My Antonia Essays (1370 words) - Films, My Ntonia, Willa Cather

My Antonia Author: Willa Sibert Cather, Nebraska's most noted author was born in Virginia. At the age of ten she moved with her family to Webster County, Nebraska. Many of Cather's acquaintances and Red Cloud area scenes can be recognized in her writings. Cather wrote poetry, short stories, essays and novels, winning many awards. In 1920 she won the Pulitzer Prize for her novel One of Ours, about a Nebraska farm boy who went off to World War I. Willa Cather's reputation as one of America's finest novelists rests on her novels about Nebraska and the American Southwest. These novels express her deep love of the land and her distaste for the materialism and conformism of modern life. Devoted to values such as the importance of family and the need for human courage and dignity, she created strong female characters whose sort of strength and determination had previously been attributed to only men. My Antonia, one of Cather's best works, is an unconventional, romantic novel of prairie life. It tells the story of a remarkable woman whose strength and passion epitomize the pioneer spirit. Characters: Jim Burden - The man narrating the story. Antonia Shimerda -The daughter of Bohemian immigrants and the heroine of the story. Ambrosch Shimerda - Antonia's mean brother Marek Shimerda -Antonia's mentally disabled brother. Yulka Shimerda - Antonia's younger sister. Mr. and Mrs. Shimerda - Antonia's gently father who committed suicide, and her bitter, complaining mother. Larry Donovan - The man Antonia thought was going to marry her. Lena Lingard - A girl that Jim grew up with and was successful. Anton Cuzak - Antonia's husband. The Book The book begins with an introduction. In the introduction it tells about James Quale Burden (Jim Burden) and how the story came to be written. The introduction is written by a woman who is an old friend to Jim and who grew up in the same Nebraska town as he did. They are both now living in New York where Jim is a successful lawyer. She tells about Jim's wife, Genevieve, who she does not like, and doesn't think she is well suited for Jim. They start talking about Antonia, who they both knew and admired, and wondering why something wasn't written about her. Months later, Jim brings her what he had written and She writes the narrative as Jim had written it. The story begins with ten year old Jim Burden traveling from Virginia to Nebraska to live with his grandparents after losing his parents. They live on a prairie farm and Jim enjoys the land and doing chores and being with his grandparents and their hired help. The author shows her love of the land by the way she has Jim to describe it: "The new country lay open before me: there were no fences in those days, and I could choose my own way over the grass uplands, trusting my pony to get me home again. . . . I used to love to drift along the pale-yellow cornfields, looking for the damp spots one sometimes found at their edges, where the smartweed soon turned a rich copper colour and the narrow brown leaves hung curled like cocoons about the swollen joints of the stem. Sometimes I went south to visit our German neighbours and to admire their catalpa grove, or to see the big elm tree that grew up out of a deep crack in the earth and had a hawk's nest in its branches" He soon met the Bohemian immigrants, the Shimerdas, who had come out on the same train as he had. He soon became friends with their daughter, Antonia, whom he thought was very pretty. "I remember what the conductor said about her eyes. They were big and brown and full of light, like the sun shining on brown pools in the wood. Her skin was brown too, and in her cheeks she had a glow of rich, dark color." The Shirmadas had been conned into buying their place. They lived in a dingy, dirt floor cave and were very poor. They didn't speak English. Jim started teaching Antonia English, and she was a good learner. Antonia's father felt that he couldn't deal with the strains of his new life and support his family so he committed suicide. She is forced to do the work of a man and turns from a gentle young lady into a man, in some ways. The elements of fun in her childhood were few and far in between. 'Antonia's life is

Stress and depression Essays

