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Climate Change Impacting Children’s Health

IMPACTS OF CLIMATE CHANGE IN CHILDREN FROM ASTHMA AND ALLERGIES TO PREMATURE BIRTH. HOW DOCTORS AROUND THE COUNTRY ARE DRIVING A CALL TO ACTION. Reporter: AS WILDFIRES BURNED NEAR SAN FRANCISCO LAST SUMMER, PEDIATRICIAN LISA PATEL SAID SHE SAW FIRSTHAND HOW CLIMATE CHANGE CAN AFFECT HEALTH. LATE SEPTEMBER, I REMEMBER SHIFT AFTER SHIFT I HAD SEVERAL DELIVERIES I WOULD GO TO AND EACH SHIFT THAT MOMS ARE COMING IN AND LABOR A MONTH OR TWO MONTHS EARLY. PREVIOUS STUDIES SHOW AIR POLLUTION AND EXCESS HEAT CAN CAUSE PREMATURE LABOR. AMERICAN ACADEMY OF PEDIATRICS CALLS CLIMATE CHANGE ONE OF THE TOP HEALTH THREATS TO CHILDREN. WHAT ARE THE EFFECTS OF CLIMATE CHANGE ON CHILDREN? EVERYTHING YOU CAN IMAGINE. THAT IS WHY ALL OF US ARE SO INVOLVED IN THIS. NOW WE UNDERSTAND THAT CLIMATE CHANGE AFFECTS EVERY PART OF OUR BODIES AND HEALTH. IT INCLUDES POLLUTION TRIGGERED ASTHMA, SEVERE ALLERGIES, AND HEAT ILLNESSES WITH RISING TEMPERATURES. TO PROTECT FAMILIES, U.S. PEDIATRICIANS ACROSS THE COUNTRY ARE BANDING TOGETHER AND LOBBYING LAWMAKERS FOR CHANGE. CLIMATE CHANGE ADVOCATES WITH THE AMERICAN ACADEMY OF PEDIATRICS ARE PUSHING FOR NEW LAWS ON RENEWABLE ENERGY.

PASSING CLIMATE RESOLUTIONS, AND EDUCATING OTHER PHYSICIANS. MONTANA PEDIATRICIAN LAURA BYRON FOUNDED THE PROGRAM. WHETHER IT IS DOING IT OUT OF YOUR HOME ARE USING YOUR ECONOMIC SECURITY SOMETIMES FOR FARMERS AND RANCHERS LIVING.

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Climate Change Impacting Children’s Health

IMPACTS OF CLIMATE CHANGE IN CHILDREN FROM ASTHMA AND ALLERGIES TO PREMATURE BIRTH. HOW DOCTORS AROUND THE COUNTRY ARE DRIVING A CALL TO ACTION. Reporter: AS WILDFIRES BURNED NEAR SAN FRANCISCO LAST SUMMER, PEDIATRICIAN LISA PATEL SAID SHE SAW FIRSTHAND HOW CLIMATE CHANGE CAN AFFECT HEALTH. LATE SEPTEMBER, I REMEMBER SHIFT AFTER SHIFT I HAD SEVERAL DELIVERIES I WOULD GO TO AND EACH SHIFT THAT MOMS ARE COMING IN AND LABOR A MONTH OR TWO MONTHS EARLY. PREVIOUS STUDIES SHOW AIR POLLUTION AND EXCESS HEAT CAN CAUSE PREMATURE LABOR. AMERICAN ACADEMY OF PEDIATRICS CALLS CLIMATE CHANGE ONE OF THE TOP HEALTH THREATS TO CHILDREN. WHAT ARE THE EFFECTS OF CLIMATE CHANGE ON CHILDREN? EVERYTHING YOU CAN IMAGINE. THAT IS WHY ALL OF US ARE SO INVOLVED IN THIS.

NOW WE UNDERSTAND THAT CLIMATE CHANGE AFFECTS EVERY PART OF OUR BODIES AND HEALTH. IT INCLUDES POLLUTION TRIGGERED ASTHMA, SEVERE ALLERGIES, AND HEAT ILLNESSES WITH RISING TEMPERATURES. TO PROTECT FAMILIES, U.S. PEDIATRICIANS ACROSS THE COUNTRY ARE BANDING TOGETHER AND LOBBYING LAWMAKERS FOR CHANGE. CLIMATE CHANGE ADVOCATES WITH THE AMERICAN ACADEMY OF PEDIATRICS ARE PUSHING FOR NEW LAWS ON RENEWABLE ENERGY. PASSING CLIMATE RESOLUTIONS, AND EDUCATING OTHER PHYSICIANS. MONTANA PEDIATRICIAN LAURA BYRON FOUNDED THE PROGRAM. WHETHER IT IS DOING IT OUT OF YOUR HOME ARE USING YOUR ECONOMIC SECURITY SOMETIMES FOR FARMERS AND RANCHERS LIVING.

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Health Insurance 101: Types of Plans (Health Insurance 2/3)

Meet Susie. Susie is a recent college graduate and first-time
employee trying to understand health insurance. She’s just finished our first “Health
Insurance 101” video, so she understands on a basic level how health insurance works. However, she remains baffled by the general
jargon of health insurance: HMO, Gold Plan, the list goes on and on. However, luckily for Susie, we’ve got her
covered. Let’s start with the metals. Most insurance plans you’ll see are listed
with an associated metal: bronze, silver, gold, or platinum. Each metal is in turn associated with an actuarial
value. While that term may seem rather “mathy”,
an actuarial value is simply the average percentage of medical costs your insurer pays each year. For example, bronze policies have an actuarial
value of 60%. That means, on average, insurers pay for 60%
of their policyholders’ medical costs. For silver, it’s 70%, for gold, it's 80%,
and for platinum, the highest metal, it’s 90%.

However, there’s a wrinkle in this neat
hirecharcy: catastrophic plans. These are plans are only available to those
below 30 years of age or to those with hardships exemptions, such as filing for bankruptcy
or being homeless. These plans cover very few routine expenses,
like prescription drugs, making them a risky option. So which plan should Susie choose? Well, when deciding between metals, it is
important to understand that these categories have nothing to do with the quality or amount
of care you get. All metals provide exactly the same healthcare
benefits. Instead, the only thing they differ on is
the actuarial value. Worse metals come will come with lower monthly
premiums, but will cover a lower percentage of healthcare costs. Better metals provide the opposite. Thus, as you can see, metals and actuarial
values are a great way for Susie to understand her expected healthcare costs.

