Preparing to Write and Drafting the Paper Essay Example for Free

Preparing to Write and Drafting the Paper Essay When it came to writing all these papers I gave myself time to think about the topics and tried to make sure I understood them before I sat down to write the essays. I have never really been a strong writer when it came to essays in high school it was not an easy task for me. I never had a good strategy when it came to actually writing the papers and putting everything in order. I figured out how to stop worrying so much about getting the assignment turned in on time because that would always stop me from thinking more about the paper then it would turn out bad and I would even up getting a bad grade which would make me feel horrible. I figured out that I should worry more about the paper and then I would be able to focus on the paper so I would be getting it done on time as well. My strategy for writing a paper requires me write a rough draft, take sometime to reread it and then type it making sure everything is spelled correctly. Then making sure all my grammar is correct through out my entire paper also, making sure that I have the correct punctuation everywhere its needed. Then after typing up everything I go through the paper one last time to make sure there isn’t anything I need to add or take out which is usually where I see where I need to change my sentence structure and add certain works or move sentences to different paragraphs. With this class it’s actually been a good experience for me when it came to writing papers and trying to get everything done either early or on time. My writing process has improved with taking this class because I have actually taken time to figure out what I’m going to write about when it comes to the subject and I take care of the assignment in a timely manner. These essays all seem to me that they can be directed to the same audience and can be given with the same enthusiasm because they can be directed to some one in their 20s or 30s because it talks about taking an online courses along with other things along those lines. It would be a speech that I would defiantly be interested in because of how the person would talk to us also with the vocabulary they use because it wouldn’t be a speech that I couldn’t understand. When someone is trying to give a speech or write an essay its difficult when your trying to gauge what type of audience when they are giving a speech or when they are writing a essay trying to figure out if they covered all the important points that need to be covered and that is going to give you the best grade you can get with the course your taking either online or in a classroom. When you first start out with a paper you are a little unsure as to what you are trying to tie together in the very first paper you write but they you figure out what you need for the next couple papers and it gets a little easier for constructing the paper. Trying to get people interested in the subject you are writing or speaking about can be one difficult task because people tend to get bored very easy or they want to learn, about something different not the subject that you are talking about. Papers are what you seem to make them because you can either make them hard or you can make them easy on yourself. If you stress yourself out then you make it more difficult but if you make it easy by trying to take what time your given to make it a good paper. Making sure everything is in the right order that you professor will accept it a very big deal because they look for little mistakes and want you to do the best that you can when it come to the well being of your grade and your class. When you put it all together and present it to either your professor or your audience it can go either one of two ways good or bad. You can always hope it goes good but sometimes you can get some criticism when it comes to what was good and what was bad to your paper or speech. Just making sure everything is in order and how you want everything to be good.

Lord :: essays research papers

The Lord is my Shield This is a psalm of David, when he fled from Absalom his son. It is obvious, on the face of it, that the work is a collection. A number of separate poems, the production of different persons, and belonging to perhaps by several distinct editors and have been united into a volume, which has been accepted by the Jewish and later by the Christian church as one of the books of the holy scripture . The poems seem originally to have been, for the most part quite separate and distinct; each is a whole in itself; and most of them appear to have been composed for a special object, and on a special occasion. The Psalter, as the Book of Psalms is often called, is actually a collection of different kinds of poetry spanning many centuries of history (from c. 1100 BC to 400 BC ) and reaching essentially its present form around 300 BC . Occasionally, but very seldom, one psalm seems linked to many other psalms. The purpose of the psalms was well expressed by David when he instituted hymns in Israel. He appointed the Levites â€Å"to record and to thank and praise the Lord God of Israel†(1 Corinthians 16:4). The book of Psalms is a record of petitions, thanksgiving, and praise to God by His people. As such it has brought comfort, encouragement, and blessing to God’s people throughout the ages. Every human emotion is covered in these hymns of aspirations to God. The historical background to the psalm is described in 2 Samuel 15-17. Though David petitioned in verse 7, Arise, O Lord; save me, it is clear from 2 Samuel 15:32-37 that David shrewdly sent his friend Hushai back to Jerusalem to deceive Absalom. David used other means but trusted only in God. We can describe it first as based in history, second in an allegorical sense, and lastly in a moral sense . The historical sense is clear from its title which is when he was fleeing from the face of his son Absalon, as is treated of at 2 Kings 15 - David's son, Absalon, persecuting his father, desired to kill him. Dav id yielded to him, leaving Jerusalem on foot with his household. There are two words that tend to draw the readers attention in this passage of scripture. Those two words are shield and enemy.

