Term welfare Essay Example for Free

Term welfare Essay Government benefits provided to people with little or no income are referred as welfare benefits. The term welfare can refer to a number of different programs in the United States, but often refer to cash assistance. In some cases, this money may be used however the recipient wishes. In others, the money can only be used for specific uses, such as food stamps that can only be used to buy groceries. The welfare state expands on this concept to include services such as universal healthcare and unemployment insurance. To what extent are welfare measures necessary in democratic countries ? What can be the abuses and how could we solutionate those 1/ the importance of welfare Health Care A primary advantages of welfare benefits is promoting the health of the people receiving the benefits Since there is a general correlation between income and health. People who have no income and no health care will, statistically, live shorter and less healthy lives than people who have enough income to buy proper food and to pay for medical care. Support for Children While many adults are able to make choices about how much income they choose to earn, children cant . Children must generally rely on the money that their parents are able to make. Welfare payments, particularly those that are directed for the care of children, allow children to grow up with better nutrition, medical care and possessions that make for a more comfortable standard of living. Lower Crime The provision of welfare has been shown to lower crime. Although some may argue that welfare constitutes a bribe, providing people with some income takes away an incentive to commit property crimes designed to provide the person with money or property. Welfare alleviates some of an individuals economic need, thereby lowering crime and increasing the general stability of society as a whole. Income Distribution Another advantage of welfare benefits is that it more evenly distributes a societys wealth. Some many consider this a benefit in itself. However, others may consider providing money to people who did not earn it to be unfair. There is, according to Arnold, a demonstrated correlation between income distribution in a society and that societys stability. Societies with greater inequities in wealth generally suffer more social and political turmoil. Social welfare programs today provide assistance to the elderly, the unemployed, the disabled and the destitute. While these may at first glance appear to be noble undertakings, there are some who suggest there are disadvantages of the programs, both to the individual and to society as a whole. Among some of the majors disadvantages suggested is the high cost of these programs. Opponents of social welfare programs often argue that governments simply cannot sustain the cost of providing financial support to so many elements of society. Between 1984 and 2002, social welfare programs, including Social Security and Medicare, accounted for between 49 and 60 percent of federal government spending. Disincentive Pointing to Harvard University Professor of Economics Gregory Manikws 10 Principles of Economics, opponents suggest social welfare programs, particularly for the underemployed or unemployed, create disincentives for people to find gainful employment. Manikw asserts that people respond to incentives. For example, they work because there is an incentive to earn an income and support themselves. Social welfare programs risk removing this incentive by providing income for someone who is not working or who is unwilling to work, meaning they no longer have a need to produce. Sponsored Links Modà ¨les de Lettre Tous modà ¨les de lettres et documents sur lettres.net lettres.net Economic Impact According to Mankiw, a societys standard of living is dependent on its ability to produce goods efficiently. More workers producing more goods increases the economic output of a society, thereby increasing the amount of income. When people lose the incentive to produce, the nations productivity goes down and income decreases. This can in turn increase the burden on governments to support the welfare system and result in ever higher costs. When governments print too much money, the rate of inflation increases, raising the price of goods for everyone. Government Control Many opponents of social welfare programs suggest these programs create circumstances in which governments gain too much control over individual citizens. Citizens who rely on government programs for income and sustenance are in a position to allow government to have more say in their individual choices. Opponents argue that social programs allow governments to impose rules on day-to-day choices of welfare recipients because the government is paying for the services. Proponents further argue that even if government does not currently impose such rules, they may assert their ability to do so in the future.