Stress and depression Essays Stress and depression Essay Stress and depression Essay Adolescence is a time of emotional pandemonium, and behavioral experimentation. It is the time of heightened sensitivity and upheaval. It is when a human personality is most affected by its surroundings. Social stressors like problems at home and school adversely manipulate the young minds and are the prime causes of depression. The teenager who exhibits negative personality changes necessitates due cognizance before it is ruined completely. This research focuses on root causes of stress and depression in adolescents and how it affects their schooling. The paper will also suggest ways and means to handle stress and depression in teenagers.IntroductionIn America today, around 18 million people are depressed. Over 2 million of these are adolescents (Watkins, 2004). In most cases, depression is caused by stress. Majors stressors in a teenager’s life extend from home to the school environment. Many children are confronted with family conflicts besides constant changes in schools, neighborhoods and child care arrangements. Sometimes violence in homes or communities cause great deal of stress in a youngster’s life. The impact of all these stressor depends on childs level of maturity. A very young child who is under constant supervision at home and at school, may get least affected. However, when a child enters in the age of adolescence, the personality starts getting most affected by the stressors present around him/her.Whatever the cause of depression in an adolescent’s life, it can result in isolation, poor education results, violence, and even suicide. The high percentage of this illness in adolescents reflects severity of the situation which has rung bells in concerned quarters. This research paper aims at highlighting symptoms and causes of stress and depression in adolescents, scrutinizing its impact while obtaining education. The paper will make suitable suggestions as to how to deal with the issue specially at school level. The research is based on relevant statistic collected from various sources and focuses on reports of medical and psychiatric professionals.Stress and Depression in AdolescentsAmerican Heritage Dictionary defines stress as a state of extreme difficulty, pressure, or strain’. It is a mentally or emotionally disruptive or upsetting condition usually leading to a state of depression. The term depression usually means a functional impairment or in other words, patients of depression are physically and mentally handicapped to carry out their everyday lifes activities in normal fashion (Sharry, 2004, p. 2). Depression, in psychiatry is a symptom of mood disorder characterized by intense feelings of loss, sadness, hopelessness, failure, and rejection (Colombia University Press). Depression also known as clinical depression is currently the leading cause of disability in the US as well as other countries, and is expected to become the second leading cause of disability worldwide (after heart disease) by the year 2020 (Murray Lopez, 1997, P. 1498).In US, childhood and adolescent depression has increased considerably in the past fifty years. Besides causing behavioral and emotional turbulences in adolescents’ life, this can affect their physical health as well. Asthma, hay fever, migraine headache and gastrointestinal illnesses like colitis, irritable bowel syndrome and peptic ulcer can be exacerbated by stressful situations (Hac k, 2001). An analytical study established that the comparative ratio of depression found in girls is much more than in boys. During childhood the number of boys and girls affected are almost equal. In adolescence, twice as many girls as boys are diagnosed (Watkins, 2004). Effects of stress and depression may initially seem minute but repeated episodes of depression can affect a young mind to a great extent.Symptoms of Stress and Depression in AdolescentsSymptoms of stress and depression in adolescents can be identified easily. Constant sadness, sleep disturbances, lack of motivation, lowered energy levels, loss of concentration and slowed thinking is reflected by missed classes and poor grades. Boredom may be a synonym for feeling depressed. Loss of appetite may become anorexia or bulimia. Adolescent depression may portray an alcohol or drug abuse and rebellion with no obvious reasons (Blackman, 1995).Symptoms of adolescent stress and depression are somewhat similar to those of adul t depression. Sometimes one can also see irritability and suicidal talk. The parents would usually complain that the adolescent hates himself and everything else (Watkins, 2004). Depressed young people often find school very difficult and are reluctant to attend. They often suffer anxiety that stems from their depression, manifesting itself in physical symptoms on school mornings that ease off as the day progresses. These symptoms may include nausea, stomach pains, fatigue and weakness (Sharry, 2004, p. 107).Stress is a major cause of depression. In order to identify symptoms of depression, we should be familiar with the symptoms of stress as well. In adolescents, symptoms of stress can be divided into following categories (Molgaard, 1996):1) Physical Symptoms: Headaces, stomach aches, vomiting.2) Emotional Symptoms: Fear, irritability, sadness.3) Behavioral Symptoms: Crying, nervous tics, losing temper.4) Interpersonal Relationship: Withdrawing, teasing or bullying, extreme shyness .Causes of Stress and Depression in AdolescentsThe more it is easier to identify the depression through symptoms, the more it is difficult to establish its causes. It can be heredity