Privacy and Security Risks for the Electronic Health Record Essays

In most cases privacy and security risks apply to both paper and electronic records. With the growing demand for the electronic health record (EHR) system, the transfer from paper to electronic can be risky. For this project we were asked to compare and contrast the security issues between maintenance of paper medical records and the EHR system, also we were asked to discuss what requirements and issues need to be considered when doing a conversion to an EHR. Inappropriate access is one of the most common ways a patient’s record is at risk. In paper records the risk could happen by a non-authorized person achieving access to record storage areas or finding records left wide open on a counter. Other ways of inappropriate access is files left in exam rooms, in a copy machines or faxes that get misdirected (What are the privacy and security risks of electronic V. paper health records?, n.d.). Wither the inappropriate access is accidental or intentional; files need to be protected at all cost. There are simple steps that the facility can take to ensure that their paper records are being protected. First and foremost the protection of any medical record is not just the responsibility of one person, but the entire facility. Every facility should have a policy that protects the patient records from ending up in the wrong hands. Some of the steps could include â€Å"segregating records into separate locked storage areas, having a recording sign in and sign out procedures, and maintaining records handling training and other similar procedures† (What are the privacy and security risks of electronic V. paper health records?, n.d.). Althought nothing can garenatee 100% protection, having a policy in the facility can lessen the risk of inapp... ...ment consulting: http://www.hayesmanagement.com/media/newsletters/2009_December_article4.php Nelson, MS, R. (2010, May 20). Successful ways to implement a practice management system and EHR. Retrieved from MGMA e-newsletter and Publications: http://www.mgma.com/blog/Successful-ways-to-implement-a-practice-management-system-and-EHR/ Thakkar, M., & Dacis, P. ,. (2006, August 14). Risks, Barriers, and Benefits of EHR systems: A Comparative Study Based on Size of hospital. Retrieved from AHIMA: http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_031779.html What are the pricacy and security risks of electronic V. paper health records? (n.d.). Retrieved from U.S. Department of HEalth and human Services, Health Resources and Services Administration: http://www.hrsa.gov/healthit/toolbox/HealthITAdoptiontoolbox/PrivacyandSecurity/securityrisks.html

Black dog of fate Essay

The Book â€Å"Black Dog of Fate† by Peter Balakian is a memoir by the Armenian genocide survivors’ descendants that lived in the United States of America and it was written in the suburbs of Tenafly, New Jersey, where the author grew up. The author tries to relate his personal history and happenings in his family to the general story of the Armenians. It is the story of a young man’s realization of his background and the huge massacres that occurred to the Armenians in Turkey. It is the history of the killing of about one and half million Armenians by the Ottoman Turkish government in 1915 (Balakian, 1997). These series of killings is regarded as the twentieth century’s first genocide. The name ‘Black dog of fate’ is about the parable that was narrated to the author by his grandmother ‘Nafina Aroosian’. In the parable, there were two offerings that were made to the goddess of fate. The first offering is a luscious lamb that had its body filled with almonds and pomegranates and its eyes sparkled with rubies, while the other offering is a dead black dog that had its mouth filled with wormy apple. In a twist of fate, the lamb is rejected and the dead black dog is accepted by the goddess. As Nafina puts it to Peter that he should not be deceived by appearances and that the world is not what people think it is (Balakian, 1997). Peter balakian was one of the members of the Balakian-Aroosian family and the oldest in his generation. His family had secretly guarded the history of their past for so long. They guarded this secret as they had horrific memories of their past in their heads as they knew if they delved into their pasts the gory details of their traumatic experiences in the hands of their persecutors would haunt them. The memory of the brutal murder of lots of their relatives was not a topic that was suitable for discussion as they looked to erase the tragic event from their memories. It narrates the ordeal of the Armenians in the hands of the Turks. The Armenians were subjected to various forms of inhumane conditions. Their ladies were raped and their men were butchered. The Armenians were gruesomely murdered in their thousands day after day and their carcasses were left to the vultures to feast upon. The Turks robbed them off their belongings and really impoverished them. The book exposes the societal evils perpetrated by the Turks on the Armenians. The Turkish government tries to cover up these horrific crimes as they denied the existence of the genocide. Balakian lets us into his family line as we are introduced to the matriarchs, a bishop, merchants, physicians, his aunts and two famous figures in the world of literature. The names of his renowned aunts are Anna and Nona Balakian, who distinguished themselves in the field of literature. His two other aunts are Gladys