Assigning Evaluation and Management Essay Example for Free

Assigning Evaluation and Management Essay Individual Assigning Evaluation and Management (E/M) Codes 1. Initial consultation for a 78-year-old woman with unexplained weight loss, abdominal pain, and rectal bleeding. Comprehensive history and examination performed. 99205 This history and examination were comprehensive and dealt with several body systems, so 99205 is the better E/M code to use. 2. 30-year-old patient presents complaining of flu-like symptoms characterized by unremitting cough, sinus pain, and thick nasal discharge. Examination reveals bronchitis and sinus infection. Patient is prescribed a five-day course of Zithromax. 99202 The case does not distinguish whether the patient was a new or an established patient. Without this knowledge, I would use the code 99202. 3. Established patient on Lithium presents for routine blood work to monitor therapeutic levels and kidney function. Nurse reviews the results and advises the patient that tests are normal and no change in dosage is indicated. 99211 This patient is an existing patient with an established history, so 99211 is the proper E/M code to use. 4. 62-year-old diabetic female presents for check-up and dressing change of wound on left foot. Examination reveals that the wound is healing. Nurse applied new dressing and patient will return for check-up in one week. 99212 I have selected 99212 because the patient has diabetes and is there for a routine check-up and dressing change. Because the wound is healing and the patient will return for another check-up, 99212 is the best/M code. 5. A mother brings in her six-month-old male child for routine wellness check. Examination reveals the child to be in good health and making adequate progress. 99215 This is a routine wellness check, which is an extensive visit to ensure the baby is doing well and continues developing on schedule.

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Cloud seeding is a branch of geoengineering and weather modification that deals with the precipitation that occurs from clouds. Practitioners of cloud seeding techniques attempt to directly affect the levels of precipitation that will occur from a cloud in hopes to either cause more precipitation or alter the behavior and effects of clouds and storm systems. Cloud seeding works by lacing clouds with particles that promote condensation of water molecules. Precipitation will only occur if water molecules become large enough to escape the force of updraft building the cloud. The water molecules condense around solid and liquid particles known as nuclei. (1-WSText7CldF) which are abundant in the atmosphere. Nuclei are grouped into two categories, cloud condensation nuclei (CCN) and ice forming nuclei (IN). CCNs will cause water vapor condensation both above and below the freezing point of water, while INs only create ice crystals at temperatures below the freezing point. (1-WSText) Clouds with temperatures above the freezing point of water, known as warm clouds, form precipitation through the collision-coalescence process (2-WSText7Precip) Droplets of water collide with each other and coalesce to form larger droplets of water which in turn collide with other water droplets. Once they get large enough, the water droplets become rain. Clouds that have temperatures below the freezing point are considered cold clouds and produce precipitation through the Bergeron-Findeisen process (2-WSText7Precip). The Bergeron-Findeisen process says that ice crystals form at the expense of supercooled water. Ice crystals grow because the supercooled water vapor are attracted to the crystals. The Ice crystals have a lower saturation vapor pressure tha... ...ium chloride. The salts attract water vapor and droplets to coalesce and collide, forming larger particles that eventually become precipitation. Instead of spraying the nucleating agent into the cloud like with the static seeding method, researchers fire off flares with salts in them. This method is used to seed clouds in South Africa and Mexico, both of which have shown positive results. Analyzed results of experiments in South Africa shown that hygroscopic seeded clouds developed larger rain masses than those that were not seeded and they kept the total level of rain for longer than non seeded clouds (4-WMODCol). Researchers from the National Center for Atmospheric Research claimed there to be a significant enhancment in precipitation over a 3 year experiemnt in Northern Mexico ((6-WSText7RainM) The final method of cloud seeding is the dynamic method of seeding.