The Purpose Of The Case Study Social Work Essay

The Purpose Of The Case Study Social Work Essay The purpose of the case study is to provide the student with the opportunity to demonstrate their ability to analyse and evaluate the use of a method of social work intervention with an individual, family, or group of service users, and where appropriate, the carers. Task In consultation with the practice teacher, tutor and where applicable the on-site facilitator, the student will select a situation where substantial social work intervention will be required. The student should carry out an assessment, choose an appropriate method of intervention and analyse and evaluate the subsequent use of the chosen method. In undertaking this task students must: Provide a summarised social history of the case, highlighting significant past and present events in the service users life. Demonstrate the ability to select an appropriate method of intervention and offer supporting rationale for this choice. Provide an analysis of their assessment, reflecting on the model used the knowledge base in relation to the service users situation, relevant government and agency policy and legislation. Drawing on relevant theory, analyse and evaluate the processes and outcomes of the intervention for both the service user and for themselves as a student social worker. This must include: An account of the use of interpersonal skills and how these informed and impacted on the effectiveness of practice An examination of the influence of social work values throughout the work, including AOP Present the assignment to an acceptable standard which conforms to academic conventions regarding grammar, spelling and the Harvard system for referencing cited works. Other guidelines for the case study The word limit should be no more than 4, 000 words (+/- 10%). Students muststate the exact word count on the front cover. The hand in date for the case study is before 10am on 14th May 2009. Late submissions require a formally agreed extension. The On-Line Discussion Forum Structure Students are divided into specialist tutor groups Specialist tutor groups are made up of students who are in the same/similar programme of care Each specialist tutor group is headed by a specialist tutor Details of which group students have been assigned to can be found in Appendix One Resources It is expected that students will participate in the on-line discussion forum once weekly. Please book the on-line slot into your diary (in the same way that you would your lecture attendance or a home visit). This way you are less likely to forget! Your weekly submissions will be based around a series of practical tasks to help you link your learning both from semester one and your placement with the requirements of the case study. The programme for your weekly input can be found in Appendix Two Expectations It is expected that: Students will contribute once weekly to the on-line discussion forum There is no word limit regarding student contributions on-line but it is expected that they will be concise contributions addressing the pre-set tasks and that these should act as an aide memoir to your case study Each submission should not take longer than 15 minutes to complete Students can visit the discussion forum whenever they wish and can make more than one weekly contribution if they wish  · In order to preserve confidentiality the on-line discussions MUST avoid references to peoples names, locations, and other specific details by which an individual might be identified (e.g. chronological histories detailing specific locations and events, specific and unusual medical conditions)  · On-line discussions are monitored by the module coordinator as well as tutors. In the event that there are concerns regarding potential breaches of confidentiality you will be asked to edit your contributions accordingly On-line Tasks See Appendix Two The Recall Days 12thFebruary 2009 10am-1pm Specialist tutor groups Specialist tutors to discuss, re-cap and provide relevant references on the following: Social issues and research, policy and legislation relevant to the identified social issues Assessment frameworks and their benefits, limitations, effectiveness Methods of intervention Materials for tutors and students will be provided nearer the time. 2pm-3pm Lecture by K Winter 8th April 2009 10am-1pm Specialist tutor groups Specialist tutors to discuss, re-cap and provide relevant references on the following: Processes regarding methods of intervention referring to any relevant research, practice guidelines Outcomes relating to methods of intervention referring to any relevant research, practice Materials for tutors and students will be provided nearer the time. 2pm-4pm Lecture by K Winter Module Review The module is the subject of an annual review. The main issues arising have concerned: Structure and content of on-line discussion forum Structure and content of recall days Date for submission of the case study More teaching on group work as a method of intervention The module has been re-structured this year to address most of the above points. Reading Materials It is recommended that you purchase Wilson et al. (2008) Social Work: An Introduction to Contemporary Practice, Harlow: Pearson Longman as it offers a broad guide that will help you consider the key elements of your case study including: social issues/social histories; assessment frameworks; and methods of intervention. The book also includes up to date references to policy and research. Other more specialist references will be added to QoL. Appendix One Specialist Tutor Group Allocation Older people and physical health and disability (13students) A HARPUR NAME PLACEMENT Christine Bowden Sensory Impairment Team Newry Alana Carr Ivybrook Newry Michael Cunningham Shankill Centre, Belfast Corey Doyle Dungannon Emma Goligher Lagan Valley Hospital Fiona Kelly Sensory Impairment Bradbury Centre Emma McClure Mount Oriel Samantha McGreevy Lagan Valley Hospital Clare Murney Newry Sheena Quinn Bangor Eliza Shields Day centre Banbridge Heather Stewart Holywood Arches Centre Karen Watson Scarva St Banbridge Adults with learning disabilities (10 students) TUTOR TO BE DECIDED NAME PLACEMENT Deborah Bonner Glenwood Unit Poleglass Amanda Caldwell Struell Lodge Downpatrick Judith Cleland Adult supported living Nards James Draper Skyways Project Ormeau Road Clare Joyce Ards TRC (day centre) Hannah Laird Balloo TRC Bangor Christopher Millar Edgcombe Day Centre Shauna Murphy Supported living project Bangor Claire Murray Mountview Downpatrick Lynsey Wilson Supported living project Lisburn Family and child care (8 students) G KELLY NAME PLACEMENT Ann Boyle Shankill Centre Sarah Brown Flaxfield CH Lisburn Lois Curran Bryson House Dunmurry Simon Darby Bryson House Bedford St Nicola Doran Gateway Team Banbridge Joanne Elder Naomi Project Womens Aid Christina Graffin Carnmoney Road FCC team Catherine Hennighan Child care team Larne Family and child care (9 students) K WINTER NAME PLACEMENT Debbie Henry Antrim Family Intervention Team Lisa Kearney Womens Aid Derry Carina Ledwith Lynsey House residential unit Elaine McLaughlin Bryson House family support Bedford St Dawn McCallion Family Placement Team Ballymena Sarah Morrow Fortwilliam CH Louise Pettigrew Warren Centre Lisburn Lee Wilson Residential Unit Portrush Tim Wilson Family support project Nards Mental health (10students) G DAVIDSON NAME PLACEMENT Susan Beggs Ormeau Centre Verner St Katrina Copeland Hostel 12 Larne Amanda Ferris Extern Bryan Leonard Addiction Treatment Unit Omagh Heather Long Addiction Team Nards Gemma Mallon Ballymacross Hostel Lisburn Lucy Molloy Crisis Team Holywood Arches Judith McCloy Supported housing project Bangor Kirsty Quigg Derriaghy day centre Anna Tohill Supported living project Antrim Appendix Two On-line Discussion Forum Weekly Tasks WEEK TASK TO BE COMPLETED BY Week One (12.01.09-16.01.09) Introduce yourself Describe your placement (programme of care, where, what types of service user) What are your initial observations regarding the working environment (physical environment and formal/informal working practices)? 18.01.09 Week Two (19.01.09-23.01.09) Find out what type of assessment frameworks are used within your workplace. List and describe them 25.01.09 Week Three (26.01.09-30.01.09) Choose an assessment framework Find out about any research, policy and guidance regarding its use and describe 01.02.09 Week Four (02.02.09-06.02.09) Look again at the selected assessment framework. Answer the following: What are the benefits and limitations of the framework? What can be done to improve it? 08.02.09 Week Five 09.02.09-13.02.09) From your discussions with team members what social issues frequently emerge from peoples social histories in your particular placement (this could include poverty, abuse, substance dependency, sectarianism for example). List the social issues and identify any policies, legislation and research which inform practice in these areas. 15.02.09 N.B Thursday 12th Feb is a recall day. You will have a 3 hour tutorial (10-1pm) followed by a one hour lecture (2-3pm) Week Six (16.02.09-20.02.09) In conjunction with your tutor identify a case which you might use as your case study. Having sought the consent of the service user draw out: the main themes that emerge from their social history; the assessment framework you are using; the skills required in applying that assessment framework; the benefits and limitations encountered; the possible outcomes of that assessment process. 22.02.09 Week Seven (23.02.09-27.02.09) In light of the issues that come to your attention through the assessment answer the following: Which method of intervention might you consider? Which issue(s) are you attempting to address? Why have you chosen those issues and that method to address them? What might a successful intervention look like? (list you goals, aims) These issues should form the basis to your presentation to be delivered at the mid way tripartite 01.03.09 Week Eight (02.03.09-06.03.09) Write up your presentation for your midway tripartite based on the work you have completed for this module so far. 08.03.09 Weeks Nine and Ten (09.03.09-20.03.09) Think about the processes relating to your chosen method of intervention and answer the following: What knowledge, skills and values are you relying on? What is helping/hindering the process? What are the benefits/limitations to the method of intervention you have selected? 22.03.09 Weeks Eleven and Twelve (23.03.09-03.04.09) Begin to think about the outcomes of your method of intervention and answer the following: Is it working? Yes/No In what ways is it working/not working? Why is this so? What might be the contributory factors? What could be done differently? How do you measure success? Is there any research regarding its effectiveness? What do your colleagues think about the approach you have chosen? Do your colleagues have favoured methods? If yes/no why? 05.04.09 Week Thirteen onwards (06.04.09 onwards) Begin to write up your evidence based case study Use the on-line discussion forum to seek guidance and help in relation to aspects of the case study Aim to have it completed in first draft before end April 2009 NB 8th April is a recall day. You will have a 3 hour tutorial (10-1pm) followed by a 2 hour lecture (2-4pm)

