Electronic Visit Verification: The Weight of Surveillance and the Fracturing of Care

In Electronic Visit Verification: The Weight of Surveillance and the Fracturing of Care, Data & Society Researcher Alexandra Mateescu finds that the surveillance of US home care workers through a state-funded mobile app called electronic visit verification ("EVV") erodes critical support for people with disabilities and older adults while offloading significant, unacknowledged burdens onto both workers and service recipients.Drawing on interviews with advocates, activists, and twenty workers and service recipients across the country, Mateescu describes how the rollout of EVV systems within Medicaid home- and community-based programs was built on a poor understanding of how services are actually provided

A Relational Approach to an Analytics of Resistance: Towards a Humanity of Care for the Infirm Elderly – A Foucauldian Examination of Possibilities

This paper develops a Foucauldian analytics of resistance in relation to components of a system of governance – a governmentality. Techniques of resistance that can transform a governmentality towards the development of a new politics of truth require the design of techniques of resistance to counter directly oppressive techniques of biopower and disciplinary power, in turn to produce new regimes of practices or counter-conduct that can engender a new mentality and set of discourses to convey it. Strategies of resistance towards transformative change in the governance of a population as well as of the self therefore require development following, and in relation to, an analytics of governance. I thread these points through a particular case, the problem of care for the infirm elderly in the United States, focusing specifically on nursing homes by critically synthesizing issues from inter-disciplinary literatures and casting them in terms of governmentalities. I frame the problems of eldercare broadly in terms of interrelated neoliberal and (western) scientific mentalities and associated discourses, and then examine the associated techniques of biopower, disciplinary power, and regimes of practices to identify roots of problems, explain failures of policies, and crucially, to frame the design of techniques of resistance to produce new regimes of counter-conduct.  I suggest avenues of resistance in relation to existing governmentalities on the terrain of inter-firm relations and everyday life in nursing-home care, all currently entangled with government policies, economies of documentation, and dehumanizing scientific practice

Caring for the Future: The Power and Potential of Americas Direct Care Workforce

This report is the culmination of a year-long series of reports (released throughout 2020) providing a comprehensive, current-day analysis of the direct care workforce and its critical role in the long-term care system in the United States. By bringing these reports together, this final report provides: a detailed profile of these workers; a segmented look at the long-term care industry; a discussion on the evolving role of the direct care worker; a proposed framework for creating quality jobs in direct care; and a look forward at where this workforce and industry are heading. The report also offers concrete recommendations for policymakers, employers, advocates, and other long-term care leaders, and features stories of direct care workers from around the country, sharing their wisdom and ideas. In releasing this report, our goal is to strengthen the national dialogue on the direct care workforce, including what needs to change in policy and in practice.workforce,including what needs to change in policy and in practice

Education Workforce Initiative: Initial Research

The purpose of this initial research is to offer evidenced possibilities in the key areas of education workforce roles, recruitment, training, deployment and leadership, along with suggested areas for further research to inform innovation in the design and strengthening of the public sector education workforce. The examples described were identified through the process outlined in the methodology section of this report, whilst we recognise that separation of examples from their context is problematic – effective innovations are highly sensitive to context and uncritical transfer of initiatives is rarely successful. The research aims to support the Education Workforce Initiative (EWI) in moving forward with engaging education leaders and other key actors in radical thinking around the design and strengthening of the education workforce to meet the demands of the 21st century. EWI policy recommendations will be drawn from a number of country level workforce reform activities and research activity associated with the production of an Education Workforce Report (EWR). This research has informed the key questions, approach and structure of the EWR as outlined in the Education Workforce Report Proposal. Issues pertaining to teaching and learning in primary and secondary education are at the centre of the research reported here; the focus is on moving towards schools as safe places where all children/ young people are able to engage in meaningful activity. The majority of the evidence shared here relates to teachers and school leaders; evidence on learning support staff, district officials and the wider education workforce is scant. Many of the issues examined are also pertinent to the early childhood care and education sector but these are being examined in depth by the Early Childhood Workforce Initiative. Resourcing for the Education Workforce was out of scope of this initial research but the EC recognises, as outlined in the Learning Generation Report, that provision of additional finance is a critical factor in achieving a sustainable, strong and well-motivated education workforce, particularly but not exclusively, in low and middle income countries. The next stage of EWI work will consider the relative costs of current initiatives and modelling of the cost implications of proposed reforms. EWI aims to complement the work on teacher policy design and teacher career frameworks (including salary structures) being undertaken by other bodies and institutions such as Education International, the International Task Force on Teachers for 2030 and the Teachers’ Alliance, most particularly by bringing a focus on school and district leadership, the role of Education Support Professionals (ESPs) and inter-agency working

