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Federal Hearing Aid Tax Credit Bill Reintroduced with Record Support
Washington, DC, April 09, 2009 – The Better Hearing Institute today issued the following update on efforts to create a federal tax credit for people who purchase hearing aids: Representative Carolyn McCarthy (D-NY) has reintroduced the bipartisan Hearing Aid Tax Credit (H.R. 1646) along with Rep. Vern Ehlers (R-MI) and a record number of original Congressional co-sponsors. The bill has already attracted the support of 10 members of the House Ways and Means Committee which has jurisdiction over all tax legislation including H.R. 1646. The hearing aid tax credit, with the addition of a $200,000/year income eligibility cap, is otherwise unchanged from legislation in the 110th Congress that attracted 112 co-sponsors by the end of the session.
The Better Hearing Institute has updated its tax credit website, www.hearingaidtaxcredit.org, with information about the new House bill as well as Senate companion legislation that will be introduced in the coming weeks. The website was launched in April 2008, and hearing aid tax credit supporters nationwide have sent more than 25,000 letters to Congress since that time in support of the bill. H.R. 1646 would provide a $500 tax credit per hearing aid ($1,000 for two devices) for boomers, seniors and parents of children with hearing loss. About 40% of people who do not use hearing aids, according to a recent BHI national study, would be more likely to purchase them in the near future if the tax credit were available.
Supporters of the hearing aid tax credit – whether an individual with hearing loss, a friend or family member of someone with hearing loss, or a hearing aid dispenser – are encouraged to visit www.hearingaidtaxcredit.org, to contact their elected officials in support of this legislation. The website underscores BHI's vital role as the "Advocates for America's Ears."
"Our effort is grounded in the sad fact that although 95% of people with hearing loss could be successfully treated with hearing aids, fewer than 23% of such Americans (7.38 million people) currently use them," said BHI Executive Director Sergei Kochkin, Ph.D. "That's tragic, and we as a nation must do better."
"Nearly 2 out of 3 adults with hearing loss cite financial constraints as a core reason that they do not wear hearing aids," said Kochkin. "With the hearing aid assistance tax credit, boomers, seniors and parents of children would have the financial boost they need to get their hearing loss treated. These people are the reason that Congress needs to step up and take action."
Passage of H.R. 1646 would assist up to 1.2 million children and 11.5 million other Americans ages 55 and older in treating their hearing loss. While not covering the full cost of hearing aid treatment, it would be a significant benefit to the 72% of people who receive no financial assistance from any source to address their hearing loss.
The hearing aid assistance tax credit has won the bipartisan support of over 100 Senators and Representatives and, in an unprecedented fashion, organizations representing hearing health professionals, consumers, educators, providers and manufacturers. Endorsing organizations include: Hearing Loss Association of America (formerly SHHH), A.G. Bell Association for the Deaf and Hard of Hearing, International Hearing Society, American Speech Language Hearing Association, American Academy of Audiology, Deaf and Hard of Hearing Alliance, Deafness Research Foundation, and Hearing Industries Association.
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Founded in 1973, the Better Hearing Institute (www.betterhearing.org) conducts research and engages in hearing health education with the goal of helping people with hearing loss to benefit from proper treatment. Visit the new tax credit website at www.hearingaidtaxcredit.org.


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Sophie Wessex weight loss: Royal’s easy diet ‘had a huge impact’ on her appearance
Edward & Sophie: The Reluctant Royals airs tonight on Channel Five. The documentary has been described as “a portrait of the most modest of royal couples”. What type of diet should the royal couple follow to stay fit and healthy?
Sophie is following a very healthy diet following an almost tragic event in 2003 that severely affected her pregnancy.
When pregnant with her first child, Lady Louise Windsor, the Countess began to hemorrhage.
At the time, Sophie was alone at home and with Prince Edward in Bagshot Park and had to be airlifted to nearby Frimley Park Hospital.
Louise was born a month early, weighing less than five pounds, and went straight to intensive care.
READ MORE: Princess Anne’s son Peter faces tough decision with ex-wife Autumn
She also consumes very little alcohol and eats foods high in fiber and protein.
These include smoothies and porridge for breakfast, and chicken, fish, salad and vegetables for lunch or dinner.
Fish, vegetables and fruit make up the Mediterranean diet, which experts say is “one of the healthiest diets” in the world.
Nutrition expert and founder of The Detox Kitchen, Lily Simpson, told the Daily Mail that Sophie eats “a diet of plant-based foods and lean proteins”.
She added that it “had a huge impact on the appearance of the skin, as did staying well hydrated and sleeping well.”
Sophie would also have enjoyed picnics and barbecues during the summer.
In a personal interview, she revealed that her husband, Edward, usually cooks barbecues in the summer.
She told The Start Magazine: “He is very good at barbecues and the kids love it.
“He takes our son fishing, does a lot of horse riding with our daughter, he is very committed as a father.”
Although the Countess’ diet seems extremely healthy, she has been photographed enjoying the occasional sweet treat.
In 2014, she was seen eating biscuits during a visit to Queensgate Foundation Primary School.
On the sport side, Sophie loves horse riding, like many members of the royal family.

domain: food


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Chiefs Get Encouraging Patrick Mahomes Injury News Monday
Image credit - Getty images
Patrick Mahomes had one of the best games of his career yesterday with a dominating win over the Arizona Cardinals.
But he left the game due to a wrist injury, which worried Chiefs fans.
However, Monday's news was very encouraging.
He was listed as a full participant in the team's activities on his first injury report of the week.
Speaking to the media after the game, Mahomes said the X-rays on his wrist were negative.
He said it's the kind of injury that "you have to be able to play for" as an NFL quarterback.
Mahomes had 360 passing yards and five touchdowns in Kansas City's 44-21 win over the Cardinals.
It was the best performance by a quarterback on Sunday.
It's only been a week, but after a performance like yesterday,
Patrick Mahomes needs to be the new favorite to win the NFL MVP award.
But the next few games will really let us find out where he sits in the NFL pecking order this year.
Mahomes and the Chiefs face rivals the Los Angeles Chargers this Thursday,
This was followed by back-to-back road games against the Indianapolis Colts and a Super Bowl rematch against the Tampa Bay Buccaneers.
If Mahomes plays anywhere near the level he played against Arizona, the Chiefs will be in good hands.
Will Mahomes be in full force for Thursday's game against the Chargers?