or an environmental issue. Inconsistent parenting could be one cause, and stressful life experiences can be another. Various people cite different reasons for early life depression. When depressed adults are asked about their childhood experiences, they report neglect, abuse, rejection and parental conflict as major causes (Watkins, 2004). There can be no single reason for depression in adolescents. Most of the time, it will a combination of various triggers. And more the number of causes, worst is the outcome.An in-depth study reveal that causes of stress and depression more or less can be attributed to many different kinds of experiences, from early childhood to later life. These experiences would usually include a violent family environment, abused or neglected childhood, death of a loved one, extrem e stress caused by a serious financial problem or an unhealthy social condition such as poverty or homelessness. Some other causes which are beyond anyone’s control like chronic illness, side effects of medications, hormonal changes that affect mood (such as the onset or end of menstruation) and genetic causes also contribute to stress and depression in adolescents.There are a few lifestyle factors that may cause depression themselves or add to already prevailing illness. Adolescents would always find time running out of their hands. They would usually cut their sleep time to complete their overwhelming ambitions. Lack of sufficient sleep in teenagers is being considered one of the major causes leading to stressful scenarios, and ultimately resulting into depression. Other lifestyle factors contributing to depression include isolation, poor diet, excess caffeine or sugar, lack of exercise, and lack of fun and recreation.Impacts of Stress and Depression in Adolescents while Ob taining EducationImpact of stress and depression in adolescents is directly proportionate to the causes of the illness. Depressed adolescents however would invariably be less energetic, least motivated, slow and less productive. Depression will take away their decisiveness and they would be uncertain most of time and will make more mistakes. At home, they will restrict themselves to their rooms and take least interest in family affairs. Stress and depression affects emotions to a greater extent. Depressed adolescents will be unable to demonstrate affection for loved ones. They would like to live in isolation and avoid social gatherings.Depression is closely associated with interpersonal relationships at homes and at schools. It is one major cause in manifestation of suicidal behavior, violent thoughts, alcohol, early pregnancy, tobacco and drug abuse. Since 1950, the adolescent suicide rate has risen four times. According to one estimates, 12% of the total adolescent mortality in 19 93 was due to suicide (Watkins, 2004). Adolescents suffering from depression and associated emotional disorders are often alienated at school. Their sense of insecurity and lack of will power to meet the requirements of daily life force them to the state of regression and repression. More sever the sickness, the greater the impact on attaining education. Major reprisals of stress and depression in schooling of an adolescent are enumerated below:1) Poor grades due to lack of interest, and lack of concentration.2) School drop outs due to constantly deteriorating performance.3) No social activities, and lack of participation in sports or any other extra-curricular activity due to lack of energy and lack of will power.4) Victims of abuse due to lack of friends/social circle.5) Isolation/seclusion due to lack of confidence.6) Reshaping of personality into pessimistic, choleric, and melancholic shades.7) High risk of indulgence in serious acts of violence against others and themselves. Th e violent activities in schools have gone much beyond alarming stage. Various prominent health organizations like American Psychological Association, National Association of School Psychologists and National School Safety Center are making all out efforts to identify and predict potential perpetrators. Recent studies have concluded that depression has been the major factor responsible for instigating students for engaging in acts of violence at schools and elsewhere. Among the ten student perpetrators identified in school shooting incidents occurring between 1996 and 1999, eight had a clear history of depression (Verlinden, Hersen, and Thomas, 2000). According to the data compiled by the Centers for Disease Control and Prevention, the rate of youth suicide has tripled over the last 50 years and is now the third leading cause of death for 10- to 24-year-olds. More teens and young adults die of suicide than from cancer, heart disease, AIDS, birth defects, stroke, pneumonia, influenza, and chronic lung disease combined (CDC, 2003). Clearly, youth depression and suicide are important issues for school personnel to consider as they strive to address both the educational and