Mobile Mental Health Crisis Intervention in the Western Health Region of Newfoundland and Labrador

The impetus for this research is Recommendation #15 of the 2003 Luther Inquiry into the deaths of Norman Reid and Darryl Power: “IT IS FURTHER RECOMMENDED that the Regional Health Boards establish mobile health units to respond to mentally ill persons in crisis where no criminal offence is alleged. Each unit would be developed locally and based on local needs.” Our stakeholder partners in the Western Regional Health Authority asked us to identify a range of mobile crisis intervention service models, some of which may be better suited to lower-density, rural populations and some of which may be better suited to higher-density areas like Corner Brook. Our partners expressed a particular interest in models that can be implemented with minimal additional human resources, but that involve local, face-to-face contact rather than telephone, electronic, or clinic-based models of service delivery. The term “crisis intervention” generally refers to any immediate, short-term therapeutic interventions or assistance provided to an individual or group of individuals who are in acute psychological distress or crisis. The term encompasses a number of after-the-fact interventions – such as rape counseling and critical incident stress debriefing – that would not be relevant to the kinds of situations described in the Luther Report. Given the project parameters specified by our partners at Western Health, we formulated a research question and a literature search strategy that would enable us to focus specifically on forms of crisis intervention that are designed to manage potentially dangerous mental health crises on-site rather than to mediate their impacts after the fact. Our research question is as follows: “What models of mobile– i.e., face-to-face – crisis intervention have proven effective in managing potentially violent mental health crises occurring outside the hospital setting?

What does the required curriculum of a NASPAA accredited master of public administration (MPA) program typically look like?

Master's Project (M.Ed.) University of Alaska Fairbanks, 2015This research builds upon prior MPA Curriculum Research and regarding what the required curriculum of a Network of Schools of Public Policy, Affairs, and Administration (NASPAA) accredited Master of Public Administration (MPA) Program typically looks like. This research uses a mixed methods approach where qualitative Grounded Theory methods identify and classify required courses by course name. Quantitative methods calculates frequencies o f distribution and, combined with b rief qualitative statements, explain the typical NASPAA accreditation requirements across programs. This research is useful to understand the transformation of the MPA core requirements since 1989 and for existing and aspiring NASPAA accredited programs to plan and/or evaluate their required curriculum against the typically required core curriculum of NASPAA accredited programs as of 2013. Generally, this research identifies seven common requirements in a typical NASPAA accredited program of study, an average and range o f typical required credit hours per program, and discusses this research in relation to prior research, NASPAA accreditation standards, and the categories of courses typically required by 50% or more of NASPAA accredited programs in this research

The design of a mill to treat a certain gold-silver ore by cyanidation

The problem under consideration is the design of a hundred-ton mill for treating silver ores by cyanidation... The Sulphur is partly combined as Sulphide and partly as the Iron Sulphates, FeSO₄ and Fe₂(SO₄)₃. To determine the best method of procedure, preliminary tests were run on lots of 100 pounds each, this being crushed in a sampling grinder and classified into sand a slime --Introduction, page 1

Modelling Random Antibody Adsorption and Immunoassay Activity

One of the primary considerations in immunoassay design is optimizing the concentration of capture antibody in order to achieve maximal antigen binding and, subsequently, improved sensitivity and limit of detection. Many immunoassay technologies involve immobilization of the antibody to solid surfaces. Antibodies are large molecules in which the position and accessibility of the antigen-binding site depend on their orientation and packing density. In this paper we propose a simple mathematical model, based on the theory known as random sequential adsorption (RSA), in order to calculate how the concentration of correctly oriented antibodies (active site exposed for subsequent reactions) evolves during the deposition process. It has been suggested by experimental studies that high concentrations will decrease assay performance, due to molecule denaturation and obstruction of active binding sites. However, crowding of antibodies can also have the opposite effect by favouring upright orientations. A specific aim of our model is to predict which of these competing effects prevails under different experimental conditions and study the existence of an optimal coverage, which yields the maximum expected concentration of active particles (and hence the highest signal)

