Effects of Slavery Essay Example for Free

Effects of Slavery Essay Frederick Douglass and Harriet Jacobson both write their compelling stories on what life was like as slaves during 19th century America. Both narratives define the harsh life of slavery and the unforgiving effects that occurred during their time as slaves. In the same way, both stories reveal the theme of the evils of slavery but also given their different gender roles, their experiences are completely different from one another. While both Frederick Douglass and Harriet Jacobson’s Narratives undergo the corrupt power of slavery in 19th century America and were able to escape, the role of gender in society largely acts as a variance within these two stories. Both Frederick and Jacobs were born into slavery; Frederick’s father most likely being his master, and Jacobs being lucky enough to have both of her parents. Though Jacobs had a safe and guarded childhood, after her parents died she began to see the cruelness of slavery. Frederick learns the evils of slavery earlier on in his life when he witnesses his aunt being horribly beaten by his slave owner. (Notes, 2013) Both characters express their deep hatred for slavery through their narrative themes. In Jacob’s narrative she argues that slavery destroys the standards of slave holders, practically without exception. Jacob describes her feeling when she realizes Dr. Flint has total control over her, â€Å"When he told me that I was made for his use, made to obey his command in everything; that I was nothing but a slave, whose will must and should surrender to his, never before had my puny arm felt half so strong.† (Jacobs, Life as a Slave Girl, IV) Through this, she f eels empowered to rebel against him in acts that later shape her life. Jacobs has a strong hatred to slavery that she shows through her rebelliousness and the chances she takes. Douglass shows his hatred for slavery through his descriptive writing. For instance, he shows his intelligence by simply writing the narrative showing people that he is no animal but an accomplished human being. The fact that he used his real name in his narrative shows his strength against slavery. Douglass believed he was entitled to be treated like a human being and was enraged that he wasn’t treated as such. The physiological abuse slaves went through was unimaginable. When Douglass was given to Edward Covey he was to be â€Å"broken.† Covey took joy in breaking down his slaves until they weren’t â€Å"human† anymore. His job was to take all of the â€Å"life† and joy out of a slave’s life so all they know is work. Douglass states that his, â€Å" natural elasticity was crushed, [his] intellect languished, the disposition to read departed, the cheerful spark that lingered about [his] eye died; the dark night of slavery closed in upon [him]; and behold a man transformed into a brute!† (Douglass, X) Through this quote, one is able to see that he was broken by slavery, and turned into an animal. Jacobs abuse is similar to Douglass’s ex perience with physiological when she realizes that Dr. Flint owns her body. She is tormented by him at any time, as he frequently gets her alone. She is stuck in her situation because she can’t tell anyone to make Dr. Flint stop. She points out that slaves are given no reason to develop a strong moral sense, as they are given no ownership of their own body or final control over any of their actions. Both characters go through a time in their life when a master has â€Å"broken† them physiologically, makes them believe they are less than human. Both characters describe their childhood in completely different ways. Douglass explains the system that slave owners used to â€Å"make a slave.† By cutting off ties with ones parents, especially maternal caring, they are unable to grasp the concept of love and kinship, thus making them more as animals then people. Douglass explains that he never, â€Å"enjoyed, to any considerable extent, her soothing presence, her tend er and watchful care, I received the tidings of [my mother’s] death with much the same emotions I should have probably felt at the death of a stranger.† (Douglass, I) Douglass’s used adjectives like â€Å"soothing† to reinvent the childhood he could have had if he would’ve had his mother in his life. Douglass was robbed of his childhood by the wickedness of slavery and his attitude towards that is shown through his descriptive writing. Jacobs had a very different childhood then Douglass. Jacob’s had a somewhat normal childhood for a slave. Jacob’s was fortunate enough to have both of her parents in her life as well as a brother for amount of time. She was not a victim of being separated from her parents like Douglass. She was also privileged enough to be ignorant of what she had been born into. After her mother’s death, she is taken to her mother’s mistress who teaches her sew, read and write. Though both characters are b orn into slavery, they lead completely different childhoods. Gender dictates the working rolls Douglass and Jacobs were assigned in their time as slaves. Jacob’s was again fortunate to be doing house work as a young girl, most of her time as a slave she acted as a house maid. By being a women Jacob’s wasn’t easily subjected to working a hard day in the field, though field work was in her future when Mr. Flint vengefully sends Jacobs to his plantation. Though she was to work in the fields, such work was only assigned by Mr. Flints feeling towards her having an affair with Mr. Sands. Douglass being a man was subject to much harsher work than Jacobs. Douglass was exposed to hardened slave masters who were cruel to him, and was given harsh beatings. Douglass is deeply emasculated by the hours of work he spends out in the fields, as well as the harsh beatings given by Covey. Douglass becomes capable of only resting as a result of his beatings and extensive hours of work. Douglass describes one of his many beatings in great deta il, â€Å"he lashed me till he had worn out hisswitches, cutting me so savagely as to leave the marks visible for a long time after. This whipping was the first of a number just like it, and for similar offences.† (Douglass, X) Slave men were subject to much harsher work than the women, and these two characters are primary examples of such. Douglass and Jacobs were physically abused, but the context of their abuse was completely different based on their gender. Jacob was subject to Dr. Flint’s frequent sexual harassment. Jacobs was continually taken advantage of sexually during her time under his grasp. Jacob’s narrative is quite focused on the fact that she is a woman when writing about her struggles, â€Å"Slavery is terrible for men; but it is far more terrible for women. Superadded to the burden common to all, they have wrongs, and sufferings, and mortifications peculiarly their own.