Monday, January 27, 2020
How to Write a Nursing Essay
How to Write a Nursing Essay Getting Started – The Planning Phase The key to success when writing a nursing essay is the detail applied when planning the piece. It is essential to create a clear and robust essay structure, taking into account all of the learning outcomes expected of the finished piece. As well as understanding the essay title it is also important to become fully acquainted with the learning outcomes which are included as standard with all essays, as these form a pivotal part of the students overall understanding of what is required of them when submitting their work. Most importantly in the planning phase it is advisable to return to the course tutor or module leader if there is any doubt as to what is expected of the essay, although feasible to do so, clarifying important queries once the essay is underway may well be too late as it may result in a significant content or structural change to hard work already carried out. A well planned essay will consider the following: Clarity as so what is being asked of the essay is the title clear? Having a full understanding of the style of work required i.e. reflective account, literature review and so on. Brainstorm – this is an easy yet helpful way of deciding on key content. Write headings of key points to include then start to build upon these. Where is the word count weighted – there is often an allocation of the percentage of marks which will be gained from each segment such as introduction, discussion and conclusion, be clear about this in the plan. Where is information for content to be accessed? A literature search should be carried out as early as possible. How much time is available to complete the work? Make a plan of time usage and stick to it, never leave writing until the last minute as it will certainly detract from the quality of the finished piece. The Introduction To obtain a good mark, students are expected to provide a robust and strong introduction to the essay, this indicates to the marker that the student fully understands what is expected of them, and also gives an indication of the content to follow in the discussion. When referring in the introduction what will be included in the essay, it is crucial that these intentions are followed through and the content included reflects this, and if detail is not guaranteed to appear in the text then it is advisable to keep information brief in the introduction. Always consider that the contents of the introduction can always be altered once the main body of the essay is complete, that way it ensures that the intended content is referred to appropriately in the introduction. The marker will expect to see references used from the offset however in the introduction these can be kept to a minimum and used purely to support the key features and the subject the essay is intended to focus on. The Discussion This is the student’s platform to exhibit their knowledge of the subject they are writing about. Having undertaking a thorough essay plan the content itself will have been clarified, the more complex undertaking will be to source and correctly apply theories within the discussion that give weight and credence to the level of understanding of the subject the student is required to write about. The discussion needs to be broad and relatively unbiased (unless it is specifically required to emphasise one side of an argument), providing the marker with well-rounded and up-to-date knowledge of the subject, which indicates that the student has read widely around the subject matter, and has subsequently acquired a good understanding of this. The discussion forms the bulk of a standard essay and is where the student must include all of the relevant points they intend to include in the essay. It is within the discussion that the student must display the evidence collected to address the question or proposed topic for discussion. The Conclusion It is essential at this stage of the essay not to present new information, or bring in additional threads to the discussion. The conclusion is intended to be a segment whereby the student is able to offer informed opinions about the information, facts and arguments provided within the discussion. It is here that information can be validated or challenged, and commonly, where appropriate, recommendations for future practice are made allowing the student to apply theories which have been born from the discussion. As with the introduction a conclusion is required to have a strong impact and leave the marker with no doubt as to whether the original question has been answered sufficiently. Referencing In the UK the ‘Harvard System’ is most commonly used as the academic referencing style of choice. Although for many first-time essay writers understanding referencing can be tantamount to learning a new language, once a solid grasp of the style is obtained it can then be comfortably applied to essays. It is important that students acknowledge that the use of referencing is extremely influential to a pass or fail therefore accuracy is essential to further enhance the over all mark. The purpose of referencing is that the student is able to illustrate a wide research of the chosen topic, and in doing so is able to trace where information has been obtained by means of providing a clear and concise reference list. In Summary It is important to understand that all universities adopt subtle variations in marking systems and as such it is the student’s responsibility to familiarise themselves with their place of study and what is expected of them. Providing strong attention and detail is applied to the planning, structure, information (argument), presentation and referencing of the essay then a student can expect to obtain a pass. The ‘pass’ grade attained will depend on what degree the learning outcomes have been met and fortunately students are able to establish a good understanding of the expectations of the marker by familiarising themselves with the provided ‘marking criteria,’ relating to the academic level they are working towards.
