Athletes being role models Research Paper Example | Topics and Well Written Essays - 4000 words

Athletes being role models - Research Paper Example At that time, the existing definition of role models was â€Å"someone who demonstrates the appropriate behavior for a specific role or relationship with another person† (Gauntlett 226). Though this description is not complete For example, David Beckham might inspire someone who is not necessarily interested in being a football player. Therefore, a more comprehensive definition of a role model would be someone who tends to inspire and motivate people. Role models edify observers how to behave as well as inspire others to learn how to behave in certain situations. In another study conducted, adolescents and children are drawn to role models not only because of their skills and capabilities but also because they see potential in them. Sports form an essential part of entertainment and recreation for most people; many of them follow sports religiously and regard athletes as icons. Supporting a team and hoping for it to win becomes a personal cause. In consideration of the profound influence that sports have on the minds of the people, it is often debated whether athletes serve to be good role models or not. Keeping the definition of role models in mind and the impact they have on the psychology of the people, this paper attempts to explore and provide arguments for if athletes make good role models or not. In my opinion, athletes do not make very good role models. I have seen people follow athletes blindly, not thinking whether the attitude of the athletes is justified or not. If the athlete is involved in wrong acts, many people, especially children, tend to follow the athlete. This argument is supported by many people. Athletes have indulged in the illegal use of steroids in order to boast their performance; exc essive use of drugs has also led to the deaths of notable sports stars. Where sports and athletes have become a major part of the American life, it is not justified to treat drugs and other misdemeanors

I Never Worry About the Future Essay Example for Free

I Never Worry About the Future Essay Albert Einstein Some people are trying to live a carefree life, they say that they ‘’go with the flow’’ and are not preoccupied with the future. Others think about tomorrow and the day after it so much they are constantly under stress. So which is better, to worry or not to worry about the days which are ahead of us? Planning our days in advanced is somehow necessary these days. Our world is spinning so fast that one has to know what he is doing or he ends up doing nothing. Good example of that is choosing which school or even more important, which university to enrol in. When doing that we have to consider our interests as well as which occupations can our future degree provide us. When enrolled into a school we have to study in order to have good grades or we just might not end up having expected degree and doing the job we wanted. Therefore thinking about future is good when it keeps us trying hard to achieve our goals. On the other hand being concerned about what might happen has bad affects on our health and attitude. Few days before the exam of which results may have an impact on their future, some people are so worried that their immune system does not function as it should and they become ill. What is more, stress can also enable their abilities to learn and concentrate. And last but not least because of constantly worrying those people can express their frustrations with yelling on others and their relationship with them can get worse. To conclude I would like to state that thinking and worrying about the future is something that we all do, some less, others more. The important thing is that worries do not affect on our lives so much that we cannot enjoy the moment we are living in but are still present enough to force us try and make our dreams come true.

The History of Corn Essay -- Vegetables History Historical Essays

Prior to the European encounter with the â€Å"New World,† corn played a central role in both the lives and diets of Native Americans. Numerous religious rituals and beliefs revolved around corn. Still today, corn continues to be a constant presence in the lives and diets of all Americans. Corn touches us in ways we might not even realize. Most of us eat corn everyday whether we consume corn in its natural form or in meats, soft drinks, or sweets. From thousands of years ago to the present day, corn has sustained and continues to sustain human life. Maize and corn can be used interchangeably. Maize was the term used by the Tainos who greeted Columbus in the Caribbean. Its literal meaning is â€Å"that which sustains life.† Maize soon became part of the Spanish vocabulary and then spread to other European languages. The word corn is actually a generic term for grain as used in Old English. American-style English has adapted the word to refer exclusively to maize. This usage continues today. There are hundreds of varieties of corn, however, there are just five basic families: flint, dent, popcorn, soft corn, and sweet corn. Flint corn was the type preferred in the northern states and was used in cornmeal that made dense breads and johnnycakes. It is a low yielding corn and because of demand, dent corn is replacing its production. Dent corn gets its name from its dimpled kernels. It is now the most commonly grown commercial corn and produces the traditional southern starchy sweet cornmeal. Popcorn is one we are all familiar with. When heated in hot oil, its starchy inner core bursts through it shrinking outer skin. Soft corn is not grown on a commercial scale, but is grown by specialists. It is the corn that was m... ... of microwave popcorn during commercial breaks of our favorite shows. The power is right at our fingertips. Though corn has always been part of the American diet, it has infiltrated areas of food and other goods that seem unlikely for it to belong. It can be altered to be present in both foods and products not for human consumption. Corn really can be labeled as the crop that built America. It definitely has many uses. Some could argue that it has too many uses. Works Cited: Food and Agriculture Organization of the United Nations. Maize in Human Nutrition. Rome: Food and Agriculture Organization of the United Nations, 2011. Fussell, Betty. The Story of Corn. New York: Alfred A. Knopf, INC., December 15, 2004. Wallace, Henry A. and William L. Brown. Corn and Its Early Fathers Revised Edition. Ames, Iowa: Iowa University Press, 2012.

Sentences and Proposition

â€Å"Sentences, originally, is a term of grammar and linguistic. It's introduction into logic is a recent innovation and it still seems strange to many to find the word sentences where propositions might have been expected. â€Å"(Alonzo) Basically, propositions have been taken to be sentences that can be true or false but can never be both. This shows that sentences when they meet some conditions will become a proposition. One major distinction between sentences and propositions is that, a sentence cannot be a bearer of truth value while the proposition does so. This is because propositions have logical connections which enable us to deduce whether it is true or false. Sentences in the kinds of questions, exclamations and the like can not be taken as propositions. Example; What is your name? We can not tell whether this is a true or false sentence. A sentence(proposition) will convey truth when it expresses a proposition, that is, when a sentence has a reference and it is meaningful. The presence of the reference in a proposition will enable us to connect it with our ideas or beliefs outside our mind in order to ascertain their truth value. This differ from a sentence which may not have a reference , example, keep quiet! In a proposition like, PHIL 402 students went to Cape Coast last thursday,it is clear what the reference is and with the meaning of the proposition, you can tell whether it is a true assertion or a false one. Thus, propositions and sentences, they have been used interchangeably, but for the philosophers, they are different terms referring to different things. Simply, a sentence that has a reference and is meaningful expresses a proposition. REFERENCE: Alonzo Church(1956) â€Å"Propositions and Sentences† The Problem of Universals, Indiana: University of Notre Dame Press.

A Red, Red Rose Essay

Robert Burns wrote â€Å"A Red, Red Rose† and edited by Peter Urbani. It was first in printed in 1794 in A Selection of Scots Songs. This was shown in ballad stanzas because it was composed with four – line stanzas or quatrains, having alternating tetrameter and trimeter lines which emphasized that the first and third lines of each stanza had four stressed syllables, or beats whereas the second and fourth lines had three stressed syllables. The line of this poem â€Å"That’s sweet / ly play’d / in tune† was an example of iambic meter in which the first syllable was unstressed and the second was stressed. The implication of this poem was about the thoughts and descriptions of love in a way that exceeded beyond the non – literary sources from which the verse was drawn. The poet first similarly declared his love in a blooming rose in spring and then in a melody â€Å"sweetly play’d in tune. † For me, these similes indicated the beauty and happiness of being in love. The metaphor â€Å"sands o’ life† pointed out the eternal nature of the writer’s love that explained the extent of his love. There were much imagery mentioned here like the color red that meant love and passion and the exquisite image of the rose was represented by the recapitulation of the color â€Å"red. † The word â€Å"Newly Sprung† intended for his sincere and great love. As I analyzed this piece, I obtained the knowledge and information about the true meaning of love. The way he illustrated his love, I observed that for him it was precious and worth keeping for. Burns also declared that once we felt love and it was true, it must be for a lifetime. â€Å"Till a’ the seas gang dry, my dear, And the rocks melt wi’ the sun†, meant that no matter how far or near the lovers were, love will always be there and stays forever. The entire logic of this poem is about the unconditional love that he can offer to the one he used to love. The true love in a sensible way was being illustrated by John Frederick Nims in his poem entitled â€Å"Love Poem. † The love that was impossible and unreachable was also the idea being shown by this sonnet. The essence of sticking to the one you love regardless of his imperfect qualities was the theme of this poem. From the metaphors in Nim’s piece, he brought to reality the figure of a very clumsy individual. â€Å"All devotion, at your knees† meant that despite of that unpleasant quality, she was so beautiful, charming and refine. Her good qualities were the reason why those who knew her keep her. From the lines â€Å"So gayly in love’s unbreakable heaven/Our souls on glory of spilt bourbon float,† it characterized that even clumsiness wouldn’t affect his love. The line â€Å"Their souls float on spilt bourbon†, which proved that they were happy with the presence of her fault. The metaphor in the line â€Å"Be with me darling early and late,† meant that they must stayed together during their youth and when they became old. The meaning of this line â€Å"Her hands, which â€Å"shipwreck vases,/At whose quick touch all glasses chip and ring,† showed the gracefulness of people. , and â€Å"should your hands drop white and empty/All the toys of the world would break,† described that the things she did using her hands wouldn’t fade away but will still remain and unreplacable. There were also symbolic images like â€Å"my clumsiest dear,† â€Å"chip and ring,† â€Å"bull in china† and a â€Å"bur in linen† that showed the partnership of appreciation and condemnation. But in the stanza â€Å"The refugee uncertain at the door/you make at home†¦Ã¢â‚¬ (6 – 7) he commended the quality of his lover as a charitable one. Nevertheless, the whole idea of this poem was about the exposition of the girl he loved, her positive and negative side. He wanted to share the readers that in loving a person, we must adore his good qualities and love them despite of flawed qualities. The two poems are the same in iambic meter and in quatrains. The tone of both writers as they convey their feelings on their loved one’s shows that they are so much in love with love. They are so sincere in expressing their affection and passion towards their lovers with no hesitation and no limitation. When it comes to the voice according to the writers, I can see that Burns is so fascinated to his lover. All the things that he can see are all beautiful and the way he promises his love is so precious for him. As we go deeper beyond the meaning of the poem, the author doesn’t mind the negative traits of his lover nor mentions his flaws. Nevertheless, Burns only indicates how big his love is for the girl whom he loved. Moreover, how he promises that he can offer and sacrifice a lot for the fulfillment of his love. While, Nims obviously starts his poem in a different way. He shows the negative side of his lover. He even mentions the wrong impressions toward his girl. He doesn’t even bother to cover up the flaws of the one he loves instead of covering, he exposes the blemishes of his lover. However, the author doesn’t mean that he just wants to intimidate his girl but proudly tell the whole world and all the readers that despite of her flaws and shortcomings, he loved her so much. Now the difference of the two poems when it comes to declaring the love for their special someone is that the first author loves without looking or even mentioning the flaws of his girl or loving the person unconditionally while the latter explains how to love by accepting the reality that a person has the negative and positive characteristics. The symbols or images use in both poems also differ. Burns uses similes that focus on the natural resources like rose, music, seas, sun, sands, and rocks. For me, it implies that the author is a nature lover. He shares to the readers that when we are in love, the beauty of the things that surrounds us are all that we can see and appreciate and it gives a happy feeling. While, Nims uses metaphors where in the center idea is about the things or toys that can cause noise and to the things that we usually use everyday like vases, glasses, bulls, burs, dime and toys. In here, he shows the poem as if it is in a movie or in a story telling type. He details what are the happenings and how he accepts the flaws of the one he loves. For me, this poem is so interesting because he directs the readers to the exact situation of the things that are happening to him. He never hides the flaws of his girl maybe because the true meaning of this poem is about acceptance. According to my evaluation, accepting the weaknesses of the one he loves will show the true meaning of love. We don’t have to hide the imperfections of our loved ones because if we learn to love and accept them despite of the blemishes of the one we use to love, I think the power of love will strongly manifest and can’t be broken or shaken easily. But for me, both poems are so interesting and appealing. In reality, there are two kinds of lovers. The first one is the one who doesn’t see the negative side of the person that he used to love because he is blinded by his love while the other one is that he sees first the weaknesses of his lover and then learn to love that person. Both kind of love is passionate and ideal. Learning how to love though in different ways depends upon the person but we must love unconditionally, fervently, without hesitation and reservation, with acceptance and forgiveness, and by showing it through actions and words. Works Cited Burns, Robert â€Å"A Red, Red Rose† http://www. poemhunter. com/poem/a-red-red-rose/ Nims, John Frederick â€Å"Love Poem† http://www. poemhunter. com/poem/love-poem/

