Resume Essay Example | Topics and Well Written Essays - 1000 words - 1

Resume - Essay Example Passed the English Language course (first level) held at Al Khaleej Institute (Direct English) under the supervision of the Ministry of Education, General Department of Education in Riyadh with a grade A+ (excellent) and GPA 95% (22/4/2007-6/6/2007) Passed the Communication Disorders Course for Preparing Communication Specialists held at Al-Imam Muhammad Ibn Saud Islamic University in Riyadh over duration of 60 hours long in one month from 2/5/2010, with a general grade A+ (excellent) Completed a training program entitled â€Å"Arabic Calligraphy (Riq’a)† over duration of 12-hours long held at the Educational Training Center of the General Department of Education in Riyadh under the supervision of the Ministry of Education (24/1/2011-27/1/2011) Completed a training program entitled â€Å"Strategy of Concept Maps† over duration of 12-hours long held at the Educational Training Center of the General Department of Education in Riyadh under the supervision of the Ministry of Education (17/1/2011-20/1/2011) Completed a training program entitled â€Å"Behavior Modification† over duration of 12-hours long held at the Educational Training Center of the General Department of Education in Riyadh under the supervision of the Ministry of Education (10/1/2011-13/1/2011) Completed a training program entitled â€Å"Student Activities’ Guide for Primary Stage† over duration of 8-hours long held at the Educational Training Center of the General Department of Education in Riyadh under the supervision of the Ministry of Education (27/12/2010-28/2/2010) Accomplished a training program entitled â€Å"Court and its Applications in Education (2)† over duration of 12-hours long held at the Educational Training Center of the General Department of Education in Riyadh under the supervision of the Ministry of Education (19/12/2010-22/12/2010) Accomplished a

Menu Essay Example | Topics and Well Written Essays - 250 words

Menu - Essay Example Immediately add the eggs, Gruyere, and Parmesan and pulse until the eggs are incorporated and the dough is smooth and thick. Spoon the mixture into a pastry bag fitted with a large plain round tip. Pipe in mounds 1 1/4 inches wide and 3/4-inch high onto the baking sheets. With a wet finger, lightly press down the swirl at the top of each puff. (You can also use 2 spoons to scoop out the mixture and shape the puffs with damp fingers.) Brush the top of each puff lightly with egg wash and sprinkle with a pinch of Gruyere. Bake for 15 minutes, or until golden brown outside but still soft inside. Place in a large kettle of scalding water and boil for 45 minutes. Remove and chill in cold water. Pull out all the hairs - these will have been loosened by the boiling and should come out easily (like plucking a duck). Wash thoroughly until no hairs remain. Place the nose in a kettle and cover with fresh water. Add onion, garlic, spices and vinegar. Bring to a boil, then reduce heat and simmer until the meat is tender. Let cool overnight in the liquid. When cool, take the meat out of the broth, and remove and discard the bones and the cartilage. You will have two kinds of meat, white meat from the bulb of the nose, and thin strips of dark meat from along the bones and jowls. Slice the meat thinly and alternate layers of white and dark meat in a loaf pan. Reheat the broth to boiling, then pour the broth over the meat in the loaf pan. Let cool until jelly has set. Slice and serve cold. 2 Combine the chocolate, butter, and espresso in the top of a double boiler over hot, but not simmering, water, stirring frequently until smooth. Remove from the heat and let cool until the chocolate is just slightly warmer than body temperature. To test, dab some chocolate on your bottom lip. It should feel warm. If it is too cool, the mixture will seize when the other ingredients are added. 4 When the chocolate has reached the proper temperature,

The Base Catalysed Transesterification Mechanism Biology Essay