Saturday, January 18, 2020
Prevention of Colon Cancer through Proper Nutrition Essay
Incidence            Colon cancer is the third most often diagnosed cancer and is the second primary cause of cancer deaths in North America. The incidence is approximately 650,000 cases every year worldwide and has been increasing in the past few years. However, the mortality rate has decreased in 2002; the worldwide incidence was 278,000 male and 251,000 female cases every year (Landis, Murray, Bolden, & Wingo, 1999). In people 65 years or older, the incidence rate of colon cancer is 70% (Parkin, Whelan, Ferlay, Raymond, & Young, 1997). In people not more than 65 years old, the incidence is about 120 new cases for every 100,000 inhabitants every year; in people aged 55-75, the incidence of colon cancer is approximately 200 for every 100,000 inhabitants every year (Jemal et al., 2004)            The lifetime risk of colorectal cancer in the general population is 2.5% to 5%, which means that 25-50 out of 100 people will get colon cancer in their lifetimes (Adrouny, 2002). This risk is increased two- or threefold if there is a first-degree relative who has had an adenomatous polyp or cancer. Mortality is about 90 for every 100,000 inhabitants per year (Jemal et al., 2004). The male-to-female ratio varies from 1.0 to 1.4 depending on the tumor registry that is reporting the data (Adrouny, 2002). The risk of colon cancer increases with age. The majority of cases occur in people over the age of sixty. In people between the ages of forty and fifty years the incidence of colon cancer is 15 new cases per 100,000 persons (Adrouny, 2002). Modifiable Risk Factors            While many mechanisms remain ambiguous, many studies have indicated that a number of lifestyle and dietary factors are likely to have significant consequences on the risk of colon cancer. Smoking early in life, probably in combination with a diet that has no or low in some micronutrients like methinine and folate, is likely to increase the risk of colon cancer. Other environmental exposures, such as smoking, are also likely to be involved in causing colon cancer. Moreover, overeating, weight gain in adulthood, and obesity are strongly implicated as risk factors for colon cancer. Not only are obesity and weight gain associated with the presence of adenomatous polyps, but so is weight variability over a period (Adrouny, 2002). Physical inactivity or sedentary occupation is also a major risk factor for colon cancer.            According to Giovannucci (2002), processed meats, red meat, and possibly refined carbohydrates may increase colon cancer risks. Also, more recent evidence show that chronic hyperinsulinemia is likely to have an influence on colon cancer risks. As insulin resistance and subsequent hyperinsulinemia is induced by excess energy intake and some characteristics of the Western diet, such as refined carbohydrates and saturated fats, insulin may contribute to colon cancer (Giovannucci, 2002). In addition, agents with chemopreventive properties like postmenopausal estrogens and aspirin are likely to have unpleasant effects, thus making general recommendations require a cautious consideration of the risk-benefit ratio. Non-Modifiable Risk Factors            Although the genetic and biochemical mechanisms of colon cancer may still be incompletely understood, it is acknowledged that the anatomic precursor of colon cancer is the adenomatous polyp. Basically, adenoma is a benign growth from a glandular tissue; a polyp is a growth protruding from a mucous membrane. People who have adenomatous polyps in the colon are at increased risk of developing cancer. One major non-modifiable risk factor is the familial adenomatous polyposis (FAP). Here, an affected individual develops hundreds or thousands of polyps by his or her teen years, any one of which may develop into a cancer. Preventive action, usually consisting of repeated examination or removal of the colon, is necessary, along with careful screening of family members for this disorder. The Gardner syndrome is probably a variant of FAP; it occurs about half as frequently and has similar clinical features. It may affect the small intestine as well as the colon.            