Prescribing event?

Abstract This report provides information on a prescribing event, which is conducted for a 70-year-old woman, who is bed bound as a result of superficial wound on left sheen. The prescribing event is adequately structured to present important details related to patient’s condition, as her holistic needs have been thoroughly considered by the student district nurse, who has been accompanied by her practice teacher during the event. The prescribing decision taken by the nurse related to prescribing a primary dressing and Allevyn Gentle Border as a secondary dressing. It has been identified that this decision is evidence-based considering its extensive benefits, as outlined in research. Introduction The purpose of the essay is to describe and critically analyse a prescribing event in which I was involved in my nursing practice. The focus is on providing an evidence-based rationale of the prescribing event.Confidentiality StatementAs a student district nurse, Mary Brown is allowed access to the records of the client in this case, research subjects and operational business information. Information which is directly related to the client and may include paper records or oral communication is identified as strictly confidential. Thus, Mary Brown is limited to the minimum amount of confidential information that is required to accomplish the intended purpose of the prescribing event. Description of the Prescribing Event and Analysis of the Situation The student district nurse received a referral from the G.P. that Mrs D has a wound on the left sheen, is bed bound and needs wound assessment and treatment. The nature of the prescribing event is anticipated because I knew beforehand the reason for visiting the client. Except the student as an active participant in the event, other participants present were practice teacher, patient, and patient’s husband. The case is represented by a 70-year-old, bed bound female, with superficial wound to left sheen. Although the skin around the wound has been identified as extremely dry and fragile, the student nurse has also recognised it is well creamed. Upon assessing the client, no other broken areas have been noticed. Patient is using pads for incontinence, gets carers 4 times a day, has hospital bed and mattress, cushion and a hoist. According to patient’s husband, she scratched the wound’s area and it broke. In the process of examining the holistic needs of the client, the student has considered the history of the present complaint (Marcum et al., 2010). This included conducting OPQRSTU mnemonic by exploring pain history checklist, such as onset of pain, palliative factors for pain, quality of pain, region of body or area affected, severity of pain, timing of pain, and how it affects ‘U’ in patient’s daily life. The student has clearly differentiated that patient’s complaint is simply a wound rather than a lesion (Tjia et al., 2012). Moreover, the student has thoroughly explored patient’s past medical history, family history and social history by relying on the cooperation of patient’s husband. Specific question were asked in order to determine patient’s susceptibility to chronic pain and injury. Patient’s exposure to hazards has been determined is minimal considering that the bed bound woman is a non-smoker (Marcum et al., 2010). In this case, the student nurse has decided to prescribe 50-50 Paraffin cream. As part of the medication assessment in the prescribing event, the student asked patient for allergies. However, no allergies were mentioned by client at that point. Other aspects of considering patient’s holistic needs included clinical investigations and physical examination. The student measured patient’s temperature and took a swab for microbiological analysis (Bradley et al., 2007). The physical examination involved careful physical assessment of the wound and wo und’s area. Decision Making and Actions Taken P. and Tissue Viability Nurse referral has not been indicated because the student nurse has confirmed that the diagnosis is clear and does not need referral. This means that there are no any severe aspects related to patient’s diagnosis. In the decision making process of the student district nurse, certain considerations have been made in an attempt to reach a relevant prescribing decision (Bradley et al., 2007). By concluding that patient’s wound is simple and lacks any signs of severity, the student concluded that the selection of a primary dressing and Allevyn Gentle Border as a secondary dressing is justified because it