Free Essays on Slumps

â€Å"A quest is defined as a search, pursuit or journey. In every quest there are lessons learned along the way that will challenge and test, but ultimately enlighten those involved.† - Unknown When reading this quote carefully, it contains some very important information that helps answer many people’s personal problems. A quest can be anything in a person’s life. A long term goal is a perfect example of a quest. Everyone has a quest, whether it’s getting into a university or striving for that special something. The second half of the quote is the most important to the reader. It states that quests contain lessons that will challenge and test those involved. These challenges and tests can also be referred to as slumps. The word slump, is most commonly used in sports. Many athletes fall into slumps at one point in their career. The way to handle oneself in this period can make or break one’s post slump performance. Personally, I have had many experiences with slumps, sometimes I handled them perfectly and other times I handled them insufficiently. There are some advantages to knowing how to handle these adversities. The first step of being in a slump is realization. A person must come to terms that he or she is lacking in performance. When an athlete is in this first step it is incredibly easy to fall deeper into it. This struggle can build up so quickly that one can feel overwhelmed with his or her mistakes. Mistakes are the number one reason an athlete falls into this underachieving. Mistakes lead up to an extreme case of discouragement, which in turn lead to a more severe slump. Slumps are a accumulation of mistakes that are built up over time. These negative thoughts are the foundation of this struggle. The next step of the â€Å"slump process† is getting out of the slump. There are many reasons that one can get out of this struggle. But the easiest way an athlete can beat the slump is to focus on th... Free Essays on Slumps Free Essays on Slumps â€Å"A quest is defined as a search, pursuit or journey. In every quest there are lessons learned along the way that will challenge and test, but ultimately enlighten those involved.† - Unknown When reading this quote carefully, it contains some very important information that helps answer many people’s personal problems. A quest can be anything in a person’s life. A long term goal is a perfect example of a quest. Everyone has a quest, whether it’s getting into a university or striving for that special something. The second half of the quote is the most important to the reader. It states that quests contain lessons that will challenge and test those involved. These challenges and tests can also be referred to as slumps. The word slump, is most commonly used in sports. Many athletes fall into slumps at one point in their career. The way to handle oneself in this period can make or break one’s post slump performance. Personally, I have had many experiences with slumps, sometimes I handled them perfectly and other times I handled them insufficiently. There are some advantages to knowing how to handle these adversities. The first step of being in a slump is realization. A person must come to terms that he or she is lacking in performance. When an athlete is in this first step it is incredibly easy to fall deeper into it. This struggle can build up so quickly that one can feel overwhelmed with his or her mistakes. Mistakes are the number one reason an athlete falls into this underachieving. Mistakes lead up to an extreme case of discouragement, which in turn lead to a more severe slump. Slumps are a accumulation of mistakes that are built up over time. These negative thoughts are the foundation of this struggle. The next step of the â€Å"slump process† is getting out of the slump. There are many reasons that one can get out of this struggle. But the easiest way an athlete can beat the slump is to focus on th...

Erida, The goddess of hate essays

Erida, The goddess of hate essays Erida is Hate. She is Strife and Discord. Unfortunately, there are many conflicting sources of information about this Greek Goddess of Hate. Most sources cite her as the twin sister of Ares; some sources say that she is the same as Eris, Goddess of Discord, while others state that Eris and Erida are two totally different goddesses. One source even said that Erida is the daughter of Eris. There is also the fact that the names Erida and Eris are uncannily similar. Besides that, there is the question whether Erida is actually in the book The Iliad by Homer, which is one of my main sources. The Goddess of Hate is not explicitly named in The Iliad as Erida but is rather referred to as Strife. So for purposes of this essay, I will assume that Erida is indeed the same goddess as Eris. Twin sister of the God of War, Erida was Ares constant companion. Eridas greatest joy was making trouble. In Book Five of The Iliad, Erida is described as Strife insatiable. Her anger is never satisfied. She possessed a golden apple so radiant that everyone wanted to have it. Erida would throw her golden apple among friends and foes alike. If she threw it among friends, their friendship quickly ended. If she threw it among enemies, war would break out. Essentially an action of Erida led to the Trojan War. Zeus was giving a wedding for Peleus, a young king of Thessaly, and Thetis, a beautiful Nereid. All the gods and goddesses were invited to the wedding except Erida. She was furious so she threw one of her golden apples of discord into the crowd of guests and shouted, The fairest of the goddesses shall have it! Hera, Athena, and Aphrodite rushed to pick it up, each thinking that they were the fairest of them all, and soon they began to argue with each other about who should have the apple. The wedding broke up and the goddesses went back to Olympus still in discord. ...

8 Special Little Words in English Grammar

8 Special Little Words in English Grammar To be accurate, its not the words themselves that are special; its how theyre sometimes used in sentences. Linguists have assigned names to these distinctive (and sometimes controversial) ways of using eight very common words in English: it, there, should, anymore, be, we, they, and eh. For additional examples and more detailed discussions of the terms, follow the links in bold. Dummy ItUnlike an ordinary pronoun, dummy it refers to nothing at all. In sentences about time and weather (e.g., Its six oclock, Its snowing) and in certain idioms (Its obvious youre having a tough time), it serves as a dummy subject. (For a related use of this personal pronoun, see Anticipatory It.)Existential ThereAnother familiar type of dummy subject is the existential there. In contrast to the deictic there, which refers to a place (e.g., Lets sit over there), the nonreferential there simply points out the existence of something (There is a problem with the network).Putative ShouldUnlike the mandative should, which expresses a command or recommendation (e.g., You should stop complaining), the putative should emphasizes an emotional response to a presumed fact (Its sad you should feel that way). Putative should is heard more often in British English than in American English.Positive AnymoreIn Standard English, the adverb anymore is usually limited to negative or interrogative co nstructions (e.g., She doesnt sing anymore). But in some American, Canadian, and Irish dialects, anymore is also used in positive constructions to mean now or at this time (They go to Maryland on their holidays anymore). Invariant BeA feature of African American Vernacular English (AAVE), invariant be is often misinterpreted as an all-purpose substitute for am, is and are. In fact, because invariant be (as in She be busy all the time) has the special function of marking habitual or repeated activities, AAVE makes a distinction that Standard English cant make by verb tense alone. (See No Time Like the Present Tense.)Inclusive WeIn contrast to the exclusive we, which deliberately leaves out the person whos being addressed (e.g., Dont call us; well call you), inclusive we uses a first-person plural pronoun to evoke a sense of commonality and rapport between a speaker (or writer) and his or her audience (We shall never surrender).Singular TheyMost handbooks still decry the use of they, them, or their to refer to a singular noun or an indefinite pronoun (e.g., Somebody lost their keys). But this is probably a losing battle: singular they has been in widespread use since the 14th century. Narrative EhThough strongly associated with speakers of Canadian English, narrative eh isnt exclusively Canadian. This little discourse marker or tag (described by one linguist as virtually meaningless) most often shows up at the end of a sentencelike this, eh?

