The individuals with dsabilities education Act Essay Example for Free

The individuals with dsabilities education Act Essay Laws and Practices The Individuals with Disabilities Education Act (IDEA 1975), was originally called The Education of Handicapped Children Act. The act is a work in progress. It has been amended several times, including a major revision in 1997. This Federal law attempts to insure access to effective public education for people with a variety of disabilities. School personnel must become well versed with the Act, knowing what actions to take at each specific stage of a student’s development. Legal guidelines also apply to student’s referrals to special services. As times change, research surfaces, and issues arise, the act has been amended. Ensuring adequate funding for compliance with the act is always a challenge. It is often the focus of changes to the law. The law now extends to the time prior to the students enrollment in special education. Pre-Referral Interventions In the 1997 IDEA bill, parents were conferred the right to refuse an evaluation of their child for possible eligibility for special services. Mediation is provided in case of such an event. If the student opts for this evaluation a specific set of requirements apply. A multi-disciplinary team should be assembled early in the student’s educational process. The team may include administrators, guidance counselors, and special and general education teachers. Also members of the community who work with the student and experts in the particular disability may be included. This team may choose one of several decision making models to arrive at a strategy. Environmental and individual personality factors are assessed and attempts may be made to modify the students learning environment. The underlying assumption is that the student, whenever possible, should remain on a general education track. If the process results in a referral, a team familiar with the student will already be in place. Once that referral is made, the IDEA legislation provides the means to ensure that the rights of the individual are upheld. Six Key Components First, the IDEA legislation proposes that access to free appropriate public education (FAPE) is a right for individuals with disabilities. The method of education is unique to the needs of each individual learner. This is the theoretical underpinning for all the IDEA laws. If a child receives a pre-referral intervention or is referred to special education, the parents will not be subject to any additional fees in excess of those for other students. â€Å"Public† means that the public schools are required to educate all students, and adhere to federal requirements regarding education. Secondly, the act requires that all disabled students are evaluated effectively. Information about the student should be gathered from a number of sources then used in the development of the student’s learning plan. This information will also be used to determine which services the student is eligible for. During this stage, a diverse, knowledgeable team of professionals is developed to help the student’s progress. Thirdly, IDEA provides for the development of the Individualized Education Program (IEP). This is a written document that provides a road map for the student’s educational progress. A detailed Individualized Education Program (IEP) must be developed for each student. This should occur in short order after the student is referred and evaluated. The act stipulates what information is used in writing the IEP, who writes it, and what the school is obligated to do for the student. The IEP must be consulted, and may be amended, during the placement process. Fourth, IDEA states the principle of the Least Restrictive Environment (LRE). Placement in classrooms must be in the best interest of the student. If this means that classrooms need to be modified in some way, it must be done unless it is to the detriment of the other students. The disabled student, as much as possible, must be included in the general education classroom. Providing assistance in order to do this is preferable to assigning the student to a special education classroom. If this is not feasible, there still should be a range of options available to foster as much inclusion as possible. Fifth, IDEA states the importance of parental involvement in decision making. The parent has the right to participate in any meetings concerning the student’s education. IDEA proposes that the process of educating the student is a partnership between that student, his or her parents, and the public schools. Parents are always an equal partner and are critical to the ultimate success of the student. This team will help determine placement for the student through a number of means, including norm referenced and criterion referenced tests. Since the student’s capabilities and potential eligibility for services are being assessed, these tests must be carefully chosen and peer reviewed. The presence of a parent or guardian should never be seen as a hindrance. This presence can only help the process for all involved. Finally, the sixth provision of the IDEA legislation imposes procedural safeguards to ensure the rights of all involved. Full disclosure of the factors leading to any school decision regarding