Exceptions to the Search Warrant Requirement Essay

Exceptions to the Search Warrant Requirement - Essay Example A search warrant is not an administrative function, it is a judicial act. In the United States, the issue of Search warrants is determined under Title 18 of the US Code. The law has been restated and extended under Rule 41 of the Federal Rules of Criminal Procedure. Each state can frame its own laws governing the issuance of search warrants. Fourth Amendment to the United States Constitution is one of the provisions included in the Bill of Rights. The Amendment guards against unreasonable searches and seizures, and was originally designed as a response to the controversial writs of assistance, which were a significant factor behind the American Revolution. It is observed that , in US , of the of the 19.3 million traffic stops documented in the study, about 1.3 million motorists said they or their vehicle had been searched. In almost 90 percent of these searches, police found no evidence of a crime .As such, Fourth Amendment was made to protect the interest and rights of citizens and to prevent harassment to their personal life and property. It protects citizens against unreasonable searches and seizures, provides that a search warrant may be issued only on oath or affirmation that a crime was probably committed. The amendment applies only to governmental actors. It does not guarantee to people the right to be free from unreasonable searches and seizures conducted by private citizens or organizations. ... The Amendment guards against unreasonable searches and seizures, and was originally designed as a response to the controversial writs of assistance, which were a significant factor behind the American Revolution. It is observed that , in US , of the of the 19.3 million traffic stops documented in the study, about 1.3 million motorists said they or their vehicle had been searched. In almost 90 percent of these searches, police found no evidence of a crime .As such, Fourth Amendment was made to protect the interest and rights of citizens and to prevent harassment to their personal life and property. It protects citizens against unreasonable searches and seizures, provides that a search warrant may be issued only on oath or affirmation that a crime was probably committed.The amendment applies only to governmental actors. It does not guarantee to people the right to be free from unreasonable searches and seizures conducted by private citizens or organizations. More specifically, the Bill of Rights only restricts the power of the federal government, but the Supreme Court of the United States has ruled that the Fourth Amendment is applicable to state governments by operation of the Fourteenth Amen dment. Moreover, all state constitutions contain an analogous provision. For eg. Article 1, and 7 of the Tennessee Constitution. Under the Fourth Amendment , searches must be "reasonable" and " specific". This means that a search warrant must be specific as to the specified object to be searched for and the place to be searched. Fourth Amendment protects citizens from physical entry to the home by search officials. It applies equally whether the police enter a home to

American Presidents Essay Example | Topics and Well Written Essays - 750 words

American Presidents - Essay Example There is no doubt that the contrast between the two is stark, and that Bill Clinton was a far superior leader and far more worthy of the respect, admiration and gratitude of Americans. The reputation of the United States is the first area in which the difference between Bush and Clinton is stark. Under Clinton, the United States respected multilateral agreements, sought consensus among the international community on matters of great import, projected the power of the United States in a non-arrogant manner, and respected human rights. For example, Clinton pursued and successfully achieved treaties that grew and strengthened international trade, such as the North American Free Trade Agreement (NAFTA) and the General Agreement on Tariffs and Trade (GATT). He also helped negotiate the Kyoto Protocol against global warming. In addition, he utilized U.S. military power when necessary and within the context of NATO, as was the case in Kosovo. Because of his active solicitation of and respect for the opinions and influence of other nations, the United States enjoyed a high degree of respect and admiration throughout the world. On the contrary, Bush has led ... backpedaled on security assurances that had been made to North Korea, effectively provoking that country to resume nuclear weapons development and causing them to return to caustic anti-American propaganda and posturing. In addition, he pulled out of the Kyoto accord on global warming, effectively leaving much of the rest of the world high and dry when it comes to efforts to fight against the growing environmental calamity. Most importantly, he thumbed his nose at the world when deciding to unilaterally invade Iraq on a false pretext, and then arrogantly recast the Iraq war as the front line in the "war on terror" when it became apparent that his WMD pretext for the invasion was bogus. In short, the Bush presidency has personified the "ugly American" stereotype of the loose cannon cowboy blindly shooting first and asking questions later. As such, America's reputation in the world has never been lower. A second issue that illustrates a wide gulf between the administrations of George W. Bush and Bill Clinton is that of the economy and the federal budget. Under Clinton, America's economy sustained the longest and strongest economic expansion in history, adding jobs at an unprecedented clip, growing people's investment portfolios astronomically, and prompting an improvement in the quality of life of Americans at all levels of the socio-economic spectrum. Clinton got elected largely based on a groundswell of popular discontent with the state of the economy under his predecessor, George H.W. Bush. He did not disappoint, as few would argue that the economy did not grow at an amazing clip that benefited nearly all Americans. By contrast, George W. Bush has led America into a period of economic stagnation, essentially returning the country to the state it was in when Clinton