domain: sports


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1 THE UNIVERSITY OF Hun The Social Work Role in the Secondary Schools of Saudi Arabia Being a Thesis submitted for the Degree of Doctoral of Philosophy in Social Work In The University of Hull By Ahmad Abduallah Al-Ajlan B.A Al-Imam University (K.S.A) M.A Western Illinois University (U.S.A) June, 2000
2 Dedication ;.1JJes1 This work is dedicated to the memory of my father, who passed away in March 2000, during my study at Hull. I also dedicate this work to my mother for her love, care, and prayers, To my wife Afaf, To my daughter Abeer and my son Abduallah.
3 Acknowledgements Thanks and gratitude are expressed to Almighty God for the ability He has given me to carry out my study. Many people and organisations have contributed in this study, whether directly or indirectly. I would like to express my deepest appreciation to my supervisor, Dr Pete Randall in the Department of Social Work, University of Hull, who guided me unfailingly during the process of preparing this thesis. I would like to thank him for his guidance, encouragement and constructive criticism. Without his continued support, I could not have completed this endeavour. I would also like to express my thanks to Mr. Larry Harrison the Dean of the Faculty of Health, as sub-supervisor for this thesis, for his suggestions, guidance and beneficial comments. I am very grateful for the generous time he spent with me. The time and experience of the staff at the University of Hull, Particularly the Department of Social Work is also acknowledged. I am very grateful to staff at the Brynmor Jones library, The Hull University Computer centre. Thanks, also go to Mr. Alan Rees (in the GM, Hull University) for his co-operation in the matter of the statistical method used. I wish them great success in the future. My thanks are extended to the Ministry of Education, especially the Director General of Education of Al-Qassim District and to the Ministry of Labour and Social Affairs. Special thanks go to Al-Imam Muhammad Ibn Saud University for giving me a scholarship to study in Great Britain. Also I am grateful for assistance from the educational attach at the Saudi Culture Bureau. I would like to thank Kathryn Spry for her efforts in editing this thesis. I am also grateful to my friends Dr. Abduallah Al- Othaim and Dr. Ibrahim Al-Hakami who participated in this study, for their suggestions. A
4 My thanks also go to the social workers, students and officials who volunteered to fill in the questionnaires. Special thanks and deepest gratitude go to my wife who sacrificed her job in Saudi Arabia to move to a distant country to join me during my study period. She deserves my gratitude and appreciation. Thanks also to my lovely children, Abeer and Abduallah, who never know what is going on. II
5 Abstract The overall aim of this research is to contribute to cross-cultural knowledge and skills on the development and practice of social work in schools, by identifying and comparing the actual and ideal roles of school social workers in Saudi Arabia, ascertaining the major problems facing the social workers and learning their views regarding improvement of the counselling service in secondary schools in Saudi Arabia. The target populations of this study were third year public secondary school students, social workers in public secondary schools and officials. In order to gather data from the three groups, questionnaires and interview schedules, were used. The validity and reliability of the instruments were tested and piloted. Social workers, officials and students ranked twenty-six possible roles of the school social worker on a Likert scale for both actual and ideal practice. The results of the two-tailed paired T-tests conducted to analyse the actual versus ideal functions of the social workers in Saudi Arabian secondary schools, as perceived by social workers themselves, and by students, indicated that there were significant differences at the.005 level for all except two items, though the non-significant items differed between the two groups. The result of the two-tailed paired 1-tests conducted to analyse the actual and ideal functions, as perceived by the officials showed statistically significant difference for all but four items. Thus, the data revealed many significant differences in perceptions of the actual and ideal functions of the social workers in secondary schools in Saudi Arabia. In general, social workers, students and officials thought that, ideally, social workers should do more work in relation to almost every function of the social worker's role. III
6 The interviews with social workers revealed some factors, which they thought constrain their role as social workers in the secondary schools. The main factors were burden of other tasks unrelated to their job, such as clerical work, interference in their work from head teachers and sometimes from teachers, and lack of trust. Therefore, problems faced them in performance of their role with teachers, school administrators, education supervisors, parents, and students. Furthermore, social workers complained that students do not seek help from them, even if they are in need of it. IV
7 Table of Contents ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES LIST OF ABBREVIATIONS I III v Nil XIII XIV CHAPTER ONE : INTRODUCTION INTRODUCTION STATEMENT OF THE PROBLEM OBJECTIVES OF THE STUDY SIGNIFICANCE OF THE STUDY PARAMETERS OF THE STUDY OUTLINE OF THE THESIS 10 CHAPTER TWO : EDUCATION (SCHOOLS) AND SOCIAL WORK WORLD- WIDE INTRODUCTION DEFINITION AND OBJECTIVES OF SCHOOL SOCIAL WORK THE DEVELOPMENT OF SOCIAL WORK IN SCHOOL IN THE WEST SolooL SOCIAL WORK IN SOME ARAB COUNTRIES 37 CONCLUSION 43 V
8 CHAPTER THREE : SOCIAL WORK EDUCATION AND PRACTICE IN SAUDI ARABIA INTRODUCTION A BRIEF OVERVIEW OF SAUDI ARABIA A BRIEF HISTORY LOCATION, AREA AND POPULATION EDUcATION IN SAUDI ARABIA FEATURES OF SAUDI ARABIAN EDUCATION SECONDARY SCHOOL SYSTEM HIGHER EDUCATION SOCIAL WORK EDUCATION KING SAUD UNIVERSITY (KSU) Umm AL-QuRA UNIVERSITY (UATJ) COLLEGE OF SOCIAL WORK FOR GIRLS' EDUCATION (CSWGE) IMAM MOHAMMED BIN SAUD ISLAMIC UNIVERSITY (IMSIU) CASE FOR CRITIQUE: THE COURSE IN IMSIU DiscussION SOCIAL WORK PRACTICE IN K.S.A SOCIAL WORK WITH CHILDREN AND FAMILIES PSYCHIATRIC SOCIAL WORK SOCIAL WORK IN MEDICAL CARE SOCIAL WORK WITH SPECIAL CATEGORIES SOCIAL WORK WITH JUVENILE CARE FIELD DISCUS SION 90 CONCLUSION 95 VI
9 CHAPTER FOUR: SOCIAL WORK IN SAUDI ARABIAN SCHOOLS INTRODUCTION SOCIAL WORK IN SAUDI ARABIAN SCHOOLS SOCIAL WORKERS' TASK IN SAUDI ARABIAN SCHOOLS SOCIAL WORK AND COUNSELLING DEFINITION OF GUIDANCE AND COUNSELLING IN K.S.A 110 AN UN IN K.S.A GOALS OF GUIDANCE D COUNSELLING PROGRAMMES COUNSELLING SERVICES IN THE SAUDI SCHOOLS SOCIAL WORKERS' DIFFICULTIES ROLE CONFLICT STUDENTS' PROBLEMS AND THEIR NEEDS OF COUNSELLING SERVICES IN SCHOOL SOCIO-CULTURE IMPACT ON STUDENTS 133 CONCLUSION 136 CHAPTER FIVE : REVIEW OF RELATED EMPIRICAL LITERATURE INTRODUCTION WESTERN STUDIES SAUDI STUDIES DISCUSSION 166 CONCLUSION 171 VII
10 CHAPTER SIX :METHODOLOGY: RESEARCH DESIGN AND PILOT STUDY INTRODUCTION GAINING ACCESS AIMS OF Tla STUDY RESEARCH QUESTIONS RESEARCH DESIGN TARGET POPULATION AND SAMPLE SELECTION SAMPLING FRAMES THE SAMPLE DEVELOPMENT OF INSTRUMENTS THE QUESTIONNAIRE Construction of the Questionnaire Translating the Questionnaire into Arabic Validation of the Questionnaire THE INTERVIEW SCHEDULE Construction of the Interview Schedule Translation of Interview Schedule Question into Arabic Interview Schedule Validity PILOT STUDY PILOTING THE QUESTIONNAIRES The Sample of the Pilot Work Administration of the Questionnaire Questionnaire Reliability Data Analysis Z 1.5. Modifications to the Instruments based on Pilot Work PILOTING THE INTERVIEW SCHEDULE Pilot Study Sample Procedures The Reliability of the Interview Schedule Content Analysis of Interview Schedule Modifications based on Pilot Outcomes MAIN STUDY RESPONSE RATE METHODS OF DATA ANALYSIS 218 SUMMARY 219 VIII
11 CHAPTER SEVEN : DATA ANALYSIS (PRESENTATION OF THE DATA) INTRODUCTION THE SOCIAL WORKERS' QUESTIONNAIRE GENERAL INFORMATION QUESTIONNAIRE RESPONSES STUDENTS' RESPONSES TO THE QUESTIONNAIRE THE OFFICIALS' QUESTIONNAIRE GENERAL INFORMATION RESPONSES TO THE OFFICIALS' QUESTIONNAIRE T-TEST RESULTS RESPONSES TO THE OPEN QUESTION THE INTERVIEW SCHEDULE 254 CONCLUSION 259 CHAPTER EIGHT : INTERPRETATION OF THE DATA AND DISCUSSION INTRODUCTION DEMOGRAPHIC INFORMATION ANALYSIS 8.2. QUESTIONNAIRE RESPONSES T-TEST RESULTS COMMENT 8.3. THE INTERVIEW SCHEDULE FACTORS CONSTRAINING THE SOCIAL WORKER'S ROLE SOCIAL WORKERS' DIFFICULTIES RESPONDENTS' SUGGESTIONS SUMMARY IX
12 CHAPTER NINE : CONCLUSION, LIMITATIONS AND RECOMMENDATIONS INTRODUCTION SUMMARY LIMITATIONS RECOMMENDATIONS RECOMMENDATIONS RELATED TO THE MINISTRY OF EDUCATION AUTHORITY (NATIONAL LEVEL) RECOMMENDATIONS RELATED TO THE REGIONAL LEVEL RECOMMENDATIONS RELATED TO THE SCHOOL LEVEL SUGGESTIONS FOR FURTHER RESEARCH 325 BIBLIOGRAPHY APPENDICES X
13 List of Tables Table 3.1 Elementary Education 49 Table 3.2 Intermediate Education 50 Table 3.3 Secondary Education 50 Table 3.4 Private Education 50 Table 3.5 Higher Education 56 Table 3.6 Courses Classification 71 Table 6.1 Differences between Ordinary Conversation and Survey Interview 195 Table 6.2 Pilot Work Samples 201 Table 6.3 Reliability Coefficients 203 Table 6.4 Reliability Coefficients 204 Table 6.5 Reliability Coefficients 205 Table 6.6 Reliability Coefficients 206 Table 6.7 Marital Status of the Pilot Sample 207 Table 6.8 Age Distribution of the Pilot Sample 208 Table 6.9 Years of Experience of the Pilot Sample 208 Table 6.10 Major Study in College or University for Pilot Samples 209 Table 6.11 Qualification of the Pilot Samples 209 Table 6.12 Years of Experience of the Current Job of the Pilot Sample 210 Table 6.13 Working before the Guidance and Counselling Services 210 Table 6.14 Size of the Schools 211 Table 6.15 Questionnaire Respondents 218 Table 7.1 Age Distribution of the Social Workers 222 Table 7.2 Marital Status of Social Workers 223 Table 7.3 Major Study of the Social Workers in University 224 Table 7.4 Social Workers' Qualification 226 XI
14 Table 7.5 Years of Experience of the Social Workers 226 Table 7.6 Duration of the Programme 227 Table 7.7 Place of Training 228 Table 7.8 Years of Experience in the Current Job 229 Table 7.9 Size of the Schools 230 Table 7:10 Means and Standard Deviation for Social Workers' Responses to Questionnaire Items 233 Table 7.11 Students' View of the Social Workers' Actual and Ideal Roles 235 Table 7.12 Age of Officials 237 Table 7.13 Marital Status of Officials 238 Table 7.14 Qualification of the Officials 238 Table 7.15 Major in College 239 Table 7.16 Years of Experience 240 Table 7.17 The Period of the Programme 241 Table Years of Experience of the Current Employment 242 Table 7.19 Officials' View of the Social Workers' Actual and Ideal Roles 244 Table 7.20 Two Tailed Paired T-tests for Actual Versus Ideal Functions in the View of the Social Worker 246 Table 7.21 Two Tailed Paired T-tests for Actual Versus Ideal Functions in the View of the Students 248 Table 7.22 Two Tailed Paired T-tests for Actual Versus Ideal Functions in the View of the Officials 250 Table 7.23 Factors which Constrain the Social Worker's Role 254 Table 7.24 Difficulties Facing Social Workers 255 Table 7.25 Suggestions for Improving Relationships with the Various Groups 257
15 List of Figures Fig. 3.1 Map of Borders of Saudi Arabia 48 Fig. 4.1 Communication Network between Parents, Students, and School 116 Fig 7.1 Age Distribution of Social Workers 223 Fig 7.2 Marital Status of Social Workers 223 Fig 7.3 Major Study of Social Workers 224 Fig 7.4 Social Workers' Qualifications 226 Fig 7.5 Years of Experience of the Social Workers 227 Fig 7.6 Duration of the Programme 228 Fig 7.7 Place of Training 229 Fig 7.8 Years of Experience in the Current Job 230 Fig 7.9 Size of the Schools 231 Fig 7.12 Age of Officials 237 Fig 7.13 Marital Status of Officials 238 Fig 7.14 Qualifications of the Officials 239 Fig 7.15 Major in College 240 Fig 7.16 Years of Experience 241 Fig 7.17 Period of the Programme 242 Fig 7.18 Years of Experience of the Current Employment 243 XIII