the disabled student must be made to his or her parents. A mediation process is provided to resolve any disagreements that may arise. The six principles of IDEA are designed to ensure educational access from the time of first assessment until well after the special education program is exited. As times change, the IDEA law has been modified in a number of ways. Related Laws PL 99-457 (1986) – These amendments to IDEA provided for the creation of an individualized family service plan (IFSP) for each family served. It extended provisions of PL 94-142 (Free Appropriate Public Education) to preschool aged children. PL 101-476 – The Individuals with Disabilities Education Act of 1990 mandated that the least restrictive environment (LRE) be provided to physically challenged vocational students. This act changed the term â€Å"handicapped† to â€Å"disabled† (U.S. Dept of Education, 2003). More people were covered as a result. The FAPE principle is stated again in this act, along with the requirements for an IEP and associated services. Assisted technology is now included as one of the associated services. Laws applying to inclusion and providing the least restrictive placement for the learner were reinforced. Much needed additional funding for early intervention services was provided. Finally, the act requires that each learner’s IEP must have a plan for transition to employment included by the age of 16. PL 105-17 (1997) – This law was a major revision to the original IDEA legislation. Disciplining special education students can be a thorny issue. In the past, many forms of classroom discipline risked violating IDEA laws. This issue was addressed in greater detain in this amendment. An amendment that would have eliminated the requirement to provide certain services to students who have been suspended was not included in the final bill. In addition to the IEP, the student’s educational team must also conduct functional behavioral assessments. A behavioral intervention plan must be developed, reviewed, and amended as necessary. The IEP itself must be more specifically tied in to general education requirements than in the past. Special education is to be de-emphasized and modified mainstreaming will be emphasized. For students with disciplinary problems that affect the learning of others, The IEP team must devise a strategy for behavioral management. For students who commit particularly dangerous acts, the team may impose a longer suspension or removal to an alternative setting. However, the team is also required to make a ruling, using accepted procedures, whether the behavior of the student was a function of his or her disability. (U. S. Dept. of Education, 2003). The behavioral management plan is then reevaluated from that perspective. HR 1350 IDEA Reauthorization (2004) – This reauthorization addresses financial issues as well as making several revisions to previously instituted policies. A risk pool was established to help offset state costs for students whose educational costs are particularly expensive. Full funding is not guaranteed by this act, but a gradual process leading to that goal was instituted. This bill sets additional standards for teacher certification. Overall performance goals are outlined and certification goals are established. Mandatory performance data will be gathered. A particular focus of this bill is to use this information to determine if there is a disproportionate enrollment of minority students in special education. The bill also makes further requirements for the IEP. Goal statements must include functional as well as academic goals. Provisions for IEP transfer between states are made. For students exiting special education, the bill requires the development of an educational summary along with recommendations for further education or entry to a career (Apling, 2002). IDEA in Practice Under the 1997 revision, general education teachers will become more involved in the education of those with disabilities. They will help in developing the student’s IEP, in addition to helping create the least restrictive environment (LRE) for the student to participate with regular classes. The IDEA legislation is recognition that the cookie cutter approach to education is often not effective. This is particularly true for those who have disabilities. At the same time, it proposes a great many regulations that educators must adhere to. However, these regulations should be seen as a helpful tool for guiding the disabled student toward the best possible educational experience. IDEA recognizes that not only do these students have the same right to a public education as anyone else, but that it is also in the best interest of society to provide that education.Sources Apling, Richard Jones, Nancy Lee. (2002). â€Å"The Individuals with Disabilities Education Act (IDEA): Overview of Major Provisions†. Washington D. C. : The Congressional Research Service. Francis, Leslie P. Silvers, Anita. (2000). Americans with Disabilities: exploring implications of the law for individuals and institutions. New York: Routledge. U. S. Dept. of Education. (2003). â€Å"An overview of the bill to provide a broad understanding of some of the changes in IDEA ‘97†. Accessed 12/17/2006. Available from: http://www. ed. gov/offices/OSERS/Policy/IDEA/overview. htm.