Intellectual Autobiography Essay Example | Topics and Well Written Essays - 750 words

Intellectual Autobiography - Essay Example From this discussion it is clear that as well, mother taught the reporter that he could develop intellectually through questioning what he never understood, but it sometimes never worked for people who never liked being questioned. The author had to do, experiment, copy, talk, listen, play and experience as a child in the attempt of enhancing his intellectual development. His mother told him as a child that sometimes trial and error could make the author develop intellectually when doing things he was not sure of. He remember mother teaching him to speak Chinese as a little child as way of boosting his communication skills with friends and everybody heI interacted with. She as well taught the reporter on using his mind to organize his thinking in the attempt of understanding the world around him.This essay stresses that the reporter came to realize that mother wanted him to develop in some specific areas that include learning to read, learning to speak, learning to solve problems and making decisions of his own. He had to do several things to order to boost his intellectual development such as identifying a problem by himself, working out a solution and predicting what may happen after the author decided on the solution. In addition, he came to realize that crying sometimes serves as a way of taking bitterness and sadness away from our minds. He can reflect on times he used to cry when he was a child and he could feel the pain go away.  

Role of the Nurse to manage a patient with Myocardial Infarction Speech or Presentation

Role of the Nurse to manage a patient with Myocardial Infarction - Speech or Presentation Example Any signs of irregular heartbeat, sweating, nausea, and pallor should be noticed. Next, diagnostic evaluation is important in which the nurse should look for ST segment elevation or depression to decide if it is ST-elevation MI or non-ST elevation MI (Nursing Care Plans 2014). ECG results and vital signs should be recorded. This is an important feature of nursing intervention for MI. Oxygen supplementation should be immediately started in case the patient is experiencing severe dyspnoea. ECG should be performed during acute pain attack also (Cardiac Care Network 2013). Fluid retention and high cholesterol levels can create a problem, so diet and lifestyle changes should be strictly maintained to reduce both fluid retention and cholesterol levels (Mok et al. 2013, p. 256). Before giving any medicine to the patient, the nurse should carefully evaluate if he/she is allergic to the medicine or not. Many MI patients can be allergic to aspirin in which case it should not be given. Statins should be given to reduce cholesterol level and ACE inhibitors should be administered to reduce blood pressure level. Beta-blockers should also be given to reduce workload of the heart, but care should be taken when giving beta-blockers in patients who have a very slow pulse ( Kenny 2012b). In context of ethical consideration, obtaining informed consent of the patient is critically important (Andreae, Ekstedt & Snellman 2011). Patient autonomy or respect for what a patient wants is also an important ethical consideration. Also in the care of MI patients, it should be ensured that resources are fairly distributed and no harm is provided to the patient due to carelessness. Elderly patients with MI often experience high levels of anxiety, but they are not provided psychological care. So, it is important for a nurse to ensure psychological help for very anxious patients (NHS 2007). Anxiety increases both heart rate and blood

Matisse The Artist Essay Example | Topics and Well Written Essays - 500 words

Matisse The Artist - Essay Example The essay "Matisse The Artist" discusses Henri Matisse and his art. This master piece is more than inspiration and a rare discovery of just how human imagination can go. Use of color is critical in expressing the view of man on the natural setting. This painting of Matisse offers a lesson about the past of visual art and origin of civilization. In this case, the painting is a lesson to successive generation on what creativity can do in reforming the socio-economic and political ideologies. The work is a sign of well-thought out application of color tone to reflect the internal feelings of the artist and provoke the emotion of the audience. The balance of color and space offers a critical role in imparting knowledge on common man about the potential of our wild imaginations. It is evident that pictures speak a thousand words and this manifests itself in this painting. The iconic aspect of Matisse as far as precision and definition of art is concerned speaks for generations to come and hold key into opening opportunities and interests for aspiring painters and sculptors. This painting explores the history of painting and significance of visual impression derived from such in-depth mental adventure. The natural look from the purity of the colors provides fulfillment and invokes the spirit of desire for art. The anesthetic effect of the painting is notable and resonates the idea of Matisse in addressing the inner view of people on the beauty of life. It is worth to note a textural variation.

Critically discuss why marketing internationally requires a good Essay

Critically discuss why marketing internationally requires a good understanding of Relationship Marketing and cultural differences - Essay Example at with no awareness of religious, symbolic and other peculiarities of a country-partner it is impossible to reach understanding and gain your business partners. Many failures in business happen due to the lack of knowledge in the field of cross cultural differences. A lot of works are devoted to research and discussion about relationship marketing either with regard to customers’ study, industrial businesses, and business-to-business marketing and other aspects. The main focus of this proposal is works devoted to the discussion of the relational view (Anderson and Narus, 1990; Dwyer et al., 1987). This choice can be explained by the sources’ relevance to the countries chosen for this proposal: China and Japan. In accordance with the relational view, a specificity of South countries is reflected in their peculiar attitude to personal attention in business. These countries are focused on background information on their partners and human factor is of high importance to them. In the process of dissertation proposal it is intended to find out peculiarities of target businesses’ cultures (in China and Japan) and work out strategies and methods for foreign partners to do their business in compliance with the cultural background of businesses in South countries. Many studies have been conducted to research the cross cultural differences of various aspects in personality behavior – starting from psychological side, and ending with the difference in business leadership and online and computer attitudes; however there is still a question – whether these the results of these studies are relevant and is it possible to assume that cross cultural differences exist – or based on the older economic theories, all personalities have similar behavioral patterns which are not different across cultures? The experimental researches conducted in the area of cross cultural differences in personality have found that people behave in different and various ways, in

Enquiry Based Learning Essay Example | Topics and Well Written Essays - 2000 words

Enquiry Based Learning - Essay Example other sources. The group members were to meet in the next meeting with every member having researched enough /her area of allocation. The next meeting to be held on Monday of the coming week and all members left for the field. The main objective of the study is to identify the treatment measures of fatigue and the treatment strategies. It would also be important to hear from the patients of the causes of the disorder though it had already been covered in class. Presentation: Gertrude: have you noticed that most fatigue patients are women Or is that its women report the defect more frequently than men Debbie: I think more women report the disorder than men and in most cases reported the women are aged between 40 - 50 years. It does not get better with bed rest but gets worse with increased mental and physical activity. Petrina: (starting on the computer) most patients are reported to have had an infection such as flu, viral infection and after a long time of a lot of stress. Debbie: some cases have also been recorded after an of infection of the nervous system, lack of iron in the blood and low blood sugar, Gertrude: What are the main causes of the disease Maybe there are underlying causes which affect Mrs. White which we do not know. Debbie: Good idea, understand the cause will help in the treatment of other patients. Petrina: Gertrude, you wanted to go and join your fellow students; maybe you should go and see what is going on the main ward as we find more information for you. Gertrude: (leaving hurriedly) let me interact with the patients. I'll like to know more about their condition. Debbie: I hope we will find the right diagnosis for Mrs. White; she has...In general enquiry based learning avoids the spoon feeding kind of teaching experienced during lectures and reading lists but rather allows students to try theory they have learnt in class by themselves. The tutor takes a back seat and is only there to guide rather than dictate, the students split into groups and go to learn in they see best for them. The group members were to meet in the next meeting with every member having researched enough /her area of allocation. The next meeting to be held on Monday of the coming week and all members left for the field. The main objective of the study is to identify the treatment measures of fatigue and the treatment strategies. It would also be important to hear from the patients of the causes of the disorder though it had already been covered in class. Debbie: I think more women report the disorder than men and in most cases reported the women are aged between 40 - 50 years. It does not get better with bed rest but gets worse with increased mental and physical activity. Gertrude : really the disease seems to be complex I know now some causes which I had never imagined of before like lack of proper functioning of the immune system for example in cases of rheumatoid arthritis and lupus and changes in the production levels of hormones produced mainly by the adrenal glands and the pituitary glands. Petrina: (walking into the visitors waiting r

Organization of the Olympic Games in London Essay

Organization of the Olympic Games in London - Essay Example Operations are the processes by which an organization puts in effort regarding the inputs i.e. the strategies to generate the required output namely, the services, with increased quality. Management is the process that unites and renovates various resources implemented in the operations to derive value-added services in a controlled manner based on the policies of the organization. Furthermore, the interrelated managerial activities, those are required for service management, is also referred as the operations manager. The Operations Management literature states that the activities related to the organizational operations must focus on the strategies that are consistent with the organizational aims and with other functionalities related to marketing and human resource. Olympics have been one of the largest events in the sports segment that involves almost all the countries of the world. Since its commencement, the event is being organized every 4 years in different countries inviting players from various nationalities and categories. During the Olympics, it has often been observed that citizens from various parts of the world attempt to visit the hosting country for experiencing the greatest sport of events. Furthermore, it has been noticed that there is a wide range of facilities required to be developed before the sporting event is being commenced. Certainly, the development of these facilities requires huge capital funds which eventually will boost up the success of the upcoming event.... Management is the process that unites and renovates various resources implemented in the operations to derive value added services in a controlled manner based on the policies of the organisation. Furthermore, the interrelated managerial activities, those are required for service management, is also referred as the operations management. The Operations Management literature states that the activities related to the organisational operations must focus on the strategies that are consistent with the organisational aims and with other functionalities related to marketing and human resource (Kumar & Suresh, 2009). Olympics have been one of the largest events in the sports segment that involves almost all the countries of the world. Since its commencement, the event is being organised every 4 years in different countries inviting players from various nationalities and categories. For instance, in the current year, i.e. 2012, the Olympics are planned to be held in London. During the Olympi cs, it has often been observed that citizens from various parts of the world attempt to visit the hosting country for experiencing the greatest sport of events. Furthermore, it has been noticed that there are a wide range of facilities required to be developed before the sporting event is being commenced. Certainly, the development of these facilities requires huge capital funds which eventually will boost up the success of the upcoming event. The objective of the paper is to evaluate the strategic processes involved in the execution of operations when conducting Olympics 2012. Furthermore, the problems that could arise in operating the event will also be identified along with the evaluation of reasons

