Why Are Ants and Other Insects So Strong

Watch ants  closely for any length of time, and youll witness some remarkable feats of strength. Tiny ants marching in lines can  haul food, grains of sand, and even small pebbles that are many times their own size back to their colonies. And this is no illusion—studies show that ants can lift objects that weigh as much as 50 times their own body weight.   How can this be? The answer to why ants—or any insect for that matter—are so strong lies in its diminutive size. It is physics, plain and simple.   The Physics of Body Strength To understand the enormous physical strength of an ant, you need to first  understand a few basic physical principles of how size, mass, and strength are related: The strength of a muscle is proportional to the surface area of its cross-section.Surface area,  therefore, is a two-dimensional measurement, and it  is measured according to the square of its length.An animals size and mass,  on the other hand, is determined by volume. Volume is a three-dimensional measurement and is calculated by multiplying  three dimensions.   The key here is to recognize that an animals weight is related to its volume, which is a three-dimensional measurement arrived at by calculating a cubic measurement. But the strength of a muscle, on the other hand, is a two-dimensional measurement, arrived at by multiplying only two numbers, length  by width. The discrepancy here is what creates the difference in relative strength between large and small animals. In larger animals, the much greater volume and mass mean that muscle strength must be far greater to maintain the same level of strength relative to body weight. In larger animals, muscles also have the added burden of moving the larger body volume and mass along with whatever object is being lifted. A tiny ant  or other insect has a strength advantage because of the larger ratio of surface area to volume and mass. An ants muscles have a fairly small load required to lift its  own body, leaving plenty of muscle power to move other objects. Adding to this is the fact that an insects body is inherently lightweight relative to its volume when compared to other animals. Structurally, insects do not have internal skeletons as do vertebrate animals, but instead, have a hard exoskeleton shell. Without the weight of internal bones, the insects weight can comprise a higher amount of muscle. The Ant Is Not the Weightlifting Champion Ants are the insects we most commonly observe lifting heavy objects, but they are far from the strongest members of the insect world. The dung  beetle (Onthophagus taurus) is known to lift weights up to 1,141 times its own body weight—a load equivalent to a human lifting about 180,000 pounds.

Administration Of Contracts In Business Law. [Author Name(S),

Administration of Contracts in Business Law [Author Name(s), First M. Last, Omit Titles and Degrees] [Institutional Affiliation(s)] Author Note Abstract Two parties may decide to form an agreement in concern for their business. And for that reason, each of them will leave saying that they have a deal. However, the law differentiates between enforceable agreements from mere promises. When parties present themselves to the court alleging that one of them refused to perform according to their agreements, the court looks at their promises and check whether all the elements of agreement exist. If they exist, then the court will enforce such agreement. Keywords: Enforceability, Offer, Acceptance, Consideration†¦show more content†¦This case involved elderly relatives convincing a young couple to dispose their house and relocate with them. The elderly relatives promised them that they would give the young couple a share in their house in return. However, their relationship fell out, and the elderly couple dismissed the young couple. When the matter went to the court, the court rebutted the presumption given to the domestic agreeme nts and held that the agreement was enforceable. Similarly, in the case of (Merritt v Merritt, 1970) the court rebutted the presumption both the husband and wife in had no intention to form a legal relationship in their agreement. So like this case, Brett should not assume that the court will be blinded by the fact that he was contracting with his uncle. The court will look at the subject matter of the agreement which is the ‘sale of a car. Question (b): Acceptance by Conduct The law of contract dismisses any thought that the acceptance can occur by the silence from the offeree. On the other side, it also explains to what extent a silence can indicate a sign of acceptance. However, it s not a silence as such. It s a situation where the offeree s conduct demonstrates an acceptance of an offer. For instance, in (Brogden v. Metropolitan Railway Co, 1877), the court held that the plaintiff accepted the offer the moment he made the amendments and sent the draft to the defendant. Also, the court traced a signShow MoreRelatedQuestions On Evolution Of Personal Management1374 Words   |  6 Pagesmanner the elements of individual administration were required. Staff office was made to address the pay related issues and some other contrasts between the union and the administration. In addition, Work force chief was tasked with the obligations of work debate with administration, confirming representative wellbeing and security necessities alongside worker participat ion. Scientific management : Toward the end nineteenth century, a science for every component of a man s work was created. 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Poverty And Hunger Hunger - 1542 Words