Living with Depression, Mania, and Medication Essay -- Personal Narrat

Living with Depression, Mania, and Medication Depression joined my life shortly after I entered middle school and tagged on persistently through my adolescent years. At first, my sullen moods were brushed off as mere hormonal changes, but I quickly became aware there was something more behind them. The severity of depression is difficult to explain without personal thoughts and examples. I know that my depression is coming long before it sets in. There is a cloud of forewarning that starts to move in on the vibrancy of my thoughts and vision; the world becomes distorted and negative. Slowly, this bleakness moves in from the outside world down to the pit of my stomach where it creates a dark, menacing feeling that makes me want to cry, scream, and vomit all at the same time. The feeling beckons me to a state of hopelessness and complete despair. Lingering thoughts of paranoia become prominent which leaves friends as foes out to abandon me and complete strangers as agents out to destroy me. The thoughts of negativity drag me deepe r and deeper until I am convinced there is no bottom; they separate me from the outside world. It is in this lowest state that one of two things happens: either I am persuaded by suicidal tendencies or the blackness lifts without a trace. Without medication, death was always a daunting possibility of ending this horrid affair. The cycling of depression became a constant part of my life leaving me always afraid of what was around the corner. The other side of that corner did not appear in my life until the end of high school. Around the time of my eighteenth birthday, my mania began its cycle. The brutality of mania may set in as mere normalcy, but, in time, that same "normalcy" can end worse than d... ...nia, and medication are all part of the bipolar disorder that will be with me for the rest of my life. The cruelty of depression and ruthlessness of mania are something that no person should have to bear. They force a person to doubt society, reject friends, and lose sanity while the disease slowly starts killing the victim from the inside out. However difficult my past has been made by depression and mania, my life has come to look brighter with the advancement of medication. Bipolar disorder is a life- long disease that will always have its setbacks; however, it is a disease that, with the proper medication, will not keep me locked in a cage separate from the outside world. With the diagnoses of bipolarity, I know that I will have to deal with depression and mania, but I also know that I was not born crazy. I was born with a disease, but I was meant to live as me. Living with Depression, Mania, and Medication Essay -- Personal Narrat Living with Depression, Mania, and Medication Depression joined my life shortly after I entered middle school and tagged on persistently through my adolescent years. At first, my sullen moods were brushed off as mere hormonal changes, but I quickly became aware there was something more behind them. The severity of depression is difficult to explain without personal thoughts and examples. I know that my depression is coming long before it sets in. There is a cloud of forewarning that starts to move in on the vibrancy of my thoughts and vision; the world becomes distorted and negative. Slowly, this bleakness moves in from the outside world down to the pit of my stomach where it creates a dark, menacing feeling that makes me want to cry, scream, and vomit all at the same time. The feeling beckons me to a state of hopelessness and complete despair. Lingering thoughts of paranoia become prominent which leaves friends as foes out to abandon me and complete strangers as agents out to destroy me. The thoughts of negativity drag me deepe r and deeper until I am convinced there is no bottom; they separate me from the outside world. It is in this lowest state that one of two things happens: either I am persuaded by suicidal tendencies or the blackness lifts without a trace. Without medication, death was always a daunting possibility of ending this horrid affair. The cycling of depression became a constant part of my life leaving me always afraid of what was around the corner. The other side of that corner did not appear in my life until the end of high school. Around the time of my eighteenth birthday, my mania began its cycle. The brutality of mania may set in as mere normalcy, but, in time, that same "normalcy" can end worse than d... ...nia, and medication are all part of the bipolar disorder that will be with me for the rest of my life. The cruelty of depression and ruthlessness of mania are something that no person should have to bear. They force a person to doubt society, reject friends, and lose sanity while the disease slowly starts killing the victim from the inside out. However difficult my past has been made by depression and mania, my life has come to look brighter with the advancement of medication. Bipolar disorder is a life- long disease that will always have its setbacks; however, it is a disease that, with the proper medication, will not keep me locked in a cage separate from the outside world. With the diagnoses of bipolarity, I know that I will have to deal with depression and mania, but I also know that I was not born crazy. I was born with a disease, but I was meant to live as me.

