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  • How to Make Money As a Reflexologist

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    Being a reflexologist is one of the top five career choices in the field of holistic health. The trend shows that more and more people are turning toward holistic practices to enhance traditional medical therapies. Being a reflexologist also allows the practitioner to create a flexible schedule in many circumstances.

    If you have thought about a career in reflexology, it is time to start getting more information. The first thing you should do is contact the local reflexology association in your area. One such website is for the American Reflexology Certification Board. Although, certification is not required in the United States, for professional reasons, you should be certified if it is available.

    At the website, you will want to find answers to several things. You can look for schools certified to teach reflexology, licensing and certification requirements, and any other information you think would be helpful to you.

    Going to school to become a reflexologist is a requirement in most places, even if you don’t need to be licensed or certified after graduating. Classes range in duration from six months to one year or more. The class usually is at least 100 hours in classroom time and at least 300 hours practical time. Depending on your location, requirements may vary.

    You should look for a reflexologist program that focuses on more than the feet and hands. Look for a school that discusses health, nutrition, biology, chemistry, physiology, anatomy, ethics and professionalism. Finding a school that also explains the business side of being a reflexologist is a plus.

    You may want to consider a school that also offers a massage therapist program. Even if you don’t do it now, becoming a massage therapist can add to your income potential and increase your marketability. You may decide to wait to take these classes later, since they are more intense and licensing is a requirement in many areas.

    As a reflexologist, you will be working with a client’s feet and hands for 45 minutes to one hour in a normal session. You should be able to talk with the client before, during and after the session. It is your job as a reflexologist to calm and relax the client while being a good listener.

    Once you are in the final stages of the reflexologist program, you should start working on marketing your services. From your practical experience, you may have a small client base, but you need a large client base that will continue to grow. You should decide if you want to go to your clients or have them come to you. If they come to you, consider renting space or partnering with a chiropractor, doctor’s office, podiatrist, or holistic health center.

    You may also want to check local gyms and spas as well. They may allow you to offer your reflexologist services through the business or they may hire you full time. It is just a matter of going to these different places and selling yourself and your services.

    If you decide to go to your clients, you will want to partner with doctors, holistic practitioners, chiropractors, and gyms. They may refer clients to you to enhance the therapies their patients are currently receiving.

    Once you know how you are going to work, you need to decide on the cost of your reflexology services. Some places will dictate the fees you can charge, and others will not. You will need to contact local reflexologists, and ask them about the services they offer and fees associated with the services. This information will give you a basis to work from when developing your own pricing system.

    You should check reflexologist web sites routinely and subscribe to industry magazines. This will keep you up on new trends, tips, and techniques in reflexology. You may also look at continuing education class at your local community college.

    Since you may with working with clients in a medical setting, the client may think you are a medical doctor. If this should happened, just gently remind the patient that you are not a doctor, but a trained, certified (when applicable), professional reflexologist.

    The only other real problem you could face would be if you feel the client is unclean or the client’s feet and/or hands have sores, fungus or other diseases. Never feel that you have to accept everyone who contacts you as a client. You need to protect the clients you already have, and that may mean refusing service to others. Let them know they have a problem and should seek medical attention. Tell them to return to you when the problem has been corrected and then you will take them as a client.

    If you are still interested in becoming a reflexologist, contact the local reflexology association, get more information, and get started.

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    Source by Randy Wilson

    Views: 0

  • Mindset: A Summary

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    Dr. Carol S. Dweck was challenged by her student to write a book on the results of years of their research study. Dr. Carol S. Dweck rose to the occasion and has written this book, “Mindset: The New Psychology of Success, and How we can Learn to Fulfill Our Potential” in the hope that it will help the ordinary human being understand that life is what you make it and not what was dealt to you at birth. She has written in simple language giving examples of ordinary real people like herself and her students, artists like Picasso, sportsmen like Michael Jordan, the basketball player and John McEnroe the tennis player, Marina Semyonova the great Russian dance instructor and CEOs of different companies to name a few. In the third paragraph of her introduction she writes, “… you’ll learn how a simple belief about yourself… guides a large part of your life… In fact it permeates every part of your life… ” Thus she draws the reader into the book, making the reader one of her real life examples as the reader finds himself or herself in these examples.

    Dr. Dweck introduces the two types of mindsets, the fixed mindset and the growth mindset in the first section of the book. She writes how she learned from ten year old kids that failure could be turned into a gift if you had the right mindset. By giving them hard puzzles to work on, the kids cultivated their intellectual skills through effort and did not give up. These kids became her role models in her pursuit of whether human qualities are things that can be cultivated or are things curved in stone. Each person has a unique genetic endowment but experience, training, and personal effort take them the rest of the way.

    Dr. Dweck’s twenty years of research has shown that the view you adopt for yourself profoundly affects the way you lead your life. She writes that, if you believe that your qualities and traits are curved in stone and cannot be changed then you have a fixed mindset. And if you believe that cherished qualities and traits can be developed and cultivated then you have a growth mindset.

    Fixed mindset people believe that an individual’s intelligence, quality and traits are a fixed quantity which cannot be increased. If they are doing well in school then they are smarter than the others who are not doing well. If they do well in sports then they have talent dealt them at birth. They spend time to prove that they are better in the qualities dealt to them just to prove they were dealt a healthy dose and that they are not deficient. If something doesn’t work for fixed mindset people they always blame it on something else.

    Growth mindset people work hard to do better always. They do not sit back and see their accomplishments as the final goal. In their minds there is always room for improvement. They have no time to sit and see themselves as the best or better than others. They have no time to sit and think that they have a special talent. They are busy thinking of how they can make it better and what changes they can make if something expected did not go right. To them if something doesn’t go right it’s not failure it is a challenge to find out ways to make it happen.

    In the second section of the book, Dr.Dweck, takes us through her research journey of fixed mindset and a journey of growth mindset through several sets of eyes. Showing how these two mindsets make or break people in their daily lives. In individual sports she gives an example of John McEnroe fixed mindset in tennis. He was a brilliant player who believed on talent not effort and working hard. When he didn’t win he blamed it on something else. Like when he blamed the system for not liking the game any more. He would not take responsibility. Micheal Jordan on the other hand has a growth mindset. If he missed a goal he would go and practice for several hours trying to figure out why he missed it In team sport the author gives an example of Couch John Wooden who was tactically and strategically average but went on to win ten national championships. Coach Wooden a growth mindset, tells us he was good at getting players to fill roles as part of a team. He cared about the feelings of the players. Fixed mindset like Coach Bobby Knight picked players for talent. He was an excellent coach but used the dictator approach to win. The winning were short lived and broke individuals’ characters in the process.