16 List of Abbreviations CCETSW Central Council for Education and Training in Social Work CSWGE College of Social Work for Girls' Education CQSW Certificate of Qualification in Social Work DGEQD Directorate General of Education of Al-Qassim District EPA Education Priority Area ESW Education Social Worker EWO Education Welfare Officer FSU Family Service Unit HMSO Her Majesty's Stationery Office IMSIU Al-Imam Mohammed ibn Saud Islamic University KFU King Faisal University KSU King Saud University LEA Local Education Authority NASW National Association of Social Workers NASSW Notional Association of School Social Workers SD Standard Deviation SPSS Social Package for Social Science SRS Simple Random Sample UAU Umm M-Qura University UNDPTCO United Nations Development Programme and Technical Co-operation Office UNESCO United Nations Educational, Scientific and Cultural Organisation UNICEF United Nations International Children's Emergency Fund. WIS Waterloo Information Services XIV
17 CHAPTER ONE INTRODUCTION Contents INTRODUCTION STATEMENT OF THE PROBLEM OBJECTIVES OF THE STUDY SIGNIFICANCE OF THE STUDY PARAMETERS OF THE STUDY OUTLINE OF THE THESIS 10
18 Chapter One : Introduction 2 CHAPTER ONE INTRODUCTION Introduction Most developing societies are undergoing accelerated social change under the impact of decolonization, revolution, urbanisation, industrialisation, and education. The pace of change generally and in school and family patterns particularly varies from one society or segment of the population to another (Al-Thakeb, 1985). Indeed, since the discovery of oil, the Kingdom of Saudi Arabia has experienced major and extremely rapid economic, social and cultural change, reflected in the sudden evolution from a tribal society to a modern nation. While this rapid development has brought many advantages, it has also faced Saudi Arabian people with number of difficulties. Among the advantages has been the establishment and development of some important ministries such as the Ministry of Education and the Ministry of Labour and Social Affairs, whose efforts have increased social welfare and decreased illiteracy. Among difficulties has been an increase in youth problems such as drug abuse, dropping-out, truancy, and social and psychological and adjustment difficulties. Social work is one resource to deal with these problems.
19 Chapter One : Introduction 3 The government of Saudi Arabia realises the vital significance of basic education to the individual and the society and recognises the pressing need for qualified human resources to execute the nation's development plans. To achieve this, the problems and needs of these young people need to be determined and addressed. One way this can be done is through the planning and development of guidance and counselling programmes and social services programmes in Saudi Arabian schools. Although, at the present time, social work is undertaken in various societies with various economic, political, social and cultural characteristics, the practitioners or workers still should have a largely similar professional foundation encompassing the fundamental values, norms, knowledge and skills essential for entry and practice into the profession or the field (Midgley, 1983) Statement of the Problem The Kingdom is a developing nation, and the desired development in the social, cultural and economic fields requires the wise use of both human and material resources. The Minister of Education in Saudi Arabia, Dr. Al- Rasheed (1996) in Future of our Education stated that there are still a host of serious problems requiring prompt solutions. Some of the outstanding problems are the prevalence of widespread illiteracy, the imbalance between general education and technical education, and unfavourable environmental factors affecting pupils' attitudes and achievement. Also to be addressed are
20 Chapter One : Introduction 4 the implications of plans to integrate students with special needs into normal classes. The most serious problem facing the Ministry of Education is the waste of human resources in the form of students dropping out of school. Statistics in the Kingdom show that each year an average of 16% of the students drop out of high school before completing their courses of study (Al-Buraikan, 1988). In the past, the number of students in schools was small. With small class sizes, teachers had no difficulty maintaining discipline. Today, some secondary schools have 600 to 900 pupils (Ministry of Education, 1998). Schools used to be able to call home during their planning period if they wanted to contact parents. This is no longer the case. In Saudi Arabia the role of the parents and family members has changed. Many jobs are available and often, mother and father both go out to work. Therefore communication between school and home has become increasingly difficult. Additional problems arise when uneducated parents have no appreciation of the value of public education (Al-Fozen, 1980). Changes in family structure are also occurring and the rate of divorce has increased. The education system in Saudi Arabia is still unable to cope with the demands, needs and problems of pupils in schools. According to Al-Shithry (1993) approximately 78% of juveniles leaving school were unemployed. The same study found a lack of beneficial relationship between school and home; more than 50% of parents did not visit their
21 Chapter One : Introduction 5 children' schools. Family problems and ignorance have often been blamed for pupils' failure. Moreover, changes in social values and norms in Saudi Arabia are increasing the degree of anxiety and frustration among young people who are looking for self-identity (Almangour, 1985). Development of school guidance and counselling problems is one way in which it is hoped to address such problems. Social workers in secondary schools in Saudi Arabia, however, have been described as incapable of achieving the objectives of the service and contributing to the solution of such difficulties (Al-Shithry, 1993). Guidance and counselling services in Saudi Arabian schools have changed several times since being established in 1981, in the attempt to achieve a balance between society's socio-economic development needs, and the desires and aptitudes of pupils in schools. However, criticisms of a lack of clarity of social workers' role, including school counselling services, continue to be made. Indeed, when guidance and counselling services are implemented, there is often a discrepancy between what is desired and what is realised. Developing world cultures differ in their definitions of social problems and their systems of belief, their religious and social attitudes, and the institutional context of education and social work services for example. Therefore, people are confused about what social workers are and what they do. Until the role of social workers becomes more definitive
22 Chapter One : Introduction 6 in their functions, skills, and knowledge, this confusion will continue to exist (Walton and Abu El-Naser, 1988). The role and, often, even the existence of social workers is unknown to many Saudi people. Most people in Saudi Arabia are not aware that the universities now have departments of social work, and even many educated people in the Kingdom think that social work is synonymous with sociology. Saudi Arabia has little experience in such services such as social work, applied psychology, guidance, and counselling. Moreover, a serious problem that faces the theory and practice of modern helping interventions, including social work and counselling, in Saudi Arabia is that culturally, the people are not accustomed to seeking or receiving external assistance for social and psychological problems. Students in secondary schools in the Kingdom are no exception. Moreover, the problem goes deeper, because clients feel that people in the community would label them as mentally ill, if they knew they were receiving counselling and this would hurt them more than their primary problem. In Saudi culture, the ideas and pressures of the community on its members are of real and pressing concern to the individual (El Sendiony and others, 1987). There is a need, therefore, to examine the role of the social worker as actually performed in secondary schools in Saudi Arabia and as perceived by social workers, students and officials.
23 Chapter One : Introduction Objectives of the Study The overall aim of this research is to contribute to cross-cultural knowledge of the development and practice of social work in schools. The study seeks to fulfil the following objectives: -To compile the background of educational social work and its practice in Saudi Arabia; -To attempt to identify the actual role of the school social workers in Saudi Arabian secondary schools as currently practised; -To consider what might be the ideal role of school social workers in Saudi Arabian public secondary schools; -To explore the perceptions of the school social worker's role held by the social workers themselves, by students, and by in Saudi Arabia's public secondary schools; -To discover what relationship exists between the actual and ideal functions of the school social workers in Saudi Arabian secondary schools; -To identify the major problems facing the social workers themselves and identify their views regarding the improvement of the counselling service in secondary schools in Saudi Arabia;
24 Chapter One : Introduction 8 -To gain insight which might contribute in development of secondary school social workers' role in the future in Saudi Arabia and in the Arab nations as well. On the basis of the findings it is hoped to provide social workers in secondary school with knowledge which will help them to understand and consequently carry out their role as social workers in the secondary school system in Saudi Arabia Significance of the Study The importance of the study stems from its originality, contribution to knowledge, and expected usefulness to government social institutions and agencies and educational institutions. Social work is affected considerably by the cultural milieu in which it evolves.. It was developed as an expression of European and American liberal and rational ideals. It is important to investigate the perceptions of the people in Saudi Arabia such as social workers, students and officials to find out the extent to which social work and counselling and its code of ethics are compatible with the values of a non-western religion and,. culture. Most previous studies in the field of school social work have focused on the views of social workers and officials, particularly teachers, but this study also explores students' perceptions of the social worker's role, since they are mainly affected by the programme.
25 Chapter One : Introduction 9 The study may determine what students expect from social workers in particular and from social work services in general. In doing so, it will perhaps aid in clarifying social workers' current role in schools. Since Saudi Arabia is a developing country with little experience in social work and counselling, the findings of this study will be of interest to the Ministry of Education, and to universities and colleges, not only as inputs to future study, but to help in supplying indications of students' needs and training needs which could perhaps be taken into account in curriculum planning, appointing people and designing service delivery for the future, and so contribute toward the development of more comprehensive, better organised social work programme for Saudi schools. Furthermore, the study offers much information that the social workers, teachers, and administrators can use in working and dealing with pupils in secondary school. It is hoped that officials and practitioners and others can start to work toward agreement on what constitutes acceptable and desirable programmes of social work training and services in future. It is anticipated, therefore, that the findings of this study will be used later to make the role of social workers in schools more adequate and successful. Ultimately, thus, the importance of the study stems from the fact that it deals with one of the most important educational issues in Saudi Arabia, that of the social worker's role. In order to do so, this study sought the views of those who are directly involved with this issue.
