RAJA BLOGS

NewShare

2011-11-18T14:17:00.001-08:00

Question	Technique
Am I going to use this text for background reading, perhaps to 'fill out' my grasp of a subject?	Light reading, do not make detailed notes, but just get the gist of the content.
Is this text essential reading and a key element of the course, essay or presentation?	Careful and close reading, making detailed and full notes.
Will it be enough to read a chapter(s) or part(s) of an article to get an overview of the material?	Skim read, to get the gist of it.
Do I want to get an overview of the whole book?	Look at chapter headings and the introduction and then skim read.
Do I want to study a text intensely, to grasp all the main ideas and/or collect all the information?	Looking, first at any chapter headings and introduction, skim through for an overview and then undertake close reading.
Do I need to find some specific pieces of information in a text?	Scan the text to get the information you need.
Despite undertaking Step 1 above am I still unclear how useful this text will be?	Look through the introduction, contents and index, and then decide on relevance.

Scanning is what you do when you quickly examine part of a text for one or more specific items that you are interested in. For example you may scan a section of a book for a particular name. You should rapidly move across and down the text looking only for those words you are interested in - do not begin to read groups of words or sentences. Dates and names (beginning with a capital letter) are particularly easy to find using this method.

Skimming is a kind of 'scooting' across the 'surface' of a text, generally used to get a broad idea of what a text is all about. You therefore might want to skim read to see if a text is relevant to your interest or subject, to get an idea of how difficult the material is or to find out how much of it you may have to read closely at a later stage.

Another way of expressing this is to say that close reading is active reading. Concentration is required for close reading - but remember that the objective is understanding and not memorising.

Light Reading is sometimes appropriate in studying. It is somewhere between skimming and close reading. It does not require full concentration and is often used to get a working knowledge of the contents of the text

In each case, if the answer is 'yes', note the appropriate reading technique. Follow that technique when you do the reading.

3. Active reading and note-taking strategies

You are now ready to put your understanding of your reading into note-form for your own use. Do not slavishly copy down chunks of material from books. One way to avoid this is to ask yourself questions like the following when you read:

 Did I understand this? Can I put it into my own words?

 Have I understood the main point here? What were the illustrations/examples relevant to it?

 Do I want to challenge anything I have read?

 Have I stopped and considered links between the ideas presented?

 Have I shown these links in my notes?

 Have I noted connections with earlier chapters or sections?

 Have I noted any contradictions with earlier chapters?

 Have I made a note to check any other relevant text for opposing views/support?

 Have I used diagrams where appropriate in my notes to make my ideas explicit?

As you read more in your discipline you will learn how to use one text to comment on another. As you read ask yourself the following questions:

 Have I seen this idea discussed elsewhere?

 Does the formulation I am now reading develop/agree/conflict with what I have read before?

 Do other comments I have read on this idea help me to formulate my own views?

4. Record and organise notes effectively

 Notes should be brief and in your own words.

 Write notes in phrases not sentences and use abbreviations.

 Always note where the information comes from.

 Keep your notes on a particular topic together in a file, numbering the pages.

 Use a highlighter pen on texts that are your own (though never on a library text, or a text belonging to someone else).

 Use a highlighter pen on your notes (or an equally effective technique) to make the essential points/main ideas stand out.

 Use lists and headings, numbers and letters to differentiate points.

 Use diagrams - link points with arrows, with main idea(s) at the centre.

Colour code in ways you find useful, e.g., different coloured ink for different aspects/ideas.

5. Review and evaluate your notes

Try this a few weeks after making a set of notes:

 Do the essential points stand out clearly?

 Are any essential illustrations/examples given?

 Are the notes coherent and well organised?

 Are they precise, and do they avoid repetition?

 Have you made links between ideas in the text?

 Have you cross-referenced to other texts dealing with the same ideas?

 Have you added your own opinions on the text?

