How To Make Make Money Online Example

How To Make Make Money Online Example How To Make Make Money Online – Article Example How to make money online To make money online, it is important to build a website online in a simple manner. A website is built step by step and it is indeed very easy to build a website. For that, one needs to learn how to design a website. After one has learned how to design a website, it is important to build your own webpage which will tell how to make a html webpage (Smith 2007). For gaining insight and understanding, it is significant that an individual finds free website tutorials as this helps the work flow and the design process of the website. After the website tutorials have been understood in a proper manner and the details are comprehended easily, the next step is to publish your webpage (Ploster 2004). This is the final step in devising a website that serves a number of different purposes. There are thousands of free website sites which could be used to earn money online. The website standards need to be followed in order to gain success in the long run. Also how to sta rt a webpage for free is a similar undertaking that must be properly understood so that a person could find ways to earn money online (Koch 1996). These are significant measures that will bring success for the domains of someone who believes a great deal in making money online. One most important point here is to properly check the website again and again to know that money making ways are up and running, and that there are no difficulties in the wake of making more money with the changing times. Koch, Tom. The Message is the Medium: Online All the Time for Everyone. Praeger Publishers, 1996Ploster, George. Making Money as an Aggregator. Online, 28, March 2004Smith, Jennifer. Online Learning and Teaching in Higher Education. Open University Press, 2007

Invention and History of the Colt Revolver

Invention and History of the Colt Revolver Samuel Colt invented the first revolver, a gun named after its inventor Colt, and after its revolving cylinder revolver. In 1836, Samuel Colt was granted a U.S. patent for the Colt revolver, which was equipped with a revolving cylinder containing five or six bullets and an innovative cocking device. The History of the Colt Revolver Before the Colt revolver, only one and two-barrel flintlock pistols had been invented for handheld use. Colt revolvers were all based on cap-and-ball technology until the Smith and Wesson license on the bored-through cylinder (bought from Rollin White) expired around 1869. According to www.midwestgunshows.com: Horace Smith Daniel Wesson formed their second partnership (SW) in 1856 for the development and manufacture of a revolver chambered for a self-contained metallic cartridge. During this development period, while researching existing patents, it was found that a Rollin White had patented a bored through cylinder for a paper cartridge sometime earlier. A licensing agreement was arranged between Smith and Wesson and Rollin White. In 1855, Rollin White patented the bored-through cylinder. According to www.armchairgunshow.com: The Rollin White patent covered the right to make a revolver cylinder bored-through end to end - an obvious requirement for an effective cartridge revolver. This fact didnt slow down some firms, who proceeded to make the highly popular cartridge style revolvers. Some used their own designs, and some just produced outright copies of the Smith and Wesson pattern. Smith and Wesson pursued redress in court, resulting in several US makers being required to mark Made for SW or words to that effect on their revolvers.

Analyzing the present state of Jamaica Essay Example | Topics and Well Written Essays - 1500 words

Analyzing the present state of Jamaica - Essay Example However, the founding of Jamaica was officially articulated to the discovery made by the Spanish explorer called Christopher Columbus in the 15th century1. He discovered that Jamaica comprised of over 200 hundred villages of the indigenous population in the southern part of the country. Thereafter the British proclaimed the Jamaican colony and Spanish conceded defeat, as they were militarily weak to engage in a battle with the British. Therefore, Henry explored further into the northern parts and established British settlements after realizing that the colony had rich soils that would promote agricultural projects. From a critical analysis of the book â€Å"The present state of Jamaica†, the following discussion explains on the tremendous exchanges in the Jamaican history that resulted to distinct cultures, political systems, economic practices, and social exchanges through demographic dimensions. Spanish colonies were the most established in the Caribbean islands since their founding by Christopher Columbus in the early 1450s. On occupying Jamaica, the Britons realized that all the surrounding colonies belonged to the Spanish and were prosperous in all their economic, social and cultural environments. The Britons lacked financial capabilities to ensure that all activities ran in accordance to the desired set of plans. This period whereby the British tried to weigh out the surrounding circumstances and the possible methods of achieving success in the colony is directly relative to invasions they made in the Spanish rich territories. A young Henry Morgan engaged in the military in his early age, gained experience and turned out to be an aggressive privateer, and through him most of the Britons in Jamaica benefited from the ambushes he laid against the Spanish territories the Spanish. He owned ships and privateers who reflected aggression in all expeditions that Henry termed as profitable2. The book referred to as the present Jamaica is a reflection of the activities aged before 1665 in Jamaica and the extent at which they shaped the subsequent environment in the country. These intercultural relations are born of Captain Morgan’s invasions, and the British military slavery practices in the Atlantic and Pacific oceans. Jamaican colonial masters traded in slavery in order to yield enough manual labor for farming. Most of the slaves were from the African continent while the rest comprised of the South Americans, Asians, and the indigenous population of Jamaica3. Throughout the past 6 centuries, Jamaica has been a hub for many of the world’s notorious pirates, a factor articulated to the practices of Henry Morgan. Ancient practices continually passed through generations and the country’s current culture of Jamaica is comprised of notorious and aggressive individuals, many of whom are youths. The rise in crimes and indulgence in drugs, and the considerable praise heaped on the legendary Captain Morgan reflect to the c urrent practices. In the 15th century, the British were well established and had begun to rear a wide variety of domestic animals ranging from fowl, flocks of sheep, horses, mules, and wild birds of whose products would be of vital use at their homes. The masters argued out that all the present animal and food variety were of better quality compared to those present in their homeland, Britain. As the colony continuously amassed strengths and engaged in worthwhile economic activities, their Spanish predecessors would make surprise attacks, but all were combated by the military

Community culture and change Essay Example | Topics and Well Written Essays - 2250 words