The Stigma Associated With Mental Disorders Psychology Essay

The Stigma Associated With Mental Disorders Psychology Essay Many people believe that individuals with a disorder cannot function in society, whether its school, work, or relationships. Individual attitudes, judgments and beliefs play a hug role in reasons for stigma, mainly towards people with a mental disorder. Mental disorders are health conditions characterized by significant dysfunction in an individuals cognitions, emotions, or behavior that reflects a disturbance on the psychological, biological, or developmental processes underlying mental functioning, and are not considered part of normal development of an individuals culture (American Psychiatric Association 2012). No one can be certain that there are direct stigmas, but the majority of individuals can identify with feeling a certain way towards those with disorders. It is speculated that there is a more negative than positive attitude towards the mentally disordered and may actually feel that way on an unreliable basis. In order to really understand the reasons behind this, we have to understand things like self-stigmatization and public awareness and knowledge. Key aspects, other than stigma, have to be understood in order to grasp the reasons behind negative judgments against others. Stigma, as defined by Link and Phelan, is the co-occurrence of its components- labeling, stereotyping, separation, status loss, and discrimination-and further indicate that for stigmatization to occur, power must be exercised (2001). Power can come in many different forms, such as family, friends, media, and influential figures. Stigma is also most powerful when the disorder is considered as severe and is coupled with inappropriate environmental responses (ex. incongruous verbal remarks or erratic behavior) (Martin 2007). Stigma and its effects are distinguished into two forms, public and self-stigma. Public stigma perceives as individuals with a mental disorder as: being dangerous, being unpredictable, being difficult to talk with, having only themselves to blame, distrustful, being able to pull themselves together, an embarrassment, having a poor outcome and responding poorly to treatment (Crisp 2000; Martin 2007). In one study conducted through media influences, it was found that heavy exposure to the medias version of mental illnesses creates not only misinformation about crime and those who commit crime, but generates intolerance towards individuals with a mental illness and negatively impacts the publics opinion on mental health. Opposing this negative opinion, a companion study discovered that the majority of people with a mental illness never commit violent acts. Even though they are more likely to be the victim, the public overstresses their personal risk and the frequency of violence committed by individuals afflicted with mental disorders (Stuart 2006). It is this type of generalization that leads to self-stigma and distrust in those with mental disorders. Everyone has a different reaction to stigma. Some use it to empower their actions and apply it to treatment, while others are not affected by the stigma at all. Some people, on the other hand, internalize that stigma, and it becomes like a disease all its own. Stigma results in lowered self-esteem and self-efficacy (Watson, Corrigan, Larson, Sells 2007). Self-esteem is defined as varied and complex mental states pertaining to how one views oneself (Bailey 2003), while self- efficacy refers to a persons belief about ones ability to perform a specific behavior (LudÄ ne). To experience self-stigma, the person must be aware of the stereotypes that describe a stigmatized group (e.g., people with mental illness are to blame for their disorder) and agree with them. These two factors, though, are enough to be classified as self-stigma. The third factor that has to be included is application. The individual must apply stereotypes to ones self, I am mentally ill so I must be to blame fo r my disorder. This perspective represents self-stigma as a hierarchical relationship; a person with mental illness must first be aware of corresponding stereotypes before agreeing with them and applying self-stigma to themselves (Watson 2007). The public can view a person with a mental disorder in two ways, either positive or negative. During our research we predicted that there will be more negative thoughts than positive thoughts as the public views a person with a mental disorder. As previously defined, mental disorders are health conditions characterized by significant dysfunction in an individuals cognitions, emotions, or behavior. (American Psychiatric Association 2012). Mental disorders usually fall on Axis I of the Diagnostic and Statistical Manual- IV (DSM). The goal of our study is to examine the publics perceptions of mental illness and to determine how individuals with these mental problems recognize and seek help. Studies have shown that more than two thirds of people experience mental health problems. It is thought that lack of knowledge about mental illness, the stigma of mental illness, and ignorance about effective treatments play an important role in lack of treatment seeking. The study of public attitude s toward mental illness and persons with mental illness has mostly been the domain of mental health professionals, namely psychiatrists, psychologists, psychiatric social workers, academics in those related fields, and psychiatric programs directors and administrators. Deinstitutionalization, defined as replacement of long-stay psychiatric hospitals with smaller, less isolated community-based alternatives for the care of mentally ill people, and the problems associated with implementation of community-based mental health care brought mental illness into the public sphere. According to the survey results, a majority of Americans believe that the number of people with mental illness has increased over the past twenty years and that mental illness is a serious health problem in the United States. An impressive number of Americans