Anna Mayer Professor Terri Hardy Social Problems SOC S-163-Sect. 29531 08 April 2016 Poverty and Hunger Hunger impacts 48.1 million Americans; 46.7 million of them live in poverty. According to Feeding America, seventy percent of their clients are at one hundred percent below the federal poverty line (â€Å"Hunger and Poverty Facts†, 2016). Poverty is the social factor, which creates and sustains hunger. You may be wondering that if poverty creates hunger, what creates poverty? Economics, politics, and capitalism all keep the impoverished from escaping lower class, and in turn, the inability to escape hunger. The elderly population is amongst the most impacted by hunger. Social isolation, and lack of family and peer emotional support affect food securement. Mental health, mobility, access to resources and transportation, and cost of medical expenses also attribute to in-securement. Physical impairments and dietary restrictions also influence ability to prepare and consume food. An Australian study from 2005 found that elders living alone reported increase food insecurity along with poor health, limited financial resources, and lack of home ownership (Woltil, 2012). 5.4 million seniors are going hungry due to lack of support, money, and special health needs (â€Å"Hunger and Poverty Facts†, 2016). The non-Hispanic Black community is the most influenced minority group. The first factor is the incarceration rate of African Americans. The rates of African Americans incarcerated are sixShow MoreRelatedPoverty, Hunger, And Hunger1815 Words   |  8 Pages Haley De Stefano Zero Hunger U.S.A. Position Paper Part 1: History of Zero Hunger, and hunger around the world The Zero Hunger project was launched in 2012 by Ban Ki-Moon, to fulfill his aspiration to live in a world where nobody would be hungry and everyone would be healthy, and in the past few months and years the world has made big progress towards ending world hunger. 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Analysis Of Toni Morrison s Beloved - 1200 Words

â€Å"We’ve all got both light and dark inside of us. What matters is the part we choose to act on (Sirius Black) †. Toni Morrison’s novel Beloved dedicates her novel to the 60 million and more exposed to the darkness within the people set out to hurt them. The novel depicts how cruelty leads ex-slaves to make irrational decisions and shape the people they are at the end . The cruelty inflicted on one including but not limited to slavery causes a chain reaction of hatred, pain and suffering and the cycle continues to repeat itself as seen in the novel with Schoolteacher, Sethe and Paul D. Furthermore, Morrison associates symbols with specific characters to depict personal struggles and develop the overarching theme, cruelty. Schoolteacher’s acceptance and use of cruel acts upon Sethe and Paul D reveals his immorality and in doing so dehumanizes himself, as well them. Overall, cruel acts inflicted on one negatively impacts the characters and leads them to commit inhumane acts themselves. First off , Schoolteacher’s arrival to Sweet Home depicts the start of the struggle of the slaves on the plantation. Schoolteacher is the same as any other slave owner, one who dehumanizes his slaves through his actions and teachings. Although, he appears to be a quiet, calm and collected person. He embodies â€Å"the screaming baboon†(199), which reveals how animalistic both slaves and slave owners become, as a result of slavery. In addition, â€Å"the jungle†(198), is the evil that slaves are subjectedShow MoreRelatedAnalysis Of Morrison s Beloved, By Toni Morrison Essay941 Words   |  4 PagesMorrison and Twain each present freed slave mothers as self-sacrificing. Each woman s traumatic experiences as slaves create a deep fear of her children s enslavement. In Morrison s Beloved, Sethe is so distressed by her past; she murders her child to save her from slavery. 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Carl Orffs Philosophies In Music Education Essay Example For Students