    In corporate companies the author uses General Electric CEO, Jack Welch, as the fixed mindset who managed to humble himself to a growth mindset and as he grew in his mindset the company grew at the same time. Lee Iacocca whose fixed mind set is good to bring the company up to the top in a hurry but then you need to get rid of him before he breaks it. Ford motor company did just that and Lee Iacocca was not happy. Fixed mindsets leaders are more concerned with being heroes and put their ego before the welfare of the company. The author gives example of Enron as a company that broke in the hands fixed mindset high echelon smart people. Enron employed smart people with talent and paid the maximum price of closing the company. Enron is a good example of groupthink where executives get carried away with their brilliance and superiority and make catastrophic decisions.

    In love, these two mindsets can make or break a relationship. In her research, Dr. Dweck, found out that fixed mindsets feel judged and labeled by rejection in a break up. They also chose revenge as a means to get at the person who hurt them. Growth mindsets chose to forgive, learn from it and move on. The author gives Hilary Clinton as an example who forgave her husband and went to canceling in order to save her relationship. Time and effort is needed to cultivate the emotional skills that are needed to keep a relationship.

    Dr. Dweck, ends this third section with the influence that parents’, teachers’ and coaches’ mindsets have on children that are under their care. In her research she found out that children interpret the caregivers words of support and encouragement in a fixed mindset approach. This sets them up for failure. For example, “… You learned that so quickly! You are so smart… ” is interpreted as “… If I don’t learn something quickly, I’m not smart… ” She explains that parents, teachers and coaches should refrain from giving praise that judges their intelligence or talent but praise them for the work that they put in. She goes on to say parents, teachers, and coaches need to give equal time and attention to the children regardless of their initial skills. The children will in turn give all and blossom. The author points out, “… As parents, teachers, and coaches we are entrusted with peoples’ lives. They are our responsibility and our legacy… “

    In the fourth section of the book, Dr. Dweck, embarks on the most gratifying part of her work, watching people change. People are not conscious or aware of their beliefs. Dr Aaron Beck, a psychiatrist, discovered that he could teach them how to work with and change these beliefs. And cognitive therapy, one of the most effective therapies ever developed, was born. Dr Dweck, used workshops to probe the way people of fixed mindsets dealt with information they were receiving. She found that they put a strong evaluation on each piece of information. Something good led to a very strong positive label and something bad led to a very strong negative label. People with growth mindset are also constantly monitoring what’s going on, but their internal monologue is not about judging themselves or others. They are sensitive to positive and negative information, but they are attuned to it’s implications for learning and constructive action. Dr. Dweck also had workshop for students. The workshops require a large staff to deliver the material. So the workshop material was put on interactive computer modules. The teachers guide their classes through the modules, and called it Braintology. These mindset workshops put students in charge of their brain.

    It is interesting to note how a simple characteristic like a mindset affects decision making in a wide spectrum of the population. A student in kindergarten, a CEO in billion dollar company, a surgeon at work in a hospital, a sportsman at practice and on the court, a chef at a high end hotel, selection of dance students and a sport team. College students drop classes or drop out of school due to having a fixed mindset. A growth mindset helps you learn to deal with anger, and deal with stereotypes in racial and gender discrimination. It’s quite fascinating.

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    Source by Nancy Maina

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  • 5 Tips for Dating Slavic Women

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    Depending on how young is the lady you fancy and where she had grown up (in a western country or somewhere in Russia, Belarus, or Ukraine), she will behave more or less like the typical Slavic woman. Girls who grew up in western countries may behave similar to western females. But if she finished school in countries of the post-USSR, then she definitely will have some specific expectations that you need to take in consideration in your approach.

    1. Dress up.

    A well dressed man is a pleasant sight for most females. But Slavic women dating rule book has a special place for an elegant man, as Russian, Ukrainian ladies love to dress up themselves. If you look sloppy, she will not feel comfortable and may decide you are not a suitable match. Wearing a jacket, nice pants, and a collared shirt with laced-up shoes will make you look more attractive for women of Slavic origin.

    2. Bring flowers.

    Most westerners think it’s too much to give a woman flowers on the first date. But if a woman is from the former USSR, she expects it as a necessary gesture of adherence to the polite courtship ritual (as opposed to a guy simply trying to pick her up). FSU dating culture still insists on a man bringing a bouquet for a lady on the first date, or she will think you do not respect her. How do you find out if the Slavic girl you have a date with expects flowers from a man? Ask her if she likes flowers. If she says, “Of course!”, then ask her what kind of flowers she likes. If she can give you an instant answer, she is definitely into the “flower dating culture” and you are safe to bring a bunch of pretty blossoms. (Sure, if she says she doesn’t like flowers, no need to do it.)

    3. Court her.

    Courting means looking after your girl on a date as if she was a dainty lady: Open doors, move chairs, offer your hand when she exits a car, hold her coat for her to slip in. Things that gentlemen used to do for their ladies in 1950s. (Ask your grandmother if you struggle to understand what it’s all about.) These little gestures are still in vogue among Slavic girls and she will be really impressed, as most westerners don’t do it. That’s a sure way to separate yourself from all the other guys trying to woo her.

    4. Make decisions.

    Every Slavic girl wants to meet a “real man”. What does she mean by that? Someone who is decisive and confident. This means, book a restaurant (you can even find a good Russian restaurant, she will approve), decide what you do before and after, ask what she is going to eat prior the waiter coming and order for her, and so on. She wants to feel that she can simply relax and rely on you. That’s what Slavic women seek in a partner.

    5. Pick the bill.

    If you offer to split expenses, this will be the last time you see your Slavic girl. In Russia and Ukraine, men still pay for dates -moreover, a Russian guy would feel insulted if a woman offered to go halves, as if she thought he wasn’t a “real man”.

    If you follow these 5 easy tips, your dates with Slavic ladies will definitely go smoother.

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    Source by Elena Petrova

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  • How Smoking (Drug Abuse) and Drinking (Alcohol) Affects Your Academic Performance

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    One day, Barack’s mother, Ann Dunham marched into his room, wanting to know the details of Pablo’s arrest. “Don’t you think you are a little casual about your future?” she asked. “What do you mean? he responded. “Bar, you know exactly what I mean. Your friend Pablo was just arrested for drug possession, and your grades are slipping. You haven’t even started on your college application.”