mental health needs of students.Modus Operandi to Handle Stress and Depression in AdolescentsStress and depression are curable. The treatment will however depend on the level of severity. The nature and the cause of the disease will dictate its treatment. Some patients may only require counseling and some may necessitate serious medical help. The major problem is to make the patient talk about his/her illness. Adolescents generally avoid such topics of discussion with parents. Adolescent boys find it particularly difficult to talk about their feelings especially at homes (Sharry, 2004, p. 63). Depression and the accompanying threat of suicide are very serious mental health issues and schools have an important role to play in addressing both the educational and mental health needs of all students . When dealing with such illness, role of the schools expands much beyond education to prevention and treatment of the problem. School is the best place, where an adolescent can be confronted and lured in to talk about the problem.Schools should educate teachers, students, families, and the larger community about depression, its causes, treatment, and management. In one study (Curry, 2001), symptoms of depression were minimized in students who participated with their families in school-based sessions designed to enhance communication, problem-solving skills, and awareness of the effects of depression on the entire family system.From a prevention focus, it is important that teachers and guidance counselors have an adequate understanding of childhood depression, its symptoms, and warning signs associated with child and adolescent suicide. School personnel can recognize early signs of depression in a child. They can assist the families in seeking appropriate mental health services. Sch ools also play an important role by contributing to the quality of life of all students. Schools can increase students’ feelings of accomplishment and expectations for future success.An effective way to handle stress and depression in schools is to make a system which should be able to first identify the problem. The problem with adolescents can be identified through examining the results, behavior, and activities of under observation cases. After having identified the adolescents with symptoms of depression, causes of the problem need to be established. For this purpose counseling sessions with the affected students and interviews with the parents can help to a great extent. Then is the stage of treatment. There are two main avenues to treatment: psychotherapy and medication. Often, both may be required. The majority of mild depressions in teenagers respond to supportive psychotherapy with active listening, advice and encouragement. Relevant agencies can be contacted when de aling with issues of alcohol and substance abuse. Formal family therapy may be required to deal with specific problems or issues. Some serious situations where there is an immediate risk of self-neglect or suicide may necessitate the level of supervision and care that can be provided only in the hospitals (Skapinakis, 2003).ConclusionDepression does not affect the patients alone, but it puts an impact on the life of everyone around them, too. Someone who is depressed can be very difficult and draining to deal with. The problem is aggravated when it comes to the cases involving children and adolescent. Depression in adolescents is greatly under diagnosed, leading to serious difficulties in school, work and personal adjustment which often continue into adulthood. The suicide rate for adolescents has increased more than 200% over the last decade. Recent studies have shown that greater than 20% of adolescents in the general population have emotional problems and one-third of adolescents attending psychiatric clinics suffer from depression (Blackman, 1995). Among those adolescents who suffer from major depression, up to 7% eventually commit suicide (Cash, 2001).Stress and depression influence every facet of patient’s life. Education is the most affected of all. Schools play an important role by providing a supportive and nurturing climate for student development. By celebrating the accomplishments and successes of all students, schools can contribute to the development of positive self-esteem. Schools can develop a system which automatically identifies the students suffering from depression and then make all out efforts to eradicate this menace from the young minds that bear the future of our nation.BibliographyBlackman, Maurice. (1995). Adolescent Depression. The Canadian Journal of CME. Retrieved January 26, 2006, from mentalhealth.com/mag1/p51-dp01.htmlCash, R. E. (2001). Depression in children and adolescents: Information for families and educators. Soci al/Emotional Development. Bethesda, MD: National Association of School Psychologists. Retrieved April, 21, 2003, from naspcenter.org/pdf/social%20template.pdfCenters for Disease Control and Prevention. (2003, April). Suicide in the United States. Washington, DC: Centers for Disease Control and Prevention, National Center for Injury Control and Prevention. Retrieved April, 21, 2003, from cdc.gov/ncipc/factsheets/suifacts.htmCurry, J. F. (2001). Specific psychotherapies for childhood and adolescent depression. Biological Psychiatry, 49(12), 1091–1100.Depression. (n.d.). The Columbia Electronic Encyclopedia, Sixth Edition. Retrieved January 26, 2006, from Answers.com Web site: answers.com/topic/clinical-depression