Home-Schooling Essay -- Education Teaching Learning Essays

Home-Schooling At least once in a child’s lifetime they wish that they were home-schooled instead of attending a public school. Imagine how nice it would be to have school right in your own home. It was stated that in the year 2001, over two million children were home- schooled in the United States (#1 Home Schooling Information and Software, 2003). This number continues to increase each year. Some believe home-schooling gives a child more attention and ensures a more intimate and personal environment which may in turn lead to a better education. Others, however, believe those who are home schooled will have trouble with social interactions. Home- schooling has both many benefits and drawbacks which will be addressed in this paper. There are many positive aspects of such educational facilitation. Statistics have shown that home-schooled children achieve high standards of academic success and excel socially, according to research from the Home-school Legal Defense Association (HSLDA). As seen through many cases, home-schoolers are better adjusted in society and are more likely to be engaged in their communities. They may not be in a â€Å"school room† situation, where they are among other children of the same age for the entire length of a school day, but they are comfortable working and socializing with people of all ages. Home-schoolers are often heavily involved with scouts, church groups, music lessons, sports teams, and volunteer work. These activities show their socialization skills with their communities, much of which is not done by children in public school systems. Many argue that home-schooling in general makes children more mature and better prepared for the â€Å"real world.† Pub lic schools are said to provide... ...com/Home-Schooling-Statistics.html Home School Association of California. (2001). Why Homeschool? Received November 22, 2003, from http://www.hsc.org/why.html Home School Legal Defense Association. (2003). Home-Schoolers are Socially Adjusted, Study Shows. Retrieved November 21, 2003, from http://www.hslda.org/docs/link.asp?URL=http%3A%2F%2Fwww%2Efamily%2Eorg%2Fcforum%2Ffnif%2Fnews%2Fa0028919%2Ecfm Minority Homeschoolers of Texas. (2001). Cost of Home Schooling. Received November 21, 2003, from http://www.mhot.org/cost.html Nantus, Sheryl. (2002a). Home Schooling, is it for you? Received November 21, 2003, from http://utut.essortment.com/homeschooling_oik.htm Nantus, Sheryl. (2002b). Information on the Pros/Cons of Practical at Home Schooling Programs. Received November 21, 2003, from http://papa.essortment.com/ homeschoolingi_rfih.htm

Chinua Achebes Things Fall Apart †Finding Unoka in the Mirror :: Things Fall Apart Essays

Things Fall Apart – Finding Unoka in the Mirror I wish I could say that the character Okonkwo, in the novel Things Fall Apart by Chinua Achebe, is very similar to myself, but I would be lying. Okonkwo is filled with many admirable traits: drive, ambition, goals, and his ability to overcome through his constant productivity. Okonkwo had the determination to become a great man, and even with the odds against him, he succeeded. â€Å"With a father like Unoka, Okonkwo did not have the start in life which many young men had. He neither inherited a barn nor a title, or even a young wife. But in spite of these disadvantages, he had begun even in his father’s lifetime to lay the foundations of a prosperous future† (18). Most of his accomplishments were despite his father, whom Okonkwo loathed, but with whom I connected. In the novel, I relate more to Okonkwo’s father, Unoka, a much more laid back character. Like Unoka, I am in love with life, lazy, not worried about tomorrow, and deeply in debt. Unoka had a great appreciation for the moment. For instance, â€Å"he loved this season of the year, when the rains had stopped and the sun rose every morning with dazzling beauty. And it was not too hot either†¦Ã¢â‚¬  (5). Such a description makes me want to lay down drowsy in the grass and enjoy the beauty of the day, for as Unoka â€Å"loved it all† (5), I too love it all (5)! What I would give for another summer day to simply nap, sprawled on my stomach in the grass of my back yard, feeling the warmth of the sun and security of a newborn napping in its mother’s arms. How deeply do I love these moments of drowsiness and warmth nature supplies her children. I imagine Unoka had similar experiences through playing the flute. â€Å"He was very good on his flute, and his happiest moments were the two or three moons after the harvest when the village musicians brought down their instruments, hung above the fireplace. Unoka would play with them, his face beaming wit h blessedness and peace† (4). Unoka and I enjoy the simple things life has to offer. Perhaps this appreciation is rooted in our struggle against society, one which demands the focus of our lives to lie beyond the setting sun. However, there must come a day when you ask yourself, will I even be alive tomorrow?