† (Jacobs, XVI) Her abuse physiologically damaged her, and eventually caused her to have an affair with another man just to escape another’s harassment. Jacobs was never able to truly be a woman of her own, she was constantly pressed by the fact that she was a slave and had no right over her own body. She states in her narrative that her body belonged to Dr. Flint, which was harmful to her. The fact Dr. Flint’s harassment led Jacobs to having an affair with another white man who she was not in love with, and eventually led into her hiding delaying her from mothering her children obstructed her chance for her to be a real woman. Douglass’s abuse was completely different but had the same effect on him; he wasn’t able to be a true man. Throughout Douglass’s narrative and mostly in his time under the control of Covey, he describes how his endurance to become a real man faded. Covey truly broke Douglass and continually states that he was everywhere, â€Å"under every tree, behind every stump, in every bush, and at every window, on the plantation.â₠¬  (Douglass, X) Slavery took every ounce of his will to live; he had no interest in reading, writing, or even escaping to become a free man. The effect slavery left on him shows that as a slave, Douglass was not able to be a real man. While both Frederick Douglass and Harriet Jacobson’s Narratives undergo the corrupt power of slavery in 19th century America and were able to escape, the role of gender in society largely acts as a variance within these two stories. Both characters show that as a slave, they weren’t able to act as a real man or woman. The physical and mental abuse, their childhoods and every aspect of their lives as slaves, hindered them from having a real life for themselves. Though there were similarities in their narratives, their gender truly controlled the course of their lives. Works Cited Douglass, Frederick. I,X, XVI,. Narrative of the Life of Frederick Douglass: An American Slave. New York: New American Library, 1968. N. pag. Print. Jacobs, Harriet A. XVI, IV. Incidents in the Life of a Slave Girl. New York: Oxford UP, 1988. N. pag. Print. Notes, C. (2013, April 10th). Class Notes. Print.

Maintaining Communication in Nursery Management

Maintaining Communication in Nursery Management In this unit I will be looking at how to maintain effective communication through a nursery setting with staff, parents and children. I will be going through the importance of staff appraisals and how records of staff should be logged and the reason for this. Disciplinary and grievance issues will be discussed as it is crucial to know the procedure of these in the unfortunate circumstances that they may occur. Finally, I will evaluate the appropriate employment policies that are put in to place for the recruitment and management of the staff in a nursery organisation. Task 1.1 â€Å"Explain the process for maintaining effective communication within the setting team† We know that communication is the transfer of information between people. It can be verbal or non verbal. In a nursery we utilize constant communication between a practitioner and child, management and staff, staff and parents and many others. In a larger setting it may be a complicated process however there are many different ways of easing this process. It is essential that we know what the key factors should be in the communication process, how to improve our skills and the potential problems that exist with errors in communication and how to overcome this to have minimal faults. In order to have successful communication there are normally three major components; a sender, a receiver and a message. For example in a nursery setting the practitioner may be teaching there key child a certain colour/number and in order to do this they set an activity. In this example we have a sender (practitioner), a receiver (child) and a message (activity). For staff we frequently have a great deal of information to send within a short period of time. To do this effectively, it is important for management to know that there are factors which could influence how our message is interpreted. Breakdown of important information can help give receiver a better understanding of what is expected from them. In situations where this does not occur and important information is not conveyed, allergy advice, medicine or parents preferences for their chid may be missed. For example, in one situation, there was a member of staff from preschool that had come to cover for the toddler room leader. Unaware that one child is allergic to wheat she incorporated play doh in her activity. This error could have been prevented if the communication between staff had been complete. In my current place of employment we have a ‘communication book’ kept in each room. This book contains ALL messages from managers, staff and parents. Every member of staff should check this every time they enter the room and sign once they have read any new message. Staffs are all told verbally any messages and it is also written down in the communication book to make sure everyone has understood the message. I understand from my experience that the trust of our parents and families of children that attend nursery is an extremely important part of providing effective childcare. If they don’t trust us, any communication that we attempt to send to them may be disregarded. The first step to effective communication is honesty. It is important not to promise staff and children that we are going to do something unless it can be followed through. It has been said as much as 80% of our communication is non verbal. We need to pay attention to our body language, eye contact and tone of voice when addressing staff, parents and children. Conflict among co workers can impact the setting we work in and can prevent important communication. Also, cultural awareness can be an important part of knowledge base that we need to have when communicating as practitioners/managing staff. For example, we may want to pat the arm of an unhappy member of staff, but we need to make sure that this behaviour is acceptable and not seen as inappropriate. Regardless of how busy the day to day running of the nursery we need to ensure that each room and management has â€Å"protected† time. This allows staff to communicate about important issues such as, child protection issue, staffing levels and medical advice given by parents for a particular child. In order to have effective communication it is essential to have an active listener. To show you are an active listener it is important to pay attention, respond appropriately and provide feedback. In business there are 4C’s of communication which are; comprehension, credibility, connection and contagiousness. Starting with comprehension, it is important to see whether our message can be comprehended by staff/parents/children. If they don’t understand or it has to be repeated it is likely to be a fault in our communication. Secondly, credibility is an extremely