report personal experience with mental illness and mental health professionals. Approximately sixteen percent of all survey respondents said that they have so ught the professional services of a psychiatrist, psychologist, or other mental health professionals. Americans believe that mental illness is caused by physical disturbances (such as a chemical imbalance in the brain) or environmental conditions (such as the stress of daily life or alcoholism/ drug abuse). Survey responses reveal that a majority of Americans agree that maintaining a normal life in the community will help a person with mental illness get better and that with treatment, most individuals with serious mental illness can get well and return to productive lives. In addition, pluralities of Americans do not agree that mental health facilities should be kept out of residential neighborhoods or that mental illness can never be cured. Furthermore, the vast majority of Americans do not agree that the best way to handle the mentally ill is to keep them behind locked doors. (Bornstein 1992). In conclusion, there is a lot of controversy over who has a mental illness and not, how people with mental illness should be treated in society, and if there should be locked up or not. Studies have stated that two thirds of people have a mental illness, but most will not seek help due to lack of knowledge or fear of being judged and labeled. This group of individuals lives healthy lives, have decent jobs, and most have healthy relationships. If these who have not labeled can, then some of the mentally ill that have been labeled should be able to also. But due to being labeled and judged they do not get the chance. If society as a whole would try to learn more about being mentally ill and how their judging and discriminating affects people with mental illness, society would work better together and the people who need professional help with their mental illnesses will no longer be fearful of being judged nor being locked up. Most Americans believe only people who have done something wrong should be locked up, but because of most mental patients being locked up in the past people are still fearful of this as being in their future if its known they have an illness. With knowledge and wiliness to be patient society can get lower the stigma and help reduce the fear of being ridiculed for being mentally ill.

The Designer Drug: Ecstasy :: MDMA Drugs Essays

The Designer Drug: Ecstasy MDMA, otherwise known as the designer drug ecstasy, X, XTC, Adam (MDMA), Eve (MDEA), E rolls and many others generic terms, is a street drug that most people associate with a feeling of physical stimulation. This drug has a normal dose of about 50 to 300mg and can vary in color and shape depending on the maker. Most bootleg drug producers like to put a trademark stamp on the pill, which consists of many different designs. MDMA is administered orally and is absorbed through the gastrointestinal track where it travels up to the brain, which results in a high within about an hour. The high from one pill can last up to six hours. After administration of the drug is when the brain begins the release of the neurotransmitters serotonin and dopamine. A pill of ecstasy can also include other substances like amphetamine, ephedrine, caffeine, ketamine and sometimes substances that are unidentifiable to chemists. This can cause side effects that are beyond the scope of this research. What we do know is that MDMA is an organic molecule, which enables the molecules of MDMA to inhibit some of the neurotransmitters in the brain. Let us take a deeper look into that chemistry. The chemistry of ecstasy, which we will refer to as MDMA, has been researched, by scientists, since the late sixties and what they have uncovered is very interesting. Scientists have found that, overall; MDMA begins with an organic root and ends up being a potentially dangerous drug, 3,4-methylenedioxy-n- methylamphetamine. MDMA is based from an oil called safrole, which is derived from the sassafras root. Many pharmacologists and illegal manufacturers have used safrole as a starting material for many medicines and drugs because it is easily accessible and inexpensive. Therefore, it is not surprising that this is the base for MDMA. As for most organic molecules MDMA consists of H (hydrogen), N (nitrogen), CH3 (a methyl group) and oxygen atoms, which ends up making C11H15NO2. All of these molecules, including the base of the safrole, are organic which makes MDMA an organic molecule. When combined to make MDMA they act like an amphetamine (look almost identical to methamphetamine in there chemical brake down) to the body with its psychedelic reaction, which is why MDMA is usually classified as an amphetamine. When examining the MDMA molecules scientists found that the MDMA has two types of molecules that

Factors Affecting Hidden Curriculum Essay

The concept of hidden curriculum stems from the ideas of John Dewey (1859-1952), notably his concept of â€Å"collateral learning† (Combleth, 1984). The hidden curriculum comprises values, modes of behavior, beliefs, and skills that students learn at school but which are not taught through official channels (Combleth, 1984; Myles, 2001). Researchers and theorists have identified both positive and negative effects of hidden curriculum, ranging from more success in the working world due to competitive environments at school (Wren, 1999), to reinforcing the socioeconomic status into which the students were born (Anyon, 1980), to undermining intellectual development (Combleth, 1984). Because these effects are so pronounced, attention must be paid to recognizing those elements of the learning environment which impact hidden curriculum. This paper examines eight of these factors: teacher expectations, definitions of acceptable classroom behavior, teacher questioning techniques, school culture, segmentation of the school day, tracking, curricular inconsistencies, and gender bias. Teachers’ expectations of their students, in terms of critical thinking skills, undoubtedly play a role in hidden curriculum. Anyon (1980) examined five fifth grade classes in schools of varying