Non-thermal emission from young supernova remnants in dense circumstellar environments

Supernova remnants are known to accelerate cosmic rays (CRs) on account of their non-thermal emission of radio waves, X-rays, and gamma rays. However, the ability to accelerate CRs up to PeV-energies has yet to be demonstrated. The presence of cut-offs in the gamma-ray spectra of several young SNRs led to the idea that PeV energies might only be achieved during the very initial stages of a remnant's evolution. We use the time-dependent acceleration code RATPaC to study the acceleration of cosmic rays in supernovae expanding into dense environments around massive stars, where the plentiful target material might offer a path to the detection of gamma-rays by current and future experiments. We performed spherically symmetric 1-D simulations in which we simultaneously solve the transport equations for cosmic rays, magnetic turbulence, and the hydrodynamical flow of the thermal plasma in the test-particle limit. We investigated typical parameters of the circumstellar medium (CSM) in the freely expanding winds around red supergiant (RSG) and luminous blue variable (LBV) stars. The maximum achievable energy might be limited to sub-PeV energies despite strong magnetic fields close to the progenitor star that enhance turbulence-damping by cascading: we find a maximum CR energy of 100-200 TeV, reached within one month after explosion. The peak luminosity for a LBV progenitor is 1e43 erg/s (1e42 erg/s) at GeV (TeV) energies and, for a RSG progenitor, 1e41 erg/s (1e40 erg/s). All calculated SNe reach their peak gamma-ray luminosity after <~1 month and then fade at a rate ~1/t as long as the SN shock remains in the freely expanding wind of the progenitor. Potentially detectable gamma-ray signals can be expected in the Fermi-LAT waveband weeks to months after an explosion into a freely expanding wind.Comment: 8 pages, 4 figures, Contribution to the Proceedings of the 37th International Cosmic Ray Conference (ICRC 2021), Berlin, German

Educação culturalmente relevante e pedagogia crítica: descentralização das hierarquias de poder

This article considers two educational strategies that serve to empower students by responding more authentically to student needs. We begin by defining our terms and then move to a tiny school deep in the jungles of Central America. This school, like many schools in developing nations, struggles to educate students for an uncertain future. At issue are contradictions extant in a postmodern, globalized world, where colonial domination has been replaced by post-colonialism, which is not free from issues of domination and power. This article offers culturally relevant education and critical pedagogy, in tandem or separately, as a way to forge new links with a society that is attempting to become a more developed nation. Culturally relevant education allows for teaching and learning that is responsive to student needs, while critical pedagogy offers a means of devolving as much power to the students as possible. In this way, students may become empowered to foster meaningful change within their lives and within the societies in which they liveEste artículo considera dos estrategias educativas para capacitar a los estudiantes y responder a sus auténticas necesidades. Comenzamos por definir nuestros términos para dar paso a una pequeña escuela situada en la selvas de América Central. Esta escuela, como muchas escuelas en naciones en vías de desarrollo, se esfuerza por educar a los estudiantes para un futuro incierto. El problema es la contradicción existente en un mundo globalizado y postmoderno, donde la dominación colonial ha sido reemplazada por el post-colonialismo, que no está libre de problemas de dominación y poder. En este artículo se ofrece una alternativa de educación culturalmente relevante y pedagogía crítica, que, en conjunto o por separado, son medios para crear nuevos vínculos en una sociedad que trata de convertirse en una nación más desarrollada. La Educación Culturalmente Relevante permite que la enseñanza y el aprendizaje responda a las necesidades de los estudiantes, mientras que la pedagogía crítica ofrece un medio de dar el poder a los estudiantes. De esta manera, los estudiantes pueden tener el poder para fomentar un cambio significativo en sus vidas y dentro de las sociedades en las que vivenEste artigo considera duas estratégias educacionais para capacitar alunos e responder às suas reais necessidades. Começamos por definir os nossos termos de abrir caminho para uma pequena escola localizada nas selvas da América Central. Esta escola, como muitas escolas em países em desenvolvimento, se esforça para educar os alunos para um futuro incerto. O problema é a contradiccióm existente em um mundo globalizado e pós-moderno, onde o domínio colonial foi substituído pelo pós-colonialismo, que não está livre de problemas de dominação e poder. Este artigo oferece uma alternativa na educação culturalmente relevante e pedagogia crítica, que, em conjunto ou separadamente, são um meio para criar novos elos de uma sociedade que está se tornando uma nação mais desenvolvida. A educação culturalmente relevante permite que o ensino ea aprendizagem atende às necessidades dos estudantes, enquanto a pedagogia crítica fornece um meio de dar poder aos estudantes. Assim, os alunos podem ter o poder de promover mudanças significativas em suas vidas e nas sociedades em que vive

