Importance of Critical CHD Diagnosis Before Leaving the Hospital
Costs
Newborn Screening Contingency Plan, Version II, 2017
References
Content: Role of pulse oximetry in examining newborns for congenital heart disease: a scientific statement from the AHA and AAP. Pediatrics. 2009; 124:823-36. De-Wahl Granelli A, Wennergren M, Sandberg K, Mellander M, Bejlum C, Inganas L, Eriksson M, Segerdahl N, Agren A, Ekman-Joelsson BM, Sunnegardh J, Verdicchio M, Sotman-Smith I. Impact of pulse-oximetry screening on the detection of duct-dependent congenital heart disease: a Swedish prospective screening study in 39,821 newborns. BMJ. 2009; 338:
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https://www.cdc.gov/ncbddd/heartdefects/screening.html
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msmarco_v2.1_doc_35_1417256271#9_3224424749
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Title: Congenital Heart Defects - Facts about Tricuspid Atresia | CDC
Headings: Facts about Tricuspid Atresia
Facts about Tricuspid Atresia
What is Tricuspid Atresia?
Occurrence
Causes and Risk Factors
Diagnosis
During Pregnancy
After a Baby is Born
Treatment
Medicines
Nutrition
Surgery
References:
Content: Cardiac catheterization (inserting a thin tube into a blood vessel and guiding it to the heart) also can confirm the diagnosis by looking at the inside of the heart and measuring the blood pressure and oxygen. An electrocardiogram (EKG), which measures the electrical activity of the heart, and other medical tests may also be used to make the diagnosis. Tricuspid atresia is a critical congenital heart defect (critical CHD) that also can be detected with newborn screening using pulse oximetry (also known as pulse ox). Pulse oximetry is a simple, painless bedside test to estimate the amount of oxygen in a baby’s blood. The test is done using a machine called a pulse oximeter, with sensors placed on the baby’s skin. Low levels of oxygen in the blood can be a sign of a critical CHD. Newborn screening using pulse oximetry can identify some infants with a critical CHD, like tricuspid atresia, before they show any symptoms. Treatment
Medicines
Some babies and children will need medicines to help strengthen the heart muscle, lower their blood pressure, and help the body get rid of extra fluid. Nutrition
Some babies with tricuspid atresia become tired while feeding and do not eat enough to gain weight. To make sure babies have a healthy weight gain, a special high-calorie formula might be prescribed.
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https://www.cdc.gov/ncbddd/heartdefects/tricuspid-atresia.html
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msmarco_v2.1_doc_35_1440042591#0_3245879194
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Title: Heat Stress Acclimatization | NIOSH | CDC
Headings: Acclimatization
Acclimatization
Acclimatization schedule
Maintaining acclimatization
Content: Heat Stress Acclimatization | NIOSH | CDC
Acclimatization
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Related Pages
Acclimatization is the beneficial physiological adaptations that occur during repeated exposure to a hot environment. These physiological adaptations include: Increased sweating efficiency (earlier onset of sweating, greater sweat production, and reduced electrolyte loss in sweat). Stabilization of the circulation. The ability to perform work with lower core temperature and heart rate. Increased skin blood flow at a given core temperature. To acclimatize workers, gradually increase their exposure time in hot environmental conditions over a 7-14 day period. New workers will need more time to acclimatize than workers who have already had some exposure. Acclimatization schedule
For new workers, the schedule should be no more than a 20% exposure on day 1 and an increase of no more than 20% on each additional day. For workers who have had previous experience with the job, the acclimatization regimen should be no more than a 50% exposure on day 1, 60% on day 2, 80% on day 3, and 100% on day 4.
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https://www.cdc.gov/niosh/topics/heatstress/acclima.html
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msmarco_v2.1_doc_35_1440042591#2_3245882261
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Title: Heat Stress Acclimatization | NIOSH | CDC
Headings: Acclimatization
Acclimatization
Acclimatization schedule
Maintaining acclimatization
Content: In addition, the level of acclimatization each worker reaches is relative to the initial level of physical fitness and the total heat stress experienced by the individual. Maintaining acclimatization
Workers can maintain their acclimatization even if they are away from the job for a few days, such as when they go home for the weekend. However, if they are absent for a week or more then there may be a significant loss in the beneficial adaptations leading to an increased likelihood of heat-related illness and a need to gradually reacclimate to the hot environment. Some additional information on maintaining acclimatization: It can often be regained in 2 to 3 days upon returning to a hot job. It appears to be better maintained by those who are physically fit. Seasonal shifts in temperatures may result in difficulties. Working in hot, humid environments provides adaptive benefits which also apply in hot, desert environments, and vice versa. Air conditioning will not affect acclimatization. Page last reviewed:
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https://www.cdc.gov/niosh/topics/heatstress/acclima.html
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msmarco_v2.1_doc_35_1440042591#3_3245883618
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Title: Heat Stress Acclimatization | NIOSH | CDC
Headings: Acclimatization
Acclimatization
Acclimatization schedule
Maintaining acclimatization
Content: It appears to be better maintained by those who are physically fit. Seasonal shifts in temperatures may result in difficulties. Working in hot, humid environments provides adaptive benefits which also apply in hot, desert environments, and vice versa. Air conditioning will not affect acclimatization. Page last reviewed: June 6, 2018
Content source: National Institute for Occupational Safety and Health
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https://www.cdc.gov/niosh/topics/heatstress/acclima.html
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msmarco_v2.1_doc_35_1440310662#0_3246478474
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Title: Productive Aging and Work | NIOSH | CDC
Headings: PRODUCTIVE AGING AND WORK
PRODUCTIVE AGING AND WORK
NCPAW Spotlight
Overview
National Center for Productive Aging and Work (NCPAW)
News and Highlights
Sources
Content: Productive Aging and Work | NIOSH | CDC
PRODUCTIVE AGING AND WORK
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Related Pages
NCPAW Spotlight
A recording of the Productive Aging and Work Webinar, Overlapping Vulnerabilities in the Aging Workforce is now available here
External external icon
. The objective of the webinar was to explore from three complementing views how social and economic factors can influence the occupational safety and health experience of aging workers. Overview
Today, one in every five American workers is over 65, and in 2020, one in four American workers will be over 55, according to the U.S. Bureau of Labor Statistics. Although there is no consensus on the age at which workers are considered “older workers,” the aging workforce phenomenon is real. These demographic shifts have made the issue of healthier workers, especially those of advanced age, much more pressing. Aging is a relevant process experienced by all workers throughout their life. Vital to any workplace is the safety, health and well-being of workers, from their first day on the job to their last. 1
National Center for Productive Aging and Work (NCPAW)
The National Center for Productive Aging and Work (NCPAW) advances lifelong well-being for workers of all ages and supports a productive aging across the working life. The Center continues to work on such important issues as how organizations are addressing the needs of an aging workforce and identifying interventions and strategies to support both workers of all age groups and organizations that employ them. The Center is hosted by the NIOSH Office for Total Worker Health ® .
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https://www.cdc.gov/niosh/topics/productiveaging/default.html
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msmarco_v2.1_doc_35_1445483005#6_3254366725
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Title: CDC - Homelessness as a Public Health Law Issue - Publications by Topic - Public Health Law
Headings: Homelessness as a Public Health Law Issue: Selected Resources
Homelessness as a Public Health Law Issue: Selected Resources
Content: for the Homeless (Oct. 2014). Overview of legislation that restricts individuals and groups from sharing food with homeless persons. No Safe Place: The Criminalization of Homelessness in U.S. Cities external icon
Nat’l Law Ctr. on Homelessness & Poverty (2014). Report on criminalization measures across the country, trends in criminalization of homelessness since 2009, comments on why those laws are ineffective, and alternatives. Downward Spiral: Homelessness and Its Criminalization external icon
Maria Foscarinis, 14 Yale L. & Pol’y Rev. 1 (1996). Overview of homelessness in America, recent efforts to criminalize homelessness, court rulings challenging those efforts, and public policy concerns, and argument for proactive approach to criminalization in the courts. Law and Policy Approaches to Addressing Homelessness
In recent years, advocacy organizations and government bodies have increasingly worked to decriminalize homelessness and to promote programs that provide multidisciplinary services, affordable housing, affordable healthcare, and other resources that can support homeless populations.
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https://www.cdc.gov/phlp/publications/topic/resources/resources-homelessness.html
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msmarco_v2.1_doc_35_1445483005#13_3254376613
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Title: CDC - Homelessness as a Public Health Law Issue - Publications by Topic - Public Health Law
Headings: Homelessness as a Public Health Law Issue: Selected Resources
Homelessness as a Public Health Law Issue: Selected Resources
Content: Health 1400 (2010). Article about the Boston Health Care for the Homeless Program service model that provides multidisciplinary care to homeless individuals. Preventing and Ending Homelessness—Next Steps pdf icon [PDF – 92KB] external icon
Mary Cunningham, Metro. Housing & Communities Ctr. ( February 2009). Data and recommendations on several alternatives to criminalization of homelessness, including expanding Housing First programs, rapid rehousing, and improving emergency preparedness. Discharges to the Streets: Hospitals and Homelessness external icon
Sidney Watson, 19 St. Louis U. Pub. L. Rev. 357 (2000). Discussion of ways hospitals and detox programs can design discharge-planning programs to help break the cycle of homelessness and institutionalization.
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https://www.cdc.gov/phlp/publications/topic/resources/resources-homelessness.html
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msmarco_v2.1_doc_35_1445483005#14_3254377841
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Title: CDC - Homelessness as a Public Health Law Issue - Publications by Topic - Public Health Law
Headings: Homelessness as a Public Health Law Issue: Selected Resources
Homelessness as a Public Health Law Issue: Selected Resources
Content: Data and recommendations on several alternatives to criminalization of homelessness, including expanding Housing First programs, rapid rehousing, and improving emergency preparedness. Discharges to the Streets: Hospitals and Homelessness external icon
Sidney Watson, 19 St. Louis U. Pub. L. Rev. 357 (2000). Discussion of ways hospitals and detox programs can design discharge-planning programs to help break the cycle of homelessness and institutionalization. Proven Solutions external icon
Coal. for the Homeless. Discussion of housing-based policies that have been pioneered in New York City, studied, and found to be effective in reducing homelessness while remaining cost-effective. Lay of the Land: Current Housing Models and Services for Unaccompanied Homeless Youth pdf icon [PDF – 394KB] external icon
Caryn Blitz, Office of the Comm’r/ODARE Admin.
