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book reports formats Why do book reports strike terror in the hearts of define St. Clair College most students? Simply, writing a book report is good essay Caterham not easy. A book report challenges students to think and write critically about define St. Clair what they’ve read. In the early elementary grades, extra support is given, often with book report worksheets that prompt students to write about a favorite character and other book details. But as children progress through upper elementary, middle, and is the essays high school, they are expected to write book reports independently. At Time4Writing, we work with students on an individual basis to critically evaluate St. Clair develop their writing skills through online writing courses. We hope this roadmap helps your child navigate writing a school book report with a minimum amount of terror! How to Write a Book Report. Essay Writing Service (The In Switzerland). Before you write, read.

There’s no substitute for critically reading the a-g requirements Business book. Choose a book you’ll enjoy—reading should be fun, not a chore! Read with a pen and paper at your side. Jotting down page numbers and notes about significant passages will be very useful when it comes time to write. Critically St. Clair. Remember, unless your book is essay writing service forum TASIS (The a personal copy, don’t write in the book itself. Use a Book Report Outline. After reading the book, you are ready to define critically start the writing process.

When writing a book report, or when answering any writing prompt, you#8217;ll find writing easier if you follow the proven steps of the writing process: prewriting, writing, revising, editing, and (UCL) publishing. In the first step, prewriting, you’ll plan what you want to say. An outline is a great prewriting tool for book reports. Start your book report outline with the following five ideas. Critically Evaluate College. Each idea should correspond to a paragraph: 2. Summary of good Book.

3. Book Details: Characters. 4. Book Details: Plot. 5. Evaluation and Conclusion. In organizing your thoughts, jot down a few ideas for each of these paragraphs. Critically Evaluate St. Clair. Reminder: Every grade level (and teacher) has different requirements for book report content. Review your teacher’s instructions before you create your book report outline. Most book reports begin with the article La Trobe University (NAVITAS) basic information about the book: the book’s title, author, genre, and publication information (publisher, number of pages, and year published). The opening paragraph is also your opportunity to build interest by define St. Clair mentioning any unusual facts or circumstances about the writing of the book or noteworthy credentials of the author. What That Sidcot. Was the book a bestseller?

Is the author a well-known authority on the subject? Book reports are personal, too, so it’s perfectly acceptable to state why you chose to read it. In the body of the book report—paragraphs two, three, and four—you’ll describe what the book is about. This is your chance to show you’ve read and understood the book. Assuming you’ve read a fiction book, below are helpful writing tips: Summary: Start this paragraph by writing an overview of the story, including its setting, time period, main characters, and evaluate St. Clair College plot.

Specify who tells the story (point of view) and the tone or atmosphere of the book. Is it a creepy tale of suspense or a lighthearted adventure? Character Details: In this paragraph, describe the main characters and identify the major conflict or problem the main characters are trying to solve. You can also write another paragraph about the writing service forum TASIS American School other characters in the book. Plot Details: In writing about the plot, you don’t need to tell every detail of the story.

Instead, focus on define critically College the main sequence of events. You can discuss plot highlights, from the rising action to the book’s climax and conflict resolution. Make sure you mention the author’s use of any literary devices you’ve been studying in class. Service TASIS American School In Switzerland). Book Reports on Non-fiction. If you are writing a book report on a biography or other factual text, you’ll want to devote the body of your book report to define St. Clair College a description of the book’s subject and the author’s points of view. Use the chapter headings to help you present the companies Brunel University London author’s ideas and arguments in an orderly manner. As with a fictional plot, you don’t have to cover every argument made by the author. Instead, choose the main ideas and the ones most interesting to you. If you read a biography, write about some of the critically important events in the person’s life.

Personal Evaluation and Conclusion. You’ll like writing the final paragraph because it is here that you’ll be able to offer your own critique of the book. What are the book’s strengths and is the website writes weaknesses? Did the book hold your interest? What did you learn from the book?

If you read a work of fiction, how did the book affect you? If you read non-fiction, were you swayed by define College the author’s arguments? Try to be balanced in your opinions, and support your statements with examples from the book. Website That. Give your honest opinion of the book and whether or not you would recommend it to others. Revising, Editing, and Publishing.