Inclusive teaching and learning approaches Essay

The aim of this assignment is to gain an understanding into inclusive teaching and learning approaches as well be able to use them in my teaching. It will also explore how I can create a learning environment that engages and motivates students and my planning, delivery and evaluation of my teaching. The Warnock Report 1978 introduced the idea of Special Educational Needs and encouraged the thought process of statements and an inclusive education by suggesting that common educational goals were set regardless of the learner’s abilities or disabilities (Education and Skills Committee 2006). This is is further supported by Hodkinson and Vickerman (2009) who state that educational need should be considered the priority and not an individual learning disability. Therefore, inclusive teaching is about allowing any student the ability to achieve their full potential through education and training, by treating students equally and without discrimination this will make for a conducive learning environment. As an inclusive teacher this will necessitate the teacher to ensure that all students’ are treated differently in order to maximise the individuals learning potential and identify any students learning needs or indeed barriers that may arise to progressing their learning. By undertaking these steps to ensure early identification on learning needs and barriers, strategies can be put in place to minimise negative impacts of these barriers and ensure an equal and inclusive learning environment. Within my role, over the last 15 years, as a coastguard rescue officer part of my inherited role is to support, train, assess and feedback to managers on newer team members competency as well as support senior officers with delivering training packages to team members throughout Cornwall. This is a new development and is a big strength to the development of teams and competencies levels. These training packages have been developed from a foundation through to the higher technician competencies and have proven a great success. Upon completion of the foundation training coastguard officers will then undertake a number of further competency courses which include the rope rescue operator course. This has both inherent strength and weaknesses to the course, one of which is that the learners on the course  are from a multitude of teams from across Cornwall and this can prove challenging at times, however, the strength of doing this in this manner is that we can also share knowledge and ‘best practise’ across the county. The limitation of just having one level of competency attending the course does not allow for ‘real’ opportunity for learning due to policies created that only technicians are able to go over a cliff. This in turn limits the real life ability to put it in to practise. The course has been developed and this policy overcome by the opportunity to allow technicians to attend and again share knowledge, experience and best practise. Within any education and training, environment is key in ensuring that the opportunity for learners to develop and reaffirm their knowledge of key functional skills in English, Mathematics and ICT as well as wider skills is possible. These skills can be developed naturally through your subject matter and will often create a positive learning environment the more naturally they occur. When undertaking these skills in your learning environment the tasks need to be relevant and engaging with real time/life situations to ensure maximum opportunity for learning. Within my learning environment there are many opportunities for these skills to be developed and affirmed. When undertaking training with the coastguard and teaching and sharing knowledge there are many opportunities for the use of technologies in the form of technical equipment used for the lowering and hauling of team members and causalities, as well as a need for clear communication skills between team members from the person over the cliff to the cliff top and officer in charge, who all require a clear, concise and informed briefing and ongoing updates throughout the training evolution. Further to this is the need to understand the breaking strains and tensions on the equipment and ability to calculate the potential stretch in a rope over a distance are just some examples of embedded functional skills within my teaching and learning environment. An inclusive teaching and learning environment needs to allow learners’ to feel comfortable, relaxed and feel safe to allow them to maximise the opportunity to learn and achieve their full learning potential. When undertaking education and training the approach, resources and assessment methods used as a teacher are key to ensure that the learner is enjoying the learning environment. Ensure you are able to connect to the individual learner using their name, speak directly to them and not about  them, ensure their voice is heard when undertaking feedback or tutorials and that any individual’s needs are catered for. This is particularly important in ensuring and understanding the needs of learners with dyslexia. Garner (2008) states that where a child is referred to as having dyslexia, they may experience considerable difficulty in reading, writing and spelling but this is not necessarily a reflection on their intellectual capabilities. Therefore it is important to ensure that their needs are catered for adequately to allow them full access to the learning. For example, ensuring handouts are available on coloured paper can help to allow one of the barriers of dyslexia to be overcom e. Ensure resources for the training are current and relevant, if you are undertaking worksheets or workbooks ensure that there is opportunity to allow staged tasks for different levels of learning or learners’ who may suffer from autism. Clear goal setting and ensuring that goals are achievable before the need to move to another task, where practical, reduces the impact on the learner and allows the opportunity for ‘extension’ activities. When undertaking any education or training opportunity motivation and keenness to engage with the training is of vital importance as the more the engagement and student led learning the less work as a teacher you may have to do. Ensure a knowledge of what motivates your learners’ and if they are attending the training because ‘they have too’ or to develop themselves will give you an insight into an individual’s motivation. There are many ways to motivate individuals’ to engage in the training from ensuring an overarching positive learning environment to interesting creative tasks ensuring a variety of learning styles and strategies are employed. When undertaken training of a new cohort of learners’ the way in which the ground rules of the session, course or environment are set are fundamental to the success of ensuring maximum engagement and potential achievement, as well as to ensure a safe working environment. There are many ways to establish ground rules from a teacher led process where they dictate rules to the group and is very much a â€Å"You must not†¦.† And â€Å"Don’t do†¦.†, for a more constructive and joined up approach a negotiation style approach could be considered to ensure investment from learners’ and signed agreement could allow for a greater commitment from them. There will more often than not be imposed rules either as part of health and safety responsibility or due to policies and procedures that are  able to be avoided but these can be discussed and ensure a clear consistent understanding of these and reasoning could aid in the collaborative approach to the learning environment. References: Education and Skills Committee (2006) Special Educational Needs Third Report of session 2005-2006. [Online] HC 478-II. London, the Stationary Office. Available from: http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/478ii.pdf [Accessed 20th April 2015]. Garner, P. (2008) Special Educational Needs: The Key Concepts. London, Routledge. Hodkinson, A. and Vickerman, P. (2009) Key Issues in Special Educational Needs and Inclusion. London, SAGE Publications Ltd.

The Effects Of Climate Change On Africa - 1420 Words

Climate Change in Africa Noah Jones Ms. Martin Humanities 9 Period 1/5 January 12, 2015 Climate Change in Africa Introduction-What is the impact of Climate Change in Africa? How we can help to reduce our carbon output. I. What are the leading causes of Climate Change? A. Electricity B. Transportation C. Industry D. How the greenhouse effect works II. What have been some of the impacts in Africa? A. Impacts on Agriculture B. Impacts on water table C. Impact on economy III. What are the future problems that can arise from further Change in the Climate? A. Problems that can happen to the whole world in the future B. The problems the can happen to Africa in the future C. How this may affect Agriculture for the worlds’ growing†¦show more content†¦Electricity contributes to 32% of greenhouse gases for 2012. Over 70% of electricity comes from burning fossil fuels. Transportation contributes to 28% of the greenhouse gases in 2012 and over 90% of transportation is powered by petroleum based fuels like gasoline and diesel. Industry is the third most leading cause and is responsible of 20% of the greenhouse gases of 2012. These greenhouse gases are produced from the chemical reactions necessary to produce products from raw materials. These gases are responsible for blanketing the earth and trapping in heat from the sun. The mainly agreed cause of climate change in the scientist community is the greenhouse effect. â€Å"Certain gases in the atmosphere block heat from escaping. Long-lived gases that remain semi-permanently in the atmosphere and do not respond physically or chemically to changes in temperature are described as forcing climate change. Gases, such as water vapor, which respond physically or chemically to changes in temperature are seen as ‘feedbacks’† (Global). Some gases in our atmosphere can trap heat radiating from the earth, like how a greenhouse works by trapping in warmth. The gases that are responsible for this greenhouse effect is water vapor, carbon dioxide, methane, nitrous oxide, and chlorofluorocarbon or CFOs. Water vapor is the most abundant of the greenhouse gases, but give feedback to the