After reviewing your notes, you may be able to add new ideas in the light of reading and thinking you have done since you made them

test

2011-09-30T00:40:00.001-07:00

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test

2011-09-30T00:35:00.001-07:00

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test

2011-09-30T00:32:00.001-07:00

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Normal View doc 1

2011-09-30T00:26:00.003-07:00

New Document Content Saved in Normal view which is to be changed later . New Document Content Saved in Normal view which is to be changed later .New Document Content Saved in Normal view which is to be changed later .

Normal View doc 1

2011-09-30T00:26:00.001-07:00

Untitled

2011-09-30T00:11:00.003-07:00

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Untitled

2011-09-30T00:11:00.001-07:00

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Untitled

2011-09-30T00:10:00.001-07:00

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List-img-Tables

2011-09-29T23:54:00.001-07:00

nnneSelecting and Using Written Resourcesasas

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As a student in higher education, you will have to read large numbers of books, learned articles, literature surveys and other documents, sometimes in a fairly short period of time. Your aim will normally be to assimilate the ideas contained in these texts and to analyse and discuss them in spoken and written formats. You will also have to learn necessary knowledge, but here too the emphasis is general on using that knowledge to illustrate and develop ideas - maybe initially only for your understanding, but ultimately always for spoken and for written expression.

The following will assist you in gaining good reading and note-taking skills:

1. Establish whether a text is relevant for your purposes

2. Decide what type of reading is appropriate for the purpose you have in mind

3. Active reading and note-taking strategies

4. Record and organise notes effectively

5. Review and evaluate your notes

1. Establish whether a text is relevant for your purposes

Sometimes relevance will be immediately obvious, e.g., a core text highly recommended by the course lecturer. In other cases, you may at first be unsure, so you should consider the following tests:

 Is the title relevant to your topic, essay or course?

 Look at the contents list - do relevant issues/key words appear?

 Look at the index: do some of the key words of your topic, or ideas associated with them, appear a significant number of times?

 Look at the introduction to the text - is the broad line being followed one that is on target for your topic?

 Is the text at the right level for you? That is, as well as apparently being straightforward to read and learn from, and covering the basic material you are considering, does it go a little further on so that you have to push yourself to assimilate it? (That way you increase your knowledge and understanding.)

2. Decide what type of reading is appropriate for the purpose you have in mind

When you are considering use of texts, ask yourself the questions below:

Question	Technique
Am I going to use this text for background reading, perhaps to 'fill out' my grasp of a subject?	Light reading, do not make detailed notes, but just get the gist of the content.
Is this text essential reading and a key element of the course, essay or presentation?	Careful and close reading, making detailed and full notes.
Will it be enough to read a chapter(s) or part(s) of an article to get an overview of the material?	Skim read, to get the gist of it.
Do I want to get an overview of the whole book?	Look at chapter headings and the introduction and then skim read.
Do I want to study a text intensely, to grasp all the main ideas and/or collect all the information?	Looking, first at any chapter headings and introduction, skim through for an overview and then undertake close reading.
Do I need to find some specific pieces of information in a text?	Scan the text to get the information you need.
Despite undertaking Step 1 above am I still unclear how useful this text will be?	Look through the introduction, contents and index, and then decide on relevance.

Close Reading means reading in detail with full concentration. It means reading groups of words, but not mechanically, one at a time. Rather you should aim to read in such a way that the idea or information they convey is understood. You will find, as you practise this, that it is just an extension of the way in which you already understand written material.
Another way of expressing this is to say that close reading is active reading. Concentration is required for close reading - but remember that the objective is understanding and not memorising.

In each case, if the answer is 'yes', note the appropriate reading technique. Follow that technique when you do the reading.

3. Active reading and note-taking strategies

 Did I understand this? Can I put it into my own words?

 Have I understood the main point here? What were the illustrations/examples relevant to it?

 Do I want to challenge anything I have read?

 Have I stopped and considered links between the ideas presented?

 Have I shown these links in my notes?

 Have I noted connections with earlier chapters or sections?

 Have I noted any contradictions with earlier chapters?

 Have I made a note to check any other relevant text for opposing views/support?