Carl Orffs Philosophies In Music Education Essay Born on July 10th in Munich, Germany in 1895, Orff refused to speak about his past almost as if he were ashamed of it. What we do know, however, is that Orff came from a Bavarian family who was very active in the German military. His fathers regiment band would often play through some of the young Orffs first attempts at composing. Although Orff was adamant about the secrecy of his past, Mosers Musik Lexicon says that he studied in the Munich Academy of Music until 1914. Orff then served in the military in the first world war. After the war, he held various positions in the Mannheim and Darmstadt opera houses then returned home to Munich to further study music. In 1925, and for the rest of his life, Orff was the head of a department and co-founder of the Guenther School for gymnastics, music, and dance in Munich where he worked with musical beginners. This is where he developed his Music Education theories. In 1937, Orffs Carmina Burana premiered in Frankfurt, Germany. Needless to say, it was a great success. With the success of Carmina Burana, Orff orphaned all of his previous works except for Catulli Carmina and the En trata which were rewritten to be acceptable by Orff. One of Orffs most admired composers was Monteverdi. In fact, much of Orffs work was based on ancient material. Orff said: I am often asked why I nearly always select old material, fairy tales and legends for my stage works. I do not look upon them as old, but rather as valid material. The time element disappears, and only the spiritual power remains. My entire interest is in the expression of spiritual realities. I write for the theater in order to convey a spiritual attitude. What Orff is trying to say here is that he does not use old material, but material that is good enough to be used again. If one eliminates the fact that this material was written many years ago, then there is nothing to stop that material from being any less legitimate in recent times. Orffs work in Music Education has been astounding. In the early 1920s, Orff worked with Mary Wigman. Wigman was a pupil of Emile Jaques-Dalcroze, another very influential name in Music Education. In fact, Orffs approach to music is very similar to Dalcrozes, but Orff focuses on education through percussion instruments. In 1924, Orff joined Dorthee Guenther and together they founded the Guenther School. The schools focus was coordinated teaching of gymnastics, dance, and music. Orff believed that music, movement, and speech are not separate entities in and of themselves, but that they form a unity that he called elemental music. When Orff refers to elemental music, he means the music, movement, or speech created by children that requires no special training, or in other words, the things that children do without really thinking about it. The basis for the Orff method is the belief that the historical development of music is reenacted in the life of every individual. This means that, when a child is young, he is similar to a primitive human being at least musically in that both are naive and rely primarily on natural rhythms and movement to make music. Although this theory has not been very widely accepted by most music educators, this is where the Orff method of teaching music begins. The Orff method was so impressive to the public that the Ministry of Culture recommended the adoption of the Guenther-Orff experiments in the elementary schools in Berlin. .u7a518bb58825f7066c2e5ac37400f9d7 , .u7a518bb58825f7066c2e5ac37400f9d7 .postImageUrl , .u7a518bb58825f7066c2e5ac37400f9d7 .centered-text-area { min-height: 80px; position: relative; } .u7a518bb58825f7066c2e5ac37400f9d7 , .u7a518bb58825f7066c2e5ac37400f9d7:hover , .u7a518bb58825f7066c2e5ac37400f9d7:visited , .u7a518bb58825f7066c2e5ac37400f9d7:active { border:0!important; } .u7a518bb58825f7066c2e5ac37400f9d7 .clearfix:after { content: ""; display: table; clear: both; } .u7a518bb58825f7066c2e5ac37400f9d7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7a518bb58825f7066c2e5ac37400f9d7:active , .u7a518bb58825f7066c2e5ac37400f9d7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7a518bb58825f7066c2e5ac37400f9d7 .centered-text-area { width: 100%; position: relative ; } .u7a518bb58825f7066c2e5ac37400f9d7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7a518bb58825f7066c2e5ac37400f9d7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7a518bb58825f7066c2e5ac37400f9d7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7a518bb58825f7066c2e5ac37400f9d7:hover .ctaButton { background-color: #34495E!important; } .u7a518bb58825f7066c2e5ac37400f9d7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7a518bb58825f7066c2e5ac37400f9d7 .u7a518bb58825f7066c2e5ac37400f9d7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7a518bb58825f7066c2e5ac37400f9d7:after { content: ""; display: block; clear: both; } READ: Music and Movement Essay PaperUnfortunately, the rise of Hitler and the outbreak of war stunted the growth of these plans. Finally, in 1948, the German broadcasting authorities urged Orff to resume his educational activities. The Orff approach, not unlike the Suzuki method, begins with the idea that music should be learned by a child the same way a language is learned. Suzuki calls this the mother tongue approach. A child