The Base Catalysed Transesterification Mechanism Biology Essay The transesterification reaction is base catalyzed. Any strong base capable of deprotonating the alcohol will do (e.g. NaOH, KOH,  Sodium methoxide, etc.). Commonly the base (KOH, NaOH) is dissolved in the alcohol to make a convenient method of dispersing the otherwise solid catalyst into the oil. The ROH needs to be very dry. Any water in the process promotes the saponification reaction, thereby producing salts of fatty acids (soaps) and consuming the base, and thus inhibits the transesterification reaction. Once the alcohol mixture is made, it is added to the triglyceride. The reaction that follows replaces the alkyl group on the triglyceride in a series of steps. The carbon on the ester of the triglyceride has a slight positive charge, and the  carbonyl  oxygens have a slight negative charge. This polarization of the C=O bond is what attracts the RO-  to the reaction site. R1 Polarized attraction | RO- -> C=O | O-CH2-CH-CH2-O-C=O | | O-C=O R3 | R2 This yields a  tetrahedral intermediate  that has a negative charge on the former carbonyl oxygen: R1 | RO-C-O- (pair of electrons) | O-CH2-CH-CH2-O-C=O | | O-C=O R3 | R2 These electrons then fall back to the carbon and push off the  diacylglycerol  forming the ester. R1 | RO-C=O + -O-CH2-CH-CH2-O-C=O | | O-C=O R3 | R2 Then two more RO groups react via this mechanism at the other two C=O groups. This type of reaction has several limiting factors. RO-  has to fit in the space where there is a slight positive charge on the C=O. MeO- works well because it is small in size. As the chain length of the RO- group increases, reaction rates decrease. This effect is called  steric hindrance. This effect is a primary reason the short chain alcohols, methanol and ethanol, are typically used. There are several competing reactions, so care must be taken to ensure the desired reaction pathway occurs. Most methods do this by using an excess of RO-. The acid-catalyzed method is a slight variant that is also affected by steric hindrance. ACID CATALYSED: The reaction kinetics of acid-catalyzed transesterification of waste frying oil in excess methanol to form fatty acid methyl esters (FAME), for possible use as biodiesel, was studied. Rate of mixing, feed composition (molar ratio oil:methanol:acid) and temperature were independent variables. There was no significant difference in the yield of FAME when the rate of mixing was in the turbulent range 100 to 600  rpm. The oil:methanol:acid molar ratios and the temperature were the most significant factors affecting the yield of FAME. At 70  Ã‚ °C with oil:methanol:acid molar ratios of 1:245:3.8, and at 80  Ã‚ °C with oil:methanol:acid molar ratios in the range 1:74:1.9-1:245:3.8, the transesterification was essentially a pseudo-first-order reaction as a result of the large excess of methanol which drove the reaction to completion (99 ±1% at 4  h). In the presence of the large excess of methanol, free fatty acids present in the waste oil were very rapidly converted to methyl est ers in the first few minutes under the above conditions. Little or no monoglycerides were detected during the course of the reaction, and diglycerides present in the initial waste oil were rapidly converted to FAME. Industrial methods Batch process Preparation: care must be taken to monitor the amount of water and  free fatty acids  in the incoming biolipid (oil or fat). If the free fatty acid level or water level is too high it may cause problems with soap formation (saponification) and the separation of the glycerin by-product downstream. Catalyst is dissolved in the alcohol using a standard agitator or mixer. The alcohol/catalyst mix is then charged into a closed reaction vessel and the biolipid (vegetable or animal oil or fat) is added. The system from here on is totally closed to the atmosphere to prevent the loss of alcohol. The reaction mix is kept just above the  boiling point  of the alcohol (around 70  °C, 158  °F) to speed up the reaction though some systems recommend the reaction take place anywhere from  room temperature  to 55  °C (131  °F) for safety reasons. Recommended reaction time varies from 1 to 8 hours; under normal conditions the reaction rate will double with every 10  °C increase in reaction temperature. Excess alcohol is normally used to ensure total conversion of the fat or oil to its esters. The glycerin phase is much denser than biodiesel phase and the two can be gravity  separated  with glycerin simply drawn off the bottom of the  settling  vessel. In some cases, a  centrifuge  