Assisted Living Or Residential Care Facility in Oregon
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The Long-Term Care Workforce Crisis: a 2020 Report
The Long-Term Care Workforce Crisis: A 2020 Report Results from a survey of long-term care providers in 2016 and 2018 exposed a caregiver workforce crisis. Data from the 2020 survey of 924 providers, together with information from other sources revealed: n An increase in caregiver vacancies from 19% in 20181 to 23.5% in 2020 n A continued downward trend in the number of persons on the Wisconsin nurse aide registry2 n Caregiver vacancy rates in excess of 30% for adult family homes, a vital part of the long-term care continuum n One in three providers are limiting admissions due to caregiver vacancies n Since 2018, inflation has increased by 4%3 while median wages for direct care workers have been limited to only 2.3% growth n The average occupancy of long-term and residential care providers could increase from 78% to 93% if there were enough caregivers to fill available positions n Long-term care providers continue to be challenged with a lack of applicants for caregiving positions Clearly the caregiver workforce crisis continues to be one of the most significant challenges facing providers of long-term and residential care services. Public and private efforts to deal with the workforce needs have helped but more needs to be done - especially as the state faces growth in the number of older persons, people with intellectual and physical disabilities, and individuals diagnosed with dementia. Wisconsin Health Care Association Wisconsin Center for Assisted Living PROJECTION OF WI POPULATION WITH DEMENTIA 242,000 The Need for Long-Term 216,000 184,000 154,000 Care is Growing 129,000 2020 2025 2030 2035 2040 The number of Wisconsin residents diagnosed with dementia is projected to increase 88% by 2040 Over the next 20 years, the percentage of people age Source: Wisconsin Department of Heatlh Services 85 and older will climb, as will the number of persons diagnosed with dementia. -
AMF / ALF SERIES Albedometer Mounting and Levelling Fixtures: Combine 2 Pyranometers Into 1 Albedometer with Our AMF03 and AMF02 Albedometer Kits
Hukseflux Thermal Sensors ACCESSORY AMF / ALF SERIES Albedometer mounting and levelling fixtures: combine 2 pyranometers into 1 albedometer with our AMF03 and AMF02 albedometer kits Hukseflux offers a practical range of mounting and levelling fixtures to construct albedometers from its popular pyranometers and make installation and levelling easy. Albedometers are increasingly popular in bifacial PV module monitoring. AMF03 allows you to combine two SR30-M2-D1 spectrally flat Class A pyranometers or two SR15 series Class B pyranometers into one albedometer. AMF02 does so for two SR11 or two SR20 series pyranometers. The modular design facilitates maintenance and calibration of the pyranometers. Both albedometer kits include a mounting fixture and a glare screen. ALF01 is a levelling fixture that may be combined with AMF03, AMF02 or SRA series albedometers, and helps levelling the instrument. Hukseflux offers a full range of dedicated, ready- Introduction to-use albedometers for measuring albedo. Albedo, also called solar reflectance, is defined as Alternatively, with the AMF03 or AMF02 mounting the ratio of the reflected to the global radiation. fixture in AMF / ALF series, you may choose to The solar albedo depends on the directional construct albedometers from popular Hukseflux distribution of incoming radiation and on surface pyranometers yourself. AMF03, AMF02 and SRA properties at ground level. Albedos of typical series albedometers can be levelled with ALF01 surfaces range from about 4 % for fresh asphalt, levelling fixture. and 15 % for green grass to 90 % for fresh snow. An albedometer is an instrument composed of two pyranometers, the upfacing one measuring global solar radiation, the downfacing one measuring reflected solar radiation. -
Muere Max Wright, El «Padre» Humano De ALF
Muere Max Wright, el «padre» humano de ALF Max Wright, uno de los protagonistas de la popular serie de televisión de los años 80 ALF, falleció este miércoles. Familiares confirmaron que el actor, quien interpretó a Willy Tanner, el padre de la familia que acogió al peludo extraterrestre, murió en su casa en Hermosa Beach, a las afueras de Los Ángeles, California. Wright, que tenía 75 años, libró una batalla contra el cáncer durante muchos años. Al actor, nacido en Detroit (Michigan), le fue diagnosticado un linfoma en 1995, que permaneció en estado de remisión durante mucho tiempo. La esposa del artista, Linda Ybarrondo, con quien se había casado en 1965 y tenía dos hijos, falleció en 2017 a raíz de un cáncer de mama. Wright ya había sido noticia hace años por sus excesos. Drogándose sin parar, fue pillado por fotógrafos en un fumadero de crack e incluso se filtraron imágenes en las que mantenía sexo homosexual en una orgía mientras se consumían varias drogas. Además de actuar en cuatro temporadas de Alf, Wright participó en programas como Buffalo Bill, Cheers, Misfits of Science, Dudley y The Norm Show, recordó la publicación. El intérprete también hizo parte de películas como All That Jazz, Reds, The Sting II, Soul Man, The Shadow, entre otras. Con cuatro temporadas y 103 episodios emitidos entre 1986 y 1990, ALF giraba en torno a la llegada de un simpático extraterrestre a la vida de una familia ordinaria y fue un hito de la televisión estadounidense de los años 80. En agosto del año pasado, el portal especializado TVLine informó que la productora Warner Bros Television planteaba recuperar ALF. -
