Support Individuals in Eating and Drinking Essay Example for Free

Support Individuals in Eating and Drinking Essay 1. 3 Describe ways to resolve any difficulties or dilemmas about the choice of food and drink A resident at our care home is diabetic, so some foods are different to others as it has small sugar content. When bringing out puddings after dinner staff usually do diabetics first then everyone elses. However, the individual expressed her feelings and shared that she was fed up of having the diabetic pudding as she felt different to everyone else. Staff explained that she needed this pudding as she has diabetes but the resident didn’t care and wanted the same. So staff had a deep conversation with the resident trying to come up with an idea to make sure she was happy and suggested bringing her pudding out at the same time as everyone else so then she wouldn’t feel different. She was happy with this idea and had her pudding at the same time as others. Line manager was informed. 1. 4 Describe how and when to seek additional guidance about an individual’s choice of food and drink When I need additional guidance on an indivudla’s choice of food and drink I speak to the other care staff, senior carers or if needs be the manager. For example, a resident has his family to bring in his favourite biscuits for mid-morning tea, however on one occasion he ran out and didn’t like any others that staff offered him. At the care home there is a large variety of biscuits but the individual only likes the ones his family bring. We did not want him missing out and being unhappy, so senior staff and manager was informed and had a meeting on how to stop this issue happening again. We suggested that we could keep emergency biscuits for him in the pantry so if he runs out again, we will have some and he won’t miss out. His family was informed and thought the idea was great. 2. 1 Identify the level and type of support an individual requires when eating and drinking All service user’ need different support when eating and drinking depending on whether they are able to do it on their own or with assistance. Some residents are able to have an ordinary meal and eat well without any support. Others may need their food to be liquidised because they struggle chewing on solid foods however they are able to eat by themselves. Then other individual’s need full support when eating and drinking because they may not be able to move arms to eat and drink, or because they need encouragement in eating and drinking. When residents need full support it is important to have patience with them eating, and encourage them as much as possible to have as much as they can. If the individual refuses food then pushing fluids is extra important. 3. 1 Describe factors that help promote an individual’s dignity, comfort and enjoyment while eating and drinking When residents are eating and drinking I make sure the individual is sat upright and in a comfortable position to avoid choking. To promote their dignity I place a napkin on their clothing so if food or drink is spilt it doesn’t go on their clothes and it can just be removed. I also have one spare on the table so I am able to assist them wiping their mouths and fingers when needs be. Promoting enjoyment whilst eating and drinking includes many factors to consider, like making sure they have been toileted before meal times so they feel comfortable when eating and drinking. Also giving the resident choice on where they have their dinner, trying to encourage sitting with others to socialise but giving the choice as they might have days they wish to be on their own. Also the way the meal is presented with bright colours (vegetables), for it to be hot and looks tasty to promote them enjoying the food. 4. 1 Explain why it is important to be sure that an individual has chosen to finish eating and drinking before clearing away It is very important for individual’s to eat and drink as much as they are able to manage. When clearing away dishes, you cannot just take the plate away when there is food still left. You need to encourage the individual as much as you can for them to eat, however you cannot force them they have rights to not eat. But it is still important to encourage them as much as possible, and push fluids. Not only is it important for them to eat as much as possible but it shows them respect and that they do not have to rush their food, so they can feel relaxed and take their time. 5. 1 Explain the importance of monitoring food and drink an individual consumes and any difficulties they encounter It is important to monitor the food and drink intake of an individual as it can show whether they are having enough or even too much food or drink, whether it can lead to dehydration or if they have lost or gained weight. It is also important that the individuals are receiving the correct nutrition in their care and they are getting the goodness they need. If due to health issues the individual is struggling to eat, this needs to be recorded and other suggestions need to be put in place to resolve this. For example, if a resident’s suffering tooth ache and they are unable to chew their food to eat. In this case we could liquidise their food whilst they have toothache to enable them on eating.