is evidence-based (Junqueira and Carneiro, 2005). Patient expectations for a fast recovery of the wound have been thoroughly considered by the nurse while making that particular decision for administering specific types of dressings. It is important to note that the decision of the nurse to prescribe a primary dressing and Allevyn Gentle Border as a second dressing is reasonable considering the wound’s condition which has been determined after professional assessment and careful physical examination (Guarnera et al., 2007). The primary dressing that was prescribed for patient has been indicated as a paraffin gauze dressing. It has important features, such as soft paraffin base, comprehensive size range, and sterile leno weave presentation. The major benefit of the prescribed primary dressing is that it can soothe and protect the wound as well as open up the passage of viscous exudates, which can take place into the prescribed secondary dressing (Chaby et al., 2007). The fact that the prescribed primary dressing is not medicated shows that it can be ideally used with a topical antiseptic of choice. It can be indicated that the mnemonic EASE has been applied in the decision making process of the prescribing event. The product has been identified as rather effective, as all products from the Allevyn Gentle Border range have been especially designed for individuals with fragile and extremely sensitive skin (Chaby et al., 2007). This type of dressing has a soft silicone gel adhesive, which makes it a convenient option for patient’s condition considering the capacity of the dressing to minimise trauma to the wound when the dressing should be changed. Moreover, this contributes to avoiding patient pain and ensuring adequate care (Guarnera et al., 2007). The effectiveness of the prescribed dressing is evident at its triple-action technology, which contributes to maintaining optimal balance in fluid while the wound is being healed. The choice of Allevyn Gentle Border as a secondary dressing is an appropriate decision made by the district nurse because the dressing provides optimal comfort to patient and it is easy to be applied and removed. The product is suitable for this patient, as no allergies have been reported during the initial assessment conducted by the student (Chaby et al., 2007). In addition, the use of the prescribed secondary dressing is completely safe, as patient can even take shower without any problem given that the dressing is shower-proof. The prescription is cost-effective, as a box of 10 Allevyn Gentle Border dressings (7.5 cm x 7.5 cm size) costs approximately ?22.44, and a box of the same type of dressings (10 cm x 10 cm size) is approximately ?29.99 (Hurd et al., 2009). In a research by Hurd et al. (2009), the focus has been on presenting sufficient evidence of the effectiveness of Allevyn Gentle Border. The authors of the research based their evaluation on a multi-centre clinical assessment, which was conducted in 2008. One of the most important conclusions provided by researchers was that this type of dressing was suitable for the specific wound type treated in almost 95% of patients who participated in the study (Chaby et al., 2007). It has been emphasised that patients’ wounds had healed prior to the end of the specified study period. There was substantial evidence indicating a reduction in wound area and depth upon presenting the final assessment of patients. Moreover, there was significant evidence of a reduction in the precise level of exudates in the wound, which applied to the period between baseline and final assessment (Hurd et al., 2009). There was also a visible reduction in the median percentage of devitalised tissue upon conclu ding the final assessment of patients. In order to assess the appropriateness of the prescribed dressing, the student district nurse demonstrated the initial consideration that the process of prescribing wound products cannot occur generically. The nurse has determined that this type of dressing is appropriate to patient’s condition. As presented in research, Allevyn Gentle Border dressing is found to maintain moisture, implying the inability of sticking to the wound (Chaby et al., 2007). The prescribed dressing belongs to the group of hydrocolloids. The qualities of hydrocolloid dressings have been considered by the student in providing an optimal healing environment, insulation and autolytic debridement. In terms of outlining the advantages of this type of dressing, it is essential to note that hydrocolloid dressings are impermeable