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Violation of Ethics Privacy and Security
Violation of Ethics Privacy and Security
Violation of Ethics, Privacy and Security (FINAL POSTINGS DUE)
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YOUR FIRST POST MUST INCLUDE THE MINIMUM REQUIREMENTS FOR THE FIRST
POSTING – BLANK POSTS WILL RESULT IN A ZERO FOR THIS ASSIGNMENT
PART 1 Prepare
Read/Review the AHIMA Code of Ethics (Links to an external site.)
(If the link does not work, copy and paste the following address into your web browser:
http://tiny.cc/00d6uy (Links to an external site.)
Read the following AHIMA articles:
Safe at Home Remote Coding Meets HIPAA.pdfPreview the document
Make Your Telecommuting Program HIPAA Compliant (HIPAA on the Job).pdfPreview the
document
PART 2 Share and Discuss
To create your INITIAL post – reply to this thread; To respond to OTHERS’ postings – reply to
their thread
POSTING #1:
Read the following scenario; Reflect on best practices for remote coding, protecting PHI, and
ethical practices
Sally is a remote coder. She has worked from home on a regular basis for the past two years and
been diligent about observing strict privacy practices while working from her dedicated home
office space in the basement of her home. Unfortunately, her basement floor flooded due to a
water heater leak so she has temporarily set up a temporary office in the dinning room on the
main floor. While Sally was diligent for the most part at signing off while away from the computer
screen, changing passwords frequently, and closing her laptop when family members entered
the room, today she had a major slip. Sally’s dog burst through the front door and ran after the
UPS delivery driver. In haste to catch the dog, she left her computer open, unattended. When
Sally returned, she found her husband reading the record that she had been coding. As he got
up from the desk, he said, “Hey sorry, I couldn’t resist? I didn’t know that Mr. Pebody has cancer,
that is so sad.” Sally responded “Yes it is, but please don’t tell anyone, I could get into a lot of
trouble.” She then returned to work reminding herself to be more careful in the future.
Prepare a summary to share with the class in discussion that includes:
A description of the ethical violations that were committed; be specific and reference the AHIMA
Code of Ethics
A description of the security violations that took place; be specific and reference the article and
any other outside research
Describe your opinion the potential consequences of Sally’s actions; support you onion with facts
from your course materials and any other outside research
End your posting by posing a related, open ended thought provoking question to your learning
team to further the discussion
POSTING #2:
Answer a question posed by another learner that has NOT yet been answered; support your
opinions with facts from class and/or outside research
AND
Pose another, open ended thought provoking question to your learning team to further the
discussion
POSTING #3:
Answer a question posed by another learner to whom you have not yet responded; support your
opinions with facts from class and/or outside research
AND
Pose another, open ended thought provoking question to your learning team to further the
discussion
SUBSEQUENT POSTINGS:
Continue the discussion in a similar manner of responding to questions, and sharing your
observations and insights.
(Supporting details and references must be included to earn points for 2nd and subsequent
postings)
GRADING- Refer to rubric
If this is your first time participating in a graded discussion for our program, I encourage you to
view the attached video which explains how our graded discussions work as well as what the
expectations are for content and required participation.
VIDEO: PARTICIPATING IN GRADED DISCUSSION
Defining the Purpose of an Education
Defining the Purpose of an Education
Defining the Purpose of an Education
(conceived by Carl Curtis)
We began our semester by reading, discussing, and writing about the purpose of an education.
Think about the essays and consider the theses presented by the authors. For example, in the
excerpt from “The Idea of the University,” John Henry Newman makes an argument for a liberal
arts education while claiming that the purpose of an education is to create free-thinking, dutiful
citizens. Malcolm X discovered a different purpose for his academic pursuits. He relentlessly
sought empowerment and the ability to effect change. On the other hand, the narrator of
Lawrence’s poem “Snake” discovered the disturbing effects of his “accursed education” which
seemingly distanced the speaker from something more primal, more instinctual, and more
spiritual. Likewise, Plato exposed how we, like cave dwellers, live according to illusions or
shadows that are presented to us as reality (which is akin to Dryfus’s understanding that “we
teach our kids what we want them to know, and we don’t teach them what we don’t want them to
know).
