1.2 Defining the scene Let us first consider what kind of ‘scene’ the home help was proposing that she and Reg should play out together. 1.6 Informal carers: summing up Section 1 has explored what is meant by the term ‘informal carer’. I have developed a definition of an informal carer and examined it in the context of two rather unusual family situations, the Durrants’ and Katrina's. I have also noted some of the complications that trying to define and identify informal carers gives rise to. I have not yet begun to address the difficult question of what label to give the people on the receiving end of care, people like Arthur or Katrina's mother 7.3 Other kinds of help Diane said that Paul and Stanley helped her with dog minding, gardening, shopping and other jobs around the house. Sometimes they bought her presents. John said that what he got from Mr Asghar was the reliability of long-term friendship, advice and support through his various recent problems. Enid mentioned help from relatives and friends, whom she had come to rely on. At home, Sarah got help from her mother, who was also disabled. She also got help from other students in he 4.4 Maximum heart rate The other part of an efficient heart is the maximum rate that it can beat. If we think about competitors in a race that takes about five minutes, the athlete whose heart can beat at 200 times per minute for five minutes will probably do much better than one whose heart can only beat at 180 times per minute. This is linked to how much blood is pumped with each beat. If an individual's heart doesn't pump very much blood when they are resting, then the heart rate has to increase so 4.1 Introduction The heart is the engine of the human body – but what about it's specific function in athletes participating in sport? We have seen that athletes need to get oxygen and nutrients to different parts of their body quickly – this means they need an efficient cardiovascular system, this means having an efficient heart. What do we mean by an efficient heart? We mean one that pumps a lot of blood with every beat and that can beat quickly for a long period of time. An athlete's heart differ Learning outcomes After studying this course, you should be able to: understand how the body works in a scientific sense, and that a scientific view is necessary for us to study how performance in sport is linked to performance of the body explain the function of the heart briefly and looks at the importance of healthy hearts in sport, by looking at athletes and efficient hearts understand the topics of blood and blood flow understand the role of oxyge Conclusion This free course provided an introduction to studying Health and Social Care. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. This OpenLearn course provides a sample of level 2 study in Health & Social Care. If you found this interesting, take a look at the Open University module Death, Dying & Bereavement (K220): 1 Fuel poverty The audio clips in this course feature interviews about fuel poverty in Scotland. Read through the information about each of the participants, and then listen to the clips in Section 3. As you read, and while you listen, make a note of: the definition of fuel poverty; the main causes of fuel poverty; the other issues or problems related to, or caused by, fuel poverty; ways of tackling the proble Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this course: Course image: Author(s): 4 Audio clip 1: John In this first clip, Julia Johnson, from the Open University, talks to John, who had been sleeping rough in the city and living in an abandoned van in a car park for three weeks. At the time of the interview, John was 43. He was born in a town near Swansea, but had spent much of his life in institutions. His childhood was spent in a large ‘mental handicap’ hospital, which has now closed. Some years after his discharge, he and his brother were arrested, and subsequently imprisoned for Learning outcomes After studying this course, you should be able to: understand how some of the needs of homeless people can be met. 5 Quality of life ‘Quality of life’ is beginning to be seen as significant by health policy makers. But this raises all kinds of problems about evaluating initiatives to promote wellbeing and quality of life. If health is difficult to define then quality of life is even harder. You will have difficulty finding a tight definition. As George and Bearon state: On the whole, social scientists have failed to provide consistent 3.2 Intensity Exercise intensity refers to the level of effort or workload at which someone should exercise to stimulate an improvement in their fitness. As mentioned in the previous section, to improve aerobic fitness the ACSM recommend moderate and/or vigorous intensity activity for most adults (Garber et al., 2011). Table 1 summarises what moderate and vigorous mean. Exercise intensity can be measured using either heart rate or the rating of perceived exertion (RPE) method. We will look at each of 1.3 Ways of viewing mental distress The first point to note is that there are two key competing ways of viewing mental illness or distress: physical and social. One of the functions of this course is to draw together aspects of these accounts in order to cross the boundaries that they create and maintain. Our aim in this respect is to devise a third way, a more rounded and holistic approach that brings together the best of both worlds. In the meantime, though, the physical and social explanations predominate. Physical explanati 1.2.3 Boundaries of ‘normality’ The origin of the ‘other’ in society is the widespread human tendency to create categories where people who don't fit in can be placed away from the mainstream. Social categories may lead to prejudice and discrimination, but may also lead to the physical separation of people to the margins of that society. Sibley (1995) traces the physical marginalisation of people in what he calls the ‘geographies of exclusion’. Part of the process of exclusion is where the ‘bad’, the ‘mad’ a 1.2.2 Boundaries of difference One of the things that language does is define and give a name to differences between people – to delineate the boundaries that separate them. In the mental health field, the ‘mad’ are at one end of the social divide that separates the ‘normal’ from the ‘abnormal’. They are ‘the other’, a point made in the article by Perkins (above): ‘To be mad is to be defined as “other”’. This is a recurring theme in the mental health field. In the following passage Abina Par 3.21 Conclusion This extract has shown that CAM practice raises a variety of ethical issues. Although ethical considerations have different dimensions when applied to CAM, this extract demonstrated that ethical issues – such as consent, competence, boundaries and effective communication – remain central to good practice. CAM practitioners, like all other responsible health care workers, must be taught and encouraged to recognise the ethical dimensions of their work. All practitioners must be accountable 3.12 Key ethical issues for CAM practitioners: competence Practitioners must have a sufficient level of competence to benefit users. The proliferation of training bodies, and the diversity of qualifications available, make it harder to know what represents an appropriate standard of pre-registration training or continuing professional development (CPD). Bringing a therapy under a single regulatory body makes it easier to set national educational standards in which diversity can be maintained, but a basic level of competence to practise is ensured. A 3.4.3 Respecting autonomy is the foremost ethical principle in health care Some commentators believe the pendulum has swung so far in favour of respecting autonomy that it leaves little scope for users to be passive recipients of healing. The desire to make each user an active participant in their own healing process can make it hard, or even impossible, for a user to refuse to engage in active decision making, and leave the decision to the benevolent practitioner. In this case, the user may waive his or her rights, by choosing not to be kept informed about changes 3.2 Ethics and health care relationships Write down a few sentences about what you think ‘acting ethically’ means.
Activity 1: Defining the scene
Activity 9: Acting ethically
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