American Imperialism Essay -- essays research papers

Since its inception, America as a nation has developed and progressed according to trends of change that collectively define an era. Like all other eras, the time period of 1875-1925 experienced growth, changes, movements, and new ideals. It is the way that these changes came about that defines this era. Americans started to push for changes in many arenas of life that were previously unchallenged. New experiences and opportunities were also presented to America that caused tributaries in the former American ideal. These pressures for change could not be ignored and thus America continued its maturity in a new and unique manner. The changes in the American sphere of life and the development of greater organization, the largest underlying theme of the time period, facilitated the surgence of new foreign and military policies, urban reform policies, economic reform policies, neo-federalism especially in dealing with business, social reform policies, and the quality of life. The period from 1875-1900 was considered the "Gilded Age". On come the no-name presidents. There is a reason though, why these presidents were no-name presidents. It is because all the power that the presidency gained from Lincoln, was lost during reconstruction. Most things in American life were considered to be things that the government, especially the president, should not touch. The laissez-faire philosophy was in full force. The lack of interference allowed the giants like John D. Rockefellar, Andrew Carnegie, and J. Pierpont Morgan to rise to almost divine status. This is where organization comes to play. Business began to realize that by organizing their power and joining together in bonds such as cartels, later pools, and finally trusts, that they could maximize the exploitation of the growing American population. With this fusion of power and the creation of megacorporations, abuses in the course of industrialization concerning labor and the environment devel oped. This reaction to the weak central government led to the opposition of these abuses. It is a natural pattern that opposition would occur, but the fact that organized opposition began to grow is what separates these resistences from the oppositions of the past. Immigration reaches its peak during the gilded age and shifts from the "old immigratio... ...an frontier for the first time in history, no longer existed. The frontier symbolized the freedom of a place to go when things got boring. The frontier was a safety valve for people to go settle new territories, and to find raw materials. Now with the frontier gone, the idea of taking foreign territories looked like the best way to replace that frontier. Increasingly, the Americans had started to flex their muscle in the affairs around the world. Finally, it became clear that an imperialistic stance for America would be necessary in order to keep up with all the other western powers. In conclusion, many changes in American life especially industrialization forced America to react to the new situations being presented to it. The people developed opinions on certain issues and actively pursued change. This forced America to experience things that it never had in the past. It marked the rise of America as a substantial world power, the removal from isolationism, and the changing of the quality of life. The organized responses of the era, are its stamp on American history, and are responsible for all the changes of the era.

Muriel Spark’s “The Prime of Miss Jean Brodie”