Enquiry Based Learning Essay Example | Topics and Well Written Essays - 2000 words

Enquiry Based Learning - Essay Example other sources. The group members were to meet in the next meeting with every member having researched enough /her area of allocation. The next meeting to be held on Monday of the coming week and all members left for the field. The main objective of the study is to identify the treatment measures of fatigue and the treatment strategies. It would also be important to hear from the patients of the causes of the disorder though it had already been covered in class. Presentation: Gertrude: have you noticed that most fatigue patients are women Or is that its women report the defect more frequently than men Debbie: I think more women report the disorder than men and in most cases reported the women are aged between 40 - 50 years. It does not get better with bed rest but gets worse with increased mental and physical activity. Petrina: (starting on the computer) most patients are reported to have had an infection such as flu, viral infection and after a long time of a lot of stress. Debbie: some cases have also been recorded after an of infection of the nervous system, lack of iron in the blood and low blood sugar, Gertrude: What are the main causes of the disease Maybe there are underlying causes which affect Mrs. White which we do not know. Debbie: Good idea, understand the cause will help in the treatment of other patients. Petrina: Gertrude, you wanted to go and join your fellow students; maybe you should go and see what is going on the main ward as we find more information for you. Gertrude: (leaving hurriedly) let me interact with the patients. I'll like to know more about their condition. Debbie: I hope we will find the right diagnosis for Mrs. White; she has...In general enquiry based learning avoids the spoon feeding kind of teaching experienced during lectures and reading lists but rather allows students to try theory they have learnt in class by themselves. The tutor takes a back seat and is only there to guide rather than dictate, the students split into groups and go to learn in they see best for them. The group members were to meet in the next meeting with every member having researched enough /her area of allocation. The next meeting to be held on Monday of the coming week and all members left for the field. The main objective of the study is to identify the treatment measures of fatigue and the treatment strategies. It would also be important to hear from the patients of the causes of the disorder though it had already been covered in class. Debbie: I think more women report the disorder than men and in most cases reported the women are aged between 40 - 50 years. It does not get better with bed rest but gets worse with increased mental and physical activity. Gertrude : really the disease seems to be complex I know now some causes which I had never imagined of before like lack of proper functioning of the immune system for example in cases of rheumatoid arthritis and lupus and changes in the production levels of hormones produced mainly by the adrenal glands and the pituitary glands. Petrina: (walking into the visitors waiting r

The Recent History and Dynamics of Culture Essay

The Recent History and Dynamics of Culture - Essay Example Spoken communication gave rise to stories, poetry and music in order to make remembering easier and communicating more entertaining. Written language changed the way we use our brains, and the printing press made knowledge available to all who could learn to read. This led to the rise of the middle classes, and to the development of the idea of a separation between the cultured and the masses. Public education was one result of technology and the rising middle class, as society needed to train its best and brightest in order to maintain productivity and growth. The Internet has now eliminated the need for physical books and made this knowledge available to literally anyone in the world with a connection. The common thread here is language, art and communication. Most parts of any culture fall under one of these categories. Law and government seem to be part of culture, but these are simply formal governance of the cultural values society. So culture is, essentially, everything involving more than one person in a society. This includes literature, music, art, value systems, behavioural norms, institutions, and the interpretation and dissemination of each of these. Food, a major part of culture, is both ritual and art. Music and visual arts are products, and also mirrors, of the culture. However, more than anything else, a society’s language and its texts represent it s culture.... (Most Canadians or Australians did not make the cut either.) British and Western Europeans were the sole providers of â€Å"literature†. Cultured people were â€Å"elite†, so anything readily accessible by the masses was not a part of culture. This meant that even though cultured texts, music and art were available to everyone, only the most cultured could truly understand them, if they even read them. It required a great deal of education to read Homer in the original language, or to appreciate Opera without subtitles, or ballet, or to read works of learned men and discuss the myriad values of each. Theoretically, culture includes modern discourses that bridge the various disciplines which include culture as part of their inquiries. Certain critical practices for cultural analysis are used to create that discourse concerning cultural activities, products, and institutions (Jere Paul Surber). It has expanded to this from the very narrow beginnings in Great Britain in th e 18 century. Certain British universities instituted cultural studies in the 1950s. With this kind of base, cultural studies aims for a practical critique of concrete and measurable factors that effect economic and political power. In its beginnings, culture was the pursuit of improvement of person among the aristocracy by virtue of education and practice. One of the first developments of any culture is the appearance of its critics. Critics always try to define what they criticise in order to be able to define its value. This sets them up to be the experts and that attracts people who need to feed their egos. In the late nineteenth century, people like Matthew Arnold saw culture more as a product than an aspect of society. It was something to aspire to as it represented knowledge of the best

Antidepressant Case Study Essay Example for Free

Antidepressant Case Study Essay The debate over antidepressants has waged on for over more than half a century. Two heads of the Department of Psychiatry in Washington University discovered that depression was just as much biological as it was physiological meaning that people with depression had an abnormal chemical make-up in the brain. This discovery increased the demand for research on methods to alter this abnormality effectively and efficiently. Thus antidepressants were created, sparking a psychiatric revolution. Antidepressants work by blocking the reuptake of serotonin. Serotonin is a neurotransmitter that is responsible for controlling human emotions. Our bodies make serotonin naturally but some particles are lost on the neuron, which is called reuptake. Antidepressants block the reuptake by placing a protein wall on the neuron, enabling a greater consumption of serotonin in the brain (Greenburg Manufacturing). From their creation, antidepressants have given people a chance to recapture the enjoyment they once, or never, had. They help people find their goals, rediscover their futures, and enjoy special moments in life that should be cherished. Antidepressants should be prescribed to individuals suffering from depression because they are simple, safe, and effective. In years prior to the development of antidepressants, depression was treated through drastic hospitalization. Hospitalization involved patients enduring painful treatments such as electrotherapy and/or a lobotomy (Richard 54). In electrotherapy, an individual is pinned down to a bed and shocked whenever a negative or suicidal thought comes to mind. A lobotomy is an unpleasant form of brain surgery that involves a surgeon using a long rod to rewire brain functions. While these forms of treatment are grueling and pose a great risk to the health of the patient, they are successful in reconstructing the chemical make-up in oneâ€⠄¢s brain, which is a necessary component in curing most forms of depression. These forms of treatment are expensive, complicated, and time consuming. Medications, on the other hand, do not demand a lot of time and are easily swallowed. Taking these medications is simple, easy and only requires a doctor’s prescription, which can be easily received upon an appointment. This form of treatment is quite simple, and is much less burdensome than treatment solely based on therapy. Therapy can be quite costly and, without the addition of antidepressants, ineffective. In order for it to be effective the child must meet with a professional twice a week (Martin 574). According to the American Academy of Psychology an average therapy session costs $150. In order to properly treat depression effectively via therapy and non-drug related means the patient requires up to one to three years of treatment. At $300 a week the individual will be spending $15,600 a year and $46,800 over three years. With medication, comes a cheaper and less complicated means of treatment. Under medications, the average patient requires meeting one to two times per every two weeks at the same average cost of $150. This comes out to $3900 per year versus the $15,600 through just treatment. Although there is the cost of medications, the total cost for using medication and therapy is significantly cheaper than using just therapy. With antidepressants, treatment for depression becomes simply and easy to accomplish, making the road to recovery that much more achievable. Many individuals feel skeptical about taking antidepressants because they are a human-made substance, and they are full of chemicals. While this is true, the effects medications have on the body is different from person to person. From its creation antidepressants have had some serious side affects, scaring people away. Today, 118 million people use antidepressants and between 1995 and 2002, the use of these drugs rose 48 percent (Cohen Antidepressants). Also this shows that people have been adjusting to these drugs, and that people see less risk in taking them. Many of the 118 million people on antidepressants have depression, but there are also many people take them for the other reasons. Antidepressants have known to help people quit smoking. (New York Psychiatric) writes, â€Å"Nicotine may have antidepressant effects that maintain smoking for some smokers. Antidepressants may substitute for this effect† (New York Psychiatric). These individuals take the drug as a safe means to quit smoking. Scientifically antidepressants contain bupropion hydrochloride, a chemical known for dissolving the nicotine addiction (New York Psychiatric). A smoker develops an addiction because nicotine is a powerful drug that speeds up the brain and central nervous system. It triggers the release of dopamine, a neurotransmitter in your brain, boosting one’s mood. Over time the brain adjusts to the increase of dopamine and the smoker becomes addicted. Antidepressants help by stabilizing the elevated levels of dopamine in the brain by having increased levels of the opposite neurotransmitter, serotonin absorbed. Also these drugs are safe to take because the FDA continuously runs tests to validate the drug’s safety. The FDA’s article on improving pediatric and child health states, â€Å"FDA has been committed to addressing the special considerations needed for assessing medical products for children and young adults. These include science to address how development, age and growth may affect how treatments work and effect health outcomes in children† (FDA Improving). Individuals everywhere take these drugs for a variety of reasons, and rarely do they harm an individual. There are many unexplained reasons an individual suffers from depression, but two theories the Monoamine Hypothesis and the Hypothalamic-Pituitary-Cortisol Theory, are prevalent in most cases of depression, and they explain the biological problems that cause depression (Koplewicz More). The first theory, the Monoamine Hypothesis, was formulated in the 1960’s as a way to show how other chemicals in the brain inhibit serotonin. (Koplewicz More) explains, â€Å" The monoamine (MAO) metabolites act as inhibitors, preventing serotonin and norepinephrin from crossing the synapse. In succession to this theory these MAO metabolites appear to be more prevalent in depressed patients† (Belmaker Future). The second theory, Hypothalamic-Pituitary-Cortisol Theory, was developed shortly after the Monoamine Hypothesis. This theory explains that the amount of cortisol produced is reduced in individuals suffering from depression. These two theories are seen in over 66% of cases of depression (Belmaker Future). This number encompasses the largest population of individuals suffering from depression, thus proving depression is largely a chemical imbalance ailment in the brain. Because depression is a chemical imbalance, it can only be cured through certain means of treatment specializing in chemical reconstruction. Such treatments require the proper equipment and chemicals that therapy or other forms of treatment cannot supply. The combination of both antidepressants and therapy is proven to be the most effective means of curing depression. Author George Burns, in his book, Happiness, Healing, Enhancement: Your Casebook Collection for Applying Positive Psychology in Therapy writes, â€Å"43% more patients suffering from depression were cured with the combination of therapy and medication than patients only undergoing only one form of treatment† (Burns 47). The individuals undergoing both verbal therapy and drug therapy recover more often and faster than patients only undergoing one form of treatment. Antidepressants are an effective means of curing depression because they are easy to use, safe, and effective. Antidepressants come mainly in a pill form and work most effectively alongside therapy or other forms of treatment. For an individual with depression who does not consume antidepressant medication, treatment can be difficult, time consuming, and expensive. These pills are easy to ingest and require the patient to do less work by the patient. On top of that, they have been frequently tested by professionals, and are safe in most individuals. Symptoms vary from user to user, however, they typically they do not cause bodily harm. Depression comes in many forms, but in most cases depression is a chemical imbalance in the brain. With this information and are known effects antidepressants have on the brain, it is evident that these drugs are extremely effective and much more effective than solely therapeutic treatment.