learns to speak simply by listening and then imitating and then, later in life, the child learns to interpret symbols as a written form of that language. So, then, a child should learn music in the same way. At an early age, a child is exposed to music and learns to sing and play percussion instruments, then, later in the childs musical development, he learns to interpret the symbols on a score as music. The music a child learns during this time of his life is very simple melodies that involve a lot of moving. Orff believed that rhythm was the most important part of music. This is because rhythm is what movement, speech, and music all have in common. Rhythm is what ties these all together to make what Orff called elemental music. Orff uses this approach because it is believed that children must feel and move to music before they are asked to conceptualize about it. Speech is one of the key elements in the Orff approach not only because speech is an inherently rhythmic action, but because Orff was the only one of the major educational philosophers Dalcroze, Kodaly, and Suzuki to use speech in this way. Orffs thought was that a transition from speech to rhythmic activities and then to song was the most natural for a child. So, the student moves from speech to body rhythms such as clapping or tapping, and then finally leads to the playing of an instrument. Orffs philosophy continues on in this way even after a child has developed a skill for an instrument. For example, concepts such as meter, accent, and anacrusis are introduced in speech patterns, reinforced in other activities, and then studied in a musical context. A specific example of this is the teaching of the concept of a canon. A simple yet varied chant or other form of rhythmic speech is taught to the class. The students then use the idea of a round to explore how each entrance by each different part is achieved. Finally, the teacher notates the rhythmic pattern and shows how each part of the pattern works with the other parts. Orffs approach to Music Education notes that speech, chant, and song are all points along the same line. That is to say that one leads directly to the next. Childrens experiences with singing follow directly from speech. This means that melody is actually an extension or an outgrowth of rhythm. When children begin to learn to use their voices as musical instruments, they enter another pre-planned part of Orffs method. There is a very specific order in which students learn to use solfege. As with most other theories that involve singing, the descending minor third, sol-mi, is the first interval that is taught. Other tones follow in succession in this order: la, re, do, to complete the pentatonic scale, and then finally fa and ti. The Orff method uses the pentatonic scale because Orff believed it to be the native tonality of children. This is cohesive with Orffs belief that music history is relived in the development of each individual because he considered the pentatonic mode appropriate to the development of each child. The use of the pentatonic scale also gave the students confidence. After all, its very difficult to improvise and sound bad when the only notes available are those in the pentatonic scale. This kind of constant affirmation is crucial to a childs development. The last part of Orffs elemental music is elemental movement. As stated earlier, the word elemental in this sense refers to the kind of action, in this case movement, in which the child participates with no prior training or instruction. Orff said that this kind of activity made it easier for children to become expressive. This is because children are more able to express their thoughts and feelings through movement and painting than through words. .u6511ef87ab315e2908e006c7ae431d82 , .u6511ef87ab315e2908e006c7ae431d82 .postImageUrl , .u6511ef87ab315e2908e006c7ae431d82 .centered-text-area { min-height: 80px; position: relative; } .u6511ef87ab315e2908e006c7ae431d82 , .u6511ef87ab315e2908e006c7ae431d82:hover , .u6511ef87ab315e2908e006c7ae431d82:visited , .u6511ef87ab315e2908e006c7ae431d82:active { border:0!important; } .u6511ef87ab315e2908e006c7ae431d82 .clearfix:after { content: ""; display: table; clear: both; } .u6511ef87ab315e2908e006c7ae431d82 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6511ef87ab315e2908e006c7ae431d82:active , .u6511ef87ab315e2908e006c7ae431d82:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6511ef87ab315e2908e006c7ae431d82 .centered-text-area { width: 100%; position: relative ; } .u6511ef87ab315e2908e006c7ae431d82 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6511ef87ab315e2908e006c7ae431d82 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6511ef87ab315e2908e006c7ae431d82 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6511ef87ab315e2908e006c7ae431d82:hover .ctaButton { background-color: #34495E!important; } .u6511ef87ab315e2908e006c7ae431d82 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6511ef87ab315e2908e006c7ae431d82 .u6511ef87ab315e2908e006c7ae431d82-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6511ef87ab315e2908e006c7ae431d82:after { content: ""; display: block; clear: both; } READ: Trap music EssayAllowing children to express themselves in this way allows them to use their imagination because, as we adults often forget, children have the most vivid imagination. After observing these actions, the teacher then relates them in some way to music and build musical concepts out of them. Unfortunately, many of the activities that adults scold their children for are the same ones that are the most suitable for expressing feelings, such as walking on tiptoe, hoping over imaginary obstacles, or spinning to the point of dizziness. These are actions that adults would react to as being fidgety or squirmy when, in fact, they are simply natural movements that children use to express themselves. The ideal Orff educator would encourage these behaviors and use them to teach musical concepts. The end goal of the Orff method is to develop a childs musical creativity. Where traditional Music Education dictates that a child must learn to read music right away in order to be a self-guided and independent musician, the Orff method focuses on the creative and expressive side of music. The instruments that are commonly associated with the Orff method distinguish it from other methods. Orff uses xylophones and various metalophones that use removable bars. This allows an educator to change bars for different modes or to remove unnecessary bars to keep from confusing young students. The Orff instruments are modeled after and are closely related to the Indonesian gamelans. These instruments allow great flexibility for children who have handicaps. For example, students with visual handicaps or hearing handicaps can hit just about anywhere on an Orff instrument set up to use a pentatonic scale so he can feel like he is being included. In conclusion, the Carl Orff has been a very influential person in the field of Music Education. He has demonstrated to us that the way to teach music to children is to let then go back to the basics, or elements, of speech, movement, and singing. He has reminded us how much we really expect children to learn music differently in the traditional method than it is natural for them to learn.

Impact on the Health of Differing Groups

Question: Describe a essay to explain how social factors and social divisions impact on the health of differing groups. Answer: The social class of an individual has a noteworthy effect on their physical health, and their ability to access proper medical facilities. This essay aims to highlight the key factors played by an individuals socio-economic status in accessing healthcare such as poverty, employment and environment, and its significant impact on the health of the individual. Additionally this essay also exemplifies the social inequality and its associated impacts and aims to identify the reasons for such social inequality and provide subsequent recommendations (Kaplan, 2016). The socio-economic class is an aggregation of the economic and social measures of an individuals work experience, the social and financial position in context of income, occupation and education (https://www.who.int/, 2016). Social determinants of health are the economic and social conditions, and their distribution among the population, that influence individual and group differences in health status. They are the elements of risk in an individuals working and living conditions (for example, income, riches, power and influence), as opposed to the personal elements (for example, inherent and behavioural factors). Socio-economic status is one of the most influential factors of risk, which results in poor health. People with lower socio-economic status tend to suffer from health issues and have greater mortality rates as compared to higher socio-economic status. This occurs mainly due to higher cost of healthcare facilities, unavailability of healthcare and limited access to health car e. This essay shall further highlight the factors and elucidate the reasons of the socio-economic differences and its effect on healthcare. The poor greatly suffer from health issues, and the rate of child and maternal mortality is high. They also suffer from higher levels of diseases since they have limited access to social protection and healthcare (https://siteresources.worldbank.org/, 2016). Gender inequality is also an associated factor, which further limits the accessibility of health for poor girls and women. Health is a crucial economic asset for the poor, since they are socially vulnerable. When such a person falls ill or is injured, their families are entrapped in a descending spiral of high cost of health care and lost income(Fuller-Rowell 2012). A poverty-stricken individual is not able to afford quality healthcare, but when conditions are serious, they may force the sale of basic assets for livelihood. The guidelines