important factor. This must be perceived in the correct way to parents what you are trying to convey as if they don’t understand they will have lost interest from the very start. Thirdly, we have connection. It is important to have a connection with everyone whether it is the staff, children or parents. It makes communicating with one another a much easier process when we have the confidence and connection to discuss openly any matters. Finally, contagiousness; this is what motivates staff. It is important for staff and managers to portray an enthusiastic working environment and to keep each other mo tivated. This action should be a result of what has been communicated. We know what needs to be done to have effective communication however 60% of business failures are because of poor communication. The 2 main types of communication we use are verbal and non verbal. Within these 2 categories we have many barriers which may affect staffs understanding or unwillingness to communicate and be active listeners. Verbal communication coexists alongside non verbal communication, which can affect people’s perceptions and exchanges in subtle but significant ways. Non verbal communication means how people read our body language such as gestures, facial expressions, eye contact and posture. The sound of our voice, including pitch, tone and volume are also forms of non verbal communication. In order to make staff comfortable and to help them understand what is being expected from them it is important to express non verbal communication in the correct manner. We use verbal communication to inform, whether it is to inform others of our needs or to impart know ledge. Verbal communication helps to clarify misunderstandings and provides missing information. The environment we are in may make communication difficult. If we are in a large nursery setting it may be harder to convey a message to all staff straight away as they may be located in different areas. It is important to be clear when giving instructions as the way some staff perceives messages may differ. There are also many other ways verbal messages can be misread. If staff are stressed, or have personal issues it can affect the way they choose to communicate. However, this should be dealt with at a separate time and should be resolved when the member of staff or manager are a lot calmer. Task 1.2 â€Å"Understand the importance of the appraisal process and how records for staff can be logged† A formal appraisal is important for professional development, to meet a goals or objectives. Other benefits that can be gained from an appraisal include enhanced communications, an opportunity to effectively address performance problems, and improved employee morale. The appraisal form should be completed during annual appraisals by both the manager and employee. It is good practice for employees to complete a self-appraisal form prior to the interview. This could identify areas where they feel they have excelled, areas they feel they need more support on, any training they have completed and any they would benefit from. The appraisal process looks at what the employer has learned over the last 6 months and they can discuss goals and targets they have achieved. The appraisal process gives a chance to employees and managers to discuss any further training they feel is necessary. When the employee is completing the appraisal form, it is important to complete this with the previous year’s appraisal to ensure that any targets which have been set in order to gain the pay rise have been reached. If they have not been reached, it gives the employee an opportunity to complete them (if this is possible) before the appraisal takes place. At my previous nursery all staff were asked to make a personal development plan at the beginning of the year so every year we were able to see what skills we had developed, what new skills we are looking to develop and what we need to improve. With this plan we used SMART targets in order to have effective goals and so that our progress can be measured. The appraisal pr ocess is very effective if carried out in the correct process. Task 1.3 â€Å"Identify the correct procedures to follow with regards to disciplinary and grievance issues† Disciplinary and grievance procedures are frameworks which provide clear and transparent structures for dealing with difficulties which may arise as part of the working relationship from either the employer’s or employees’ perspective. They are necessary to ensure that everybody is treated in the same way in similar circumstances, to ensure issues are dealt with fairly and reasonably, and that employers are compliant with current legislation and follow the ACAS code of practice for handling disciplinary and grievance issues. Disciplinary procedures are important as they help resolve any issues that have come up in the setting without needing to go to an employment tribunal. A disciplinary procedure normally consists of three stages. The first stage is a letter which tells the employee why the meeting is going to be taking place and has to be given to the employee at least 72 hours prior to the second stage. Following the letter, the employee is invited for a meeting and is able to bring along a companion to be present at the meeting. Prior to the meeting it is important for management to ensure all the facts are investigated in advance (including consulting the individual’s personal file for relevant information) and plan how the meeting is to be approached. It is also important for another member of the management committee or management team to be there to take notes and help conduct the interview. Finally management come to a decision of whether the employee should be dismissed or kept on. If t he employee feels they should not be dismissed they are able to appeal. After the disciplinary meeting there are three possible outcomes. The first one is where the manager decides not to take any actions. They may just decide to refer the employee for counselling or training. Secondly, management may decide to give the employee a formal warning. There are three different types of warnings that can be given. They can either be a written warning, or made as a general rule or employee may find they are given their final written warning. The third possible outcome is of course dismissal. However, if a manager decided to dismiss a member of staff it is important the ACAS code is followed. It is essential that grievances from employees are treated in the same fair manner and all levels of management are familiar with their organisation’s grievance procedure. Staff should be encouraged to discuss ordinary, day to day issues informally with their relevant manager. This helps concerns to be heard and responded to as soon as possible instead of turning to employment tribunal. The grievance and disciplinary issues can also be used to tackle problems such as persistent lateness, bullying, inappropriate use of the nursery resources and fighting. Task 1.4 â€Å"Evaluate relevant employment policies required for the recruitment and management of staff in the organisation† Many businesses, especially Childcare feel the staffs are the company’s greatest asset. This is because it is down to the staff on how well the children and parents are being cared for. â€Å"Employees are a companys greatest asset theyre your competitive advantage. You want to attract and retain the best; provide them with encouragement, stimulus, and make them feel that they are an integral part of the companys mission.