Symbolism in The Great Gatsby Essay -- essays research papers

Gatsby Essay Symbols are objects, characters, figures, or colors used to represent abstract ideas or concepts. For example, a dove is usually used to represent peace. In the novel The Great Gatsby, written by F. Scott Fitzgerald, Fitzgerald uses a lot of symbolism to connect the characters with each other or to other objects. Fitzgerald’s use of symbolism helps advance his thematic interest in his novel of The Great Gatsby. In the Great Gatsby, F. Scott Fitzgerald uses various colors, objects, and gestures as symbols to portray the lack of moral and spiritual values of people and the different aspects of society in the 1920's. One use of symbolism Fitzgerald uses is the green light at the end of Daisy’s dock. He uses it to represent Gatsby’s hopes and dreams for the future. In chapter one, Gatsby associates the light with Daisy when he reached toward it in the darkness, using it as his guide to lead him to his goal. The light also symbolizes the more generalized idea of the American dream since Gatsby’s quest for Daisy is associated with the American dream of love. Nick compares the green light to how America may have looked to the first people on the country. Another symbol representing Daisy are flowers. â€Å"At his lip’ touch she blossomed for him like a flower and the incarnation was complete.†(117) Flowers are a symbol for grace, beauty, and love, and coincidentally is the name of the girl whom Gatsby loves. Another thing about the light and symbolism is its color, green. Green is representing money in this novel. It could represent money, or the struggle Gatsby has between his wealth and his dreams. Fitzgerald uses quite a few colors as symbolism other than green. He uses blue to represent the dreams and t... ...ere and there in its monstrous length with triumphant hat-boxes and supper-boxes and tool-boxes, and terraced with a labyrinth of windshields that mirrored a dozen suns."(68) The Great Gatsby is a novel full of symbolism. Fitzgerald uses symbolism to represent many different ideas, and to link the character together in some sort of way. He uses colors, cars, and houses to the valley of ashes and a doctor’s eyes. They all play a significant part in the novel, and not only portray symbols for the novel, but also in real life as well. For example, the color green is used to represent money in the novel, where as in life it does as well. In The Great Gatsby, Fitzgerald shows us how society acted during the 1920’s. He provides us with views into worlds of love, money, power, and the morality of the time by using symbols with everyday objects and occurrences.

Sophocles :: essays research papers

Sophocles was born in Colonus, near Athens, c.497 B.C. Sophocles father was a wealthy armorer named Sophillus. When he reached adulthood he was already established as a great tragic playwright, and the citizens of Athens loved him. He was nicknamed Attic-bee by the Athenians because he could take pure honey from words. Sophocles was born in Colonus, near Athens, c. 497 B.C. Sophocles father was a wealthy armorer named Sophillus. Sophocles had a good childhood. Sophocles, at age sixteen, led a boy's chorus for the victory celebration over defeat of the Persians at Salamis. When he was twenty-eight, he beat Aeschylus in a dramatic contest. Already Sophocles was showing true talent in play writing. At this time he also wrote poetry, none of which has been recovered. As a young man Sophocles was popular, handsome, a good athlete, and a great writer. When he reached adulthood he was already established as a great tragic playwright, and the citizens of Athens loved him. He was nicknamed Attic-bee by the Athenians because he could take pure honey from words. Sophocles had many friends, one of which was the historian Herodotus. This friendship may be a reason that we know so much about Sophocles. After a long and prosperous career, he died of old age in Athens at the age of ninety. Sophocles wrote 123 plays, and won 24 dramatic victories for Athens. Of his 123 plays, only seven are preserved in entirety. However, there still remains a large portion of his satyr Ichbeutae that remains intact. His seven plays are Ajax, Antigone, Electra, Trachiniae, Philoctetes, Oedipus at Colonus, and Oedipus Rex. Sophocles went through three artistic periods. The first, his earliest years, were influenced greatly by Aeschylus. Ajax was produced in this period. The second was in a "harsh, contrived" style. Antigone was produced during this period. He produced all his other plays in his mature years, or his third period.