Community culture and change - Essay Example It bothers much on the issue of the ethnical minority whereas Britain believes in enrichment of lives through cosmopolitan outlook of human existence via eco-social aspect of its perception. Behind the principle of social theories that every good society is ever changing, there erects the monument of the cross-question what about the recognition of the ethnical identity of the mainstream Britain. The opportunity of racial acceptance, religious tolerance, political understanding and economic support led Britain to face this serious question withering the belief that society that does not change gets extinction. Initiated and influenced by British initiative in the post and prior industrial revolution European White settlers almost colonized the one third of the world. The Second World War brought a drastic change in the imperialistic set up and colonial power had to honor the democratic rights of each commonwealth nations. This followed a great influx of immigrants in Britain in the p rocess of idealizing a multicultural British society. Still the question poses the righteousness of such historic liberality.The latest official figures surveyed in 2006 show net immigration to the UK of 591,000 immigrants and 400,000 emigrants Stephens, J. 2006 "Multiculturalism". Only one in six were from Eastern European countries. Immigrants from New Commonwealth countries outnumbered them. Immigration from the Indian subcontinent, mainly fuelled by family reunion, accounted for two-thirds of net immigration. By contrast, at least 5.5 million British-born people are living abroad. The threats born out of liberal public policies in Great Britain demand minute scrutiny over the facts of composite culture. No civilized man would appreciate the historic 7 July whatever be the ground of identity crisis if even one side the bombers and their influencing powers. The 7 July 2005 London bombings were a series of coordinated terrorist bomb blasts that hit London's public transport system during the morning rush hour. At 8:50 a.m., three bombs exploded within fifty seconds of each other on three London Underground trains. A fourth bomb exploded on a bus nearly an hour later at 9:47 a.m. in Tavistock Square. The bombings killed 52 commuters and the four suicide bombers, injured 700, and caused disruption of the city's transport system and the country's mobile telecommunications infrastructure, (News archive 'The Guardian' UK). Different world free thinkers forums were shocked to get the shocking news that mix origin British citizens carried the nasty terrorist's acts. Fun damental belief system inspired them, which has been a serious concern for the mainstream British today. HISTORIC CULMINATION OF CHANGES IN THE TWENTIETH CENTURY Social changes that promoted multicultural consensus of human existence under the British clemency had its roots in literature, art, science, technology and every sort of humanistic social institutions. Their terrestrial expansion even propagated a classless and fearless free society where feminism,

If the gold standard was in use today, would it hinder economic growth Essay Example for Free

If the gold standard was in use today, would it hinder economic growth Essay The gold standard refers to a monetary system in which the unit of account of money will be fixed with the weight of gold. There are many people who argue that the gold standard should be implemented to bring down the inflation. By fixing the supply of money with gold, the government will not be able to issue money without having gold in reserve. However, on the other hand, there are experts who argue that by fixing the supply of money with gold, economic growth will be hindered as the amount of gold available on Earth is limited (Mises, 2009). This paper will show that the gold standard will hinder economic growth. I’ll firstly argue that there is a limited amount of gold in this world. Secondly, economic growth is seen as limited. Lastly, the amount of commerce will eventually reach a level equal to the gold holdings by the central bank of the country. Economic growth will be hindered if the gold standard is applied as there is a finite amount of gold in the world. Economic growth requires that there should be sufficient liquidity in the system. By adhering to the gold standard, economic growth will be hindered as to supply more money, the government will first need to buy gold. (Skousen, 1997) Secondly, economic growth is seen to be unlimited. This doesn’t complement with the gold standard, as the amount of gold is limited in the world. If economic growth is to be unlimited, then there must be enough money supply to finance it. The gold standard makes to difficult for governments to issue money, which in fact limits economic growth. (Cagan, 1982) Lastly, if the value of the dollar is limited by the amount of gold, then amount of commerce would reach a level equal to the gold holdings. In order for more money to be issued, the government would have to purchase more gold to back the increase in dollars issued. All the three points written above are influenced by the single factor that the supply is limited, while the demand for gold seems to be unlimited. (Cagan, 1982) Another problem with the gold standard is how to determine what weight of gold will equal to one unit of account. Furthermore, the gold standard can be suicidal for developing economies. Developing economies will need to buy gold to finance their economic growth, which might already be to expensive to buy for them. Currently, these economies are able to finance it through a budget deficit. Moreover, how will the gold standard be able to handle the speed and complexity of today’s financial transactions? Lastly, if the world shifts to a gold standard, then all the governments will need to burn huge amount of fiat money to make sure that the money supply equals to the amount of gold in the economy. Eichengreen Marc, 1997) In conclusion, I believe that although by adhering to the gold standard the level of inflation will come down. However, the economic growth of a country will be hinder. The major reason for this is the limited supply of gold. Furthermore, if the gold standard is implemented the prices of gold will shoot up, making it more difficult for developing economies to grow up. Last ly, the government will need to burn huge amounts of fiat money to make sure that the there is no extra money in the economy.

