INPUT ARTICLE: Article: Readers are more likely to click on affiliate links within articles that contain information that can benefit them; as opposed to links within promotional emails written specifically for the sake of advertising. For example, if you are marketing video games or video game systems, you can write an article about the best sporting games available on the market. You can then place affiliate links for each video game within each summary that describes each game. Your customers may be actual clients, or they can be friends, family, or members of an online community you belong to. For example, if you have a brick-and-mortar used video game business, you can encourage your customers to provide you with their email addresses so you can send them emails.

SUMMARY: Write articles about the affiliate products you are promoting. Place affiliate links throughout the body of the article. Send the email to your customers.

INPUT ARTICLE: Article: Factoring is a way to simplify expressions by removing factors that are common across all the terms in the expression. To start, find the greatest common factor that all of the terms in the expression share - in other words, the largest number by which all the terms in the expression are evenly divisible. Let's use the equation 9x2 + 27x - 3. Notice that every term in this equation is divisible by 3. Since the terms aren't all evenly divisible by any larger number, we can say that 3 is our expression's greatest common factor. Next, divide every term in your equation by the greatest common factor you've just found. The resulting terms will all have smaller coefficients than in the original expression. Let's factor our equation by its greatest common factor, 3. To do so, we'll divide each term by 3. 9x2/3 = 3x2 27x/3 = 9x -3/3 = -1 Thus, our new expression is 3x2 + 9x - 1. Your new expression isn't equal to your old one, so it isn't accurate to say that it's simplified. To make our new expression equal to the old one, we'll need to account for the fact that it has been divided by the greatest common factor. Enclose your new expression in parentheses and set the greatest common factor of the original equation as a coefficient for the expression in parentheses. For our example expression, 3x2 + 9x - 1, we would enclose the expression in parentheses and multiply by the greatest common factor of the original equation to get 3(3x2 + 9x - 1). This equation is equal to the original, 9x2 + 27x - 3. You may now be wondering why factoring is useful if, after removing the greatest common factor, the new expression must be multiplied by it again. In fact, factoring allows a mathematician to perform a variety of tricks to simplify an expression. One of the easiest of these involves taking advantage of the fact that multiplying a fraction's numerator and denominator by the same number gives an equivalent fraction. See below: Let's say our original example expression, 9x2 + 27x - 3, is the numerator of a larger fraction with 3 in the denominator. This fraction would look like this: (9x2 + 27x - 3)/3. We can use factoring to simplify this fraction. Let's substitute the factored form of our original expression for the expression in the numerator: (3(3x2 + 9x - 1))/3 Notice that now, both the numerator and the denominator share the coefficient 3. Dividing the numerator and denominator by 3, we get: (3x2 + 9x - 1)/1. Since any fraction with "1" in the denominator is equal to the terms in the numerator, we can say that our original fraction can be simplified to 3x2 + 9x - 1.

SUMMARY: Identify the greatest common factor in the expression. Divide the terms in the expression by the greatest common factor. Represent your expression as the product of the greatest common factor and the remaining terms. Use factoring to simplify fractions.

INPUT ARTICLE: Article: In your lectures, instead of relying on vocal descriptions or audio lectures alone, incorporate more visual materials in your lectures. This will give your deaf student a visual representation of the concepts to which you are describing, which will make it easier for them to understand it before they see your notes. You can do this easily with computer presentations using computer programs such as Microsoft PowerPoint or online presentation tools such as Prezi. Make sure you provide captions for any image you use so your student will know exactly what the visual examples represent. Try to relate similar or previously discussed concepts together by linking their visualizations. This will not only help your deaf students make the connections, the visual reminders will also help your other students as well. If you are showing a film in class, avoid those that lack captions. In these situations, your deaf student may miss out on a key point in your lesson by missing the contents of the video. Most store bought DVDs have closed captions. Make sure to play these when you watch a video in class. There are online services, such as the Described and Captioned Media Program, that provide 1,000s of videos already embedded with captions. YouTube also has a closed caption option if you are able to find your video clip uploaded there. If you cannot provide captions, look for a transcript of the contents or ask a fellow student to transcribe the video for your student so he will be able to receive the information. If you know you are going to have a lecture heavy day, give a print out of your lecture notes or class summary to your deaf students. These can be helpful in digital form so your student can annotate them while he is in class. Being able to see a written version of your lecture will help your student relate any activities in class to the concepts you write down. These will be helpful in conjunction to the notes he receives of your live lectures. If you add new information in a lecture that is not in notes given to your student, use an overhead projector to communicate this information. You can also use a projector to give visual examples if your deaf student is having trouble understanding a concept. This method is also helpful to communicate homework or other time sensitive information not covered in his notes. When you are trying to accommodate a deaf student into your classroom, contact your institutions Office of Disability Services. They will have knowledge of what policies are already in place for your school and how you can get access to them. You should also ask your student if he has preferences about what technology would work best for him. If you already have ideas about what your student prefers, take these ideas to the Office of Disabilities and see if they will can help. If not, present your student with what is available and see what he would like to use the most.

SUMMARY: Incorporate more visuals into your lectures. Show videos with captions. Use electronic handouts. Provide information on projectors. Talk to your institution and student.

INPUT ARTICLE: Article: While your vomiting and nausea may pass quickly, there are some situations in which you should contact your doctor. Even a mild case of the flu may become serious if the sick person becomes dehydrated. Call your doctor if you or your child experience the following: You are unable to keep down any food or liquid You have vomited more than three times in one day You received head injury before the vomiting began You have not urinated in six to eight hours For a child under six: vomiting lasts more than a few hours, they have diarrhea, signs of dehydration, a fever, or they haven't urinated for four to six hours For a child over six: vomiting lasts longer than 24 hours, diarrhea combined with vomiting lasts longer than 24 hours, there are any signs of dehydration, fever higher than 101F (38.3C), or they haven't urinated for six hours In some cases you or your child will need immediate medical attention. Call 911 or your emergency services right away if you or your child experience the following: Blood in the vomit (appears bright red or looks like coffee grounds) Severe headache or stiff neck Lethargy, confusion, or decreased alertness Severe abdominal pain Rapid breathing or pulse

SUMMARY:
Know when to contact your doctor. Know when to call emergency services.