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https://www.cdc.gov/phlp/publications/topic/resources/resources-homelessness.html
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msmarco_v2.1_doc_35_1445483005#17_3254381785
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Title: CDC - Homelessness as a Public Health Law Issue - Publications by Topic - Public Health Law
Headings: Homelessness as a Public Health Law Issue: Selected Resources
Homelessness as a Public Health Law Issue: Selected Resources
Content: Overview of the authorizing laws, regulations, and notices for the Continuum of Care program designed by the US government to promote commitment to ending homelessness. Acknowledgments and Disclaimers
This document was developed by Hillary Li, JD candidate at the University of North Carolina Chapel Hill School of Law and extern with the Public Health Law Program (PHLP) within CDC’s Center for State, Tribal, Local, and Territorial Support. The author thanks Matthew Penn, JD, MLIS, Dawn Pepin, JD, MPH, and Aila Hoss, JD, for their editorial assistance. For further technical assistance with this inventory, please contact [email protected]. PHLP provides technical assistance and public health law resources to advance the use of law as a public health tool. PHLP cannot provide legal advice on any issue and cannot represent any individual or entity in any matter. PHLP recommends seeking the advice of an attorney or other qualified professional with questions regarding the application of law to a specific circumstance. The findings and conclusions in this summary are those of the author and do not necessarily represent the official views of CDC. References and Footnotes
Green Doors, General Homelessness Facts external icon (last visited Oct. 18, 2016). Homelessness statistics are often assessed on a “per night” basis because they assess where people sleep at night—on the streets, in shelters, etc.
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https://www.cdc.gov/phlp/publications/topic/resources/resources-homelessness.html
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msmarco_v2.1_doc_35_1450706875#14_3263711779
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Title: Sustainable Lifestyle - CDC
Headings: Sustainable Lifestyle
Sustainable Lifestyle
Do Your Part to Live Smart
Make Sustainable Food Choices
Use Alternative Transportation
Make Green Updates at Home
Purchase Green Products
Recycle Electronics
Content: Fabricating and shipping electronics use water and energy, and often create industrial waste. The disposal of electronics results in a massive amount of waste going into landfills. Toxins, commonly found in electronics, can leak into the soil or release into the air through burning. To prevent toxic leakage from electronics, look for e-waste recycling programs in your community. Specialized centers can safely dispose of these products and may be able to recycle some of the material. Many manufacturers will also take old products to recycle their parts. Only through management over the entire life cycle of electronics can we mitigate the negative effects on our soil, water, air, and health. Check for special programs in your area to recycle: Batteries. Old laptops or phones.
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https://www.cdc.gov/sustainability/lifestyle/index.htm
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msmarco_v2.1_doc_35_1452682537#4_3268422067
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Title: Tobacco Use by Geographic Region | Smoking & Tobacco Use | CDC
Headings: Tobacco Use by Geographic Region
Tobacco Use by Geographic Region
Tobacco Use Prevalence
Patterns of Tobacco Use
Health Effects
Smokers are more likely than nonsmokers to develop heart disease, stroke, lung cancer, and other lung diseases.1
Secondhand Smoke Exposure
Quitting Behavior
Tobacco Industry Marketing and Influence
Resources
Websites
References
Content: Rural —non-metropolitan counties with fewer than 2,500 population in urbanized areas. Patterns of Tobacco Use
The proportion of current cigarette smokers who report smoking daily is highest among smokers living in the Midwest (68.3%), and lowest among those in the West (56.9%). 1
The proportion of current cigarette smokers who report intermittent (nondaily) smoking is highest among cigarette smokers living in the West (43.1%) and lowest among those living in the Midwest (31.7%). 1
Smokers living in rural areas are more likely to smoke 15 or more cigarettes per day than smokers living in urban areas. 1
Adolescents in rural regions begin smoking cigarettes earlier in life, and daily smoking is more likely among adolescents in rural areas than adolescents in suburban and urban areas. 3
Health Effects
Smokers are more likely than nonsmokers to develop heart disease, stroke, lung cancer, and other lung diseases.1
The highest rates of death attributable to smoking occur in the southern states of Kentucky and West Virginia. 1
People living in rural areas have 18–20% higher rates of lung cancer than people living in urban areas. 4
Lung cancer incidence is highest in the South (76.0%) and lowest in the West (58.8%). 5
Coronary heart disease and stroke rates are higher in the South than in other regions. 6,7
Chronic obstructive pulmonary disease (COPD) hospitalization risk is higher among people living in regions of Appalachia, the southern Great Lakes, the Mississippi Delta, the Deep South, and West Texas.
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https://www.cdc.gov/tobacco/disparities/geographic/index.htm
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msmarco_v2.1_doc_35_1452682537#5_3268424250
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Title: Tobacco Use by Geographic Region | Smoking & Tobacco Use | CDC
Headings: Tobacco Use by Geographic Region
Tobacco Use by Geographic Region
Tobacco Use Prevalence
Patterns of Tobacco Use
Health Effects
Smokers are more likely than nonsmokers to develop heart disease, stroke, lung cancer, and other lung diseases.1
Secondhand Smoke Exposure
Quitting Behavior
Tobacco Industry Marketing and Influence
Resources
Websites
References
Content: 3
Health Effects
Smokers are more likely than nonsmokers to develop heart disease, stroke, lung cancer, and other lung diseases.1
The highest rates of death attributable to smoking occur in the southern states of Kentucky and West Virginia. 1
People living in rural areas have 18–20% higher rates of lung cancer than people living in urban areas. 4
Lung cancer incidence is highest in the South (76.0%) and lowest in the West (58.8%). 5
Coronary heart disease and stroke rates are higher in the South than in other regions. 6,7
Chronic obstructive pulmonary disease (COPD) hospitalization risk is higher among people living in regions of Appalachia, the southern Great Lakes, the Mississippi Delta, the Deep South, and West Texas. 8
American Indians or Alaska Natives (AI/ANs) living in the Northern Plains region and in Alaska have the highest smoking prevalence among AI/ANs, and also the highest rates of lung cancer and heart disease. 9
Secondhand Smoke Exposure
Local smokefree laws vary significantly by geographic region and by the different communities within them. In some states, communities having residents with less education and lower incomes are less likely to be covered by comprehensive smoke-free laws that prohibit smoking in all areas of workplaces, restaurants, and bars. 10
In some states, urban areas and areas with high per-capita income are more likely to have strong smokefree laws. 10
Residents of rural areas are more likely to allow smoking in the presence of children in their homes and cars.
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https://www.cdc.gov/tobacco/disparities/geographic/index.htm
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msmarco_v2.1_doc_35_1457235564#1_3275340213
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Title: Infection Prevention and Control Recommendations for Hospitalized Patients Under Investigation (PUIs) for Ebola Virus Disease (EVD) in U.S. Hospitals | Ebola Virus Disease | Clinicians | Ebola (Ebola Virus Disease) | CDC
Headings: Infection Prevention and Control Recommendations for Hospitalized Patients Under Investigation (PUIs) for Ebola Virus Disease (EVD) in U.S. Hospitals
Infection Prevention and Control Recommendations for Hospitalized Patients Under Investigation (PUIs) for Ebola Virus Disease (EVD) in U.S. Hospitals
Page Summary
Key Points
Key Infection Control Precautions Recommended for Preventing Ebola Transmission in U.S. Hospitals
Content: How this relates to other Ebola guidance: This guidance outlines the key areas for infection prevention and control for EVD in U.S. hospitals and healthcare settings. Key Points
CDC recommends a combination of measures to prevent transmission of EVD in hospitals including PPE. These should be implemented in addition to routine IPC practices that are implemented on a daily basis to prevent transmission of infectious diseases from patient to patient and patient to healthcare personnel. Healthcare personnel might need to take additional infection control steps if a PUI or patient with confirmed EVD has other conditions or illnesses caused by specific infectious diseases, such as tuberculosis. Healthcare personnel can be exposed to Ebola virus by touching a patient’s body fluids, contaminated medical supplies and equipment, or contaminated environmental surfaces. Splashes to unprotected mucous membranes (for example, the eyes, nose, or mouth) are particularly hazardous. Procedures that can increase environmental contamination with infectious material or create aerosols should be minimized. Precautions outlined in the table below are recommended for management of a hospitalized PUI or patient with confirmed EVD. Note that this guidance outlines only those measures that are specific for EVD;
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https://www.cdc.gov/vhf/ebola/clinicians/evd/infection-control.html
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msmarco_v2.1_doc_35_1457499170#0_3275694115
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Title: Ebola (Ebola Virus Disease) | CDC
Headings:
Content: Ebola (Ebola Virus Disease) | CDC
Ebola (Ebola Virus Disease)
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Related Pages
Ebola Virus Disease (EVD) is a rare and deadly disease in people and nonhuman primates. The viruses that cause EVD are located mainly in sub-Saharan Africa. People can get EVD through direct contact with an infected animal (bat or nonhuman primate) or a sick or dead person infected with Ebola virus. The U.S. Food and Drug Administration (FDA) has approved the Ebola vaccine rVSV-ZEBOV (tradename “Ervebo”) for the prevention of EVD. The rVSV-ZEBOV vaccine has been found to be safe and protective against only the Zaire ebolavirus species of ebolavirus. What is Ebola Virus? Transmission
Prevention and Vaccine
Treatment
Outbreaks
Signs and Symptoms
Diagnosis
Outbreak Preparedness
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https://www.cdc.gov/vhf/ebola/index.html
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msmarco_v2.1_doc_35_1457551870#0_3275789310
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Title: Prevention and Vaccine | Ebola (Ebola Virus Disease) | CDC
Headings: Prevention and Vaccine
Prevention and Vaccine
Ebola Vaccine
Content: Prevention and Vaccine | Ebola (Ebola Virus Disease) | CDC
Prevention and Vaccine
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Related Pages
Ebola virus disease (EVD) is a very rare disease caused by infection with Zaire ebolavirus, one of four types of the virus that is known to cause illness in people. It is believed to occur naturally in specific animal populations that live in multiple sub-Saharan African countries. In the areas of sub-Saharan Africa where EVD is most common, Ebola virus is believed to spread at low rates among certain animal populations. Occasionally people become sick with Ebola after coming into contact with infected animals, which can then lead to Ebola outbreaks being spread person-to-person. It has been brought to the United States on a small number of occasions by people who were infected in other countries; in one case, a patient with Ebola went on to spread the virus to two nurses who cared for him. To date, there have only been four cases of EVD diagnosed in the US. When living in or traveling to a region where Ebola virus is potentially present, there are a number of ways to protect yourself and prevent the spread of EVD. Avoid contact with blood and body fluids (such as urine, feces, saliva, sweat, vomit, breast milk, amniotic fluid, semen, and vaginal fluids) of people who are sick. Avoid contact with semen from a man who has recovered from EVD, until testing shows that the virus is gone from his semen.