is used to separate the two materials faster. Once the glycerin and biodiesel phases have been separated, the excess alcohol in each phase is removed with a  flash evaporationprocess or by distillation. In other systems, the alcohol is removed and the mixture neutralized before the  glycerin  and esters have been separated. In either case, the alcohol is recovered using  distillation  equipment and is re-used. Care must be taken to ensure no water accumulates in the recovered alcohol stream. The glycerin by-product contains unused catalyst and soaps that are neutralized with an acid and sent to storage as crude glycerin (water and alcohol are removed later, chiefly using  evaporation, to produce 80-88% pure glycerin). Once separated from the glycerin, the biodiesel is sometimes purified by washing gently with warm water to remove residual catalyst or soaps, dried, and sent to storage. Supercritical process An alternative, catalyst-free method for transesterification uses  supercritical  methanol at high temperatures and pressures in a continuous process. In the supercritical state, the oil and methanol are in a single phase, and reaction occurs spontaneously and rapidly.[6]  The process can tolerate water in the feedstock, free fatty acids are converted to methyl esters instead of soap, so a wide variety of feedstocks can be used. Also the catalyst removal step is eliminated.  High temperatures and pressures are required, but energy costs of production are similar or less than catalytic production routes. Ultra- and high-shear in-line and batch reactors Ultra- and High Shear in-line or batch reactors allow production of biodiesel continuously, semi- continuously, and in batch-mode. This drastically reduces production time and increases production volume. The reaction takes place in the high-energetic shear zone of the Ultra- and High Shear mixer by reducing the droplet size of the immiscible liquids such as oil or fats and methanol. Therefore, the smaller the droplet size the larger the surface area the faster the catalyst can react. Ultrasonic-reactor method In the ultrasonic reactor method, the ultrasonic waves cause the reaction mixture to produce and collapse bubbles constantly. This cavitation provides simultaneously the mixing and heating required to carry out the transesterification process. Thus using an ultrasonic reactor for biodiesel production drastically reduces the reaction time, reaction temperatures, and energy input. Hence the process of transesterification can run inline rather than using the time consuming batch processing. Industrial scale ultrasonic devices allow for the industrial scale processing of several thousand barrels per day. Microwave method Current research is being directed into using commercial microwave ovens to provide the heat needed in the transesterification process.The microwaves provide intense localized heating that may be higher than the recorded temperature of the reaction vessel. A continuous flow process producing 6 liters/minute at a 99% conversion rate has been developed and shown to consume only one-fourth of the energy required in the batch process.Although it is still in the lab-scale, development stage, the microwave method holds great potential to be an efficient and cost-competitive method for commercial-scale biodiesel production. Lipase-catalyzed method Large amounts of research have focused recently on the use of enzymes as a catalyst for the transesterification. Researchers have found that very good yields could be obtained from crude and used oils using lipases. The use of lipases makes the reaction less sensitive to high FFA content which is a problem with the standard biodiesel process. One problem with the lipase reaction is that methanol cannot be used because it inactivates the lipase catalyst after one batch. However, if methyl acetate is used instead of methanol, the lipase is not in-activated and can be used for several batches, making the lipase system much more cost effective. ADVANCES: The project funded by a federal grant, aims at finding a production system that is affordable. Steve Bond, Blue Sun Energys marketing manager CLAIMS that it costs about $20 a gallon to produce biodiesel out of algae at the present and the com[anys aim is to get the costs down to under $2 a