Wednesday, October 30, 2019
Program Improvement Status and Standardized Math Scores Essay - 1
Program Improvement Status and Standardized Math Scores - Essay Example The question of how and in what ways program improvement status schools are meeting their obligation of raising math achievement scores, as demonstrated by their students, will form the basis for this study. Â It is important to first determine whether or not program status schools, as defined by the No Child Left Behind Act, are effectively servicing the academic needs of elementary aged children in the Los Angeles area. Â Exemplary schools which effectively accomplish the goals of being removed from program improvement status serve as a model for sound recommendations to others in terms of their efforts to provide quality educational alternatives to the population that they serve.Specifically, the study will focus on such schools in the Los Angeles Unified School District and examine the impact that being on program improvement status has on standardized math scores. Â The question of how and in what ways program improvement status schools are meeting their obligation of rais ing math achievement scores, as demonstrated by their students, will form the basis for this study. Â It is important to first determine whether or not program status schools are effectively servicing the academic needs of elementary aged children in the Los Angeles area. Â Exemplary schools which effectively accomplish the goals of being removed from program improvement status serve as a model for sound recommendations to others in terms of their efforts to provide quality educational alternatives to the population that they serve.
Monday, October 28, 2019
Privacy and HIV Essay Example for Free
Privacy and HIV Essay I. Introduction The Health Insurance Portability and Accountability Act (HIPAA) was enacted on August 21, 1996. It was primarily designed to protect the privacy, confidentiality, and security of health information. The Privacy Rule, which took effect in 2003, regulates the use and/or disclosure of protected health information. The information contained within this paper, regarding HIV patient privacy, will discuss the subjects of the HIPAA and Privacy Rule. This paper will also discuss patient care and rights. II. Rights of Patients: Right to Life and Right to Privacy Many HIV clinicians, both national and international, adhere to a Patient Bill of Rights that list the general rights that an HIV patient has, in regards to their treatment and privacy.  Included in this section, are the basic 17 most important rights. Also included, as part of the Patient Bill of Rights, are 10 of the most important responsibilities of an HIV patient (Wilder, 2000). First, an HIV patient has the right to respectful care, free from discrimination of any kind, including sources of payments. Second, an HIV patient has the right to research anything regarding any diagnosis or treatment they have received or will receive. Many clinicians often suggest that patients should conduct their own research so that they may better understand any events taking place (Wilder, 2000). Third, an HIV patient has the right to know exactly who is involved in their medical care, at every level. This includes students, trainees, and volunteers as well as doctors and nurses. Fourth, an HIV patient has the right to be involved in the establishment of their care. An HIV patient has the right to refuse any treatment that may be recommended (Wilder, 2000). Fifth, an HIV patient has the right to privacy. This is one of the most important rights. Sixth, under the right to privacy, an HIV patient has the right to assume that all records and any communication, written or verbal, are confidential, except in abuse cases. Seventh, an HIV patient has the right to examine and receive copies of their medical records (Wilder, 2000). Eighth, an HIV patient has the right to assume that any advance directive they may have will be respected by any medical staff involved in their care. Ninth, an HIV patient has the right to timely notification of changes regarding billing. This also applies to changes in service fees (Wilder, 2000). Tenth, an HIV patient has the right to an adequate amount of time allotted during medical visits for discussion and questions. Eleventh, an HIV patient has the right to assume that any medical staff involved in their care will take all necessary precautions. This can be used two ways: precaution against infection from HIV and precaution against infecting an HIV patient with other illnesses (Wilder, 2000). Twelfth, an HIV patient has the right to make complaints or ask questions about their care. They also have the right to expect a quick response to such complaints or questions. Thirteenth, an HIV patient has the right to assume that any medical staff involved in their care will provide the best health care possible. If a referral to other medical facilities is necessary, such as a referral to other medical facilities is necessary, such as a referral to an oncologist to treat an opportunistic cancer, the patient has the right to be informed of the disadvantages, as well as other alternatives (Wilder, 2000). Fourteenth, an HIV patient has the right to inquire about any third party relationships the medical facility has that could have an influence treatment. Fifteenth, an HIV patient has the right to informed alternatives to treatments if a current treatment fails to have an effect. This also applies to treatments that are still being discussed as a possibility (Wilder, 2000). Sixteenth, an HIV patient has the right to expect assistance to help with any handicaps that cause barriers. This includes language, culture, physical, and communication. Finally, an HIV patient has the right to timely visits with medical staff. If a delay occurs, an HIV patient has the right to an explanation and apology (Wilder, 2000). The HIV patient’s responsibilities are not quite as detailed as the Bill of Rights, but coincide. According to Wilder (2000), there are 10 main responsibilities an HIV patient has: 1) Provide medical staff with accurate information when possible. Also, an HIV patient is expected to understand what role they play in their own treatment. 2) An HIV patient must take care of financial obligations as soon as possible. 3) An HIV patient must be considerate of other patients and staff, and also respect facility property. 4) An HIV patient must understand that both medicine and humans have limitations, and are not perfect. There are always risks to consider and discuss with physicians. 5) An HIV patient must understand that the medical staff also has other patients under their care. They have to divide their time and services as equally and efficiently as possible. 6) An HIV patient must understand as much as possible about their health insurance plan. 7) An HIV patient has the responsibility to report suspicions of fraud or illegal activity to the proper authorities. 8) An HIV patient must keep all appointment. Whenever possible, an HIV patient must notify the medical staff if an appointment cannot be kept. 9) An HIV patient has the responsibility to notify medical staff immediately, if health conditions or medical care situations change. III. HIPAA Privacy Rule The HIPAA Privacy Rule, enacted on April 14, 2003, was designed to establish regulations regarding the use and disclosure of Protected Health Information (PHI). This includes health status, health care payments, or any provisions for health care. The Office for Civil Rights (OCR) is responsible for enforcement of the Privacy Rule, by issuing compliance activities or monetary penalty fees against violations. In simple terms, the Privacy Rule is meant to protect a patient’s medical history, in its entirety, including payment histories, from being disclosed by covered entities. According to the OCR (2003), covered entities are defined as health plans, health care clearinghouses, and any health care provider who uses an electronic means to transmit health information related to transactions. Health plans are one group of covered entities. Health plans include health maintenance organizations (HMOs), Medicare, Medicaid, Medicare supplement issuers, Medicare + Choice, long-term care insurers, and health, dental, vision, and prescription drug insurers. Health plans also include government, church, and employer sponsored health plans, and multi-employer health plans (OCR, 2003). Although they are few in number, there are exceptions in covered entities. Insurance companies that only provide automobile insurance, workers’ compensation, and casualty and property insurance are exceptions. In addition, group health plans with less than 50 members that is employer-administered and maintained is also an exception (OCR, 2003). Health care providers, regardless of their size, are a covered entity if it uses electronic transaction transmission. These transactions include referral authorizations and claims. However, an electronic transmission has to be connected to a standard transaction. The Privacy Rule covers these providers even if they use an outside service to handle electronic transactions. Health care providers include all providers of services, such as hospitals, and all providers of any medical and health services, such as dentists, physicians, and optometrists (OCR, 2003). Health acre clearinghouses are another group of covered entities. These groups process â€Å"nonstandard information they receive from another entity into a standard (i.e., standard format or data content), or vice versa†(OCR, 2003). Health care clearinghouses only receive specific health information that can be used to identify someone, when processing information to a health care provider or health plan as a business associate. Health care clearinghouses include health management information systems, billing services, and repricing companies (OCR, 2003). The Privacy Rule protects all â€Å"individually identifiable health information,†called Protected Health Information (PHI). Identifiable information includes any data related to a patient’s physical or mental health, provisions of health care to the patient, and any payments made for health care provided to the patient. This information usually includes a patient’s social security number, address, name, age, and birthdate.