The History of Mexican-Americans Explored Through Film Essay -- Mexico

The History of Mexican-Americans Explored Through Film The hardships that Mexican-Americans have faced started well before Reies Lopez Tijierina and Corky Gonzalaz led the Chicano movement in the sixties, and well before the Coronado Bridge was built in San Diego. It started with the Treaty of Guadeloupe Hilago. The treaty signed in 1848 by the United States and Mexico established new boarders between the two countries. This treaty forever changed the lives of Mexicans then and still today. When the United States gained control of the land in the Southwest all the Mexicans that had been living there became citizens of the U.S. The land that had once been theirs, the land that they had grown up on the their great grandparents had grown up on was now being taken by the U.S. government. Felix Gutierrez, a fourth generation Californian, sums up the feelings of Mexican-Americans best when he said, "My great grandfather didn’t cross the boarder, the boarder crossed him." (interview with Jorge Quiroga) Around the time that the Cold War started to heat up Reies Lopez Tijerina started to fight back for the land of Tierra Amarilla. It was once land that had once belonged to Amarlla, and had sold for 200 dollars and some horses, and Tijierina said it was time to take it back. The film Chicano! shows that with this one defining act Tijerina spearheaded the Chicano movement. The word Chicano which means "poorest of the poor" spread like wild fire throughout the Mexican-American community in the Southwest. Chicanos saw what Dr. Martin Luther King was doing for the African Americans and they realized that they were also victims of labor, education and even military discrimination. Tijierina’s argument and desire for change had been ba... ... Chicano! takes an in depth and vivid look at the Chicano movement led by Tijerina and Corky and how the two of those men have instilled an everlasting fight for equal rights in the Mexican-American community. The web sight Chicano Park tells the history of the Coronado Bridge and exhibits the murals in the park. These murals are the testimony for the Mexican-American’s struggle for equal rights in the United States. In reading Zack’s paper, he makes a good point that in the school systems students never really learn about this part of our history. I agree and also think that if students had learned this, the Chicano movement would benefit. Parker also makes a good point that projects like Chicano Park are very good for the Mexican communities. I feel that public places that represents a people’s history and struggle, help brings that community together and stronger.