gallon. The company believes that it has already made advances in biodiesel production that makes it greener and more versatile than other production methods on the market. The company says its product reduces emissions of pollutants including global warming gases like nitrogen oxide. According to the company, many biodiesels products actually increase nitrogen oxide emissions. Blue Sun Energy also claims its additive helps boost fuel economy by seven per cent, reduce wear in fleet vehicles and even improve performance in cold-weather conditions. SUMMARY: The importance of biodiesel as a renewable and economically viable alternative to fossil diesel for applications in compression ignition (CI) engines has led to intense research in the field over the last two decades. This is predominantly due to the depletion of petroleum resources, and increasing awareness of environmental and health impacts from the combustion of fossil diesel. Biodiesel is favoured over other biofuels because of its compatibility with present day CI engines, with no further adjustments required to the core engine configurations when used in either neat or blended forms. Studies conducted to date on various CI engines fuelled with varying biodiesel types and blends under numerous test cycles have shown that key tailpipe pollutants, such as carbon monoxide, aromatics, sulphur oxides, unburnt hydrocarbons and particulate matters are potentially reduced. The effects of biodiesel on nitrogen oxides emission require further tests and validations. The improvement in mos t of the diesel emission species comes with a trade-off in a reduction of brake power and an increase in fuel consumption. Biodiesels lubricating properties are generally better than those of its fossil diesel counterpart, which result in an increased engine life. These substantial differences in engine-out responses between biodiesel and fossil diesel combustion are mainly attributed to the physical properties and chemical composition of the fuels. Despite the purported benefits, widespread adoption of biodiesel usage in CI engines is hindered by outstanding technical challenges, such as low temperature inoperability, storage instabilities, in-cylinder carbon deposition and fuel line corrosion. It is imperative that these issues are addressed appropriately to ensure that long-term biodiesel usage in CI engines does not negatively affect the overall engine durability. Possible solutions range from biodiesel fuel reformulation through feedstock choice and production technique, to the simple addition of fuel additives. This calls for a more strategic and comprehensive research effort internationally, with an overarching approach for co-ordinating sustainable exploitation and utilisation of biodiesel. This review examines the combustion quality, exhaust emissions and tribological impacts of biodiesel on CI engines, with specific focus on the influence of biodiesels physico-chemical properties. Ongoing efforts in mitigating problems related to engine operations due to biodiesel usage are addressed. Present day biodiesel production methods and emerging trends are also identified, with specific focus on the conventional transesterification process wherein factors affecting its yield are discussed. REFRENCES: 1.Otera, J. Chem. Rev. 1993, 93, 1449. 2.Weissermel, K.; Arpe, H.-J. In Industrial Organic Chemistry, VCH Verlagsgesellschaft, 2 nd Ed., Weinhein, 1993, p 396. 3.Rehberg, C.E.; Fisher, C.H. J. Am. Chem. Soc. 1944, 66, 1203. 4.Rehberg, C.E.; Faucette, W.A.; Fisher, C.H. J. Am. Chem. Soc. 1944, 66, 1723. 5.Rehberg, C.E. Org. Synth. 1955, III, 146. 6.Haken, J.K. J. Appl. Chem. 1963, 13, 168. 7.Shishido, K.; Irie, O.; Shibuya, M. Tetrahedron Lett. 1992, 33, 4589. 8.Chavan, S.P.; Zubaidha, P.K.; Ayyangar, N.R. Tetrahedron Lett. 1992, 33, 4605. 9.Vatlas, I.; Harrison, I.T.; Tà ¶kà ©s, L.; Fried, J.H.; Cross, A.D. J. Org. Chem. 1968, 33, 4176. 10.Narasaka, K.; Yamaguchi, M.; Mukaiyama, T. Chem. Lett. 1977, 959. 11.Taft, R.W. Jr.; Newman, M.S.; Verhoek, F.H. J. Am. Chem. Soc. 1950, 72, 4511. 12.Billman, J.H.; Smith, W.T. Jr.; Rendall, J.L. J. Am. Chem. Soc. 1947, 69, 2058. 13.Haken, J.K. J. Appl. Chem. 1966, 16, 89. 14.Frank, R.L.; Davis, H.R. Jr.; Drake, S.S.; McPherson, J.B. Jr. J. Am. Chem. Soc. 1944, 66, 1509. 15.Wulfman, D.