Saturday, October 26, 2019
The Shining :: essays research papers
The Shining The story take place in Colorado and begins with Jack Torrence, going to a place by the name of "The Overlook Hotel" to be the caretaker over the winter month's, because of coast of keeping a twenty-five mile road, in which it take to get to the hotel open, because of all the snow. To get the job as the caretaker of the hotel, he would be alone for five months, and have free food, and also free stay at the hotel, all Jack has to do is mantiance and handyman work around the hotel. He arrives for the interview and meets Lloyd (the manager of the Overlook Hotel) they discuss certain duties and jobs that will be needed around the hotel, and then Lloyd brings up a certain account that happened a couple of years back at the hotel, about a man that murdered his family from what you call "cabin fever" caused by seclusion and away from everything. Jack is stuned by what he hears and then quickly say's something to the effect of not having to worry about something like that happening, and that he needed the months off to get started on a book he was writing. Lloyd decides to let him have the job, and asked him to come back the next day. The next day Danny (his son) and wife Wendy and Jack left for the hotel. They arrive and get there bags dropped off, it is the last day the hotel is open for the season, and people are checking out, and workers cleaning up, so they can leave for the spring. Jack and Wendy goto meet up with Lloyd, and Danny leaves for the game room. Lloyd takes them around the hotel to look around and get a feel of were they will be staying, and shows them their rooms. They stop and meet up with the head cook Dick Hallorann, Lloyd ask Dick to show Wendy and Danny around the Kitchen as he takes Jack to see the rest of the hotel. Dick Hallorann goes threw the kitchen and shows Wendy what to do, and what to use, etc... all threw this time of the tour Dick keeps on using a mind signal, a voice to communicate, at first Danny does not realize it, but then as the tour wraps up, the family meets back up, and Dick offers Danny some ice cream as Lloyd takes Wendy and Jack to another part of the hotel. As Danny is eatting his ice cream, Dick is talking to him, and then talks about, what he was doing
Thursday, October 24, 2019
“A Different Mirror†by author Ronald Takaki Essay
In the book, â€Å"A Different Mirror†by author Ronald Takaki is an interesting chapter by the title of â€Å"The Promised Land†where I will discuss the pros and cons that African Americans must face.            The years 1910-1920 we learn about migration of African Americans as they head toward complete freedom. During the movement of the population, there was a spreading out of this race across the nation and a negative effect from this movement would be the huge scattering of the African American race. Families were separated more than they had ever been before with many migrating to the west coast. See more: Recruitment and selection process essay            A positive effect from this migration would be that the African Americans could gain better employment and had a broader range of opportunities due to the migrations.            As this group moved to other areas they did encounter violence by gangs and resistance from the white population. Communities began changing as the African American race moved in, while the Caucasian race weren’t comfortable with this new migration.            The African American group began gaining more control as they started their own groups ran by their own race. This was good for the Negro population as they were able to voice their own concerns to the public and feel as they had room to grow in society. The Negros had a new sense of who they were and a new sense of identity while white liberals and the new Negro movement began to grow in the Arts and Entertainment industry.            The Depression showed a decline in Harlem’s population as the African American population continued to migrate as they searched for employment. There was much discrimination for Negroes but on the positive side, there were many positive changes for the population as there were labor and union changes concerning this group. There was more WPA support, along with the help from the Democratic Party.            Discrimination was always evident which held a negative impact for the African Americans but with the support from men such as W.E.B. Dubois, there was more leadership for this group.            African Americans were learning everyday about who they were, where they were going and who they wanted to be. Although, the negative impacts from the white race was always evident, the African American population pushed ahead, moved to better places where they could gain employment and move up in society as they worked toward better living arrangements and more acceptance from all Americans.            Working harder made all gains more appreciated, while the African Americans worked toward gaining complete freedom and acceptance. More and more leaders stood up and empowered the Negro population which gave them more confidence as they migrated across America, searching for a better way of life.            African Americans were more concerned about their rights in the workplace and in schools as better opportunities presented themselves. This group grew stronger which was a positive effect while still on the negative side, they always felt less worthy than other groups in America. Â
Wednesday, October 23, 2019
Classroom Management Essay