† [Anna M Mulcahy. (2001).Assets.Available: http://www.brainyquote.com/quotes/quotes/a/annemmulc424886.html?src=t_asset. Last accessed 6 February 2015] Employing a new member of staff is a lengthy process. The company starts off by advertising the vacancy. The company should make sure that the vacancy is advertised in a variety of places and locations so that all applicants are given an equal opportunity. The advertisement should be circulated to underrepresented groups in the community both externally and internally. Which means the job role should be advertised in local job centres, colleges, schools and community notice boards. The next stage is the recruitment and selection stage. All the completed application forms are given to the nursery and the management team then score each application and select candidates that fit the job description. The manager then chooses however many candidates they feel should be invited for an interview. When the recruitment and selection process takes place two staff from management should be involved in the process, making sure they are also trained for equal opportunities to insure there is no discrimination against any candidates. After the interview process the successful candidate should be notified by telephone. However, a formal letter is then sent to the candidate containing the job offer. The three important policies when recruiting staff are induction of staff, staff development and the promotion policy. The induction of staff policy is normally carried out on the first day of the job to allow the employee to see the day to day running of the nursery. The new staff member is handed the book containing all the policies and is asked to make sure they familiarize themselves with them. At my current work place I was allocated to an existing member of staff who showed me what responsibilities I would have in the nursery. It is important to familiarize the employee about the health and safety policy, fire safety, child protection issues, arrival and departures policy, children’s medical information, and allergies children may have and how to complete sickness/injury forms, sleep and nappy charts which are required to be completed regularly. This should be done at least within the first week of employment. The second policy which is staff development is put in to place so that parents are guaranteed excellent childcare. If staffs are being trained frequently and ensuring they are stretching their personal targets and knowledge they will be able to provide a higher level of care for the children of the nursery and this can be done with management looking in to how they are able to develop staff learning. Employees can look at their personal development plans and then suggest appropriate training they would like to have. Finally the promotion policy is put in to place in order for staff to work towards personal targets so they can continue to receive professional development. It is important management carry out the appraisal process in order for staff to receive this opportunity. If the management feel there is an appropriate candidate they refer back to the selection and recruitment policy. In conclusion I feel all policies and procedures are extremely relevant as it helps the setting meet all the correct statutory requirements and have regard to the statutory guidance laid out in the EYFS. It also gives staff and parents a clear understanding of the services the nursery has to offer. It sets out rules and guidelines so everyone has equal opportunities. As a manager it is important to make sure that the company’s vision is seen through all the staff and they work according to the policies and procedures that have been set when running the day to day activities in the nursery.

Analysis of Robert Graves Warning to Children :: essays research papers

The poet George Santayana once said, â€Å"The subject matter of art is life, life as it actually is, but the function of art is to make life better.† Robert Grave’s poem â€Å"Warning to Children† proves every aspect of Santayana’s quote. â€Å"Warning to Children† speaks of the wondrous, diverse aspects of our lives and our temptations prevents us from experiencing these aspects. Finally, the poem gives readers a warning towards these temptations, and with it, implicit instructions as to how to avoid them and to ultimately lead a better life. Throughout Grave’s poem, â€Å"Warning to Children,† a recurring theme can be observed – that life is full of diversity. This diversity is represented in the poem with the usage of colour, â€Å"†¦blocks of slate enclosing dappled red and green, enclosing tawny yellow nets, enclosing white and black acres of dominoes, where a neat brown paper parcel†¦Ã¢â‚¬  This thematic material is repeated several times throughout the poem, and creates an image of a never-ending cycle of colourful, wondrous things. The theme and the image that goes with it creates an allusion of the life that everyone wishes that they have – one that is forever full of different things to see and do. In this sense, this poem reflects upon part of Santayana’s quote: â€Å"The subject matter of art is life.† The image of the perfect, diverse life that is described in â€Å"Warning to Children† does not translate into the reality of life, however. This is realized in the poem when the narrator begins talking about the brown paper parcel, â€Å"tempt[ing] you to untie the string.† With these lines, Grave introduces an aspect of greed to the poem. The poem then goes on to discuss the consequences of being greedy by describing what would happen if one wishes to greedily pursue the never-ending diversity that life has to offer: â€Å"Children, leave the string alone! For who dares undo the parcel finds himself at once inside it, on the island, in the fruit†¦Ã¢â‚¬  This time, however, the word â€Å"enclosed† is used to describe the fact that whomever should dare to undo the parcel will become literally trapped inside all of the colour things without the ability of actually doing anything with them. The message being conveyed here is that despite the colourful aspec ts of life, greed will always be there to prevent one from experiencing them. With this, the poem fulfills the second part of Santayana’s quote: â€Å"life as it actually is.