However, with that being said, there is another
factor that determines your healthcare costs: the type of plan you have, of which they’re
four: HMO, EPO, PPO, and POS. HMOs and EPOs are by far the strictest, as
they only cover the cost of the healthcare received within their provider network, which
is a network of hospitals and clinics they have a contracts with. In addition, all health care received in an
HMO, though not an EPO, must be coordinated through a primary care physician. This means if you need to be looked at by
a specialist, like a cardiologist, or need any tests done, like an X-ray, you cannot
get coverage in an HMO without a referral from your primary care physician. These traits can make HMOs, and to a lesser
extent EPOs, restrictive, though they do come with one major benefit: cost. HMOs and EPOs generally have the lowest costs
of any health care plan. Plus, they’ll always cover true medical
emergencies, even out of network. PPOs are the third type of plan. With a PPO, you can visit any provider without
a referral, both inside and outside your network.

This flexibility can make PPOs a good choice
for some, though be warned, their costs are higher than other plans, plus out of network
care will always be more expensive. Finally, we have POSs. They can be thought of as a mix between HMOs
and PPOs. Like PPOs, they cover out of network healthcare,
and like HMOs, they center around a primary care physician. This combination of traits makes them less
expensive than PPOs but more expensive than HMOs.

Hopefully you and Susie now better understand
health insurance. Be sure to watch our next video, which teaches
you how to actually get health insurance, and to check out our website, where you can
find more educational material and free recommendations for great health insurance plans..

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Study English – Series 2, Episode 21: Health

Hello. I'm Margot Politis. Welcome to Study English,
IELTS preparation. The focus of today's lesson is the IELTS Listening
Test. In the IELTS Listening Test, you will be tested
on your ability to understand spoken English in a variety of contexts, so it's important
to develop a range of skills that will help you with your listening. A good way to prepare for the test is to develop
your previewing and predicting skills. These strategies will help improve your listening
comprehension. Let's imagine this graphic is a written part
of a listening test – a fact sheet.

You are always given 30 seconds to familiarise
yourself with the questions before the listening section is played. This is when you'll need to use your previewing
and predicting skills. They will help you learn as much as possible before you listen,
so you will know what you will be listening to and what you need to listen for. Let's start previewing and predicting. Look
at the section again. Think about the following questions: What is the topic? Who is speaking? Where are they? Why are they talking? OK. Let's think about the first question you
should ask: What is the topic? We know from the title of the fact sheet that
this section will be about 'health and well-being. Next: Who is speaking? Because this is a section3 of an IELTS Listening
Test, we know that it will be a conversation between 2 to 4 speakers about an educational
topic. The speakers could be teachers or students.

Where are they? We could guess they are at university.
Why are they talking? We know from the fact sheet that they are
discussing a health study. These previewing and predicting skills are
very important. You should go through these steps before the actual listening test begins,
so you are properly prepared. It's important to look at the key words in
the questions to determine what kind of information you need to listen for.

The key words are highlighted: How many children are being tracked? We need to listen for a number. What are the researchers checking? We need to listen for something about the
children's health. How old are the participants? We're listening for age. Another skill the listening test assesses
is your ability to follow instructions correctly. If we look again at the written part of the
test, what does the question ask us to do? To answer using no more than 3 words or a
number. You must read and follow this instruction exactly.

Remember that the listening test is played
once only, so it is important to prepare yourself well. Let's listen now. The announcer would start
off by saying something like: You are going to hear a passage about a study
on the health and well-being of children. Listen to the talk, and complete the notes. For the past two decades, scientists have
been tracking the health and well being of 7,500 Queensland children in a unique long-term
study. It's rather like a scientific version of the documentary series '7 Up'. Every few
years, researchers revisit the participants to check their growth and record their thoughts
on life. Now, those chosen to take part in the study as babies are coming of age, turning
21 and the data they've provided is giving valuable insights into just why some children
are healthier than others. Well done! Now let's move on.

Now we're going to talk about listening for
main ideas and supporting information. This is important to test your ability to
identify and understand the relationship between ideas, such as: comparisons, examples, facts,
opinions, cause and effect. Here's an example. I'm going to give some
information about sport. Identify what my main idea is, and what information I provided
to support my main idea. Sport provides numerous benefits. Participation
in sport can have a positive effect on a person's well being, and at the same time improve their
coordination. Also, it has been proven to help fight disease. One way your comprehension might be tested
is with a summary completion test. Let's imagine this next graphic is part of
a listening test where you have to complete the summary. Here's our three-step strategy: Skim the summary to get a general understanding While skimming highlight the key words in
the sentences Then, think about the word form that is needed
for each answer.

Having skimmed the question, we know that
it is about a scientific study on the health of young people. The key words are: young people, alcohol,
drugs, data, things, happened, how. What is the word form we need in Question
1? The study focused on young people who have
a _____ on alcohol. Before the blank we have a determiner, a,
while the preposition on follows the blank. We need a noun. What word form do we need in Question 2? After the pronoun she/he, which also functions
as a subject, we need a verb. Look at the other verbs – The verbs pointed
and happened in the sentence are in the past tense. We need a past tense verb. We have now prepared ourselves for this section
of the listening test. Let's listen now.

The announcer would start
off by saying something like: You are going to hear a Professor talking
about his investigation into the mental and physical health of young people. Listen to
the talk, and complete the summary. For me, it's compelling. It's totally compelling.
You look at someone at 21 who, say, has a dependence on alcohol or is using illicit
drugs or has a serious mental illness or is violent and perhaps already in prison, and
you look back through 21 years of that person's life; you've collected data periodically,
and you look at the range of things that have happened to that person and the ways that
person's responded.

Well done! If you practise your listening
skills and strategies you will be better prepared for the IELTS Listening Test! Always remember our three-step strategy for
summary completion tasks. Skim the summary to get a general understanding.
Remember a summary is a short presentation of what you hear. While skimming, highlight the keywords in
the sentences. Choose the correct word from noun, adjective,
verb, adverb that's needed. Remember look before and after the blank space.
The strategies for answering questions that test this skill are covered on our Study English
website. Just go to abcasiapacific.com/studyenglish. That's all for today. I'll see you next time.
Bye bye..

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WHO: Universal Health Coverage – What does it mean?

you might have heard people talking
about universal health coverage but what does it really mean? Think about it this
way. What do you need to get be and stay healthy. can you get help from a well
trained health worker? can you get treatment that helps you get better? and
is safe can you get the medicines and other health products you need? who will
pay for it? are there policies in place to ensure the services you need are
available to you your family and your community next time and every time. and
does your government have accurate information about the whole system so
they can make the right decisions to keep everything working the way it
should. good health needs people, services products, finances, policies and
information and it needs all of them to work together even in times of crisis
and good health systems don't just treat sick people, they help to promote healthy
living and prevent people from falling ill in the first place.