Adaptation As A Natural Instinct In The Movie Cast Away

Adaptation As A Natural Instinct In The Movie Cast Away Adaptation is a natural instinct that all living beings have, but only to a certain extent. In the movie Cast Away, the protagonist named Chuck Noland, is forced into adapting to an environment, which is nearly impossible to survive on for more than a few weeks. He finds himself stranded on an isolated, tropical island after a disastrous plane crash kills all passengers but him. He remains trapped on the island for four years, and does so with the help of three important things. Initially, it is the picture of his girlfriend Kelly that motivates him to survive to get back to her. Secondly, it is a volleyball named Wilson, which served as a link to society as well as his only friend. Lastly, and the most important aspect which exemplified his adaptation, was his large and crucial character change. A pocket watch Kelly gave him just before his flight tellingly represents his loss and his new understanding. In it he keeps her picture, like a shrine to his hopes for leaving the island. However, the pocket watch no longer keeps the time, because time stands still for Chuck. He has nowhere else to be, no longer a schedule to keep. With Kelly in mind, Chuck strives to survive and adapt to the land in order to get back to Kelly. Although Kelly is rarely seen in the movie, she played a key role in Chucks mind. Her photo was his motivation on the island to survive; it was the last thing he saw before bed, and the first thing he saw when he awoke. Secondly, one of the most notable aspects of the film is the volleyball named Wilson. Wilson was inside a parcel from the plane, and when Chuck discovers it, he immediately connects to it. His lack of human contact causes him to turn to Wilson, the painted with a face as his only friend and he is in constant conversation with it. One of Chucks ways to adapt to his new environment is to allow himself to be comfortable, and regain a sense of recognition. In this case, Wilson plays an important role in keeping Chuck, somewhat, sane during his stay on the island. Taking up conversation with a ball is what many would consider insane, but in Chucks case this is an ideal way to cope with the segregation from the rest of the world. It is Wilson who saves Chuck from insanity by waking up his emotions. Chuck is a man driven by time used to often tell his fellow FedEx employees, Time is our enemy. He didnt even have the time to propose properly to his girlfriend, and its almost as if the movie suggests Chuck has lost a sense of how to put his time to good use. When Chuck lands on the deserted island, he is finally forced to rethink his priorities, and quickly learns that his old value system is inadequate. His main concern is suddenly practical, and his skills in his old life are basically irrelevant to survival in his new one. The isolated setting of the island served as a contrast to the previous hectic world he used to live in. The drastic character change Chuck goes through demonstrates the effect of the island on him. Initially, on the island, he is frustrated when he cannot start a fire, or catch fish. It is clear that he is placed in a world that he is not familiar with, and does not know what to do with himself. As the years pass, he becomes skilled at catching fish, making fires, and even performing dentistry on himself. Basically, Chuck gains the appearance of a cave man, and has dropped half his weight. He has adapted to the island life, although not necessarily content with his new life, he is no longer a blabbering mess. Time was the only thing he had. When he was rescued from the island, he understands he must cherish, and be grateful for his life with Kelly, only to find out she has moved on. Although it took a four-year endurance on a deserted island, Chucks character has gone through a drastic change, and now realizes the importance of life and loved ones. Clearly, there are many factors that lead one to survive such an extraordinary situation as being stranded on an island, and three important things mark Chucks adaptation to his new world. First, Chucks girlfriend helps him through his though ordeal on the island by her presence is his mind and a picture he keeps of her. Another thing that assists in Chucks survival and adaptation is his friend Wilson, the volleyball, by connecting him back to the familiarity of society and his emotions. Finally, through a great change in appearance and character, Chuck shows how adaptation to an unfamiliar world can alter who a person really is. Ultimately, the movie Cast Away is a prime example of human adaptation, and how it can go beyond alls expectations when faced with motivation.Ã ¦

