Value-based care can be thought of as appropriate and affordable care (tackling wastes), and integration of services and systems of care (i.e., hospital, primary, public health), including preventive care that considers the long-term health and economy of a nation [34,35]

Beyond individual and federal costs, other common arguments against universal healthcare include the potential for general system inefficiency, including lengthy wait-times for patients and a hampering of medical entrepreneurship and innovation

For example, Germany uses a multi-payer healthcare system in which subsidized health care is widely available for low-income citizens, yet private options—which provide the same quality and level of care as the subsidized option—are also available to higher income individuals. Thus, universal healthcare does not necessarily preclude the role of private providers within the healthcare system

significant upfront costs and logistical challenges.

This commentary offers discussion on the pros and cons of universal healthcare

3. Once you have your issue, consider your stance. What do you think about this issue? What is your initial opinion? This is your working thesis.

2. Once you have a Topic, narrow that down to an issue. An issue is anything that can be debated from multiple sides. For example, starting with the topic of Capitalism, and narrowing that down to the issue of homelessness in San Francisco.

1. What are some personal experiences you have that relate to larger social issues? I was a medical provider back home in Nepal. During rural rotation, I saw a pregnant woman walk up to 4 hours to reach a basic health check post and denied basic care because she did not have insurance and could not pay out of pocket. I was a medical provider back home in Nepal. During rural rotation, I saw a pregnant woman walk up to 4 hours to reach a basic health check post and denied basic care because she did not have insurance and could not pay out of pocket. 2. Why are these issues important to you? This experience is important to me, it shows how even the most basic healthcare is inaccessible to people in Nepal. Irony is that Nepal's constitution guarantees basic access to health care to everyone. This moment forced me to question how if a pregnement woman walking 4 hours in labour can be denied care , what would be the fate of others facing serious issues. This experience is important to me, it shows how even the most basic healthcare is inaccessible to people in Nepal. Irony is that Nepal's constitution guarantees basic access to health care to everyone. This moment forced me to question how if a pregnement woman walking 4 hours in labour can be denied care , what would be the fate of others facing serious issues. 3. Choose one of these issues to discuss: Why or how would your research of this issue represent an example of “intrinsic motivation” for you? Universal health care to basic medical care in Nepal: i would research this topic because that is one of the most basic need that a citizen would expect from their government. I want learn more on how my country is not able to provide basic acess to healthcare. Universal health care to basic medical care in Nepal: i would research this topic because that is one of the most basic need that a citizen would expect from their government. I want learn more on how my country is not able to provide basic acess to healthcare. Name: Kamal Shrestha

In other words, they learned to read using pictures (like parallel text sets from Chapter 1!) that showed bricklayers laying bricks, and pictured other situations that the students knew from their own lived experience and oppressive situations. Reading and writing became empowering because they gave these students a written voice for their struggles, and allowed them to engage in the “conversations” that directly affected their lives.

Kohn advocates for an education system that cultivates children’s authentic curiosity at a young age. By starting the inquiry process early in a child’s education, or in the First Year of college for that matter (which is considerably later, but important nonetheless), students come to see learning not as reading, memorizing, and providing the correct answer

Print and lay out your annotated bibliographies on a table in front of you; alternatively open all the documents on your home screen, and reread what you have written.Starting with one of your sources, use notecards or sticky notes to write out ONE idea or major claim from your summary. B

You’ve probably been warned not to cite Wikipedia as a source for your assignments, right? There are good reasons for that, and even the Wikipedia community acknowledges that Wikipedia is not a reliable source, especially for academic use. However, it can be a very helpful starting point, as long as you keep a few points in mind:

To search within a certain website or source, write site: sfchronicle.com before your search terms (e.g., within the SF Chronicle website); or use any other url. For example, you can use site:.gov to search only government websites.Try using “AND,”  or “OR” between two or more search terms. AND will limit your search. OR will expand it.

Before consulting various search engines or databases, you can prepare by brainstorming search terms you’ll try out to find sources of information and knowledge.

We are (most likely) all familiar with google, and we’re also probably used to considering whether we believe a source or not, how legit it is, and whether it is, to use the parlance of our times, “fake news.”

Curiosity, Engagement: Develop your personal interests, passions, and experiences related to larger social issues into open-ended “Inquiry Questions” to guide your entire research process. Connect your ideas to those of other authors.Critical Information Literacy: Learn strategies for finding and evaluating knowledgeable sources to investigate your Inquiry Question, and develop skills to evaluate the credibility of all sources of information in your lives. By continuing to view reading, research and writing as an ongoing conversation, build your own credibility by establishing your own ideas in relation to sources you evaluate. Openness: Continue to practice being open: open to new ways of asking questions, open to new ways of finding information and knowledge from sources, open to relating to new perspectives that you will find in those sources.

