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Community needs assessment

Community needs assessment. A community needs assessment must be conducted to identify the preexisting prevalence of disease and to identify those high-risk, high-need patients that may need to be transported in the event of an evacuation or whose needs may necessitate the provision of care in nontraditional sites. This needs assessment provides a foundation for planning along with baseline data for establishing the extent of the impact of the disaster. [Pg.14]

Source Centers for Disease Control and Prevention. (1998). Community needs assessment following an ice storm—Maine, January 1998. Morbidity and Mortality Weekly Report, 47(17), 351-354. [Pg.345]

Vidaurre R, Touraud E, Roig B et al (2010) Recommendations on communication and education. In Benoit R (ed) Pharmaceuticals in the environment current knowledge and need assessment to reduce presence and impact. IWA Publishing, London... [Pg.241]

Third, whenever possible, this communication needs to be interactive. In the registration of pesticides, legally mandated deadlines, the complexity of the assessment, the manifold assumptions needed to fully explore methods and their outputs, and the need to protect sensitive business information limits the degree to which stakeholders may always be able to participate interactively. Nevertheless, opportunities for meaningful interaction with stakeholders, especially those that can bring additional data or information to bear and can constructively review the process, will benefit practitioners. [Pg.147]

Command post is established Establish communications Conduct damage and needs assessment at the scene Search, rescue, and extricate Establish field hospital and shelters... [Pg.8]

The Maine Bureau of Health (MBH) and the CDC developed a community needs survey to assess the continuing needs of and potential health hazards to residents of the state who remained without power. On January 17, residents from 111 households were interviewed. Electrical power had been restored to 75 (68%) of these households, 20 (18%) were using gasoline-powered generators to supply electricity, and 16 (14%) had no source of electricity. In all households, drinking water was available from municipal service, private wells, or water distribution points. All but one of the 111 households had water to flush toilets and access to transportation. Telephone service remained unrestored in 14 (13%) homes. Residents were listening to a radio or television in 103 (93%) households and, therefore, had access to public service broadcasts. [Pg.345]

Health systems researchers and public health experts need to address the requirement for rapid assessments of health care infrastructure that quickly identifies the status of the critical assets for providing care (facilities, medical supplies, and the workforce) during a disaster. Natural disasters are not predictable and there are rarely more than a few days warning of an impending event. Time does not allow for testing and retesting of tools or analysis of definitions and measures, and therefore they must be established in advance. Because needs assessments should be done as rapidly as possible it leaves little time for refining the processes. Further, the uniqueness of each disaster complicates research because of the variable populations, socioeconomic status, health care availability, and environmental conditions in every community. [Pg.564]

Theoretical predictions are risky. Therefore for almost all such prediction experimental validation is required. Nevertheless, often the models can indicate appropriate ways for validation or further experiments. These experiments can be expected to be time-consuming, and expensive. Furthermore, the protein actually needs to be available for the suggested experiments. All of this limits the applicability of experimental validation. Therefore, it is mandatory to reduce errors as much as possible and to indicate the expected error range via computer-based predictions. This is not a trivial problem for structure prediction, though. An estimation of the performance and accuracy of the respective methods can be obtained from large scale comparative benchmarking, from successful blind predictions and from a community wide assessment experiment (CASP [109, 229]/ CAFASP [283]). These are addressed in turn in the following ... [Pg.302]

In parallel with the description and analysis of patterns in nature, the ecology of microbial communities needs further research. Two aspects deserve particular attention disentangling what determines the number of species that a given system can host and assessing whether the presence of some species (or any other taxa) prevents or facilitates the entrance of other species in the local assemblage. [Pg.345]

Listen for shouts, altercations, gunshots, or other audible information as you observe the scene. If there is any doubt as to scene safety, you should stop and wait for law enforcement to clear the scene. This scene needs assessment by HazMat technicians. You should stage in a safe place uphill and upwind until they have finished their mission and give you the OK to enter. While you continue your observation of the scene, communicate with dispatch and with other responders to obtain any additional information. [Pg.162]

Security requirement Before going for zone structure, one first need assess the security goal/requirements, then to place the asset in zone of the zone structure of the network. A group of assets within a security border should have a link to communicate with the outside zone. Such a link may be physical movement andlor electronic communications. Electronic communications may be two kinds remote access and local communication ... [Pg.865]

The information on assets and infrastructure identification will help stakeholders begin to identify and prioritize a school s critical assets and infrastructure. This component must be undertaken in an effort to identify the appropriate mitigation strategies of the facility or complex. In relation to this, the threat and hazard assessment will focus on potential school threats and hazards while emphasizing the need for situational awareness of incidents both in the complex and the surrounding community. Both assessments will prepare the team for the execution of the vulnerability assessment. [Pg.4]

The culmination of this meeting resulted in an open assessment of the state-of-the-art loiowledge of nanoparticle occupational safety and health within these four companies. Condensed into four basic questions outlined in Table 6.1, it became apparent that there was much to learn about nanotechnology as it pertained to occupational safety and health. The questions were broad, but the message was clear. The occupational safety and health community needed science-derived information on nanoparticle occupational safety and health issues, with particular emphasis on linlang scientific data to real-world applications and to workplaces where nanoscale materials are produced, handled, and processed. [Pg.184]

No matter how obvious a need may appear to an advocate, it will undoubtedly take a concerted effort to convince others of the need. The needs assessment can be used for this purpose. Presenting concrete data and findings to key stakeholders in the school and community can help secure support for mental health services. Because a needs assessment catalogs existing services, it can also help prevent the creation of duplicative services. In fact, it may call attention to underutilized services and/or existing programs that can be leveraged. [Pg.50]

Caplan (1970) defines consultation as a process of interactions between two professional persons— the consultant, who is a specialist, and the consultee, who invokes a consultant s help in regard to a current work problem. Similarly, Bergan (1977) says consulting is a problem-solving process. School-based mental he th consultation includes offering ideas on how best to share the findings of the needs assessment with others in the school and the community, how to design actual... [Pg.51]

In addition to the needs assessment, active collaboration with community agencies is a cornerstone to effective advocacy. Says Schmidt (1999), Schools themselves are a major agency in the community, but schools alone cannot offer all the human services necessary to help a town, city, or county educate its citizens, provide health care, and offer basic services to improve the human condition (p. 185). Turning to community resources is an option when schools are unable to address the myriad concerns of students and their families. Effective collaboration is a two-way process. On the one hand, it is critical that the school convey its focus to the surrounding community. On the other, it is important for the school to reach out to community agencies and learn about their services to create effective partnerships. [Pg.52]

Most importantly, mental health services should not be isolated from other parts of the school or community rather they should be an integral part of the fabric of the community school. Mental health programs should be developed firom a common philosophical, professional, and procedural framework shared by all collaborating partners. Context also is crucial, with needs assessment and evaluation data driving the planning process. This includes mapping all available resources to deal with documented needs. [Pg.132]


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See also in sourсe #XX -- [ Pg.14 ]




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