Oldfield and Turcot syndromes might be related to FAP. While the former is associated with sebaceous cysts, the latter is associated with tumors of the central nervous system and may be transmitted by an autosomal recessive gene. Another risk factor for colon cancer is hereditary nonpolyposis colorectal cancer (HNPCC). Although these forms of colon cancer arise from polyps, individuals do not have an abundant proliferation of polyps as in the abovementioned polyposis syndromes. The polyps that are found in family members have an extraordinarily high likelihood of progressing to cancer. Prevention            The large body of evidence shows that it is feasible to prevent colon cancer. In their study, Emmons et al. (2005) approximate that a significant fraction of the colon cancer risk in the middle-aged men in the United States might be avoidable with optimal common lifestyle and dietary behaviors. National recommendations and clinical practice and for adult men and women in the US already promoted the following for the prevention of cancer in general, and colon cancer in particular: controlling of obesity, quitting smoking, limiting alcohol intake, increasing physical activity, consuming more fruits and vegetables and diets that are low in saturated fat (American Cancer Society, 1996). The following prevention practices are specifically aimed at middle aged (30-50 years) American men. As mentioned earlier in this paper, there is a higher incidence rate of colon cancer in men than women, and that this age bracket is highly at risk for colon cancer. The focus is the primary prevention of colon cancer by consuming more fruits and vegetables.            The consumption of fruits and vegetables as a measure in preventing colon cancer has been supported in many studies (e.g., Smith-Warner, Genkinger, & Giovannucci, 2006). It was found that for total vegetables, 75% of the results reported in 22 case-control studies suggested that colon cancer risk was reduced by at least 20% for those in the highest compared with the lowest intake category, with 33% of the estimates indicating that the reduction in risk exceeded 50%. For total fruits, the results have been less consistent among 19 case-control studies; 48% of the risk estimates suggested at least a 20% reduction in risk and only 11% showed more than a 50% lower risk for the highest versus the lowest intakes (Kousnik et al., 2007). Furthermore, in an earlier review of 21 case-control and four cohort studies by an international panel, credible evidence was found that vegetable consumption indeed reduces colon cancer risks (World Cancer Research Fund, 1997).            Studies have also suggested that dietary calcium plays a role in protecting against colon cancer; it may do so by binding fatty acids and bile acids and directly inhibiting abnormal growth of colon epithelial cells. Fruits and vegetables are thought to reduce the risk of colon cancer because they have a higher composition of fiber compared to other diets. On the other hand, diets low in fiber and high in fat intake are thought to increase the risk of the cancer. Thus, it is not surprising that, in Africa and Asia, where dietary customs place emphasis on high-fiber, low-fat foods, fruits, and vegetables, people have lower incidence of colon cancer compared to the United States and Europe.            The major explanation for the protective effect of cereal fiber is not known. One of the most convincing theories is that fiber has a dilutional effect on fecal ingredients which may cause development of cancer. It also has an effect on the faster passage of stool through the bowel, thus reducing cell damage and contact time (Adrouny, 2002). In general, however, more recent epidemiologic research has tended not to support the strong influence of fiber in preventing colon cancer; instead, some phytochemicals or micronutrients in foods rich in fiber may be important. Folate is one nutrient that has of late been receiving much attention and is increasingly being studied in randomized intervention trials. Recent research suggests that persons who supplement their diet with at least 800 micrograms of the vitamin folic acid on a daily basis have a reduced incidence of colon cancer (Adrouny, 2002). References  American Cancer Society. (1996). Guidelines on diet, nutrition, and cancer prevention. Cancer Journal for Clinicians, 46, 325-341. Giovannucci, E. (2002). Modifiable risk factors for colon cancer. Gastroenterology Clinic North America, 31, 925-43. Jemal, A., Clegg, L. X., Ward, E., Ries, L. A., Wu, X., Jamison, P. M. et al. (2004). Annual report to the nation on the status of cancer, 1975–2001. Cancer, 101, 