Alf Arvidsson Vladimir Propp's Fairy Tale Morphology and Game Studies
Computer games as fiction and social interaction A project sponsored by Vetenskapsrådet, 2003-2005 Institutionen för kultur och medier Umeå universitet Alf Arvidsson Vladimir Propp’s fairy tale morphology and game studies Working paper Vladimir Propp’s model of the structure of fairy tales has since its introduction to western scholarship during the 1950s, been regarded as one of the milestones in semiotic analysis and narratology, both for its inspiring function and taken for face value. It comes as no surprise that it also is suggested as a work of significance for game studies. I can agree on that; however, its meaning within the field of folklore studies and its range of appliability must be discussed. What is the content of Propp’s model? How has its basic ideas been further developed by later generations of folklorists? How can it be used? What claims can be based on it? What are its limits? My questions are trigged by the claims that sometimes are made for a universal applicability of Propp’s 31-function pattern. For instance, Arthur Asa Berger states in a recent introductory book, Video Games:A Popular Culture phenomenon, that “His thirty-one functions … are, it can be argued, at the heart of all narratives – not just the Russian folktales Propp analyzed in obtaining his list” (Berger 2002:34). I can agree with Berger that Propp’s model is worthy of attention in narrative studies. However, the claims of its universality go to far. It goes beyond the russian folktales, but halts somewhere after. The historical scientific context of Propp’s study is European folk tale studies, as they were in the 1920s with a history going back to the Grimm brothers showing the contemporary existence of an oral narrative genre with presumably ancient roots, within the popular classes. -
Children in Residential Care and Alternatives
Good practice CHILDREN AT RISK GUIDELINES for people working with children Children in Residential Care and Alternatives CHILDREN AT RISK GUIDELINES: VOLUME 5 AUTHORS Glenn Miles – Children at Risk Advisor, Cambodia Paul Stephenson – Child Development Advisor, Tearfund EDITOR Fiona Anderson – Freelance writer CHILDREN AT RISK GUIDELINES Contents Preface 4 SECTION 1: Introduction 5 What are families? 7 Who are the orphans? 8 What is residential care? 9 What kind of children are in residential care? 11 What are the alternatives to residential care? 14 SECTION 2: Framework for Good Practice 17 1 Building relationships 19 2 Parental responsibilities 19 3 Working at different levels 19 4 Identifying needs and priorities 20 5 Children’s participation 22 6 Children in context 23 7 Advocacy 25 8 Child-sensitive indicators 28 SECTION 3: Case Studies 29 Rainbow Home, Christian Care for Children with Disabilities, Thailand 32 The Valley of Blessing Educational and Beneficent Association, Brazil 35 Eglise Trinité Internationale, Burundi 38 VOLUME 5: CHILDREN IN RESIDENTIAL CARE AND ALTERNATIVES 2 CHILDREN AT RISK GUIDELINES Inkuru Nziza Church, Rwanda 42 Home of Joy, Christian Growth Ministries, Philippines 45 Dar El Awlad Boys Home, Lebanon 49 SECTION 4: The Reflective Question Tool 53 SECTION 5: References and Resources 61 What to read 63 Who to contact 66 How to order 68 ACKNOWLEDGEMENTS Tearfund UK would like to thank the Laing Trust for their generous financial support on this project, and the following people for reading and commenting on the -
Residential Care Communities and Their Residents in 2010: a National Portrait March 2016
Residential Care Communities and Their Residents in 2010: A National Portrait March 2016 SERVICES AN • U M S U.S. Department of U A H & Health and Human Services H T L A Centers for Disease Control E H F O and Prevention T N E M T R National Center for A P E D Health Statistics Authors & Production Contact Information RTI International For e-mail updates on NCHS publication Galina Khatutsky, MS releases, subscribe online at: Catherine Ormond, MS http://www.cdc.gov/nchs/govdelivery.htm Joshua M. Wiener, PhD For questions or general information: Angela M. Greene, MBA, MS National Center for Health Statistics Ruby Johnson, MA, MS 3311 Toledo Road E. Andrew Jessup Room 5419 Emily Vreeland, BA Hyattsville, MD 20782 National Center for Health Statistics, Tel: 1–800–CDC–INFO (1–800–232–4636) Long-Term Care Statistics Branch TTY: 1–888–232–6348 Internet: http://www.cdc.gov/nchs Manisha Sengupta, PhD Online request form: http://www.cdc.gov/info Christine Caffrey, PhD Lauren Harris-Kojetin, PhD Copyright Information Suggested Citation All material appearing in this report is in the Khatutsky G, Ormond C, Wiener JM, Greene AM, Johnson public domain and may be reproduced or R, Jessup EA, Vreeland E, Sengupta M, Caffrey C, Harris- Kojetin L. Residential care communities and their residents in copied without permission; citation as to 2010: A national portrait. DHHS Publication No. 2016-1041. source, however, is appreciated. Hyattsville, MD: National Center for Health Statistics. 2016. Acknowledgments The authors are grateful to Emily Rosenoff of The authors express their gratitude to the the U.S. -