to bacteria and other contaminants (Guarnera et al., 2007). The most important advantage is that they do not adhere to the wound but to the intact skin near the wound. However, a sign ificant consideration should be given to the fact that hydrocolloid dressings are not recommended for wounds with extremely heavy exudates, or in the presence of infection. The frequency of dressing changes depends on the severity of patient’s wound (Hurd et al., 2009). Yet, it is important to note that the primary dressing should be changed on a daily basis, while the secondary Allevyn Gentle Border dressing should be changed every 3 days (King, 2003). There have not been considerable side effects associated with the use of the prescribed secondary dressing except slight nausea in rare cases. In the process of negotiating a contract, it is essential to note the aspects of concordance and adherence. The student demonstrated a high level of negotiated concordance in the sense that sufficient information was provided to client including possible side effects, the costs of dressing and the impact on lifestyle. In an attempt to promote greater adherence of client to the prescribed treatment, the student district nurse clearly informed client about the two types of dressings that were prescribed, as well as how to use them and their benefits (Bradley et al., 2007). It has been suggested to both client and her husband to record the time of dressing changes, which served as an additional motivating factor to client to monitor the condition of her wound. The nurse demonstrated her competence in conducting effective communication with client considering that she is from the elderly population, which implies a focus on making the prescribed treatment simple (Hurd et al., 2009). Ther efore, the contract between the nurse and client was considered effective in terms of concordance and adherence. Implications for Future Practice This event is quite important for my future practice and learning because it has provided me with a relevant opportunity to apply all essential steps of a prescribing event in practice. Such a practical experience in prescribing has made me more self-confident in the procedures required to indicate a properly conducted prescribing event in the future (Bradley et al., 2007). I would follow the same model of prescribing for any future similar situation, as I find it effective and reliable in bringing an optimal treatment option to client. I have extensively focused on client’s holistic needs, as this is considered fundamental in delivering adequate care and make an informed decision regarding client’s complaint (King, 2003). I am prepared to expand my prescribing experience in the future by actively participating in similar events and acting in accordance with strict nursing and prescribing principles outlined in the field. Reflection The prescribing event provided an opportunity to learn more about the stages of prescribing and making the best possible decision in a similar situation as the one faced by client. However, I am aware that such a decision may differ upon considering the details of another case, with different aspects of complaints. This means that I should be adequately prepared to encounter different prescribing scenarios (Hurd et al., 2009). I have not experience any major problems during this experience. Yet, I have learned a lot about wound care in relation to this incident. The treatment of this condition may be challenging under particular circumstances especially among the elderly population (King, 2003). Self-monitoring and management of wound may be inappropriately done and thus such individuals may need the assistance of a family member or nurse in order to adhere to the schedule outlined in the prescribing event. Conclusion This report provided significant information about a prescribing event in which a student district nurse participated, accompanied by her practice teacher. The prescribing event was based on an incident with a 70-year-old female, who was identified as bed bound due to superficial wound to left sheen. The nurse critically analysed the situation and demonstrated a prescribing decision that a primary dressing should be used as well as Allevyn Gentle Border as a secondary dressing (Hurd et al., 2009). The prescribing decision was adequately justified given that the nurse provided solid evidence of the benefits of using this type of dressing. However, the only limitation considered in this event is that the nurse may not have invested sufficient time to