Essay examples --

The word â€Å"challenging behavior† can evoke feelings of frustration, anger, hostility or sense of helplessness in any parent, teacher or caregiver of a young child with behavioral challenges. Education.com (2006 - 2012) defines this term: as behavior that may impede with a child’s ability to learn, develop or play in a manner that is socially acceptable. They further define challenging behavior as behavior that could be potentially harmful to the child or others. This type of behavior in a young child, predisposes that child to social problems and academic failure (Klass, Guskin, and Thomas, 1995; Ritchie and Pohl, 1995). Marion (2011) defines challenging behavior as a stimulus that a child reacts poorly to, that in turn challenges the child’s parents or teachers to guide them in a positive manner. Current research indicates that children who have significant challenging behavior will have problems in school. They have issues with social skills, emotiona l control and language development. These insufficiencies contribute to the lack of skills to succeed in basic academic tasks such as reading (Coi, 1996). Traits that are often attributed to children who exhibit these traits are hyperactivity, inattentiveness and disruptive. Teachers are twice as likely to overlook them, ask them fewer questions and be low in positive responsiveness (Webster-Stratton & Herbert, 1994; Shonkoff and Phillips, 2000). Children with behavioral challenges face far greater difficulties with social and emotional development. Other children will tease and ridicule them, or reject them entirely. These experiences bruise a child’s self-esteem and confidence, they are left feeling depressed and isolated. Once a child accepts rejection, they fight or ... ...s, to difficulties in conflict resolution to academic success. Parents play a pivotal role in teaching their young children how to appropriately behave or react to a certain stimuli. Positive adult-child interactions such as respect, providing an environment that is not rushed, using calm tones and accepting differences go a long way in changing or guiding a child’s behavior (Marion, 2011). For some children how to react to a certain situation in a positive manner is innate. However, other children need to be taught the skills to productively and successfully navigate conflicts that might arise. This can be achieved through a Direct Model Plan, a PBIS or a Behavior Matrix (Carter & Pool, 2012) The goal of challenging behaviors is to prevent those behaviors from rising, by providing children with the skills to navigate successfully through difficult situations.

Creating a Safe Environment: 2-4 year Olds Essay

As an early childhood provider working with 2-4 year old children I will be sure to provide a safe, healthy, and appropriate indoor and outdoor learning environment that helps their developmental characteristics. When preparing my indoor learning environment as well as my outdoor learning environment I have to take into consideration each child; their needs, their skills, their backgrounds, etc. For my indoor learning environment it is extremely important to make sure that the area is welcoming for the students as well as the parents, I will make sure that the area is lit properly (natural light and/ or energy saving bulbs) and full of colors. The furniture in the classroom will be child sized and very sturdy. Children will also be assigned their own cubbies where they will be able to place their knapsacks and other belongings (this gives them a hint of independence). There will be different sections of the classroom for different activities (reading area, drama/pretend play area, ci rcle area, music area, etc.), not just for play but will enhance their social, emotional, physical and cognitive domains. I will also make sure that the entire classroom is cleaned on a daily basis and all toys are sanitized. I will also be sure that all sockets are covered with protectors and make sure that there are smoke detectors and fire extinguishers and an evacuation plan in the facility, as well as having clear pathways in case of an emergency. In the kitchen area I will make sure that all cabinets so children will not be able to have access to any hazardous materials as well as any foods. Also in the kitchen area I will have a bulletin board accessible to all kitchen staff to list the name of the children in the facility and their allergies (if any). In the restroom I will be sure that all toilets and washbasin’s are to the children’s reach so they can be more independent and for those who are being potty trained be sure that there are more than enough and be certain that they are cleaned (by an adult) after every use. Children will be encouraged to wash their hands often to reduce the spread of germs to each other. For  the outdoor learning environment, I will definitely make sure that the area is properly gated; there is no high grass or trash around on the floors. I will also make sure that the children have easy access to the restrooms, and be sure that there is a first aid kit handy. I definitely will make sure of the child to teacher ratio; this helps with keeping an eye on the children, which helps reduce the chances of one of them being seriously hurt. I will also make sure of the following: â€Å"Selection of play equipment is appropriate for children’s ages, play equipment is in good condition (e.g. no broken or rusty parts, missing pieces, splinters, sharp edges, frayed rope, open â€Å"S† hooks, or