Joint Strategic Needs Assessment

Joint Strategic Needs Assessment ROTHERHAM May 2011 -2- Table of Contents What is a Joint Strategic Needs Assessment (JSNA)? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Why do we need a JSNA? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1. Demographic Profile 1. 1 1. 2 1. 3 1. 4 1. 5 1. 6 1. 7 1. 8 1. 9 1. 10 1. 11 1. 12 2. 6 6 Population Numbers †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Age Profile †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Gender Profile †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Birth Rate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Black and Minority Ethnic (BME) Population Profile †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Disability Profile †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Population by Religious Group †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Population by Migrant Status †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Number of Households †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Analysis of Areas of Deprivation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Social Marketing Categories and Urban/Rural Classification †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Sexuality †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 7 10 11 12 16 20 21 21 23 25 25 Social and Enviro nmental Needs Assessment 2. 1 2. 2 2. 3 2. 4 2. 5 2. 6 2. 7 2. 8 2. 9 2. 10 2. 11 2. 12 2. 13 2. 14 2. 15 2. 16 2. 17 2. 18 2. 19 2. 20 2. 21 2. 22 2. 23 2. 24RMBC Strategic Housing Role †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Council Housing Stock †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Private Sector †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Housing Tenure †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ethnic ity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Overcrowding †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Living Alone †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Summary of Housing Demand in Rotherham †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Condition of Stock †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Affordable Warmth and Fuel Poverty †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Energy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Empty Properties †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Affordability †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Household Income †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Central Heating †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Access to Car or Van †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Overall Employment Rate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Working Age People on Out-of-Work Benefits (NI 152) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Number on Out-of-Work Benefits in Worst Performing Areas (NI153) †¦Ã¢â‚¬ ¦ Contact with Mental Health Services whilst Emplo yed (NI 150) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Unemployment Rate †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Claimant Count †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Recent National Economic Down-Turn †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Average Incomes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 26 26 27 27 28 29 30 31 33 34 36 37 38 40 42 3 44 46 47 47 48 49 49 50 -32. 25 2. 26 3. Smoking †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Eating Habits †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Alcohol †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Physical Activity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Obesity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦General profile of burden of ill health †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Diabetes †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Circulatory Diseases †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cancer †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Chronic Obstructive Pulmonary Disease (COPD) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Infectious Diseases †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Trauma †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Musculoskeletal †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 70 84 88 97 108 109 114 115 Mental Health Needs Assessment 5. 1 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. 2 National Picture †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. 3 Local Picture †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. 4Differences in the Extent of Mental Health Problems †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5. 5 Local Services †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5. 6 Financial Costs – National Level †¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5. 7 Financial Costs – Local Level †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 . 8 User Involvement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 . 9 Emerging Patterns †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Appendix 1 – Indices of Multiple Deprivation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6. 54 56 57 63 66 Burden of Ill Health 4. 1 4. 2 4. 3 4. 4 4. 5 4. 6 4. 7 4. 8 5. 51 53 Lifestyle and Risk Factors 3. 1 3. 2 3. 3 3. 4 3. 5 4. Access to Services †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Satisfaction of People Over 65 with Home and Neighbourhood (NI 138) .. 118 119 120 131 141 147 147 151 152 153 Learning Disability Needs Assessment 6 . 1 6. 2 6 . 3 6. 4 6. 5 6. 6 6. 7 6 . 8 6. 9 6. 10 6. 11Numbers of People with a Learning Disability †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Expenditure for Learning Disabilities in Rotherham for 2009/10 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Local Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. BM E Population – National Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ BME Population – Rotherham in 2010 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Life Expectancy of People with Learning Disabilities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Health of People with Learning Disabilities in Rotherham †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Employment †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Housing †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Residential and Nursing Care in Rotherham †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Community Based Services for People with Learning Disabilities †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 154 155 156 160 160 161 161 164 165 166 167 -46. 12 7. 169 169 170 174 177 178 180 183 Early Access for Women to Maternity Services (NI 126) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Number of People Accessing NHS Dentistry †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Uptake Rates for Seasonal Flu Jab †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Screening for Breast Cancer †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦ Access to GUM services †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Long Acting Reversible Contraception Methods †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Access to NHS Funded Abortions before 10 weeks? Gestation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 187 187 189 191 193 193 194 User Perspective on Social and Health Care 9. 1 9. 2 9. 3 9. 4 9. 5 9. 6 9. 7 9. 8 9. 9 9. 10 . 11 9. 12 10. National Profile of Need for Social Care †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Promoting Independence and Developing Community Support †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Rotherham Profile of Need for Adult Social Care †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Informal Care Needs Analysis â₠¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Home Care Services †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Residential Care †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Intermediate Care †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Analysis of Community-Based Provision †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Access To Health Services 8. 1 8. 2 8. 3 8 . 4 8. 5 8. 6 8. 7 9. 168 Social Care Needs Assessment 7. 1 7. 2 7. 3 7. 4 7. 5 7. 6 7. 7 7. 8 8. Carers †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Support Older People Receive in order to Live Independently at Home †¦ Respect and Dignity in their Treatment (NI128) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ User Perspective on Social and Health Care – Neighbourhoods and Adult Services (NAS) Research †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Patient Survey Programme Findings for Local Institutions Patient Survey of Local Community Mental Health Services †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Patient Survey of Local Community Health Services †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Patient Survey of Local In-Patient Services – RFT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Patient Survey on Access to Primary Care †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Patient Survey on Choice to Primary Care †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Black Minority Ethnic (BME) Mental Health Consultation Event †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Consultation with Focus Groups and Individual Interviews †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Consultation at Fair? s Fayre †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 198 198 198 207 208 209 210 211 213 213 213 219 Children and Young People’s Needs Assessment 10. 1 10. 2 10. 3 1 0. 4 10. 5 10. 6 General Health †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Proportion of Children in Poverty †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Prevalence of Breast Feeding at 6 to 8 Weeks from Birth †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Teenage Pregnancy (Under 18 and Under 16 Conception rates) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Obesity among Primary School Age Children in Reception Year and Year 6 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Infant Mortality †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 221 222 223 225 227 229 -510. 10. 8 10. 9 10. 10 Uptake of Chlamydia Screening in Under 25s †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Percentage DMFT in 5 Year Olds †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Children Killed or Seriously Injured on Roads (persons under 16 years) .. Proportion of Children who Complete Immunisation by Recommended Ages †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10. 11 Parental Experience of Services for Disabled Children †¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 11. 229 229 230 233 234Area Assembly Needs Profile 11. 1 11. 2 11. 3 11. 4 11. 5 11. 6 11. 7 Rother Valley South †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Rother Valley West †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Rotherham North †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Rotherham South †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Wen tworth North †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Wentworth South †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Wentworth Valley †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 244 247 249 251 254 256 258 Glossary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 261 -6- What is a Joint Strategi c Needs Assessment (JSNA)? The Joint Strategic Needs Assessment (JSNA) establishes the current and future health and social care needs of a population, leading to improved outcomes and reductions in health inequalities.The JSNA informs the priorities and targets set by Local Area Agreements, leading to agreed commissioning priorities that will improve outcomes and reduce health inequalities throughout the Borough. The JSNA marks the beginning of a process which will inform service reconfiguration, commissioning and decommissioning of services. The JSNA will evolve over the coming months and years as the demographic and health profile of the population changes. Information gathered in the Joint Strategic Needs Assessment will be used to create a needs profile for Rotherham.It will be used to target resources at those in most need. Why do we need a JSNA? Since 1 April, 2008, Local Authorities and Primary Care Trusts are under a statutory duty under the Local Government and Public Invo lvement in Health Act to produce a Joint Strategic Needs Assessment (JSNA). The Operating Framework for the NHS in England 2008/2009 refers to the importance of the JSNA in informing PCT Operational Plans. The JSNA underpins a number of the World Class Commissioning competencies. The JSNA forms the basis of the new duty to co-operate.This partnership duty involves a range of statutory and non-statutory partners, informing commissioning and the development of appropriate, sustainable and effective services. Joint Strategic Needs Assessment Core Dataset This document fully complies with the Department of Health’s JSNA Core Dataset, published on 1st August, 2008. It focuses on health and social care needs, breaking these down to Area Assembly level so a good understanding of these needs can be established for joint commissioning purposes. -7- 1. Demographic Profile 1. 