The reading let me wondering why the author was so opposed to the idea of care being viewed as work; he seemed dismissive of the value of care if labeled as work.
Reading Response Week 10
In this reading, Fine examines how coordination efforts have impacted the provision of health and social welfare services in Australia. He specifically addresses two different, but related issues: community-based care services for elderly individuals and people with disabilities, and increased coordination between different service providers such as community-based care organizations, residential care services, hospitals, and other healthcare providers. What he attempts to show is how increased coordination has led to clients receiving higher quality services at different levels of care, and should, ideally, result in clients being placed in the appropriate care environments. He also looks at governmental policies and how those policies impact coordination between care-providers, suggesting that when government policies do not support coordination, the natural result is fragmentation. I agree with what Fine has to say about coordination. I believe that much of Australia's caregiving approach remains very fragmented, so that the lack of coordination has a negative impact on the level of care that clients can receive. In fact, I believe that this lack of coordination results in some clients having inappropriate placements. Furthermore, I agree with Fine's seeming endorsement of Austin's opinion about care management, suggesting that care management is only necessary because of societies that emphasize outcomes and financial costs rather than focusing on health and the provision of healthcare. I am left wondering if there have been any real, significant changes in care management in Australia since Fine wrote his article, or if the capitalist influence on care provision makes real change impossible without restructuring the entire system.
Reading Response Week 11
In this reading, Brennan discusses the relationship between the government and civil society. Brennan posits that Australia's social services have come about through a unique relationship between the government and civil society, which makes that relationship a focus in any discussion of social services. That is because early Australian social...
Reading Skills Motivation and Background Building: Pre-Reading Phase Appropriate activities may include the following: Vocabulary instruction Prior knowledge connection Skill Development (may be done throughout) Establish purpose for reading Predicting Teacher think-aloud Setting/location/context Development of time/historical context There were four vocabulary words that the students learned during this phase: imperious, treacherous, tenacity and betrothal. They were provided with contextual sentences (three sentences in length) to introduce them to the words, guessed what they meant, received dictionary definitions, and had to
There is also the question of what approach should be used in a given setting. For instance, Lewis-Moreno points out that, "A great deal of energy is expended selecting and defending the model used: Should it be late- or early-exit bilingual, dual language, or English immersion?" (2007, p. 773). Although complex problems require complex solutions, a common theme that runs through the relevant literature concerns the need to use
The Title I reading instructor will become familiar with the Plato Learning content library. The Title 1 reading instructor will begin supplementing classroom instruction with the mini classroom lab using software from Plato Learning. Title I reading instructor will assess classroom performance and modify lab use accordingly. The STAR Reading test results will be evaluated. Survey results on student attitudes towards reading and learning will be compared to April 2007 results. The state standard scores
Clickers/Responses Phonics Lesson Phonics Long Vowel - Silent e Lesson Plan for Special Education Objectives: Students will recognize and say words that follow the c-v-c-e and v-c-e rule where the first vowel is a long vowel and the final e is silent. By using the Clickers/Responses as a classroom game they will utilize them after hearing the correct sounds. Students with the will be able to spell and write out some basic long vowel
These include shared accounts, unique user accounts without required passwords, unique user accounts where the password does not need to be changed, and administrators who use their privileged accounts to perform user activities. Shared accounts are a poor choice because they allow too many people access to the same thing (Stone, 2008). The administrator accounts have the same problem. Unique user accounts are a better choice, but if the
Solutions to incorporating fluency instruction in the classroom include repeated reading, auditory modeling, direct instruction, text segmenting, supported reading, and use of easy reading materials. Young readers may not always know what fluent reading should be like. Despite the awareness, oral reading fluency is a neglected aspect of the classroom (Allington, 1983). Therefore, according to Fluency for Everyone, written by Rasinski, "It seems clear that students need frequent opportunities
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