    Barack Obama was a serious and brilliant student before he gained admission into Punahou School, Honolulu. In this school, he joined the “Choom gang”. It was a self-named gang that spent time together drinking alcohol, smoking marijuana and sniffing cocaine. Drugs made the choom gang popular in school. His relationship with the choom gang prospered, but his academics suffered. Drugs and alcohol made him lose focus. All he thought about was how to get high. He and his friends Ray, Pablo, Mark and others exhausted their time devising simply ways of doing drugs, which include total absorption (TA), the antithesis and the choomwagon. Reading was difficult because he was always high and confused. Indeed, he was heading towards becoming a junkie.

    His performance in school was a mess. Barack’s mother was right. His grades were going down every term. He was not even bothered about admission to college. All he thought was drugs because it was part of him. Truly, his friend Pablo was arrested by the police for drug possession.

    When pressure from his mum and his poor performance became unbearable, he thought about not going to college. Nevertheless, Barack’s mother kept encouraging him. She always told him that he could get into any school in the country if he just put in a little effort. Within him, he knew that the “effort” he needed was to quit drugs.

    He managed to graduate without mishap and was admitted into Occidental College in Los Angeles. Even without the choom gang around, Barack continued his drug escapade. To continue his education, Barack was transferred to Columbia University, New York.

    In New York, he decided to stop getting high. For the first time in years, Barack applied himself to his studies. He regained his love and strength for reading. Reading and understanding became easy because he was focused and at alert always. Barack began to trace out his future. It became clear that he had been wasting his precious time on drugs. He attended class regularly and soon graduated with good grades.

    “Using drugs and alcohol was a seriously misguided mistake. It was my greatest moral failure that could have destroyed my future. Maybe if I had not stopped doing drugs, I might have dropped out of school and wouldn’t have become the 44th President of the United States”, he once said.

    Lesson

    Drug and alcohol use on campus is universal. Students articulate many reasons why they do it, but most neglect to consider the academic and long-time consequences of their actions. Some are compelled to use drugs at social gatherings either because everyone else seems to be doing it or they believe it’s the cool thing to do. Others feel that drug and alcohol abuse offers an escape away from school or work-related stress, financial worries or relationship problems. Some feel that alcohol and drug abuse provide a way to compensate for feelings of shyness or low esteem.

    According to one study, 90% of teens said they have used alcohol; 50% have used marijuana; 17% have used cocaine, and 13% have used some form of hallucinogenic drugs. Drug use has been classified as a major problem of students as early as in primary 4. A recent report published by the Substance Abuse and Mental Health Services Administration suggests that adolescents who receive grades of D or below are more likely than those in good academic standing to have recently used cigarettes, alcohol and/or other illicit drugs.

    The new research is part of a large-scale study of health and development conducted in New Zealand. Researchers administered IQ tests to over 1,000 individuals at age 13 (born in 1972 and 1973) and assessed their patterns of cannabis use at several points as they aged. Participants were again tested for IQ at age 38, and their two scores were compared as a function of their marijuana use. The results were striking: Participants who used cannabis heavily in their teens and continued through adulthood showed a significant drop in IQ between the ages of 13 and 38-an average of 8 points for those who met criteria for cannabis dependence. (For context, a loss of 8 IQ points could drop a person of average intelligence into the lowest third of the intelligence range.) Those who started using marijuana regularly or heavily after age 18 showed minor declines. By comparison, those who never used marijuana showed no declines in IQ.

    Researchers studying the effects of alcohol use on the brain are aided by advanced technology such as magnetic resonance imaging (MRI), diffusion tensor imaging (DTI), position emission tomography (PET) and electrophysiological brain mapping (EBM) showed that long-term heavy drinking lead to shrinking of the brain which impairs learning, memory formation and retrieval. That is why most times we read and forget within a short period.

    The process of generating new brain cells (i.e., neurons) is called neurogenesis. High level of alcohol leads to a disruption in the growth of brain cells. The decline of the number of brain cells leads to problems in learning and behaviour. The number of brain cell a student possesses determines his level of understanding. A student who has a higher amount of brain cells will do better academically.

    Thiamine, also known as vitamin B1, is an essential nutrient required by the brain. Up to 80% of alcoholics have a deficiency in thiamine, which may lead to memory loss and mental confusion. It might also affect your attention and concentration. Substance abusers easily get distracted; misplace things, forgetting to keep appointments and so on. As the brain continues to adapt to the presence of the drug, regions outside of the reward pathway are also affected. Brain regions responsible for judgment, learning, and memory begin to physically change or become “hardwired.” Learning, reading, and comprehension becomes difficult because the brain had been wired to focus on alcohol.

    Alcohol can produce detectable impairment in memory after only a few drinks and as the amount of alcohol increases so does the degree of impairment. Large quantity of alcohol can produce a blackout or an interval of time for which the intoxicated person cannot recall key details of events or even an entire event. Think about how much study time you have lost because you were too hung-over the next day to go to class. Drug abusers oversleep and are always tired.

    Severe Hallucination is another problem faced by drug users. Most times they lose touch with realities during lectures or examination. Physically they are in class but mentally they are somewhere else. Academics requires both physical and mental alertness. Therefore, a “high” students can attend lecture but will derive nothing because he was busy building castles in the air. Hallucination leads to academic failure.

    Everyone who became a drug or alcohol addict started with “let me taste or try it.” Smoking cigarette or Indian hemp or drinking alcohol is not a sign of “big boy or big girl”. It is not a sign of maturity but immaturity. You should not please your company by abusing drugs or alcohol. Drugs and alcohol are slow poisons. It solves no problem, if you get high because of financial stress, relationship problems, shyness or peer pressure, after some minute, you will get low and the problem will still be there.

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    Source by Anyaehie George Kelechi

    Views: 0

  • Finding Your Wealthy Place

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    How is your life today? Does it reflect that you are a child of God? Does it reflect the wealth of your heavenly Father? God said in Deuteronomy 28:3, “Blessed shalt thou be in the city, and blessed shalt thou be in the field.”

    There is what is called a wealthy place. God wants to bring you into your own wealthy place. Once you are in such a place you will not ask yourself if you have found it. You will experience it when you are in the city and when you are in the field. It works everywhere. It works in the city and in the field. In other words, whether you are a doctor, lawyer, school teacher, minister, business person, or you have some other vocation.