demographics. She found that, in schools comprised of students from working-class families, teachers expected nothing more than rote memorization of facts. In schools serving students from middle-class families, teachers expected students to be able to re-explain concepts in their own words. Teachers working with students from upper-class families, however, emphasized critical thinking. Anyon (1984) concluded her study by remarking that the different expectations in these schools reinforce the expectations of the social class into which these children were born. Different teachers have different rules regarding what constitutes acceptable classroom behavior, and these guidelines affect hidden curriculum. In her study, Anyon (1984) also considered classroom behavior. She found that students from upper-class schools were generally allowed to make their own decisions about how best to accomplish their work: they could leave the room when they needed to, they were allowed to get any supplies they needed for themselves, and they were encouraged to ask questions. Through their guidelines for classroom behavior, teachers in these schools emphasized that students were in charge of their own destiny and must decide for themselves their best course of action (Anyon, 1984). One of the negative consequences of the hidden curriculum noted by Wren (1999) and Combleth (1984) is that students often blindly accept what is being taught in the official curriculum. Some students, then, are not learning how to question what is being taught, how to look for inconsistencies in theories, and how to think for themselves. This consequence can result from how teachers ask questions. Questions that require one-word answers would tend to place value on rote memorization of facts and the acceptance of the teacher and textbook as â€Å"authority. † Questions that require short answers responses or questions framed as â€Å"why do you think†¦Ã¢â‚¬  would encourage students to think for themselves and engage with the material in a meaningful way. Wren (1999) remarked that school culture has a powerful influence on the hidden curriculum. For the purposes of his study, he defined culture as the values and symbols that have an effect on students’ and educators’ perceptions of the school environment (p. 593). This culture is manifest in the traditions and rituals of the school that are passed down from generation to generation: pep rallies, graduation ceremonies, the school motto, school policies, yearbooks, school newspapers, and faculty handbooks, to name but a few. Wren did not examine the effect of school culture on hidden curriculum; rather, he encouraged educators to take note of the presence, or absence, of traditions in their own school and encouraged them to appraise the meanings they imparted on the school community. Loporchio (2007) provided an interesting perspective on the yearbook process in particular, mentioning many elements that affect hidden curriculum: the socialization process between teachers and students outside of the classroom, representations of the entire student body or just a select few individuals, and extracurricular activities and their value. Combleth (1984) mentioned the segmentation of the school day – with supposedly separate subjects being assigned fixed time periods – as one of the factors affecting hidden curriculum. Though Combleth did not expand on this comment, one could argue that separating subjects as they are traditionally done leads to a compartmentalization of knowledge. Skills and ideas learned in one class are not necessarily used in another. Though this manner of scheduling is convenient, students are not encouraged to draw links between what they learn in different classes, for example links between historical events and trends in literature. In his book devoted to the subject of tracking and the hidden curriculum, Rosenbaum (1976) argued that tracking is the element that most strongly affects hidden curriculum. Based on their placement in various tracks, students create friends, become involved in extracurricular activities, participate in different types of field trips, and are perceived differently by staff and students. In the same vein, Combleth (1984) claimed that schools, even though purporting to provide equal opportunity for all students, actually convey the message that some students are more equal than others through their tracking procedures. Curricular inconsistencies can also contribute to hidden curriculum. Combleth (1984) gave an example of a hypothetical text book that highlights freedom of speech as a defining characteristic of political democracy and yet ignores or disparages activities of modern dissenters (p. 30). This text book sends conflicting messages to the students: Is freedom of speech and the resultant ability to take issue with prevailing hegemonies a value to be lauded or to be denigrated? Chapman (n. d. ) provided many examples of behaviors and objects that reveal gender bias in education: dividing students by gender; praising girls for being neat and quiet; praising boys for thinking independently; regarding assertive behavior from girls as disruptive; using textbooks with gender bias, and interacting with students differently based on their gender, to name but a few. In all of these instances, teachers and administrators send the message that girls and boys are treated differently, that certain behaviors are not appropriate for girls (or boys), and that girls are unequal to boys. The socialization process is thereby reinforcing gender stereotypes that society at large has striven to eliminate. These eight factors affecting hidden curriculum touch on different elements of the educational system ranging from classroom experiences and interactions between students and teachers to how administrators set up school scheduling and policy. Teachers and administrators must examine the hidden curriculum particular to their school. Are students being encouraged to live up to their potential? Are societal biases related to gender and socioeconomic status being questioned or reinforced? Are students being prepared for the work environments of their future?