protruding bolts), Large pieces of equipment are stable and anchored securely in the ground; finishes are non-toxic and intact, Equipment is placed sufficiently far apart to allow a smooth flow of traffic and adequate supervision; an appropriate safety zone is provided around equipment, and, a variety of play surfaces (e.g. grass, concrete, and sand) is available; shade is provided† (Marotz, 2012), just to name a few. One thing that we have to keep in mind as an early childhood provider is the relationship between a person’s safety, health and nutrition. Parents entrust that their children are well taking care of each time they drop them off in our care; they want to make sure that they are feed a well-bal anced healthy and nutritional meal, and that they are safe from danger, so how is it that some may feel that these three things are not related. In my personal opinion they work hand in hand and very much so dependent on each other. Health, safety, and nutrition are very much so interrelated. Health is a state of wellness. Complete physical, mental, social, and emotional well-being; the quality of one element affects the state of the other; safety refers to the behaviors and practices that protect children as well as adults from unnecessary harm; and, nutrition refers to the science of food, its chemical components (nutrients), and their relationship to health and disease. It includes all of the processes, from the ingestion and digestion of food to the absorption, transportation, and utilization of nutrients, and finally the excretion of unused end products. Nutrients are essential for life and have a direct effect on a child’s nutritional status, behavior, health, and development† (Marotz, 2012). I cannot help but to agree with these examples given and it is best to have children practice these things as young as possible. In the 2-4 year old age group children  really mimic what they see us doing as adults. So if we eat healthy, exercise and practice thi ngs such as good hand washing, what do you think they will do? There are so many age-appropriate learning activities and toys that reinforce the important of health, nutrition, and safety for the 2-4 year old age group. I have listed a few that really caught my attention. This game will be considered a group game, this game teaches the children to identify their alphabets (upper and lower case) as well as their number; this game is called â€Å"Homemade Letter Bingo†, as we know â€Å"children learn through play. And letter or number bingo is a great place to start. The following items needed for this game are: printable bingo cards: numbers, alphabet, or numbers and letters, printable caller cards, small objects to use as markers, such as marshmallows, cereal, pennies, or M&M’s† (Richards, 2014). A second learning age-appropriate activity is that of â€Å"Cereal Patterns†: Practice patterning the fun way—by playing with your food! Using a Fruit Loop-type cereal and yarn, help your preschooler create crunchy, edible patterns. The following items needed for this learning activity is that of: Fruit Loops or other loop-shaped cereal in a variety of colors, small bowls or cups, age-appropriate scissors, yarn or string, and masking tape† (Edwards, 2012). Building blocks are great toys for children (whether blank or with letters on them). With building blocks it helps children in this age group (2-4 years old) with their problem solving skills, but what you will find most amazing is what they build out of the blocks. A nd another toy that will be considered age-appropriate is that of a kitchen set that will be located in the drama/pretend area. With this toy children pretend that they are chefs working in nice restaurants, they pretend that they are a parent cooking a nice meal for their families and the list goes on and on. But what I find so amazing with this age-group is that there is no limit to their imagination. However, we as educators have to continue to encourage the children to use their imagination, because they not only learn from us, we learn from them. An ideal location, space, and security of a center or school is very important, not only to the early childhood provider, but to the parents as well. â€Å"Nowhere is health and safety more important than in group programs serving young children. When families enroll children in a program, they expect that the teachers will safeguard their child’s well-being. They assume the facilities, toys, and  equipment will be safe for children’s use, that teachers will carefully supervise their children’s activities, that the environment is clean, and the food is healthy. These expectations require teachers to be well informed and knowledgeable about how to create and maintain environments that protect and promote childrenâ€℠¢s health and safety† (Marotz, 2012). We have to make sure that there is adequate space for the children to move around inside and outside; it is good to also make sure that the facility is not in a noisy location where the children can be easily distracted. But most of all we have to think about the health of our little ones, we have to make sure that the building is properly inspected so we can protect them as well as ourselves from potential hazards. As early childhood providers/educators it is our sole responsibility to make sure that the children that we care for will be given the best education and protection, this includes their safety, nutrition and health. One thing that I live by and believe is that the children are our future, so