Classroom rules and procedures shape the learning experience, allowing students to understand what is expected of them and foster a positive learning environment within the classroom. Rules are necessary within the classroom and society in general. The classroom is often times one of the first experiences that students have to teach them about life and expectations as members of society. For this topic, two in classroom activities and the behavioral expectations for these will be examined: the use of learning centers and cooperative learning groups. We will also consider two out of classroom activities and the behavioral expectations associated with these: field trips and assemblies. Finally, we will discuss evaluation methods that can be put in place to determine the level of understanding of behavioral expectations for these situations. For the first in-class activity, learning centers, we will first take into consideration the size of the group. Learning centers are most commonly small group activities consisting of three to four students. Learning centers should be areas in which students can complete simple tasks that support and reinforce material that is being taught in the classroom. Say, for example a class is learning about plant life. The teacher lectures on the topic and has a whole class activity that is to be completed by the end of the week. Learning centers can reinforce this topic across a wide variety of subjects. There could be a writing center in which students are given a topic such as the stages of plant growth. A math center which might include counting seeds or other plant related material and a science center that could outline the stages of plant growth would reinforce material covered in large group instruction. There could be a computer learning center where there might be a matching game, where students match stages of a plant’s life cycle with vocabulary words. Throughout all of these activities, rules of behavior would be of utmost importance. Small group activities such as these learning centers usually have minimal teacher supervision. Here is a situation in which behavioral expectations are crucial. Rules such as stay in your assigned area, complete the assigned task and assist peers in your station would be critical for students to understand. Cooperative learning groups are the second topic that will be covered. This is similar to learning centers in that students would need to assist their peers within the group, stay in their assigned groups and complete the task assigned. However, another important rule might be to complete your individual task assigned. In cooperative learning groups, many times a large topic or task is broken down into individual jobs and these are assigned to each student who researches a particular topic and comes back to the group to inform them of their findings. The first out of class activity we will look at is field trips. Field trips are an exciting part of the learning experience, often times bringing to life what has been taught in the classroom. This is an experience that mandates students understanding specific rules of behavior. First and foremost, is the rule to stay with your group. Students need to understand the importance of staying close to your teacher/other authorized school adult so that they return safely. Another rule would be to behave appropriately as the environment calls. For example, a student would behave very differently visiting a library vs. visiting an arcade. Discussion on the location that the field trip takes place would be crucial. How one should dress, what noise level is appropriate and other topics would need to be explained to students. The next out of class activity is assemblies. An assembly is an activity that requires multiple classrooms and hence, differing age levels of a school to come together. This can be a situation that is ripe for negative behavior. There are many purposes for assemblies including special appearances of community members or other recognized individuals, or award ceremonies or special recognitions. Since most assemblies include the whole school, they tend to include large numbers of people and are often quite noisy. Rules that students would need to know include keeping a moderate noise level, walking in an orderly and appropriate fashion and keeping an eye on the teacher to know when to enter and exit an area. During the assembly ceremony, rules that need to be outlined include being attentive to the speaker and participating, if appropriate. The question arises of how we can accurately gauge a student’s understanding of behavioral expectations. The old adage of practice makes perfect would be appropriate here. For situations such as assemblies or field trips, a teacher could utilize practice sessions, coaching students on appropriate behavior in those situations, even having a mock assembly or similar activity to gauge how well students understand their responsibilities in that environment. The teacher could provide tips and tricks for the students to attend to such as always keep your eye on the speaker, which shows respect for the person giving the presentation. A more tangible method might be a multiple choice test given to the class. Depending on the age level of students, scenarios could be written asking students to circle the appropriate behaviors and cross out inappropriate behaviors. Rules and procedures are a vitally important lesson taught in classrooms. They are usually the building blocks of kids becoming productive members of society.
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