and Lucille, who were business women on Wall Street. But out of all these characters, the most important of them is his grandmother, one of the survivors of the genocide, whose experience was dreadful as she lost her husband to the genocide. The book teaches us survival instincts in the midst of obstacles and it narrates a family’s sojourn from a horrific past into a better life and a new world. It represents the experience of an immigrant child in the United States of America while still retaining one’s cultural heritage. It tells us how the author’s relatives escaped the genocide and ended up in the United States of America. One of the remarkable quotations in the novel that makes the novel a notable one as recognized by the New York Times Book review is simply quoted â€Å"In all of this germ madness there seemed to be some deeper, more pervasive anxiety being expressed. Some pathological fear that I sensed in my grandmother when she hovered over me, incessantly brushing her hand over my hair and asking me, How are you, what can I do for you, are you OK? Eench, eench, eench. [What, what, what] For my grandparents’ and parents’ generation, perhaps the world was a place conspiring to kill you. After the Genocide, the fear of death was different from the fear of mortality. In this atmosphere of deep anxiety, our family was far from the optimistic mood of suburbia. As my grandmother said to me as I lay on my bed recovering from the measles, ‘Sleep with one eye open; know the evil eye.'† (Balakian, 1997). Another powerful excerpt is in the latter page of the book and it is quoted a s â€Å"Free speech does not guarantee the deniers the right to be treated as the other side of a legitimate debate when there is no other side.† (Balakian, 1997). As the persecutions was against the Armenian Christians by the Turkish Muslims, the holocausts in the World War II era draws inspiration from it as it foreshadowed the mind-sets of the German army. The World War I killings of the millions of Armenians by the Ottoman Turks served as a justification to the holocausts of the World War II era. The holocaust was a period of mass murder of the Jews during the Second World War. During the holocausts, Hitler made several references to the serial killings of the Armenians as he justified their extermination. On the latter part of the book, Peter Balakian observes the mind-set of the German army towards the Armenians which foreshadows the pains they would later inflict on the European Jews in the Second World War (Balakian, 1997). As the Germans considered the Armenians as threats to the Turks so also were the Jews considered as threats to the establishment of the superiority of the Germans. In the concluding pages of the book, Balakian requests for the acceptance by the Turkish government of the Armenian genocide, a fact they had previously denied its existence. He also requests for an apology by the Turkish government and a consequential forgiveness from the Armenians. Reference Balakian, P. (1997). Black Dog of Fate . New York: Harper Collins Publishers.

Diego Rivera

Diego Rivera: â€Å"Detroit Industry† I was very intrigued by â€Å"Detroit Industry†, a massive mural painted by Mexican Muralist Diego Rivera. The artist depicts a part of history, considering both the working conditions within a major automobile factory of the era and a glimpse of social and political issues on the enormous mural. The â€Å"Detroit Industry† mural consists of twenty-seven panels, and stretches up to twenty-two feet high and seventy-three feet wide; which took eleven months to complete.I sensed life, energy and power as Rivera accomplishes the role as an artist by making brilliant decisions and choices. After analyzing the painting, I was able to depict the real meaning and made a real connection. The mural represents the engine and transmission production for the 1932 Ford V8 at the Ford River Rouge factory in Detroit, MI employing over 100,000 people. Diego Rivera seems to have allowed his fascination with the high production of the power of technology inspire his work. The meaning of the mural challenges society and stirs up controversy and raises issues of class and politics.Many people objected Rivera’s work as he painted workers of different races working side by side Even the commissioning of the artist caused a stir; which was financed by Henry Ford’s son, Edsel Ford. Plus the country was in the midst of the Great Depression and many questioned why a Mexican artist was chosen over an American artist. Today, a sign above the entrance of the Rivera Court reads â€Å"If we are proud of our city’s achievements, we should be proud of these paintings and not lose our heads over what Rivera is doing in Mexico today. †The inner workings of the Detroit Industry illustrate a story of a precise and organized production factory. He makes a point by pointing out the relation between man and machines. In the two big panels, the North and South Walls, Rivera portrays the Detroit industry. In the other two, the elements that make up our industrial development. The top of the side walls signifies the four races that have helped form the American culture. The North Wall has the Indian holding in her hands the iron and the copper elements forming in the earth underneath her, natural products important to the industry.On the right, the Black woman holds coal. The upper right and left panels represent man's technical knowledge. The right-hand panel shows the development and use of vaccines from