Diabetes Education Plan

Introduction According to Johnson and Raterink (2009), Type 2 Diabetes Mellitus (DM) is a major global chronic health issue. Though, it is found that the condition is largely preventable as many of the risk factors for developing the disease such as excess weight, poor diet, inactivity, smoking and excessive alcohol consumption, are modifiable behaviours (Australian Bureau of Statistics, 2011).A client newly diagnosed with Type 2 DM may be unaware that the illness can be effectively self-managed with changes to diet, lifestyle and if necessary the inclusion of oral hypoglycemic agents (Australian Institute of Health and Welfare [AIHW], 2008). Therefore, the aim of the education plan is to assist the client to make educated lifestyle choices and changes that will improve health outcomes and reduce the risk of diabetic complications. The education plan will develop evidence-based client education strategies that focus on diabetes management and the modification of unhealthy lifestyle b ehaviours.According to Funnell, Anderson, Austin, and Gillespie (2007), developing appropriate indvidualised educational strategies that increase client knowledge enables the client to make self-directed behavioural changes that aid in effective self-management and improved health outcomes. Background Diabetes care and self-management education needs to be tailored to the individual (Funnell et al. , 2007). The client, in whom this education plan is tailored for, is a 50 year old male with a body mass index of 32 who has been newly diagnosed with Type 2 DM.In designing the education plan it is also important to assess and include extended resources of support for the client (Goldie, 2008). Resources of support may include client’s family and friends, utilisation of local community services and allied health care providers such as social workers, dieticians and podiatrists (Hunt & Grant, 2010). For the client to make informed choices they need to be educated on the disease pro cess and possible complications. Diabetes is an illness that occurs when the body in unable to maintain normal levels of glucose in the blood (McKenny & Short, 2011).Type 2 DM is a progressive disease, characterised by hyperglycemia resulting from defects in the secretion of insulin (AIHW, 2012). Chronic hyperglycemia affects function of cells and tissues and may result in cardiovascular disease, kidney disease, vision loss and lower limb amputations due to neuropathy and peripheral arterial disease complications (AIHW, 2008). Treatment of Type 2 DM is complex with evidence emphasizing the need and importance of a collaborative healthcare team approach (Robertson, 2011).Initial treatment for those newly diagnosed involves nutritional therapy and exercise to aid in weight loss (Zisser, Gong, Kelley, Seidman, & Riddell, 2011). However, as Type 2 DM is a chronic progressive condition, pharmacotherapy is usually required (Tsang, 2012). Oral hypogylcaemic agents are typically the first p harmacological intervention to improve glycaemic control and these agents include Biguanides (Metformin), Sulphonylureas, Acarbose, Meglitinides, and Thiazolidinediones (Phillips & Twigg, 2010; Sanchez, 2011). Tsang (2012) argues that Metformin is recommended as the first line of treatment.In addition, due to the progressive nature of the condition most clients will require insulin therapy to achieve and maintain adequate glycaemic control (Nyenwe, Jerkins, Umpierrez, & Kitabchi, 2011). Newly diagnosed clients require substantial guidance and education regarding disease self-management (Johnson & Raterink, 2009). Self-management issues the client and family may have include adhering continually to a daily regime of monitoring blood sugar levels and the self regulation of diet, exercise and medication (Long & Gambling, 2011).Clients and their families also need to know how to manage the complications of diabetes including foot hygiene and the management of hypogylcaemic or hyperglyca emic episodes (Sanchez, 2011). Specific focus of education Through the identification of self management issues and potential areas of knowledge deficit, the nurse is able to tailor an education plan that focuses on the individual learning needs of the client and their family, resulting in mutually agreed upon short and long term goals (Aranda, 2008).Therefore, client and family education will focus on positive lifestyle modifications to increase physical activity and improve eating habits (Bartol, 2012). The lifestyle modifications of healthy eating and increased activity levels improve blood glucose control, aid in weight management, improve general health and may reduce the need for oral hypoglycemic agents (Sanchez, 2011; AIWH, 2012). In addition, education on the self monitoring of blood glucose (SMBG) focuses on self-management strategies.Education should focus on how to perform the test with the use of a blood glucose meter, how to care for equipment and how to manage a high or low blood glucose reading (Sanchez, 2011). SMBG is an important component of diabetes management as it enables the client to learn and evaluate the effects of diet and exercise on blood glucose levels which should aid better adherence to treatment regime (Nyenwe et al. , 2011). Client knowledge deficit in relation to oral hypogylcaemic medications and insulin therapy should also be addressed.Medication education should provide information regarding what each medication is, dosage, possible side effects and if they interact with any other medications (Bullock & Manias, 2011). Education that focuses on medications is important as it can enhance clients understanding and willingness to take it (Bartol, 2011). Lastly, due to the increased risk of foot ulceration and lower limb amputations, it is important to provide an educational intervention that focuses on foot hygiene and care (Ogrin & Sands, 2006).Diabetes education on foot care aims to prevent foot ulceration by focusing on sel f management strategies to improve foot care behaviours (The National Health and Medical Research Council [NHMRC], 2009). Education Strategies Before educational strategies can be implemented you must first identify possible challenges and any potential barriers to learning your client may have (Beagly, 2011). According to Beagly (2011) â€Å"barriers that inhibit patient education are age, literacy, language, culture and physiological obstacles† (p. 31). Preferred learning style, language, cognitive ability and literacy level are determined during the assessment process (Funnell et al. , 2007). As the client is a 50 year old male, the principles of adult learning should be applied when choosing an appropriate educational strategy (Bullock & Manias, 2011). The principles of adult learning highlight that adults bring life experience with them and adults generally prefer self-directed, problem-based education that is relevant and applicable to their lives (Clapper, 2010).One-on -one discussion is one educational strategy found to have positive effects on lifestyle changes and increasing knowledge for clients with diabetes (NHMRC, 2009). One-on-one discussions enhance application of new information through the provision of relevant and practical advice, thus reflecting the principles of adult learning (Bullock & Manias, 2011). These discussions also enable feedback on progression and application of theory into practice (Kaufman, 2003). Discussions should also include individual and group family education sessions.Mayberry and Osborn (2012) have found that when family members are educated on diabetes management, improvements in clients self-care behaviours, weight and glycaemic control were noted. Providing education through demonstration is another effective adult learning strategy and should be used for educating the client on SMBG and foot care. Demonstration is an effective strategy for my client as according to the theory of self-efficacy, â€Å"observ ing other people can strengthen our beliefs that we can perform similar tasks, even when the task is unfamiliar† (Kaufman, 2003, p. 14). Furthermore, both discussion and demonstration are effective strategies for my client as most middle aged adults still have the cognitive function and ability to learn new skills (Crisp & Taylor, 2009). Diabetes management is multi-disciplinary and requires a collaborative healthcare approach (Hunt & Grant, 2010). As a result, referring the client to a dietitian for review is an important education strategy to aid in positive dietary modifications (Sanchez, 2011).This education strategy draws on the evidence-based practice guidelines for the nutritional management of Type 2 DM (Dietitians Association of Australia [DAA], 2006). The guideline highlights that the primary responsibility of the dietitian is to determine a nutrition plan in collaboration with the client’s needs and goals (DAA, 2006). Referring the client to local community s ervices that provide free group exercise programs is also an important education strategy to be incorporated in the plan (Van Dijk, Tummers, Stehouwer, Hartgens, & Van Loon, 2012).Kaufman (2003) argues that according to social learning theory people learn from one another through observation, imitation and modeling behaviour. Visual material including handouts, information packs and website resources are also effective educational strategies for adult learners as they assist self-directed learning (Beagley, 2011). Self directed learning is an effective intervention to facilitate behaviour changes as it enables the adult client to be responsible for their learning, promotes autonomy and can be shared and discussed with family and friend support networks (Funnell et al. 2007). Conclusion / Recommendations In conclusion, type DM is a self-managed chronic disease that requires those affected to be actively involved and informed in their own health care. This education plan has provided relevant information and identified appropriate evidence-based educational strategies that can assist the client newly diagnosed with type 2 DM to make positive lifestyle modifications and reduce the risk of complications. The education plan also emphasizes the importance of extended family and community support to assist in positive health outcomes.The translation of knowledge, willingness to change and sustain positive self-care behaviours is now the overall goal with diabetes management requiring ongoing education and support from healthcare professionals to help clients implement and sustain lifestyle changes (Long & Gambling, (2011). It is recommended that the client has regular reviews and health checks then modification of educational needs and strategies can be assessed and implemented as the disease process changes and the needs to the client changes (Bartol, 2012; Funnell et al. , 