Bullying in our Schools Essay -- Violence Education Bullies Essays

Bullying in our Schools Bullies are an inextricable element of classroom culture, and they have been since long before it occurred to an educational expert to author a study about them. For a long time, the attitude toward bullying was that it is simply a natural part of the school experience – with so many children together, some would say it is unavoidable – but that it was mostly harmless and that the children would grow out of it. The events of April 20th, 1999 demonstrated just how dangerous that way of thinking was. Every American remembers the shooting that occurred that day at Columbine High School in Littleton, CO; Eric Harris and Dylan Klebold opened fire on their classmates, thirteen of whom died of their injuries. Although the mass media jumped to blame the tragedy on violent video games and music, most local sources mentioned that Harris and Klebold had constantly been the victims of bullies, some of whom were among the deceased. The media quickly picked up the trail and led with their new story: victims of bullying had brutally fought back against their tormentors. Appropriately, there was a national outcry; parents demanded to know what could be done to prevent â€Å"another Columbine† from happening in their children’s schools. Experts testified on national television, discussing what needed to be done to rectify the situation. The dialogue eventually closed, and, as it often goes, schools maintained the status quo. When the outrage died down, the pressure was lifted from schools’ shoulders, and their impetus to affect change was removed. Pressure must be reapplied to accomplish this necessary goal of reducing (if not eliminating) bullying in our school system. ... ...he elimination of bullying in our schools should be a prominent nationwide goal. Not only does it generally inhibit the performance of victims, but it also can have much more explosive, pernicious effects, such as the Columbine massacre of 1999. It should be the priority of educators everywhere to do whatever they can to ensure the safety and academic success of our students, and one of the first necessary steps in that uphill battle is to educate them in how to protect themselves from bullies. Until we as a society have done this, our main duty to our students, our children, will remain unfulfilled. WORKS CITED â€Å"Columbine High School massacre." http://en.wikipedia.org/wiki/Columbine_High_School_massacre Ingram, Scott. â€Å"Why Bullies Behave Badly.† Current Health Nov 2000. 20-1. Nudo, Lori. â€Å"Fighting the Real Bullies.† Prevention Nov 2004. 123-4.

The Old Man and the Sea Essay -- essays research papers

In The Old Man and the Sea, Ernest Hemingway describes an old fisherman and the unfortunate trials he faces as his "luck" runs out. Through the novel, the fisherman, Santiago, replicates Hemingway's ideal man, a noble hero. Hemingway had a Code of Behavior that he himself followed. He had morals that were strict and an appreciation for instinct and human nature. He had a specific way of living life and an understanding of time. He believed in taking risks and acting upon instinct. He believed that a person who followed his Code of Behavior was a noble hero. In Hemingway's Code of Behavior, a noble hero is a master craftsman. This means that he is not dependent on other people or on technology. It also means that he is a master at his art and he keeps practicing it in order to better himself. The second characteristic of a noble hero is that he struggles in order to remain undefeated. This means that he does anything possible to reach his goal. He struggles and suffers in order to perfect his art and therefore, himself, "No matter what kind of suffering and trial he has to go Kapadia 2 through he has to fulfill his destiny†¦"(Harada 270). The third characteristic of Hemingway's noble hero is that he accepts defeat. Once he is defeated, once he can better himself no more, he should stop trying because, "He lives in time. And the goal of time is death and destruction"(Harada 276). He should accept that he is no longer useful and that he has been defeated. These three characteristics define Hemingway's ideal man. In The Old Man and the Sea, Santiago exemplifies Hemingway's Code of Behavior for a noble hero. In the novel, Santiago is a master craftsman. He is only dependent on himself. While the other fishermen use motor boats, Santiago uses his skiff. While the other men have many workers and helpers who hold several lines, Santiago has three lines all operated by his own hand. He is an expert, "†¦the old man goes much farther out than the other fishermen and casts bait in much deeper water"(Gurko 66). Because he knows the waters and the movements of the fish, he has a better chance of catching the fish. Although he is taking a greater risk by going out deeper, he has a better chance of catching the bigger fish. Another thing that makes Santiago a master craftsman is his experience. He has bee... ... craft to the task Kapadia 5 of playing the fish well"(Rovit 86). He knows tricks and occupies himself with bettering his ability to fish. He struggles and suffers in order to stay undefeated. He beats all odds and fights all battles with the thought that he can and will win. And so he does. He goes far out and acts on what he thinks is right. He does not fear his actions nor does he regret them. He fights every battle as if it is his last and therefore comes out on top. Third, he accepts defeat. This is the most honorable characteristic. No matter how hard he has fought, once it is over, he does not look back wishing he could have acted differently. He accepts his mistakes and recognizes that, "He has overstepped the boundary of man's finite and limited nature"(Harada 275). He went out too far and this is what he gets. In these ways he is much like Hemingway, a noble hero. His actions and the consequences of them are easily notable and should not be look down upon. In the long run, Santiago answered his calling, fought his battles, and when he was finally defeated by his own pride, he recognized it and accepted it. This makes Santiago a noble hero.