of Development Assistance Committee (DAC) of the Organisation for Economic Co-operation and Development (OECD) have emphasized that certain social categories of people including minority, social ly excluded groups, indigenous populations, refugees, mentally and physically disabled individuals, and people diagnosed for HIV/AIDS are affected by severe poverty (https://www.oecd.org, 2016). The OECD has provided special attention to such classes and policies have been implemented to reduce poverty. For example, approaches involving partnerships between development agencies and government, which facilitate developmental activities and policies. Gender inequality is a determinant for ill health and poverty. This is due the differences in the socio-cultural beliefs regarding the roles of women and men. Poor women and girls may not have proper access to the resources for health such as financing schemes, cash and services. Women whether employed or unemployed suffer from heavy work pressure, thereby neglecting basic health care, inadequate nutrition and poor reproductive health. Also women of certain classes are exposed to sexual abuse and violence. Gender harassment in professional women by higher level men is a major cause of work stress, negative mood, and adverse mental health (Connell 2012). Substandard housing does not mean that the housing is obsolete or old, but it poses a risk to the health and physical well being of its occupants, visitors and neighbours. It is also a major reason for decreased mental health for people living in it. This also a factor associated with poverty, poor people usually cannot afford quality housing and tend to live in unhealthy and substandard conditions. The substandard housing conditions usually include peeling paint, leaking roofs, holes and cracks and lack of basic systems like heating because low-income families are not able to finance the required repairs to alleviate such conditions (Healthyrowhouse.org, 2016). Lack of quality housing has been related to poor nutrition. Improving living conditions would force the poor families to consume most of their resources leaving less money for food, which would result in poor nutrition. The quality of housing has been proved to affect an individuals mental health as well. For example, tempora ry housing and living under substandard conditions have been linked to behavioural problems in children. Moreover, a study conducted in London showed that crowding is related to psychological stress amid middle-aged women. In addition, damp and cold indoor conditions could lead to depression and anxiety (Rohe and Han 2012). It has been observed that better educated people have decreased morbidity rates from the most chronic and common acute diseases, independent of labour market factors. Higher literacy results in better education and knowledge about hygiene and sanitation, less reported anxiety and depression. It also results in reduced risk of heart diseases by 2.2% and reduced risk of diabetes by 1.3% (Brunello et. al 2016). Education influences health through very complex methods, and are more likely to encompass greater facilities associated with higher levels of education, interrelationships between family background and demographic indicators, effects of poor health in childhood and an individuals social networks. Health associated behaviours alone are not accountable for differences in health status between the literate groups and less educated people. There are three probable explanations regarding the association between education and health. First, poor health results in lower levels of schoo ling, there are instances where children fail to attend school due to illness causing greater absenteeism. This factor can also be associated with poverty, as poor children cannot afford necessary or basic education and are unaware about various health issues. Lack of education leads to lack of awareness of health issues and their probable measures and precautions. Second, additional factors such as family background and individual differences are also impact the health of an individual, especially children. Third potential explanation is that increased education has a positive effect on health. Certain quasi-natural experiments have proven to impact and influence changes in educational policies and demonstrated that improving ones own education improves ones own health. Employment is an important socio-economic factor affecting the health of an individual. Western societies try to involve as many people in employment as possible, thus promoting sustained employment (Kim et. al 2012). This in turn helps in evading the financial problems related with demographic changes, for example, higher life expectancy causes ageing population, and decrease in working population due to working couples having fewer children. Unemployment on the other hand causes adverse mental effects and poor physical health. Employment does not always ensure good health; it depends on