26 Chapter One : Introduction Parameters of the Study The researcher in this study is concerned only with Saudi Arabian public secondary schools. Elementary and intermediate schools are not included. Private schools are also excluded (see Chapter Three for detail about Education in Saudi Arabia). The survey is also confined to male students and staff because the education system in Saudi Arabia is completely segregated and for cultural and religious reasons, girls and women are not allowed to mix with unrelated males. Therefore, a male researcher could not gain access to girls' schools or female staff. The study targeted secondary schools in a single region (Al-Qassim region) based on the official information available from the Ministry of Education in the academic year. Schools which have no social workers were excluded Outline of the Thesis When going on a journey, one needs a map to guide her or him during the trip. The same is true when beginning a lengthy thesis. Frequently, an outline can help orient the reader. This study consists of nine chapters, all of which are mutually interrelated: Chapter One is an introductory chapter, which introduces the study to the reader and outlines the statement of the problem, objectives of the study, significance of the study,
27 Chapter One : Introduction 11 and organisation of the study. Chapter Two discusses social work in schools world wide, such as the United Kingdom, United States of America and some Arab nations. This chapter also includes definitions and objectives of school social work and examines the movement of Education Welfare Officers in schools in Great Britain. Chapter Three contains a general overview of Saudi Arabia, an explanation of the education system in the Kingdom, and an account of social work education. It also outlines some ways in which social work is practised in Saudi Arabia, such as children and family, psychiatric social work, social work in Medical Care, social work with special categories and social work in the juvenile care field. Chapter Four examines social work in Saudi Arabian schools, include the pupils' needs of counselling services in schools, the relationship between social work and counselling, definition and goals of guidance and counselling programmes in Saudi Arabia secondary schools, some counselling services offered in secondary schools, the role of social workers in secondary schools and finally the difficulties facing social workers in secondary schools and identify their views regarding the improvement of the counselling services in school. Chapter Five reviews related empirical literature, focusing on studies conducted in Great Britain, the United States of America and Saudi Arabia. Chapter Six begins the empirical part of the study, by explaining the research design, target population and sample, instrument and data collection procedure, as well as the pilot study outcomes. Chapter Seven presents the data obtained from the three groups
28 Chapter One : Introduction 12 (social workers, students, and officials). Chapter Eight analyses and interprets the data gathered from the three groups through the questionnaires and interviews. Chapter Nine presents the conclusion of the study, makes recommendations and evaluates the limitations of the study.
29 CHAPTER TWO EDUCATION (SCHOOLS) AND SOCIAL WORK WORLD-WIDE Contents INTRODUCTION DEFINITION AND OBJECTIVES OF SCHOOL SOCIAL WORK THE DEVELOPMENT OF SOCIAL WORK IN SCHOOL IN THE WEST SCHOOL SOCIAL WORK IN SOME ARAB COUNTRIES 37 CONCLUSION 43
30 Chapter Two : Education (Schools) and Social Work World-wide 14 CHAPTER TWO EDUCATION (SCHOOLS) AND SOCIAL WORK WORLD-WIDE Introduction Education for young people is a subject of great concern to all societies around the world. It plays a significant role in socialisation, in schooling the new generation in the ways of the culture, to assure the continuation of society. Schools are concerned with the educational development of students. They aim to teach the pupils the concepts, attitudes, facts and skills that they will need to use to control their future environment, and thus prepare themselves for the world they now live in and the world they will face in the future. In their efforts to achieve these important objectives, however, schools find some pupils experience difficulties, with which teachers and head teachers cannot always deal. The teacher already has much to do, to manage the classroom and inculcate the knowledge appropriate to each grade level. Likewise, the principals have administrative duties and have to deal with problems that teachers bring to them. Teachers and head teachers, confronted with these kinds of problems, require the skills of another professional person. It is at this point that the social worker in schools enters the scene (Fink at al, 1965). The Webb report recommended government funding to appoint
31 Chapter Two : Education (Schools) and Social Work World-wide 15 qualified social workers in schools. Though some schools need a full time social worker, in different areas, "a social worker could serve a cluster of schools. It depends, for example, on the size of the school, location of the building and the sort of difficulties and problems (Reid, 1997). School social work is the application of social work principles and objectives to help the individual pupil or student to overcome social or emotional problems that interfere with their functioning and achievement in school. The challenge facing social workers in school, teachers and school administrators is to help young people to obtain social justice and secure equal opportunities thorough the school as a social institution (Firth and Horrocks, 1996). School social work's content and direction are affected by the surrounding social conditions and events within society itself and, in particular within the educational institution where the practice of school social work takes place (Hare, 1996). The social worker in school is a member of the school personnel. The service is an integrated part of the school programme developed to meet the needs of the students. "It is not an auxiliary service attached to the school". It is usual for social workers in school to have their own office in the school to meet students, parents, teachers, and other school staff (NASW, 1968). Blyth and Milner (1997) in reported that "many teachers recognise the broader and more creative role social work may play within education".
32 Chapter Two : Education (Schools) and Social Work World-wide Definition and Objectives of School Social Work School social work can be defined as "a system of supporting services available to a school system for the purpose of understanding students who are having difficulties in utilising the resources of the school, in its task of educating the whole student academically, socially, and emotionally. School social work provides help within the programme and policies of the school that enable such pupils to utilise their greatest potential" (Robinson, 1978). School social work operates within certain basic concepts, which are related to the philosophy of education (NASSW, 1997). These basic concepts are: - Belief in the inherent worth of each individual as a human being; - Recognition of the right of each individual to make his own choices and decisions, consistent with his capacities; - Conviction that each individual possesses within her/him some strength and powers for growth and change; - Trust in the value of human relationships when they are used constructively; - Recognition of the value of community involvement in increasing the effectiveness of the school;
33 Chapter Two : Education (Schools) and Social Work World-wide 17 - Identification and implementation of the changes necessary to make society more effective and responsible for providing ways for individuals to overcome their obstacles. The objective of social work practice in schools is to help pupils solve social, emotional and or academic problems, which seriously interfere with their progress in school or with their personal development. School social workers contribute to the helping process through their understanding of human growth and behaviour; their knowledge of socioeconomic and cultural factors; their skill in developing relationships; their facility in the use of school and community resources; and their ability to share their professional competencies with others. Social workers help to create a climate in the school and community that encourages all students to participate effectively in the educational process provided by the school (Costin, 1981) The Development of Social Work in School in the West School social work and guidance and counselling in school cannot be fully understood without some consideration of the education system. They both aim to work to meet students' needs, in partnership with parents, by helping and maintaining them, wherever possible, in their own home, and their local schools. Social work and education are carried out through social systems which are organised for the purpose and which
34 Chapter Two : Education (Schools) and Social Work World-wide 18 function at national and local levels of organisation. Indeed the boundaries between education and social work overlap, "many times at the most crucial and vulnerable points. Often the boundary of one is extended, as if in ignorance of the work of the other or maybe in rivalry, as if to indicate that anything it can do they can do, better" (Reid, 1997). The education welfare service is the longest established welfare service in Great Britain, dating back to the introduction of compulsory education of all children aged 5-13 years in the 1890s. Basically the welfare officers were almost exclusively concerned with ensuring regular school attendance (Cross, 1968). Gradually, however, it came to be recognised that it was not enough to force pupils to come to school; it was necessary to make the school environment suitable to students, to encourage those who refused to come to attend school. As a consequence social services for school pupils gradually extended. In the United Kingdom, the Education acts of 1906 and 1907, which provided for free school meals to be supplied to children, may be considered the beginning of social work services in schools. In 1908 the Children's Charter provided not only medical inspection but also a host of other welfare functions (Robinson, 1978). The Education Act 1944 has been described as the greatest Education Act ever, and provides the basis of the present UK education system. The LEAs have a special duty under the Education Act 1944, to promote not only the mental, spiritual and moral
35 Chapter Two : Education (Schools) and Social Work World-wide 19 development of students, but also their physical development. They have to provide healthy surroundings in their educational institutions. Most schools have playing fields and some provide special activities such as camps and holidays abroad. The Education Act, 1944, made special provision for the education of handicapped students. Some students need psychological help, either at a Child Guidance Clinic or at a clinic of the Educational Psychological Service. It is in cases of learning difficulties or perhaps excessive school absences, that education welfare officers or social workers are most likely to be involved (Byrne and Padfield, 1997). From the Education Act 1944, as amended, LEAs have a duty to in respect of children of compulsory school age to ensure that they receive efficient full-time education suitable to children's age, ability, aptitude and to any special educational needs they may have. The introduction of social workers into schools in the United Kingdom has received support from a number of sources, such as the Plowden Committee (1967) Seebohm Committee (1968), Morrison (1974) Wolstenholme and Kolvin (1980) and Dunn (1989). "There is no argument about the need for social workers in dealing with students in school". This unequivocal statement was made in the Newsom Report of The Plowden Report of 1967 expressed this need more completely: "The schools' interest in social work arises from the need to identify and help families with difficulties that lead to
36 Chapter Two : Education (Schools) and Social Work World-wide 20 poor performance and behaviour of their children in school. They call for social work amounting to general family casework, supported by specialist services equipped to deal with the problems" (quoted by Dunn, 1989, P.173). The Seebohm Report of 1968 supported this positive statement and stated that truancy should be the trigger for social work intervention (Kazi, 1987). The Seebohm Committee (1968) suggested that for school social workers to deal with the student's total environment, they need to become part of a community based area team and that school social workers should be the responsibility of the Social Services Department. Ideally, a school social worker should be attached to a school or a group of schools and be able to see to the needs of the whole family (Grimwade, 1974). Around this time, several schemes were initiated in Great Britain, using social workers based in or attached to schools. Some social services departments appointed school liaison officers who liased with schools and with other social workers. They accomplished a large part of the social work arising from the school and also played an important role in interpreting one side to the other. In the London Educational Priority Area, a research study of education social work was conducted (Cross, 1968).