Health and Social Care Level Essay

3.1 Analyse why life expectancy has increase over the last century. Life expectancy in the human race has risen dramatically in the past century reaching its highest level for both male and female on record. Between 1981 and 2002 life expectancy at age 50 increases by four and a half years for men and three years for women and two years respectively. By 2002 women who were age of 65 could expect to live to the age of 84 while men could expect to live to the age of 81. The primary reason for the vast increase in life expectancy in developed countries in the 20th century is universal clean drinking water and very high level of public and personal hygiene. These two improvements account for probably 80%of the life expectancy. Overall life expectancy increased due to 6 mayor factors 1. Clean drinking water 2. Universal sanitation 3. Significantly improved nutrition, particularly during infancy and childhood 4. Vaccination against most common epidemic diseases 5. Access to high-quality trauma (accident and emergency ) care 6. Improved drugs ( particularly, antibiotic) 3.2 Examine the main causes of mortality in men aged 65- 84. The leading causes of mortality in men over the age of 65 are also among most common causes of death among the population are as a whole. Many of these conditions are also highly preventable and treatable. Here are the top six main causes of mortality in men over 65. * Heart Disease: Heart disease is the number one cause of death among adults over the age of 60. Heart disease includes conditions such as heart failure heart attack and heart arrhythmia that can cause the heart to beat ineffectively and impair circulation. Heart disease is associated with or caused by diabetes, high blood pressure , smoking, improper diet and lack of exercise. * Cancer: cancer is second leading cause of death among seniors. It includes all cancers including breast cancer, colon cancer, and skin cancer. Also include are the malignant blood and bone marrow disease that cause leukaemia .many cancers occur at a higher rate among older adult, thoug h the cause for that is not clear .cancer can also be more difficult to treat due to health condition that may also be present. * Cerebrovascular Disease: More commonly known as stroke cerebrovascular disease can be cause by either a colt or blockage that cuts off blood flow to a part of the brain or by haemorrhage. In both cases there is damage or death of the brain tissue that can cause paralysis, speech disorder, swallowing problems and immobility. People with diabetes and high blood pressure are at higher risk of stroke. * COPD: Chronic obstructive lung disease decreases the lungs ability to exchange carbon dioxide for oxygen. As the disease progress the patient has to work harder and harder to breathe often feeling as if they are suffocating. These disease are often link to a lifetime of smoking but be due to environmental factors. * Pneumonia: Pneumonia is the fifth highest killer of older adults, especially during the winter months of flu season. At high risk are seniors with chronic disease such as diabetes heart disease and reparatory conditions. The flu and pneumonia shot are recommended for all adults over the age 55 to help prevent this killer. Diabetes: Type two diabetes, also known as adult onset diabetes is a chronic that lowers the immune system and can increase risk of stroke, heart disease and other circulatory problems. Wounds take longer to heal and respiratory infections like pneumonia often are more severe. 3.3 Analyse the possible future increase or decline in life expectancy. People have been long imagining that they might individually live to old age. For most of human history, the threats to survive overwhelmed this idea. A few people lie to be old, but most of the members of any society died young. Until the early twentieth century more people died in infancy than at any other age. Reaching old age in the democratization of survival to old age in the period since about 1800. Survival and health should be distinguished. A person may be alive but not well. The different matter because disease and injury have not retreated as far as death has. Morbidity, in the sense of sickness prevalence, remains high in all societies, in some because communicable disease has taken their place. Moreover the factor state influence sickness and death seem to overlap only in part, and often to influence these two effects differently. In a future stage of the global health transition, sickness prevalence too may be forced back. Life expectancy statistical estimate of the number of years an individual is expected to live based on such criteria as sex, race, health and occupation. Average life expectancy declined from 62years in 1990 to 50 years in 2007; it is projected to fall even further by 2011, to 48 years for men and 51 for women according to the institute annual South Africa survey. The decline in life expectancy and the gap between levels in Russia and