Impact of a water Jet laboratory Lab Report Example | Topics and Well Written Essays - 2750 words

Impact of a water Jet laboratory - Lab Report Example Throughout the world, water turbines have been used in the generation of power. This happens when water that is under pressure strikes the turbine vane thus producing mechanical work. The force that is generated gives out rotational motion when the jet hits the vanes. A clear example of a water turbine is the Pelton wheel. This form of a turbine has more than one water jets which are normally tangentially directed towards vanes which are tightened on the turbine disc rim. The water creates an impact on the vanes producing a torque on the wheel. The torque makes the wheel to rotate thus developing power. The prediction of the pelton wheel’s output and determination of the optimum speed of rotation requires the understanding of the jet’s deflection to produce a force at the bucket and its relation to the momentum rate of the jet. This experiment explores the various forces that are exerted by a water jet on different plates. In this experiment, the measurement of the gene rated force when a water jet strikes a deflector was obtained. Theory. Whenever a horizontal water jet with a velocity v1 hits a freely moving plate, a force would be generated to the plate through the jet’s impact. This force, according to the theory of momentum is equal to the needed force in bringing back the plate in the initial position. This force should be same as the rate of momentum change of the flowing water towards that direction. In this regard, when F is a force of balancing needed to return the plate to the original position, it means that; F = Ï  Ç ª (v1-v2), where V2 includes the velocity of the jet in the direction that is horizontal after hitting the plate, V2 is certainly zero. This implies that F = Ï  Ç ª v1F = ? O v1 F= , where is the jet’s cross-sectional area. The calculation of the force due to the jets impact on a plate requires the application of the momentum change principle. According to this principle, the force produced is equivalent to the rate of momentum change. This is given by the equation that described. Additionally, the volume of the rate of flow in the above equation could be calculated in the experiment by calculating the quantity of the volume in a specific time period. Thos equation would be given by; Q=v/t. V1 could be calculated in the experiment through identifying the nozzle velocity and making use of the equations of motion. V2, on the other hand, could be obtained by measuring the nozzle’s diameter and making use of the equation of motion. Therefore, Vnozzel= Q/A. V1 could be calculated using; V12 = Vnozzel2-2gs where by g represents acceleration due to gravity, S represents the distance in between the plates and the jet. From th ese calculations, the force for the hemispherical cup is F = 2 ? O v1. For the flat plate, F = ? O v1. Apparatus. In this experiment, the following apparatus were used; hydraulic bench, water jet apparatus, loading weight, stopwatch, weighing tank, and deflectors like the hemisphere, plate, and slope. Experiment procedures. In this experimental set up, the procedure was as follow. The flat plate was fitted on the apparatus. After fitting the cup, water was removed from the   cup through undoing the retaining screw and lifting it out. This is completed using the loose cover plate. The cover plate was fitted over the flit plate stem while holding it in position under the beam. Then, the retaining screw was screwed and tightened. It was then that the weigh-beam was set

Strategic and Financial Decision-making Essay Example | Topics and Well Written Essays - 2250 words

Strategic and Financial Decision-making - Essay Example Both the companies are listed under FTSE 100. Under CAPM the calculation of cost of capital depends on the principle that the rate of return required on a security is equal to the risk-free rate of interest plus a risk premium, based on the following formula- Therefore the beta of Sage Group as per calculations is less than the beta that has been published in Bloomberg site and the beta of Diageo Plc as per calculations is also less than that has been published in this site. There can be many reasons for this difference. Like in the case of data like beta that is reported by a site the calculations are more extensive. For the purpose of the calculations, the monthly returns relating to the last twenty four months only has been taken. But the beta estimation in Bloomberg is based on either daily returns or quarterly returns over a long span of time. Some sites base their calculations on the data since