37 Chapter Two : Education (Schools) and Social Work World-wide 21 - The School Social Work Scheme in Haringey The Social Services and Education departments in the London Borough of Haringey commenced a project in 1973 in which five posts were arranged for qualified social worker placements in secondary schools to tackle the problems presented by pupils. In 1976 three other schools were included in the project and in 1981, two more. Improving the relationships and lines of communication between schools and social services departments were the main goals of the scheme. In the mid eighties there were ten social workers in ten comprehensive schools in Haringey. Leonard Davis described the scheme by saying "the project has parallels with some of the best school-based social work to be found in the United States of America" (Davis, 1985). Within that scheme, the social workers were encouraged to establish a working team with educational psychologists, education welfare officers and pastoral care teachers, in order to support each other, share mutual experience and encourage consultation (Dunn, 1989). The social work scheme in London Haringey consisted of four main elements. - First, casework; the social workers carried out counselling and advice, with a caseload of about 20 cases. - Second, preventive work; pupils were referred at a much earlier stage than in area offices.
38 Chapter Two : Education (Schools) and Social Work World-wide 22 - Third, statutory work; all the social workers were open to receive statutory work. - Fourth, transfer of work; the social workers worked with pupils and school staff. This involved assessment and negotiation by the social worker and the team and decisionmaking (Davies, 1985, p. 98). The project helped to enhance communication between social workers school staff, students and parents and offered a good route for referral and intervention. Furthermore, it increased the relationship between the team that participated and "thus forms the most effective basis from which to stimulate change from an undesirable to a more acceptable situation". Indeed, Josie Dunn expressed regret that the scheme was "alas now threatened with severe cutbacks despite its success in answering a widespread need". She added that the practice of such a valuable model of school social work is not widespread. Dunn (1989) emphasised that social work plays an essential role in the care of pupils in the education setting who are "misfits in the system". Despite the constraints threatening such schemes, the need for attention to the general welfare of children in schools was recognised by the Children Act "As both the White Paper The Law on Child Care and Family Services 1987 and the Children Act 1989 make clear, issues of non-attendance need to be considered within this wider context rather than simply ensuring that children attend school" (CCETSW, 1992, p.9).
39 Chapter Two : Education (Schools) and Social Work World-wide 23 A role was envisaged for the service as independent, external change agents encouraging schools to be responsive to the needs of their pupils. The Act also called for school personnel to be qualified in order to deal with pupils' problems. Therefore, they needed to improve and develop their skills, including counselling skills. With regard to staff training, The Children Act 1989 noted that: 'Schools should ensure that the needs of staff of training in the care aspects of the service atrcolgements are met "(paragnaph ). The act recognised that students may face several problems, some of them serious, such as delinquency, maladjustment, school phobia, and sexual abuse or harassment, not only among boys and girls as pupils in schools but perhaps among the school staff', because of race or gender. Consequently, schools should have qualified social workers to deal with these sorts of problems. Currently, educational social work is the responsibility of the education welfare service, which works closely with other statutory and voluntary individuals. Social work staff are increasingly employed by local authority social services departments in specific roles, for example, welfare officer, intermediate treatment officer and adoptions officer.
40 Chapter Two : Education (Schools) and Social Work World-wide 24 In Great Britain there are approximately 2,800 EW0s employed by LEAs serving a school population of about 8 million, most of the time working a patch system based on one, two or more high schools and their primaries (Thomas et al., 1996). CCETSW (1992) identified the role of EW0s as "encompassing the LEA's duty to comply with its welfare and educational obligations". EW0s work to help pupils to obtain and benefit from the education process. They work with teachers and other professionals in education, social work and health settings, to ensure those students are able to learn to the full from whatever educational opportunities are offered them. Social workers and EW0s in common will promote and implement anti-discriminatory practice in relation to gender, class, marital status, disability, sexuality, age and religious beliefs in their work with both clients and colleagues. Education Welfare Officers (EW0s) offer a truancy service, deal with schoolgirl pregnancies, oversee and authorise the employment of children and give advice, for instance, on school journeys. In other words, in many ways they carry out a social work service. A study carried out by Josie Dunn indicated that 90.3 percent of education welfare officers provide general social work service to families, providing material help and advocacy, while 40.8 percent use the technique of family therapy (quoted from Kazi, 1987, p.33).
41 Chapter Two : Education (Schools) and Social Work World-wide 25 Another study by Dunn found that "69% of education welfare officers consider their service as a specialised social work service to school with responsibilities both to social work and education (Dunn, 1989). Direct social work tasks performed by EW0s have been defined as including assessment, offering implicit services and advice, surveillance and taking control, working as intermediary and counselling. On the other hand indirect social work, not concerned with a particular client, may including giving information and negotiating with other services and agencies (Barclay, 1982). Despite performing a social work role, however, most EW0s are not qualified as social workers. When in 1961 the Local Government Examination Board tried to train education welfare officers, use was made of the Intermediate Diploma in Municipal Administration. Two years later the qualification was changed to the Certificate in Education Welfare but this certificate did not meet the needs of officers (MacMillan, 1977). The Plowden Report (1967) and Seebohm Report (1968), and the Lincoln Ralphs Report (1973) recommended that the "appropriate professional qualification for education welfare officers should be the Certificate of Qualification in Social Work". "Also, there has been a gradual tendency for education welfare officers to regard themselves as becoming social workers within the education services of local authorities" (MacMillan, 1980). _ 4cz,
42 Chapter Two : Education (Schools) and Social Work World-wide 26 Pratt and Grimshaw (1985) found that in Sheffield, only 18.5% of education welfare officers had a recognised social work qualification. Another study showed that around 13% of education welfare officers held a Certificate of Qualification of Social Work (CQSW); the author commented that the figure had change little from a decade earlier (Blyth and Milner, 1987). This expectation was true because the Relphs Committee found that in 1971 only 1.5% of the 2,310 filled posts in the services had a social work qualification (Robinson, 1978). Nevertheless, as far as the Central Council for Education and Training in Social Work (CCETSW) was able to ascertain, only approximately 15% of education welfare officers hold professional social work qualifications (CCETSW, 1992). This figure suggests Margaret Robinson was very optimistic when she said Since 1973 there has been enthusiasm among educational welfcrre officers to undertake social work training and many have done so... the shortage of places on professional social work courses and limited educational background of some of the educational welfare officers themselves have caused some setbacks, but the enthusiasm to become a fully professional social work service remains (Robinson, 1978 p.1 71)
43 Chapter Two : Education (Schools) and Social Work World-wide 27 A more recent study found that approximately 50 percent of education welfare staff held a professional social work qualification. Although an improvement on the earlier situation, it still means 50 percent of services had no social work qualified staff (Blyth and Milner, 1997). There are six core competences which trainee social workers are expected to achieve in work-based practice placements when studying for the Diploma in social work they are: - Communicate and engage; - Promote and enable; - Assess and plane; - Intervene and provide services; - Work in organisations; - Develop professional competence (CCETSW, 1995; Seden, 1999) Lack of qualification is not the only problem facing education welfare officers. MacMillan (1980), in a survey, found that the average number of school pupils per education welfare officer was 3,400. This is extremely high and he commented that "in most circumstances tends to preclude detailed therapeutic social casework".
44 Chapter Two : Education (Schools) and Social Work World-wide 28 Furthermore, as regards school attached education welfare officers, Leonard Davis (1985) reported that there are four difficulties noted in work with secondary schools. First, the non-attendance problem has not been reduced. As Pratt and Grimshaw (1985) noted: "The education welfare officer has come to assume responsibility for managing a school's absent pupils but with few resources to attract this troublesome group back into the school"... And they continue, "it is more convenient for schools for them to be absent rather than attend, which would then place the onus on the school to do something for them" (p ). The second difficulty is that clerical work tasks take most of the time of the education welfare officers away from the main purpose of the work. Third, in secondary school most of the time it is not possible to enlist an early response to requests for intervention. Lastly, the relationship between school and home through an education welfare officer cannot often be maintained with ease (Davis, 1985, p. 19). Education Welfare Officers (EW0s) in some parts of the country are recognised as Education Social Workers (ESW). Whereas the original role of the EW0s was to fulfil the statutory responsibilities of Local Education Authorities (LEAs) with regard to school
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Multinational Enterprises and the Law represents the only comprehensive contemporary and interdisciplinary account of the various techniques used to regulate multinational enterprises (MNEs) at the national, regional and multilateral levels. In addition it considers the effects of corporate self-regulation upon the development of the legal order in this area.
Split into four parts the book firstly deals with the conceptual basis for MNE regulation, explaining the growth of MNEs, their business and legal forms and the relationship between them and the effects of a globalising economy and society upon the evolution of regulatory agendas in the field. Part II covers the main areas of economic regulation including the limits of national and regional jurisdiction over MNE activities, controls and liberalisation of entry and establishment, tax, company, and competition law. Part III introduces the social dimension of MNE regulation covering labour rights, human rights and environmental issues, and Part IV deals with the contribution of international law and organisations to MNE regulation and to the control of investment risks, covering the main provisions found in international investment agreements and their recent interpretation by international tribunals.