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https://www.cdc.gov/vhf/ebola/prevention/index.html
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msmarco_v2.1_doc_35_1457551870#1_3275791054
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Title: Prevention and Vaccine | Ebola (Ebola Virus Disease) | CDC
Headings: Prevention and Vaccine
Prevention and Vaccine
Ebola Vaccine
Content: in one case, a patient with Ebola went on to spread the virus to two nurses who cared for him. To date, there have only been four cases of EVD diagnosed in the US. When living in or traveling to a region where Ebola virus is potentially present, there are a number of ways to protect yourself and prevent the spread of EVD. Avoid contact with blood and body fluids (such as urine, feces, saliva, sweat, vomit, breast milk, amniotic fluid, semen, and vaginal fluids) of people who are sick. Avoid contact with semen from a man who has recovered from EVD, until testing shows that the virus is gone from his semen. Avoid contact with items that may have come in contact with an infected person’s blood or body fluids (such as clothes, bedding, needles, and medical equipment). Avoid funeral or burial practices that involve touching the body of someone who died from EVD or suspect EVD. Avoid contact with bats, forest antelopes, and nonhuman primates (such as monkeys and chimpanzees) blood, fluids, or raw meat prepared from these or unknown animals (bushmeat). These same prevention methods should be used when living in or traveling to an area experiencing an Ebola outbreak. After returning from an area experiencing an Ebola outbreak, people should monitor their health for 21 days and seek medical care immediately if they develop symptoms of EVD.
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https://www.cdc.gov/vhf/ebola/prevention/index.html
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msmarco_v2.1_doc_35_1457551870#2_3275792732
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Title: Prevention and Vaccine | Ebola (Ebola Virus Disease) | CDC
Headings: Prevention and Vaccine
Prevention and Vaccine
Ebola Vaccine
Content: Avoid contact with items that may have come in contact with an infected person’s blood or body fluids (such as clothes, bedding, needles, and medical equipment). Avoid funeral or burial practices that involve touching the body of someone who died from EVD or suspect EVD. Avoid contact with bats, forest antelopes, and nonhuman primates (such as monkeys and chimpanzees) blood, fluids, or raw meat prepared from these or unknown animals (bushmeat). These same prevention methods should be used when living in or traveling to an area experiencing an Ebola outbreak. After returning from an area experiencing an Ebola outbreak, people should monitor their health for 21 days and seek medical care immediately if they develop symptoms of EVD. Ebola Vaccine
The U.S. Food and Drug Administration (FDA) approved the Ebola vaccine rVSV-ZEBOV (called Ervebo ®) on December 19, 2019. This is the first FDA-approved vaccine for Ebola. This vaccine is given as a single dose vaccine and has been found to be safe and protective against Zaire ebolavirus, which has caused the largest and most deadly Ebola outbreaks to date. On February 26, 2020, the Advisory Committee on Immunization Practices (ACIP) recommended pre-exposure prophylaxis vaccination with rVSV-ZEBOV for adults ≥ 18 years of age in the U.S. population who are at potential occupational risk of exposure to Zaire ebolavirus. This recommendation includes adults who are
Responding or planning to respond to an outbreak of EVD;
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https://www.cdc.gov/vhf/ebola/prevention/index.html
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msmarco_v2.1_doc_35_1457557671#2_3275802291
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Title: Transmission | Ebola Hemorrhagic Fever | CDC
Headings: Transmission
Transmission
Ebola Exposure Calculator
Risk
Persistence of the virus
Content: There is no evidence that Ebola can be spread through sex or other contact with vaginal fluids from a woman who has had Ebola. When people become infected with Ebola, they do not start developing signs or symptoms right away. This period between exposure to an illness and having symptoms is known as the incubation period. A person can only spread Ebola to other people after they develop signs and symptoms of Ebola. Additionally, Ebola virus is not known to be transmitted through food. However, in certain parts of the world, Ebola virus may spread through the handling and consumption of wild animal meat or hunted wild animals infected with Ebola. There is no evidence that mosquitoes or other insects can transmit Ebola virus. Risk
Health workers who do not use proper infection control while caring for Ebola patients, and family and friends in close contact with Ebola patients, are at the highest risk of getting sick. Ebola can spread when people come into contact with infected blood or body fluids. Ebola poses little risk to travelers or the general public who have not cared for or been in close contact (within 3 feet or 1 meter) with someone sick with Ebola.
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https://www.cdc.gov/vhf/ebola/transmission/index.html
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msmarco_v2.1_doc_35_1457697312#0_3276077527
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Title: Risk and Protective Factors|Child Abuse and Neglect|Violence Prevention|Injury Center|CDC
Headings: Risk and Protective Factors
Risk and Protective Factors
Risk Factors for Victimization
Individual Risk Factors
Risk Factors for Perpetration
Individual Risk Factors
Family Risk Factors
Community Risk Factors
Protective Factors for Child Abuse and Neglect
Individual Protective Factors
Family Protective Factors
Community Protective Factors
See Child Abuse and Neglect Resources for more resources about child abuse and neglect prevention.
References
Content: Risk and Protective Factors|Child Abuse and Neglect|Violence Prevention|Injury Center|CDC
Risk and Protective Factors
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Related Pages
On This Page
Risk Factors for Victimization
Risk Factors for Perpetration
Protective Factors
Risk factors are characteristics that may increase the likelihood of experiencing or perpetrating child abuse and neglect, but they may or may not be direct causes. A combination of individual, relational, community, and societal factors contribute to the risk of child abuse and neglect. Although children are not responsible for the harm inflicted upon them, certain factors have been found to increase their risk of being abused and or neglected. Watch Moving Forward to learn more about how increasing what protects people from violence and reducing what puts people at risk for it benefits everyone. Risk Factors for Victimization
Individual Risk Factors
Children younger than 4 years of age
Children with special needs that may increase caregiver burden (e.g., disabilities, mental health issues, and chronic physical illnesses)
Risk Factors for Perpetration
Individual Risk Factors
Caregivers with drug or alcohol issues
Caregivers with mental health issues, including depression
Caregivers who don’t understand children’s needs or development
Caregivers who were abused or neglected as children
Caregivers who are young or single parents or parents with many children
Caregivers with low education or income
Caregivers experiencing high levels of parenting stress and economic stress
Caregivers who use spanking and other forms of corporal punishment for discipline
Caregivers in the home who are not a biological parent
Caregivers with attitudes accepting of or justifying violence or aggression
Family Risk Factors
Families that have family members in jail or prison
Families that are isolated from and not connected to other people (extended family, friends, neighbors)
Family violence, including relationship violence
Families with high conflict and negative communication styles
Community Risk Factors
Communities with high rates of violence and crime
Communities with high rates of poverty and limited educational and economic opportunities
Communities with high unemployment rates
Communities with easy access to drugs and alcohol
Communities where neighbors don’t know or look out for each other and there is low community involvement among residents
Communities with few community activities for young people
Communities with unstable housing and where residents move frequently
Communities where families frequently experience food insecurity
Top of Page
Protective Factors for Child Abuse and Neglect
Protective factors may lessen the likelihood of children being abused or neglected. Identifying and understanding protective factors are equally as important as researching risk factors. Individual Protective Factors
Caregivers who create safe, positive relationships with children
Caregivers who practice nurturing parenting skills and provide emotional support
Caregivers who can meet basic needs of food, shelter, education, and health services
Caregivers who have a college degree or higher and have steady employment
Family Protective Factors
Families with strong social support networks and stable, positive relationships with the people around them
Families where caregivers are present and interested in the child
Families where caregivers enforce household rules and engage in child monitoring
Families with caring adults outside the family who can serve as role models or mentors
Community Protective Factors
Communities with access to safe, stable housing
Communities where families have access to high-quality preschool
Communities where families have access to nurturing and safe childcare
Communities where families have access to safe, engaging after school programs and activities
Communities where families have access to medical care and mental health services
Communities where families have access to economic and financial help
Communities where adults have work opportunities with family-friendly policies
See Child Abuse and Neglect Resources for more resources about child abuse and neglect prevention. References
Chu, AT, Pineda, AS, DePrince, AP, & Freyd, JJ. ( 2011) Vulnerability and protective factors for child abuse and maltreatment. In:
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https://www.cdc.gov/violenceprevention/childabuseandneglect/riskprotectivefactors.html
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msmarco_v2.1_doc_35_1458010721#0_3276503122
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Title: Sex Trafficking|Sexual Violence|Violence Prevention|Injury Center|CDC
Headings: Sex Trafficking
Sex Trafficking
What are the risks and consequences?
How can we prevent sex trafficking?
See Sex Trafficking Resources on the Sexual Violence Resources page for information about victim resources and response, trainings, and prevention strategies.
Victim & Survivor Services
Content: Sex Trafficking|Sexual Violence|Violence Prevention|Injury Center|CDC
Sex Trafficking
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Related Pages
Sex trafficking is a type of human trafficking
external icon
and is a form of modern-day slavery. It is a serious public health problem that negatively affects the well-being of individuals, families, and communities. Human trafficking occurs when a trafficker exploits an individual with force, fraud, or coercion to make them perform commercial sex or work. Sex trafficking is defined by the Trafficking Victims Protection Act of 2000
external icon
as “the recruitment, harboring, transportation, provision, obtaining, patronizing, or soliciting of a person for the purpose of a commercial sex act.” It involves the use of force, fraud, or coercion to make an adult engage in commercial sex acts. However, any commercial sexual activity with a minor, even without force, fraud, or coercion, is considered trafficking. Understanding the shared risk and protective factors for violence can help us prevent trafficking from happening in the first place. What are the risks and consequences? This type of violence exploits women, men, and children across the United States and around the world. Trafficking victimization and perpetration share risks and consequences associated with child abuse and neglect, intimate partner violence, sexual violence, and gang violence.
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https://www.cdc.gov/violenceprevention/sexualviolence/trafficking.html
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msmarco_v2.1_doc_35_1458010721#1_3276505097
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Title: Sex Trafficking|Sexual Violence|Violence Prevention|Injury Center|CDC
Headings: Sex Trafficking
Sex Trafficking
What are the risks and consequences?
How can we prevent sex trafficking?
See Sex Trafficking Resources on the Sexual Violence Resources page for information about victim resources and response, trainings, and prevention strategies.
Victim & Survivor Services
Content: However, any commercial sexual activity with a minor, even without force, fraud, or coercion, is considered trafficking. Understanding the shared risk and protective factors for violence can help us prevent trafficking from happening in the first place. What are the risks and consequences? This type of violence exploits women, men, and children across the United States and around the world. Trafficking victimization and perpetration share risks and consequences associated with child abuse and neglect, intimate partner violence, sexual violence, and gang violence. Perpetrators of human trafficking often target people who are poor, vulnerable, living in an unsafe situation, or searching for a better life. Victims can come from all backgrounds and become trapped in different locations and situations. Many victims are women and girls, though men and boys are also impacted
Victims include all races, ethnicities, sexual orientations, gender identities, citizens, non-citizens, and income levels
Victims are trapped and controlled through assault, threats, false promises, perceived sense of protection, isolation, shaming, and debt
Victims do not have to be physically transported between locations to be victimized
The consequences of sex trafficking are similar to the consequences of sexual violence. Consequences can be immediate and long-term including physical and relationship problems, psychological concerns, and negative chronic health outcomes. Read more about common issues seen in victims of trafficking
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[44.4 KB, 2 Pages, Print Only]
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.
