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incremental approach to education be undertaken, starting with information and skill building, with the immediate goal of stabilizing metabolism, followed by more in-depth education once the patient and family have made an emotional adjustment to the disease Other recommendations for components of a diabetes education program include use of the patient s primary language (Martinez, 1993); accommodation of the patient s literacy level, a model that involves two-way communication between patient and provider (Glasgow, Fisher, et al, 1999); and recognition of the dynamic nature of the diabetic regimen (Glasgow & Anderson, 1999) A goal of Healthy People 2000 (US Department of Health and Human Services, 1991) is to have 75% of people with diabetes receive education Toward that end and toward the goal of continuing to improve the effectiveness of diabetes education, a number of recent models for diabetes patient education have been proposed (eg.

This transition involves the scienti c inscription of multiple social selves, cybernetic loops between self and other, and a reworking of psychology s subject Perhaps it was in recognizing these civilian engagements of social psychology its contributions to de ning psychological personhood that Gordon Allport revised his initial history of social psychology with the opening claim that Social psychology is an ancient discipline It is also modern ultramodern and exciting (1985, p 1) In recognizing the material and political in uences on the intellectual conceptions of the social and individual, such historical understanding comprehends how the history of social psychology is inseparable from much of the political history of the twentieth century and from argument about power, justice, freedom and obligation (Smith, 1997, p 747) Social psychology s evolution must be understood, therefore, as plural, multisited, and morally and politically inspired.

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, Glasgow, 1995) and guidelines established (Funnell & Haas, 1995) Common themes include the consideration of individual patient characteristics (eg, attitudes & beliefs, cultural in uences, psychological status, literacy, age), process skills (eg, coping, self-ef cacy, problem solving), attitudes and beliefs, patientprovider outcomes, behavioral orientation, ongoing support and evaluation, improved access, and examination of cost effectiveness Summary Diabetes education has had positive effects on a number of aspects of diabetes management Despite attempts to broaden the access and scope of diabetes education, many diabetic individuals have never had the opportunity to participate in and bene t from diabetes education This remains especially problematic for subgroups of diabetic patients, such as those of lower socioeconomic status, those who do not speak English, those who do not require insulin, and/or those with a high prevalence of the disease.

Diabetes management is complex and involves multiple behaviors and components, and effective diabetes education is likely to be similarly complex and multifactorial We already know that optimal programs will include multiple options to accommodate individualized modes of learning, knowledgeable and trained instructors, integration with clinical services, a behavioral/interactive approach, culturally relevant and linguistically appropriate content and process, ongoing support, and program evaluation Future studies will further enhance our understanding of the process by continuing to test models for diabetes education and examining what components of a program are responsible for the positive effects..

//##################### http_ws_vary_decode ############################# int http_ws_vary_decode(void) { int i, ii; int read_cnt; int str_index; // index into strtmp[] int wsPerLine; char ch; // one character buffer char strtmp[257]; // hold tmp characters char covert_siz_bits[33]; // hold 1 s and 0 s unsigned __int32 mask = 1; unsigned __int32 covert_siz = 0; unsigned __int32 bwritten = 0; // to bit file wsPerLine = vary; // from cmd line str_index = 0; while(bwritten < (covert_siz*8+32)) { read_cnt = fread( &ch, sizeof(char), 1, overt2Stream ); if( read_cnt < 1 ) { printf( Error - Overt2 file too small\n ); exit(0); } else { if(ch != NEWLINE) { strtmp[str_index%wsPerLine] = ch; } else { if( str_index < wsPerLine ) { printf( Error - Invalid Overt2 file\n ); exit(0); } //if for(i=str_index-wsPerLine; i<str_index; i++) { if(strtmp[i%wsPerLine] == ONE) { ch = 1 ; } else if(strtmp[i%wsPerLine] == ZERO) {

Such a historical perspective situates social psychology as one, albeit crucial, project to understand human nature through scienti c method, and ultimately, to apply that scienti c knowledge to the enhancement of human welfare Contrasted with this situated historical perspective is a narrative accounting of social psychology that charts the eld s rise and contributions on progressive terms (Allport, 1954; Jones, 1985) In this progressive history crucial laboratory experiments are named to serve as pivotal points in social psychology s development as scienti c Disregarded in these scienti cally internalist accounts are political and moral as well as disciplinary conditions that compelled particular models of the individual and the social Similarly eschewed are empirical projects initiated but abandoned, alternative models and research practices, and challenges to the scienti c status quo.

Dim S1 As Series Set S1 = ActiveWorkbook.Sheets(1).ChartObjects(1). _ Chart.SeriesCollection(1)

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