 Have I used diagrams where appropriate in my notes to make my ideas explicit?

As you read more in your discipline you will learn how to use one text to comment on another. As you read ask yourself the following questions:

 Have I seen this idea discussed elsewhere?

 Does the formulation I am now reading develop/agree/conflict with what I have read before?

 Do other comments I have read on this idea help me to formulate my own views?

4. Record and organise notes effectively

 Notes should be brief and in your own words.

 Write notes in phrases not sentences and use abbreviations.

 Always note where the information comes from.

 Keep your notes on a particular topic together in a file, numbering the pages.

 Use a highlighter pen on texts that are your own (though never on a library text, or a text belonging to someone else).

 Use a highlighter pen on your notes (or an equally effective technique) to make the essential points/main ideas stand out.

 Use lists and headings, numbers and letters to differentiate points.

 Use diagrams - link points with arrows, with main idea(s) at the centre.

Colour code in ways you find useful, e.g., different coloured ink for different aspects/ideas.

5. Review and evaluate your notes

Try this a few weeks after making a set of notes:

 Do the essential points stand out clearly?

 Are any essential illustrations/examples given?

 Are the notes coherent and well organised?

 Are they precise, and do they avoid repetition?

 Have you made links between ideas in the text?

 Have you cross-referenced to other texts dealing with the same ideas?

 Have you added your own opinions on the text?

After reviewing your notes, you may be able to add new ideas in the light of reading and thinking you have done since you made them

Must-Test

2011-09-29T07:01:00.001-07:00

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NewTestdoc

2011-07-16T00:21:00.001-07:00

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New test

2011-07-15T23:59:00.001-07:00

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BLog

2011-07-03T22:35:00.001-07:00

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फिटनेस_odt

2011-06-23T22:30:00.003-07:00

मुंबई। श्रीलंका में खेली जाने वाली एकदिवसीय त्रिकोणीय सीरीज और आईसीसी चैंपियंस ट्रॉफी के लिए टीम के चयन से पहले आयोजित फिटनेस कैंप में मास्‍टर ब्‍लास्‍टर सचिन तेंदुलकर नहीं पहुंचे। निजी कार्यक्रम में व्‍यस्‍तता के कारण कैंप में नहीं पहुंचना सचिन के लिए भारी पड़ सकता है, क्‍योंकि बिना फिटनेस टेस्‍ट के टीम में उनकी वापसी मुश्किल है।

सिर्फ आठ खिलाड़ी पहुंचे

मुंबई क्रिकेट एसोसिएशन के बांद्रा-कुर्ला कॉम्‍प्‍लेक्‍स में मंगलवार को आयोजित फिटनेस कैंप के बाद टीम इंडिया के कोच गैरी कर्स्‍टन ने बताया कि निजी व्‍यस्‍तता के कारण सचिन कैंप में शामिल नहीं हो सके। उन्‍होंने बताया कि कैंप में वही आठ खिलाड़ी पहुंचे, जो वेस्‍टइंडीज दौरे पर गए थे।

कर्स्‍टन ने माना कि इतने शॉर्ट नोटिस पर सभी का उपस्थित होना वैसे भी संभव नहीं हो पाता है। उन्‍होंने बताया कि युवराज सिंह, रोहि शर्मा, अभिषेक नायर, एस बद्रीनाथ, प्रज्ञान ओझा, यूसुफ पठान, रवींद्र जडेजा और दिनेश कार्तिक का ही फिटनेस टेस्‍ट हो सका। इस टेस्‍ट में राहुल द्रविड़ को भी उपस्थित होना था, लेकिन किसी कारणवश वो भी नहीं पहुंचे।

सहवाग का फिटनेस टेस्‍ट जल्‍द

यहां पर फिटनेस टेस्‍ट कर्स्‍टन की देखरेख में ट्रेनर रामजी श्रीनिवासन ने लिया। कर्स्‍टन ने बताया कि वेस्‍टइंडीज दौरे के समय कई खिलाड़ियों में कुछ कमियां दिखी थीं, लेकिन अब वो दूर हो चुकी हैं। उम्‍मीद है आगामी प्रतियोगिताओं में खिलाड़ी शानदार प्रदर्शन करेंगे।