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https://www.cdc.gov/violenceprevention/sexualviolence/trafficking.html
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msmarco_v2.1_doc_35_1458010721#2_3276507270
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Title: Sex Trafficking|Sexual Violence|Violence Prevention|Injury Center|CDC
Headings: Sex Trafficking
Sex Trafficking
What are the risks and consequences?
How can we prevent sex trafficking?
See Sex Trafficking Resources on the Sexual Violence Resources page for information about victim resources and response, trainings, and prevention strategies.
Victim & Survivor Services
Content: Perpetrators of human trafficking often target people who are poor, vulnerable, living in an unsafe situation, or searching for a better life. Victims can come from all backgrounds and become trapped in different locations and situations. Many victims are women and girls, though men and boys are also impacted
Victims include all races, ethnicities, sexual orientations, gender identities, citizens, non-citizens, and income levels
Victims are trapped and controlled through assault, threats, false promises, perceived sense of protection, isolation, shaming, and debt
Victims do not have to be physically transported between locations to be victimized
The consequences of sex trafficking are similar to the consequences of sexual violence. Consequences can be immediate and long-term including physical and relationship problems, psychological concerns, and negative chronic health outcomes. Read more about common issues seen in victims of trafficking
pdf icon
[44.4 KB, 2 Pages, Print Only]
external icon
. How can we prevent sex trafficking? Sex trafficking is preventable. Efforts have focused on increasing community awareness of human trafficking and addressing exploitation after it occurs. To learn more about how to recognize the signs of human trafficking, visit the National Human Trafficking Hotline’s, Recognizing the Signs website
external icon
. More research is needed to evaluate programs and policies that help reduce factors that put people at risk in order to help prevent trafficking before it occurs.
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https://www.cdc.gov/violenceprevention/sexualviolence/trafficking.html
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msmarco_v2.1_doc_35_1458015591#1_3276515697
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Title: Fast Facts
Headings: Fast Facts
Fast Facts
Suicide is a leading cause of death.
Suicide is a large and growing public health problem.
Suicide has far-reaching impact.
Suicide can be prevented.
Need help? Know someone who does?
Content: For example, people who have experienced violence, including child abuse, bullying, or sexual violence have a higher suicide risk. Being connected to family and community support and having easy access to health care can decrease suicidal thoughts and behaviors. 2
Suicide is a large and growing public health problem. Suicide rates increased 33% between 1999 and 2019, with a small decline in 2019. Suicide is the 10th leading cause of death in the United States. 3 It was responsible for more than 47,500 deaths in 2019, which is about one death every 11 minutes. 3 The number of people who think about or attempt suicide is even higher. In 2019, 12 million American adults seriously thought about suicide, 3.5 million planned a suicide attempt, and 1.4 million attempted suicide. 4
Suicide affects all ages. It is the second leading cause of death for people ages 10-34, the fourth leading cause among people ages 34-54, and the fifth leading cause among people ages 45-54.
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https://www.cdc.gov/violenceprevention/suicide/definitions.html
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msmarco_v2.1_doc_35_1458025763#3_3276547245
|
Title: Preventing Bullying |Violence Prevention|Injury Center|CDC
Headings: Preventing Bullying
Preventing Bullying
What is bullying?
How big is the problem?
What are the consequences?
How can we stop bullying before it starts?
See Youth Violence Resources for articles, publications, data sources, and prevention resources for bullying.
References
Content: Bullying is widespread in the United States. Bullying negatively impacts all youth involved including those who are bullied, those who bully others, and those who witness bullying, known as bystanders. Bullying is common. About 1 in 5 high school students reported being bullied on school property and more than 1 in 6 high school students reported being bullied electronically in the last year. Some youth experience bullying more than others. Nearly 40% of high school students who identify as lesbian, gay, or bisexual and about 33% of those who were not sure of their sexual identity experienced bullying at school or electronically in the last year, compared to 22% of heterosexual high school students. About 30% of female high school students experienced bullying at school or electronically in the last year, compared to about 19% of males. Nearly 29% of White high school students experienced bullying at school or electronically in the last year compared to about 19% of Hispanic and 18% of Black high school students. Bullying is a frequent discipline problem. Nearly 14% of public schools report that bullying is a discipline problem occurring daily or at least once a week.
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https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/fastfact.html
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msmarco_v2.1_doc_35_1458033105#3_3276567286
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Title: Preventing Bullying |Violence Prevention|Injury Center|CDC
Headings: Preventing Bullying
Preventing Bullying
What is bullying?
How big is the problem?
What are the consequences?
How can we stop bullying before it starts?
See Youth Violence Resources for articles, publications, data sources, and prevention resources for bullying.
Content: Bullying is widespread in the United States. Bullying negatively impacts all youth involved including those who are bullied, those who bully others, and those who witness bullying, known as bystanders. Bullying is common. About 1 in 5 high school students reported being bullied on school property and more than 1 in 6 high school students reported being bullied electronically in the last year. Some youth experience bullying more than others. Nearly 40% of high school students who identify as lesbian, gay, or bisexual and about 33% of those who were not sure of their sexual identity experienced bullying at school or electronically in the last year, compared to 22% of heterosexual high school students. About 30% of female high school students experienced bullying at school or electronically in the last year, compared to about 19% of males. Nearly 29% of White high school students experienced bullying at school or electronically in the last year compared to about 19% of Hispanic and 18% of Black high school students. Bullying is a frequent discipline problem. Nearly 14% of public schools report that bullying is a discipline problem occurring daily or at least once a week.
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https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/index.html
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msmarco_v2.1_doc_35_1461712958#1_3281502141
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Title: Special Populations - Perkins (CA Dept of Education)
Headings: Special Populations
Special Populations
What are Special Populations?
Resources
Content: For details on reporting refer to the CDE Perkins Web page. The CDE support for special populations is primarily delivered through regional workshops and annual statewide leadership training, via the CDE and Chancellor's Office of the California Community Colleges partnership, the Joint Special Populations Advisory Committee (JSPAC). Currently, all training is free and includes nationally developed materials, specifically addressed to special populations. All of the events are posted on the JSPAC web site throughout the year. Another useful item is a no cost online course that specifically addresses one of the special populations categories, nontraditional careers. National leadership for states related to special populations is available from the National Alliance for Partnerships in Equity. Resources
Joint Special Populations Advisory Committee
National Alliance for Partnerships in Equity
Perkins
Career Technical Education for Special Populations Program Summary
Questions: Gary Page | [email protected] | 916-319-0499
Last Reviewed: Friday, January 17, 2020
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https://www.cde.ca.gov/ci/ct/pk/pops.asp
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msmarco_v2.1_doc_35_1463547932#0_3282779186
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Title: Child Nutrition Programs Course Catalog - Food Service Education & Training (CA Dept of Education)
Headings: Child Nutrition Programs Course Catalog
Child Nutrition Programs Course Catalog
Overview
Definitions
Last Reviewed: Monday, March 29, 2021
Content: Child Nutrition Programs Course Catalog - Food Service Education & Training (CA Dept of Education)
Home
Learning Support
Nutrition
Food Service Education & Training
Child Nutrition Programs Course Catalog
A catalog of online training courses for program operators participating in the Child Nutrition Programs. Overview
The Nutrition Services Division (NSD) is providing a catalog of online training courses for program operators participating in the School Nutrition Program (SNP), After School Program (ASP), Child and Adult Care Food Program (CACFP), Food Distribution Program (FDP), and Summer Food Service Program (SFSP) to assist with professional standards requirements, professional development, and compliance needs. The online courses are grouped by program and organized by the key areas of nutrition, operations, administration, and communication and marketing. Online training courses for the ASP are coming soon! For in-person trainings, please refer to the Child Nutrition Information and Payment System (CNIPS) Training Registration Module refer to the CNIPS Training Registration Instructions. Definitions
SNP
CACFP
FDP
SFSP
Contacts
Definitions
After School Programs
Child and Adult Care Food Program
Child Care Center
Center
Day Care Home Provider
Day Care Home Sponsor
Food Distribution Program
Key Area
Learning Objective
National School Lunch Program
Professional Standards
School Breakfast Program
School Food Authority
School Nutrition Programs
Sponsors
Summer Food Service Program
Seamless Summer Option
Training Topic
After School Programs: The programs that give children and teenagers the nutrition they need, and draw them into constructive activities that are safe, fun, and filled with opportunities for learning after the school day. The federally reimbursable after school programs are under the National School Lunch Program (NSLP) and CACFP. Child and Adult Care Food Program: The CACFP provides nutritious meals and snacks to infants and children as a regular part of their day care.
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https://www.cde.ca.gov/ls/nu/ed/cnpcoursecatalog.asp
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msmarco_v2.1_doc_35_1463547932#1_3282781678
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Title: Child Nutrition Programs Course Catalog - Food Service Education & Training (CA Dept of Education)
Headings: Child Nutrition Programs Course Catalog
Child Nutrition Programs Course Catalog
Overview
Definitions
Last Reviewed: Monday, March 29, 2021
Content: Definitions
SNP
CACFP
FDP
SFSP
Contacts
Definitions
After School Programs
Child and Adult Care Food Program
Child Care Center
Center
Day Care Home Provider
Day Care Home Sponsor
Food Distribution Program
Key Area
Learning Objective
National School Lunch Program
Professional Standards
School Breakfast Program
School Food Authority
School Nutrition Programs
Sponsors
Summer Food Service Program
Seamless Summer Option
Training Topic
After School Programs: The programs that give children and teenagers the nutrition they need, and draw them into constructive activities that are safe, fun, and filled with opportunities for learning after the school day. The federally reimbursable after school programs are under the National School Lunch Program (NSLP) and CACFP. Child and Adult Care Food Program: The CACFP provides nutritious meals and snacks to infants and children as a regular part of their day care. Child Care Center: A child care center, school-age center, at-risk after school center, or emergency shelter. This does not include day care homes. Center: A child care center, school-age center, at-risk after school center, adult day care center, or emergency shelter.
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https://www.cde.ca.gov/ls/nu/ed/cnpcoursecatalog.asp
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msmarco_v2.1_doc_35_1464275133#0_3283781615
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Title: Family Child Care Homes - Child Development (CA Dept of Education)
Headings: Family Child Care Homes
Family Child Care Homes
Ratios
Staff qualifications
Points to consider in choosing family child care
Toys
In-Home Care
Care About Quality Table of Contents
Questions: Early Learning and Care Division | 916-322-6233
Content: Family Child Care Homes - Child Development (CA Dept of Education)
Home
Specialized Programs
Child Development
Resources
Family Child Care Homes
Care About Quality was published by the California Department of Education in 2000. Licensed family child care homes refer to child care in an individual’s private home. The home may be rented, leased, or owned. It may be in a mobile home park or in an apartment. Because family child care is home-based, children tend to be cared for in a family-like setting with all the daily activities usually associated with home. The types of family child care homes vary widely, from the neighborhood parent who cares for a few children to a large family child care home that cares for up to 14 children. A family child care home is a business. You should expect professional service and should treat your provider as a professional. Ratios
The number of children cared for at a family child care home may vary, depending on the age of the children and whether an assistant is pre-sent. The children of the provider and assistant who are under the age of ten are included in determining the adult-to-child ratio.