the stock inception. As the beta calculated by these sites is based on a longer span of time therefore they are more reliable as it covers a larger number of data points. So the difference in ‘time frame’ can result in different beta estimates. Some of the financial services use weekly observations while others use monthly obser vations whereas others base their calculations on the last day of trading. Another reason for the varying beta is that they are calculated using different indices in the market. Some sources use Standard & Poor 500 as the benchmark index, some use Russell 1000, 2000 and others use Value Line Index. In such situations the best way is to choose which provides the beta for most of the companies in the guideline (Pratt & Niculita, 2007, pp.211) It may be possible that the fundamentals of the company have changed over time in that case the beta that is calculated based on a recent period is more reliable (Pratt & Grabowski, 2008, pp.141). Based on this it can be said that the beta based on the recent period is more reliable as

the culture of disbelief Essay example -- essays research papers

Page 2 THE CULTURE OF DISBELIEF   Ã‚  Ã‚  Ã‚  Ã‚  The culture of disbelief is a book written to people who are very interested in religious beliefs, liberty and all the influence that religion cause into the public square. Carter argues that religion should not be present in politics, education, and so on. . Moreover, Carter is not about one’s person beliefs, he makes demands of its adherents, and wishes some kind of hope for their lives. The preface of this book shows perfectly with it’s titles what is The Culture of Disbelief going to talk about (e.g. How American Law and Politics Trivialize Religious Devotion). Therefore, it takes us to the point where readers implied a connection between religion with law and politics. The author states in page 3 that in political and legal culture faith does not really matters, therefore, I agree because there is a lack of knowledge and understanding of too many people that devote themselves to someone or something, without giving the remarkable importance reli gion has. Also, Carter states that people have to believe in something else, and do not take your religion so seriously. God as a Hobby:   Ã‚  Ã‚  Ã‚  Ã‚  Our society thinks that people believe in things just because they want to believe in something to keep them busy.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å" When citizens do act in their public selves as though their faith matters, they risk not only ridicule, but actual Page 3 punishment†#. This example of Nati...

Meet food and safety requirements when providing food and drink for individuals Essay

1.1 food safety hazards when preparing, serving, storing and cleaning away food and drinks are of three types, namely, biological and chemical hazards. 1.2 this is important because it prevents food poisoning for the individual for e.g. if i don’t take all the necessary precautions when preparing food or drink, the service user may get food poisoning which could end with the service user going into hospital. food poisoning is caused when contaminated food is eaten, it can be extremely unpleasant, and in worst case scenarios it can be fatal, particularly in high-risk group clients. the most common cause of illness from food is bacterial contamination. 1.3 personal protective clothing must be used when handling food and drink because dust and bacteria from our clothes can contaminate the service users food and drink. for e.g. we go out in break and have a coffee in a coffee shop, when someone at the next table is sneezing , after going in the service users home we have to use protective clothing because bacteria from our own clothes may contaminate the food and drink we prepare. 1.4 surfaces, utensils and equipment must be clean before beginning a new task because bacteria from the left over pieces of food will contaminate the freshly cut/handled food, also chopping boards used for chopping vegetables must be washed before chopping meat if separate boards are not available in a service users home. 1.5 some of the cooked food products gets extremely quickly contaminated, as food waste promptly and safely. meat, fish, poultry, dairy products, cooked pasta and rice are perfect for bacteria to grow. that’s why we must dispose or clear meals leftovers immediately. for e.g. if the service user left some rice or meat in the pan, we must cover it immediately after the meal and store it in the fridge but only for a few hours (e.g. lunch till supper, but not till next days lunch) if that leftover is not consumed at supper, we must dispose it in the bin for food waste. also we must wash up the pans, plates, cutlery etc after clearing the food to not leave time for bacteria to grow and develop. 1.6 when storing food we must follow some guidelines to ensure its safety, for e.g. to keep apart raw and cooked food, keep apart dairy product, meat products, eggs and vegetables because this is the way of preventing cross contamination. 