Hcs430 Master

| Course Design GuideCollege of Natural SciencesHCS/430 Version 5Legal Issues in Health Care: Regulation and Compliance| Copyright  © 2012, 2011, 2009, 2006, 2004 by University of Phoenix. All rights reserved. Course Description This course covers the broad range of topics affected by health law and regulation ranging from patient rights to corporate responsibilities. Public and private health care regulatory agencies are examined as well as their impact on the operation of health care as a business. Legal issues ranging from professional malpractice to corporate wrongdoing are also discussed. PoliciesFaculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.Course Materials Fremgen, B. F. (2012). Medical law and ethics: An interactive look at the decision, dilemmas, and regulations in healthcare practice today (4th ed. ). Upper Saddle River, NJ: Prentice Hall. All electronic materials are available on the student website. Software This course will require the use of the Microsoft ® Office software listed in the University of Phoenix Hardware/Software Agreement. If you have questions regarding the terms of this agreement, please contact your academic counselor. Week One: The Legal Environment of the Health Care Industry| | Details| Due| Points|Objectives| 1. 1 Relate the general nature, sources, and functions of the law to the health care industry. 1. 2 Identify the governmental and other agencies that impact the health care industry and the regulatory scheme they administer. 1. 3 Analyze the regulatory issues and trends that impact the health care industry. 1. 4 Explain the function and process of individual and organizational licensure, accreditation, certification, and authorization. | | | Reading| Read the Week One Read Me First. | | | Reading| Read Ch. 1 of Medical Law and Ethics. | | Reading| Read Ch. 2 of Medical Law and Ethics. | | | Reading| Read Ch. 3 of Medical Law and Ethics. | | | Participation/weekly summary| Participate in class discussion. Each response should be 100+ words for substance points. The weekly summary should be 100+ words. | 4 days out of 7| . 52| Discussion Questions| Respond to weekly discussion questions, There are three DQ’s each must be between 200-300 words There will be points deducted if each DQ’s are not within the word count (200-300 words). * | Wednesday, Thursday,Friday| . 06. 04. 4| Learning Team InstructionsWeekly Team Review| Review the Week One objectives and discuss insights and questions that may have arisen. | | | Learning Team InstructionsAssignment| Submit the Team Dispute and describe how each team member will work towards developing a finish product in week five (5). | Monday| 1. 00| IndividualArticle or Case Law Search| Note: If an assignment is late, it will be subject to a 10% PER DAY deduction, no papers are accepted after four days. Find an article or a current legal case that involves one of the following issues: [I strongly uggest you use the following as topic headings so that I can follow your paper, thanks! ]A critical regulatory issue in health careA critical regulatory issue specific to institutional health careWrite a 700- to 1,050-word analysis of the article or the legal case that explains how the issue relates to the nature, sources, and functions of the law. | Monday| 10| Week Two: Contract and Criminal Law in Health CareLabor Laws Impacting Health Care Organizations and Individuals| | Details| Due | Points| Objectives| 1 2. Identify the various components of criminal law that professionals in the health care industry must understand to avoid violations. 2. 6 Recognize the elements of enforceable contracts and the types of contracts that are applicable to health care providers. 2. 7 Describe how equal-employment opportunity laws are applied to ensure an equitable workplace. 2. 8 Define the health and safety laws that must be applied by health care organizations and providers in ensuring a safe and productive workplace. | | | Reading| Read the Week Two Read Me First. | | | Reading| Read Ch. of Medical Law and Ethics. | | | Reading| Read Ch. 8 of Medical Law and Ethics. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation/weekly summary| Participate in class discussion. Each response should be 100+ words for substance points. The weekly summary should be 100+ words. | 4 days out of 7| . 70| Discussion Questions| Respond to weekly discussion que stions, There are three DQ’s each must be between 200-300 words There will be points deducted if each DQ’s are not within the word count (200-300 words). | Wednesday, Thursday,Friday | . 5. 75. 75| Learning Team InstructionsWeekly Team Review| Review the Week Two objectives and discuss insights and questions that may have arisen. | | | Learning Team Instructions| Submit the Learning Team Charter| Monday| 1. 00| Learning TeamEmployee Handbook Nondiscrimination Progress Summary| Submit a progress summary for the Employee Handbook Nondiscrimination assignment. Summarize, in approximately 350 words, the team’s progress on the assignment. Address the following in your summary:Which team members are responsible for which deliverables?What has worked well? What challenges have you encountered? How did you overcome those challenges? Will you change anything about the way you are working together or approaching the assignment? Why or why not? Format your paper consistent with APA guidelines. | Monday| 5. 