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https://www.cde.ca.gov/sp/cd/re/caqfamcchomes.asp
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msmarco_v2.1_doc_35_1464275133#1_3283783285
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Title: Family Child Care Homes - Child Development (CA Dept of Education)
Headings: Family Child Care Homes
Family Child Care Homes
Ratios
Staff qualifications
Points to consider in choosing family child care
Toys
In-Home Care
Care About Quality Table of Contents
Questions: Early Learning and Care Division | 916-322-6233
Content: The types of family child care homes vary widely, from the neighborhood parent who cares for a few children to a large family child care home that cares for up to 14 children. A family child care home is a business. You should expect professional service and should treat your provider as a professional. Ratios
The number of children cared for at a family child care home may vary, depending on the age of the children and whether an assistant is pre-sent. The children of the provider and assistant who are under the age of ten are included in determining the adult-to-child ratio. When looking at a family child care home: Find out how many adults and children are present. Ask the provider the number of children she is licensed for. Ask if she cares for school-age children. Finally, when you contact your local resource and referral agency and Community Care Licensing, double-check the ratio.
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https://www.cde.ca.gov/sp/cd/re/caqfamcchomes.asp
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msmarco_v2.1_doc_35_1464275133#2_3283784697
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Title: Family Child Care Homes - Child Development (CA Dept of Education)
Headings: Family Child Care Homes
Family Child Care Homes
Ratios
Staff qualifications
Points to consider in choosing family child care
Toys
In-Home Care
Care About Quality Table of Contents
Questions: Early Learning and Care Division | 916-322-6233
Content: When looking at a family child care home: Find out how many adults and children are present. Ask the provider the number of children she is licensed for. Ask if she cares for school-age children. Finally, when you contact your local resource and referral agency and Community Care Licensing, double-check the ratio. Staff qualifications
Family child care providers are required to be licensed if they care for the children of more than one family. Licensing has minimum health and safety standards that providers must follow. Licensing requires that providers take pediatric CPR, first aid, and health and safety classes. Providers may have additional education, such as a degree in early childhood education, community college courses, or training through child care associations. Providers may receive accreditation through the National Association for Family Child Care (NAFCC).
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https://www.cde.ca.gov/sp/cd/re/caqfamcchomes.asp
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msmarco_v2.1_doc_35_1464275133#3_3283786092
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Title: Family Child Care Homes - Child Development (CA Dept of Education)
Headings: Family Child Care Homes
Family Child Care Homes
Ratios
Staff qualifications
Points to consider in choosing family child care
Toys
In-Home Care
Care About Quality Table of Contents
Questions: Early Learning and Care Division | 916-322-6233
Content: Staff qualifications
Family child care providers are required to be licensed if they care for the children of more than one family. Licensing has minimum health and safety standards that providers must follow. Licensing requires that providers take pediatric CPR, first aid, and health and safety classes. Providers may have additional education, such as a degree in early childhood education, community college courses, or training through child care associations. Providers may receive accreditation through the National Association for Family Child Care (NAFCC). This organization’s mission is to recognize high quality in family child care. Points to consider in choosing family child care
Environment: Is the home clean and safe? Are latches on cabinets, plugs on outlets? Are the stairs, fireplace, and windows child-proofed?
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https://www.cde.ca.gov/sp/cd/re/caqfamcchomes.asp
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msmarco_v2.1_doc_35_1465797690#9_3284985713
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Title: Frequently Asked Questions about Home Schooling | CDE
Headings: Frequently Asked Questions about Home Schooling
Frequently Asked Questions about Home Schooling
Content: Contact an organization at Home School Resources, or check with the local school district to see if the student can be tested the same day public school students are tested. The district may charge you for any costs incurred. It is the parent's obligation to report the test or evaluation results to either the school district that receives the written notification for the home school student, or report the test or evaluation results to an independent or parochial school. * If the parent submitted the test or evaluation results to an independent or parochial school, the name of the school must be provided to the school district that receives written notification. ( 22-33-104.5 (3) (f), C.R.S.)
NOTE: If your child is enrolled in a home school co-op program, it is still the parent's obligation to report test/evaluation results to the school district. For locations of testing, contact one of the organizations listed on the Home School Resources page. Is my home schooled child required to take a state assessment test? No. Home schooled students are required to take a nationally standardized test.
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https://www.cde.state.co.us/choice/homeschool_faq
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msmarco_v2.1_doc_35_1465912894#8_3285230594
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Title: Educator Qualifications Under ESSA | CDE
Headings: Educator Qualifications Under ESSA
Educator Qualifications Under ESSA
Overview
Topics Covered on this Page:
Educator Qualification Requirements
Commonly Requested Non-Automatic Waivers
Title I Schools: Notifying Parents of Educator Qualifications
Equitable Distribution of Teachers (EDT) and Teacher In-Field Status
References:
Frequently Asked Questions
For Additional Information Contact:
Content: When conducting the EDT analyses, CDE incorporates all relevant, LEA-reported teacher experience, qualification, and effectiveness data submitted via the HR data pipeline. Commonly Requested Non-Automatic Waivers
State Statute Citation
Description
22-9-106, C.R.S.
Local board duties concerning performance evaluations
22-2-112 (1) (q) (I), C.R.S.
C.R.S. Commissioner Duties-concerning the reporting of performance evaluation ratings
22-32-109 (1) (n) (I), C.R.S.
Local board duties concerning school calendar
22-32-109 (1) (n) (II) (A), C.R.S.
Teacher-Pupil Contact Hours
22-32-109 (1) (n) (II) (B), C.R.S.
Adopt district calendar
22-63-201, C.R.S.
Teacher Employment Act-Compensation & Dismissal Act-Requirement to hold a certificate
22-63-202, C.R.S.
Teacher Employment Act- Contracts in writing, damage provision
22-63-203, C.R.S.
Teacher Employment Act- Requirements for probationary teacher, renewal & nonrenewal
22-63-206, C.R.S.
Teacher Employment Act-Transfer of teachers
Title I Schools: Notifying Parents of Educator Qualifications
ESSA requires LEAs that receive Title I funds to notify parents that they can ask for and receive specific information about a teacher's qualifications. LEAs must also notify parents about an unqualified teacher who has been teaching their children for four or more consecutive weeks. Notice to parents of right to request information: LEAs are required to inform parents that federal law gives them the right to request specific information about the professional qualifications of their children's classroom teachers. If information is requested, the LEA must give parents this information "in a timely manner." CDE has provided a template letter here. Parents are entitled to receive the following types of information: Whether the teacher has met the state's certification criteria for the grade levels and subject matter s/he teaches;
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https://www.cde.state.co.us/fedprograms/tii/a_hqt
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msmarco_v2.1_doc_35_1465912894#9_3285233141
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Title: Educator Qualifications Under ESSA | CDE
Headings: Educator Qualifications Under ESSA
Educator Qualifications Under ESSA
Overview
Topics Covered on this Page:
Educator Qualification Requirements
Commonly Requested Non-Automatic Waivers
Title I Schools: Notifying Parents of Educator Qualifications
Equitable Distribution of Teachers (EDT) and Teacher In-Field Status
References:
Frequently Asked Questions
For Additional Information Contact:
Content: LEAs are required to inform parents that federal law gives them the right to request specific information about the professional qualifications of their children's classroom teachers. If information is requested, the LEA must give parents this information "in a timely manner." CDE has provided a template letter here. Parents are entitled to receive the following types of information: Whether the teacher has met the state's certification criteria for the grade levels and subject matter s/he teaches; Whether the state has waived its qualification and licensing criteria to permit the teacher to teach on an emergency or other provisional basis; Whether the teacher is teaching coursework in the field or discipline of his/her certification; Whether teachers' aides or similar paraprofessionals provide services to the parents' children, and if they do, their qualifications. Out-of-field Teachers: ESSA requires that districts notify each parent whenever his/her child in a Title I school has been assigned or has been taught for four or more consecutive weeks by a teacher who does not meet applicable state certification or licensing requirements at the grade level or subject they have been assigned. [
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https://www.cde.state.co.us/fedprograms/tii/a_hqt
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msmarco_v2.1_doc_35_1485537309#8_3311439238
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Title: Freedom of Expression in China: A Privilege, Not a Right | Congressional-Executive Commission on China
Headings: Freedom of Expression in China: A Privilege, Not a Right
Freedom of Expression in China: A Privilege, Not a Right
Limited Freedom of Expression for China's "Free Speech Elite"
Ideological Elite
Intellectual and Professional Elite
Linguistic Elite
Financial Elite
No Freedom of Political Expression for Ordinary Citizens
Content: Financial Elite
While China's Constitution maintains that "the People's Republic of China is a socialist state under the people's democratic dictatorship led by the working class and based on the alliance of workers and peasants," and Communist Party dogma claims that people in Western democracies do not enjoy freedom of the press because only capitalists who own the press can enjoy the freedom, the fact remains that China is one of the few countries in the world that has laws that actually require people to be wealthy before they can publish a newspaper or magazine. Article 11 of China's Publishing Regulations specifically requires that anyone wishing to publish a newspaper or magazine must have registered capital of at least RMB 300,000 (about US$ 35,000), a prohibitive amount of money in any country, but especially in China where the workers make less than US$100 a month. No Freedom of Political Expression for Ordinary Citizens
So what of China's billion-plus citizens who are not members of the free-speech elite? Although an average citizen could privately express sentiments similar to those published by Li Rui, if an average person had written and privately published what Li Rui wrote, or presented such sentiments in a speech to a large political gathering as he did, there is little doubt that Chinese authorities would prosecute them for subversion. For the average Chinese citizen freedom of publication is actually nothing more than the freedom to submit. In meetings with Commission staff Chinese officials have stated that anyone wanting to publish their opinions may submit their article or book to a government-licensed publisher, but if they are unable to find a licensed publisher, then the only way they can legally exercise their constitutional right to freedom of publication is to "enjoy their works themselves, or give copies to friends and family." Certain groups and individuals who are unable to obtain government authorization to publish do manage to put out books and periodicals on a small scale, but this is possible only through subterfuge and violating Chinese law (for example, by stamping publications as "not for external distribution," or by purchasing book numbers that licensed publishers illegally offer for sale). These private publishers are therefore subject to the threat of closure and arrest each time they exercise their right to freedom of expression. Two Men Jailed for Publishing Poetry
In January 2003 the website of the People's Daily, the official newspaper of China's Communist Party, reported that a court in Hefei, Anhui province sentenced two men, identified only by the surnames He and Yu, to prison terms of nine and seven years respectively for "unlawful operation of a business." Their crime was publishing love poems without government authorization.
