Life expectancy

Life expectancy, often abbreviated to LEB (for Life expectancy at birth), is a statistical measure of the average time an organism is expected to live, based on the year of its birth, its current age and other demographic factors including gender. The most commonly used measure of life expectancy is at birth, which can be defined in two ways. Cohort LEB is the mean length of life of an actual birth cohort (all individuals born a given year) and can be computed only for cohorts born many decades ago, so that all their members have died. Period LEB is the mean length of life of a hypothetical cohort[clarification needed] assumed to be exposed, from birth through death, to the mortality rates observed at a given year.[1]

National LEB figures reported by statistical national agencies and international organizations are indeed estimates of period LEB. In the Bronze Age and the Iron Age, LEB was 26 years; the 2010 world LEB was 67.2 years. For recent years, LEB in Eswatini (Swaziland) is about 49, while LEB in Japan is about 83. The combination of high infant mortality and deaths in young adulthood from accidents, epidemics, plagues, wars, and childbirth, particularly before modern medicine was widely available, significantly lowers LEB. For example, a society with a LEB of 40 may have few people dying at precisely 40: most will die before 30 or after 55. In populations with high infant mortality rates, LEB is highly sensitive to the rate of death in the first few years of life. Because of this sensitivity to infant mortality, LEB can be subjected to gross misinterpretation, leading one to believe that a population with a low LEB will necessarily have a small proportion of older people.[2] Another measure, such as life expectancy at age 5 (e5), can be used to exclude the effect of infant mortality to provide a simple measure of overall mortality rates other than in early childhood; in the hypothetical population above, life expectancy at 5 would be another 65. Aggregate population measures, such as the proportion of the population in various age groups, should also be used along individual-based measures like formal life expectancy when analyzing population structure and dynamics. However, pre-modern societies still had universally higher mortality rates and universally lower life expectancies at every age for both genders, and this example was relatively rare. In societies with life expectancies of 30, for instance, a 40 year remaining timespan at age 5 may not be uncommon, but a 60 year one was.

Mathematically, life expectancy is the mean number of years of life remaining at a given age, assuming age-specific mortality rates remain at their most recently measured levels.[3] It is denoted by {\displaystyle e_{x}}e_{x},[a] which means the mean number of subsequent years of life for someone now aged {\displaystyle x}x, according to a particular mortality experience. Longevity, maximum lifespan, and life expectancy are not synonyms. Life expectancy is defined statistically as the mean number of years remaining for an individual or a group of people at a given age. Longevity refers to the characteristics of the relatively long life span of some members of a population. Maximum lifespan is the age at death for the longest-lived individual of a species. Moreover, because life expectancy is an average, a particular person may die many years before or many years after the “expected” survival. The term “maximum life span” has a quite different meaning and is more related to longevity.

Life expectancy is also used in plant or animal ecology;[4] life tables (also known as actuarial tables). The term life expectancy may also be used in the context of manufactured objects,[5] but the related term shelf life is used for consumer products, and the terms “mean time to breakdown” (MTTB) and “mean time between failures” (MTBF) are used in engineering.
SOCW 6210 Life Span Interview ORDER NOW FOR AN ORIGINAL PAPER!!!

Throughout the HSBE I and II courses, you have explored the biological, psychological, and sociological aspects of different phases of the human life span. You have explored life-span development theories that help to explain human behavior. You also have considered how the social environment influences individuals and their behavior.Gathering facts about a client’s life span through the interview process is an important social work skill. This week, you practice this skill by interviewing an older adult using the questions in the Life Span Interview document available in this week’s resources.

For this week’s Assignment you transform your interview notes into a narrative—that is, a life story—of the older adult ­you interviewed. You interweave within this narrative an analysis of the life story by applying person and the environment concepts to your understanding and interpretation of that story.

Submit a 3- to 5-page paper in which you provide a narrative analysis of the Life Span Interview you completed.

The paper should:Provide a chronological history of the individual’s major life experiences.

Identify specific biological, psychological and sociological influences that shaped the individual’s experience.

Analyze the individual’s experiences by applying theory and concepts learned throughout both HBSE courses.

Provide your reflection of the experience, both in interviewing the individual and analyzing their narrative.

Explain what you learned and how you will apply this to future social work practice

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.