1 Population NumbersRotherham is one of four metropolitan boroughs in South Yorkshire, covering an area of 118 s quare miles with a population of 253,900 (2009). The population of Rotherham has been rising by 1. 0% (2,600) since 2004 and 1. 8% (4,500) since 2002. Population projections suggest that the population of Rotherham will increase by 5. 1% to 266,900 by 2020 and by 9. 8% to 278,900 by 2030. The projected increase is the result of rising life expectancy, natural increase (more births than deaths) and migration into the Borough. The Borough is divided into 21 wards, grouped into 7 Area Assemblies as follows:Rother Valley South – Dinnington, Anston & Woodsetts and Wales Rother Valley West – Brinsworth & Catcliffe, Holderness and Rother Vale Rotherham North – Rotherham West, Keppel and Wingfield Rotherham South – Boston Castle, Rotherham East and Sitwell Wentworth North – W ath, Swinton and Hoober Wentworth South – Rawmarsh, Silverwood and Valley Wentworth Valley. – Wickersley, Hellaby and Maltby About half of the population lives in and ar ound the main urban area of Rotherham town. The remainder lives in satellite towns such as Wath, Dinnington and Maltby and in rural areas1.Rotherham comprises a diverse and vibrant blend of people, cultures and communities. It is made up of a mix of urban areas and rura l villages, interspersed with large areas of open countryside. About 70% of the Borough area is rural, but it is well connected to all areas of the country by its proximity to the motorway network and intercity rail networks. Rotherham? s traditional steel and coal industries have largely given way to new industries in an economy which grew rapidly in the 1995 – 2005 period. 1. 2 Age Profile There are approximately 197,500 adults currently living in Rotherham (2009). 7,800 people are aged 60 and over (22. 8%), 102,800 are aged 30 to 59 years (40. 5%) and 37,000 are aged 18 to 29 years (14. 6%). In addition, there are 56,400 (22. 1%) children aged 0 to 17 years. The age profile of the Borough population is show n in Figure 1. 1. Rotherham has more people aged over 50 (1 in 3 people) than people under 16 (1 in 5 people). Rotherham has 90,200 people aged 50 or over which equates to 35. 5% of the total population and this proportion is rising. 1 RMBC 2007 Area Assembly Profiles (www. rotherham. gov. uk) -8Distribution of Older PeopleFigure 1. 1: Age Profile of Rotherham Rotherham 60 and over 22. 8% 30 to 59 40. 5% 18 to 29 14. 6% 5 to 17 0 to 4 0. 0% 16. 1% 6. 0% 5. 0% 10. 0% 15. 0% 20. 0% 25. 0% 30. 0% 35. 0% 40. 0% 45. 0% Rotherham Source: Mid Year Estimates 2009 The most significant demographic change occurring in Rotherham is the growth in the number of older people which is shown in Figure1. 2. The number of people over 65 will increase by more than a half by 2028, from 4 1,500 to 61,400. The number of people over 85 will almost double (+96%) from 5,000 to 9,800 by 2028.Although people will tend to remain healthy for longer than they do now, the rising numbers of older people will have m ajor implications for health and adult social care services, informal care and all services used by older people. Figure 1. 2: Projected Growth in the over 65 population from 2008 to 2028 18,000 16,000 2008 2028 Population 14,000 12,000 10,000 8,000 6,000 4,000 2,000 0 65 to 69 Source: 2008 Population Projections 70 to 74 75 to 79 80 to 84 85 and over -9Figure 1. 3: Projected Growth in over 65 population from 2008 to 2028 Population aged 65+ 65 60 Thousands 55 50 45 40 20 08 20 09 20 10 0 11 20 12 20 13 20 14 20 15 20 16 20 17 20 18 20 19 20 20 20 21 20 22 20 23 20 24 20 25 20 26 20 27 20 28 35 Source: 2008 Population Projections The number of people aged 65+ is projected to increase at a steady rate over the next twenty years. The number is projected to increase by 48% from 41,500 to 61,400. Figure 1. 4: Projected Growth in over 85 population from 2008 to 2028 Population aged 85+ 10. 0 9. 0 Thousands 8. 0 7. 0 6. 0 5. 0 20 08 20 09 20 10 20 11 20 12 20 13 20 14 20 15 20 16 20 17 20 18 20 19 20 20 20 21 20 22 20 23 20 24 20 25 20 26 20 27 20 28 4. 0 Source: 2008 Population ProjectionsThe steady increase in the 65+ population hides a much faster rise in the population aged 85+ which is projected to increase by 96% between 2008 and 2028. The rate of increase is projected to rise after 2014, peaking between 2020 and 2025 when there will be 29% growth over 5 years. – 10 1. 3 Gender Profile In Rotherham, there are 129,400 (51%) females and 124,400 (49%) males, which is very similar to the national average. The age and gender distribution of Rotherham? s population is similar to the national profile, although Rotherham has a slightly lower proportion of young adults (20-34).Figure 1. 3 shows the age and gender structure of Rotherham compared to England and Wales in 2009. Office of National Statistics data illustrates that up to the age of 72 years the number of males and females are fairly equal. From the age of 73 years the proportion of females to males inc reases significantly2. 2. 9% of the female population are over 85 years compared to 1. 4% for men. There are 3. 7 women for every man aged over 90 years. The rising population imbalance between males and females as old age progresses results from women? s higher life expectancy. 2% of the entire population are of working age, of these 51. 1% are under 40 years of age. Figure 1. 5 also shows a relatively low proportion of people aged 30-34 years which reflects the low birth rates from the mid to late 1970s. Likewise, the high proportion aged 40-45 reflects high birth rates in the early 1960s. Figure 1. 5: Age and gender profile Broken down by percentage of male/female population Rotherham 9. 0% 8. 0% 7. 0% 6. 0% 5. 0% Males 4. 0% Females 3. 0% 2. 0% 1. 0% 0. 0% 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 to to to to to to to to to to to to to to to to to to + 9 14 19 24 29 34 39 44 49 54 59 64 69 74 79 84 89 Age Group Source: Mid Year Estimates 2009 2 Office of National St atistics 2009 Live Births – 11 England and Wales 9. 0% 8. 0% 7. 0% 6. 0% 5. 0% Males 4. 0% Females 3. 0% 2. 0% 1. 0% 0. 0% 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 to to to to to to to to to to to to to to to to to to + 4 9 14 19 24 29 34 39 44 49 54 59 64 69 74 79 84 89 Age Group Source: Mid Year Estimates 2009 1. 4 Birth Rate The birth rate in Rotherham has been steadily increasing since 2002 (Figure 1. 6). Live births decreased from over 3,700 in 1991 to 2,730 in 2001.Since then the numbers of births has increased each year to 3,300 in 2008 before dropping slightly in 2009 to 3,200. There has been an average increase of about 60 live births each year over the last eight years. This increase in birth rate reflects similar increases nationally. Figure 1. 6: Number of Births in Rotherham between 1959 to 2009 Source: Office of National Statistics 2998, Live Births The Total Fertility Rate (TFR) for 2009 shows an average of 1. 96 children per woman in England and Wales. This represents a small decrease in fertility from 1. 97 children in 2008.This is the first annual decrease since 2001 when the TFR fell to 1. 63 from 1. 65 in 2000. The TFR for 2009 is still comparably high. In 2008 the TFR was at its highest point in 35 years. The provisional – 12 General Fertility Rate (GFR) for 2009 was 63. 7 live births per 1,000 women aged 15-44, a decrease compared with 63. 8 in 2008. In 2009, there were decreases in fertility rates for women aged under 30 and increases for women aged 35 and over, compared with 2008; fertility rates for women aged 30–34 remained unchanged. The largest percentage decrease (2. 7 per cent) occurred among women aged under 20.For this age group the fertility rate fell from 26 live births per thousand women aged under 20 in 2008 to 25. 3 in 2009. The standardised average (mean) age of women giving birth increased slightly to 29. 4 in 2009 from 29. 3 in 2008. The figure for 2009 is the highest on record. The sex ratio at birth for 2007 was 1,052 live males per 1,000 live females born. There was a continued rise in the proportion of births to mothers born outside the UK: 24. 7 per cent in 2009 compared with 24. 1 per cent in 2008. In 1999, 14. 3 per cent of births were to non-UK born mothers. 1. 5 Black and Minority Ethnic (BME) Population Profile Rotherham? Black and Minority Ethnic (BME) population is relatively small but has been growing and becoming increasingly diverse. Rotherham MBC estimates that there are 19,000 people from BME communities in 2009 which equates to 7. 5% of the local population (5. 6% are non-white), with 92. 5% from the White British population3. By comparison in 2001, 4. 1% of the population were from BME communities, suggesting that the number of BME residents has almost doubled over the last eight years. BME residents are fairly evenly divided between those born in the UK and those born abroad, the latter being more likely to have limited English language skills. Figure 1. 7: Projected BME Population Growth in Rotherham between 2005 and 2030 Source: BME Health Needs Assessment 2008, Black a nd Minority Ethnic Populations in Rotherham (page 12) In 2006, Yorkshire Futures produced population projections by ethnic group. Figure 1. 7 illustrates the projection for Rotherham which suggests a 61% increase in the non-White population between 2005 and 2030. Of the total of 3 Rotherham MBC Population Estimates by Ethic Group 2009 – 13 17,600 non-white residents projected for 2030, about 11,400 would be Asians. However, the fact that Rotherham? BME population more than doubled in the 13 year period 1991-2004, and that non-white residents already number about 14,000 suggests that this projection may underestimate the likely rate of growth. Immigration and natural increase means that Rotherham? s black and minority ethnic population has continued to grow in recent years, reaching 19,000 people. The white minority population (mainly European) was estimated to have a population of about 3,000 in 2004, rising to 4,000 in 2006 and an estimated at 5,000 in 2009. Most minority ethnic groups have young populations, notably the Kashmiri and Pakistani.There is a growing mixed or dual heritage population, the majority of who are children and young people. The Irish community is an exception, being much older than average. Figure 1. 8: BME Population Breakdown in Rotherham – Mid-Year Estimates 2009 Source: Rotherham MBC Population Estimates by Ethnic Group 2009 The largest BME community is that from Pakistan and Kashmir which constitutes 3. 0% of the overall population, higher than the average of 1. 5% in England and Wales. The Kashmiri and Pakistani community is well established in Rotherham following initial migration in the 1960s and 1970s.There are also much smaller established communities such as Chinese, Indian and Irish. The fastest growing population is the Black African community and other new communities, including mi grant workers from Eastern Europe, have also settled in Rotherham which now has a Roma community of around 2,000 people. – 14 Figure 1. 9: Number of People in each Ethnic Group in Rotherham in 2009 Ethnic Group White British White Irish White Other White and Black Caribbean White and Black African White and Asian Other Mixed Indian Pakistani Bangladeshi Other Asian Black Caribbean Black African Black Other ChineseOther Ethnic No. of People 234,900 1,100 3,900 400 100 700 400 700 7,600 100 700 200 1,500 200 600 800 Source: Rotherham MBC Population Estimates by Ethnic Group 2009 Figure 1. 9 shows the breakdown of the numbers of people from each BME community who are living in Rotherham. The largest number of people who are from minority ethnic groups are those from the Pakistani (and Kashmiri) community (7,600) which equates to 40% of the BME population in Rotherham. 3,900 people (20. 5%) are from the White Other ethnic group which includes EU migrant workers from other Europea n countries such as Poland and Slovakia.Further migration from European countries may result in continued growth in the years ahead. Figure 1. 10: Gender by Ethnic Origin of all Ethnic Groups in Rotherham in 2008 Source: BME Health Needs Assessment 2008, Black and Minority Ethnic Populations in Rotherham, p13 Figure 1. 