    Remember that yesterday we talked about leaving all for Jesus? You started coming out of the practices that God does not like. Why? God wants to take you into that place. You cannot win the world and win God’s Kingdom at the same time. One must drop. Genesis 12:1 says, “The LORD said to Abram: Leave your country, your family, and your relatives and go to the land that I will show you.” You are expected by God to leave certain practices in life. That will be your expression of faith in Him. That is what Abraham did. So forsaking certain things as you obey God will lead you to the place God destined for you.

    “Thou hast caused men to ride over our heads; we went through fire and through water: But thou broughtest us out into a wealthy place.” (Psalms 66:12).

    You might have gone through the fire or water, but finally the Lord is bringing you into this wonderful place in Jesus Name. That is the place of plenty. It is God’s will that you come out of the tight spot financially. We do not serve a careless God. He does not take you out of Egypt and throw you into a wilderness and then leave you there to die. The wilderness is just a pathway to your wealthy place. So do not worry about what is happening in your life now. You are just passing through. Never think the wilderness is your destiny. Never think you should die there. No, No! Fix your eyes into your wealthy place. See God taking you through. Listen to Him. Obey Him.

    I believe the following verse in Psalms is a prophetic word to the Body of Christ for this hour concerning finances.

    Thou shalt arise, and have mercy upon Zion: for the time to favour her, yea, the set time, is come. (Psalm 102:13). Note that Zion refers to the Church. God favors those who believe Him.

    When is the time to arise? The time is now. Do not stay in the wilderness till you die. If you have not yet found your wealthy place, arise now! Ask God to show you where or what is your wealthy place. He is a faithful God. He is always true to His Word. Therefore believe Him and act according to His instructions. He will speak to you in Jesus Name!

    Blessings!

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    Source by Elphas Sipho Mdluli

    Views: 0

  • If You Want to Be Rich You Don’t Need Good Grades

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    Did you parents ever give you the advice that in order to become wealthy they need to study hard, get good grades so they can get a good job? I know I have heard this advice on many occasions from my parents. But the fact is that getting good grades no longer ensures that you will become wealthy. Even many doctors, who are often the ones with the best grades, are now struggling to earn a lot of money. If you want to get rich, without needing good grades, then read on.

    Something that they don’t teach you in school is that you banker never asks for your report card. If you go to your bank and ask for a loan, either for a business, property or some other investment, then your banker is not going to ask for your school report card. Your school report card has very little relevance on whether or not you will become rich. There are many highly educated people who are poor and struggling for money. There are also some very uneducated people who a millionaires and billionaires.

    Schools are developed to train people to look for a job, but this alone will not make you rich. Often it is the educated people with the highest paying jobs that have the most debt and are in the worst spot financially. You don’t need good grades in school to become rich, but you do need a good financial education. A lot of people leave school without the slightest financial education. Many leave deeply in debt from school fees and they spend their entire lives trying to get out of debt.

    Some very simple financial education can save you a lot of time and trouble and can make you rich a lot quicker. In fact someone with a lot of financial education, but not a lot of school smarts, is much more likely to become rich than someone with school smarts but now financial education.

    In school you are more intelligent if you can make finer distinctions. Let me give you an example. If you can distinguish a car from a truck then you have some intelligence. However, if you can distinguish a 1987 Ford Laser from a 1990 Ford Laser then that is a greater distinction. You are able to understand things in finer detail and are therefore more intelligent. In school you will also be taught that there is often more than one meaning to a word. For example, the word pound means many different things. It can mean money, in the form of English currency, it can refer to weight, it can refer to a lost dogs home or it can mean to hit with a force. The one word has multiple meanings.

    In finance, some words have different meanings. Only in finance one meaning will make you poor, and another meaning will make you rich. Neither meaning is right or wrong, just different, but they have very different outcomes.

    One of the most important words you will ever understand in finance is the term asset. Now your banker will tell you an asset is anything you own that is of monetary value. This includes you old golf clubs, your suits and your car. This is one correct meaning of the word asset, but it will make you poor. A better understanding of the word asset is something that generates you an income whether you work or not. To put it simply, if you stop working today an asset will continue to put money into your pocket. A liability is something that takes money out of your pocket whether you work or not.

    A lot of people are poor because they spend their time buying assets that are liabilities. They buy things of monetary value that cost them money to own. A car costs money to own every month. So although, according to the bank’s definition of an asset, they are acquiring an asset, they are becoming poorer. Rich people focus on spending their time and money to acquire assets that generate them income. It is these assets that make them rich, and it is the ability to define the difference between an asset and a liability that makes them financially intelligent.

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    Source by Ryan Mclean

    Views: 0

  • Legendary Marketer – Duplicate Dave Review

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    Legendary Marketer is an online business opportunity that’s very similar to an online franchise. The program was created in 2016 and is owned by former Empower Network co-owner Dave Sharpe.

    When the program was first released in 2016 it was called Duplicate Dave. After a while the name was changed over to Legendary Marketer. I guess the name was changed in order to make the program appear more professional.

    People who have little to no online marketing experience are attracted to programs like Duplicate Dave, now Legendary Marketer, because they really don’t have to do a lot of work.

    In my personal opinion, I used to believe that the programs that say you don’t have to do any work were all scams. After a little more investigation I found that not to be the case. It’s not so much that you don’t have to do any work, but that you don’t have to worry about closing the sales, because there’s a team of people in place to do that on your behalf.

    The major problem with online marketing and why so few people ever see any results is because they refuse to work on themselves.

    Online Marketing is not something that you can go to learn in high school. Also, even though you can learn online marketing in a few college cirriculums around the country, online marketing is something that really can only be learned by “doing.”

    Since there are so many different ways to market online, most people quickly find themselves in a state of overwhelm. So if you really want to learn how to make money online with programs like Legendary Marketer you really need to become a student of marketing in general.

    What I’ve found is probably the biggest problem with people who want to market online is that they don’t focus on any one strategy long enough to ever become proficient at anything.

    It’s sort of like placing a magnifying glass in the sun and pointing it at a piece of paper. If you take the magnifying glass out of the son every 10 seconds and then put it right back, you’ll never get enough energy to create a fire.