Porphyrias Lover and My Last Duchess by Robert Browning Essay -- Rober

Compare the two poems ‘Porphyria’s Lover’ and ‘My Last Duchess’ by Robert Browning. What do they reveal about attitudes to women and relationships in the nineteenth century? Robert Browning was one of the greatest poets of the nineteenth century. In 1842, he published ‘Dramatic Lyrics’ which included the two poems ‘Porphyria’s Lover’ and ‘My Last Duchess’. In ‘Porphyria’s Lover’ Browning gives the reader a dramatic insight into the twisted mind of an abnormally possessive lover, who wishes the moment of love to last forever. In this essay, ‘Porphyria’s Lover’ will be compared to Robert Browning’s other dramatic monologue, ‘My Last Duchess’, where an Italian aristocrat reveals his cruelty to his late wife whilst showing off a portrait of her to one of his guests. Robert Browning’s poems ‘Porphyria’s Lover’ and ‘My Last Duchess’ were both written in the form of a dramatic monologue. Both poems show a similarity because they are both narrated from the male lover’s point of view. As a result, the reader becomes more closely involved in the poems and can feel very strong emotions for the individuals portrayed than if the poem was written from the eyes of an ‘outsider’. This form of writing enables Browning to use irony, in which the real meaning is concealed or contradicted by the literal meanings of the words. For example, in ‘My Last Duchess’ the Duke orders the death of his wife, though hides the true meaning in his words: ‘ Much the same smile? This grew; I gave commands; Then all smiles stopped together.’ ‘My Last Duchess’ is also written in the form of a single stanza poem, which is the unit of a poem that consists of two or more lines of verse organised according to the content and form and usually repeated as a recurring pattern in the poem. By contrast, ‘Porphyria’s Lover’ does not follow this pattern, but has a different rhyming scheme. On the surface, the narrators in each poem show completely different characteristics. In ‘Porphyria’s Lover’, the narrator shows powerful emotions towards Porphyria, which demonstrate his strong romantic feelings. The reader acknowledges that the narrator is passionately in love, as the following extract demonstrates. â€Å"Too weak, for all her heart’s endeavour, To set its struggling passion free From pride, and vainer ties dissever And give herself to me forever.† By contrast, the Duke in ‘My La... ...all night long we have not stirred And yet God has not said a word† You can compare this to ‘My Last Duchess’ where again, the Duke shows no remorse for ordering the death of his wife. The modern reader is given an insight into the way relationships between men and women were viewed in the last century, and earlier, during the time of the Renaissance. Without doubt, men had the dominant role, and women had little personal freedom. Women were duty-bound to show unquestioning respect for the men in their lives, regardless of how they were treated. In Porphyria’s lover, Browning shows us the vision of a woman who is not following this role model. In fact, she is completely the opposite, and as such, she is fulfilling the role of a male fantasy by taking a dominant role, with obvious sexual intentions. In the nineteenth century this would have had the dual effect of being both sensational and revolutionary. In the eyes of a modern reader, neither poem is particularly shocking, as people are more accustomed to material of a revealing nature. This shows that when reading and understanding texts, the reader has to bear in mind the times and context in which they were written.