2007). Diabetes Education Plan Introduction According to Johnson and Raterink (2009), Type 2 Diabetes Mellitus (DM) is a major global chronic health issue. Though, it is found that the condition is largely preventable as many of the risk factors for developing the disease such as excess weight, poor diet, inactivity, smoking and excessive alcohol consumption, are modifiable behaviours (Australian Bureau of Statistics, 2011).A client newly diagnosed with Type 2 DM may be unaware that the illness can be effectively self-managed with changes to diet, lifestyle and if necessary the inclusion of oral hypoglycemic agents (Australian Institute of Health and Welfare [AIHW], 2008). Therefore, the aim of the education plan is to assist the client to make educated lifestyle choices and changes that will improve health outcomes and reduce the risk of diabetic complications. The education plan will develop evidence-based client education strategies that focus on diabetes management and the modification of unhealthy lifestyle b ehaviours.According to Funnell, Anderson, Austin, and Gillespie (2007), developing appropriate indvidualised educational strategies that increase client knowledge enables the client to make self-directed behavioural changes that aid in effective self-management and improved health outcomes. Background Diabetes care and self-management education needs to be tailored to the individual (Funnell et al. , 2007). The client, in whom this education plan is tailored for, is a 50 year old male with a body mass index of 32 who has been newly diagnosed with Type 2 DM.In designing the education plan it is also important to assess and include extended resources of support for the client (Goldie, 2008). Resources of support may include client’s family and friends, utilisation of local community services and allied health care providers such as social workers, dieticians and podiatrists (Hunt & Grant, 2010). For the client to make informed choices they need to be educated on the disease pro cess and possible complications. Diabetes is an illness that occurs when the body in unable to maintain normal levels of glucose in the blood (McKenny & Short, 2011).Type 2 DM is a progressive disease, characterised by hyperglycemia resulting from defects in the secretion of insulin (AIHW, 2012). Chronic hyperglycemia affects function of cells and tissues and may result in cardiovascular disease, kidney disease, vision loss and lower limb amputations due to neuropathy and peripheral arterial disease complications (AIHW, 2008). Treatment of Type 2 DM is complex with evidence emphasizing the need and importance of a collaborative healthcare team approach (Robertson, 2011).Initial treatment for those newly diagnosed involves nutritional therapy and exercise to aid in weight loss (Zisser, Gong, Kelley, Seidman, & Riddell, 2011). However, as Type 2 DM is a chronic progressive condition, pharmacotherapy is usually required (Tsang, 2012). Oral hypogylcaemic agents are typically the first p harmacological intervention to improve glycaemic control and these agents include Biguanides (Metformin), Sulphonylureas, Acarbose, Meglitinides, and Thiazolidinediones (Phillips & Twigg, 2010; Sanchez, 2011). Tsang (2012) argues that Metformin is recommended as the first line of treatment.In addition, due to the progressive nature of the condition most clients will require insulin therapy to achieve and maintain adequate glycaemic control (Nyenwe, Jerkins, Umpierrez, & Kitabchi, 2011). Newly diagnosed clients require substantial guidance and education regarding disease self-management (Johnson & Raterink, 2009). Self-management issues the client and family may have include adhering continually to a daily regime of monitoring blood sugar levels and the self regulation of diet, exercise and medication (Long & Gambling, 2011).Clients and their families also need to know how to manage the complications of diabetes including foot hygiene and the management of hypogylcaemic or hyperglyca emic episodes (Sanchez, 2011). Specific focus of education Through the identification of self management issues and potential areas of knowledge deficit, the nurse is able to tailor an education plan that focuses on the individual learning needs of the client and their family, resulting in mutually agreed upon short and long term goals (Aranda, 2008).Therefore, client and family education will focus on positive lifestyle modifications to increase physical activity and improve eating habits (Bartol, 2012). The lifestyle modifications of healthy eating and increased activity levels improve blood glucose control, aid in weight management, improve general health and may reduce the need for oral hypoglycemic agents (Sanchez, 2011; AIWH, 2012). In addition, education on the self monitoring of blood glucose (SMBG) focuses on self-management strategies.Education should focus on how to perform the test with the use of a blood glucose meter, how to care for equipment and how to manage a high or low blood glucose reading (Sanchez, 2011). SMBG is an important component of diabetes management as it enables the client to learn and evaluate the effects of diet and exercise on blood glucose levels which should aid better adherence to treatment regime (Nyenwe et al. , 2011). Client knowledge deficit in relation to oral hypogylcaemic medications and insulin therapy should also be addressed.Medication education should provide information regarding what each medication is, dosage, possible side effects and if they interact with any other medications (Bullock & Manias, 2011). Education that focuses on medications is important as it can enhance clients understanding and willingness to take it (Bartol, 2011). Lastly, due to the increased risk of foot ulceration and lower limb amputations, it is important to provide an educational intervention that focuses on foot hygiene and care (Ogrin & Sands, 2006).Diabetes education on foot care aims to prevent foot ulceration by focusing on sel f management strategies to improve foot care behaviours (The National Health and Medical Research Council [NHMRC], 2009). Education Strategies Before educational strategies can be implemented you must first identify possible challenges and any potential barriers to learning your client may have (Beagly, 2011). According to Beagly (2011) â€Å"barriers that inhibit patient education are age, literacy, language, culture and physiological obstacles† (p. 31). Preferred learning style, language, cognitive ability and literacy level are determined during the assessment process (Funnell et al. , 2007). As the client is a 50 year old male, the principles of adult learning should be applied when choosing an appropriate educational strategy (Bullock & Manias, 2011). The principles of adult learning highlight that adults bring life experience with them and adults generally prefer self-directed, problem-based education that is relevant and applicable to their lives (Clapper, 2010).One-on -one discussion is one educational strategy found to have positive effects on lifestyle changes and increasing knowledge for clients with diabetes (NHMRC, 2009). One-on-one discussions enhance application of new information through the provision of relevant and practical advice, thus reflecting the principles of adult learning (Bullock & Manias, 2011). These discussions also enable feedback on progression and application of theory into practice (Kaufman, 2003). Discussions should also include individual and group family education sessions.Mayberry and Osborn (2012) have found that when family members are educated on diabetes management, improvements in clients self-care behaviours, weight and glycaemic control were noted. Providing education through demonstration is another effective adult learning strategy and should be used for educating the client on SMBG and foot care. Demonstration is an effective strategy for my client as according to the theory of self-efficacy, â€Å"observ ing other people can strengthen our beliefs that we can perform similar tasks, even when the task is unfamiliar† (Kaufman, 2003, p. 14). Furthermore, both discussion and demonstration are effective strategies for my client as most middle aged adults still have the cognitive function and ability to learn new skills (Crisp & Taylor, 2009). Diabetes management is multi-disciplinary and requires a collaborative healthcare approach (Hunt & Grant, 2010). As a result, referring the client to a dietitian for review is an important education strategy to aid in positive dietary modifications (Sanchez, 2011).This education strategy draws on the evidence-based practice guidelines for the nutritional management of Type 2 DM (Dietitians Association of Australia [DAA], 2006). The guideline highlights that the primary responsibility of the dietitian is to determine a nutrition plan in collaboration with the client’s needs and goals (DAA, 2006). Referring the client to local community s ervices that provide free group exercise programs is also an important education strategy to be incorporated in the plan (Van Dijk, Tummers, Stehouwer, Hartgens, & Van Loon, 2012).Kaufman (2003) argues that according to social learning theory people learn from one another through observation, imitation and modeling behaviour. Visual material including handouts, information packs and website resources are also effective educational strategies for adult learners as they assist self-directed learning (Beagley, 2011). Self directed learning is an effective intervention to facilitate behaviour changes as it enables the adult client to be responsible for their learning, promotes autonomy and can be shared and discussed with family and friend support networks (Funnell et al. 2007). Conclusion / Recommendations In conclusion, type DM is a self-managed chronic disease that requires those affected to be actively involved and informed in their own health care. This education plan has provided relevant information and identified appropriate evidence-based educational strategies that can assist the client newly diagnosed with type 2 DM to make positive lifestyle modifications and reduce the risk of complications. The education plan also emphasizes the importance of extended family and community support to assist in positive health outcomes.The translation of knowledge, willingness to change and sustain positive self-care behaviours is now the overall goal with diabetes management requiring ongoing education and support from healthcare professionals to help clients implement and sustain lifestyle changes (Long & Gambling, (2011). It is recommended that the client has regular reviews and health checks then modification of educational needs and strategies can be assessed and implemented as the disease process changes and the needs to the client changes (Bartol, 2012; Funnell et al. , 2007).