The World Health
Organization is working around the world so that all people and communities
receive the quality services they need and are protected from health threats
without suffering from financial hardship that's what we call universal
health coverage so here's to health for you and for everyone.

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Wear The Gown: University Health System’s Post-COVID Recovery Program

REVIEW REVIEW OF REVIEW OF THAT REVIEW OF THAT BODY REVIEW OF THAT BODY CAMERA REVIEW OF THAT BODY CAMERA AND REVIEW OF THAT BODY CAMERA AND
HOW REVIEW OF THAT BODY CAMERA AND
HOW THAT REVIEW OF THAT BODY CAMERA AND
HOW THAT VIDEO REVIEW OF THAT BODY CAMERA AND
HOW THAT VIDEO IS REVIEW OF THAT BODY CAMERA AND
HOW THAT VIDEO IS HANDLED. HOW THAT VIDEO IS HANDLED. HOW THAT VIDEO IS HANDLED.
WE'RE HOW THAT VIDEO IS HANDLED.
WE'RE LEARNING HOW THAT VIDEO IS HANDLED.
WE'RE LEARNING THAT HOW THAT VIDEO IS HANDLED.
WE'RE LEARNING THAT FOR HOW THAT VIDEO IS HANDLED.
WE'RE LEARNING THAT FOR SOME WE'RE LEARNING THAT FOR SOME WE'RE LEARNING THAT FOR SOME
CORONA WE'RE LEARNING THAT FOR SOME
CORONA VIRUS WE'RE LEARNING THAT FOR SOME
CORONA VIRUS SURVIVORS WE'RE LEARNING THAT FOR SOME
CORONA VIRUS SURVIVORS SEVERE CORONA VIRUS SURVIVORS SEVERE CORONA VIRUS SURVIVORS SEVERE
SYMPTOMS CORONA VIRUS SURVIVORS SEVERE
SYMPTOMS CAN CORONA VIRUS SURVIVORS SEVERE
SYMPTOMS CAN LAST CORONA VIRUS SURVIVORS SEVERE
SYMPTOMS CAN LAST WEEKS CORONA VIRUS SURVIVORS SEVERE
SYMPTOMS CAN LAST WEEKS OR CORONA VIRUS SURVIVORS SEVERE
SYMPTOMS CAN LAST WEEKS OR EVEN SYMPTOMS CAN LAST WEEKS OR EVEN SYMPTOMS CAN LAST WEEKS OR EVEN
MONTHS.

MONTHS. MONTHS.
IN MONTHS.
IN TONIGHT'S MONTHS.
IN TONIGHT'S WEAR MONTHS.
IN TONIGHT'S WEAR THE MONTHS.
IN TONIGHT'S WEAR THE GOWN IN TONIGHT'S WEAR THE GOWN IN TONIGHT'S WEAR THE GOWN
EYEWITNESS IN TONIGHT'S WEAR THE GOWN
EYEWITNESS NEWS IN TONIGHT'S WEAR THE GOWN
EYEWITNESS NEWS REPORTER IN TONIGHT'S WEAR THE GOWN
EYEWITNESS NEWS REPORTER JERRY EYEWITNESS NEWS REPORTER JERRY EYEWITNESS NEWS REPORTER JERRY
BAKER EYEWITNESS NEWS REPORTER JERRY
BAKER FINDS EYEWITNESS NEWS REPORTER JERRY
BAKER FINDS OUT EYEWITNESS NEWS REPORTER JERRY
BAKER FINDS OUT WHAT BAKER FINDS OUT WHAT BAKER FINDS OUT WHAT
THE BAKER FINDS OUT WHAT
THE UNIVERSITY BAKER FINDS OUT WHAT
THE UNIVERSITY HEALTH BAKER FINDS OUT WHAT
THE UNIVERSITY HEALTH SYSTEM BAKER FINDS OUT WHAT
THE UNIVERSITY HEALTH SYSTEM IS THE UNIVERSITY HEALTH SYSTEM IS THE UNIVERSITY HEALTH SYSTEM IS
DOING THE UNIVERSITY HEALTH SYSTEM IS
DOING TO THE UNIVERSITY HEALTH SYSTEM IS
DOING TO HELP THE UNIVERSITY HEALTH SYSTEM IS
DOING TO HELP THOSE THE UNIVERSITY HEALTH SYSTEM IS
DOING TO HELP THOSE WITH DOING TO HELP THOSE WITH DOING TO HELP THOSE WITH
LINGERING DOING TO HELP THOSE WITH
LINGERING SYMPTOMS.

LINGERING SYMPTOMS. LINGERING SYMPTOMS.
>> LINGERING SYMPTOMS.
>> IF LINGERING SYMPTOMS.
>> IF YOU LINGERING SYMPTOMS.
>> IF YOU HAVE LINGERING SYMPTOMS.
>> IF YOU HAVE THE LINGERING SYMPTOMS.
>> IF YOU HAVE THE CORONA LINGERING SYMPTOMS.
>> IF YOU HAVE THE CORONA VIRUS >> IF YOU HAVE THE CORONA VIRUS >> IF YOU HAVE THE CORONA VIRUS
AND >> IF YOU HAVE THE CORONA VIRUS
AND YOUR >> IF YOU HAVE THE CORONA VIRUS
AND YOUR SYMPTOMS >> IF YOU HAVE THE CORONA VIRUS
AND YOUR SYMPTOMS LASTING >> IF YOU HAVE THE CORONA VIRUS
AND YOUR SYMPTOMS LASTING MORE AND YOUR SYMPTOMS LASTING MORE AND YOUR SYMPTOMS LASTING MORE
THAN AND YOUR SYMPTOMS LASTING MORE
THAN A AND YOUR SYMPTOMS LASTING MORE
THAN A MONTH, AND YOUR SYMPTOMS LASTING MORE
THAN A MONTH, THEY AND YOUR SYMPTOMS LASTING MORE
THAN A MONTH, THEY LIKELY AND YOUR SYMPTOMS LASTING MORE
THAN A MONTH, THEY LIKELY NEED THAN A MONTH, THEY LIKELY NEED THAN A MONTH, THEY LIKELY NEED
TO THAN A MONTH, THEY LIKELY NEED
TO BE THAN A MONTH, THEY LIKELY NEED
TO BE ADDRESSED THAN A MONTH, THEY LIKELY NEED
TO BE ADDRESSED BY THAN A MONTH, THEY LIKELY NEED
TO BE ADDRESSED BY A THAN A MONTH, THEY LIKELY NEED
TO BE ADDRESSED BY A MEDICAL TO BE ADDRESSED BY A MEDICAL TO BE ADDRESSED BY A MEDICAL
PROFESSIONAL.