Asset Building for Social Change: Pathways to Large-Scale Impact

Provides an in-depth examination of current and historic initiatives, in an effort to discern patterns of successful scaling up from among Ford's Assets Program portfolios worldwide

Developing a Measure of Social, Ethical, and Legal Content for Intelligent Cognitive Assistants

We address the issue of consumer privacy against the backdrop of the national priority of maintaining global leadership in artificial intelligence, the ongoing research in Artificial Cognitive Assistants, and the explosive growth in the development and application of Voice Activated Personal Assistants (VAPAs) such as Alexa and Siri, spurred on by the needs and opportunities arising out of the COVID-19 global pandemic. We first review the growth and associated legal issues of the of VAPAs in private homes, banks, healthcare, and education. We then summarize the policy guidelines for the development of VAPAs. Then, we classify these into five major categories with associated traits. We follow by developing a relative importance weight for each of the traits and categories; and suggest the establishment of a rating system related to the legal, ethical, functional, and social content policy guidelines established by these organizations. We suggest the establishment of an agency that will use the proposed rating system to inform customers of the implications of adopting a particular VAPA in their sphere

Inclusion or illusion : a mixed methods study of pedagogical practices to enhance pre-service teachers' preparedness for contemporary inclusive teaching

Over the last three decades the practice of including students with additional needs and disabilities in regular classes has gained momentum and is now contemporary practice in most Australian schools. However, research and government reports indicate that teachers feel ill-prepared and ill-equipped for their roles as inclusive class teachers with likely consequences for all classes. Despite concerns about the preparation of pre-service teachers for inclusive teaching there is a paucity of empirical evidence detailing how to shift negative attitudes, convey knowledge and impart skills during initial teacher education. This study aimed to identify and generate curriculum and pedagogy that effectively prepare pre-service primary teachers during initial teacher education for including students with additional needs in regular classes. A mixed methods approach (explanatory sequential with an intervention) was adopted. The intervention comprised a mandatory one semester inclusive unit in an initial primary teacher education course in an Australian university. Pre-service, beginning and experienced teachers provided questionnaire and interview data collected in three stages. Pre-service teachers (n=119) were surveyed at commencement and completion of the intervention. Experienced teachers (class teachers, principals, school counsellors and support teachers, n=326) were surveyed to ascertain their views about preparing pre-service teachers for inclusive education. Interviews were conducted with five beginning teachers, who in the previous year participated in the intervention, and ten experienced teachers. Quantitative data were analysed using parametric and non-parametric techniques. Thematic analysis was used to analyse interview data and the open-ended questionnaire responses. Results showed positive effects for the inclusive unit used in this study, with pre-service teachers reporting significantly increased levels of preparedness for inclusive teaching. Their self-reported attitudes, knowledge, and skills also improved significantly; nearing those of experienced teachers. On some aspects of inclusive education, pre-service teachers reported more positive attitudes than experienced teachers. In keeping with previous literature, many experienced teachers indicated that their initial teacher education had not adequately prepared them for inclusive teaching. Further, the findings revealed the major challenges beginning teachers experience in creating positive inclusive environments. The effect of social disadvantage was found to compound these challenges. The study identified priority topics for inclusive curriculum planning. The findings highlight the need to ensure that learning experiences provided to pre-service teachers are relevant and connected to their future needs. Details of learning experiences linked to learning theories, pedagogical frameworks and to the themes of attitudes, knowledge and skills are presented. Importantly, an eclectic cluster of practices were generated describing how to prepare pre-service teachers for contemporary inclusive teaching. Further, pre-service teachers’ preferred modes of delivery of inclusive content were (in order) tutorials, lectures, assignments, and lastly, online. The integrated findings provide a comprehensive overview for effectively preparing pre-service teachers for inclusive teaching during initial teacher education. Approaches are proposed for enhancing pre-service teachers’ preparedness for contemporary inclusive teaching. These include three tools for delivering inclusive pedagogy and curriculum during initial teacher education. Importantly, the findings suggest that the preparation of pre-service teachers for inclusive teaching requires a shared vision within initial teacher education to ensure that delivery of inclusive principles and practices embraces the philosophy of pedagogy for all

Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed “essential” in almost every corner of the social services sector

Adviser\u27s Guide to Health Care, Volume 2: Consulting Services

https://egrove.olemiss.edu/aicpa_guides/2721/thumbnail.jp