विस्‍फोटक बल्‍लेबाज वीरेंद्र सहवाग के बारे में कर्स्‍टन ने कहा कि वो अपने कंधे की चोट से उबर रहे हैं। वो चैंपियंस ट्रॉफी में खेल सकेंगे या नहीं इसके लिए जल्‍द ही बेंगलुरू में फिटनेस टेस्‍ट का आयोजन किया जाएगा। वहीं पर बाकी बचे हुए खिलाड़ियों के साथ वीरेंद्र सहवाग का भी फिटनेस टेस्‍ट हो जाएगा।

सचिन के लिए मुश्किलें

फिटनेस टेस्‍ट में शामिल नहीं होने से सचिन की वापसी मुश्किल में पड़ सकती है। हालांकि अगला टेस्‍ट बेंगलुरू में आयोजित किया जाना है, लेकिन यदि सचिन उसमें भी नहीं पहुंचे तो उनकी वापसी के आसार काफी कम हो जाएंगे।

ऐसा इसलिए क्‍योंकि ट्वेंटी20 विश्‍व कप में मिली करारी हार के बाद अब बीसीसीआई फिटनेस को लेकर कोई खतरा मोल नहीं लेना चाहेगा। टी20 विश्‍व में आधे से ज्‍यादा अनफिट खिलाड़ियों को ले जाने के बाद मिली हार पर भारतीय मीडिया ने बीसीसीआई को जमकर लताड़ा था।

Untitled

2011-06-23T22:30:00.001-07:00

திருப்பரையார்: கேரள மாநிலம், திருப்பரையாறு ராமசுவாமி கோவிலுக்கு, கர்நாடக முதல்வர் எடியூரப்பா 10 லட்ச ரூபாய் நன்கொடை வழங்கினார்.கர்நாடக முதல்வர் எடியூரப்பா கேரளாவில் கோட்டக்கல்லில் உள்ள மருத்துவமனையில் ஆயுர்வேத சிகிச்சை பெற்றார். தொடர்ந்து அவர் திருப்பரையாறு ராமசுவாமி கோவிலுக்கு சென்றார். அவருடன் அவரது மகள் உமாதேவியும் உடன் சென்றார்.கோவில் வளாகத்தில் தற்போதுள்ள விளக்கு மாடங்களை பித்தளையால் வேய்வது குறித்து, ஸ்ரீராம் கல்சுரல் டிரஸ்ட் நிர்வாகிகள், முதல்வருடன் ஆலோசனை நடத்தினர். இதையடுத்து, கோவிலுக்கு கர்நாடக முதல்வர் 10 லட்ச ரூபாய் நன்கொடை வழங்கினார். தொடர்ந்து சூலூர் யோகினி மாதா பாலிகா சதனத்திற்கு மூன்று லட்ச ரூபாய் நன்கொடை அளித்தார்.முன்னதாக அவர் குருவாயூர் கிருஷ்ணன் கோவிலில் துலாபார நேர்த்தி கடன் நிறைவேற்றினார்.

doc_with_comments

2011-06-23T22:09:00.001-07:00

Thus, although this bibliography may cover the preponderance of the material appearing on the examination, questions may also be selected from other reference sources. In general, those individuals carefully preparing themselves utilizing the bibliography should be prepared to perform well on the examination.

Thus, although this bibliography may cover the preponderance of the material appearing on the examination, questions may also be selected from other reference sources. In general, those individuals carefully preparing themselves utilizing the bibliography should be prepared to perform well on the examination.
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Singlepage

2011-06-23T22:08:00.001-07:00

UPGRADE ASSISTANT

Streamline your Accounts Payable Process

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For electronic payment to Vendors

CISTECH’s EFT tool allows electronic funds transfers in IFM for foreign or domestic vendor payment, relieving the accounting department of the time-consuming task of manual payment processing and providing a faster and more reliable payment method for vendors.