PROFESSIONAL. PROFESSIONAL.
>> PROFESSIONAL.
>> I PROFESSIONAL.
>> I THINK PROFESSIONAL.
>> I THINK WHAT PROFESSIONAL.
>> I THINK WHAT WE'RE PROFESSIONAL.
>> I THINK WHAT WE'RE SEEING PROFESSIONAL.
>> I THINK WHAT WE'RE SEEING IS >> I THINK WHAT WE'RE SEEING IS >> I THINK WHAT WE'RE SEEING IS
THAT >> I THINK WHAT WE'RE SEEING IS
THAT PATIENTS >> I THINK WHAT WE'RE SEEING IS
THAT PATIENTS WHO'VE >> I THINK WHAT WE'RE SEEING IS
THAT PATIENTS WHO'VE HAD THAT PATIENTS WHO'VE HAD THAT PATIENTS WHO'VE HAD
CUPBOARD THAT PATIENTS WHO'VE HAD
CUPBOARD CAN THAT PATIENTS WHO'VE HAD
CUPBOARD CAN BE THAT PATIENTS WHO'VE HAD
CUPBOARD CAN BE AFFECTED THAT PATIENTS WHO'VE HAD
CUPBOARD CAN BE AFFECTED IN THAT PATIENTS WHO'VE HAD
CUPBOARD CAN BE AFFECTED IN SO CUPBOARD CAN BE AFFECTED IN SO CUPBOARD CAN BE AFFECTED IN SO
MANY CUPBOARD CAN BE AFFECTED IN SO
MANY DIFFERENT CUPBOARD CAN BE AFFECTED IN SO
MANY DIFFERENT SYSTEMS CUPBOARD CAN BE AFFECTED IN SO
MANY DIFFERENT SYSTEMS ARENAS MANY DIFFERENT SYSTEMS ARENAS MANY DIFFERENT SYSTEMS ARENAS
AND MANY DIFFERENT SYSTEMS ARENAS
AND THEIR MANY DIFFERENT SYSTEMS ARENAS
AND THEIR BODY.

AND THEIR BODY. AND THEIR BODY.
>> AND THEIR BODY.
>> DR. AND THEIR BODY.
>> DR. MONOCULTURE AND THEIR BODY.
>> DR. MONOCULTURE DISCO >> DR. MONOCULTURE DISCO >> DR. MONOCULTURE DISCO
GUTIERREZ >> DR. MONOCULTURE DISCO
GUTIERREZ IS >> DR. MONOCULTURE DISCO
GUTIERREZ IS DIRECTOR >> DR. MONOCULTURE DISCO
GUTIERREZ IS DIRECTOR OF GUTIERREZ IS DIRECTOR OF GUTIERREZ IS DIRECTOR OF
THE GUTIERREZ IS DIRECTOR OF
THE COVE GUTIERREZ IS DIRECTOR OF
THE COVE RECOVERY GUTIERREZ IS DIRECTOR OF
THE COVE RECOVERY CLINIC GUTIERREZ IS DIRECTOR OF
THE COVE RECOVERY CLINIC AT THE COVE RECOVERY CLINIC AT THE COVE RECOVERY CLINIC AT
UNIVERSITY THE COVE RECOVERY CLINIC AT
UNIVERSITY HOSPITAL THE COVE RECOVERY CLINIC AT
UNIVERSITY HOSPITAL AND THE COVE RECOVERY CLINIC AT
UNIVERSITY HOSPITAL AND A UNIVERSITY HOSPITAL AND A UNIVERSITY HOSPITAL AND A
PROFESSOR UNIVERSITY HOSPITAL AND A
PROFESSOR OF UNIVERSITY HOSPITAL AND A
PROFESSOR OF REHABILITATION PROFESSOR OF REHABILITATION PROFESSOR OF REHABILITATION
MEDICINE PROFESSOR OF REHABILITATION
MEDICINE AT PROFESSOR OF REHABILITATION
MEDICINE AT UTI PROFESSOR OF REHABILITATION
MEDICINE AT UTI HEALTH PROFESSOR OF REHABILITATION
MEDICINE AT UTI HEALTH SAN MEDICINE AT UTI HEALTH SAN MEDICINE AT UTI HEALTH SAN
ANTONIO.

ANTONIO. ANTONIO.
>> ANTONIO.
>> SHE ANTONIO.
>> SHE SAID ANTONIO.
>> SHE SAID THERE ANTONIO.
>> SHE SAID THERE NEEDED ANTONIO.
>> SHE SAID THERE NEEDED TO ANTONIO.
>> SHE SAID THERE NEEDED TO BE >> SHE SAID THERE NEEDED TO BE >> SHE SAID THERE NEEDED TO BE
A >> SHE SAID THERE NEEDED TO BE
A RECOVERY >> SHE SAID THERE NEEDED TO BE
A RECOVERY CLINIC >> SHE SAID THERE NEEDED TO BE
A RECOVERY CLINIC TO >> SHE SAID THERE NEEDED TO BE
A RECOVERY CLINIC TO GET >> SHE SAID THERE NEEDED TO BE
A RECOVERY CLINIC TO GET THOSE A RECOVERY CLINIC TO GET THOSE A RECOVERY CLINIC TO GET THOSE
PATIENTS A RECOVERY CLINIC TO GET THOSE
PATIENTS BACK A RECOVERY CLINIC TO GET THOSE
PATIENTS BACK TO A RECOVERY CLINIC TO GET THOSE
PATIENTS BACK TO NORMAL.

PATIENTS BACK TO NORMAL. PATIENTS BACK TO NORMAL.
I PATIENTS BACK TO NORMAL.
I SAID PATIENTS BACK TO NORMAL.
I SAID WE PATIENTS BACK TO NORMAL.
I SAID WE NEED PATIENTS BACK TO NORMAL.
I SAID WE NEED A PATIENTS BACK TO NORMAL.
I SAID WE NEED A CLINIC PATIENTS BACK TO NORMAL.
I SAID WE NEED A CLINIC THAT I SAID WE NEED A CLINIC THAT I SAID WE NEED A CLINIC THAT
FOCUSES I SAID WE NEED A CLINIC THAT
FOCUSES ON I SAID WE NEED A CLINIC THAT
FOCUSES ON THE I SAID WE NEED A CLINIC THAT
FOCUSES ON THE NEEDS I SAID WE NEED A CLINIC THAT
FOCUSES ON THE NEEDS OF FOCUSES ON THE NEEDS OF FOCUSES ON THE NEEDS OF
PATIENTS FOCUSES ON THE NEEDS OF
PATIENTS WHO FOCUSES ON THE NEEDS OF
PATIENTS WHO HAVE FOCUSES ON THE NEEDS OF
PATIENTS WHO HAVE SURVIVED.