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https://www.cecc.gov/freedom-of-expression-in-china-a-privilege-not-a-right
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msmarco_v2.1_doc_35_1487654994#0_3315690602
|
Title: Nutcracker Esophagus | Cedars-Sinai
Headings: Nutcracker Esophagus
Nutcracker Esophagus
Overview
Symptoms
Diagnosis
Treatment
Content: Nutcracker Esophagus | Cedars-Sinai
Nutcracker Esophagus
Not what you're looking for? Start New Search
ABOUT DIAGNOSIS TREATMENT
Overview
Nutcracker esophagus is an abnormality in which swallowing contractions are too powerful. In up to half of patients, this condition is caused by gastroesophageal reflux. Symptoms
Symptoms include: Chest pain - Experienced by most patients with nutcracker esophagus, chest pain may feel the same as the pain produced by a heart attack. Dsyphagia - This is characterized by the sensation of food getting stuck under the breast bone. Heartburn - This is a burning sensation under the breastbone. Diagnosis
In confirming this condition, a doctor will do certain tests, including: Esophageal manometry. This test identifies the excessively powerful swallowing contractions.
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https://www.cedars-sinai.edu/Patients/Health-Conditions/Nutcracker-Esophagus.aspx
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msmarco_v2.1_doc_35_1491841107#0_3325247879
|
Title: Unemployment Eligibility Expanded Under CARES Act - CEDR
Headings: Unemployment Eligibility Expanded Drastically Under the CARES Act
Unemployment Eligibility Expanded Drastically Under the CARES Act
Expanded Unemployment Benefits under the CARES Act are not guaranteed and may differ based on your state.
Everyone and their mother is now eligible for unemployment benefits.
Business owner eligibility is unclear.
All employees who qualify for unemployment benefits will receive an additional $600 per week for the next few months.
All unemployment claims should be filed in your state.
Employees will not be able to refuse to come back to work because they would prefer to receive unemployment benefits.
The federal government is offering to reimburse states that set up “work share” programs.
The federal government is encouraging states to waive the one-week waiting period for unemployment benefits.
Employees should not wait in line to apply for benefits.
Related Reading:
Content: Unemployment Eligibility Expanded Under CARES Act - CEDR
April 7, 2020
Unemployment Eligibility Expanded Drastically Under the CARES Act
The federal government has passed the ‘third phase’ of emergency legislation, called the Coronavirus Aid, Relief, and Economic Security Act (“CARES Act”), in response to the present outbreak of coronavirus/COVID-19. You can read the law in its entirety here, but we’re providing general guidance and answering common questions about the sections of the law that are especially important to your business and employees below. This post will provide what you need to know about the expansion of unemployment benefit accessibility under the CARES Act. The federal unemployment expansion does two main things: Expands who can be eligible to receive unemployment benefits through the end of 2020; and
Provides an additional $600 per week in unemployment payments through July 31, 2020. Expanded Unemployment Benefits under the CARES Act are not guaranteed and may differ based on your state. We are aware that some states are denying claims that could now be approved under the CARES Act. It is likely due in part to the fact that unemployment claims have exploded over the past couple of weeks and the states are overwhelmed. Another reason for this is that while the CARES Act permits significant flexibility for states to amend their laws to provide expanded unemployment insurance benefits in multiple scenarios related to COVID-19, it does not require it.
|
https://www.cedrsolutions.com/unemployment-expanded-cares-act/
|
msmarco_v2.1_doc_35_1491841107#2_3325253306
|
Title: Unemployment Eligibility Expanded Under CARES Act - CEDR
Headings: Unemployment Eligibility Expanded Drastically Under the CARES Act
Unemployment Eligibility Expanded Drastically Under the CARES Act
Expanded Unemployment Benefits under the CARES Act are not guaranteed and may differ based on your state.
Everyone and their mother is now eligible for unemployment benefits.
Business owner eligibility is unclear.
All employees who qualify for unemployment benefits will receive an additional $600 per week for the next few months.
All unemployment claims should be filed in your state.
Employees will not be able to refuse to come back to work because they would prefer to receive unemployment benefits.
The federal government is offering to reimburse states that set up “work share” programs.
The federal government is encouraging states to waive the one-week waiting period for unemployment benefits.
Employees should not wait in line to apply for benefits.
Related Reading:
Content: And it looks like some states have not yet chosen to amend their laws, even though they will be fully reimbursed by the federal government for all unemployment payments made under the CARES Act expansion. As a result, some of these states are continuing to enforce their “old,” and very limited, state-specific unemployment rules, rather than the new, expanded rules under the CARES Act. If you have an employee whose claim has been wrongly denied, encourage them to appeal. Also, you may want to call your governor to complain that your state is not providing the full benefits possible to employees who have lost their jobs (partially or in full) due to no fault of their own as a result of the virus. Keep in mind, we will likely see more states expanding their unemployment benefits in the coming weeks as they have time to adjust. Everyone and their mother is now eligible for unemployment benefits. The federal government has greatly expanded unemployment benefits eligibility. Employees who normally are not eligible for unemployment benefits under state/federal law, now are. So, any employees who were previously denied unemployment, should likely re-apply. This expansion will be in effect until the end of the year, but employees can only receive a maximum of 39 weeks of unemployment benefits.
|
https://www.cedrsolutions.com/unemployment-expanded-cares-act/
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msmarco_v2.1_doc_35_1515837330#7_3365047275
|
Title: Anna Wintour Net Worth | Celebrity Net Worth
Headings: Anna Wintour Net Worth
Anna Wintour Net Worth
How much is Anna Wintour Worth?
Anna Wintour Net Worth:
Anna Wintour's Salary
Anna Wintour
Content: cancelling $2 million worth of photo spreads and articles in her first week and packing so much fashion onto the pages that it earned the nickname House & Garment. Ten months later, Anna Wintour became the editor of U.S. Vogue. Getty Images
Vogue: Wintour again introduced sweeping changes to Vogue from her first issue forward. Many of these changes could be seen right on the cover. Wintour favored more naturalistic photography of lesser-known models outside, as opposed to the tight headshots the magazine had previously favored. Additionally, Wintour's first Vogue cover was also the first to feature a model wearing jeans, with the added bonus of wearing a bejeweled T-shirt valued at around $10,000. By the 2000s, Wintour had solidified her grasp on Vogue's artistic direction and had become a household name. The September 2004 issue was the largest issue of a monthly magazine ever published at that time, sitting at a whopping 832 pages. Wintour oversaw the introduction of three magazine spinoffs:
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https://www.celebritynetworth.com/richest-businessmen/richest-designers/anna-wintour-net-worth/
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msmarco_v2.1_doc_35_1515837330#8_3365048716
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Title: Anna Wintour Net Worth | Celebrity Net Worth
Headings: Anna Wintour Net Worth
Anna Wintour Net Worth
How much is Anna Wintour Worth?
Anna Wintour Net Worth:
Anna Wintour's Salary
Anna Wintour
Content: Wintour favored more naturalistic photography of lesser-known models outside, as opposed to the tight headshots the magazine had previously favored. Additionally, Wintour's first Vogue cover was also the first to feature a model wearing jeans, with the added bonus of wearing a bejeweled T-shirt valued at around $10,000. By the 2000s, Wintour had solidified her grasp on Vogue's artistic direction and had become a household name. The September 2004 issue was the largest issue of a monthly magazine ever published at that time, sitting at a whopping 832 pages. Wintour oversaw the introduction of three magazine spinoffs: Teen Vogue, Vogue Living, and Men's Vogue. Teen Vogue has gone on to become an extremely popular entity, earning more advertiser revenue than either Elle Girl or Cosmo Girl. 2006 saw the release of "The Devil Wears Prada", with a character based off of Wintour. The film transformed her image into a cultural icon versus just a public figure. Rumors began to fly in 2008 that Wintour had lost her touch and was set to retire, but she disputed that rumor on a "60 Minutes" profile.
|
https://www.celebritynetworth.com/richest-businessmen/richest-designers/anna-wintour-net-worth/
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msmarco_v2.1_doc_35_1546968916#3_3457053741
|
Title: Joe Alwyn Girlfriend 2021: Dating History & Exes | CelebsCouples
Headings: Joe Alwyn
Joe Alwyn
As of 2021, Joe Alwyn is dating Taylor Swift.
Joe Alwyn’s girlfriend
Past Relationships
Joe Alwyn is turning 31 in
About Joe Alwyn
The 30-year-old American was born in the Year of the Goat and is part of Millennials Generation generation
Joe Alwyn Facts
Joe Alwyn’s birth sign is Pisces and he has a ruling planet of Neptune.
Videos
Links you might like
Content: According to our records, he has no children. Joe Alwyn’s girlfriend
Taylor Swift
Joe Alwyn’s girlfriend is Taylor Swift. Taylor Swift was born in Reading, PA and is currently 31 years old. He is a American Pop Singer. The couple started dating in 2016. They’ve been together for approximately 4 years, 6 months, and 12 days. Singer and songwriter who at the age of 18 became the youngest solo artist to write and record a #1 hit on the U.S. Hot Country Songs with the single “Our Song.” She released her fourth country album, Red, in 2012 and her first pop album, 1989, came out in 2014. He is a Pisces. Pisces are caring, intuitive mates and favor the security of long-term monogamous relationships.
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https://www.celebscouples.com/dating/joe-alwyn-girlfriend/
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msmarco_v2.1_doc_35_1551201074#0_3470467614
|
Title: Taylor Swift Boyfriend 2021: Dating History & Exes | CelebsCouples
Headings: Taylor Swift
Taylor Swift
As of 2021, Taylor Swift is dating Joe Alwyn.
Taylor Swift’s boyfriend
Past Relationships
Taylor Swift is turning 32 in
About Taylor Swift
The 31-year-old American was born in the Year of the Serpent and is part of Millennials Generation generation
Taylor Swift Facts
Taylor Swift’s birth sign is Sagittarius and she has a ruling planet of Jupiter.
Videos
Links you might like
Content: Taylor Swift Boyfriend 2021: Dating History & Exes | CelebsCouples
Taylor Swift
Taylor Swift is a 31-year-old American Pop Singer from Reading, Pennsylvania, USA. She was born on Wednesday, December 13, 1989. Is Taylor Swift married or single, who is she dating now and previously? As of 2021, Taylor Swift is dating Joe Alwyn. RELATIONSHIP DETAILS BELOW ⤵
Taylor Alison Swift is an American singer-songwriter. One of the world’s leading contemporary recording artists, she is known for narrative songs about her personal life, which have received widespread media coverage. She was raised in a Presbyterian family and rode her family’s Quarter horses and a Shetland pony as a child. Swift began performing in musical theater shows at the age of nine and moved to Nashville when she was fourteen years old. Real Name
Taylor Alison Swift
Profession
Pop Singer
Place of Birth
Reading, Pennsylvania, USA
Date of Birth
December 13, 1989 (age 31)
Birth Sign
Sagittarius
Marital Status
Dating
Boyfriend
Joe Alwyn
Sexuality
Straight
Children
no
Fun Fact:
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https://www.celebscouples.com/dating/taylor-swift-boyfriend/
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msmarco_v2.1_doc_35_1551201074#1_3470469395
|
Title: Taylor Swift Boyfriend 2021: Dating History & Exes | CelebsCouples
Headings: Taylor Swift
Taylor Swift
As of 2021, Taylor Swift is dating Joe Alwyn.