    This is the same thing that happens to people with online marketing. They never focus long enough to create a “fire” in their business. Because of this, I personally recommend find a mentor if you’re looking to learn online marketing. It can potentially shave years off of your learning curve.

    The Legendary Marketer system comes with a personal coach for all new members. That helps people to get a better feel for online marketing and gives them more courage in the overall concept of internet marketing.

    When someone comes online and finds a program like Legendary Marketer, having an actual mentor gives them a much better shot of seeing success as an internet marketer.

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    Source by Rhandell Mitchell

    Views: 0

  • Department Administrator Interference in the Doctor-Patient Relationship

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    I contacted a resident doctor in Internal Medicine at a teaching hospital and asked if he would be interested in becoming my primary care physician (PCP). My note briefly described my background in health outcomes research and two of my prescription drugs. He wrote back that he would be honored to be my PCP, and came across as professional, humble, and sincere. A new doctor-patient relationship was formed, and I contacted my existing doctor’s office to arrange for my medical records to be transferred, which immediately informed that office that I must be dissatisfied and going to a new doctor. I also shared with the resident doctor confidential information from my medical records and a copy of one of my professional presentations at a health care conference.

    A department administrator then contacted me to say the resident doctors are not available every day of the week for clinic and are not even here when they do their ICU rotation. Also, the Internal Medicine department protocol would not allow the resident doctor to write me a drug prescription for off label use. Finally, she was concerned that in the past I have ordered and correctly interpreted my own blood tests. The administrator’s attitude reflects one of the chief complaints Americans have with the health care system: the system is coming at them and requiring them to get health services in some predefined structure to which the facility is accustomed but which eliminate any potential for individualized treatment according to individual patients’ needs.

    Apparently the administrator did not spend enough “careful consideration” to get her facts straight. I do not need to see my PCP daily or even monthly. My track record shows I saw my existing doctor once in a calendar year, and the prior doctor before him I saw once in a 15-month period. So the administrator based her decision on her own ignorance of the facts.

    She also misstated facts concerning off-label prescriptions for drugs by resident doctors. One of the drugs we are talking about is Clomiphene. Both a resident doctor and an attending faculty physician at the teaching hospital advised me that they would be willing to write me (off-label) prescriptions for this drug, and the attending physician did indeed phone in a prescription for one of the drugs at my request. Similarly, the Dept. of Obstetrics and Gynecology (OB-GYN) advised me that their doctors, both resident and attending, have prescribed Clomiphene to patients. Therefore, residents in Family Medicine and OB-GYN (both primary care departments) can write prescriptions for Clomiphene, but “protocol” prevents residents in Internal Medicine (also primary care) from writing off-label prescriptions. What kind of a cockamamie rule is that? What, the residents in Internal Medicine are too dumb or too naive to understand off-label benefits of medicines?

    Finally, I had planned for my resident PCP to order and interpret blood tests each time I visited him. The administrator could have learned that fact if she had bothered to call or write me before jumping to conclusions and interfering in my doctor-patient relationship. I strongly reject the Director’s paternalistic view of medicine in which she feels she has to protect resident doctors from patients who order or interpret their own blood tests. These resident doctors are young professionals who have completed their medical degrees; they don’t need paternalistic oversight from a department administrator telling them who they can and cannot invite to be patients.

    Apparently, an overwhelming number of patients who visit this teaching hospital’s doctors want to be told what to do and how to feel. I am the exact opposite; I take personal responsibility for and manage my own health, which is strongly advocated under health care reform. Having a more equal, collaborative relationship with my PCP works for me, and that seems to be the true reason for the administrator’s interference. Studies show that medical malpractice rates drop with a non-paternalistic model of health care services. That fact of reducing litigation risks is pushing more health care systems across the country to migrate to a non-paternalistic model.

    LEGAL ANALYSIS

    I. Formation of Doctor-Patient Relationship

    The first question to address is whether, based on this fact pattern, a doctor-patient relationship was formed. When I gave the Internal Medicine resident doctor confidential information on two off-label drugs that I take, that act would be analogous to a prospective client approaching a lawyer with facts about his case to see if the lawyer will assist him. Contacting a lawyer this way does not create an attorney-client relationship. However, the lawyer is under an ethical duty to protect the confidentiality of the information shared by the prospective client. Similarly, the resident doctor was under an ethical duty to keep the information I shared with him confidential.

    When a lawyer responds to a prospective client, “I agree to take your case,” or “I will be your lawyer,” or words to that effect, then an attorney-client relationship is created, and the protection afforded to the client’s information rises to the level of constitutionally protected attorney-client privilege. In this case, when the resident doctor responded that he would be honored to be my PCP, we have offer and acceptance forming a contract. The offer-acceptance could be construed as my offering to be his patient, which he accepted, or his offer to be my PCP, which I accepted.

    But offer and acceptance are only two of the three required elements to form a contract. The third essential element is exchange of consideration, expressed in Latin as the quid pro quo. In this case, there were several separate exchanges of consideration that complete the formation of a contract and thereby render it enforceable in a court of law. Consideration is defined as some act or some transfer of an item from one party to the other, for which the receiving party had no legal right to otherwise obtain that consideration. There is no requirement that the consideration have intrisinc value. For example, the transfer of a scrap piece of paper can constitute valid consideration that renders a contract binding and enforceable.

    The initial disclosure of confidential information from my health history amounts to sufficient consideration. Second, the fact that both I and the doctor each began pursuing scheduling an appointment for me to see him is also consideration: neither of us had a prior legal right entitling us to that action by the other person. Third, when we continued to correspond after offer and acceptance, with additional information being shared back and forth, further consideration was exchanged. My sending the resident doctor a copy of one of my professional presentations was a fourth example of consideration. Finally, my request that my medical records be transferred to the resident doctor’s clinic constituted an obvious legal detriment based on reliance rendering the contract enforceable.

    If a lawsuit were filed for enforcement of this contract, I am confident that the plaintiff would overcome any attempt to dismiss the lawsuit by the teaching hospital’s attorneys based on the absence of a contract. Defendant might attempt to argue that no contract could be formed, because the resident doctor is not licensed. According to the website http://medical-dictionary.thefreedictionary.com/resident+physician, a “resident physician is a graduate and licensed physician receiving training in a specialty, usually in a hospital.” The resident’s licensing status would not prevent the formation of an enforceable contract, as we have in this fact pattern, for treatment in the supervised residents’ clinic.