PATIENTS WHO HAVE SURVIVED. PATIENTS WHO HAVE SURVIVED.
>> PATIENTS WHO HAVE SURVIVED.
>> COGAN PATIENTS WHO HAVE SURVIVED.
>> COGAN 19. >> COGAN 19. >> COGAN 19.
NO >> COGAN 19.
NO MATTER >> COGAN 19.
NO MATTER WHAT >> COGAN 19.
NO MATTER WHAT SEVERITY >> COGAN 19.
NO MATTER WHAT SEVERITY OF NO MATTER WHAT SEVERITY OF NO MATTER WHAT SEVERITY OF
DISEASE NO MATTER WHAT SEVERITY OF
DISEASE THAT NO MATTER WHAT SEVERITY OF
DISEASE THAT THEY NO MATTER WHAT SEVERITY OF
DISEASE THAT THEY HAD NO MATTER WHAT SEVERITY OF
DISEASE THAT THEY HAD AND NO MATTER WHAT SEVERITY OF
DISEASE THAT THEY HAD AND BE DISEASE THAT THEY HAD AND BE DISEASE THAT THEY HAD AND BE
ABLE DISEASE THAT THEY HAD AND BE
ABLE TO DISEASE THAT THEY HAD AND BE
ABLE TO HELP DISEASE THAT THEY HAD AND BE
ABLE TO HELP THEM DISEASE THAT THEY HAD AND BE
ABLE TO HELP THEM GET DISEASE THAT THEY HAD AND BE
ABLE TO HELP THEM GET THEIR ABLE TO HELP THEM GET THEIR ABLE TO HELP THEM GET THEIR
QUALITY ABLE TO HELP THEM GET THEIR
QUALITY OF ABLE TO HELP THEM GET THEIR
QUALITY OF LIFE ABLE TO HELP THEM GET THEIR
QUALITY OF LIFE BACK, ABLE TO HELP THEM GET THEIR
QUALITY OF LIFE BACK, THE ABLE TO HELP THEM GET THEIR
QUALITY OF LIFE BACK, THE FOCUS QUALITY OF LIFE BACK, THE FOCUS QUALITY OF LIFE BACK, THE FOCUS
IS QUALITY OF LIFE BACK, THE FOCUS
IS ON QUALITY OF LIFE BACK, THE FOCUS
IS ON THOSE QUALITY OF LIFE BACK, THE FOCUS
IS ON THOSE WHO QUALITY OF LIFE BACK, THE FOCUS
IS ON THOSE WHO CAN'T QUALITY OF LIFE BACK, THE FOCUS
IS ON THOSE WHO CAN'T SEEM QUALITY OF LIFE BACK, THE FOCUS
IS ON THOSE WHO CAN'T SEEM TO IS ON THOSE WHO CAN'T SEEM TO IS ON THOSE WHO CAN'T SEEM TO
SHAKE IS ON THOSE WHO CAN'T SEEM TO
SHAKE THEIR IS ON THOSE WHO CAN'T SEEM TO
SHAKE THEIR SYMPTOMS.

SHAKE THEIR SYMPTOMS. SHAKE THEIR SYMPTOMS.
>> SHAKE THEIR SYMPTOMS.
>> WE'RE SHAKE THEIR SYMPTOMS.
>> WE'RE SEEING SHAKE THEIR SYMPTOMS.
>> WE'RE SEEING A SHAKE THEIR SYMPTOMS.
>> WE'RE SEEING A PERCENTAGE SHAKE THEIR SYMPTOMS.
>> WE'RE SEEING A PERCENTAGE OF >> WE'RE SEEING A PERCENTAGE OF >> WE'RE SEEING A PERCENTAGE OF
PATIENTS >> WE'RE SEEING A PERCENTAGE OF
PATIENTS WHO >> WE'RE SEEING A PERCENTAGE OF
PATIENTS WHO ARE >> WE'RE SEEING A PERCENTAGE OF
PATIENTS WHO ARE GETTING >> WE'RE SEEING A PERCENTAGE OF
PATIENTS WHO ARE GETTING LONG PATIENTS WHO ARE GETTING LONG PATIENTS WHO ARE GETTING LONG
HAULERS PATIENTS WHO ARE GETTING LONG
HAULERS SYMPTOMS.

HAULERS SYMPTOMS. HAULERS SYMPTOMS.
>> HAULERS SYMPTOMS.
>> SO HAULERS SYMPTOMS.
>> SO THAT HAULERS SYMPTOMS.
>> SO THAT MEANS HAULERS SYMPTOMS.
>> SO THAT MEANS ONGOING >> SO THAT MEANS ONGOING >> SO THAT MEANS ONGOING
SYMPTOMS >> SO THAT MEANS ONGOING
SYMPTOMS BEYOND >> SO THAT MEANS ONGOING
SYMPTOMS BEYOND EVEN >> SO THAT MEANS ONGOING
SYMPTOMS BEYOND EVEN THEIR SYMPTOMS BEYOND EVEN THEIR SYMPTOMS BEYOND EVEN THEIR
DISEASE. DISEASE. DISEASE.
SOME DISEASE.
SOME OF DISEASE.
SOME OF THOSE DISEASE.
SOME OF THOSE SYMPTOMS DISEASE.
SOME OF THOSE SYMPTOMS INCLUDE SOME OF THOSE SYMPTOMS INCLUDE SOME OF THOSE SYMPTOMS INCLUDE
FATIGUE, SOME OF THOSE SYMPTOMS INCLUDE
FATIGUE, INABILITY SOME OF THOSE SYMPTOMS INCLUDE
FATIGUE, INABILITY TO SOME OF THOSE SYMPTOMS INCLUDE
FATIGUE, INABILITY TO EXERCISE FATIGUE, INABILITY TO EXERCISE FATIGUE, INABILITY TO EXERCISE
,LOSS FATIGUE, INABILITY TO EXERCISE
,LOSS OF FATIGUE, INABILITY TO EXERCISE
,LOSS OF TASTE FATIGUE, INABILITY TO EXERCISE
,LOSS OF TASTE AND FATIGUE, INABILITY TO EXERCISE
,LOSS OF TASTE AND SMELL FATIGUE, INABILITY TO EXERCISE
,LOSS OF TASTE AND SMELL BEING ,LOSS OF TASTE AND SMELL BEING ,LOSS OF TASTE AND SMELL BEING
SHORT ,LOSS OF TASTE AND SMELL BEING
SHORT OF ,LOSS OF TASTE AND SMELL BEING
SHORT OF BREATH ,LOSS OF TASTE AND SMELL BEING
SHORT OF BREATH AND ,LOSS OF TASTE AND SMELL BEING
SHORT OF BREATH AND CONSTANT SHORT OF BREATH AND CONSTANT SHORT OF BREATH AND CONSTANT
HEADACHES SHORT OF BREATH AND CONSTANT
HEADACHES TO SHORT OF BREATH AND CONSTANT
HEADACHES TO NAME SHORT OF BREATH AND CONSTANT
HEADACHES TO NAME A SHORT OF BREATH AND CONSTANT
HEADACHES TO NAME A FEW.