it is our duty to mold them from young. I choose to work with the age group of 2-4 year olds because the one thing that amazes me with them is their imagination which increases their ability to learn. As an educator for such young children you have to able to open enough for them to teach you as well. I feel that Reggio Emilia Approach said it best â€Å"children are capable of constructing their own learning† (Isbell & Raines, 2007). References: Bradford-Edwards, S. (Sept. 7, 2012). Cereal Patterns. Retrieved from http://www.education.com/activity/article/fruit-loop-patterns/Isbell, R.T., & Raines, S.C. (2007). Creativity and the arts with young children. Belmont, CA: Delmar. Marotz, L.R. (2012). Health, safety and nutrition for the young child 8th edition. Belmont, CA: Wadsworth Cengage Learning. Richards, S. (May 9, 2014). Homemade letter bingo. Retrieved from http://www.education.com/activity/article/letterbingo_preschool/

Discuss the possible reasons for higher mortality and morbidity rates among the working classes

DISCUSS THE POSSIBLE REASONS FOR HIGHER MORTALITY AND MORBIDITY RATES AMONG THE WORKING CLASSES. It has been acknowledged since the 19th Century that class relates to inequality. This essay will explore this area in more detail, considering the various explanations given for these differences. The most widely accepted, recent study of health inequalities and social class was the Black Report of 1980, which gathered information relating to the Standardised Mortality Rates (SMR) for different social classes in Britain, based on the Registrar General's categorization according to occupation The Black Report was clear in its conclusion: ‘In the case of adults between the ages of 15 and 64, for virtually all causes of death there is a consistent inverse relationship between social class and mortality. That is, the higher the social class group, the lower its SMR, and conversely the lower the social class group, the higher its SMR. ‘ (Black Report, 1980) The report also came up with four possible explanations: statistical artefact ( the differences reflect the differences in methodologies used in measurement of SMR and morbidity rates); social selection (the differences are because healthier people rise up through the social classes leaving the sick or disabled at the bottom); cultural explanations (the lower social classes lead unhealthier lifestyles than the higher classes, leading to more illness and earlier deaths); and materialistic explanations (economic differences within society lead directly and indirectly to poorer health and increased death rates within the lower classes). Since the Black Report was published, the government commissioned another report into health inequalities, published in 1998, the Acheson Report. This showed that not only had inequalities continued since 1980, but the relative differences between classes I and V had increased even further. For example, in 1970 the mortality rate for men in class V was twice that of those in class I; in the 1990s it had increased to three times as high. (In 1998 there were less people in class V than in 1970, so to try to account for this, Acheson combined the top two classes and the bottom two. However this still showed that in the 1970s a person in classes IV & V had a 53% higher chance of death than one in classes I & II, rising to 68% by 1990). Measures of morbidity showed the same differences- among the age group 45- 64 in the 1990s, 17% of men in classes I & II complained of a limiting long standing illness, compared with 48% of men from classes IV & V. Similar differences applied to women. So the Black Report, alongside many other studies, identifies a clear statistical link between social class and mortality and morbidity rates. However this link has been questioned by certain researchers, and the artefact theory presented as an explanation. One such is Illsley (1987) who criticised the Black Report for concentrating on the relative inequalities of social class rather than on the general improvements in the health of the population as a whole. He argued that although relative differences between the classes were increasing, the number of people affected by these differences was small, due to the size of the lowest classes reducing. For example, during the period of statistical collation, the number of people in class V fell from 12. % of the population to 8. 4%, and class I increased from 1. 8% to 5%. These criticisms were addressed by the combining of the two lowest and highest groups in the Acheson Report, but a gap was still apparent. It has also been claimed that occupations stated upon death certificates were wrongly categorized, thereby making the statistics inaccurate. Le Grand (1985) examined individual death certificates, and found smaller differences between the classes than Pamuk (1985) who collated the existing statistical evidence. The second explanation given for the inequalities identified by the two reports is social selection i. e. that social class status is related to an individual's health status. For example, healthy people are more likely to have a higher social status than those who are sick/ disabled because they can work harder and are therefore more likely to be promoted. (Illsley, 1987). Wadsworth (1986) supports this view, finding that males who suffered childhood illness experience more downward mobility than those who had healthy childhoods. Other researchers have argued that the opposite is in fact true, however: that those from poorer