The film and novel pairing I have chosen is Muriel Spark's ‘The Prime of Miss Jean Brodie'. I have chosen this because of the large number of references made in the text that can be compared to occurrences that were happening in that period, and that have happened in Sparks own life. Spark was born in Edinburgh in 1918. She was educated at ‘James Gillespie's Girls School', which was in Edinburgh also. After finishing school, she left Edinburgh and moved to Africa where she met her husband. Spark then moved back to England, after divorcing her husband Oswald. Shortly after the war she became involved in the literary circles of London. She was then kicked out because she was described as â€Å"too adventurous†. She was interested in poetry and in 1952 her first book, a book of poetry, was published. Then, in 1961, ‘The Prime of Miss Jean Brodie' was published. In the novel ‘The Prime of Miss Jean Brodie' the plot involves a young, slightly eccentric in her thinking, complex schoolteacher at an Edinburgh girls' school, ‘Marcia Blaine'. The text is set between the periods of World War I and World War II. Brodie's teaching methods include giving ‘her girls' self-indulgent lessons on ‘life'. These lessons involve teaching about love, art and politics. Her aim is to produce a generation of ‘Jean Brodies' who experiment with sex and society. This can be reinforced by Brodie's quotation † Give me a girl at an impressionable age and she will be mine for life.† But, as the plot thickens we see Jean Brodie becoming romantically involved with two of the male teachers. With bemused horror she finds herself fighting to keep her job, or otherwise face destruction (this can be related to Muriel Spark getting kicked out of the London Literary Circles). Brodie believes that she can always count on her ‘favourite pupils' for support, but as the girls are no longer swayed by Jean Brodie, she begins to learn about love and life herself. The reason I chose this ‘pairing' in conjunction with the question is that within this novel I can see an exceptional amount of comparisons and issues referring to the period in question outside of the book, and to occurrences within Muriel Spark's life. For example, the novel is set in the 1930's. This was a patriarchal period where men dominated. Also many men had died in the war, so there was less choice and the men were more sort after. But, it is not obvious that men dominated in this period because the text is written from a women's point of view; a spinster at that. But we can see a high interest in the infamous male ‘art teacher' who both Sandy and Brodie lust after. There were images of fascism within this period of time too, with the rise of world leaders such as Benito Mussolini. We see this in the book as it reflects post-war life and brings up political issues. It also warns about the dangers of fascism. Fascism is defined as â€Å"a tendency toward strong autocratic or dictatorial control †¦ by forcible suppression of opposition.† In the novel we see Jean Brodie almost taking on a fascistic role and fascist ideology by dictating to her girls her opinions on life and what she thinks is right and wrong. † She is the absolute creed of right and wrong † She expects them to take on board the ‘Brodie ideology'. And comparable to individuals conforming to their leader in a fascist environment, in the beginning we see the girls practising all that Brodie preaches. Also, the girls have an unquestionable loyalty to Brodie, as do individuals to their leaders in their own fascist, tyrannical societies. Within her favourite pupil sect we see her searching for her â€Å"crà ¯Ã‚ ¿Ã‚ ½me de la crà ¯Ã‚ ¿Ã‚ ½me† in a way which fascist leaders searched for their strong, pure race e.g. Adolph Hitler searched for his pure Aryan supremacy, and stopped at nothing to achieve it. She aspired to be seen as a leader, and this can be backed up by the showing of the Mussolini screen showing to her pupils in the classroom. However, this only occurred in the video of ‘The Prime of Miss Jean Brodie' and not the actual text in novel form. So, in relation to themes of the period, I think fascism is a very good example because we see the rise of many fascist leaders post World War I and pre World War II, which was when it was set. Also, we see Jean Brodie fall from power, like many of the fascist leaders did. This suggests that the author, Spark, is against fascism. She portrays the fascist ideology as not ending happily. It is hardly surprising that she takes this point of view because Muriel Sparks father was a Jewish engineer during World War II, when Hitler was in control, and Hitler was an anti-Semitist. Muriel Spark's resentment for fascist leaders is shown in the character of Brodie. She rises and she falls. Also in the text, we see her as having a very middle class attitude. Referring to the period in which the novel was set I can see a strong relationship between her attitude and the attitude of those within the ‘Bloomsbury Set'.The Bloomsbury Set was the name given to a literary group that made the Bloomsbury area of London their centre of activities from 1904 to World War II. If we consider the actual names firstly, we see very strong similarities to the name of ‘The Bloomsbury Set' and ‘The Brodie Set' which is our first clue. One of the main members was a woman can Virginia Stephen Woolf who was interested in defining qualities specific to the female mind, a bit like Brodie. Woolf was also interested in things of the natural world, such as rocks and plants, because of their solitude and self-sufficiency; we see that Miss Jean Brodie possesses both characteristics. They were known as a social clique. There were a few Cambridge graduates and they would assemble on a weeknight for drinks and conversation. Members were committed to a rejection of taboos of Victorianism on religious, artistic, social and sexual matters. They remained a tight knit group for many years. The group were involved in many tangled relationships within the set. By the 1920s their reputation as a cultural circle was established. Their mannerisms were parodied and ‘Bloomsbury' became a connotation for snobbish, snotty, inward-looking or narrow-minded behaviour. The group were of high popular interest amongst scholars. Like those of the Bloomsbury set, Brodie as a character has the notion that she is better than everybody else. This is typical of ‘her class'. This is typical English middle class philosophy. It seems like Spark is poking fun at this attitude. It is like Spark uses Jean Brodie as a metaphor for the English middle class society with her snobbish aestheticism and her tight knit group (her favourite pupils) as her main characteristics. Spark is poking fun at this. Also, a major contributory clue to this theory is that Spark was a secretary to a poetry society within the London Literary Circles and was kicked out for being â€Å"too adventurous†. Her view of the middle class ideology, the ‘Bloomsbury Set', and alike is expressed in her text and the views themselves act like revenge against those of that class. In relation to Spark herself we see many similarities between the novel ‘The Prime of Miss Jean Brodie' and Muriel Spark's own life. Muriel Spark attended a school for girls just like the girls attending ‘Marcia Blaine School'. Spark describes her days at her school happy as do the Brodie Set, † The first years with Miss Brodie, sitting, listening to all those stories and opinions which had nothing to do with the ordinary world, had been the happiest time of her life†¦Ã¢â‚¬  (Pg 15) . Muriel Spark, like Brodie, had a great love for the arts. â€Å"Art and religion first; then philosophy; lastly science. That is the order of the great subjects of life, that is their order of importance.†(Pg 25) In the Prime of Miss Jean Brodie, Spark models Brodie on one of her ex-teachers, Miss Kay. Miss Kay loved the arts, and she too admired Mussolini and hung a picture of him on her wall. Miss Kay like Miss Brodie would describe her exotic travels to her class. Also many of the extra-curricular activities that we see Miss Brodie doing with her set were also done with Miss Kay's students and used in the book. Miss Kay took the girls to the theatre and concerts. Miss Kay, like Brodie, feared that the pupils were not receiving enough of a cultured background from their parents. Both Kay and Brodie wanted a hold over the pupils. It is interesting to see also that a ‘Miss Brodie' used to read to Spark as a young child. Another striking similarity to actual event and fictitious plot is that Spark had a young friend who died quite suddenly and tragically, much like the death of Mary in the book. Muriel Spark has successfully blended in facts from the time the novel is set and facts and experiences from her own life into a very creative and expressive novel. She is clever in the way she has made them all blend together and we get an insight into the author's own life for a change instead of just reading a straight forward novel. Through the novel we can understand her beliefs and comprehend her opinions. In answering the question ‘ how successful is the author in articulating the themes of the time into the novel?' I would say very successful. With fascism, the Bloomsbury set, and Sparks own experiences we see a vast array of political issues, questioning of society and an insight into the authors past. We could call this a political novel, but in a curious way.