Taylor Swift’s boyfriend
Past Relationships
Taylor Swift is turning 32 in
About Taylor Swift
The 31-year-old American was born in the Year of the Serpent and is part of Millennials Generation generation
Taylor Swift Facts
Taylor Swift’s birth sign is Sagittarius and she has a ruling planet of Jupiter.
Videos
Links you might like
Content: RELATIONSHIP DETAILS BELOW ⤵
Taylor Alison Swift is an American singer-songwriter. One of the world’s leading contemporary recording artists, she is known for narrative songs about her personal life, which have received widespread media coverage. She was raised in a Presbyterian family and rode her family’s Quarter horses and a Shetland pony as a child. Swift began performing in musical theater shows at the age of nine and moved to Nashville when she was fourteen years old. Real Name
Taylor Alison Swift
Profession
Pop Singer
Place of Birth
Reading, Pennsylvania, USA
Date of Birth
December 13, 1989 (age 31)
Birth Sign
Sagittarius
Marital Status
Dating
Boyfriend
Joe Alwyn
Sexuality
Straight
Children
no
Fun Fact: On the day of Taylor Swift’s birth, "We Didn't Start The Fire" by Billy Joel was the number 1 song on The Billboard Hot 100 and George H. W. Bush (Republican) was the U.S. President. Taylor Swift’s boyfriend is Joe Alwyn. They started dating in 2016. Taylor had at least 11 relationship in the past. Taylor Swift has not been previously engaged.
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https://www.celebscouples.com/dating/taylor-swift-boyfriend/
|
msmarco_v2.1_doc_35_1551201074#7_3470478789
|
Title: Taylor Swift Boyfriend 2021: Dating History & Exes | CelebsCouples
Headings: Taylor Swift
Taylor Swift
As of 2021, Taylor Swift is dating Joe Alwyn.
Taylor Swift’s boyfriend
Past Relationships
Taylor Swift is turning 32 in
About Taylor Swift
The 31-year-old American was born in the Year of the Serpent and is part of Millennials Generation generation
Taylor Swift Facts
Taylor Swift’s birth sign is Sagittarius and she has a ruling planet of Jupiter.
Videos
Links you might like
Content: Taylor Swift has a ruling planet of Jupiter. Like many celebrities and famous people, Taylor keeps her love life private. Check back often as we will continue to update this page with new relationship details. Let’s take a look at Taylor Swift past relationships, exes and previous hookups. Past Relationships
She has not been previously engaged. Taylor Swift has been in relationships with Tom Hiddleston (2016), Calvin Harris (2015 – 2016), Harry Styles (2012 – 2013), Conor Kennedy (2012), Jake Gyllenhaal (2010 – 2011), John Mayer (2009 – 2010), Taylor Lautner (2009), Joe Jonas (2008), Sam Armstrong (2006) and Brandon Borello (2005). We are currently in process of looking up more information on the previous dates and hookups. Taylor Swift is turning 32 in
About Taylor Swift
Taylor Swift was born on the 13th of December, 1989 (Millennials Generation). The first generation to reach adulthood in the new millennium, Millennials are the young technology gurus who thrive on new innovations, startups, and working out of coffee shops. They were the kids of the 1990s who were born roughly between 1980 and 2000.
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https://www.celebscouples.com/dating/taylor-swift-boyfriend/
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msmarco_v2.1_doc_35_1551201074#8_3470480635
|
Title: Taylor Swift Boyfriend 2021: Dating History & Exes | CelebsCouples
Headings: Taylor Swift
Taylor Swift
As of 2021, Taylor Swift is dating Joe Alwyn.
Taylor Swift’s boyfriend
Past Relationships
Taylor Swift is turning 32 in
About Taylor Swift
The 31-year-old American was born in the Year of the Serpent and is part of Millennials Generation generation
Taylor Swift Facts
Taylor Swift’s birth sign is Sagittarius and she has a ruling planet of Jupiter.
Videos
Links you might like
Content: Taylor Swift has been in relationships with Tom Hiddleston (2016), Calvin Harris (2015 – 2016), Harry Styles (2012 – 2013), Conor Kennedy (2012), Jake Gyllenhaal (2010 – 2011), John Mayer (2009 – 2010), Taylor Lautner (2009), Joe Jonas (2008), Sam Armstrong (2006) and Brandon Borello (2005). We are currently in process of looking up more information on the previous dates and hookups. Taylor Swift is turning 32 in
About Taylor Swift
Taylor Swift was born on the 13th of December, 1989 (Millennials Generation). The first generation to reach adulthood in the new millennium, Millennials are the young technology gurus who thrive on new innovations, startups, and working out of coffee shops. They were the kids of the 1990s who were born roughly between 1980 and 2000. These 20-somethings to early 30-year-olds have redefined the workplace. Time magazine called them “The Me Me Me Generation” because they want it all. They are known as confident, entitled, and depressed. Taylor was born in the 1980s. The 1980s was the decade of big hair, big phones, pastel suits, Cabbage Patch Kids, Rubik’s cubes, Yuppies, Air Jordans, shoulder pads and Pac Man.
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https://www.celebscouples.com/dating/taylor-swift-boyfriend/
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msmarco_v2.1_doc_35_1551201074#9_3470482525
|
Title: Taylor Swift Boyfriend 2021: Dating History & Exes | CelebsCouples
Headings: Taylor Swift
Taylor Swift
As of 2021, Taylor Swift is dating Joe Alwyn.
Taylor Swift’s boyfriend
Past Relationships
Taylor Swift is turning 32 in
About Taylor Swift
The 31-year-old American was born in the Year of the Serpent and is part of Millennials Generation generation
Taylor Swift Facts
Taylor Swift’s birth sign is Sagittarius and she has a ruling planet of Jupiter.
Videos
Links you might like
Content: These 20-somethings to early 30-year-olds have redefined the workplace. Time magazine called them “The Me Me Me Generation” because they want it all. They are known as confident, entitled, and depressed. Taylor was born in the 1980s. The 1980s was the decade of big hair, big phones, pastel suits, Cabbage Patch Kids, Rubik’s cubes, Yuppies, Air Jordans, shoulder pads and Pac Man. During the Eighties, Berlin Wall crumbled, new computer technologies emerged and blockbuster movies and MTV reshaped pop culture. Taylor Swift is known for being a Pop Singer. Singer and songwriter who at the age of 18 became the youngest solo artist to write and record a #1 hit on the U.S. Hot Country Songs with the single “Our Song.” She released her fourth country album, Red, in 2012 and her first pop album, 1989, came out in 2014. She played a leading role in the film Valentine’s Day, alongside actress Jessica Alba.
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https://www.celebscouples.com/dating/taylor-swift-boyfriend/
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msmarco_v2.1_doc_35_1551201074#10_3470484163
|
Title: Taylor Swift Boyfriend 2021: Dating History & Exes | CelebsCouples
Headings: Taylor Swift
Taylor Swift
As of 2021, Taylor Swift is dating Joe Alwyn.
Taylor Swift’s boyfriend
Past Relationships
Taylor Swift is turning 32 in
About Taylor Swift
The 31-year-old American was born in the Year of the Serpent and is part of Millennials Generation generation
Taylor Swift Facts
Taylor Swift’s birth sign is Sagittarius and she has a ruling planet of Jupiter.
Videos
Links you might like
Content: During the Eighties, Berlin Wall crumbled, new computer technologies emerged and blockbuster movies and MTV reshaped pop culture. Taylor Swift is known for being a Pop Singer. Singer and songwriter who at the age of 18 became the youngest solo artist to write and record a #1 hit on the U.S. Hot Country Songs with the single “Our Song.” She released her fourth country album, Red, in 2012 and her first pop album, 1989, came out in 2014. She played a leading role in the film Valentine’s Day, alongside actress Jessica Alba. Taylor Swift’s Spouse
Joe Alwyn
Started Dating
2016
Ethnicity
White
Nationality
American
Religion
Christian
The 31-year-old American was born in the Year of the Serpent and is part of Millennials Generation generation
Taylor Alison Swift attended Hendersonville High School, Hendersonville, TN, Wyomissing Area Junior/Senior High School, Wyomissing, PA, Aaron Academy, Hendersonville, TN (2008). Taylor Swift Facts
What is Taylor Swift marital status? Dating
Is Taylor Swift gay? Straight
Who is Taylor Swift boyfriend now? Joe Alwyn
Does she have any children?
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https://www.celebscouples.com/dating/taylor-swift-boyfriend/
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msmarco_v2.1_doc_35_1566568012#4_3507572423
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Title:
Headings:
Content: Image: CC BY 2.0--Senado Federal
Celiac.com 03/12/2020 - Lactose intolerance is one of the most common food intolerances. Many people with celiac disease also have lactose intolerance, especially at the time they are first diagnosed. Lactose intolerance happens when the gut fails to produce enough lactase, and enzyme that breaks down the lactose sugar in milk. Lactose intolerance can be inherited, but it can also happen as people get older and their bodies produce less lactase. Studies consistently shows that only about one in three people worldwide can digest lactose beyond seven or eight years of age. Celiac.com Sponsor (A12): Celiacs who eat gluten can become lactose intolerant after the villi and microvilli in their small intestine become damaged, and can no longer intercept and break down lactose molecules. However, most people recover on a gluten-free diet. Once the damaged villi and microvilli to grow back, and the gut heals, the sensitivity to lactose often disappears.
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https://www.celiac.com/articles.html/frequently-asked-questions/how-is-lactose-intolerance-related-to-celiac-disease-r31/
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msmarco_v2.1_doc_35_1566568012#5_3507573688
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Title:
Headings:
Content: Studies consistently shows that only about one in three people worldwide can digest lactose beyond seven or eight years of age. Celiac.com Sponsor (A12): Celiacs who eat gluten can become lactose intolerant after the villi and microvilli in their small intestine become damaged, and can no longer intercept and break down lactose molecules. However, most people recover on a gluten-free diet. Once the damaged villi and microvilli to grow back, and the gut heals, the sensitivity to lactose often disappears. This can take time. In most people, full gut healing takes between six months and a year. In some cases the villi and microvilli damage can take up to two years to heal fully. In any case, once the gut heals, lactose intolerance issues should disappear. Also, most people who are lactose intolerant can eat goat and sheep products, such as milk, yogurt and cheeses, such as feta and pecorino Romano, without any problems.