Electronic Funds Transfers provide real-time accounting benefits of simple, paperless payment, and better control and management of payments and their delivery dates. CISTECH’s EFT tool generates activity reports that give accounting the opportunity to proof and edit activity transaction details prior to the actual funds transfer. A confirmation of the date and time the transfer is sent to the financial institution is also generated for documentation.

The EFT activity report provides all details of the transaction and enables accounting to completely trace the path each payment has taken prior to the actual transfer of funds.

· Benefits of using EFT:

· Save the cost of printed checks and postage with paperless payments.

· Provide faster and more reliable payments to vendors.

· Eliminate the time consuming, manual check writing and mailing process.

· Gain better control your payment and payment schedules with real-time accounting.

· Automatically generate reports of all payments and payment details.

EFT Features and Functions:

· Foreign and domestic electronic payment delivery.

· Automatically generated reports with detailed error tracking.

· Proof reports.

· Pending edits, which may include corrections, may be run as many times as necessary.

· Once in the transmission file, a record will not appear on the pending edit again.

· The transmission file that is in the creation process may not be run again until the financial institution uploads the file.

Services to support your use of Electronic Funds Transfer:

· User manual

· Implementation Instructions

· Integration with your bank file format

· CISTECH consultants can assist you in planning, educating, and implementing the EFT for IFM

Pre-requisites for Electronic Funds Transfer: IFM R6, R7

List-img-Tables--001

2011-06-23T22:01:00.001-07:00

Selecting and Using Written Resources

The following will assist you in gaining good reading and note-taking skills:

1. Establish whether a text is relevant for your purposes

2. Decide what type of reading is appropriate for the purpose you have in mind

3. Active reading and note-taking strategies

4. Record and organise notes effectively

5. Review and evaluate your notes

1. Establish whether a text is relevant for your purposes

Sometimes relevance will be immediately obvious, e.g., a core text highly recommended by the course lecturer. In other cases, you may at first be unsure, so you should consider the following tests:

 Is the title relevant to your topic, essay or course?

 Look at the contents list - do relevant issues/key words appear?

 Look at the index: do some of the key words of your topic, or ideas associated with them, appear a significant number of times?

 Look at the introduction to the text - is the broad line being followed one that is on target for your topic?

2. Decide what type of reading is appropriate for the purpose you have in mind

When you are considering use of texts, ask yourself the questions below:

Question	Technique
Am I going to use this text for background reading, perhaps to 'fill out' my grasp of a subject?	Light reading, do not make detailed notes, but just get the gist of the content.
Is this text essential reading and a key element of the course, essay or presentation?	Careful and close reading, making detailed and full notes.
Will it be enough to read a chapter(s) or part(s) of an article to get an overview of the material?	Skim read, to get the gist of it.
Do I want to get an overview of the whole book?	Look at chapter headings and the introduction and then skim read.
Do I want to study a text intensely, to grasp all the main ideas and/or collect all the information?	Looking, first at any chapter headings and introduction, skim through for an overview and then undertake close reading.
Do I need to find some specific pieces of information in a text?	Scan the text to get the information you need.
Despite undertaking Step 1 above am I still unclear how useful this text will be?	Look through the introduction, contents and index, and then decide on relevance.

In each case, if the answer is 'yes', note the appropriate reading technique. Follow that technique when you do the reading.

3. Active reading and note-taking strategies

 Did I understand this? Can I put it into my own words?

 Have I understood the main point here? What were the illustrations/examples relevant to it?

 Do I want to challenge anything I have read?

 Have I stopped and considered links between the ideas presented?

 Have I shown these links in my notes?

 Have I noted connections with earlier chapters or sections?

 Have I noted any contradictions with earlier chapters?

 Have I made a note to check any other relevant text for opposing views/support?

 Have I used diagrams where appropriate in my notes to make my ideas explicit?

As you read more in your discipline you will learn how to use one text to comment on another. As you read ask yourself the following questions:

 Have I seen this idea discussed elsewhere?