10 provides a gender breakdown across all BME communities. It shows that white minority ethnic communities, Indian and Black groups have a larger number of men in contrast to women. People from Pakistani/Kashmiri origin have a similar gender balance to the White British population, whilst the Chinese community has a higher proportion of women.The higher proportion of men amongst certain BME groups in – 15 Rotherham is likely to reflect economic migration with men moving to Rotherham to find employment. This trend is more significant amongst more recent migrant groups where two thirds are often male. Figure 1. 11: Population Structure of Different Ethnic Groups in Rotherham 2009 Ethnic Group Total Number 1,600 7,600 800 600 800 234,900 700 1,900 3,900 1,100 253,900 Mixed Pakistani Other Asian Chinese Other W hite British Indian Black W hite Other W hite Irish All People % Population aged 0-15 0. 39% 1. 18% 0. 08% 0. 04% . 12% 16. 86% 0. 04% 0. 16% 0. 47% 0. 04% 19. 38% % Population aged 16+ 0. 28% 1. 81% 0. 24% 0. 20% 0. 20% 75. 62% 0. 24% 0. 59% 1. 06% 0. 39% 80. 62% Source: Rotherham MBC Population Estimates by Ethnic Group 2009 Figure 1. 11 provides an insight into the children to adults for each of Rotherham? s BME population. Some BME communities have a significantly younger age profile than the general population of the Borough. The percentage of the Pakistani community under 15 years (1. 18%) is around 60% of the adult population total and the Mixed community have more children than adults.This reflects a significantly higher birth rate for the Pakistani and Mixed ethnic groups. There is a big difference in the White British communi ty where the adults outnumber the 0-15 population by approximately 5 to 1. In contrast, the Mixed and Pakistani ethnic groups have a much smaller proportion of their population aged 65 and over (less than one seventh of the general population). The largest non-White British community is Pakistani with an estimated 550 elders (55 years of age+)4. BME communities have a younger age profile compared to the general population.The child population of Rotherham is far more ethnically diverse than that of the older population. Figure 1. 12: Percentage of BME pupils in each Area Assembly in Rotherham 60. 0% BME Pupils 50. 0% 40. 0% 30. 0% 20. 0% 10. 0% W es ot t he rh am N or R th ot he rh am So ut W h en tw or th N or W th en tw or th So W ut h en tw or th Va ll e y R ot he rV R R ot he rh Va lle y al le y So ut h 0. 0% Source: PLASC Data 2010 4 Rotherham State of the Borough 2008 A Statistical Portrait, p14 – 16 Figure 1. 12 provides a breakdown of the BME pupils by Area Assembly i n 2010. This shows that 52% of BME pupils live in Rotherham South.The distribution of pupils shows a similar pattern to the distribution of BME residents in the 2001 Census, 4,809 of who lived in the Rotherham South, 48% of the Borough? s BME population. Only three wards – Rotherham East, Rotherham West and Boston Castle – had significant minority ethnic populations in 2001, with 61% of Rotherham? s non-white population and 77% of the Pakistani and Kashmiri population. Data on pupil ethnicity shows that increasing numbers of BME families live in Sitwell ward. Rotherham North had the second largest BME population with 1,746 people (17%) in 2001.In comparison, there were 562 people (6%) living in Wentworth North which had the smallest BME population5. Within Rotherham South, BME communities are particularly concentrated in Eastwood, Ferham, Masbrough, Wellgate and Broom Valle y which are mainly deprived areas close to the town centre. These are the original settlement ar eas for the Kashmiri and Pakistani community. Since 2001, there has been some movement of Pakistani and Kashmiri families to suburban areas in Broom. 1. 6 Disability Profile Sensory Impairment – Blind/Partially Sighted In 2008 there were 152,980 people in England and Wales registered blind.This is a slight increase of 525 people (0. 3%) from March 2006. There were 10,300 new registrations in 2008, a fall of 5% compared to 20066. There were approximately 156,285 people in England registered as partially sighted, an increase of 1,085 people since 2006. There were approximately 13,200 new registrations in 2008, a fall of 8% compared to 20067. The leading cause of certifications for blindness is degeneration of the macula and posterior pole (57. 2%) which largely comprises Age-related Muscular Degeneration (AMD). This is the leading cause of blindness amongst older people, in particular for the age group 75 years and over.Other common causes of certification are glaucoma (10. 9%) , diabetic retinopathy (5. 9%), optic atrophy (3. 1%), hereditary retinal disorders (2. 8%) and cerebrovascular disease/accidents (2. 5%)8. Common causes of certification among partially sighted people are: degeneration of the macula and posterior pole (56%), glaucoma (10. 2%), diabetic retinopathy (7. 4%), cerebrovascular disease (4. 9%), hereditary retinal disorders (2%), optic atrophy (1. 9%), myopia (1. 9%) and retinal vascular occlusions (2%)8. Figure 1. 13 provides a national breakdown by age of the number of people on the blind and partially blind registers. Census 2001 BME Population National Statistics 2006 Registered Blind and Partially Sighted, p(i) 7 National Statistics 2008 Council Tables – Blind and Partially Sighted, pPS1 8 Public Medical Health 2009 Research and Development, Leading Causes of Blindness 6 – 17 Figure 1. 13: % of People on Blind or Partially Sighted (P/S) Register by Age Group in England 1994-2008 Category 1994 1997 2000 2003 2006 2008 0- 4 Blind P/S 0 1 1 1 0 0 0 0 0 0 1 0 5-17 Blind P/S 2 2 2 2 2 2 2 3 2 3 3 3 18-49 Blind P/S 10 10 10 10 10 9 11 10 12 10 13 11 50-64 Blind P/S 8 8 8 8 8 8 9 8 10 9 10 9 65-74 Blind P/S 11 12 10 12 10 11 10 11 0 10 10 10 75 and Over Blind P/S 68 68 69 68 69 69 67 68 66 68 64 68 Source: National Statistics 2008, Council Tables – Blind and Partially Sighted, p6 Nationally the proportion of young people registered blind is increasing, in particular in the 18-49 age range. The number of blind people aged 75 and over is falling, with a 5% reduction in the last ten years from 69% to 64%. However, the local picture is different to the national one. In Rotherham there were 860 people on the blind register in 2008, a reduction of 325 people since 2006. This reduction may be due to recent data cleansing of the local register.There are a total of 1,365 people who are on the partially sighted register, a decrease of 95 people since 20069. Information for this register is obtained by the co mpletion of SSDA902 returns by all Councils with Adult Social Services Responsibilities (CASSRs) on an annual basis to capture the number of people who are blind or partially sighted under Section 29 of the National Assistance Act, 1948. Figure 1. 14: Number of people registered blind/partially sighted by age group in Rotherham in 2008 Blind Partially Sighted 3% 4% 13% 11% 0-18 years 10% 11% 18-49 years 50-64 years 65-74 years 63% 10% 64% 1% 75 and over Source: National Statistics 2008, Council Tables – Blind and Partially Sighted, pB1 Figure 1. 14 provides an age profile of those who are registered blind or partially sighted in Rotherham. Approximately 63% of blind/partially sighted people in Rotherham are over 75 years of age. There has been an increase in the number of people registered blind in the 65 to 74 age group. There has also been a reduction in the number of people registered blind between 18 and 49 years and 75 and over. In 2008 there were 95 new registrations fo r blind people compared to 85 new registrations in 2006.Of these 16% were between 50 and 64 years, 11% between 65 and 74 years and 63% who are 75 years and over. There has been a larger increase in the number of new registrations by people between 50 and 64 years10. 9 National Statistics (2007), Deaf and Hard of Hearing, pPS1 National Statistics 2007, Deaf and Hard of Hearing, pB2 10 – 18 Figure 1. 15 shows the predicted future prevalence rates of people with a serious visual impairment who will require help with daily activities. These prevalence rates have been derived from ONS population projections. Figure 1. 15: No. f people projected to have a serious visual impairment and requiring help with daily living in Rotherham. 2010-2030 25 20 18 – 2 4 ye a rs 15 2 5 – 3 4 ye a rs 10 3 5 – 4 4 ye a rs 4 5 – 5 4 ye a rs 5 0 2010 2015 2020 2025 2030 Source: PANSI 2008, People predicted to have a serious visual impairment projected to 2025 Projecting Adu lt Needs and Service Information System (PANSI) predicts that there are 102 people with a serious visual impairment in Rotherham who require help with daily activities. It is predicted that this will slowly increase over the next 17 years, in particular in the age groups 55 -64 age group.Deaf or Hard of Hearing There are approximately 9 million people who are deaf or hard of hearing in England. Around 688,000 people are severely or profoundly deaf 11. More than 50% of people over the age of 60 years have some degree of hearing loss, but only one in three older people has an hearing aid12. The commonest cause of hearing loss is ageing and three quarters of people who are deaf are aged over 60. More men become hard of hearing than women. Among people over the age of 80 years there are more women than men who are deaf or hard of hearing.This is mainly attributable to the larger population of women in this age range. Common causes of deafness in adults and older people include; presbyac usis (age-related hearing loss known as senile deafness), side-effects of medication, acoustic neuroma and Meniere's disease. Com mon causes of deafness in children include inherited conditions, infection during pregnancy, meningitis, head injury and glue ear. In 2007 there were 54,500 people in England on the register of deaf people. Between March 2004 and March 2007 the number of people on the register has remained constant13.However, during this same period the number of deaf people on the age profile of those on the register has changed significantly14. There are approximately 164,600 people in England on the register of hard of hearing. This is an increase of around 5,600 (4%) since March 2004 and an increase of 73% since March 1992. The large increase from 1992 could be partially attributed to improved systems of information capture or a failure to remove old registrations15. 11 RNID 2008, www. rnid. org. uk Public Medical Health 2008, Research and Development, Leading Causes of Blindness National Statistics 2007, Deaf and Hard of Hearing, p(iii) 4 Office of National Statistics 2004, Religion in Rotherham, p(iii) 15 National Statistics 2007, Deaf and Hard of Hearing, p3 12 13 – 19 Figure 1. 16 provides a breakdown of the number registered as deaf and hard of hearing by age group. Figure 1. 16: Age profile of people registered as deaf or hard of hearing (HofH) in England from 1992 to 2007 Category Number of People 1992 1995 1998 2001 2004 2007 % of People 1992 1995 1998 2001 2004 2007 All Ages Deaf H of H Under 18 Deaf H of H 18-64 Deaf H of H 65-74 Deaf H of H 75 or over Deaf H of H 41,800 45,500 50,100 50,300 55,000 54,500 95,300 125,900 139,500 44,600 158,900 164,600 3,800 4,400 4,200 4,000 4,100 3,400 2,100 3,500 2,800 2,900 3,000 4,100 24,200 26,000 27,100 27,200 29,200 28,700 16,000 21,900 25,100 25,400 29,800 30,500 4,900 5,000 5,800 6,400 8,300 6,400 18,400 23,800 22,300 24,700 24,400 23,100 8,900 10,100 13,000 12,600 13,400 16,000 58,800 7 6,700 89,300 91,300 101,700 106,900 100 100 100 100 100 100 100 100 100 100 100 100 9 10 8 8 7 6 2 3 2 2 2 2 58 57 54 54 53 53 17 17 18 18 19 19 12 11 12 13 15 12 19 19 16 17 15 14 21 22 26 25 24 29 62 61 64 63 64 65 Source: National Statistics 2007, Deaf and Hard of Hearing, p3 In 2007 more than half (52. %) of those on the deaf register were working age adults (18-64 years). The highest incidence of hearing loss occurred in the older age groups, particularly those over 75 years16. In Rotherham there are currently 280 people on the deaf register. 66% are in the age range 18 to 64 years, 13. 4% above the national average. There are currently 15 children (5%) on the register17. The high number of younger people on the register suggests under-reporting in the older age groups. There are a total of 980 people on the hard of hearing register. Almost two thirds (62%) are in the age groups 75 years and over18.This is just under the national average of 64. 9%. Figure 1. 16 provides a local age profile of those who are registered deaf or hard of hearing. Information for this register is obtained by the completion of SSDA910 returns by all Councils with Adult Social Services Responsibilities (CASSRs) on an annual basis to capture the number of people who are deaf or hard of hearing under Section 29 of the National Assistance Act, 1948. Figure 1. 17: Number of people registered deaf/hard of hearing by age group in Rotherham in 2008 Deaf 18% Partially Sighted 2% 5% 19% 0-18 years 18-64 years