cattle, sheep and horses. The left-hand panel shows scientist making poisonous gases for combat. The middle center represents the industry, men working together in the production and assembly of motors. The South Wall has the other two races. On the left, the White race, and on the right side the Indian race. They hold in their hands limestone and sand.At the left end is the demonstration of the production of pharmaceutical products. On the right side, chemicals are being made. In the main midd le panel, the final frame and body assembly. The giant press, which stamp out the cars’ bodies, resembles a robot. The West Wall carries the theme of transportation and mechanical power. The figures of birds and the motors of planes are seen on the top. On the side of the door, two long panels show tanks and turbines; which symbolize the making of steam power. Pictures of Henry Ford and Thomas Edison are painted at the foot of the turbines.At the top corners of the East Wall are two female figures which represent agriculture. In the middle panel, forms of animal and plant life, soil and fossils are shown. The artist accomplishes the role of a great artist through the choices and decisions he made while freely expressing the beauty of art and its components. The artist uses a unique representation of lines, form, space, balance, color and harmony. One of the many ways in which the artist uses lines in this mural is through the curves and angles of the panels.Also, the artist u ses a different variety of lines as the curves and angles turn into straight lines as well. The form of the â€Å"Detroit Industry† is a two-dimensional square structure, illustrated by real-life interpretations. The artist uses four walls to express his interpretations of the automobile force in Detroit. Space is demonstrated in the artist’s work as he divides the mural into four walls, the north wall, south wall, west wall, and east wall. A selection of hues is used in his work, which creatively blends in a harmonizing manner. In the first panel, harmony is revealed through the use of color.The artist uses light and dark to meet at the center with flourish. While the right panel can seem motionless, the right side of the panel indicates movement with the use of harmony. In conclusion, Diego Rivera is one of the greatest mural painters of all time. Rivera depicted the mass production industry, which made Detroit famous all over the world and contributed much to the we lfare of the country. I was truly inspired by the artist’s depiction of the automobile industry that created many opportunities for many races during the Great Depression.The artist uses the formal elements to create his artwork such as lines, form, shape, balance, color and harmony. The enormous mural that flow with intense decisions and choices can inspire many just as well as it inspires me. Different methods of art mean diverse things to different people. To me, Diego Rivera's mural, Detroit Industry, is truly an unusual painting. It helps me understand the struggle and the past of the city I call home, the Motor City. Sources: 1. Aquilar Diego Rivera Diego Rivera: â€Å"Detroit Industry† I was very intrigued by â€Å"Detroit Industry†, a massive mural painted by Mexican Muralist Diego Rivera. The artist depicts a part of history, considering both the working conditions within a major automobile factory of the era and a glimpse of social and political issues on the enormous mural. The â€Å"Detroit Industry† mural consists of twenty-seven panels, and stretches up to twenty-two feet high and seventy-three feet wide; which took eleven months to complete.I sensed life, energy and power as Rivera accomplishes the role as an artist by making brilliant decisions and choices. After analyzing the painting, I was able to depict the real meaning and made a real connection. The mural represents the engine and transmission production for the 1932 Ford V8 at the Ford River Rouge factory in Detroit, MI employing over 100,000 people. Diego Rivera seems to have allowed his fascination with the high production of the power of technology inspire his work. The meaning of the mural challenges society and stirs up controversy and raises issues of class and politics.Many people objected Rivera’s work as he painted workers of different races working side by side Even the commissioning of the artist caused a stir; which was financed by Henry Ford’s son, Edsel Ford. Plus the country was in the midst of the Great Depression and many questioned why a Mexican artist was chosen over an American artist. Today, a sign above the entrance of the Rivera Court reads â€Å"If we are proud of our city’s achievements, we should be proud of these paintings and not lose our heads over what Rivera is doing in Mexico today. †The inner workings of the Detroit Industry illustrate a story of a precise and organized production factory. He makes a point by pointing out the relation between man and machines. In the two big panels, the North and South Walls, Rivera portrays the Detroit industry. In the other two, the elements that make up our industrial development. The top of the side walls signifies the four races that have helped form the American culture. The North Wall has the Indian holding in her hands the iron and the copper elements forming in the earth underneath her, natural products important to the industry.On the right, the Black woman holds coal. The upper right and left panels represent man's technical knowledge. The right-hand panel shows the