Health IT as a Tool for Prevention in Public Health Policies examines the current state of Health Information Technology (HIT) in the United States. It investigates the converging problems of chronic disease, societal welfare, childhood obesity, and the lack of healthcare for the economically disadvantaged in the U.S. It considers various providers of care for disadvantaged groups and outlines innovative public policy solutions to a wide range of community problems.The book starts by detailing the major problems the U.S. has faced with its healthcare system. Next, it describes current federal efforts to solve these problems and unveils novel solutions to these challenges. Each chapter examines a different technological solution that the U.S. is currently investing in and allocating time, resources, and energy to.Supplying a basic theoretical foundation on the Patient Protection and Affordable Care Act (PPACA) and the Health Information Technology for Economic and Clinical Health (HITECH) Act, the book discusses the effects of geographic disparities and HIT at the meso, macro, and micro levels of society. It also demonstrates how individuals can use a range of HITs to improve prevention of health concerns, including mobile health apps, video games, self-management technologies, crowdsourcing, and other e-health technologies. The book describes HIEs, RHIOs, and NHIN and explains how they connect to Community Health Centers (CHCs). It also explains how CHCs can use HIT to improve care for the disadvantaged and Medicaid population. It includes a case study of electronic health literacy and cancer patients and another on how equipping private practice physicians with EMRs can help them tackle prevention and improve organizational functioning.The book concludes by providing a comparative perspective between the use of HIT in the U.S. and the United Kingdom and by suggesting the direction that the U.S. should take toward
Innovative and practical, this text helps prepare teachers to support the literacy learning needs of all children in grades K-6, including academically, linguistically, and culturally diverse students. It features original teaching cases written by preservice teachers enrolled in field-based reading/language arts methods courses, accompanied by commentaries written by experienced teacher educators and skilled classroom teachers. High-interest content and a reader-friendly format encourage critical and reflective thinking about topics important to effective literacy instruction. By promoting reflection about case issues, the text helps prepare future teachers to respond to teaching narratives presented on the practical applications section of the PRAXIS II, an examination required in most states for teacher licensure. The authentic cases candidly and poignantly describe preservice teachers'' plans, problems, hopes, disappointments, dilemmas, and reflective thinking as they address the multilayered complexities and ambiguities associated with learning to teach reading and language arts in elementary classrooms. These teaching stories reveal glimpses of literacy instruction and allow us to enter real classrooms and experience the wide varieties of situations that reading/language arts teachers encounter daily. Although the cases are grouped according to specific dimensions of literacy theory and pedagogy, just as in real classrooms, other issues are woven through each case as well. The commentaries provide scholarly, and sometimes contrasting, perspectives and approaches through which readers might consider the issues presented in the cases. The commentaries represent only particular perspectives, but readers are encouraged to explore and consider as many perspectives and issues as possible regarding each case. Each chapter includes helpfulpedagogical features: * New or critical concepts and terms listed at the beg
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