Notes on Egypt’s history Essay

EGYPT TODAY Egypt started 5,000 years ago, and lasted for over 3,000 years, longer than most other civilizations in the world’s history. It lies between Africa and the Middle East. This ancient country holds a history of over 6,000 years. The Pyramids, the Sphinx, the tomb of young King Tut are just a few pyramids built to bury thre rich and the royal.. The majority of the population in Egypt lives in an area along the Nile River called the Nile Valley and the Nile Delta. As a result, many places in this region are extremely crowded, with several thousand persons per square kilometer. Egypt’s civilians today are mostly Ancient Egyptians, Arabs, Turks, and other peoples are blended in their ancestry. About half of the population of the Nile Delta are fellahin (pronounced fel-uh-heen), or peasants–either small landowners or laborers–living on the produce of the land. The average family of fellahin has four or five children, who start working as soon as they are able to do so. Most fellahin, especially the women, spend their lives in drudgery. The areas to the west and the east of the Nile River–the Western and the Eastern Deserts–only contain small settlements of semi-nomads–the Bedouins (pronounced bed-oo-in). They live by herding goats, sheep, and camels, or by trading–mainly with mining and petroleum camps, or with fishing communities on the coast. The Bedouins families are about the same size as the fellahin families, except that many Bedouin husbands have from two to four wives. THE HISTORY OF EGYPT GENERAL Egyptian history begins around 3300 BC. This was when the Egyptians finally had enough symbols in their writing to record history. From 3100 BC inscriptions created a way for later Egyptians. It was also the time when the pharaoh, King Menes, created Egypt by uniting the two parts of Egypt, also known as Upper and Lower Egypt, into a single kingdom. A series of strong and able rulers established a well organized government. The Sun God Re was the most loved god-figure at the time. Over time, authority began to disappear and Egypt was controlled by foreign princes. THE NILE No other civilization in the time of the pharaohs could compete with Egypt’s magnificent buildings, its wealth, or its long centuries of peace. To a large extent, this is because other civilizations did not have Egypt’s main advantage — its great river. For tens of thousands of years the focal point of Egyptian life has been the River Nile. Egypt is correctly said to be the gift of the Nile and Egypt’s two most important areas are the Delta and the Nile Valley. The Nile Delta is the heartland of Egypt. The ancient Egyptians believed that the waters of the Nile came from a â€Å"mysterious heaven of plenty†. All of Egypt depended on the Nile for water, food, and transportation. THE PHARAOH Pharaoh simply means â€Å"the one who lives in the palace†. Egyptians addressed their pharaoh as though he were a god with several forms. They thought he was more than human and addressed him with the names of several gods. The pharaoh’s most godlike names were â€Å"son of Re† and â€Å"giver of life like Re†. The Egyptians believed that no single name could express the greatness of their ruler. They also believed by serving the gods, the king helped the sun to rise every morning and helped the Nile to flood at the end of each summer. They believed that in return for the offerings of food and water that only the pharaoh could make, the gods would feed the souls of the Egyptians after death. The pharaoh’s power was almighty and unquestioned. As a matter of fact, just touching the pharaoh’s crown or scepter, even accidentally, carried the death penalty. The pharaoh’s chief duty was to build and maintain temples to the gods. PYRAMIDS AND STRUCTURES The buildings of Egypt that were mainly built 5,000 years ago were the pyrimids. All of them were built to contain the tombs of pharaohs. In the 27th century BC, the first pyramid was built and pyramids became the most  popular way to bury royalty. They were the earliest buildings ever to be made by precisely cutting and putting together great blocks of stone. In stonework, Egypt led the world for more than 2,000 years. PICTURES AND WORDS Important Egyptians were wealthy enough to build magnificent tombs and furnish them richly with treasures, inscriptions, paintings, and statues. Egyptians did not paint images to show what people were really like, instead, a picture was a kind of diagram. To preserve the magical power of their art, the Egyptians believed they must copy exactly the style handed down through the ages. This meant that most artists painted in the same way, and the people they painted all looked the same. Tomb pictures were closely connected with Egypt’s famous picture writing, or hieroglyphs, invented about 5,000 years ago.