development and use of vaccines from cattle, sheep and horses. The left-hand panel shows scientist making poisonous gases for combat. The middle center represents the industry, men working together in the production and assembly of motors. The South Wall has the other two races. On the left, the White race, and on the right side the Indian race. They hold in their hands limestone and sand.At the left end is the demonstration of the production of pharmaceutical products. On the right side, chemicals are being made. In the main midd le panel, the final frame and body assembly. The giant press, which stamp out the cars’ bodies, resembles a robot. The West Wall carries the theme of transportation and mechanical power. The figures of birds and the motors of planes are seen on the top. On the side of the door, two long panels show tanks and turbines; which symbolize the making of steam power. Pictures of Henry Ford and Thomas Edison are painted at the foot of the turbines.At the top corners of the East Wall are two female figures which represent agriculture. In the middle panel, forms of animal and plant life, soil and fossils are shown. The artist accomplishes the role of a great artist through the choices and decisions he made while freely expressing the beauty of art and its components. The artist uses a unique representation of lines, form, space, balance, color and harmony. One of the many ways in which the artist uses lines in this mural is through the curves and angles of the panels.Also, the artist u ses a different variety of lines as the curves and angles turn into straight lines as well. The form of the â€Å"Detroit Industry† is a two-dimensional square structure, illustrated by real-life interpretations. The artist uses four walls to express his interpretations of the automobile force in Detroit. Space is demonstrated in the artist’s work as he divides the mural into four walls, the north wall, south wall, west wall, and east wall. A selection of hues is used in his work, which creatively blends in a harmonizing manner. In the first panel, harmony is revealed through the use of color.The artist uses light and dark to meet at the center with flourish. While the right panel can seem motionless, the right side of the panel indicates movement with the use of harmony. In conclusion, Diego Rivera is one of the greatest mural painters of all time. Rivera depicted the mass production industry, which made Detroit famous all over the world and contributed much to the we lfare of the country. I was truly inspired by the artist’s depiction of the automobile industry that created many opportunities for many races during the Great Depression.The artist uses the formal elements to create his artwork such as lines, form, shape, balance, color and harmony. The enormous mural that flow with intense decisions and choices can inspire many just as well as it inspires me. Different methods of art mean diverse things to different people. To me, Diego Rivera's mural, Detroit Industry, is truly an unusual painting. It helps me understand the struggle and the past of the city I call home, the Motor City. Sources: 1. Aquilar

Definition and Examples of Dialect Prejudice

Definition and Examples of Dialect Prejudice Dialect prejudice is discrimination based on a persons dialect or way of speaking.  Dialect prejudice is a type of linguicism. Also called dialect discrimination. In the article Applied Social Dialectology, Adger and Christian observe that dialect prejudice is  endemic in public life, widely tolerated, and institutionalized in social enterprises that affect almost everyone, such as education and the media. There is limited knowledge about and little regard for linguistic study showing that all varieties of a language display systematicity and that the  elevated  social position of standard varieties has no scientific linguistic basis (Sociolinguistics: An International Handbook of the Science of  Language and Society, 2006). Examples and Observations Some native-English speakers have had rich and/or school-like language experiences at home, and others have not. They bring dialect diversity to our classrooms. Dialects that vary from Standard English, such as Appalachian or  African-American Vernacular English (AAVE), are often stigmatized as improper or inferior English. However, professional linguists do not consider these varieties inferior because they conform to consistent rules, and speakers are fully able to express ideas using the dialect. Nevertheless, conscious or unconscious dialect prejudice is widespread, even among individuals who speak the variation.(Deborah G. Litt et al.,  Literacy Teacher Education: Principles and Effective Practices. Guilford, 2014)Responding to Dialect PrejudiceLanguage prejudices seem more resistant to change  than other kinds of prejudice. Members of the majority culture, the most powerful group, who would be quite willing to accept and champion equality in other social and educational d omains, may continue to reject the legitimacy of a dialect other than their own. . . . The high level of dialect prejudice found toward vernacular dialects by both mainstream and vernacular speakers is a fact that must be confronted honestly and openly by those involved in education about language and dialects.The key to attitudinal changes lies in developing a genuine respect for the integrity of the diverse varieties of English. Knowledge about dialects can reduce misconceptions about language in general and the accompanying negative attitudes about some dialects.