00| IndividualRegulatory Agency Paper| Note: If an assignment is late, it will be subject to a 10% PER DAY deduction, no papers are accepted after four days. Read the instructions in the University of Phoenix Material: Regulatory Agency Paper, and select one option to complete the assignment.Select and complete one of the following assignments:————————————————- Option 1: Health Care Segment Agency PaperResource: Regulatory Agency Paper Grading Criteria * Write a 1,400- to 1,750-word paper that identifies a governmental or other agency, such as JCAHO, that governs the health care industry or a particular segment of the industry. Answer the following questions about your chosen agency: * What is the agency’s structure? * What is the organization’s effect on health care? * What is an example of the agency carrying out its dutie s? What regulatory authority does the agency have in relation to health care? * What is the agency’s process for accreditation, certification, and authorization? Cite at least two sources. Format your paper consistent with APA guidelines. ————————————————- Option 2: Prison Health Care Agency Paper Resource: Regulatory Agency Paper Grading CriteriaIdentify a governmental agency that regulates prison health care. Write a 1,400- to 1,750-word paper that explains the role and impact of the agency on prison healthcare.Answer the following questions about your chosen agency: * What is the agency’s role? * What is the agency’s impact on health care? * What is an example of the agency carrying out its duties? * What regulatory authority does the agency have in relation to health care? * What is the agency’s process for accreditation, certification, and authorization? * * Cite at least two sources. Format your paper consistent with APA guidelines. | Monday| 20| ————————————————- ———————————————— ————————————————- ————————————————- Week Three: Organizational and Professional Responsibility/Liability| | Details| Due| Points| Objectives| 2 3. 9 Describe the elements of negligence and intentional torts that could bring financial liability to health care organizations and individuals. 3. 10 Identify principles of agency law that impact responsibility and accountability in health care organizations . 3. 1 Describe standards of care and potential liability for health care professionals and organizations. 3. 12 Analyze appropriate ongoing risk management and quality assurance programs for health care. | | | Reading| Read the Week Three Read Me First. | | | Reading| Read Ch. 6 of Medical Law and Ethics. | | | Reading| Read Ch. 9 of Medical Law and Ethics. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation/weekly summary| Participate in class discussion. Each response should be 100+ words for substance points.The weekly summary should be 100+ words. | 4 days out of 7| 1. 00| Discussion Questions| Respond to weekly discussion questions, There are three DQ’s each must be between 200-300 words There will be points deducted if each DQ’s are not within the word count (200-300 words). | Wednesday, Thursday,Friday | . 75. 75. 75| Nongraded Activities and PreparationWeek Four Preparation | Begin working on the Week Four assignments. | | | Learning Team InstructionsWeekly Team Review| Review the Week Three objectives and discuss insights and questions that may have arisen. | | Learning TeamEmployee Handbook Nondiscrimination Section | Create the â€Å"Equal-employment opportunity laws† section and the â€Å"Health and safety laws† section of the employee handbook, which must be between 1,400 to 1,750 words total. Include answers to the following questions: What nondiscrimination issues must be addressed? What should the organization’s position be in response to nondiscrimination issues? How might the nondiscrimination policy and health and safety laws impact the organization’s liability? How might the nondiscrimination policy and health and safety laws impact employees?How will you address state and federal laws regarding nondiscrimination and health and safety laws in your handbook sections? What are some ethical considerations involved in the design of these sections? What are some crimi nal law issues to consider in relationship to equal-employment opportunity laws and health and safety laws? What is your responsibility in regards to criminal law? Format your paper consistent with APA guidelines. Submit the assignment. | | 10| ————————————————- ————————————————-Week Four: Health Care Issues in the Relationships of Providers, Third-Party Payers, and Patients| | Details| Due| Points| Objectives| 3 4. 13 Describe legal issues and applicable laws that apply to and regulate managed care. 4. 14 Describe state and federal statutory and regulatory enactments relative to patients’ rights and responsibilities. 4. 15 Identify principles of patient consent and the resulting implications for the health care industry. 4. 