explore the case in detail (Chaby et al., 2007). Despite this limitation, the student expressed an opinion of increased self-confidence that could help her in similar prescribing situations in the future. References Bradley, E., Hynam, B. and Nolan, P. (2007). ‘Nurse Prescribing: Reflections on Safety in Practice’. Social Science & Medicine, vol. 65(3), pp. 599-609. Chaby, G., Senet, P., Vaneau, M. et al. (2007). ‘Dressings for Acute and Chronic Wounds: A Systematic Review’. Archives of Dermatology, vol. 143, pp. 1297-1304. Guarnera, G., Tinelli, G., Abeni, D., Di Pietro, C., Sampogna, F. and Tabolli, S. (2007). ‘Pain and Quality of Life in Patients with Vascular Leg Ulcers: An Italian Multicentre Study’. Journal of Wound Care, vol. 16, pp. 347-351. Hurd, T., Gregory, L., Jones, A. and Brown, S. (2009). ‘A Multi-Centre In-Market Evaluation of Allevyn Gentle Border’. Wounds UK, vol. 5(3), pp. 32-44. Junqueira, L. C. and Carneiro, J. (2005). Basic Histology. Rio de Janeiro, Brazil: Lange. King, B. (2003). ‘Pain at First Dressing Change after Toenail Avulsion 2: Findings and Discussion of the Data Analysis’. Journal of Wound Care, vol. 12, pp. 69-75. Marcum, Z. A., Handler, S. M., Wright, R. and Hanlon, J. T. (2010). ‘Interventions to Improve Suboptimal Prescribing in Nursing Homes: A Narrative Review’. The American Journal of Geriatric Pharmacotherapy, vol. 8(3), pp. 183-200. Tjia, J., Gurwitz, J. H. and Briesacher, B. A. (2012). ‘Challenge of Changing Nursing Home Prescribing Culture’. The American Journal of Geriatric Pharmacotherapy, vol. 10(1), pp. 37-46.

Carrie Chapman Catt, Suffragette, Activist, Feminist

Carrie Chapman Catt (January 9, 1859–March 9, 1947) was a teacher and journalist who was active in the womans suffrage movement of the late 19th and early 20th centuries. She was the founder of the League of Women Voters and president of the National American Woman Suffrage Association. Fast Facts: Carrie Chapman Catt Known For:  Leader in the womens suffrage movementBorn: February 9, 1859 in Ripon, WisconsinParents: Lucius Lane and Maria Clinton LaneDied: March 9, 1947 in New Rochelle, New YorkEducation:  Iowa State Agricultural College, B.S. in General Science, 1880Spouse(s): Leo Chapman (m. 1885), George W. Catt (m. 1890–1905)Children: None Early Life Carrie Chapman Catt was born Carrie Clinton Lane in Ripon, Wisconsin on February 9, 1859, the second child and only daughter of farmers Lucius and Maria Clinton Lane. Lucius had participated but did not find much luck in the California Gold Rush of 1850, returning to Cleveland Ohio and purchasing a coal business. He married Maria Clinton in 1855, and, discovering that he disliked cities, bought the Ripon farm. Their first child William was born there in 1856. Maria was outspoken and well-educated for the time, having attended Oread Collegiate Institute in Worcester, Massachusetts. When Carrie was 7, the family moved to a farm outside of Charles City, Iowa, building a new brick house. Carrie attended a one-room schoolhouse and then the Charles City high school. At the age of 13, she wanted to know why her mother wouldnt be voting in the presidential election of 1872: Her family laughed at her: women werent allowed to vote in the United States at the time. In her early teens she wanted to become a doctor and began bringing live reptiles and insects into the house to study them, to the distress of her father. She borrowed and read Darwins Origin of Species from a neighbor and wanted to know why her history book omitted all of that interesting information. In 1877, Carrie attended Iowa State Agricultural College (now Iowa State University), having saved up money to cover the room and board (about $150/year, and tuition was free) by teaching school in the summers. While there, she organized a womans military drill (there was one for men but not women) and won the right for women to speak at the Crescent Literary Society. She joined the Pi Beta Phi Fraternity—despite its name, it was coed. In November 1880 she graduated with a bachelors degree in the General Science Course for Women, making her the only woman in a class of 18. She started her journalism career by writing in the Iowa Homestead magazine about the drudgery of housework. Carrie Lane began reading law with a Charles City attorney, but in 1881 she received an offer to teach in Mason City, Iowa and she accepted. Professional Life and Marriage Two years later in 1883, she became superintendent of schools in Mason City. In February 1885, she married newspaper editor and publisher Leo