(Carolyn Temple Adger, Walt Wolfram, and Donna Christian,  Dialects in Schools and Communities, 2nd ed. Routledge, 2007) Dialect Prejudice in British Schools- Language use is one of the last places where prejudice remains socially acceptable. It can even have official approval, as we see in attempts to suppress slang and dialects at school. . . .Banning words is not a sound educational strategy. As Michael Rosen points out, schools have been trying this for more than 100 years to no avail. Research shows that gradual transition towards standard English works better. But because dialect prejudice is so prevalent, this must be done in such a way that children understand there’s nothing inherently wrong with their natural expression. . . .There’s nowt wrong with regional dialects, nothing broke ass about slang. They’re part of our identities, connecting us to time, place, community, and self-image. They needn’t be displaced by formal Englishwe can have both.(Stan Carey, There’s Nowt Wrong With Dialects, Nothing Broke Ass About Slang. The Guardian [UK], May 3, 2016)- Soci olinguists have been fighting dialect prejudice since the 1960s, but negative and uninformed views about non-standard English are regaining currency in media and  educational  debates. Most recently, Carol Walker, headteacher of a Teesside primary school, wrote a letter to parents asking that they help tackle the problem posed by their childrens use of local dialect by correcting certain words, phrases and pronunciations associated with Teesside (including gizit ere and yous).Naturally, I support the schools aim of  teaching  pupils to use written standard English so that they can progress in future education and employment. However, focusing on speech will not improve their writing. . . .Ultimately, it is not the presence or absence of non-standard forms in  childrens  speech that raise educational issues; rather, picking on non-standard voices risks marginalising some children, and may make them less confident at school. Silencing pupils voices, even with the best inte ntions, is just not acceptable.(Julia Snell, Saying No to Gizit Is Plain Prejudice. The Independent, February 9, 2013) Variationist Sociolinguistics[William] Labov and [Peter] Trugdill were seminal figures in the emergence of a sub-field of sociolinguistics that has come to be known as variationist sociolinguistics. Variationist sociolinguists focus on variation in dialects and examine how this variation is structured. They have shown that linguistic difference has regularity and can be explained. Scholars in this field have been central figures in the fight against dialect prejudice. Speaking from a position of scholarly and scientific detachment (Labov 1982: 166), variationist sociolinguists have been able to show that the grammar of non-standard dialects is not wrong, lazy or inferior; it is simply different to standard English and should therefore be respected. Some of these researchers have worked directly with teachers and teacher trainers and have designed curriculum materials on language variation for use in the classroom.(Julia Snell, Linguistic Ethnographic Perspectives on Working-Class Chi ldrens Speech. Linguistic Ethnography: Interdisciplinary Explorations, ed. by Fiona Copland, Sara Shaw, and Julia Snell. Palgrave Macmillan, 2015) The Beginnings of Dialect PrejudiceIt is in the fifteenth and sixteenth centuries that we witness the  beginnings of dialect prejudice; an early instance can be traced in the writings of a chronicler named John Trevisa, who complained  that the Northumbrian dialect was so scharp, slitting [biting] and frottynge [grating] and unshape [unshapely] that southerners like himself were unable to understand it. In the early seventeenth century, Alexander Gill, writing in Latin,  labelled Occidentalium (or Western dialect) the greatest barbarity and claimed that the English spoken by a Somerset farmer could easily be mistaken for a foreign language.Despite such remarks, the social stigmatization of dialect was not fully articulated before the eighteenth century, when a provincial  accent  became a badge of social and intellectual inferiority. In his Tour Thro the Whole Island of Great Britain (1724-27), Daniel Defoe reported his encounter with the boorish country speech of Devonknow n to the locals as jouringwhich was barely comprehensible to outsiders.(Simon Horobin,  How English Became English. Oxford University Press, 2016)

Free Essays on Hemingways “The Sun Also Rises“

In Ernest Hemingway’s The Sun Also Rises, the narrator, Jake Barnes, describes Robert Cohn, a rich Jew who graduated from Princeton with low self-esteem, an unsuccessful marriage, and a vanished inheritance. Cohn moves to Paris to write a novel and is accompanied by a manipulative woman named Frances. After selling his novel in America, Cohn returns to his former home with an attitude of arrogance and a hunger for excitement, and frequently pesters Jake. The Sun Also Rises documents the people who came to be known as the "Lost Generation," a generation of broken dreams and destroyed naivete emerged from the World War I with an outlook blemished by bitterness and aimlessness. Jake and his companions begin to spend their time drinking and partying away their defeats, exemplifying a generation physically and emotionally wounded from the war. Jake and his acquaintances become disillusioned. The War destroyed the long-established concepts they’d always modeled