Emotionism religion Essay

I call my invented religion Emotionism. My religion will be based mainly on the belief that emotions are a manifestation of one’s faith. It will have the historical drama that is found in Roman Catholicism in that it will deliver faith by rooting this in accounts of people in the past who have been in contact with the founder of the faith. These accounts will be the foundation of my religion because they will fortify the faith by validating the love and compassion that one Jesus Christ had for His people. However, it will have none of the ritualistic practices of Catholicism because all these make it difficult to worship using the heart; instead, they focus on worship with the mind and the body. In the manner of adoration and worship, my religion will follow the ways of Buddhism and will focus on meditation and contemplation. Emotionism will seek to establish the beauty of worship using states of the mind and the heart. It will encourage journeys into one’s consciousness and discoveries into one’s self; and so, like Buddhism, will value man’s intelligence and encourage it to flourish. Emotionism, like Buddhism, will base its practices on the philosophies of transcendentalism so that each Emotionist will seek to rise beyond one’s current level. Emotionists will encourage links between the heart and the elements, between the mind and nature, and the spirit and the universe. My invented religion will promote harmony instead of division, which, although addressed by Catholicism through ecumenism, still exists among the many Christian sects. Emotionism will recognize the universality of things like Hinduism does. It will also adapt the religious passion of Hindus who believe that emotions are a potent force in altering one’s state of being. One other aspect of Hinduism that Emotionism will take into its folds is seeing beyond the physical self and recognizing the connection one human has with another in terms of the spirit – that each spirit comes from a single source and that all spirits are linked together by one common thread. Emotionism will also promote religious zeal the way Muslims do. The religious fervor and faithfulness of Muslims transcend barriers of time and space. Muslims live their faith and this is the kind of quality that I would like Emotionism to have. Emotionists will seek to defend themselves the way they defend their faith and vice versa, something Muslims are known for. Emotionism will therefore have the historical foundations of Catholicism, the adoration methods and philosophical precepts of Buddhism, the passion and recognition for emotions of Hinduism and the religious fervor of Islam. These elements of the various religions that I would like to combine would make for an almost perfect religion so that all the undesirable elements of each religion are discarded and only the desirable aspects adapted. While it is perhaps impossible that such a religion could exist, it is an exercise in intellect to know that religion can in fact be a conglomeration of beliefs and elements emanating from various other, more ancient practices and cultures. I envision my religion to be all encompassing so that no rules and laws determine who can join my religion. The most important aspect of my religion is the fact that it will attempt to unite all those divided by the eccentricities of religion, especially Christians and Muslims. It will seek to propagate understanding and the reality that even with different religions, all the peoples of the world actually just subscribe to a singular concept, and that is the concept of love and compassion.