the rest of Europe l can be attributed mainly to abnormally high rates of cardiovascular disease a nd injury, for both which abuse of alcohol was a major risk factor. The guest to prolong our youth continues today, though not through lengthy field explorations, but through improvements in health, nutrition and medicine. A healthy diet regular exercise and vaccination can greatly improve an individual’s life expectancy, while an outbreak of disease, and mainly lower an individual’s life expectancy. But how life expectancy affect on a national level? While these factors are central to living longer, they alone cannot be the only facets. The social and economic conditions of each country will undoubtedly affect its citizens, their life styles and decisions. Citizens of wealthier countries have access to modern medicine and medical facilities, the leisure to exercise and meticulous regulation of sanitation and drinking water. Their life expectancies therefore, naturally should be higher than those of less developed countries. TO CONCLUDE: The future increase or decline in life expectancy is increasing by two years every decade. They show no sign of flattening out. Average life span around the world is already double what it was 200 years ago. Since the 1980s expert through the increase in life expectancy would slow down and then stop but forecaster have repeatedly been proved wrong. The reason behind the study rise in life expectancy is â€Å"the decline in the death rate of the elderly†. It is said that our bodies are evolving to maintain and repair themselves better and our genes are investing in the process to put off the damage which will lead to death. â€Å"There is no use by date when we age, ageing is not a fixed biological process† professor Kirkwood says. And with people nearly one in five currently in the uk living to see their 100th birthday in a good and better shape, it is safe to assume that this is all down to better eating habits, living conditions, education and medicine.

Consumer Buying Behaviour Towards Branded Milk Essay

Common application form for income schemes UTI – Bond Fund UTI – Floating Rate Fund STP (An open ended pure debt fund) The product is suitable for investors who are seeking*: l Regular returns for long-term l Investment predominantly in medium to long term debt as well as money market instruments l Low risk (Blue) (An open-ended Income Scheme) The product is suitable for investors who are seeking*: l Regular income over short-term l UTI – Credit Opportunities Fund Investment in floating rate debt / money market instruments, fixed rate debt / money market instruments swapped for floatingratereturn Low risk (Blue) (An open-ended Income scheme) The product is suitable for investors who are seeking*: l Reasonable income and capital appreciation over long-term l Investment in debt and money market instruments across different maturities & credit rating l Low risk (Blue) UTI – Gilt Advantage Fund LTP (An open-ended Gilt Scheme) The product is suitable for investors who are seeking*: l Long-term credit risk free return l UTI – Dynamic Bond Fund (An open ended income scheme) The product is suitable for investors who are seeking*: l Optimal returns with adequate liquidity over medium-term l Investment in debt/ money market instruments l Low risk (Blue) Investment in sovereign securities issued by the Central Government and/ or a State Government and / or any security unconditionally guaranteed by the Central Government and / or a State Government Low risk (Blue) UTI – G-SEC STP UTI – Fixed Maturity Plan (An close-ended Umbrella Income Scheme comprising of several Investment Plans) The product is suitable for investors who are seeking*: l Regular income for short term l Investment in Debt/Money Market Instrument/ Govt. Securities l Low risk (Blue) 1 (An open-ended dedicated gilt fund) The product is suitable for investors who are seeking*: l Short term credit risk free return . l Investment in Central Government Securities, Treasury Bills, Call Money and Repo Low risk (Blue) Please read overleaf July 1, 2013 UTI – Liquid Cash Plan (An open-ended income scheme) The product is suitable for investors who are seeking*: l Steady and reasonable income over shortterm with capital preservation. l Investment in money market securities & high quality debt l Low risk (Blue) UTI – Monthly Income Scheme (An open-ended debt oriented scheme) The product is suitable for investors who are seeking*: l Regular income over medium-term l Investment in equity instruments (maximum-15%) and fixed income securities (debt and money market securities) l Medium risk (Yellow) UTI – Mahila Unit scheme (An open-ended debt oriented scheme) This product is suitable for investors who are seeking*: l Reasonable income with moderate capital appreciation over a long-term horizon l Investment in equity instrument (maximum-30%) and debt/ money market instruments l Medium risk (Yellow) UTI – Short Term Income Fund (An open-ended income scheme) The product is