    In court, we would pose a series of questions: 1) Is the resident a graduate of a medical school? Yes! 2) Was our conversation focused on health care treatment? Yes! 3) Does the resident see other patients (whether supervised or unsupervised) in the resident clinic? Yes! 4) Are the resident’s services billed to the U.S. government and to private insurers as the services of a doctor (not a student or a doctor’s aide)? Yes! 5) Did we both use the term PCP in describing our relationship? Yes. 6) Did the resident undertake to assist me in obtaining a medical appointment to see him? Yes! With these answers, any court of law is going to recognize if it looks like a duck, swims like a duck, and quacks like a duck, then it is a duck. Therefore, the defendant’s argument on licensing will be viewed as a red herring and will fail. In a similar vein, courts have noted “it is axiomatic that a doctor-patient relationship may arise from, briefly exist, and be limited by the unique circumstances presented in a transfer situation.” Sterling v. Johns Hopkins Hosp., 145 Md. App. 161 (Md. Ct. Spec. App. 2002). It does not matter how long the doctor has been seeing patients or how brief the contact with any given patient, a doctor-patient relationship can be formed.

    Selection of a PCP and other medical decisions are “core” private decisions. A fundamental tenet of privacy jurisprudence, as it has been applied to other types of personal matters, is that the individual most directly concerned is entitled to make and implement the protected decision autonomously and free from paternalistic government intrusion. See, e.g., Zablocki v. Redhail, 434 U.S. 374, 54 L. Ed. 2d 618, 98 S. Ct. 673 (1978) (decision to marry); Moore v. East Cleveland, 431 U.S. 494, 52 L. Ed. 2d 531, 97 S. Ct. 1932 (1977) (decision to live with extended family members); Griswold v. Connecticut, 381 U.S. 479, 14 L. Ed. 2d 510, 85 S. Ct. 1678 (1965)(reproductive choice). I would argue that the constitutional right to privacy also protects autonomy in selecting a PCP among a wide choice of available doctors, selecting which medications I want prescribed, and choosing what lab tests I want to order myself to monitor my health.

    In 2005, the Supreme Court of Arkansas provided the best statement in American jurisprudence on the elevated status of the doctor-patient relationship. The court noted the relationship of doctor-patient is unique. “The loss of this relationship, even temporarily, causes irreparable damage to the doctor and the patient. There is no adequate remedy at law because the loss is a loss of a one-time opportunity.” Baptist Health v. Murphy, 362 Ark. 506 (Ark. 2005)

    The court noted that the hospital had violated the Arkansas Department of Health rules and regulations for hospitals by failing to enforce policies that protected the doctor’s selection of patients and the patient’s choice of a physician. “We interpret this to mean that an otherwise qualified doctor must be granted access to his patient for the purpose of treating his patient, if that is what both the doctor and the patient want. Or, stated another way, a hospital cannot deny the services of a physician of the patient’s choice if the patient is already being seen by physicians at the hospital. Baptist Health v. Murphy, 362 Ark. 510-511 (Ark. 2005)

    Based on reading Baptist Health, I will now forward a copy of this article to the state Department of Health to determine whether the teaching hospital violated any of my state’s regulations requiring Tennessee-licensed medical centers to have policies or bylaws that respect the patient’s right to select his own physician. If so, then the teaching hospital is violating those regulations.

    II. Tennessee’s Tortious Interference Statute

    Tenn. Code Ann. § 47-50-109 is captioned, “Procurement of breach of contracts unlawful – Damages.” The administrator tortiously interfered in my doctor-patient relationship and prevented the resident doctor from performing his services under our contract. She therefore procured a breach of that contract. The administrator will argue that she was merely performing her duties, but that is no excuse for interfering in an existing doctor-patient relationship.

    Although Tennessee jurisprudence does not have a case on point, courts across the country have taken a dim view and expressed disapproval of employer interference in the doctor-patient relationship. For example, the U.S. Supreme Court stated, “The ethical objection has been that intervention by employer… makes a tripartite matter of the doctor-patient relation. Since the contract doctor owes his employment and looks for his pay to the employer… rather than to the patient, he serves two masters with conflicting interests.” United States v. Oregon State Medical Soc., 343 U.S. 326, 329 (U.S. 1952).

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    Source by Michael Guth

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  • How to Cut 3 Pounds in an Hour Before a Wrestling Match

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    Amateur wrestling, high school and college, besides being an extremely physical strength and skill dependent sport, is a game of weight. To posses the strength of a 160 pound person, but physically confront, by wrestling, a person with the strength of a 145 pound person, by dropping weight in order to equal your opponent, is normal practice. There’s nothing illegal about it, we’re not talking steroids or some physical enhancing drug. We’re talking controlling your body to reach goals your mind has set.

    Besides, there is a science to dropping weight. Do it incorrectly or too quickly and you will not only lose your advantage, you’ll give your opponent a huge advantage by dehydrating and losing strength. You’ll enter the match tired and sluggish, the exact opposite effect you were striving for.

    Let’s get one thing straight before we begin, you can not lose 3 lbs of body fat in 1 hour, not unless you cut an appendage off and that’s not an option. However, you can lose 3 lbs of overall body weight by losing water weight. Remember Biology 101, the body could be consisted of 75% water, depending on the person’s physical make up. The fatter the person the greater the difference in water weight than a muscular person, for example.

    So what we really are attempting to do is rid the body of water (fluid), which will translate into less body weight. So how do we safely do this?

    The first matter we must address is our diet, and I’m not talking just eating healthy, I’m talking eating sodium free. Salt, is the number one reason a healthy person retains water. There are other health reasons which cause the retention of water, but those do not apply in our case.

    Therefore, if we eliminate as much salt from the body as possible, the body’s resistance to losing fluid decreases making it easier to pass water weight through perspiration.

    Perspiration if you recall, is the body’s natural function to cool itself when temperatures rise above normal. Therefore, we must create heat to raise the body’s temperature and force it to cool itself by perspiring.

    There are probably many different methods, some complex such as water pills which causes a person to continually urinate, to rid the body of fluid, but we’ll use an old tried and true method. Sweating.

    Dress yourself in warm clothing such as sweat shirts and sweat pants. You notice I use the plural form of shirts and pants because you will put on layers of these clothes, at least two layers and three if possible.

    Be sure to wear a hat of some sort, preferably a winter sock hat, as the body gets rid of a tremendous amount of heat through the head. We don’t want that to occur in this situation. We want to retain as much internal heat as possible.