their lives on- loyalty, honor, and integrity. Without these beliefs, the men and women affected by the war began to rely on irrelevant and escapist activities to fill the void left by the beliefs that had previously given their lives meaning. Their lives become seemingly aimless, without a belief in any solid notion or a psychological or moral purpose. Most of Jake’s friends are alcoholics. To these people, drinking is a way to escape the harshness and reality of the war. It numbs Jake and his friends to a bitter realization that their lives now lack purpose. Hemingway, however, implies that their drunkenness does nothing but exacerbate the psychological and emotional turmoil from which Jake and his companions are already suffering. While Hemingway never actually states that Jake and his friends’ lives are aimless, the concept is alluded to through his illustration of their psychological conditions, which contrast with their surface activities, which fail t... Free Essays on Hemingway's â€Å"The Sun Also Risesâ€Å" Free Essays on Hemingway's â€Å"The Sun Also Risesâ€Å" In Ernest Hemingway’s The Sun Also Rises, the narrator, Jake Barnes, describes Robert Cohn, a rich Jew who graduated from Princeton with low self-esteem, an unsuccessful marriage, and a vanished inheritance. Cohn moves to Paris to write a novel and is accompanied by a manipulative woman named Frances. After selling his novel in America, Cohn returns to his former home with an attitude of arrogance and a hunger for excitement, and frequently pesters Jake. The Sun Also Rises documents the people who came to be known as the "Lost Generation," a generation of broken dreams and destroyed naivete emerged from the World War I with an outlook blemished by bitterness and aimlessness. Jake and his companions begin to spend their time drinking and partying away their defeats, exemplifying a generation physically and emotionally wounded from the war. Jake and his acquaintances become disillusioned. The War destroyed the long-established concepts they’d always modeled their lives on- loyalty, honor, and integrity. Without these beliefs, the men and women affected by the war began to rely on irrelevant and escapist activities to fill the void left by the beliefs that had previously given their lives meaning. Their lives become seemingly aimless, without a belief in any solid notion or a psychological or moral purpose. Most of Jake’s friends are alcoholics. To these people, drinking is a way to escape the harshness and reality of the war. It numbs Jake and his friends to a bitter realization that their lives now lack purpose. Hemingway, however, implies that their drunkenness does nothing but exacerbate the psychological and emotional turmoil from which Jake and his companions are already suffering. While Hemingway never actually states that Jake and his friends’ lives are aimless, the concept is alluded to through his illustration of their psychological conditions, which contrast with their surface activities, which fail t...

How to Pass the CAHSEE Expert Strategy Guide

How to Pass the CAHSEE Expert Strategy Guide SAT / ACT Prep Online Guides and Tips Do you go to school in California? Chances are you’ve heard of the CAHSEE – the exam all Californians need to take to graduate high school. You might be wondering how to pass the CAHSEE. In this post, we will explain what the CAHSEE tests, what you need to do to pass, and how to study for it. What Is the CAHSEE? The CAHSEE (California High School Exit Examination) is an exam all California high school students must pass to earn a high school diploma. Students take the exam for the first time sophomore year, and retake it in later years if they don’t pass. The exam has two sections – math and English Language Arts (ELA). Most students, around 80% each year, pass the exam on their first try. In 2014, 85% of sophomores passed math and 83% of sophomores passed ELA. However, the pass rate is significantly lower for English Language Learners (ELLs) and students with disabilities. In 2014, 42% of special education sophomores passed math, and 39% passed ELA. Only 54% of ELLs passed math, and 38% passed ELA. The test is only given in English, making the ELA portion especially challenging for students still learning the language. The CAHSEE is not designed to be an extra burden or especially difficult, and students are expected to pass with the basics of what they learn in high school. The goal of the CAHSEE is to ensure all California high school graduates have met a certain skill threshold. However, if you’re worried about passing, this guide will give you the tools you need for success – and a California high school diploma. What If I Fail? Before we dig into the study guide, it’s important to know what happens if you fail the CAHSEE. You will take the CAHSEE for the first time sophomore year. If you don’t pass a section, you will just have to retake that section – for example, if you pass ELA but fail math, you will only have to take math again. If you fail both sections, you will retake both. You can retry the CAHSEE twice in junior year and up to five times senior year. So don’t stress if you don’t pass during sophomore year – you will get plenty of chances to retry the test. If you don’t pass by graduation, you can try for up to two school years after. Depending on your district, there may be summer school or fifth year options to help you pass the CAHSEE and complete high school. Contact your school to find out their policy for students who