HEADACHES TO NAME A FEW. HEADACHES TO NAME A FEW.
>> HEADACHES TO NAME A FEW.
>> BUT HEADACHES TO NAME A FEW.
>> BUT IT HEADACHES TO NAME A FEW.
>> BUT IT COULD HEADACHES TO NAME A FEW.
>> BUT IT COULD ALSO HEADACHES TO NAME A FEW.
>> BUT IT COULD ALSO AFFECT >> BUT IT COULD ALSO AFFECT >> BUT IT COULD ALSO AFFECT
THE >> BUT IT COULD ALSO AFFECT
THE BRAIN. THE BRAIN. THE BRAIN.
THERE'S THE BRAIN.
THERE'S MRI THE BRAIN.
THERE'S MRI THAT THE BRAIN.
THERE'S MRI THAT HAS THE BRAIN.
THERE'S MRI THAT HAS SHOWN THE BRAIN.
THERE'S MRI THAT HAS SHOWN THAT THERE'S MRI THAT HAS SHOWN THAT THERE'S MRI THAT HAS SHOWN THAT
PATIENTS THERE'S MRI THAT HAS SHOWN THAT
PATIENTS WITH THERE'S MRI THAT HAS SHOWN THAT
PATIENTS WITH COVID THERE'S MRI THAT HAS SHOWN THAT
PATIENTS WITH COVID 19 THERE'S MRI THAT HAS SHOWN THAT
PATIENTS WITH COVID 19 THEY THERE'S MRI THAT HAS SHOWN THAT
PATIENTS WITH COVID 19 THEY CAN PATIENTS WITH COVID 19 THEY CAN PATIENTS WITH COVID 19 THEY CAN
HAVE PATIENTS WITH COVID 19 THEY CAN
HAVE THEIR PATIENTS WITH COVID 19 THEY CAN
HAVE THEIR HIPPOCAMPUS PATIENTS WITH COVID 19 THEY CAN
HAVE THEIR HIPPOCAMPUS AFFECTED HAVE THEIR HIPPOCAMPUS AFFECTED HAVE THEIR HIPPOCAMPUS AFFECTED
.

. .
>> .
>> THAT'S .
>> THAT'S A .
>> THAT'S A FANCY .
>> THAT'S A FANCY WORD .
>> THAT'S A FANCY WORD TO .
>> THAT'S A FANCY WORD TO SAY. >> THAT'S A FANCY WORD TO SAY. >> THAT'S A FANCY WORD TO SAY.
THAT'S >> THAT'S A FANCY WORD TO SAY.
THAT'S A >> THAT'S A FANCY WORD TO SAY.
THAT'S A MEMORY >> THAT'S A FANCY WORD TO SAY.
THAT'S A MEMORY PART >> THAT'S A FANCY WORD TO SAY.
THAT'S A MEMORY PART OF >> THAT'S A FANCY WORD TO SAY.
THAT'S A MEMORY PART OF OUR THAT'S A MEMORY PART OF OUR THAT'S A MEMORY PART OF OUR
BRAIN. BRAIN. BRAIN.
THE BRAIN.
THE CLINIC BRAIN.
THE CLINIC AIMS BRAIN.
THE CLINIC AIMS TO BRAIN.
THE CLINIC AIMS TO ADDRESS BRAIN.
THE CLINIC AIMS TO ADDRESS ANY THE CLINIC AIMS TO ADDRESS ANY THE CLINIC AIMS TO ADDRESS ANY
SYMPTOMS. SYMPTOMS. SYMPTOMS.
>> SYMPTOMS.
>> I SYMPTOMS.
>> I JUST SYMPTOMS.
>> I JUST ENCOURAGE SYMPTOMS.
>> I JUST ENCOURAGE PEOPLE SYMPTOMS.
>> I JUST ENCOURAGE PEOPLE TO >> I JUST ENCOURAGE PEOPLE TO >> I JUST ENCOURAGE PEOPLE TO
TRY >> I JUST ENCOURAGE PEOPLE TO
TRY TO >> I JUST ENCOURAGE PEOPLE TO
TRY TO TAKE >> I JUST ENCOURAGE PEOPLE TO
TRY TO TAKE ADVANTAGE >> I JUST ENCOURAGE PEOPLE TO
TRY TO TAKE ADVANTAGE OF >> I JUST ENCOURAGE PEOPLE TO
TRY TO TAKE ADVANTAGE OF YOU TRY TO TAKE ADVANTAGE OF YOU TRY TO TAKE ADVANTAGE OF YOU
KNOW, TRY TO TAKE ADVANTAGE OF YOU
KNOW, OF TRY TO TAKE ADVANTAGE OF YOU
KNOW, OF THEIR TRY TO TAKE ADVANTAGE OF YOU
KNOW, OF THEIR HEALTH TRY TO TAKE ADVANTAGE OF YOU
KNOW, OF THEIR HEALTH AND TRY TO TAKE ADVANTAGE OF YOU
KNOW, OF THEIR HEALTH AND TO KNOW, OF THEIR HEALTH AND TO KNOW, OF THEIR HEALTH AND TO
TAKE KNOW, OF THEIR HEALTH AND TO
TAKE ADVANTAGE KNOW, OF THEIR HEALTH AND TO
TAKE ADVANTAGE OF KNOW, OF THEIR HEALTH AND TO
TAKE ADVANTAGE OF THESE TAKE ADVANTAGE OF THESE TAKE ADVANTAGE OF THESE
OPPORTUNITIES TAKE ADVANTAGE OF THESE
OPPORTUNITIES TO TAKE ADVANTAGE OF THESE
OPPORTUNITIES TO FEEL TAKE ADVANTAGE OF THESE
OPPORTUNITIES TO FEEL BETTER TAKE ADVANTAGE OF THESE
OPPORTUNITIES TO FEEL BETTER TO OPPORTUNITIES TO FEEL BETTER TO OPPORTUNITIES TO FEEL BETTER TO
FIND OPPORTUNITIES TO FEEL BETTER TO
FIND OUT OPPORTUNITIES TO FEEL BETTER TO
FIND OUT MORE OPPORTUNITIES TO FEEL BETTER TO
FIND OUT MORE ABOUT FIND OUT MORE ABOUT FIND OUT MORE ABOUT
THE FIND OUT MORE ABOUT
THE POST-SOVIET FIND OUT MORE ABOUT
THE POST-SOVIET RECOVERY THE POST-SOVIET RECOVERY THE POST-SOVIET RECOVERY
PROGRAM, THE POST-SOVIET RECOVERY
PROGRAM, WE THE POST-SOVIET RECOVERY
PROGRAM, WE HAVE THE POST-SOVIET RECOVERY
PROGRAM, WE HAVE A THE POST-SOVIET RECOVERY
PROGRAM, WE HAVE A LINK THE POST-SOVIET RECOVERY
PROGRAM, WE HAVE A LINK TO PROGRAM, WE HAVE A LINK TO PROGRAM, WE HAVE A LINK TO
THE PROGRAM, WE HAVE A LINK TO
THE PROGRAM