domain: law


Jenny is a local Seattleite with interest in community outreach & engagement, equity, and the digital arts. She is pursuing a CEP major and an Environmental Studies Minor.
In her past she has had multiple internships, two notable ones being with local organization Bike Works and the Community Liaison Program at the City of Seattle’s Department of Neighborhoods. In both internships she worked in a team environment to address issues in equity. Transportation in the former and a mix of race, income, and more in the latter.
With her experience and education, she hopes to continue her work addressing equity in Seattle after she graduates.


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Pensioners have been warned they only have three weeks left to claim the £650 cost of living payment.
The payment will be made automatically to those who claim Pension Credit and other low-income benefits, but many people who are eligible for the benefit have not applied for it — meaning they will not receive the £650.
Those who qualify for Pension Credit need to put in a claim before August 18 in order to be eligible for the cost of living payment which was announced earlier this year by the UK Government to help people struggling financially amid the cost of living crisis.
As well as receiving the cost of living cash, successful claimants will get a weekly top-up through the benefit, as well as other discounts including a free TV licence. However, approximately 850,000 eligible households are currently missing out on the Pension Credit.
As reported by The Mirror, MPs have pressured the UK Government to upgrade their strategy for boosting pension credit uptake by the end of 2022.
Age UK has encouraged all pensioners who are concerned about affording their bills amid the cost of living crisis to check whether they are eligible, and apply for Pension Credit before the August deadline.
Pension Credit is benefit that tops up claimants' weekly income to a minimum of £182.60 for individuals and £278.70 for couples. The full eligibility criteria can be found here.
In order to qualify for the cost of living payment, you must be eligible for Pension Credit either now or have been entitled to it between April 26 and May 25. The application for Pension Credit can be backdated as far as three months.
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The morning newsletter arrives every day before 9am and the evening newsletter, manually curated by the team, is sent between 4pm and 5pm, giving you a round up of the most important stories we've covered that day.
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The first half of the £650 sum is currently being distributed, while the second part is due to be paid in the autumn.
In addition to the means-tested £650 payment, there is also a £300 support payment for around 8 million pensioners ahead of surging energy bills this winter.
Here is a full summary of the financial support you receive with Pension Credit:
- Cold weather payment worth £25, paid automatically when the average temperature is 0°C or below over seven consecutive days
- £150 off electricity bill thorough the Warm Home Discount Scheme (if eligible)
- A free TV licence (if over-75)
- Free NHS dental treatment and help towards the cost of glasses and travel to hospital
- Help with council tax and rent
- Cheaper phone and home broadband deals
- Reduced water bills
- An extra amount of pension credit for some carers worth up to £37.70 a week
READ MORE —

domain: news


The US state postal company USPS is asking the administration of President Joe Biden for a temporary waiver from the vaccination requirement.
According to the delivery service, a mandatory corona vaccination leads to “the departure of many employees”, putting the postal and parcel delivery at risk.
USPS, one of the largest US public companies, asked for the waiver in a letter earlier this week, according to The Washington Post. “This country cannot afford to have a problem with the mail delivery,” the letter read by the American newspaper.
The vaccination requirement imposed by Biden will apply to employees of companies with more than 100 employees from later this month, after a legal battle. Those who do not want a shot must be tested weekly. The rule covers more than 80 million Americans.
According to The Washington Post, the White House and the OSHA labour agency, which monitors vaccination requirements, have not yet responded to the U.S. postal company’s request.