backgrounds face a wealth of economic, social and employment factors that contribute to ill health. Therefore they say that class position shapes health, and not vice versa. The third explanation is that of culture, and says that the lower classes engage in more unhealthy lifestyles: smoking, eating more fatty and sugary foods, and drinking more. All lead to higher morbidity levels and earlier deaths (HMSO, 1999). Blame for these statistics is therefore laid firmly at the individual's door, or with the social environment in which they live, and educational programmes are advocated. However critics argue that these behaviours are a rational response to the circumstances in which people live. For example, Graham & Blackburn (1993) found that mothers on Income Support smoke because they have lower ‘psycho-social' health than the general population, and smoking provides a very real form of relief for them. It may be the only thing that they do for themselves in a day filled with childcare responsibilities, and may also be an economic necessity, in that the nicotine abates hunger so that food is not as necessary. A further explanation given for the class inequalities in health is the materialistic explanation, which traces the main influences on health to the structures of society and conditions of life for its members. The theory doesn't deny the effects of an individual's behaviour, but blames the way society is organised- certain groups are systematically disadvantaged so that they inevitably experience ill health. This theory's roots can be traced back to the late 19th century, when Engels (1974) concluded that ill health was the result of the capitalist pursuit of profit, resulting in dangerous jobs for the workers, long hours and poor pay. Exponents of this explanation argue that the poor diet eaten by many of the lower classes is not due to personal choice, but an inability to afford healthy food. Lobstein (1995) compared prices of foodstuffs in different areas of London in 1988 and 1995. He found that healthy food was priced more cheaply in affluent areas, whereas unhealthy food was cheaper in poorer areas. Healthy food may now be priced more cheaply at the out of town supermarkets that are common, but as Wrigley (1998) argues, it is still unavailable to those with no car. With higher transport costs to reach the supermarket, they are then left with less money to buy the food that is available. It has been calculated that 15% of all early deaths are due to a poor diet, but Doyal & Pennell (1979) also support the view that this is not the individual's fault, arguing that manufacturers produce poor quality food, filled with harmful chemicals and salt, sugar and fat, which in turn leads to obesity and heart disease. Another fact upon which most people agree is that housing is related to health. It is well accepted by most that damp, cold rooms contribute to respiratory diseases and overcrowding can lead to stress and psychological problems. Thomson et al (2001) comment that many studies show an improvement in health when efforts are made to improve housing. Another material factor in ill health is unemployment- men in manual occupations who have a limiting long-standing illness are more likely to be unemployed than men in higher classes with the same conditions. It has been stated that the relative risk of mortality in a middle aged man who is unemployed is double that after five years than that of one who has not been unemployed. (Morris et al, 1994). Finally,another possible reason for the higher SMR and morbidity rates among the working classes could be to do with access to healthcare, neatly put by Tudor-Hart's Inverse Care Law (1971): ‘the availability of good medical care tends to vary inversely with the need for it in the population served'. Other studies have found fewer doctors practicing in areas of greater need, usually where the population is of a lower social class (Appleby & Deeming, 2001). It has also been suggested that doctors in these areas give less good service, based on the amount of surgical referrals made for certain conditions e. g. hernias, gallstones, when compared with the amount of consultations made by patients (Chaturvedi & Ben-Shlomo, 1995) and often once a referral has been made a patient from a deprived area will be given lower priority and therefore wait longer for surgery than one from a better-off area (Pell et al, 2000). In conclusion, it has been shown that vast inequalities in health status, and also in health care provision, exist between the social classes, even in modern Britain, despite the popular conception of a ‘classless society'. Despite improvements in medical knowledge, nutrition, housing, sanitation, employment conditions and the health services, people of a lower social class are still more likely to die before they reach one year of age, and, if they reach that milestone, are three times more likely to die before the age of 64 than somebody in a higher social class. Various explanations for these facts have been put forward, and criticised, but the theory that seems to have most support from the research available is that of the materialists. This links with the social model of health, which is gradually becoming more widely accepted. It will take huge effort on behalf of a government to reduce, and eventually eradicate, the inequalities in health experienced by those in the lowest social classes within Britain today, but that is not to say it is impossible given consistent and committed effort.