Prognostic Analysis System and Methods of Operation

A prognostic analysis system and methods of operating the system are provided. In particular, a prognostic analysis system for the analysis of physical system health applicable to mechanical, electrical, chemical and optical systems and methods of operating the system are described herein

Electro-Hydrodynamic Spot-Spray Application of Food-Grade Oil & Emulsifier Blends As a Release Agent in Baking

In industrial baking, vegetable oil is used as a release agent for bread depanning. The conventional process of applying oil uses pressure and shear to atomize the oil. This works but generates over-spray and, thus, creates a sanitation problem and a potential food safety risk. The objective of this research project is to determine if the four major commercially available vegetable oils (Palm oil, Soybean Oil, Rapeseed oil, Sunflower Oil) can be made, by the introduction of an emulsifier/surfactant, to carry an electrical charge greater than the Rayleigh point so that they can be electro-hydrodynamically (EHD) atomized. Coulombic attraction pulls the atomized liquid to the target without the problem of over-spray. To accomplish this, each base oil was blended with a surfactant (Lecithin, Polysorbate, Propylene Glycol) at concentrations of 5% and 10%. The solution was sprayed through a capillary tube (19ga, 22ga) in a spot spray mode onto oil sensitive paper at 25kV and 50kV at varying temperatures and pressures. An ANOVA of the DOE structured experiment was performed to analyze the inputs (concentration, voltage, temperature, and pressure) relative to the outputs (droplet count, droplet size, coverage area, and sample weight) to determine the performance of the experiment at different interaction points.Twenty-four separate experiments involving 865 individual tests provided the data to determine EHD viability for each oil and emulsifier blend. The criteria of average droplet count >200/in2, average droplet size <1mm2, average coverage area between 15%-60%, and average sample weight <0.2g was used as a minimum target for success. Every experimental group tested with a 22ga capillary tube met or exceeded the target. Tests using the 19ga capillary produced generally poor results. From this, it was determined that energy density relative to mass flow was a determining factor in successful EHD atomization. Energy density relative to mass flow, at the given input 2.5 and 5 Joules followed the exponential regression of respectively Ed=6ṁ(-1.004)·102 and Ed=6ṁ(-1.004)·104 respectively. Based on the success of all four base oils with all three emulsifiers, it is reasonable to assume that other oils/emulsifiers might follow the same energy density curve.Biosystems and Agricultural Engineerin

Direct Immunoassays and Their Performance: Theoretical Modelling of the Effects of Antibody Orientation and Associated Kinetics

The orientation and activity of antibodies immobilized on solid surfaces are of direct relevance to many immunosensing applications. We therefore investigate a mathematical model which estimates the fraction of antibodies which are available for reaction in a randomly adsorbed sample. Numerical simulations are presented which highlight the separate effects of antibody orientation, accessibility and loss of binding ability on the amount of captured antigen. The assay response can then be expressed as a function of total antibody density and used for optimizing the surface coverage strategy under various conditions