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https://www.celiac.com/articles.html/frequently-asked-questions/how-is-lactose-intolerance-related-to-celiac-disease-r31/
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msmarco_v2.1_doc_35_1582828644#14_3536001634
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Title: Hispanic Heritage Month 2015
Headings: Facts for Features: Hispanic Heritage Month 2015
Facts for Features: Hispanic Heritage Month 2015
Population
States and Counties
Families and Children
Spanish Language
Income, Poverty and Health Insurance
Education
Foreign-Born
Jobs
Voting
Serving our Country
Content: Source: Income, Poverty, and Health Insurance Coverage in the United States: 2013
< http://www.census.gov/newsroom/press-releases/2014/cb14-169.html >
Education
64.7%
The percentage of Hispanics 25 and older that had at least a high school education in 2013. Source: American Community Survey: 2013 Selected Population Profile in the United States, Hispanic or Latino, Table S0201 < http://factfinder.census.gov/bkmk/table/1.0/en/ACS/13_1YR/S0201//popgroup~400 >
14.0%
The percentage of the Hispanic population 25 and older with a bachelor’s degree or higher in 2013. Source: American Community Survey: 2013 Selected Population Profile in the United States, Hispanic or Latino, Table S0201 < http://factfinder.census.gov/bkmk/table/1.0/en/ACS/13_1YR/S0201//popgroup~400 >
4.2 million
The number of Hispanics 25 and older who had at least a bachelor’s degree in 2013. Source:
|
https://www.census.gov/newsroom/facts-for-features/2015/cb15-ff18.html
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msmarco_v2.1_doc_35_1582872022#12_3536110628
|
Title: Hispanic Heritage Month 2017
Headings: Facts for Features: Hispanic Heritage Month 2017
Facts for Features: Hispanic Heritage Month 2017
Population
57.5 million
1,131,766
2.0%
119 million
63.2%
States and Counties
10.9 million
9
54.4%
15.3 million
4.9 million
39,600
Families and Children
16.7 million
48.0%
57.5%
67.2%
Spanish Language
40 million
72.4%
Income, Poverty and Health Insurance
$47,675
19.4%
16.0%
Education
67.1%
15.3%
5 million
1.6 million
17.4%
24.7%
Foreign Born
34.2%
62.4%
Jobs
67.3%
21.2%
Voting
9.2%
7.3%
Serving our Country
1.2 million
Business
312,738
$61.2 billion
Content: 2016
19.4%
The poverty rate among Hispanics in 2016. Source: Income and Poverty in the United States: 2015, Table 3
16.0%
The percentage of Hispanics who lacked health insurance in 2016. Source: Health Insurance Coverage in the United States: 2016, Table 5
Education
67.1%
The percentage of Hispanics age 25 and older that had at least a high school education in 2016. Source: 2016 American Community Survey, Table B15002I
15.3%
The percentage of the Hispanic population age 25 and older with a bachelor’s degree or higher in 2016. Source:
|
https://www.census.gov/newsroom/facts-for-features/2017/hispanic-heritage.html
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msmarco_v2.1_doc_35_1582872022#13_3536112036
|
Title: Hispanic Heritage Month 2017
Headings: Facts for Features: Hispanic Heritage Month 2017
Facts for Features: Hispanic Heritage Month 2017
Population
57.5 million
1,131,766
2.0%
119 million
63.2%
States and Counties
10.9 million
9
54.4%
15.3 million
4.9 million
39,600
Families and Children
16.7 million
48.0%
57.5%
67.2%
Spanish Language
40 million
72.4%
Income, Poverty and Health Insurance
$47,675
19.4%
16.0%
Education
67.1%
15.3%
5 million
1.6 million
17.4%
24.7%
Foreign Born
34.2%
62.4%
Jobs
67.3%
21.2%
Voting
9.2%
7.3%
Serving our Country
1.2 million
Business
312,738
$61.2 billion
Content: Health Insurance Coverage in the United States: 2016, Table 5
Education
67.1%
The percentage of Hispanics age 25 and older that had at least a high school education in 2016. Source: 2016 American Community Survey, Table B15002I
15.3%
The percentage of the Hispanic population age 25 and older with a bachelor’s degree or higher in 2016. Source: 2016 American Community Survey, Table B15002I
5 million
The number of Hispanics age 25 and older who had at least a bachelor’s degree in 2016. Source: 2016 American Community Survey, Table B15002I
1.6 million
The number of Hispanics age 25 and older with advanced degrees in 2016 (e.g., master’s, professional, doctorate). Source: 2016 American Community Survey, Table B15002I
17.4%
The percentage of students (both undergraduate and graduate) enrolled in college in 2016 who were Hispanic.
|
https://www.census.gov/newsroom/facts-for-features/2017/hispanic-heritage.html
|
msmarco_v2.1_doc_35_1582872022#14_3536113752
|
Title: Hispanic Heritage Month 2017
Headings: Facts for Features: Hispanic Heritage Month 2017
Facts for Features: Hispanic Heritage Month 2017
Population
57.5 million
1,131,766
2.0%
119 million
63.2%
States and Counties
10.9 million
9
54.4%
15.3 million
4.9 million
39,600
Families and Children
16.7 million
48.0%
57.5%
67.2%
Spanish Language
40 million
72.4%
Income, Poverty and Health Insurance
$47,675
19.4%
16.0%
Education
67.1%
15.3%
5 million
1.6 million
17.4%
24.7%
Foreign Born
34.2%
62.4%
Jobs
67.3%
21.2%
Voting
9.2%
7.3%
Serving our Country
1.2 million
Business
312,738
$61.2 billion
Content: 2016 American Community Survey, Table B15002I
5 million
The number of Hispanics age 25 and older who had at least a bachelor’s degree in 2016. Source: 2016 American Community Survey, Table B15002I
1.6 million
The number of Hispanics age 25 and older with advanced degrees in 2016 (e.g., master’s, professional, doctorate). Source: 2016 American Community Survey, Table B15002I
17.4%
The percentage of students (both undergraduate and graduate) enrolled in college in 2016 who were Hispanic. Source: : 2016 American Community Survey, Table B14007I
: 2016 American Community Survey, Table B14007
24.7%
The percentage of students who were Hispanic of the total enrolled in kindergarten through 12th grade in 2016. Source:
|
https://www.census.gov/newsroom/facts-for-features/2017/hispanic-heritage.html
|
msmarco_v2.1_doc_35_1584230267#0_3538545970
|
Title:
Headings:
Content: Voting and Registration in the Election of November 2004
U S C E N S U U.S.Department of CommerceS B U R E A U
Helping You Make Informed Decisions
Economics and Statistics Administration U.S. CENSUS BUREAU
P20-556
Voting and Registration in the Election of November 2004
Population Characteristics
Issued March 2006
Current Population Reports
By Kelly Holder
This report examines the levels of voting and registration in the November 2004 presidential election, the characteristics of citizens who reported that they were registered for or voted in the election, and the reasons why registered voters did not vote. The data on voting and registration in this report are based on responses to the November 2004 Current Population Survey (CPS) Voting and Registration Supplement, which surveys the civilian noninstitutionalized population in the United States. 1
The estimates presented in this report may differ from those based on administrative data or data from exit polls. For more information, see the sec- tion
Accuracy of the Estimates. VOTING AND REGISTRATION OF THE VOTING-AGE CITIZEN POPULATION
Turnout for the November 2004 Election
In the presidential election of November 2004, the 64 percent of voting-age citi- zens who voted was higher than the 60 percent who turned out in 2000 (Table A). 2
This was the highest turnout in a presidential election year since
1
People in the military, U.S. citizens living abroad, and people in institutionalized housing, such as correctional institutions and nursing homes, were not included in the survey. For a discussion of the differences between the official counts of votes cast and the CPS data, see the section
Measuring Voting in the Current Population Survey
2
The estimates in this report (which may be shown in text, figures, and tables) are based on responses from a sample of the population and may
1992, when 68 percent of voting-age citizens voted. 3
The overall number of people who voted in the November 2004 election was 126 million, a record high for a presidential election year. Voter turnout increased by 15 million voters from the election in 2000. During this same 4-year period, the voting-age citizen population increased by 11 mil- lion people.
|
https://www.census.gov/prod/2006pubs/p20-556.pdf
|
msmarco_v2.1_doc_35_1584230267#1_3538548412
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Title:
Headings:
Content: 2
This was the highest turnout in a presidential election year since
1
People in the military, U.S. citizens living abroad, and people in institutionalized housing, such as correctional institutions and nursing homes, were not included in the survey. For a discussion of the differences between the official counts of votes cast and the CPS data, see the section
Measuring Voting in the Current Population Survey
2
The estimates in this report (which may be shown in text, figures, and tables) are based on responses from a sample of the population and may
1992, when 68 percent of voting-age citizens voted. 3
The overall number of people who voted in the November 2004 election was 126 million, a record high for a presidential election year. Voter turnout increased by 15 million voters from the election in 2000. During this same 4-year period, the voting-age citizen population increased by 11 mil- lion people. The registration rate of the voting-age citizen population, 72 percent, was higher than the 70 percent registered in the 2000 election. The last presidential election year to have a higher registra- tion rate was 1992, when 75 percent of voting-age citizens were registered to
differ from actual values because of sampling vari- ability or other factors. As a result, apparent differ- ences between the estimates for two or more groups may not be statistically significant. All comparative statements have undergone statistical testing and are significant at the 90-percent confidence level unless otherwise noted. 3
Additional information about historical voting and registration data is available at <www.census.gov /population/www/socdemo/voting.html>.
|
https://www.census.gov/prod/2006pubs/p20-556.pdf
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msmarco_v2.1_doc_35_1589134319#2_3545299984
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Title: Resilience: A Powerful Weapon in the Fight Against ACEs - Center for Child Counseling
Headings: Resilience: A Powerful Weapon in the Fight Against ACEs
Resilience: A Powerful Weapon in the Fight Against ACEs
What is resilience?
How does resilience develop?
Resilience can be the antidote to ACEs
Support in Childhood Pays Off in Adulthood
Sign up now for news, events, and education about Adverse Childhood Experiences (ACEs) and promoting resilience.
Content: They get up again and again and keep moving. This is a compelling way to describe resilience. As Oliver Goldsmith, an 18th century Irish poet, put it: “ Success is simply standing up one more time than you fall down.” What makes some people so resilient and what does this have to do with ACEs? As we’ve learned, ACEs are Adverse Childhood Experiences that have a dramatically detrimental effect on a person’s lifelong mental and physical health. The statistics for those with high ACE scores seem bleak. They suffer from more diseases, greater levels of depression, alcoholism, and substance abuse. They die, on average, 20 years younger than those with no ACEs. But there is hope and resilience might be the key.
|
https://www.centerforchildcounseling.org/resilience-a-powerful-weapon-in-the-fight-against-aces/
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