Chapman (1857–1885) and became co-editor of the newspaper. After Leo was accused of criminal libel later that year, the Chapmans planned to move to California. Just after he arrived, and while his wife was on her way to join him, he caught typhoid fever and died, leaving his new wife to make her own way. She found work in San Francisco as a newspaper reporter. She soon joined the woman suffrage movement as a lecturer and moved back to Iowa, where she joined the Iowa Woman Suffrage Association and the Womens Christian Temperance Union. In 1890, she was a delegate at the newly formed National American Woman Suffrage Association. In 1890 she married wealthy engineer George W. Catt (1860–1905), whom she had originally met in college and saw him again during her time in San Francisco. They signed a prenuptial agreement, which guaranteed her two months in the spring and two in the fall for her suffrage work. He supported her in these efforts, considering that his role in the marriage was to earn their living and hers was to reform society. They had no children. National and International Suffrage Role Her effective organizing work brought her quickly into the inner circles of the suffrage movement. Carrie Chapman Catt became head of field organizing for the National American Woman Suffrage Association in 1895 and in 1900, having earned the trust of the leaders of that organization, including Susan B. Anthony, was elected to succeed Anthony as president. Four years later, Catt resigned the presidency to care for her husband, who died in 1905—Rev. Anna Shaw took over her role as NAWSA president. Carrie Chapman Catt was a founder and president of the International Woman Suffrage Association, serving from 1904 to 1923 and until her death as honorary president. In 1915, Catt was re-elected to the presidency of the NAWSA, succeeding Anna Shaw, and led the organization in fighting for suffrage laws at both the state and federal levels. She opposed the efforts of the newly active Alice Paul to hold Democrats in office responsible for the failure of woman suffrage laws, and to work only at the federal level for a constitutional amendment. This split resulted in Pauls faction leaving the NAWSA and forming the Congressional Union, later the Womans Party. Role in Final Passage of Suffrage Amendment Her leadership was key in the final passage of the 19th Amendment in 1920: without the state reforms—an increased number of states in which women could vote in primary elections and regular elections—the 1920 victory could not have been won. Also key was the bequest in 1914 of Mrs. Frank Leslie (Miriam Folline Leslie) of nearly a million dollars, given to Catt to support the suffrage effort. Legacy and Death Carrie Chapman Catt was one of the founders of the Womens Peace Party during World War I and helped organize the League of Women Voters after the passage of the 19th Amendment (she served the League as honorary president until her death). She also supported the League of Nations after World War I and the founding of the United Nations after World War II. Between the wars, she worked for Jewish refugee relief efforts and child labor protection laws. When her husband died, she went to live with a longtime friend and fellow suffragist Mary Garrett Hay. They moved to New Rochelle, New York, where Catt died in 1947. When measuring the organizational contributions of the many workers for woman suffrage, most would credit Susan B. Anthony, Carrie Chapman Catt, Lucretia Mott, Alice Paul, Elizabeth Cady Stanton, and Lucy Stone with having the most influence in winning the vote for American women. The effect of this victory was then felt worldwide, as women in other nations were inspired directly and indirectly to win the vote for themselves. Recent Controversy In 1996, when Iowa State University (Catts alma mater) proposed to name a building after Catt, controversy broke out over racist statements that Catt had made in her lifetime, including stating that white supremacy will be strengthened, not weakened, by womens suffrage. The discussion highlights issues about the suffrage movement and its strategies to win support in the South. Sources Laurence, Frances. Maverick Women: 19th Century Women Who Kicked over the Traces. Manifest Publications, 1998.  Peck, Mary Gray. Carrie Chapman Catt, Pioneers of the Womans Movement. Literary Licensing, 2011.  Suffragettes Racial Remark Haunts College. The New York Times, May 5, 1996.  Van Voris, Jacqueline. Carrie Chapman Catt: A Public Life. New York: The Feminist Press, 1996.