After you’ve drafted your book report, you’re ready to follow the next three steps of the writing process: revising, editing, and publishing. Evaluate College. Begin revising by reading your book report aloud or to a friend for articles jobs College London feedback. As you edit, check your grammar and use of the correct guidelines for book quotes and writing the book title. Give enough time to evaluate St. Clair revising and editing, and your published book report will be that much better. Book Reports: A Type of Expository Essay. Writing College (UCL). A book report is usually written as an expository essay, although it can be written in define critically St. Clair College other forms. In some cases, a teacher will ask students to take a point of view when writing a book report.

Here is an example: “Explain why Hoot by Carl Hiiassen is the best American kid’s novel of the last decade. Please use examples.” This type of writing prompt requires a persuasive style of article companies London (Navitas) writing. Teachers may also assign book reviews, which challenge students to persuade their classmates to define critically College read or not read a particular book. Reviews La Trobe (NAVITAS). If writing a book review, don’t reveal the ending! Rely on Your Writing Training to Write Book Reports.

Time4Writing#8217;s online writing classes and one-to-one, teacher-led instruction help in define critically evaluate St. Clair College building students’ writing skills. When students develop strong basic skills, they can succeed at any writing assignment, including a book report. Time4Writing offers online writing courses for kids in elementary, middle school, and high school, and pairs each student with a certified teacher for personalized writing instruction. Time4Writing’s eight-week, online writing courses are highly effective in helping students develop their writing skills and article building confidence. Find out define St. Clair College, how Time4Writing#8217;s online writing classes can make a real difference in your child’s writing.

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2. Promotional Period. The promotion begins on critically evaluate St. Clair College, 7.18.2017, at Rotterdam School, 9:00 am and ends on 7.28.2017 at 10:00 pm. This Privacy Policy (“Policy”) describes how information about You is collected, used and disclosed and provides other important privacy information, describes when and define evaluate College, how we may change this Policy, and tells You how to contact us with any questions or comments. We collect information about You and London, computer(s) You use when You use our Services or otherwise interact with us. “Personal Information” means information that we directly associate with a specific person or entity (for example: name; addresses; telephone numbers; email address; payment information; device location etc.). “Client”, “User”, “You” and “Your” refers to critically College you, the person accessing this Website and accepting these Privacy Policy. Any use of the above terminology or other words in the singular, plural, capitalization and/or he/she or they, are taken as interchangeable and therefore as referring to same. HOW INFORMATION ABOUT YOU IS COLLECTED. We collect information about You in three primary ways:

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We may use, or we may engage third-parties to University London use on our behalf, cookies or similar web tags (small data text files placed on your computer or device) or similar technologies to College identify Your computer or device and record Your preferences and other data so that our Website can personalize Your visit(s), see which areas and features of companies Brunel University London our Website are popular, and define College, improve our Website and Your experience. Depending upon Your computer, You may be able to set Your browser(s) to reject cookies or delete cookies, but that may result in the loss of some functionality on website writes Sidcot, the Website. We may also use web beacons (small graphic images on a web page or an HTML e-mail) to monitor interaction with our websites or e-mails. Web beacons are generally invisible because they are very small (only 1-by-1 pixel) and the same color as the background of the web page or e-mail message. Web Browsing Activity. When accessing our Website, We automatically collect certain information about St. Clair College Your computer and Your visit, such as your IP address, browser type, date and what website that writes, time, the web page You visited before visiting our Website, Your activities and purchases on define critically evaluate St. Clair, our Website, and reviews La Trobe University, other analytical information associated with the evaluate St. Clair College Website. Information From Other Sources. We may also obtain information about You from other sources.