don’t pass CAHSEE by graduation. How To Pass The CAHSEE: English The English, or ELA, section is mostly multiple-choice, though there is a written response section as well. It covers reading and writing topics. To pass, you need to be able to comprehend and analyze passages, and also know the basics of English grammar and writing strategies. If you don't do much reading in your spare time, try to do a little every day, even if you're just reading articles online or books for fun. Daily reading can help you get better at reading comprehension, even on standardized tests like the CAHSEE. This section is untimed, so unlike high-stakes tests like the SAT and ACT, you don’t have to worry about pacing. The reading topics are: Word Analysis (7 questions) Reading Comprehension (18 questions) Literary Response and Analysis (20 questions) The reading questions mostly consist of reading passages and answering questions about them. The writing topics are: Writing Strategy (12 questions) Writing Application (1 essay question) English Language Conventions (15 questions) This comes to a total of 72 multiple-choice questions, plus 7 additional unscored questions sprinkled in used to test out new question types. The ELA section is given a scaled score between 275 and 450. A scaled score means they translate the raw scores (a.k.a. how many points you get from right answers) into a number between 275 and 450. Anything above 350 is passing. There is not a set amount of raw points you need, since scaling can change from test to test. So you should aim to get a majority of the questions correct, though you don't need to shoot for perfection. Your essay will be assigned a score from 1 to 4, with 4 being best. Two people will read it, and their scores will be averaged. Your essay won’t be scored if it is illegible, not in English, or off-topic. How To Pass the CAHSEE: Math The math section of the CAHSEE is all multiple-choice questions. It is untimed, so again, you don’t have to worry about rushing through. However, there are no calculators allowed, so you have to do all math work by hand. If you rely on calculators to do multiplication and division, you have to practice doing math on paper. To pass, you also need to have a pretty solid understanding of math through basic geometry and Algebra I. Or practice on a chalkboard for some old-school cool. The math section tests the following topics: Probability, Data Analysis and Statistics (12 questions) Number Sense (14 questions) Algebra and Functions: (17 questions) Measurement and Geometry: (17 questions) Algebra 1 (12 questions) Mathematical Reasoning (8 questions) Unscored trial questions (12 questions) This makes for 92 total questions. The math section is also scored between 275 and 450, with anything above 350 passing. Again, aim to get a majority of the questions right, but don't worry about being 100% perfect. CAHSEE Study Guide So now that you know what's on the CAHSEE and how many chances you will have to pass it, how should you study for it? And what can you use? We will show you how to come up with a study plan, what resources to use, and how to get help at school. Score Report = Study Guide After you take the CAHSEE, you will get a detailed report that says how well you did in each topic. For example, it will say how many Algebra and functions questions you got right, in addition to giving an overall math section score. If you failed the CAHSEE the first time, don’t get overwhelmed by the score report saying all the things you did wrong. You don’t have to fix every single mistake to pass – you just need to fix enough to get above 350. Use your score report as a study guide. Start with the sections you missed the most questions on and focus on learning that material first. As an example, say a student got the following score report for math: Probability, Data Analysis and Statistics: 7 / 12 Number Sense: / 14 Algebra and Functions: 3 / 17 Measurement and Geometry: 2 / 17 Algebra 1: 2 / 12 Mathematical Reasoning: 4 / 8 While this student missed points in every section, they have the most work to do in Algebra and Functions, Measurement and Geometry, and Algebra 1. Since those topics build on each other – you need to understand basic algebra before getting Geometry and Algebra 1 – they should start by studying Algebra and Functions, and then move onto Geometry and Algebra 1. Also, those sections also happen to be the largest, with 17 questions each for Algebra and Functions and Measurement and Geometry, and 12 questions for Algebra 1. So if they can improve their scores in those three sections, they will be on track to pass. If they have extra time, they can review the other sections. But they should focus on learning Algebra and Geometry skills and practicing problems in those sections. If you haven't taken the CAHSEE yet, start with the official study guides (which we will link to below) and focus on what is most difficult for you. Gather Your Resources You won't need tons of books to study for the CAHSEE, since there are many resources online. Make sure you have studying basics, though, like a notebook, pen, and earplugs if they help you focus. Before you start studying, you need some materials! Luckily, there is a free, official CAHSEE study guide online and tons of practice questions for each section – way more questions than actually appear on one CAHSEE. 