    Exercise vigorously for at least 10 minutes. This can be jogging, either in place or around the gym, jumping jacks, what ever you find comfortable, but which will work up a good sweat.

    After creating a good sweat, lay down and have someone wrap you in a blanket or wrestling mat. This will cause the body temperature to remain high after exercising, which will continue to extract fluid through perspiration.

    After 20 minutes, unclothe and weigh in. You most likely have lost more than three pounds, but if not, you still have time to redress, with dry clothes, and repeat the procedure.

    As with any drastic or sudden body change, there are dangers associated with this procedure. Never perform this procedure alone. Always have a coach or an wrestler with quick access to the coach, with you at all times. After making weight, re-hydrate with drinks such as Gatorade which are high in electrolytes.

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    Source by Jim Bain

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  • Social Entrepreneurship – Now is the Time

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    Social entrepreneurship is a major area of interest in many social and civic organizations and has a significant impact on many areas of society. During the past decade economic resources have become more difficult to acquire and society has continued to exhibit economic and cultural decline. Concurrently, communities are in need of initiatives that will enhance their financial viability and programs that will enhance the overall viability of the population.

    Social entrepreneurship initiatives are ventures that can serve as a method of increasing the social value of a community, organization or cause while enhancing the financial viability of a not-for-profit organization. With this being stated, social entrepreneurship has been defined in different ways by many different theorists. Gary McPherson, Executive Administrator of the Canada Centre for Social Entrepreneurship, states that social entrepreneurship involves various individuals working toward meeting social and economic goals simultaneously; while Bill Drayton, CEO of Ashoka, defines social entrepreneurship as a term coined to describe “individuals who combine the pragmatic and results oriented methods of a business entrepreneur with the goals of social reform.”

    A more basic definition of social entrepreneurship states that it is “the process of using entrepreneurial and business skills to create innovative approaches to social problems.” Therefore, it is a methodology that is presently being used to resolve community and societal concerns globally. Social entrepreneurship as an area of specialized entrepreneurship is not defined by the same titling in every culture. For example, in Latin America countries social entrepreneurship initiatives are referred to as “Micro Enterprise.” In India the same program would be identified as a “Social Mission.” Though termed differently in various regions, social entrepreneurship initiatives are being implemented to solve specific societal and community concerns by focusing on the needs and resource availability within specific geographic regions.

    Social Entrepreneurship in Education Throughout the United States, many top tertiary level academic institutions are enhancing their business programs by including a curriculum that caters to the study of social entrepreneurship. In 2003, the Center for Responsible Business was launched on the University of California Berkley Campus. This subsidiary of the Haas School of Business was implemented with the intent of training students to be more principled and socially responsible members of society through attending “the preeminent educational institution in area of Corporate Social Responsibility.” Stanford University also has established a Center for Social Innovation as a part of its graduate school of business. This center was founded with the mission to “build and strengthen the capacity of individuals and organizations to develop innovative solutions to social problems for a more just, sustainable and healthy world.”

    In 1993, Harvard Business School started its social enterprise program with its mission of “generating and sharing knowledge to help individuals and organizations to create social value in the not-for-profit, private and public sectors,” and the University of Miami has refocused its business school curriculum to include coursework in the areas of ethical-decision making, social entrepreneurship and community engagement with the primary focus being to expose students to various areas of civic engagement while concurrently teaching them leadership and team building skills.

    Tertiary level institutions, including Duke, which has established a Center for the Advancement of Social Entrepreneurship as part of its Fuqua School of Business, and Columbia University where the research initiative on social entrepreneurship is embedded in its school of business, have also made strides to enhance the study and education of those seeking to venture into areas of social entrepreneurship and social venture implementation. The Association to Advance Collegiate Schools of Business-International (AACSB – International) has identified over twenty-four tertiary level institutions that have included social entrepreneurship as a part of their business college and or business curriculums.

    With social entrepreneurship being perceived by many as a new way of stimulating social change, Idee Winfield believes that the implementation of community-focused service learning projects is the first step in exposing youth to the various attributes associated with social entrepreneurship. Through community involvement, youth will begin to visualize and experience the various social issues within their community and envision ways to solve these problems. Winfield states that social entrepreneurship should be promoted in primary and secondary education, and coursework should be adjusted to allow students to “see how abstract socially focused concepts can have real world applicability.” Jeffrey Soderborg, a member of the Kauffman Center for Entrepreneurial Leadership Clearinghouse on Entrepreneurship Education, is also an ardent proponent of social venture education who believes that social entrepreneurship would be more readily accepted if youth were exposed to information expounding the laurels of these initiatives during their primary and secondary academic years.

    As youth expand their horizons through the establishment of entrepreneurial efforts, knowledge and exposure to information about the process involved in the establishment of entrepreneurial business effectively plays a major role in the rate at which business entities are established. A study focusing on entrepreneurial interests among black youth ages 14 to 19 identified that 75% of the youth surveyed had interest in becoming entrepreneur. The study also found that these minority youth believed that more information about entrepreneurship should be presented through their schools. They also believed that entrepreneurs have a responsibility to reinvest in their community.

    Corporate Social Responsibility

    Personal values often serve as the justification for entrepreneurs to focus organizational efforts on socially focused ventures. The organizational decision to forgo pursuing financial gain with the intent of using the corporations’ profit resources to enhance a community is often referred to corporate social entrepreneurship. Corporate Social Entrepreneur (CSE) is a term used to describe corporate initiatives whose primary focus is to enhance a social concern and whose secondary focus is financial gain. The corporate social entrepreneur differs from the financial profit seeking entrepreneur in the area of decisions made that affect the community and environment in which their organization functions. Research identified that in corporate social entrepreneurship business acumen serves as a factor in the success or failure of social venture initiative implementation. Research identifies that success factors associated with the implementation of social responsibility initiatives were linked to whether the entrepreneur exhibits behavior that is moral, amoral or immoral.

    The amoral entrepreneur would pursue initiatives only if they were deemed acceptable by the organization as a whole. The immoral entrepreneur implements initiatives based on what can be potentially gained for self as well as for the stakeholders, while the moral entrepreneur would pursue social responsibility initiatives based on what was in the best interest of the organization. Individuals identified as corporate social entrepreneurs are individuals who are more active in community activities and are actively involved in social responsibility efforts. Corporate social entrepreneurs also are more likely to implement social responsibility initiatives based on an organization’s long term objectives.