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My Community, My Health (1 of 2)

Whether you’re downtown, in the suburbs or out in the country, your health is shaped by the quality of the spaces we create for ourselves and the ways we get between them. We’ve all experienced places that are uninspiring and hard to get around and that make it difficult to get to where you want to go on foot, bike or transit. What if you could conveniently walk to a local store? What if your children could safely bike to school? What if you could easily take public transit to work? Our streets and communities can be built and evolve into healthier and walkable places. What if easier access didn’t mean bigger roads and more parking lots, but foot, transit and cycle access to local, healthy foods, stores, parks, schools, businesses, and support services? Changes to the physical world can lead to better or worse personal health.

It’s a positive feedback loop. A well-built environment leads to physical activity healthy eating and for connecting with others. Changing our behaviour is complicated. We need to make the healthy choice the easy choice. Well-designed, healthy communities shape our decisions and our health. Climate change, pollution, population growth, and inequities are challenging communities worldwide. The decisions we make today will impact future generations. As our communities grow, the choices we make are important. Change won’t come all at once, but it is possible. Your opinion is important for city planning, especially for ideas about neighbourhood plans and features. Let your city know you care about its health: check out your city’s website, contact your local councillor and attend community association meetings. Talk with your friends, family and colleagues about your ideas for a healthy community.

If you want a choice, use your voice. The movement towards healthy communities is growing, and change is possible with your input. Take up the challenge! Our health and our planet are depending on us..

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Climate Change Impacting Children’s Health

IMPACTS OF CLIMATE CHANGE IN CHILDREN FROM ASTHMA AND ALLERGIES TO PREMATURE BIRTH. HOW DOCTORS AROUND THE COUNTRY ARE DRIVING A CALL TO ACTION. Reporter: AS WILDFIRES BURNED NEAR SAN FRANCISCO LAST SUMMER, PEDIATRICIAN LISA PATEL SAID SHE SAW FIRSTHAND HOW CLIMATE CHANGE CAN AFFECT HEALTH. LATE SEPTEMBER, I REMEMBER SHIFT AFTER SHIFT I HAD SEVERAL DELIVERIES I WOULD GO TO AND EACH SHIFT THAT MOMS ARE COMING IN AND LABOR A MONTH OR TWO MONTHS EARLY. PREVIOUS STUDIES SHOW AIR POLLUTION AND EXCESS HEAT CAN CAUSE PREMATURE LABOR. AMERICAN ACADEMY OF PEDIATRICS CALLS CLIMATE CHANGE ONE OF THE TOP HEALTH THREATS TO CHILDREN. WHAT ARE THE EFFECTS OF CLIMATE CHANGE ON CHILDREN? EVERYTHING YOU CAN IMAGINE. THAT IS WHY ALL OF US ARE SO INVOLVED IN THIS. NOW WE UNDERSTAND THAT CLIMATE CHANGE AFFECTS EVERY PART OF OUR BODIES AND HEALTH.

IT INCLUDES POLLUTION TRIGGERED ASTHMA, SEVERE ALLERGIES, AND HEAT ILLNESSES WITH RISING TEMPERATURES. TO PROTECT FAMILIES, U.S. PEDIATRICIANS ACROSS THE COUNTRY ARE BANDING TOGETHER AND LOBBYING LAWMAKERS FOR CHANGE. CLIMATE CHANGE ADVOCATES WITH THE AMERICAN ACADEMY OF PEDIATRICS ARE PUSHING FOR NEW LAWS ON RENEWABLE ENERGY. PASSING CLIMATE RESOLUTIONS, AND EDUCATING OTHER PHYSICIANS. MONTANA PEDIATRICIAN LAURA BYRON FOUNDED THE PROGRAM. WHETHER IT IS DOING IT OUT OF YOUR HOME ARE USING YOUR ECONOMIC SECURITY SOMETIMES FOR FARMERS AND RANCHERS LIVING.

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Getting Started & Health – #2 Creating A SideScroller With Unreal Engine 4

Good afternoon ladies and gentlemen, your
boy Virtus here and in today's video we're going to be taking a look at exactly what
we'll be creating over the duration of the series and talking about how we're actually
going to bring it all together. So, taking a look at this image i've put together,
you should get a general idea of how the game is going to play, look and some of the things
we need to keep in mind before we start coding it all up.

Firstly, we have a player that'll be moving
either left, right or up and down in our level on a platform, this is all really easy to
set up using the platformer template… however ontop of this you can see the player has a
health bar, pickups and abilities that we'll be coding along the way. Having said that, today we'll be focusing
on creating the project using the platformer template & setting up a basic health variable
which will give us the ability to interact with the player's health, decreasing it from
enemies & obstacles or even increasing it through pickup items. Let's head over to the epic games launcher
and open up the latest version of the engine you have, for me thats version 4.14, keep
in mind though you'll be able to follow along with any version you have, the script and
techniques is going to be exactly the same. Go over to new project and select the side
scroller template, make sure you don't choose the 2D version as it's a 3D game we'll be
creating.