Blood Pressure

Hypertension A&P 1 Assignment 1 Amanda G. Smith ITT Tech Hypertension: Abnormal blood pressure above 120/80, Prehypertension systolic pressure ranging from 120 to 139 mm Hg or a diastolic pressure ranging from 90 to 99 mm Hg. Sage 1 Hypertension: Systolic pressure ranging from 140 to 159 mm Hg, diastolic pressure ranging from 90 to 99 mm Hg. Stage 2 Hypertension: Systolic pressure of 160 mm Hg or higher a diastolic pressure of 100mm Hg or higher. (WWW. Mayclinic. om/health/high-blood-pressure ) Blood pressure is the amount of blood your heart pumps and the amount of resistance to blood flow in your arteries, the more your heart pumps and the narrower the arteries the higher the blood pressure. It is measured by two numbers Systolic (top number: when the first heart beat is heard after releasing the pressure on the blood pressure cuff), and Diastolic (bottom number: the last heart beat heard when releasing the pressure on the blood pressure cuff. ) Hypertension is classified as a nega tive feedback system. (see figure on Pg. 728 7th edition A&P copy wright 2007 Elane N.Marieb &Katja Hoehn) Influence of selected hormones on Variables affecting blood pressure (see table 19. 2 Pg. 129 7th edition A&P copy wright 2007 Elane N. Marieb &Katja Hoehn) Organ systems involved Cardiovascular system Circulatory System Renal System Respiratory System With Hypertension the body is unable to maintain homeostasis because the heart is unable to maintain a proper heart rate. This may be due to a multitude of diagnoses the Pt. may have. Some Factors of Hypertension include: (Pg. 733, 7th edition A&P copy wright 2007 Elane N.Marieb &Katja Hoehn) Smoking: Nicotine enhances the sympathetic nervous system’s vasoconstrictor effects, thus narrowing blood vessels, and causing high blood pressure. Diet: Dietary factors that contribute to Hypertension, high intake of sodium: Causes the body to retain fluid, thus increasing blood pressure, saturated fats, cholesterol and deficiencies in certain ions (potassium, calcium, and magnesium. ) To little potassium: Potassium helps balance the amount of sodium in the cells, thus retaining to much sodium, thus retaining fluid and increasing blood pressure.Too little vitamin D: may affect an enzyme produced by the kidneys (renin) affecting blood pressure regulation. Obesity: being overweight can cause high blood pressure. Diabetes Mellitus Stress: Particularly Pts. whose pressure rises during a stressful event. Increase in your heart rate causing the heart to work harder and putting the Pt. at risk for a heart attack. Age: Clinically signs of hypertension usually show after age 40. Women are more likely to develop Hypertension after menopause. Medications: Birth control pills, illegal drugs, cold medications, decongestants. Chronic Hypertension is a common and dangerous disease that warns of increased peripheral resistance. An estimated 30% of people over the age of 50 are hypertensive. Although this â€Å"silent killerâ €  is usually asymptomatic for the first 10 to 20 yrs. , it slowly but surely strains the heart and damages the arteries. Prolonged hypertension is the major cause of heart failure, vascular disease, renal failure and stroke. Because the heart is forced to pump against greater resistance, it larges. When finally strained beyond its capacity to respond, the heart weakens and its walls become flabby.Hypertension also ravages the blood vessels, accelerating the progress of atherosclerosis. As the vessels become increasingly blocked, blood flow to the tissues becomes inadequate and vascular complications appear in the brain, heart, kidneys, and retinas of the eyes. Hypertension is defined physiologically as a condition of sustained arterial pressure of 140/90 or higher, the higher the pressure, greater the risk for serious cardiovascular problems. As a rule, elevated diastolic pressures are more significant medically, because they always indicate progressive occlusion and/ or hardeni ng of the atrial tree. (Pg. 733 7th edition A&P copy wright 2007 Elane N. Marieb &Katja Hoehn) Education to the PT. The Dr. has diagnosed you with Hypertension. I am going to explain what that means to you. I am also going to send you with some educational materials you can look over when you get home. Blood pressure is the amount of blood your heart pumps and the amount of resistance to blood flow in your arteries, the more your heart pumps and the narrower the arteries the higher the blood pressure.It is measured by two numbers Systolic (top number: when the first heart beat is heard after releasing the pressure on the blood pressure cuff), and Diastolic (bottom number: the last heart beat heard when releasing the pressure on the blood pressure cuff. ) You should pick up a small blood pressure monitor and take your blood pressure three (3) times a day. In the morning when you wake up, in the afternoon (lunch time) and in the evening before you go to bed. Also anytime in between wh en you feel your blood pressure to be abnormal. Take a note book and take down all the recordings with date and time. This you will bring back to the Dr. o he/she can proceed with your plan of care. This will also give you a good idea of what your blood pressure ranges. If the Dr. has prescribed any medications, be sure to follow the directions carefully. If you take too much it could result in your blood pressure dropping to rapidly. This will cause you to feel faint and dizzy. Please if you skip a dose contact the Dr. and again do not double up on the medication. Usually you can just take your next dose without any issues. If you are experiencing chest pain call 911 or go to the ER. Make sure you have a healthy diet, keep track of your sodium intake and if you smoke STOP.Make sure you exorcise regularly. Blood pressure runs differently for every person. Normal is 115/75 or 120/80,If it ranges 160 or higher diastolic or 90 or higher systolic contact the Dr. or go to the ER for a BP check. Complications if you do not follow your Dr. ’s orders. (WWW. Mayoclinic. com/health/high-blood-pressure) Heart attack or stroke: High blood pressure can cause hardening and thickening of the arteries, which can lead to heart attack, stroke or other complications. Aneurysm: increased blood pressure can cause your blood vessels to weaken and bulge, forming an aneurysm. If the aneurysm ruptures it can be life threatening.Heart failure: To pump blood against the higher pressure in your vessels, your heart muscle thickens. Eventually, the thickened muscle may have a hard time pumping enough blood to meet your body’s needs, which can lead to heart failure. Thickened, narrowed or torn blood vessels in the eyes: this can lead to vision loss. Weakened and narrowed blood vessels in your kidneys: this can prevent these organs from functioning normally and can lead to kidney failure. Sources used 7th edition A&P copy wright 2007 Elane N. Marieb & Katja Hoehn WWW. Mayoclini c. com/health/high-blood-pressure