Adult Day Care, Supported Residential Care, and Assisted Living Healthcare Personnel Influenza Vaccination Coverage Report 2018-19 Influenza Season
STATE OF NEW HAMPSHIRE ADULT DAY CARE, SUPPORTED RESIDENTIAL CARE, AND ASSISTED LIVING HEALTHCARE PERSONNEL INFLUENZA VACCINATION COVERAGE REPORT 2018-19 INFLUENZA SEASON New Hampshire Department of Health and Human Services Division of Public Health Services State of New Hampshire Healthcare Personnel Influenza Vaccination ALF Report, 2018-19 Season LIST OF DATA TABLES Table 1. Influenza vaccination percentages for healthcare personnel by facility ....................... 15 Table 2. Influenza vaccination policies and consequences for healthcare personnel by assisted living facility .................................................................................................................................. 31 LIST OF FIGURES Figure 1. Statewide influenza vaccination percentages for healthcare personnel by influenza season ........................................................................................................................................... 14 Figure 2. Influenza vaccination percentages for healthcare personnel by facility ...................... 22 Figure 3. Influenza vaccination rate comparison by assisted living facility type .......................... 29 Figure 4. Influenza vaccination percentages for assisted living facility with and without vaccination policies ....................................................................................................................... 30 ABBREVIATIONS USED IN THIS DOCUMENT ALF Adult day care, supported residential care, and assisted living facilities CDC U.S. Centers -
Connecticut Wildlife Mar/Apr 2006
March/April 2006 PUBLISHED BY THE CONNECTICUT DEPARTMENT OF ENVIRONMENTAL PROTECTION BUREAU OF NATURAL RESOURCES ● WILDLIFE DIVISION ©PAUL J. FUSCO All Rights Reserved March/April 2006 Connecticut Wildlife 1 Volume 26, Number 2 ● March / April 2006 Connecticut From Wildlife Published bimonthly by State of Connecticut the irector Department of Environmental Protection D www.ct.gov/dep Gina McCarthy .................................................................. Commissioner David K. Leff ....................................................... Deputy Commissioner Edward C. Parker ........................... Chief, Bureau of Natural Resources “Oh, how I wish I had my camera.” Anybody who has encountered wildlife while afield has certainly repeated that lament on numerous Wildlife Division 79 Elm Street, Hartford, CT 06106-5127 (860-424-3011) occasions. My mental scrapbook is filled with awe inspiring images Dale May .................................................................................... Director that no one will ever see. My eyes have captured and my memory has Greg Chasko ................................................................ Assistant Director Mark Clavette ..................................................... Recreation Management enhanced these visions so they are clear, colorful, and spectacular – Laurie Fortin ............................................................... Wildlife Technician front page material for the finest magazines. From diving eagles to Elaine Hinsch ............................................................ -
Common Care and Living Options
Common Care and Living Options The more we know about our healthcare options the better we can all prepare for our future and the future of our loved ones. When it comes to care options for seniors and the elderly, there are boundless amounts of information on the internet that can overwhelm and confuse. Following is a quick reference guide to assist you in understanding the most common care and living options. Skilled Care vs. Custodial Care Home Care vs. Home Health Care Regardless of the location in which it is provided, These terms are sometimes used interchangeably, at the highest level there are two types of care, skilled care and custodial care. Skilled care but there is an important distinction. While both types of care are provided in the individual's describes services that can be given only by skilled or licensed medical personnel. Custodial care (also home, home care generally means custodial or unskilled care is being provided. For example, called non-skilled care) helps with activities of assistance is provided with bathing and dressing daily living (ADLs), such as bathing, dressing and the individual, help with laundry, cooking and eating. Custodial care is typical for seniors with Alzheimer's or dementia. Both skilled and accompanying them to doctors’ appointments or on other errands. One may also hear this type of custodial care can be provided at home, in adult care referred to as personal care or attendant day care or in a residential care setting such as a nursing home, assisted living community or adult care although those terms are not exclusively for foster care home. -