2.1 hands should be washed quite regularly when handling food, they should be washed before preparing food, in-between dealing with raw and cooked foods also if you were to come in contact with a service user you should then wash your hands. 2.2 step 1 – wet hands thoroughly under warm running water and squirt liquid soap onto the palm of one hand. step 2 – rub your hands together to make lather. step 3 – rub the palm of one hand along the back of the other and along the fingers. then repeat with the other hand. step 4 – rub in between each of your fingers on both hands and round your thumbs. pay particular attention to your nails. you many need to use a nail brush. step 5 – rinse off the soap with clean water. step 6 – dry hands on thoroughly on a disposable towel. 2.3 every person working in a food handling area must maintain a high degree of personal cleanliness and wear suitable clean and where appropriate protective clothing. clothing is a common source of contamination of food and may arise form: – foreign bodies e.g. buttons, fibers and debris – pathogenic (harmful) micro-organisms via cross-contamination from dirty clothing. clothing must be clean and should be changed regularly to maintain hygienic standards and protect food from the risk of contamination where open high risk foods are being prepared or handled, protective clothing must be worn. 2.4 surfaces, utensils and equipment must be clean before beginning a new task: – removing matter on which bacteria grows – reducing the risk of foreign matter in food – preventing cross contamination e.g. direct, indirect 3.1 practices to control hazards when preparing and serving food and drink using seperate boards and utensils for different types of food e.g. raw meats and vegetables, using colour-coded chopping boards, making sure that food is thoroughly cooked according to guidelines e.g. not reheating more than once, following microwave instructions, ensuring frozen meat and products are thawed before cooking. cooking or reheating immediately before serving, washing ready-to-eat product, serving foods e.g. keeping hot or chilled food at correct temperature, nott topping up sauces, excluding staff with food poisoning symptoms. 3.2 prepare and serve food and drink in ways that minimise risks to own safety and that of others: – other e.g. children and adults who eat the food – staff preparing food – following good food handling and serving practices – maintaining personal hygiene – keeping any cuts or lesions completely covered – wearing protective clothing – minimising food handling e.g. using log handled servers – importance of cleaning as you work – replacing covers over food in preparation areas and serving areas – keeping preparation and serving areas clean and tidy 3.3 – check that individuals have finished eating before removing utensils and crockery – you encourage individuals to wash their hands and clean themselves at the end of the meal. – remove or assist individuals to remove used utensils and crockery – follow organisations policies and practice to dispose of stale or unusable left-over food – you clean work surfaces after use with appropriate cleaning materials – clean and store cooking utensils and equipment correctly or return them for cleaning – wash your hands and ensure your own cleanliness and hygiene after cleaning utensils, crockery and equipment 4.1 – following recommended time limits for food at room temperature – not leaving food and drink to accumulate in food areas 4.2 – not leaving food waste near foods or preparation areas – replacing bin lids correctly – keeping bins away from food areas – hand washing after handling waste foods – regular emptying and cleaning food waste bins – keeping external refuse areas clean 4.3 – using seperate sinks for cleaning and food preparation – thorough cleaning and disinfecting – disposing of cleaning cloths or disinfecting – disinfecting cleaning materials 4.4 – all utensils to be stored seperately on a rack – place them upside down – once dry put it in clean, dry storage shelves 5.1 – high risk food e.g. ready to eat, storing immediately after delivery – checking packaging – regular cleaning of food storage areas and refrigerators – separating ready to eat and raw foods – stock rotation – correct temperatures e.g. store rooms , refrigerators, freezers – suitable packaging and pest proof containers – not storing foods in opened cans – cleaning spills in storage areas immediately 5.2 – using covered containers – keeping raw food separate from high risk foods e.g. raw food at the bottom of the fridge – storing perishable foods in dry conditions – using clear labeling – checking use-by dates 6.1 – government agencies e.g. food standards agency – policies and procedures in own setting – legislation – food packaging 6.2 – own job description – line manager – food hygiene qualifications – tutor/assessor