 Does the formulation I am now reading develop/agree/conflict with what I have read before?

 Do other comments I have read on this idea help me to formulate my own views?

4. Record and organise notes effectively

 Notes should be brief and in your own words.

 Write notes in phrases not sentences and use abbreviations.

 Always note where the information comes from.

 Keep your notes on a particular topic together in a file, numbering the pages.

 Use a highlighter pen on texts that are your own (though never on a library text, or a text belonging to someone else).

 Use a highlighter pen on your notes (or an equally effective technique) to make the essential points/main ideas stand out.

 Use lists and headings, numbers and letters to differentiate points.

 Use diagrams - link points with arrows, with main idea(s) at the centre.

Colour code in ways you find useful, e.g., different coloured ink for different aspects/ideas.

5. Review and evaluate your notes

Try this a few weeks after making a set of notes:

 Do the essential points stand out clearly?

 Are any essential illustrations/examples given?

 Are the notes coherent and well organised?

 Are they precise, and do they avoid repetition?

 Have you made links between ideas in the text?

 Have you cross-referenced to other texts dealing with the same ideas?

 Have you added your own opinions on the text?

After reviewing your notes, you may be able to add new ideas in the light of reading and thinking you have done since you made them

Aspose--123weqwe

2011-06-23T08:49:00.001-07:00

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Monday, November 23, 2009 ---Date shunmugaraja--AuNAME

Singlepage

2011-06-23T08:37:00.001-07:00

UPGRADE ASSISTANT

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EFT Features and Functions:

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Services to support your use of Electronic Funds Transfer:

· User manual

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· Integration with your bank file format

· CISTECH consultants can assist you in planning, educating, and implementing the EFT for IFM

Pre-requisites for Electronic Funds Transfer: IFM R6, R7

Post To Blog

2011-06-23T05:00:00.001-07:00

Header Text

Paying for Care Team

Older People and Long Term Care

Welsh Assembly Government

Cathays Park

Cardiff CF10 3NQ

Date: 27th February 2009

Dear Steve

Paying for Care in Wales

Thank you for the opportunity to comment on the consultation ‘Paying for Care in Wales’. We understand the complexities surrounding this topic and are pleased that the Welsh Assembly Government is tackling this issue and addressing dissatisfaction with the current way of working.

Three main principles should underpin the provision of social care in Wales: clarity, simplicity and fairness: clarity over entitlement, simplicity in the system and a fair service. Currently, there is too much disparity in the quality of service between different local authority areas. There needs to be a universal standard for services across local authority boundaries in order to achieve equality of outcome. The method of delivery may vary across boundaries; factors such as the rural or urban nature of the local authority may be relevant. However, the outcomes of provision must be the same for people with similar needs throughout Wales.

The basic fact is that most of us will experience the system, either ourselves or through close family members, and it is imperative anyone in need of care is treated with dignity and respect.

Sharing the responsibility for paying for care

There needs to be a balanced approach to responsibility in the new system. It needs to be made clear what will be paid for by the state and what should be deemed personal choice. Providing information to consumers on what they can expect to be funded by a local authority can help them make a more educated choice on their care options.

Equity Release

As highlighted in paragraph 4.11, issues linked to equity release must be recognised, especially if the asset threshold is to be increased. There has been distrust of equity release schemes in recent years, and the Welsh Assembly Government needs to work with regulators in providing information to older people who require equity release to pay for their care.

Choice

Although the consultation paper acknowledges the right to genuine choice in choosing care, this is not always possible. Some areas, particularly remote rural areas, simply may not have a range of services and service providers available.1 This needs to be acknowledged as a real barrier to the principle of user choice and the implications it may have for the quality of care. Mapping gaps in care provision will give service providers a picture of priority areas for service development, for example through outreach services, providing transport services or flexible community based services. There are a wealth of good practice examples available in the Joseph Rowntree Foundation report of the Older People’s Inquiry into ‘That Bit of Help’.