Now, continue the conversation that has been started in a formal essay in which you make a
specific assertion about the purpose of an education. Consider how your own views have been
reinforced, modified, or transformed by our class discussions, Angel posts, assigned readings,
and video clips. Include concrete, vivid examples, specific details, and references to the readings
that help develop, explain, and support your claims. Speak from your personal experience and
explain what you think. As with all essays required for this course, the document must have a
specific purpose and convey a controlling idea (a thesis) that your audience might find
interesting, helpful, meaningful, or otherwise significant.
Things to consider:
** Thinks about sentence construction; avoid fragments and run-ons, while looking for places to
combine sentences.
** Include an explicit thesis statement and thesis map.
** Be creative and strive to put your personality into the work.
** Essays should be at least 2 pages in length.
Case Study: Data Interpretations Assignment
Case Study: Data Interpretations Assignment
CASE STUDY: DATA INTERPRETATIONS ASSIGNMENT INSTRUCTIONS
Establishing ORF Baseline Score and End of Year Performance Goal
1. For this part, you will need the following items:
• RTI and Progress Monitoring Presentation
• Case Study for Data Analysis Report The data collected is Oral Reading Fluency Scores, or the
student’s number of words read correctly in one minute (wcpm).
• All documents under Case Study: Data Interpretations.
2. View RTI and Progress Monitoring Presentation.
3. Read the Case Study for Data Analysis Report.
4. Open the Interactive ORF Charts and Graphs for Data Analysis Excel file. In the Case Study
for Data Analysis Report, find the three universal screeners of the Oral Reading Fluency (ORF)
scores. The median score of these three universal screeners will be point 1 for all three graphs.
5. Input one set of data per graph for points 2 through 10. All graphs will have the same point 1,
the median of the universal screener.
6. Lastly, you will input Point 11, goal score, which will be the same for all three graphs. This
point you will need to calculate. The formula is:
(Total weeks monitored) x (average weekly growth) + (median of universal screeners) =
(expected growth for total weeks) or goal
Ethan’s total weeks monitored was 10 weeks; therefore, the formula for the ending goal (Point
11) is below.
10 (# of weeks) x .66 words (rigorous goal for 7th graders, see article) + Median score of
universal screeners or point 1 = Goal (expected growth for total weeks)
10 weeks x .66 + median = Goal (Point 11)
For example: If a student has a median universal screener of 100 wcpm and is monitored for 10
weeks, the formula would be as follows:
(10 x .66) + 100 = 6.6 + 100 = 106.6 or 107 wcpm goal
Note: Generally, there must be at least 10 weeks of an intervention with data collected before
decisions may be made. Also, it is best to round the goal score up because students respond to
your expectations.
7. To identify the average weekly goal for multiple grades, follow the charts in the article,
“Curriculum Based Measurement Reading, Spelling, and Math” (Hosp & Hosp, 2003, pp. 12–13).
This research may also be referenced in your report.
8. After calculating the ending, goal point, input this data beside 11 on each chart. The chart
should automatically populate a regression line or goal line, but you will need to drag the
endpoints to connect Point 1 and Point 11. Do not manipulate the chart in any other way.
9. To summarize… Input the median score for the universal screeners in Point 1. The median
score will be the same for all three graphs. Input the hypothetical data given for Scenarios 1, 2,
and 3. The data plotted for numbers 2–10 will be different based on the scenarios. Input Point 11
based on the information above. The goal score or Point 11 will be the same for all three graphs.
Analyze where the data falls around the line. The RTI and Progress Monitoring Presentation
explains how to interpret the data. When analyzing data around the goal line, use the following
rules:
• If 4 consecutive points are below the line, then the intervention may be ineffective, and the
student may be moved to the next tier in the RTI process. The intervention should be changed.
• If 4 consecutive points are above the regression line, then the student is achieving beyond
expected growth, and the goal may be increased.
• If the data are bouncing around the line, normal reading progression, the interventions should
be continued until the 4-point rule constitutes a change.
• If the trend of the data demonstrates strong variability, such as going from a high score to a
very low score, look at the possibilities for this occurrence, such as a student with ADD forgot to
take medication, a student had changes in instruction or home life, or a passage was too difficult Order 336013464
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or too easy, etc.
10. Using each of the graphs from the 3 scenarios, fill out the Case Study: Data Interpretations –
Analyzing Data Guide. You will type directly into this guide, completing all information (details of
assessment, last column in miscue analysis, and questions answered in complete sentences). At
the end of the guide, you will copy and paste all three graphs. The line will not transfer, so you
need to Insert > line. You can make the line a color, such as red and drag the end points of the
line to connect Point 1 and 11. Without connecting these points, the data cannot be analyzed
correctly