    While many corporations are looking for ways to increase their social responsibility efforts, in some regions corporate responsibility efforts are not progressing. A policy paper, “Corporate Social Responsibility in Latin America and the Caribbean,” documented that corporate social responsibility activity in this region has “stalled.” The reason for stagnation in this region is “minimal government involvement” and the lack of “private sector involvement.” It was also identified that initiatives to implement programs focusing on social responsibility are often initiated outside of the market, and then subsequently not embraced by stakeholders who reside within this geographic region.

    Corporations are continually looking for ways to increase corporate advantage through their social responsibility efforts. While proponents of corporate social responsibility believe that corporations are obligated morally to engage in efforts to enhance social, community and environmental concerns, many stakeholders believe that social involvement should only be initiated if the efforts are going to strengthen the organization’s image, brand, moral or stock value. With this in mind, corporations have separated social issues into specific categories.

    These categories are social concerns that are general, social concerns that are value chain based and concerns that focus on social dimensions of competitive contrast. Generic social issues are identified as social concerns that do not directly affect the company’s operation and do not have an effect on a company’s competitive advantage. Corporations are least likely to get involved or invest in projects that focus in these areas because they will not receive a high value of return on their involvement. Value Chain Social Impact issues can significantly affect a company’s operation and can have an impact on the way a company conducts business. Corporations are more likely to be involved in value chain concerns, but only after conducting due diligence studies to ensure that a return on investment will be achieved over time.

    Social issues that affect a company’s financial profitability or serve to enhance or increase a company’s competitive edge are likely to be areas that a company will invest in because of the direct impact that these initiatives will have on the company’s overall viability and stability. An example of a social dimension projects is General Electric’s investment in under-performing high schools throughout the country. General Electric believes that through investing financial and professional resources in under-performing high schools in areas where they have substantial financial investment, they are investing in enhancing a community, as well as directly increasing their future employment prospects.

    Whole Foods Market is an organization that has taken control of its social value position through purchasing products from local farmers. Also, Whole Foods maintains strict controls over all of the products produced and sold in all of its locations. They even have extended their social and ecological efforts through offsetting the use of in-store electricity with the installation of wind conversion generators, converting their trucks to operate on bio-fuel and trucking spoiled produce to regionally located compost sites. Though the investments in these technologies may be costly at the onset, the long term financial, civic and market exposure benefits far exceed any initial costs incurred.

    In the area of corporate philanthropy many corporations are at a loss. They continue to be involved in the conflict between philanthropic giving and investor requests for increased profits. For this reason many corporations engage in context-giving programs. Context-giving programs are programs that are defined as allotting resources to specific projects that will enhance the community while simultaneously enhancing the corporation.

    Examples of context-giving initiatives include the Cisco System Networking Academy, which trains computer network administrators and provides job opportunities to those who complete the program; the DreamWorks SKG film production program that trains low-income individuals in occupations that are needed in the film and entertainment industry; and American Express Travel and Tourism Academy which trains high school youth for careers in the hospitality and tourism industry. Corporations that invest in corporate-giving social venture programs are concurrently gaining positive return on their social investment, improving the economic climate of the communities where they are located and gaining positive exposure for their organizations.

    At times social ventures do not have the intended impact on the community. A study focusing on the impact of community focused business ventures found that businesses started with the intent of enhancing a community often lose focus by becoming focused on profitability and competition. Competition and self-focused motivators were identified to be factors that played an additional role in the impact and economic role that entrepreneurial ventures have in community settings.

    While many foundations, trusts and philanthropic organizations, accumulate and distribute resources with the intent of providing services to enhance specific community or social causes, many of these organizations are looking for ways to gain public exposure for their efforts. Organizations also attempt to leverage their gifting efforts through seeking not-for-profit organizations that are willing match the funding received. The success of funded programs is evaluated through performance outcomes and indicators, and through promoting the organization’s work through success stories provided by program clients. These methods are viable ways for funding agencies to acquire value and exposure through their philanthropic efforts and simultaneously continue their efforts to enhance the communities in which they invest.

    With the social philanthropic efforts of Warren Buffet and Bill Gates gaining a high degree of attention, and many leaders engaging in activities to promote social advocacy, corporations are seeking ways to also gain exposure with social entrepreneurship. Social entrepreneurship from the corporate perspective can be defined as corporate social initiatives used by a corporate entity as vehicle to show support for social causes. In recent years, many Fortune 500 companies have implemented social ventures with the intent of enhancing their corporate image through providing funding for various social causes.

    McDonald’s is one such company that has funded social causes for many years. McDonald’s primary social venture is the Ronald McDonald House Charities. The Ronald McDonald House provides lodging for the families of adolescents, ranging in age from birth to 18, who are receiving critical care for illness in communities that are away from their community of residence. The Ronald McDonald House allows families to reside in these temporary living facilities throughout the child’s period of treatment at no charge.

    The Federal Express Corporation also funds programs focused on the implementation of socially responsible programs. FedEx is a supporter of St. Jude’s Children’s Hospital and has been acknowledged by Reader’s Digest as one of “Americas Best Charity Minded Corporation.” Federal Express has also been recognized for providing funding for numerous community and civic organizations, including March of Dimes, Heart to Heart organization, an organization that focuses on delivering food and health resources globally, the United Way and the National Civil Rights Museum. These are just a few of the charitable initiatives that allow Federal Express to present itself as a socially conscious organization.

    Virgin Mobile has partnered with Youth Noise, a not-for-profit organization that brings youth together for networking and brainstorming opportunities, and Stand Up for Kids, the largest all volunteer not-for-profit organizations in the United States, to implement an initiative to expand its corporate social responsibility activities. The project involves recording artists donating ring tones to Virgin Mobile and through partnership agreements, 5% of the proceeds received through ring tone sales are donated to various “Virgin Mobile Charity Partners.” This initiative, established in June 2006, is being positioned to raise over $250,000 annually.

    For social ventures to gain global acceptance, corporations need to become involved in ventures that allow employees and consumers to see the social, community and external benefit of these ventures. This process is identified in countries south of the United States, where the concept of social responsibility is one that has been embraced by many but implemented by few. Many government organizations expect non-government, or private organizations to take responsibility for ensuring the stability and longevity of the resources throughout this region while the private sector is looking toward government agencies for intervention.

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    Source by Paul Van Putten

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