1 Title 9. Health Services Chapter 10. Department of Health Services Health Care Institutions: Licensing Article 8. Assisted Li
This document contains an unofficial version of the new rules in 9 A.A.C. 10, Article 1, effective November 5, 2019. TI TLE 9. HEALTH SERVI CES CHAPTER 10. DEPARTMENT OF HEALTH SERVI CES HEALTH CARE I NSTI TUTI ONS: LI CENSI NG ARTICLE 8. ASSISTED LIVING FACILITIES Section R9-10-801. Definitions R9-10-802. Supplemental Application Requirements R9-10-803. Administration R9-10-804. Quality Management R9-10-805. Contracted Services R9-10-806. Personnel R9-10-807. Residency and Residency Agreements R9-10-808. Service Plans R9-10-809. Transport; Transfer R9-10-810. Resident Rights R9-10-811. Medical Records R9-10-812. Behavioral Care R9-10-813. Behavioral Health Services R9-10-814. Personal Care Services R9-10-815. Directed Care Services R9-10-816. Medication Services R9-10-817. Food Services R9-10-818. Emergency and Safety Standards R9-10-819. Environmental Standards R9-10-820. Physical Plant Standards 1 This document contains an unofficial version of the new rules in 9 A.A.C. 10, Article 1, effective November 5, 2019. ARTICLE 8. ASSISTED LIVING FACILITIES R9-10-801. Definitions In addition to the definitions in A.R.S. § 36-401 and R9-10-101, the following definitions apply in this Article, unless the context otherwise requires: 1. “Accept” or “acceptance” means: a. An individual begins living in and receiving assisted living services from an assisted living facility; or b. An individual begins receiving adult day health care services or respite care services from an assisted living facility. 2. “Assistant caregiver” means an employee or volunteer who helps a manager or caregiver provide supervisory care services, personal care services, or directed care services to a resident, and does not include a family member of the resident. -
COVID-19 Response Plan for Assisted Living Facilities
i COVID-19 RESPONSE for Assisted Living Facilities Abstract This document provides guidance to Assisted Living Facilities on Response Actions in the event of a COVID-19 exposure. Version 4.0 Rev.08/31/2021 Table of Contents Table of Contents Table of Contents .......................................................................................................... 2 1. Points of Contact for this Document ............................................................................ 4 2. Table of Changes ...................................................................................................... 5 3. Introduction ............................................................................................................ 8 Purpose ...................................................................................................................... 8 Goals ......................................................................................................................... 8 Overview .................................................................................................................... 8 4. Required Screening ................................................................................................... 9 5. Visitors .................................................................................................................. 10 Providers of Critical Assistance .................................................................................... 10 Persons with Legal Authority to Enter .......................................................................... -
Lesson 15 Just Splendid!”Just Splendid!” 1 DAILY ROUTINES Informal Assessment Summary of Core Instruction Decoding
Week 3 “Well,” said“Well,” Alf. said“I was Alf. a “Ilittle was mad a little at you.”mad at you.” Why AlfWhy Did AlfIt Did It “Why?” “Why?”said Ettabetta. said Ettabetta. “What did “What I do?” did I do?” “When Ms.“When Blossom Ms. Blossomwas asking was what asking her what gift her gift “Plant your“Plant bulbs your in bulbsthe long in theboxes,” long Ms.boxes,” Blossom Ms. Blossom was,” saidwas,” Alf, said“I put Alf, my “I hand put my up. hand I wanted up. I towanted tell her. to tell her. said to Alfsaid and to Ettabetta.Alf and Ettabetta. “Then you “Then can youhave can lunch.” have lunch.” But you beganBut you to began yell out, to yell‘It’s aout, bulb! ‘It’s It’s a bulb!a bulb!’” It’s a bulb!’” She wentShe to inspectwent to the inspect bulbs the the bulbs rest ofthe the rest class of the class had planted.had planted. “I didn’t stop“I didn’t to think,” stop to said think,” Ettabetta. said Ettabetta. “I won’t do“I won’t do that anymore.”that anymore.” Step As the twoAs kidsthe twoplanted kids theirplanted bulbs, their Ettabetta bulbs, Ettabetta said, said, “Alf, why“Alf, did youwhy pickdid youme topick bug?” me to bug?” “Good,” “Good,”said Alf. said“Then Alf. I won’t “Then bug I won’t you buganymore.” you anymore.” “Very good!”“Very said good!” Ettabetta. said Ettabetta. “In fact, “Inthat fact, will thatbe will be LESSON 15 just splendid!”just splendid!” 1 DAILY ROUTINES Informal Assessment Summary of Core Instruction Decoding Step 1 Daily Routines 32 32 33 33 Use the Big Book of Decoding or write the words below LEVEL 5 S E C O N D G R A D E Why Alf Did It: Step 2 Word Work on the board.