Bangle Sellers

The poem â€Å"Bangle Sellers† was first published in the year 1912 by Sarojini Naidu in her collection of poems called â€Å"The Bird of Time. † A group of bangle sellers is on its way to the temple fair to sell their bangles. One of them is the narrator of this poem. They are an impoverished and marginalized group of people whose income from the sales of their bangles is at the best of times uncertain and very meagre. However the bangles they sell are of religious and symbolic importance: no Indian widow is permitted to wear bangles. Hence the wearing of bangles is considered to be very auspicious and of symbolic value bordering on the religious. What is of great significance in the poem is that the bangle seller does not say a word about his/her poverty, nor does he/she say anything about the profit that he/she intends to make by selling his/her bangles at the temple fair where he/she will certainly do roaring sales. On the contrary he/she only concentrates on the human element of the product he/she is going to sell at the temple fair: Who will buy these delicate, bright Rainbow-tinted circles of light? Lustrous tokens of radiant lives, For happy daughters and happy wives. Sarojini Naidu has foregrounded the auspiciousness and the symbolic value of the custom of wearing bangles by repeating â€Å"happy. † The ‘happy' daughters look forward to their marital bliss while the ‘happy' wives are content and glory in the fulfillment which is a result of their marital status. Each of the next three stanzas deal with the three stages in the life of of an average Indian woman – a virgin maiden, an expectant bride and finally a mature matriarch. The bangles are of many colors. However, each stage in an Indian woman's life s described lyrically and appropriately according to the colour of the bangle suitable to that stage:for the maiden virgin who is always dreaming of a happily married life it is a misty silver and blue, for the expectant and passionate bride it is a golden yellow, and for the mature matriarch it is a â€Å"purple and gold flecked grey. † Simil arly Sarojini Naidu very poetically describes the longings of an Indian woman according to each stage of her life: the virgin maiden is carrying in her heart countless dreams of her future married life and she is compared to a â€Å"bud that dreams. The young bride is described as brimming over with passionate desire although she is nervous about what the future holds for her as she leaves her parental home – â€Å"bridal laughter and bridal tear. † Finally, she describes the proud and faithful matriarch who has attained fulfillment by successfully rearing her sons – â€Å"serves her house in fruitful pride -† and hence is permitted to take her rightful place by the side of her husband in all the domestic religious rituals.