16 Identify the status of physi cians’ rights and responsibilities in the delivery of health care. | | | Reading| Read the Week Four Read Me First. | | Reading| Read Ch. 4 of Medical Law and Ethics. | | | Reading| Read Ch. 5 of Medical Law and Ethics. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation/weekly summary| Participate in class discussion. Each response should be 100+ words for substance points. The weekly summary should be 100+ words. | 4 days out of 7| 1. 00| Discussion Questions| Respond to weekly discussion questions, There are three DQ’s each must be between 200-300 words There will be points deducted if each DQ’s are not within the word count (200-300 words). | Wednesday, Thursday,Friday | . 4. 04. 06| Learning Team InstructionsWeekly Team Review| Review the Week Four objectives and discuss insights and questions that may have arisen. | | | Learning TeamHuman Resources Presentation Outline| Complete a slide-by-slide outline of your Human Res ources Presentation using Microsoft ® PowerPoint ®. Consider the layout and the speaker’s notes for each slide in addition to the wording on the slide. Include the following in your outline: On each slide, * list the main topics. list two or three subtopics. * In the speaker’s note section, * describe the layout or appearance of the slide. nclude a brief description of the text the speaker notes will contain. | | 5| IndividualProfessional Regulation and Criminal Liability Paper| Note: If an assignment is late, it will be subject to a 10% PER DAY deduction, no papers are accepted after four days. Research your state’s statutes that regulate health care professionals, including licensure, credentialing, certification, and registration requirements. In addition, research areas of potential criminal liability relating to these procedures, as well as professional misconduct.Write a 1,400- to 1,750-word paper that summarizes your findings in relation to one type o f health care professional, such as a physician, nurse, pharmacist, or nurse practitioner. Include the following components: * Iidentifies state statutes that regulate health care professionals. * Relates areas of potential criminal liability to regulations, as well as professional misconduct. * Iidentifies the civil complaint process for patients or consumers to use in the event of suspected professional misconduct or incompetence. Explains the role of the respective regulatory agencies in investigating allegations and determining and applying any appropriate disciplinary action. * Identifies potential criminal liabilities for the health care professional that are related to abuses perpetrated in practices involving these procedures, as well as professional misconduct. * Describes appropriate risk management strategies and quality assurance programs to reduce the risk of liability and negligence. Explains the process to follow in the event that criminal charges were filed for the d escribed criminal behavior.Format your paper consistent with APA guidelines. | | 30| ————————————————- ————————————————- Week Five: Legal Issues in Information and Technology Management| | Details| Due| Points| Objectives| 4 5. 17 Explain the components and implications of the Health Insurance Portability and Accountability Act (HIPAA). 5. 18 Identify all statutory, regulatory, and common law requirements of confidentiality in the health care industry. 5. 19 Explain legal and ethical obligations relating to the documentation, retention, storage, and use of medical records. . 20 Analyze the legal and ethical implications of using technology or informatics in the health care industry. | | | Reading| Read the Week Five Read Me First. | | | Reading| Read Ch. 10 of Me dical Law and Ethics. | | | Reading| Read this week’s Electronic Reserve Readings. | | | Participation| NONE IN THIS WEEK – Just the Zip thread for attendance| | | Discussion Questions| NONE IN THIS WEEK| | | Learning Team InstructionsLearning Team Evaluation| Submit the Learning Team Evaluation. Each team member must submit a separate copy to the instructor. | | Learning TeamHuman Resources Presentation | As senior members of the human resources team, you have been asked to give a presentation on the state of the union to the board of directors. The presentation must include past, present, and future legal issues. Create a 12- to 15-slide Microsoft ® PowerPoint ® presentation with detailed speaker notes summarizing your findings to the board. Use complete sentences, with correct grammar and punctuation, to fully explain each slide as if you were giving an in-person presentation.In your presentation, include at least two main points for each of the following bullet s:State and federal statutory and regulatory enactments related to patients’ rights and responsibilitiesCurrent principles of patient consent and the resulting implications for the health care industryThe current state and future trends of physicians’ rights and responsibilities in the delivery of health careCurrent components and implications of the Health Insurance Portability and Accountability Act (HIPAA) Brief summary of current and future trends for statutory, regulatory, and common law requirements of confidentiality in he health care industryCurrent and future legal and ethical obligations relating to the documentation, retention, storage, and use of medical records * Format your presentation consistent with APA guidelines. | | 10| ————————————————- ———————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- ————————————————- ————————————————- ————————————————- ———————————————— ————————————————- Points for each week below: ————————————————- ————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ————————————————- Points: ASSIGNMENT| WK 1| WK 2| WK 3| WK 4| WK 5| Participation| 0. 