the nature of employment as well. Jobs involving physical strain have a negative effect on health, for example labours at construction sites. It has also been observed that jobs involving high demand and low decision control have predicted heart diseases and associated with work stress. Employment is interrelated to two other factors such as poverty and education. Poverty stricken people cannot affo rd quality education, and therefore are part of substandard jobs, which indirectly affects their health. A healthy environment promotes healthy living of an individual. Environmental factors not only encompass air, water and environmental pollution, but other elements such as contamination of food, genetic susceptibility, environmental radiation and quality of life (Kaplan 2016). For example, people living in substandard houses and unhygienic environment suffer from food poisoning, due to food contamination. Air and water pollution are also hazardous to human health. Drinking contaminated water causes a major health issue especially in areas which do not have proper water supply (for example, slums). The environment can be divided into social and physical dimensions. The social environment includes the groups to which we belong, the neighbourhoods in which we live, the organization of our workplaces, and the policies we create to order our lives. There have been recent reports in the literature that the social environment is associated with disease and mortality risks, independent of in dividual risk factors. These findings suggest that the social environment influences disease pathways (Turrell et al 2013). For example living in an unhealthy neighbourhood, or working under unhygienic conditions has detrimental effects on a persons health. Therefore, this essay highlighted the various aspects of socioeconomic status and elucidated the impact of each factor on the health of an individual. The different socio-economic factors included in this essay are poverty, gender, housing, employment, education and environment. All these factors not only affect the health of an individual but is also interrelated in a number of ways. For example, poverty is a link to all of the other factors mentioned above. A poor person cannot afford proper education which leads to lack of employment and living in substandard houses and unhygienic living conditions which in turn leads to poor health and greater mortality rates in a population. The socio economic status is a combined measurement of three factors mainly income, occupation and education. Low socioeconomic status correlates with lower levels of education, poverty and poor health. Behavioral and other professionals of social science have developed tools which help in studying and ident ifying strategies that could alleviate such discrepancies at both societal and individual levels References Brunello, G., Fort, M., Schneeweis, N. and Winterà ¢Ã¢â€š ¬Ã‚ Ebmer, R., 2016. The causal effect of education on health: what is the role of health behaviors?.Health economics,25(3), pp.314-336. Connell, R., 2012. Gender, health and theory: conceptualizing the issue, in local and world perspective.Social science medicine,74(11), pp.1675-1683. Fuller-Rowell, T.E., Evans, G.W. and Ong, A.D., 2012. Poverty and Health The Mediating Role of Perceived Discrimination.Psychological Science, p.0956797612439720. Healthyrowhouse.org. (2016).Healthy Rowhouse Project | Improving housing conditions in Philadelphia rowhouses. [online] Available at: https://healthyrowhouse.org/ [Accessed 23 Jul. 2016]. https://siteresources.worldbank.org/. (2016).Dying for change. [online] Available at: https://siteresources.worldbank.org/INTPAH/Resources/Publications/Dying-for-Change/dyifull2.pdf [Accessed 23 Jul. 2016]. https://www.who.int/. (2016).Poverty and Health. [online] Available at: https://www.who.int/tobacco/research/economics/publications/oecd_dac_pov_health.pdf [Accessed 23 Jul. 2016]. https://www.oecd.org. (2016).Poverty Reduction. [online] Available at: https://www.oecd.org/dac/povertyreduction/2672735.pdf [Accessed 23 Jul. 2016]. Kaplan, G. (2016).Socio-economic status and health. [online] https://www.researchgate.net/. Available at: https://www.researchgate.net/profile/George_Kaplan2/publication/30856094_Socioeconomic_status_and_health/links/0fcfd5138d9995a6fb000000.pdf [Accessed 23 Jul. 2016]. Kim, I.H., Muntaner, C., Shahidi, F.V., Vives, A., Vanroelen, C. and Benach, J., 2012. Welfare states, flexible employment, and health: a critical review.Health policy,104(2), pp.99-127. Nber.org. (2016).The National Bureau of Economic Research. [online] Available at: https://www.nber.org/ [Accessed 23 Jul. 20 Rohe, W.M. and Han, H.S., 2012. Housing and health.North Carolina medical journal,73(5), pp.374-380. Turrell, G., Haynes, M., Wilson, L.A. and Giles-Corti, B., 2013. Can the built environment reduce health inequalities? A study of neighbourhood socioeconomic disadvantage and walking for transport.Health place,19, pp.89-98.