Additionally, it does not elaborate on people’s rights when in the system. If there are changes in care arrangements or care systems within a setting, those directly affected have a right to be consulted on the personal implications for them.

Disadvantaged Citizens

The consultation paper doesn’t mention particular individuals and groups that may be at a disadvantage, a principle strongly aligned to our own thinking. For example, BME communities are often treated as if they are homogenous, when in reality they comprise of a variety of cultures and faiths as well as differing attitudes of the younger and older generations. The issues discussed in the WAG document Challenging the Myth, such as language considerations when publishing information, could be reconsidered at this point to ensure any potential changes to the system are articulated to all affected.

We would also urge the Welsh Assembly Government to consider the variations between private care home contracts and the impact this has for consumers. Both the OFT2 and the Commission for Social Care Inspection3 highlight the unfairness, lack of transparency and unnecessary complexity that arise with care home contracts. Older people should not be at a disadvantage or be financially vulnerable as a result of a lack of consistent standards in contracts.

Carer rights

As mentioned in the consultation document, further support is needed for carers as the burden, especially as the burden on unpaid carers is likely to increase. In particular, greater support and investment is needed for informal or voluntary carers, as they may not necessarily be aware of their rights and if support is available to them. This could include more information and increased respite access, such as the service provided by the Blackpool Borough Council Primary Night Care Service4 or the Age Concern service ‘Link-Up Carers’ that provides network support for carers.5

Information and Advice

As a general principle, advice and information services on care services, entitlements, rights and allowances should be widely available and easily accessible. This not only applies to older people, but also younger, disabled people who may be in need of greater levels of care, as well as the families and carers of those receiving personal care. This could be supported by a 24hour helpline for advice, support and information, as used by the ‘Friends of Senior Citizens’ organisation.6

Seamless care

The individual should always be at the centre of the care system. Previous ways of working have meant people facing barriers when moving between health and social care services, especially with continuing healthcare. Particular problems with accessing equipment or who pays for adaptations have been long standing issues that have caused distress for some individuals within the system.7 Any new system should put in place mechanisms which ensure that any disputes about responsibilities for the funding of care do not adversely affect the individual. It must be ensured that arbitrary boundaries relating to care in other settings, such as health or education, are reduced to a minimum. The system must be co-operative and transparent to limit the possibility of the service user stumbling upon obstacles when on a pathway of care.

Although we are able to provide comments on some of the more specific issues, we feel the big questions remain unaswered. These are clearly very complex issues, and it is almost impossible to weigh abstract principles in the absence of information on the consequences of choosing one over another, including costs. While the Assembly Government is to be congratulated in seeking to stimulate public debate in this vital area, it should not be seduced into thinking that this document - or even the promised Green Paper - is in any way sufficient for this purpose. We would therefore strongly urge the Assembly Government to initiate a more inclusive and informed public debate, in which citizens are enabled to think through the implications of different approaches for the people concerned, and take into account the informed views of both current and future service users. A combination of strategies would be useful, including perhaps a deliberative process such as citizens juries.

Yours sincerely

Vivienne Sugar

Chair, Consumer Focus Wales

Cadeirydd, Llais Defnyddwyr Cymru

Post To Blog

2011-06-23T04:59:00.001-07:00

Header Text

Paying for Care Team

Older People and Long Term Care

Welsh Assembly Government

Cathays Park

Cardiff CF10 3NQ

Date: 27th February 2009

Dear Steve

Paying for Care in Wales

The basic fact is that most of us will experience the system, either ourselves or through close family members, and it is imperative anyone in need of care is treated with dignity and respect.

Sharing the responsibility for paying for care

Equity Release

Choice

Disadvantaged Citizens

Carer rights

Information and Advice

Seamless care

Yours sincerely

Vivienne Sugar

Chair, Consumer Focus Wales

Cadeirydd, Llais Defnyddwyr Cymru

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2011-06-23T01:56:00.001-07:00

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Friends

2011-06-23T00:36:00.001-07:00

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2011-06-20T00:39:00.001-07:00

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RAJA BLOGS

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