Stroke prevention and the future of stroke care
This article was originally published on
Atlanta Business Chronicle on May 19, 2023.
Stroke is the fifth leading cause of death in the United States. The Georgia Department of Public Health reports the state had the 12th highest stroke death rate in the country. Georgia is also part of the “stroke belt,” an area of the southeastern United States with stroke death rates 30% higher than the rest of the nation.
As the leading — but preventable — cause of disability, stroke can happen at any age.
Stroke is a medical emergency, meaning the blood flow to an area of the brain is cut off, depriving brain tissue of oxygen and nutrients. When this happens, brain cells start to die and abilities controlled by that area of the brain, such as speech or muscle control, are lost.
New drugs and new advanced treatments — such as the Tigertriever and Artemis — are helping reduce the death and disability impact of stroke, as well as comprehensive care programs and innovative hospital partnerships that expand stroke services into rural areas.
Physicians from Wellstar Health System and the CEO of a hospital in northeast Georgia joined Atlanta Business Chronicle to discuss stroke prevention and the future of stroke care.
Panelists & moderator
- Dr. Rishi Gupta, Endovascular Neurologist and Co-Medical Director of Neuro Care
- Dr. Ashis Tayal, Vascular Neurologist, Wellstar, Director of Neuro Care Network
- Van Loskoski, CEO, Stephens County Hospital
- David Rubinger, Market President & Publisher, Atlanta Business Chronicle; Moderator
What is stroke, screening and secondary prevention
David Rubinger: Dr. Tayal, set the stage for us about the definition of stroke.
Dr. Ashis Tayal: A stroke is a sudden injury of the brain due to blockage or rupture of an artery in the brain. Injuries to the brain and disability can vary significantly.
The most common, ischemic stroke injury, is due to obstruction of an artery that causes a loss of blood flow to a critical part of the brain which damages the brain rapidly.
The other type of stroke is hemorrhagic stroke, where there’s a rupture of an artery, bleeding into the brain, or the surfaces of the brain, and that is called an intracerebral hemorrhage or a subarachnoid hemorrhage.
Rubinger: I think Americans have become a little better educated as to who’s at risk for stroke, but why don’t you walk us through that. Who would be a potential stroke candidate?
Tayal: High blood pressure, or hypertension, is the most common risk factor for both ischemic and hemorrhagic strokes. High blood pressure is an extremely common but controllable condition. Almost 80% of people have hypertension as they’re getting older.
Other risk factors include diabetes associated with elevated blood sugars causing accelerated blockage of arteries and high cholesterol, which can be related to diet and genetics.
Atrial fibrillation, a common heart arrhythmia that occurs as people get older, also places people at risk for the most severe and disabling types of strokes. And plaque buildup in specific arteries of the neck and brain also leads to an increased risk of stroke.
Smoking is another risk factor. Many adults still smoke despite a lot of progress in stroke treatment, and smoking puts people at risk for different types of stroke.
Rubinger: What about atmospheric things like stress and other areas like that? How does that play into it? Or do those things manifest themselves because of the other underlying physical conditions?
Tayal: I don’t view stress, in and of itself, as a risk factor for stroke. I think that’s more related to people’s environments and their own personalities and how they respond to stress. I do think people who are under undue stress can have poor lifestyle habits, and those poor lifestyle habits, whether poor eating habits, smoking, weight gain or lack of exercise, can lead to conditions that increase the risk for stroke.
Rubinger: So how is the healthcare system doing treating strokes? Do you believe that what’s going on at the primary care provider’s office is helping or do we have a way to go?
Tayal: In the United States, preventive care has improved the treatment of risk factors that lead to stroke, but communities must maintain routine checkups as many of the risk factors are silent.
There are improved treatments for hypertension, more aggressive treatment for diabetes, and more efforts at smoking cessation. Just the fact that we treat hypertension better than we did a generation ago has had a great impact on lowering the prevalence of stroke.
That being said, some of the most exciting work on stroke has often been done in the area of acute treatment of stroke with clot-busting drugs, catheter-based treatments and medications to protect the brain during an acute injury.
Rubinger: Has pharmacology gotten better in terms of the hypertension medicines that are out there? Have anti-cholesterol medicines improved in recent years?
Tayal: In the past, healthcare providers were often undertreating people with hyperlipidemia — high cholesterol — and not fully appreciating the benefits of significant reductions in cholesterol levels. For example, we’ve learned that driving cholesterol down into much lower ranges under 55 mg/dL can benefit our patients who have vascular disease as a cause for their stroke.
In the fight against high cholesterol, newer medications that prevent the absorption of cholesterol are now available. Recent developments have led to the discovery of a new underutilized class of drugs called PCSK-9 inhibitors that are highly effective.


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This section is from the book "Cyclopedia Of Architecture, Carpentry, And Building", by James C. et al. Also available from Amazon: Cyclopedia Of Architecture, Carpentry And Building.
For cleanliness, as well as for obtaining the best results, indirect stacks should be hung at one side of the register or flue receiving the warm air, and the cold-air duct should enter beneath the heater at the other side. A space of 10 inches, and preferably 12, should be allowed for the warm air above the stack. The top of the casing should pitch upward toward the warm-air outlet at least an inch in its length. A space of from 6 to 8 inches should be allowed for cold air below the stack.
As the amount of air warmed per square foot of heating surface is less than in the case of steam, we may make the flues somewhat smaller as compared with the size of heater. The following proportions may be used under usual conditions: 1 1/2 square inches per square foot of radiation for the first floor, and 1 1/4 square inches for the second floor, and 1 1/4 square inches for the cold-air duct.
In hot water indirect work it is not desirable to supply more than 80 to 100 square feet of radiation from a single connection. When the requirements call for larger stacks they should be divided into two or more groups according to the size.
The branches supplying the stacks should pitch upward from the boiler to a point directly over the stack, then drop and make connection with the heater at such a point as the special form in use requires. An air valve should be placed in the highest point of the pipe just before it drops to the heater. The return should be taken from the bottom of the stack and carried at a lower level back to the boiler or heater.
Conditions may make it necessary to bring back several separate returns to the heater, but it is better practice to use one large flow main and a single return of the same size, branching to the different stacks as necessary.
As the difference in elevation between the stacks and the heater is necessarily small, the pipes should be of ample size to offset the slow velocity of flow through them. The following sizes for runs up to 100 feet will be found ample for ordinary conditions. Some engineers make a practice of using somewhat smaller pipes, but the larger sizes will in general be found more satisfactory.
Size of Pipe.
Square feet of Indirect Radiation.

domain: design


Some of the best music the internet has to offer! I catch up on tracks I missed in July and August with releases from Chipmusic Heroes, Ravertooth Tiger, Hyperwave Records, Popcorn Kid and Master Boot Record!
A huge show tonight, remixes of hit indie game Undertale, new Chiptune inspired EDM from Ninty9Lives, a new single from Danimal Cannon and a whole lot more!
Pulse-pounding dance music Boss Fight, Hitboxx and Harley Likes Music, with classic chiptune remasters from Electric Children and Datacats!
Continue reading TWiC 116: Boss Fight, Hitboxx, Electric Children, Harley Likes Music