Asthma Symptoms, Diagnosis, Management Treatment - Free Essay Example

Sample details Pages: 2 Words: 686 Downloads: 9 Date added: 2019/07/31 Category Health Essay Level High school Topics: Asthma Essay Did you like this example? INTRODUCTION Its like trying to breathe through a straw or being a fish out of water. These are just two of the many ways people have described what having an asthma attack feels like. Affecting an estimate of 6 million children nationwide (Zahran et al., 2018), asthma seems to have cemented itself as prevalent disease that warrants plenty of awareness and education in households nationwide. Don’t waste time! Our writers will create an original "Asthma Symptoms, Diagnosis, Management Treatment" essay for you Create order Locally, Asthma in New York City affects about 84,000 children (12 years old and under) with the highest rate being that of our Bronx communities, 8.1% (FIND THIS SOURCE 2 CITE!). This paper will not only aim to provided a further understanding of the types of Asthma, but also examine the risk factors that exist in our local communities and how studies today seek to explain and tackle the elevated asthma rates in the the Bronx DESCRIPTION OF THE DISEASE Asthma is a chronic inflammatory lung disease that can range from mild to life threatening and effects an individuals bronchiole tubes, compromising their ability to breathe. In a normal and healthy state, when a person inhales, the respiratory system is able to seamlessly carry out the necessary steps. Air is able to travel down the lungs and through the bronchiole tubes, where the body uses the mucus in these airways to trap and clear out any particles that might have found their way inside, like pollen or dust. The air would then enter these tiny air sacs called alveoli where the oxygen passes through its thin walls to the surrounding capillaries and hemoglobin helps move oxygen from the alveoli to the blood, allowing for the circulation of oxygenated blood to the organs. In the case of asthma however, an individuals bronchiole tubes remain in a constant state of inflammation, regardless of the presence of symptoms, which in turn make the airways hyper responsive to any triggers e ncountered. These triggers can vary from exposure to indoor allergens like dust and cockroaches to those genrally outdoor such as pollen, air pollution or tobacco smoke. Once exposed, the bronchioles become even more inflamed, and cause the mucosa lining of the airways to produce more mucus. The smooth muscle surrounding the bronchioles will subsequently constrict, also known as bronchoconstriction, and significantly decrease the air flow. This obstruction will ultimately leave the person struggling to take full, deep breaths and in more severe cases, can lead to death. Exercise-induced bronchoconstriction (EIB), otherwise known as exercise induced asthma is also another type of Asthma. Although the previously mentioned triggers can also effect exercise-induced asthma, its the quicker and deeper breaths we take due to the increased demand of oxygen of our body that worsen symptoms of EIB the most (www.afa.org). Since we typically inhale through our mouth instead of our nose while ex ercising, we are taking in cold, dry air. Its this same air that triggers the bronchoconstriction and can set off the same chain of events physiologically as the allergen induced asthma previously discussed. Any symptoms exhibited that are a characteristic of EIB are not present immediately at the start of the exercise, but while the exercise is ongoing and although it can worsen 5-10 minutes once the completed, an additional 20-30 minutes allows for it resolve itself. Although there is no known exact cause if Asthma per se, there are multiple risk factors that are believed to strongly influence the likelihood of its development. Exposure to allergens, air pollution (including those due to occupation), smoking, family history, obesity and frequent viral respiratory infections are all recognized by the American Lung Association as risk factors for developing asthma. When looking at an urban population like that of the Bronx, additional risk factors come into play, such as access to medical care, patterns of medical care, psychological stress, socioeconomic status and housing conditions (Eggleston, 2000). In their study, Karen Warman , Ellen J. Silver and Pam R. Wood, compared modifiable risk factors in the Bronx for asthma morbidity in comparison to other inner city children in 7 other studied states (2009). The study concluded that children in the Bronx are more likely than other inner-city kids to be sensitized to exposed household allergens (86% vs. 58%; p There are common symptoms that have led general health practioners to quickly identify what can most likely be asthma in children and adults alike and who is having an attack. Wheezing for example, is one of the indicatiors physicians look for when diagnosing patients. ** which is caused by the whistling sound the air makes as it struggles to travel through the narrowed airways. While sometimes not audible from a distance, physicians can identify this with certainty with the help of their stethoscope. Coughing is also another, often dismissed symptom of asthma. The coughing comes about because of the excess mucus production from the mucosa