We also encourage you to find YouTube videos and other more visual ways of organizing any information you read for this class on your own, not in place of reading but in addition to it, to add to your understanding of the concepts and the ideas being shared.

Chunking and close reading are inter-related reading strategies that allow readers to “zero-in” on one or two passages that are especially difficult to understand. Often, as mentioned before, it is beneficial to annotate this difficult place as you read, ask your question in the margins, and continue on to see if the context of the rest of the article or chapter, or video, answers your questions.

Being an active reader in the above ways also varies depending on what discipline you are reading within. For example, the way you read and annotate in a Literature class will vastly differ from the way you read, annotate, and probably take additional notes when reading a Biology textbook. Additionally, some subjects may be more apt to multimodal reading, involving animation or supplemental Youtube videos provided by the professor, or that you find to help your comprehension.

We have just established that there are multiple ways of thinking, learning, and expressing ourselves. It is no surprise, then, that there are multiple ways of reading, and that reading and writing are connected. An important part of growing as a reader and writer is understanding who you are as a learner, but also learning from the models provided to you by readers and writers who came before you. The best way to increase your vocabulary, formality, or other skills, habits, and choices that professional writers make, for example, is by reading, and specifically reading in the discipline in which you wish to write.

What do you know about the topic, author, genre or any other aspect of the text BEFORE starting to read? What clues does the text give you to make predictions?W–What do you want to know? What questions do you have? Where does your natural curiosity take you?L–AFTER READING, using your annotations (see below), list what you learned. What were the most fascinating or interesting take-aways for you? Why do you think you connected with these particular ideas or claims of the author or text?+ –What do you still want to know? What questions were not answered when you read, and do you think you could find them if you re-read the text? What new questions were sparked during your reading process?

Active reading involves various practical steps. While we will outline these steps to help you be a practical, active reader, remember where we started: you are a diverse learner. As you read on, try out various strategies and figure out what works best for you as a learner. Some fundamental practices of active reading, like annotation, are universal but adaptable based on how you develop. For example, annotating on screen as opposed to taking notes by hand, or writing certain symbols in the margins that make sense to you

In this document authored by the National Council of Teachers of English (NCTE) and the Conference on College Composition and Communication (CCCC), they argue that English is not a fixed language, yet has still been used to uphold fixed standard for achievement tests where naturally those who have continually “failed” come out believing that “reading and writing is not for them.” Once students find out that various Englishes are legitimate and valid in the real world, even in the academic community and within scholarly discourse, their perspectives on English changes. Once students like you know that you are allowed to have your own voice as an academic writer—once you are able to develop a more flexible mindset about “English” through various reading and writing experiences included in this textbook—you will be better prepared to grow as readers and writers.

The next premise of this textbook is that learning must be challenging. We borrow from developmental psychologist Lev Vygotsky and his theory of the Zone of Proximal Development (ZPD). Image Source: https://psychology-spot.com/comfort-zone/ In our classrooms, we adapt the ZPD to the Zone of Appropriate Challenge and Growth. When teachers recite a pre-scripted curriculum that doesn’t assess the students’ prior knowledge and appropriate level of challenge, students end up in the center—“the Comfort Zone”—where they are not engaged, they are bored, and they become passively complacent about learning.

To counter this trend, particularly in Writing Studies but also across the educational spectrum, teachers are being forced to confront the reality of what Howard Gardner calls “multiple intelligences” in the classroom, expressed and practiced through what the New London Group of composition theorists calls “multiliteracies.” Building on Kohn’s assertion that students’ “purposes and interests” should inform the curriculum and classroom discussion, this textbook is also built on the premise that each reader has various skills, assets, and learning styles that may not have been rewarded or stimulated in various parts of your education.

Students are expected to do whatever they’re told, to accommodate themselves to a curriculum that was created by adults who never met them” (3). Sound familiar? We hope not, but unfortunately, it is all too familiar to most high school students and something we wish to address in our courses.

This is called constructivist learning, where the knowledge in the classroom is constructed from below (which requires that students are collaborating with teachers)—as opposed to knowledge or information delivered from the top (where teachers deliver a lecture).

The way we will frame the ensuing text about learning, reading, writing, research, and college life in general is through the metaphor and real experience of a journey. Like all trips, this book will have a beginning and an end, with a middle that will provide many insights and stories from our teaching that are hopefully memorable because they relate to your own experience. In fact, one premise of this book is that all meaningful reading and writing is personally motivated in some way: motivated by your connections, motivated by your passions and interests as students. And although your college journey will come to an end in four, five, or six years, we hope that the lessons, practices, and habits that you will learn and practice through this interactive textbook will transfer to many courses, and beyond to many life situations in your career and elsewhere.

Engagement in Active Learning: Introduce how this textbook and classroom activities will engage students in active learning as they read, to engage students with interactive experiences during the process of learning and reading.