suitable for investors who are seeking*: l Steady and reasonable income over short-term l Investment in money market securities/ high quality debt l Low risk (Blue) UTI – MIS-Advantage Plan (An open-ended income scheme) The product is suitable for investors who are seeking*: l Long-term capital appreciation and regular income over medium-term l Investment in equity instruments (maximum-25%) and fixed income securities (debt and money market securities) l Medium risk (Yellow) UTI – Treasury Advantage Fund (An open-ended Income Scheme) The product is suitable for investors who are seeking*: l Capital preservation and liquidity for short-term l Investment in quality debt securities/ money market instruments l Low risk (Blue) UTI – Money Market Fund (An open-ended Money Market Mutual Fund) The product is suitable for investors who are seeking*: l Current income consistent with preservation of capital over short-term l Investment in short-term money market securities l Low risk (Blue) UTI – Unit Scheme for Charitable & Religious Trusts & Registered Societies (UTI-C.R.T.S) (An open-ended income scheme) The product is suitable for investors who are seeking*: l Regular income over long-term l Investment in equity instruments (maximum-30%) and debt/ money market instruments l Medium risk (Yellow) *Investorsshouldconsulttheirfinancialadvisersifindoubtaboutwhethertheproductissuitableforthem. Note: Risk is represented as: (BLUE) Investors understand that their principal will be at low risk (YELLOW) Investors understand that their principal will be at medium risk (BROWN) Investors understand that their principal will be at high risk COMMON APPLICATION FORM FOR INCOME SCHEMES PLEASE FILL IN ALL COLUMNS IN CAPITAL LETTERS ONLY PLEASEUSESEPARATEFORMFOREACHSCHEME Sr.No. 2013/ Registrar Sr. No. (PLEASEREADINSTRUCTIONSCAREFULLYTOHELPUSSERVEYOUBETTER) DISTRIBUTOR INFORMATION (only empanelled Distributors/Brokers will be permitted to distribute Units) (refer instruction ‘h’) ARN NameofFinancialAdvisor SubARNCode SubCode/ Bank Branch Code MOCode EUINo. @ UTI RM No. BDA / CA Code ARN – 11770 E020436 UpfrontcommissionshallbepaiddirectlybytheinvestortotheAMFI/NISMcertifiedUTIMFregisteredDistributorsbasedontheinvestors’assessmentofvariousfactorsincludingtheservicerenderedbythedistributor. @I/We confirm that the EUIN box is intentionally left blank by me/us as this is an â€Å"execution-only† transaction without any interaction or advice by the distributor personnel concerned or notwithstanding the advice of in-appropriateness, if any, provided by such distributor personnel and the distributor has not charged any advisory fees for this transaction. 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ACKNOWLEDGEMENT (TobefilledinbytheApplicant) dated Sr. No. 2013 (scheme name) StampofUTIAMCOffice/ Authorised Collection Centre INVESTMENTDETAILS(Forâ€Å"DIRECT PLAN†Pleasetickhere UTI-BOND FUND UTI-MAHILA UNIT SCHEME UTI-CREDIT OPPORTUNITIES FUND UTI-MONTHLY INCOME SCHEME &tickScheme,Plan/Optiongivenbelow)(Referinstruction‘j’) UTI-CRTS UTI-DYNAMIC BOND FUND Dividend Payout UTI-G-SEC FUND-(STP) Growth DividendReinvestment(Default–GrowthOption) UTI-FIXED MATURITY PLAN Yearly Series (YFMP) HalfYearlySeries(HFMP) Quarterly Series (QFMP) Regular Plan Growth Dividend Payout Dividend Reinvestment (Use separate form for each series) Cheque/DDshouldbedrawninfavourofUTI-FixedMaturityPlan–YFMP(mm/yy)/HFMP(mm/yy)/QFMP(mm/yy-PlanNo.)(Default–GrowthOption) UTI-FLOATING RATE FUND (STP) Regular Plan UTI-GILT ADVANTAGE FUND-LTP UTI-LIQUIDCASHPLAN- Institutional UTI-MIS-ADVANTAGE PLAN UTI-MONEY MARKET FUND Institutional Plan UTI-SHORT TERM INCOME FUND – Institutional Option UTI-TREASURY ADVANTAGE FUND – Institutional Plan Unitholding Option Growth Daily Div. 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To be furnished in case nominee is a minor Name of the guardian Address of guardian Signature of Nominee / guardian (for minor) Sign. here Investorswhowishtonominatetwoorthreepersonsmayfillintheseparateformprescribedforthesameandattachitwiththisapplicationform. I/Wedonotwishtonominate Signature of 1st Applicant / Guardian Signature of 2nd Applicant Signature of 3rd Applicant DECLARATION AND SIGNATURE OF APPLICANT/s lI/WehavereadandunderstoodthecontentsoftheSchemeInformationDocument,StatementofAdditionalInformationandKeyInformationMemorandum,addendaissuedtilldateandapplytotheTrusteeofUTIMutualFundas indicatedabove.I/Weagreetoabidebythetermsandconditions,rulesandregulationsoftheschemeasonthedateofinvestment.I/Weundertaketoconfirmthatthisinvestmenthasbeendulyauthorisedbyappropriateauthorities in terms of all relevant documents and procedural requirements. lI/Wehavenotreceivednorbeeninducedbyanyrebateorgifts,directlyorindirectlyinmakinginvestments.lI/WeherebyauthorizeUTIMF/UTIAMCtosharemy data furnished in the Form to my distributor and other service providers of the UTI MF for the purpose of servicing, issue of account statement/consolidated statement of account etc and cross selling of