3–27. Koushik, A., Hunter, D. J., Spiegelman, D., Beeson, W. L., van den Brandt, P. A., Buring, J. E. et al. (2007). Fruits, Vegetables, and Colon Cancer Risk in a Pooled Analysis of 14 Cohort Studies. Journal of National Cancer Institute, 99, 1471-1483. Landis, S.H., Murray, T., Bolden, S., & Wingo, P. A. (1999). Cancer statistics 1999, Cancer Journal for Clinicians, 49, 8–31 Parkin, D. M., Whelan, S. L., Ferlay, J., Raymond, L., &Young, J. (Eds.). (1997), Cancer Incidence in Five Continents. Lyon: IARC Press. Smith-Warner, S. A., Genkinger, J., & Giovannucci, E. (2006). Fruit and vegetable intake and cancer. In D. Heber, G. L. B;ackburn, V. L. Go, & J. Milner (Eds.), Nutritional oncology (97-173). Burlington, MA: Elsevier. World Cancer Research Fund. (2007). Food, nutrition and the prevention of cancer: a global perspective. Washington (DC): American Institute for Cancer Research. Â
Friday, January 10, 2020
College writing and casual writing Essay
A. I think there is a big difference in college writing and casual writing. I fell like college writing has is more structured. You have to capitalize the words that need to be capitalized, Indent at the beginning of each paragraph, and write paragraphs in the write structure. College level writing is more in-depth and detailed than casual writing. B. My favorite hobby is listening and creating music. Music is very strong, meaningful, and a way to express feelings. C. I love listening and creating music. Listening and creating music is very fun to me, it’s also very relaxing. Music can be very useful in many ways. You can give a positive message in music and also get people to enjoy it by expressing on a rhythmic beat and words. Listening and creating music gives an outlet to express many different emotions, sad, mad, and happy. Creating music is fun from recording lyrics to mixing and creating the whole sound. Music is what I do in my free time, it’s my favorite hobby. Part2: A. I have to basic step that I think is going to be the most difficult for me is â€Å"Drafting†. The reason I chose drafting is because I never utilized that step unless it was required by the teacher, and counted as part of the assignment. I’m going to start utilizing all of the steps that where listed. When I write my text paper I’m going to sit down and plan my paper, Also planning and taking the proper steps actually make the paper easier to write.
Thursday, January 2, 2020
Research Paper Outline Example - 980 Words
Research Paper Outline Examples * Main Page * Research * Foundations * Academic * Write Paper * For Kids by Explorable.com (Nov 5, 2011) Research Paper Outline Examples This is an article with a few research paper outline examples. Creating an outline is the first thing you should do before you start working on your research paper. Write a Paper * 1Writing a Paper * 2Outline * 2.1Write an Outline * 2.2Outline Examples * 3Research Question * 3.1Thesis Statement * 3.2Write a Hypothesis * 4Parts of a Paper * 4.1Title * 4.2Abstract * 4.3Introduction * 4.4Methods * 4.5Results * 4.6Discussion * 4.7Conclusion *†¦show more content†¦Reference in Shakespeares Poems b. Works 3. Plays e. Tragedies 1. Hamlet 2. Romeo and Juliet f. Comedies 3. The Tempest 4. Much Ado About Nothing g. Histories 5. King John 6. Richard III 7. Henry VIII 4. Sonnets 5. Other Poems c. His Later Years 6. Last Two Plays 7. Retired to Stratford h. Death i. Burial 3. Conclusion d. Analytical Summary e. Thesis Reworded f. Concluding Statement Write a Paper * 1Writing a Paper * 2Outline * 2.1Write an Outline * 2.2Outline Examples * 3Research Question * 3.1Thesis Statement * 3.2Write a Hypothesis * 4Parts of a Paper * 4.1Title * 4.2Abstract * 4.3Introduction * 4.4Methods * 4.5Results * 4.6Discussion * 4.7Conclusion * 4.8Bibliography * 5Optional Parts * 5.1Table of Contents * 5.2Acknowledgements * 5.3Appendix * 6Formatting * 6.1In Text Citations * 6.2Footnotes * 6.3Format of a Table * 6.3.1Floating Blocks * 6.4Example of a Paper * 6.5Example of a Paper 2 * 6.6MLA Writing Format * 6.6.1Citations * 6.7APA Writing Format *Show MoreRelatedAbstract or Outline933 Words  | 4 PagesThe Abstract or Outline for the Research Paper Organizing Your Paper and Writing the Abstract or Outline  If you have chosen to do an MLA paper you will do an outline for your paper. This will be the second page of the paper.  If you are doing an APA paper, you will do an abstract of your final paper. 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