For now, we're going to leave the quality
and target device to desktop, maximuim quality and we're going to be using the start content…
just leaving all of default basically. Let's give it a name, anything you like, for
me that's going to be "Virtus Side Scroller" and go ahead and create that… give that
a couple of seconds to load up and we'll get started.

Cool, so diving into this, just press play
in the menu bar at the top you can see we have a basic side scroller with a character
that'll let us move left right and jump, one of the awesome templates that come with the
engine. If we come out of that and zoom out you can
see some of the objects that make up the level, nice and easy to move around and restructure. But anyway, enough of that let's go ahead
and set up the health variable, inside of the content browser open up the blueprints
folder & open the sidescroller character blueprint. This blueprint will hold all of the information
and script associated with the player and will be where we'll be doing most of our work.

As of right now it's mostly empty and is a
blank canvas for us to create our own things. If we head over to the viewport we can see
the player in its current state. Anyway, on the left hand side we need to head
over to the variables tab and create a new variable called PlayerHealth… and in the
details panel make sure the variable type is set to integer so that it can hold a number
value, by default its set to boolean which is just true or false.

Let's go ahead and give this a default value,
the starting point for the health… compile the blueprint so we can make a change
and set the default value to 100. And that's it, the player has it's health
set up, however for now there's nothing interacting with it and there's no visual representation
of it in the form of a health bar on the screen as shown in my heads up display.

We'll be creating that over the next few videos,
but for now we have our project setup and ready to start creating our game… and having
said that, I think this is everything for the video… make sure you subscribe if you
haven't already to stay up to date and as always guys, keep on creating. Your boy Virtus,
Signing out.

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Trump aims to expand religious and philosophical exemptions for health workers

JUDY WOODRUFF: For many years, both political
parties have agreed to exempt some health care workers from providing care and performing
certain procedures they object to on religious or moral grounds. That can include abortions and sterilizations. But, as Amna Nawaz tells us, President Trump
has gone further than his predecessors by issuing a complex and more comprehensive rule
allowing for these exemptions. AMNA NAWAZ: Judy, the president announced
the new rule tied to the National Day of Prayer. Conservative groups welcomed what they call
conscience protections. But women's groups, LGBTQ advocates and others
are warning the rule could reduce services and lead to discrimination against transgender
patients and others, if providers refuse to deliver certain care or treat people.

Under the new rule, hospitals, clinics and
other institutions must comply with 25 laws that are part of this in order to receive
funding from federal programs such as Medicare and Medicaid. Margot Sanger-Katz writes about health care
for The New York Times. And she joins me here. Welcome to the "NewsHour." So you have described this to my colleagues
as an expansion of existing rules, both the category of workers, but also the ways in
which they can object. Explain that to me. MARGOT SANGER-KATZ, The New York Times: Yes,
so, there have always been roles that have protected health care practitioners from having
to participate in certain kinds of services that they might have religious or conscience
objections to.

And I think the classic example is a health
care provider who objects to performing an abortion, say. But what this rule does is, it really widens
the category of person who could have this kind of objection, to include even, say, the
scheduler in a medical office who might not want to schedule a patient for a certain procedure,
all the way up through the board of directors of a hospital that might say, this hospital
will not perform certain services, will not offer them to our patients.

So, the kind of groups of people who can object
to things on conscience basis have grown. And the other thing that this rule does is
that it provides more enforcement kind of processes and more punishment. So, if a hospital fails to protect the rights
of its religious worker, then it could be punished pretty substantially, potentially
losing a lot of its federal funding. AMNA NAWAZ: So, obviously, critics of the
rule, opponents to it say that this just means there's a lot of ways that people can actually
discriminate against certain categories of communities. What are some of those examples that they
cite as places where people can come in contact with the health care system and be denied
services they should get? MARGOT SANGER-KATZ: So, I think there are
a lot of concerns. We don't know exactly how this is going to
play out on the ground. But the worry is that certain kind of patients
may be denied care because there are — the health care workers who are treating them
have religious conditions that disagree with certain aspects of their lifestyle.

So, there's a concern, for example, that perhaps
a doctor wouldn't want to treat the child of a gay couple because they have a religious
objection to gay marriage, for example. Or there are a lot of concerns that transgender
patients may have difficulties accessing services. The rule itself makes reference to some very
old laws from the 1970s that protect workers who don't want to participate in sterilization. It seems to suggest that certain services
that transgender patients receive might be treated as sterilization, which transgender
rights advocates say is really a stretch of what that law was originally intended to do.

AMNA NAWAZ: You mentioned the enforcement,
though. What if there's a conflict? What if protecting someone's religious freedom,
if they don't want to perform a certain service, means that then they're discriminating against
another group? How do you resolve that conflict? MARGOT SANGER-KATZ: I think it's a really
interesting question that's raised by this rule, because these are both civil rights
questions, right? There are civil rights that are supposed to
protect patients and prevent them from being the subjects of discrimination because of
their status, because of their sex or their — other aspects of their person.

But then there's also this concern about the
civil rights of these health care workers, who shouldn't be forced to do things that
interfere with their religious convictions. And I think the Trump administration through
this action and through a series of other actions has really signaled that they're much
more worried about the civil rights of the religious person in a health care setting
than they are about the civil rights of the patient being denied care. The details of how this would work out in
any individual case, I think we are going to have to see. And you could imagine, for example, a situation
in which both parties might have a legal case to bring forward about the way that their
health care institution resolves this.

AMNA NAWAZ: Speaking of legal cases, we should
note that San Francisco immediately sued the Trump administration. The rule is scheduled to go into effect 60
days after it's published in the federal register. Less than a minute left. What do we expect to happen next? Does this just get caught up in a legal battle
and never actually implemented? MARGOT SANGER-KATZ: I think it's very possible
that it will. There are a number of health care institutions
and also states and municipalities, like San Francisco, that are worried about this rule
potentially interfering with some of their practices. And it could be stopped before it even goes
into effect. We have seen that with other related Trump
administration actions, including one having to do with family planning grants, where they
were trying to prevent certain health care providers that provide abortion from getting
these family planning grants. So this is all part of the regulatory agenda
that may well get caught up in the courts before we really see it happening on the ground. AMNA NAWAZ: One to follow, for sure. Margot Sanger-Katz of The New York Times,
thanks for being here.

MARGOT SANGER-KATZ: Thank you for having me..

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