Om, stylized as tag_hash_107, is a 1995 Indian Kannada-language action crime film written and directed by Upendra. The film was produced by Parvathamma Rajkumar under the production company Sri Vajreshwari Combines. The film stars Shiva Rajkumar and Prema with Srishanthi, G. V. Shivanand, Sadhu Kokila in supporting roles with real-life gangsters - Bekkina Kannu Rajendra, Tanveer, Korangu Krishna and Jedaralli Krishnappa - portraying the role of gangsters in a small but important portion of the movie.[1]
Even though the film was released in 1995, its satellite rights was sold to Udaya TV only in 2015 for a sum of 10 crores. The film had its television premiere on 15 August 2015 on the eve of Independence Day.[30] The amount is the highest for any Kannada film considering that the film is already 20 years old and has been released hundreds of times.[31] Video rights was released by Sri Ganesh Video.[32][33]
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Assassins is a 1995 American action thriller film directed by Richard Donner. The screenplay was written by The Wachowskis and Brian Helgeland. The film stars Sylvester Stallone and Antonio Banderas and costars Julianne Moore. The Wachowskis stated that their script was completely rewritten by Helgeland, and that they tried to remove their names from the film but failed.[5][6]
Although a universally accepted definition of the term ''school health services" has not been adopted, the School Health Policies and Programs Study (SHPPS) has described school health services as a "coordinated system that ensures a continuum of care from school to home to community health care provider and back" (Small et al., 1995). The goals and program elements of school health services vary at the state, community, school district, and individual school levels. Some of the factors that contribute to these variations include student needs, community resources for health care, available funding, local preference, leadership for providers of school health services, and the view of health services held by school administrators and other key decisionmakers in the school systems.
There is similarity, however, in the types of services offered from one school system to the next, which is likely the result of several factors. A majority of states have state school nurse consultants, many of whom have distributed sample policy and procedure manuals from their state department of health or education or both, to guide the development and delivery of health services in local settings. The National Association of School Nurses has defined roles and standards for school nurses (Proctor et al., 1993) and provides a system for disseminating information and training to nurses who practice in schools. The American School Food Service Association has recently released standards for school foodservice and nutrition practices (American School Food Service Association, 1995). Similarly, organizations such as the National Association of School Psychologists, the American School Counselor Association, and the National Association of Social Workers have published position statements and standards for their professions. The American School Health Association (ASHA), through its interdisciplinary committees, has studied the advantages and disadvantages of different services, the organization and delivery of services, and the roles of various school health service providers. Subsequently, ASHA publications have brought this information to the attention of state and local health and education agencies. The American Academy of Pediatrics, working closely with national representatives of the school health services sector as well as the community health system, periodically updates a school health manual, School Health: Policy and Practice , that serves both as another unifying force and as an informal mechanism for ensuring local program quality (American Academy of Pediatrics, 1993). Within this document are the following seven goals of a school health program:
Recently, findings from national surveys conducted by the Division of Adolescent and School Health (DASH) of the Centers for Disease Control and Prevention (CDC), the Office of School Health at the University of Colorado Health Sciences Center in Denver, and other groups show that most schools do provide some type of school health services and that a degree of consistency does exist in the kinds of services delivered from one school system to the next. According to SHPPS (Small et al., 1995), 86 percent of all middle or junior high and senior high schools provide some type of school health services (first aid, screening, medication administration), although 32 percent of all middle/junior and senior high schools do not have a dedicated health services facility, such as a separate health room or clinic. SHPPS reports that most school districts require screening and follow-up in at least one grade, with vision (96 percent), hearing (95.4 percent), and scoliosis (88.2 percent) being the most common of the required screenings. Almost all districts keep student health records on file and monitor student immunization status, and most districts also keep student medical emergency and medical information forms on file.
Services such as screenings and immunizations are also widely accepted as belonging in the schools, with the motivation having to do more with access, efficiency, and economies of scale than with liability. Since schools are where children spend a significant portion of their time, schools are seen by many observers as the logical site for services that are based on public health principles of population-based prevention. There is some debate, however, about the relative benefits and disadvantages of a population-based versus a selective high-risk approach, which targets preventive services only toward children at high risk. The population-based approach has the advantage of producing a large potential impact on the population as a whole, but a major disadvantage is that the benefits are frequently very small for the individual. Another potential disadvantage is that all interventions have a finite risk of unintended adverse side effects, which are also amplified along with benefits in the population-based approach, possibly resulting in an unfavorable benefit-risk ratio. Depending on the health issue, one approach may be superior to the other, or a combination of the two may be appropriate. For example, the National Cholesterol Education program recommends a population-based approach for implementing dietary guidelines for children, combined with a high-risk approach to blood lipid screening targeted only at children considered at risk based on family history (Starfield and Vivier, 1995).
Research has identified an explicable link between poverty and health outcomes. Children in poverty are much less likely than their affluent peers to receive an excellent or very good health rating, and they visit their health care provider fewer times in a year. Low-income families, facing routine pediatric care costs that consume a large fraction of their annual income, may decide they cannot afford health care until their children's treatment leads to unnecessary hospitalization and valuable days lost from school (see Table 4-2). For example, preventable hospitalizations for pneumonia, asthma, and ear, nose, and throat infections are up to four times higher for poor children than for who are not poor children (Center for Health Economics Research, 1993). Poor children are also more likely to be limited in school or play activities by chronic health problems and to suffer more severe consequences than their more affluent peers when afflicted by the same illness (Newacheck et al., 1995).
It is estimated that as many as 12 million children under the age of 18 have no health insurance, or approximately 17 percent of all children in that population (American Medical Association Council on Scientific Affairs, 1990). Millions more have inadequate plans that fail to cover even basic preventive services, such as immunizations (National Health Education Consortium, 1992). Although progress has been made in establishing publicly financed community health centers in inner cities and rural areas, school-age youth rarely visit these facilities until their health problems reach crisis stage. Although Medicaid is intended to provide services for poor children, variations in state Medicaid policies have left almost 40 percent of children who live in poverty without access to basic primary and preventive care (Solloway and Budetti, 1995). Possible changes in the system imply even greater uncertainty about the role Medicaid will play in providing universal coverage for poor children and adolescents (Newacheck et al., 1995).
Personnel. The professional training required for school nurses varies, depending on location and changing economic conditions. The American Academy of Pediatrics (1993) reported in 1993 that only 38 states required school nurses to be registered nurses, and only 19 required the attainment of specific school nurse certification. SHPPS found that although only 8 percent of all states required school nurses to be certified through the American Nurses Association or the National Association of School Nurses, 62 percent of states offered their own certification for school nurses. Of those states offering certification, 66 percent required it for employment as a school nurse. Health aides are employed in 76 percent of states, but only 8 percent of these states required prior technical training for health aides (Small et al., 1995). The Closer Look investigation reports similar findings.
Burdens and responsibilities of school nurses are expanding as the increasing numbers of students with special needs and students without adequate health care and health insurance increase. School nurses must keep up with changing practices and procedures, but sometimes education in the specialty of school nursing is not readily available. In 1995, the Southern Council on Collegiate Education for Nursing, an affiliate of the Southern Regional Education Board (SREB), conducted a survey of 450 institutions with college-based nursing programs in SREB states4 to examine the programs of study available for school nursing. Less than 5 percent of respondents offered such programs, and less than 1 percent of faculty have school nurse practitioner credentials (Strickland, 1995). be457b7860
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