2.3 What is an informal carer? Lynne is a daughter and a sister. Is she also an informal carer? Audio: click below to listen to the case study on 'Caring in Familes' Learning outcomes After studying this course, you should be able to: Appreciate the demands that care relationships place on people Describe how individuals might experience care Demonstrate an understanding of the difficulty of identifying carers when there is interdependence in the relationship. References 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 7.2 What people do with the money? Diane and John didn't get any money. Enid saved her ‘lads’ money for them, and bought them clothes and other things from what she saved. She spent her ICA on herself, though it didn't sound as if she treated herself to many luxuries. Sarah's payments went towards the allowances for her volunteer helpers at university. They helped her with making meals, mobility around the campus and getting into town. Sometimes she needed help with personal care, such as washing her hair. 7.1 Payments received Diane Mallett said she didn't get any payment, though she used to get Invalid Care Allowance (ICA) when her mother-in-law was alive. Her brother-in-law, Paul, only got the lower level of Disablility Living Allowance. Diane pointed out that, if he'd been assessed before she intervened, he might have got a higher amount. John Avery said that Mr Asghar got Attendance Allowance. He thought he wouldn't be able to get Invalid Care Allowance, as this would affect his benefits. Enid Francis' so 5 Audio clip 4: Sarah Fletcher At the time of the int Acknowledgements Course image: David Goehring in Flickr made available under Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this course: The content acknowl 4.2 A resting heart rate We can understand the role of the athlete's heart in sport a little more clearly by looking at typical heart rates for trained athletes compared with heart rates for non-athletes. A commonly used measure of heart efficiency is called the resting heart rate. This is the number of times per minute that the heart beats when a person is relaxed and resting. The heart rate for a reasonably healthy adult when they are relaxed and resting is in the range of 55–65 beats per minute. This means that 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 2.2 The body as a machine This is a useful way of thinking if we want to understand some basic aspects of how the body works in its relation to sport. We can think of the body as a device that operates on simple mechanical principles, that needs to be fuelled and that uses up this fuel as it is driven harder. 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 References 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): 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. 4 Comment on the audio clips In the audio clips, Angela Yih defined fuel poverty as any household which had to spend more than ten per cent of its income on energy, (believed to apply to 700,000 people in Scotland). This is, of course, a rather vague definition, one that conveys nothing about the effectiveness, or otherwise, of what is spent on keeping warm. As you heard, many people spent as much as 20 per cent or more of their income on fuel, and were still unable to heat their homes adequately in winter. However, this 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 7 Audio clip 4: Paul Paul was 30 years old when he was interviewed. He had been in and out of homelessness for most of his adult life, but had become a volunteer with the Cyrenians. He was living in a shared house with some other volunteers. Paul spent much of his childhood in a caravan in Happy Valley, near the sea, with his parents, brothers and sisters. At 21, when he was living with his girlfriend and her parents, his daughter was born. When she was two months old, they were kicked out, and Paul went to 6.2 Concepts of Illness Sontag (1979) wrote about the metaphors we use to describe illness. Metaphors are ways of speaking about something as if it were something else which is imaginatively but not literally applicable, for instance calling a new moon a sickle. Sontag was mainly concerned with life-threatening illnesses such as cancer and AIDS, and how the metaphors we use can serve to stigmatise the sufferers, for instance referring to AIDS as a gay plague. But people use metaphors to explain illness to themselves 1.2 Health and the media There is certainly no shortage of coverage of health topics in the media. Every night television has at least one, and frequently two or three programmes about aspects of health. There are specific programmes about health such as Health Watch, and there are other programmes with a health aspect such as environmental pollution, as well as programmes on the politics of health services such as hospital waiting lists. There is also no shortage of warnings about health. Health can be seen a
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West, S. (2000) Your Rights: A guide to money benefits for older people, London, Age Concern England.
Figure 3: Sarah Fletcher
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Foucault, M. (1977) Discipline and Punish: The Birth of the Prison (trans. Sheridan, A.), Harmondsworth, Penguin.
Hochschild, A. (1983) The Managed Heart: The Commercialisation of Human Feeling, Berkeley, University of California Press.
Ke
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