lining in our bronchioles and and the continued state of inflammation they exist in. Lastly, a tightening sensation of the chest which patients have described as if something heavy is on their chest, is attributed to the smooth muscles of the bronchioles constricting. In an asthma attack all these symptoms worsen to the point where there is not eno ugh oxygen being transported to the rest of the organs and death can be the end result. TRANSMISSION OF DISEASE Asthma is not a disease that can be passed along from one person to another. Being around an individual with this condition doesnt make a person any more likely to develop the symptoms or diagnosis. On the contrary, asthmatics surrounded by others who might have a common respiratory infection like the flu, pneumonia or a cold, risk contracting that infection which although not entirely understood why, studies have found effects asthmatics much worse with symtpoms lasting longer than those without asthma (Busse WW, Lemanske RF Jr Gern JE, 2010). TREATMENT While the exact cause of asthma is still unknown, the treatment for it has been refined throughout the years in order to devise the most optimal plan not only treat but more importantly prevent. Working with a primary care physician to develop an Asthma Action Plan allows one to clearly outline the steps that need to be taken should should symptoms start to arise and worsen. The action plan essentially contains the following five steps: 1.Instructions on proper use of asthma meds 2. Necessary actions when you or your child is has symptoms or a low peak flow reading 3.Signs of an episode/attack 4.When to seek emergency care 5.Emergency contact info In terms of actual medication used to treat asthma, there are two main categories form which doctors prescribed medication from. The first category is also looked as the primary treatment because they are known as relievers which provide rapid, short-term relief of asthma symptoms to prevent a flare or attack . Reliever or rescue medi cations can be either short-acting beta agonists, ipratropium or oral and intravenous corticosteroid. The short-acting beta agonists can be taken as inhalers that include albuterol (ProAir HFA, Ventolin HFA, etc.) and levalbuterol (Xopenex) or via a nebulizer were the medication is delivered through a face mask or mouthpiece. Both forms of these bronchodialators aim to reduce the tightness of the airways so we can breathe more comfortably. Like the short-acting beta agonist, ipratropium (Atrovent) is also delivered through an inhaler and although its more frequently used for cases of emphysema and chronic bronchitis, its also been used to treat asthma attacks. The last of the reliever medications are corticosteroids like prednisone and methylprednisolone, which can be taken oraly or intravenously (www.MayoClinic.org). Although they are meant to provide immediate relief, these medications are not for long term use and it is recommend to seek a doctor if the reliever is being used mor e frequently than was discussed between a patient and their physician. Maintaining control of ones asthma goes beyond the immediate relief provided by a resuce medication. It also entails adhering to a daily treatment regimen if required, to help prevent the occurance of an asthma attack. In these instances, long-term asthma control medications, otherwise known as preventative medications are a crucial component to this. Among them are leukotriene modifiers, long-acting beta agonists, combination inhaelrs and theophylline. Both leukotriene modifiers like montelukast(Singulair) and theophylline (Elixophyllin) come in tablet form and help relieve asthma symptoms for up to 24 hours and function as a bronchodilator to relax airways respectively. Combination inhalers like the Advair Diskus and long-acting beta agonist inhalers like Serevent and Foradil are the last two additional options for preventive medications for airway opening. However, some research has shown that long-acting beta agonist should not be used on its own and instead combined with an inha led corticosteroid to avoid the risk of having a severe asthma attack (www.nhlbi.nih.gov). For patients who who been diagnosed with exercise indiced asthma, the treatment regimen also includes short and long-acting beta agonists/bronchodilators in addition to mast cell stabalizers (www.aafa.org). When taking these medications, its important to be aware that these medications are most effective when taken under the suggested time frames when used to treat EIB vs. non-exercise induced asthma. Short-acting bronchodilators for example help prevent symptoms for up to four hours, but must be taken 10-15 minutes prior to exercising. Long-acting bronchodilators must also be taken before any activity, specifically 30-60 minutes beforehand and only once within a 12 hour period. (www.aafa.org) These types of medications are strictly for the prevention of symptoms only and unlike the short-acting bronchodilators, long-acting bronchodilators will not provide any reversal or relief of EIB symptom s. Lastly, mast cell stabilizers are medications that should be taken 15-20 minutes prior to exercising and like the long-lasting bronchodilators will not relieve symptoms once they begin. This group of medication is often prescribed as part of combination therapy