1. Math study guide 2. Math released questions 3. ELA study guide 4. ELA released questions The study guides will walk you through what problems are going to be on the CAHSEE, and what you need to know. Start by reading the study guides before moving onto the practice problems. To do the practice problems, either print them out or look at them on the computer. (You can use a blank notebook to keep track of your answers.) Doing the practice problems is also important so you get used to the format of the CAHSEE. When you correct the problems, don’t just mark what you got wrong and tally your score, try and figure out why you got the question wrong and what you didn’t know. Pretend It's The Real Thing You don’t have to time yourself while practicing, since CAHSEE is untimed, but remember to simulate test conditions by not using a calculator or any outside resources. If you don’t know a question, circle it. Come back to it later and figure out what you would need to know to get the question right. Schedule, Schedule, Schedule Make studying for the CAHSEE part of your weekly schedule. Put it in your calendar like it’s another class or sport. By making CAHSEE studying a set part of your weekly routine, you can retain information from week to week and make sure you get plenty of practice. Also, make sure when you study you find a quiet room without distractions. Whether that means finding a table at your school library or asking your family to give you some space after dinner at night, make sure you find a good study spot. It’s very hard to focus with distractions around, especially other people. Find School Resources Of course, you shouldn’t try to study completely on your own. Your school probably has resources for CAHSEE studying – it’s a goal for every California high school for all of their students to pass and graduate! Some schools have CAHSEE classes you can take. Others have after-school or Saturday study sessions. While it’s not fun to have to give up after-school time for studying, even just a few sessions could help you learn what you need to pass, and you might study faster than you would on your own. Is this the coolest place to spend a Saturday? No. Can it help you pass CAHSEE? Yes. To find out how your school helps students with CAHSEE, go to the guidance counseling office and ask about CAHSEE classes and resources. If your school doesn’t have these, you can find a math and an ELA teacher to help you study. Ask if they can explain topics that you don’t understand, or to help go over practice test answers with you. Some schools also have peer tutoring, and you can ask for help there as well. Special Education If you receive special education services, ask your school’s special education department coordinator about resources for CAHSEE, including accommodations you might not have received that could help you pass. If you normally get accommodations on tests, you should be able to get the same accommodations for CAHSEE. English Language Learners If you’re an English Language Learner, ask your school’s ELL coordinator about accommodations you can get on the CAHSEE, including bilingual dictionaries or a read-aloud test. Remember, it’s in your school’s best interest for all students to pass the CAHSEE. Don’t be shy about tracking down resources that can help you. What’s Next? Also studying for the ACT or SAT? Learn how to improve a low math score. Learn about colleges with the highest admission rates to help start your college planning. Come up with a target SAT or ACT score based on colleges you want to attend. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Impact of (items choose from the requirement) on the culture of an Essay

The Impact of (items choose from the requirement) on the culture of an organisation 2232 - Essay Example The current paper analyses the importance of power, politics, conflicts and negotiations and how they impact organizational culture and the employees. Power can be essentially described as the ability to make someone do something as per ones will. It is the ability to make things happen as one desires and as they direct others. Power can essentially be described as the influential mechanism one has over others. If an organization lets employees work as they wish without exercising power, they might escape from responsibilities and remain less serious about work. In order to make employees work, it becomes essential to exercise a certain degree of power. It is generally observed that power implemented legitimately is most beneficial. Frequent and over exercising of power may lead to employees feeling over dominated and pressurized (Lawrence, et al., 2005). This might negatively impact performance (Mumby, 2001). Power in an organization should always be directed towards enhancing organizational productivity. Mangers must ensure that while exercising power, they must not display rudeness, anger or ego. Power should be exhibited in a motivating and directive manner. Managers must ensure that power does not induce fear and resentment amongst employees. This would prevent them from sharing their problems and issues with the superiors. The power to direct and guide employees must be vested in the hands of able leaders who understand the needs of both the organization and the employees (Mumby, 2001). Threatening employees, with job loss or severe actions to make them to do their work is not an effective way to exercise power (Lawrence, et al., 2005). Organizational politics can be described as the act of giving more importance to one’s own interest without giving much consideration to the needs of others. Political influences are common in