Essay about African Americans in the Civil War - 981 Words

Throughout the duration of the Civil War in 1861 to the 1920s, African Americans made significant strides toward their advancement in America and toward equity with whites. After having being subjected to white governance and enslaved for so long, their dependence generated a sense of unfamiliarity with their newly acquired emancipation. This uncertainty sparked many debates regarding the most effectual way to go about receiving their â€Å"inalienable† rights as human beings, not merely substandard Negros as they were perceived to be. However, some thought that the most effective approach would be to acquiesce to the subservient status upheld by whites in order to earn their respect until equity permeated. Others were more combative in their†¦show more content†¦Moreover, the subsequent time period following the war was deemed the period of Reconstruction, a time of mending a restoration after the detriment of war. However, it was during that time that southern white s attempted to regress back to enslavement by perpetuating their preeminence over blacks and instituting restraints on the rights of the freshly freedmen. Such measures as the Black Codes and the KKK were implemented within the South to regulate the actions of African Americans as though they were in slavery but without the security of safety that comes with being considered property. Though chattel slavery had been abolished, the abruptness of its termination left several pertinent issues unresolved in relation to the status of African Americans. The terms of the war only required the southern states to remove the succession clause from their state constitutions. However, in spite of its connotation of brutality, the period of Reconstruction was also beneficial in some repute as it established public education for both blacks and whites. Although their predicament didn’t improve much, gradually there was a transformation in the manner in which African Americans regarded them selves. This self-realization is whatShow MoreRelatedAfrican Americans And The Civil War1076 Words   |  5 Pages Throughout history African Americans have had is bad in the United States. First they went through slavery which lasted about two hundred year and was ended around the Civil War which was in the 1860s-1870s. Next after they went through slavery they went through the law of Jim Crow that started after the Civil War which stated, â€Å"Separate but Equal†, and that was not the case because African Americans were still treated as second class citizens. After about ninety years around the 1960s Dr. MartinRead MoreAfrican Americans and the Civil War774 Words   |  4 PagesEssay African Americans and the Civil War Slavery affected many of the political reasons that contributed to causing the Civil War in 1961. 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