The Varied Size of the Roman Legions

The Varied Size of the Roman Legions Even in the course of a military campaign, the size of a Roman legion varied because, unlike the case of the Persian Immortals, there wasnt always someone waiting in the wings to take over when a legionary (​miles legionarius) was slain, taken prisoner or incapacitated in battle. Roman legions varied over time not only in size but in number. In an article estimating population size in ancient Rome, Lorne H. Ward says that up to at least the time of the Second Punic War, a maximum of around 10% of the population would be mobilized in the case of a national emergency, which he says would be about 10,000 men or about two legions. Ward comments that in the early, close-to-annual border skirmishes, only the number of men in half a conventional legion might be deployed. Early Composition of the Roman Legions The earliest Roman army consisted of a general levy which was raised from the aristocratic landowners .... based on the three tribes, each of which provided 1000 infantry.... Each of the three corps of 1000 comprised ten groups or centuries, corresponding to the ten curiae of each tribe.- Cary and Scullard The Roman armies (exercitus) were composed mainly of Roman legions from the time of the legendary reforms of King Servius Tullius [also see Mommsen], according to ancient historians Cary and Scullard. The name for the legions comes from the word for the levy (legio from a Latin verb for to choose [legere]) that was made on the basis of wealth, in the new tribes Tullius is also supposed to have created. Each legion was to have 60 centuries of infantry. A century is literally 100 (elsewhere, you see a century in the context of 100 years), so the legion would have originally had 6000 infantrymen. There were also auxiliaries, cavalry, and non-combatant hangers-on. In the time of the kings, there may have been 6 centuries of cavalry (equites) or Tullius may have increased the number of equestrian centuries from 6 to 18, which were divided into 60 units called turmae* (turma in the singular).Increasing Number of LegionsWhen the Roman Republic started, with two consuls as leaders, each cons ul had command over two legions. These were numbered I-IV. The number of men, organization and selection methods changed over time. The tenth (X) was Julius Caesars famous legion. It was also named Legio X Equestris. Later, when it was combined with soldiers from other legions, it became Legio X Gemina. By the time of the first Roman emperor, Augustus, there were already 28 legions, most of which were commanded by a senatorial legate. During the Imperial period, there was a core of 30 legions, according to military historian Adrian Goldsworthy. Republican Period Roman ancient historians Livy and Sallust mention that the Senate set the size of the Roman legion each year during the Republic, based on the situation and available men. According to 21st-century Roman military historian and former National Guard officer Jonathan Roth, two ancient historians of Rome, Polybius (a Hellenistic Greek) and Livy (from the Augustan era), describe two sizes for Roman legions of the Republican period. One size is for the standard Republican legion and the other, a special one for emergencies. The size of the standard legion was 4000 infantry and 200 cavalry. The size of the emergency legion was 5000 and 300. The historians admit of exceptions with legion size going as low as 3000 and as high as 6000, with cavalry ranging from 200-400. The tribunes in Rome, after administering the oath, fix for each legion a day and place at which the men are to present themselves without arms and then dismiss them. When they come to the rendezvous, they choose the youngest and poorest to form the velites; the next to them are made hastati; those in the prime of life principes; and the oldest of all triarii, these being the names among the Romans of the four classes in each legion distinct in age and equipment. They divide them so that the senior men known as triarii number six hundred, the principes twelve hundred, the hastati twelve hundred, the rest, consisting of the youngest, being velites. If the legion consists of more than four thousand men, they divide accordingly, except as regards the triarii, the number of whom is always the same.- Polybius VI.21 Imperial Period In the imperial legion, beginning with Augustus, the organization is thought to have been: 10 squads (contubernia - a tent group of generally 8 men) a century, each commanded by a centurion 80 men [note that the size of a century had diverged from its original, literal meaning of 100]6 centuries a cohort 480 men10 cohorts a legion 4800 men. Roth says the Historia Augusta, an unreliable historical source from the late 4th century A.D., may be right in its figure of 5000 for imperial legion size, which works if you add the 200 cavalry figure to the product above of 4800 men. There is some evidence that in the first century the size of the first cohort was doubled: The question of the size of the legion is complicated by the indications that, at some point subsequent to the Augustan reform, the organization of the legion was altered by the introduction of a doubled first cohort.... The principal evidence for this reform comes from Pseudo-Hyginus and Vegetius, but in addition there are inscriptions listing discharged soldiers by cohort, which indicate that about twice as many men were discharged from the first cohort than from the others. The archaeological evidence is ambiguous... at most legionary camps the pattern of barracks suggests that the first cohort was of the same size as the other nine cohorts.- Roth * M. Alexander Speidel (Roman Army Pay Scales, by M. Alexander Speidel; The Journal of Roman Studies Vol. 82, (1992), pp. 87-106.) says the term turma was only used for the auxiliaries: Clua was a member of a squadron (turma) - a subdivision known only in the auxilia- led by a certain Albius Pudens. Although Clua named his unit simply by the colloquial expression equites Raetorum, we can be certain a cohors Raetorum equitata was meant, perhaps cohors VII Raetorum equitata, which is attested at Vindonissa during the mid-first century. The Imperial Army Beyond the Legions Complicating questions of the size of the Roman legion were the inclusion of men other than the fighters in the numbers given for the centuries. There were large numbers of slaves and civilian non-combatants (lixae), some armed, others not. Another complication is the likelihood of a double-sized first cohort beginning during the Principate. In addition to the legionaries, there were also auxiliaries who were mainly non-citizens, and a navy. Sources Roman Population, Territory, Tribe, City, and Army Size from the Republics Founding to the Veientane War, 509 B.C.-400 B.C., by Lorne H. Ward;  The American Journal of Philology, Vol. 111, No. 1 (Spring, 1990), pp. 5-39A History of Rome, by M. Cary and H.H. Scullard; New York, 1975.The Size and Organization  of the Roman Imperial Legion, by Jonathan Roth;  Historia: Zeitschrift fà ¼r Alte Geschichte,  Vol. 43, No. 3 (3rd Qtr., 1994), pp. 346-362How Rome Fell, by Adrian Goldsworthy; Yale University Press, 2009.