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Keeping the same basic design of the hugely successful YTR-4335G, the new version offers some real improvements in terms of playability and a more powerful sound. The 4000 series now comes with a modified two-piece yellow brass bell with a thickness of metal that has improved both sound and playability. Newly designed heavier valve caps and buttons give the trumpet more projection and power.
Bring the dream within easier reach by spreading the cost with V12 Retail Finance. With a range of different finance schemes available, use the Finance Calculator below to choose a deposit amount and find out possible monthly payments.
Click here for more information
Finance agreements are available to UK residents aged 18 or over, subject to status.
Duration - please choose one
Purchase Price: £2,026.00 Deposit: £239.00 Amount of Credit: £1,787.00 24 Monthly Payments: £89.44 Total Repayable: £2,385.56 Agreement Duration: 24 Months Rate of Interest (Fixed): 19.89% pa 19.89% APR Representative
Purchase Price: £2,289.00 Deposit: £260.00 Amount of Credit: £2,029.00 36 Monthly Payments: £73.64 Total Repayable: £2,911.04 Agreement Duration: 36 Months Rate of Interest (Fixed): 19.89% pa 19.89% APR Representative
Purchase Price: £1,125.00 Deposit: £300.00 Amount of Credit: £825.00 6 Monthly Payments: £137.50 Total Repayable: £1,125.00 Agreement Duration: 6 Months Rate of Interest (Fixed): 0% pa 0% APR Representative
Purchase Price: £3,545.00 Deposit: £240.00 Amount of Credit: £3,305.00 9 Monthly Payments: £367.22 Total Repayable: £3,545.00 Agreement Duration: 9 Months Rate of Interest (Fixed): 0% pa 0% APR Representative
Purchase Price: £1,260.00 Deposit: £200.00 Amount of Credit: £1,060.00 12 Monthly Payments: £92.93 Total Repayable: £1,315.16 Agreement Duration: 12 Months Rate of Interest (Fixed): 9.89% pa 9.89% APR Representative
Purchase Price: £1,499.00 Deposit: £199.00 Amount of Credit: £1,300.00 18 Monthly Payments: £83.12 Total Repayable: £1695.16 Agreement Duration: 18 Months Rate of Interest (Fixed): 19.89% pa 19.89% APR Representative
Yamaha Music Europe GmbH (UK) trading as Yamaha Music London is registered in England and Wales BRO14498 at Sherbourne Drive, Tilbrook MK7 8BL. Yamaha Music Europe GmbH (UK) trading as Yamaha Music London acts as a credit broker and offers credit products from Secure Trust Bank PLC trading as V12 Retail Finance. Yamaha Music Europe GmbH (UK) trading as Yamaha Music London is authorised and regulated by the Financial Conduct Authority. Yamaha Music Europe GmbH (UK) FCA registration number is FRN688040. Credit provided subject to age and status.
V12 Retail Finance is registered in England and Wales with company number 4585692. Registered office: Yorke House, Arleston Way, Solihull, B90 4LH. Authorised and regulated by the Financial Conduct Authority (FCA). V12 Retail Finance's FCA reference number is 679653.
Convertible to Bb with extra set of slides YTR-4435ll can be converted to Bb for greater versatility. The extra slides are included. Yellow brass bell The newly redesigned, durable yet light two-piece bell is made of gold brass for a wide range of tone colours and to promote good technique and endurance. New piston, piston caps and buttons Highly durable monel alloy pistons as well as newly designed piston buttons and bottom caps help lengthen the life of the instrument while also maximizing sound quality. New tuning slides The 2nd and main tuning slides are produced using the same method as high-end Yamaha models, which provides stability, a more refined tonal color and added durability. Brace Main tuning brace lets sound more focus and hold together.
Body Body finish Gold lacquer Weight Medium Bell Bell Diameter 123mm (4-7/8") Bell Material Two piece Yellow brass Bore Medium-Large 11.65mm (0.459") Key of Instrument C Included Accessories Mouthpiece TR-11B4 Extra set of slides to convert to Bb tuning
Product ID BYTR4435II

domain: finance


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Breast Lift Surgery, Long Island NY
Natural aging, gravity, weight loss, and pregnancy can cause the breasts to sag or droop overtime. A breast lift, also referred to as a mastopexy, is a surgical procedure designed to lift the breasts and restore their youthful shape and appearance. A breast lift does not address fullness or the size of the breast. A breast augmentation can be combined with a breast lift, and the saline or silicone implant can be used to achieve a fuller, larger breast.
Today is my last appointment with Dr. Cohen-kashi and I can’t thank him and his amazing staff enough for everything they’ve done for me the past year and a half…READ MORE
This Dr is Number 1 and has the best bed side manner!…READ MORE
Love love love Dr Cohen-Kashi and his work. He is the best. I am very happy. You can get the best all around consultation as his knowledge is massive and he told me only what I needed without beating around the bush. He somehow figured out what I was exactly looking for and he delivered it. He made sure I understood the procedure without using medical jargon. Very courteous and professional staff made me feel comfortable too. I highly recommend!!…READ MORE
The most amazing care was provided to me by Dr Cohen-Kashi and his fabulous staff….READ MORE.
Dr. Cohen-Kashi was very helpful in treating and removing a painful infected cyst from an infected splinter. It was quick and easy. I would definitely recommend friends and family…READ MORE
Find Out If A Breast Lift Is Right For You
Frequently Asked Questions About Breast Lift Surgery
Who is an ideal candidate for a Breast Lift?
- Women who are have sagging breasts
- Women who are non-Smokers
- Women who are in reasonably good health and have realistic expectations
- Women who are planning to have future pregnancies should consider postponing surgery
What can I expect during my Breast Lift surgery?
Dr. Lin and Dr. Cohen-Kashi perform breast lift surgery in Long Island, New York. Surgical times can vary between two to four hours, and general anesthesia is used. Through different types of incisions, excess skin is removed, the breasts are lifted reshaped, and the nipple and areola are moved to a higher position.
What can I expect during my Breast Lift recovery?
During the first few days of recovery, it is common to experience swelling, bruising, and discomfort. In some cases drainage tubes may also be inserted to help remove any excess fluid. Pain is controlled with medication. A few days after your procedure, Dr. Lin and Dr. Cohen-Kashi will remove the bandages and replace them with a soft supportive bra that should be worn for one month. Most patients are able to return to work after one to two weeks.

domain: health


Development of online เล่นบาคาร่าออนไลน์ฟรี casino slot games has been a long and intriguing journey, driven by technological progress.
WMS Industries Inc took an important step forward with their release of a video slot with second screen bonus game in 1996. This allowed for additional payouts and quickly made them a more popular choice within casinos – soon becoming a significant source of both revenue and floor space.
The Origins of Slots
Slot แนะนำเว็บบาคาร่า games have come a long way since their humble origins as mechanical devices in early 1900s casinos to the sleek, engaging games we enjoy today – becoming one of the most beloved casino games across land-based and online casinos alike. But where did they originate, and what is their history?
Sittman and Pitt invented the first slot machine in 1887. This five drum slot machine featured fifty playing cards that cost one nickel per spin to use. Winning hands were determined according to poker rules; two cards were removed from play to reduce chances of getting certain combinations.
In 1902, real money gambling machines were banned by the US government – effectively signaling their end – but manufacturers found a way around it by creating fruit-themed machines offering non-cash payouts like candy that corresponded with symbols on their reels.
The First Electromechanical Slot
Bally first introduced their electromechanical slot machine, Money Honey, to the market in 1963. This machine employed a bottomless hopper to collect winnings without an attendant being necessary, and also pioneered employing fruit symbols on its reels rather than card suits for player wins – when three similar fruits lined up on one spin players would receive their choice of chewing gum flavor!
As these machines grew increasingly popular, manufacturers removed the side lever – this marked the birth of modern slots as we know and love them today.
WMS Industries Inc introduced Reel ‘Em In video slot in 1996 with a second screen bonus round and began revolutionising slot gaming ever since. Modern slots combine traditional mechanical components with state-of-the-art electronics and random number generators in order to deliver maximum player engagement.
The First Online Slot
The advent of the Internet in the 1990s opened up new opportunities for players. Slots had long been popular at casinos; this revolutionary development made their excitement and profitability all the more remarkable.
Charles Fey patented his Liberty Bell machine around this time, which offered fewer winning combinations and provided the first mechanical pay out mechanism. For his invention and subsequent efforts to promote slots, Charles is widely considered the “father of slots”.
Today, online slots are one of the most beloved casino games. Offering an assortment of themes, symbols and payouts along with bonus features that keep players coming back, these slots continue to remain incredibly popular with casino goers worldwide. One recent innovation in slot technology – the Megaways engine – offers thousands of ways to win on one spin and has had an enormously positive effect on player engagement as well as driving market growth; its significance will only increase with technological progress moving forward.
The First Mobile Slot
Slots have long been one of the most beloved casino games, their flashing lights and ringing bells a staple feature across casinos, bars, and mobile devices alike. But slots weren’t always as engaging or profitable.
Bally Technologies made their initial breakthrough for slots in 1964 when they introduced Money Honey – an electromechanical slot machine powered by electricity with an ingenious lever system for keeping players familiar with playing with it and dispensing coins from its bottomless hopper. This device quickly revolutionised slots.
By the 1970s, slot machines had quickly become more and more popular within casino industries and had virtually taken over. This signalled an era that saw casinos making up to two-thirds of their income through slot games. A major milestone occurred for this form of entertainment when WMS Industries unveiled the first second-screen video slot in 1996.