where it is combined with short-acting bronchodilators as well. PROGNOSIS Although incurable, the prognosis for patients with asthma is generally quite good. There are multiple forms of therapies that doctors can prescribed, whether its in pill form or an inhaler as well as multiple options of the actual medicine. With the different classes of medications and the options within those classes, there is that flexibility the doctor has to find a prescription ideal for each individual patient whether its in the form of one medication as monotherapy or with combination therapy instead. Leading a normal life is very much attainable with this condition, and may only sometimes be punctuated by the occasional asthma attack and/or the long-term preventative medicaitons that are taken daily (www.erdwhitebook.org) . Moreover, throughout the years, there has been quite some research done on both excerise induced asthma and allergen asthma that have allowed the public to become more aware and knowledgeable on the subject matter. The NYC Health Department has even launch ed campaigns in Northern Manhattan, Central Brooklyn and the entire Bronx which are the areas in New York City with the higesht rates of ER visits and hospitalization for asthma. The goal of this campaing is to educate parents on asthma being more than just an episode, but rather a chronic illness that requires every day management (www1.nyc.gov). FUTURE FOR ASTHMA Current research in asthma has been focusing more and more on understanding why disparities exist across certain communities as well as racial and ethnic groups in relation to asthma rates and hospitalizations. According to the New York State Asthma Surveilance Summary Report (2013), New York City residents had higher rate of emergency room visits (135.0 per 10, 000 residents) than of New York State overall (54.2 per 10,000 residents). The disparity of this rate was even more pronounced when observing the collected data from the Bronx, which was concluded to have the highest rate of ER visit (231.4 per 10,000 residents) out of NYC and NYS. Researchers now look to use Geographic Information Science, or GIScience to analyze characterisitcs like housing conditions, socioeconomic status, and the air pollution unique to specific areas in NYC and find any correlations . In their study Urban Asthma and the Neighbourhood Environment in New York City, Corburn et al. used GIScience to determin e how exactly a childs external environment, particularly their neighborhood, effects their asthma, concluding that it is often a specific combination of factors such as poor housing conditions, outdoor air pollution and noxious land uses that are responsible for the increased incidence of asthma in impoverished neighborhoods (2004). They found that the South Bronx and Morrisania/Blemont neighborhoods were among the highest rates of asthma hospitalizations relative to their population across all others in the city (Corburn et al. , 2004). The findings from this study are important because it gives us concrete facts supported by statistical evidence that show that although Asthma may not necessarily be such a pressing matter nationwide, there are communities where this is still very much a cause for concern. More recently, there is an ongoing branch of a research study at Albert Einstein College of Medicine in the Bronx looking to also understand why adults of Hispanic and Black/Afri can American descent frequent the ER or are hospitalized more and work to lower those rates. In the PREPARE study, Dr. Elliot Israel will compare the asthma outcomes of two groups of participants, all of whom require some medication for the daily management of their persistent asthma (www.preparestudy.net). While enrolled participants still see their own physician for their asthma management and overall healthcare, the PREPARE study will provide one group with an additional medication, a short acting bronchodilator, and the other will be showed a new to keep their usual reliever and rescue medications on them at all times. Although still in the very early stages of recruitment, the possible findings the Bronx site of this study can obtain is important in determining if approaches like this, with follow-up phone interviews and questionnaires over the 15 month period of the study, make the desired impact of reducing the rates of adults of Latinx or Black/African American descent and m inimizing the disparity this disparity that exists among the other racial and ethnic groups. CONCLUSION Asthma is chronic lung disease that causes obstruction of the airways. It is a disease that although no exact cause is known, years of research have been able to find and further emphasize the impact of, countless risk factors that do lead to a higher predisposition of developing asthma. Though asthma may often be just thought of as allergen induced, exercise induced asthma is also another common type of this same overarching condition, that finds its hosts struggling with some of the same symptoms as allergen induced asthma. With how prevalent asthma is, the amount of education and resources made available allow people to get more involved and become their own health advocate, instead of being a bystander to a disease that can be well managed enough for the individual to live their normal life.