The 10 Most Frequently Looked-Up Words

The 10 Most Frequently Looked-Up Words The 10 Most Frequently Looked-Up Words The 10 Most Frequently Looked-Up Words By Mark Nichol According to Merriam-Webster’s website, these are the ten most frequently search terms on the site- not what is trending now, but the words that consistently rank among the top searches. 1. Affect/Effect This double entry is not surprising; the confusion between affect and effect is one of the most common among homophones (words that sound alike but are spelled differently) and near homophones. Merriam-Webster advises that writers can use a simple rule in mind when determining which word to use- affect is usually a verb and effect is usually a noun- but exceptions in which the reverse is true are frequent enough to render this advice scarcely useful. Another mnemonic to help you distinguish the two is that to affect is to have an effect, and an affect leads to an effect. Affect usually means â€Å"have an effect or influence,† as in â€Å"Will not completing this assignment affect my grade?† while an effect is something that is the result of a causative phenomenon (hence the phrase â€Å"cause and effect†), as in â€Å"Will not completing this have an effect on my grade?† But note that affect can also serve as a noun meaning â€Å"aspect of an emotion† or â€Å"evidence of an emotion.† In psychology, to say that one presents a flat affect is to express that the person exhibits little or no emotion. In addition, effect is sometimes used as a verb meaning â€Å"bring about,† as in â€Å"Our goal is to effect a change in policy.† One can also say, â€Å"Our goal is to affect a change in policy,† but that means that one merely wishes to have an impact; to effect a change is to deliberately create the change. As a verb, affect also means â€Å"create the appearance of,† as when one affects a sophisticated manner to conceal humble origins, or â€Å"pretend,† as when one affects not to know about something that one is actually aware of. Either sense implies deception. The adjective affective means â€Å"emotional† or â€Å"expressing emotion,† while affecting, as an adjective, means â€Å"evoking a strong emotional response.† Effective means â€Å"producing a decisive or desired effect† and pertains to being actual, operative, or ready (and rarely, as a noun, denotes one who is effective), while effectual means â€Å"producing, or able to produce, a desired effect.† 2. Albeit This archaic-seeming word means â€Å"even though†; one would write, for example, â€Å"The jacket was expensive, albeit a practical necessity in cold weather.† It is one in a category of compound words combined to serve as an adverb, such as notwithstanding and nevertheless, or a conjunction such as the rare word howbeit or the common term whereas. 3. Ambiguous Ambiguous means â€Å"doubtful or uncertain† or â€Å"unexplainable,† but usually it denotes something that can be understood in two distinct ways, as when one exclaims, â€Å"I’ve never seen anything like it,† which does not inform the listener about whether the speaking is commenting positively or negatively. The first element, ambi-, meaning â€Å"both† or â€Å"on both sides,† is also seen in ambivalent (with which it is often confused, though that word means â€Å"having contradictory feelings†) and ambidextrous. The noun form of ambiguous is ambiguity. 4. Apathetic Apathetic is an adjective meaning â€Å"indifferent† or â€Å"uncaring†; the noun form, apathy, literally means â€Å"lack of feeling.† (This post discusses this and other words formed from the root pathos, meaning â€Å"feeling† or â€Å"suffering.†) 5. Conundrum Conundrum refers to complex, difficult problems or, more informally, a mystery or puzzle (or a riddle with a punning answer). The word is, ironically, itself a mystery, with an unknown etymology, although one theory is that hundreds of years ago, an Oxford University student coined the word to parody Latin; indeed, more than one spelling among various forms used in the word’s early years began with qu-, often a sign of Latin origin. 6. Cynical A cynical person is one skeptical of others’ motives or convinced that people always put their own interests before those of others. The word derives from the name of a Greek school of philosophy, whose adherents were called Cynics (from the Greek term kynikos, meaning â€Å"like a dog†); one with a cynical attitude is a cynic, and the quality of being cynical is called cynicism. 7. Integrity Integrity is the quality of being fair and honest (said of a person) or of being complete or sound (said of an object), as in the notion of structural integrity of something constructed. 8. Love Love is the most curious entry in this list, as it is a deceptively simple word. Love, however, can- as a noun or a verb- express a passion for anything (â€Å"I love that movie!†) as well as romantic and sexual feelings or behavior, in addition to religious passion. Loving and lovable are adjectival forms, and one who loves is a lover. 9. Pretentious Someone who has an exaggerated sense of importance or worth is pretentious; such a person is said to have pretensions, even if only one category of pretension exists, and a pretense is a deception (as in the redundant but idiomatic phrase â€Å"false pretenses†). The word is derived from the Latin verb praetendere, which literally means â€Å"stretch in front†; pre means â€Å"before,† and tendere, meaning â€Å"stretch,† is the basis of tender (as in â€Å"tender one’s resignation†) and tendon, the term for connective tissue that stretches between muscles and bones. (Tender in the sense of â€Å"sensitive† or â€Å"loving,† among other meanings, is unrelated.) By extension, the notion of literal stretching gave way to the meanings â€Å"stretching the truth† or â€Å"acting as if something not true is true,† and one who acts pretentiously is a pretender. 10. Ubiquitous Something widespread is ubiquitous; the quality of something existing everywhere or being encountered often is ubiquity. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?Dawned vs. Donned50 Words with Alternative Spellings

Challenges in recovery of mental health client Essay

Challenges in recovery of mental health client - Essay Example The depiction in the text is protected and the inferences are not aimed at anyone whatsoever. The paper is a reflection of study on the addictions in the country. The victim of the study is fictitious and used based on education with reference to drug abuse. Addictions are resultant to the use of substance initially pleasurable but the continued use becomes obsessive and hampers with ordinary life errands like work and health or relationships. When out of control, it affects the people around you directly or indirectly (Taite & Scharff, 2013, 25). Ms. M has been in the country for 30 years as an illegal immigrant after getting into the country through the Mexican border with the aim of making a good life in the land of opportunities. This client is 46 years of age, and Latina of descent. She started working as a bartender at a local bar near her residence before she had become an addict of the substances. She is a mother of two children one who died from an OD and the other daughter is stable and working for the government and isolated herself from the habits of her mother. She blames the mother for the death of her sister. Her drug abuse led her into debt and bad choices where she lost her home and a place to leave (Rassool, & Gafoor, 2007). She has been struggling in the streets of New York moving from shelter to shelter. She no longer works and has to scavenge for a drug handout from the dealers who give her under the regulations (Boyd, 2007). Ms. M came to the center to apply for rehabilitation after opting to find refuge to the prevalent case of drug abuse in the life she leads. MS. M is began to express her thought in the life she leads was not very sustaining as pertains to the age she was now. Her social life has been dysfunctional since she started to consume many different drugs with the aim of getting high. She gradually graduated from the simple marijuana to cocaine and went into the use of crystal meth. The abuse of drugs has made Ms. M looks older than actually is since the drugs are taking most of her money and little goes into her health. She does not have any medical insurance. She asserts that she is determined to get help ad has enrolled in a local hospital after being rejected severally. Her emotional detachment from her daughter who is still alive does not seem to bother her since she says she does not want to hurt herself emotionally (Dossey & Keegan, 2009). She has the urge to reconnect but the daughter has not yet agreed to come to terms with the mother. The greatest obstacle M faces are the change in the lifestyle she is used to, now she lives with a dealer who is sometimes the boyfriend and uses the drugs as an advantage to having her do his bid. At times, she is forced to take the drugs since they are flaunted in front of her. She asserts that her devotion is tested by the social circle she dwells (Peabody, 2013). She says that the worst and saddening time of her life was when she would give her body to get a do se of the drug and that would always lead to her getting raped by the dealers. Ms. M has been struggling with the addiction from abuse of drugs and specifically crystal meth, which she was hooked on recently. She has the courage to overcome the drug abuse and the social circles that make her life miserable. The use of crystal meth was the last option she had after her struggle with cash proved stronger. Present issues M has been using the drug for more than 20 years where she had drug