52| 0. 70| 1. 00| 1. 00|   | DQ 1| 0. 06| 0. 75| 0. 75| 0. 04|   | DQ 2| 0. 04| 0. 75| 0. 75| 0. 04|   | DQ 3| 0. 04| 0. 75| 0. 75| 0. 06|   | Team Dispute| 1. 00|   |   |   |   | Case Law/Individual| 10. 0|   |   |   |   | Team Charter|   | 1. 00|   |   |   | Regulatory Agency/Individual|   | 20. 00|   |   |   | Summary of Research|   | 5. 00|   |   |   | Employee Handbook|   |   | 10. 00|   |   | Regulatory/Criminal/Individual|   |   |   | 30. 00|   | Team PowerPoint|   |   |   | 5. 00|   | Team Final Project PowerPoint|   |   |   |   | 10. 00| Course point total – 100| 11. 66| 28. 95| 13. 25| 36. 14| 10. 00| Note: If an assignment is late, it will be subject to a 10% PER DAY deduction; no papers are accepted after four days. ————————————————-

Free Essays on Bilingual Eduaction

For years, bilingual education has received criticism in the national media. The most recent attack has come from millionaire Ronald Unz. Unz had proposed an initiative, which would rigidly limit bilingual education in the state of Massachusetts. The implication of the initiative is that that bilingual education is a failed experiment. The proposed law would replace the current state law providing transitional education in public schools with new legislation. The new law would require (with limited exceptions) that all public school students are taught English by being taught all subjects in English, and by being placed in English-only language classrooms. The initiative will completely remove bilingual education for all limited English proficient (LEP) children in Kindergarten through fourth grade. Students older than ten may apply for a waiver from the English-only program on a limited basis. Further, the law would allow teachers to be personally sued for using a childâ€⠄¢s native language to aide in learning. If the initiative is passed, dramatic changes will clearly occur. Still, the question remains: is this initiative a good idea? This paper aims to explain the rationale underlying good bilingual education programs and to present findings about their effectiveness. There will also be discussions of criticism of bilingual programs. When schools provide children quality education in their primary language, they give them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy developed in the primary language transfers to the second language. The reason seems simple: Because we learn to read by making sense of what is on the page, it is easier to learn to read in a language we understand (Smith 1994). Once we can read in one language, we can read in general. I work with ESL students recei... Free Essays on Bilingual Eduaction Free Essays on Bilingual Eduaction For years, bilingual education has received criticism in the national media. The most recent attack has come from millionaire Ronald Unz. Unz had proposed an initiative, which would rigidly limit bilingual education in the state of Massachusetts. The implication of the initiative is that that bilingual education is a failed experiment. The proposed law would replace the current state law providing transitional education in public schools with new legislation. The new law would require (with limited exceptions) that all public school students are taught English by being taught all subjects in English, and by being placed in English-only language classrooms. The initiative will completely remove bilingual education for all limited English proficient (LEP) children in Kindergarten through fourth grade. Students older than ten may apply for a waiver from the English-only program on a limited basis. Further, the law would allow teachers to be personally sued for using a childâ€⠄¢s native language to aide in learning. If the initiative is passed, dramatic changes will clearly occur. Still, the question remains: is this initiative a good idea? This paper aims to explain the rationale underlying good bilingual education programs and to present findings about their effectiveness. There will also be discussions of criticism of bilingual programs. When schools provide children quality education in their primary language, they give them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy developed in the primary language transfers to the second language. The reason seems simple: Because we learn to read by making sense of what is on the page, it is easier to learn to read in a language we understand (Smith 1994). Once we can read in one language, we can read in general. I work with ESL students recei...