For example, We may receive credit information from third-party sources before initiating Your service. We may also purchase or obtain Personal Information (for example, e-mail lists, postal mail lists, demographic and marketing data) from others. HOW WE USE INFORMATION WE COLLECT ABOUT YOU. We use the information We collect for a variety of business purposes, such as: To provide and website that for you School, bill for Services You purchase; To deliver and define critically evaluate College, confirm Services You obtain from us; To verify Your identity and maintain a record of Your transactions and interactions with us; To provide customer services to You; To create, modify, improve, enhance, remove or fix our Services and their performance;

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We retain information only for as long as we have a business or tax need or as applicable laws, regulations and/or government orders allow. When we dispose of reviews (NAVITAS) Personal Information, we use reasonable procedures designed to erase or render it unreadable (for example, shredding documents and wiping electronic media). PRIVACY POLICY UPDATES. How We Communicate Changes to This Policy. We may update this Policy at any time to provide updates to or clarification of define St. Clair our practices. If we make changes we may provide You with additional notice (such as adding a statement to article writing companies University (Navitas) the homepage of define critically our Website or sending You a notification). You should refer to this Policy often for article La Trobe (NAVITAS), the latest information and the effective date of any changes. This web site is evaluate, owned and operated by write Caterham School, Viatta Business Ltd . A Partner is an define St. Clair individual who refers customers. A Referral is an individual who requests a service via the referral link given by a Partner. With the first order, a Referral acquires a 15% discount on the order, while a Partner receives $50 to the Referral Balance.

With further purchases, a Partner earns 5% of the Referral’s total order price. All money earned with the Referral Program is stored on (The American in Switzerland), your Referral Balance. A Partner can transfer the money to critically evaluate St. Clair the Bonus Balance and use it to purchase a service. It is possible to transfer the sum to the Partner’s PayPal account (no less than $20).

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Food Service (Waitress Waiter) Resume Samples. Click the images to expand the resumes to a larger size. Define Critically. We have three resumes, and detailed explanations for how to write your own below. If you are an entry-level candidate (or have never been a waiter before), click here. If you need a food service cover letter, click here. Attention line cooks, prep cooks, chefs, and other food service workers — Don’t see your job here? Please view our full list of food service resume samples here. Click here to download.

This MS Word Food Service Resume. Food Service Resumes (Text Versions Quick Facts) Restaurant Server (Chrono) Candidate uses a Reverse-Chronological resume format, and introduces the resume with a strong Career Objective Candidate emphasizes 7+ years of companies, experience, and presents hard numerical evidence to prove she are a strong salesperson Candidate emphasizes depth of wine and define College, entree knowledge to that writes essays for you Sidcot School, play up her competence. RESTAURANT SERVER (REVERSE-CHRONOLOGICAL) 8870 Haven Street, Bloomington, IN 44590(141)-212-5465. Food Service Worker with 7+ years of define, experience in food preparation and service, and a certificate in essay forum School in Switzerland) Food Handling and Safety. Possesses a keen knowledge of wines, entrees, and College, the responsibilities of a successful restaurateur. Faithfully adhere to the highest standards of articles writing (UCL), hygiene, quality and customer service. College. Aiming to leverage my knowledge to effectively perform a management position at your restaurant.

RIVERSIDE RESTAURANT Chicago, IL. Food Service Worker September 2011 – Present. Memorized restaurant’s wine stock and the meals they should accompany, leading to daily wine sales averaging $150, fully 20% higher than company average Write patrons’ food orders on slips, memorize orders, or enter orders into computers for transmittal to kitchen staff in is the website writes for you a 150+ seat restaurant Clean all work areas, equipment, utensils, dishes, and evaluate, silverware and jobs (UCL), ensure they are stored appropriately in accordance to define evaluate, state law. Perform food preparation duties such as preparing salads, appetizers, and cold dishes, portioning salads, and brewing coffee in a fast-paced line kitchen. CARRABBA’S ITALIAN GRILL Chicago, IL. Trainee Food Service Worker August 2007 – July 2011. Present menus to patrons and answer questions about what is the writes School, menu items, making recommendations upon request in define critically a 70+ seat restaurant Assisted host or hostess by answering phones to take reservations or to-go orders, and by greeting, seating, and thanking guests Stored food in designated containers and essay writing service TASIS (The, storage areas to prevent spoilage and increase shelf life Presented wine samples for guests to taste and opened the bottles for them upon their approval Served food and beverages to define critically St. Clair College, patrons, and article La Trobe (NAVITAS), prepared or served specialty dishes at define critically St. Clair tables as required.

Certificate in Food Handling and Safety, June 2008. Bachelor of Arts Degree in Culinary Arts, June 2007. Team worker who is able to adapt in good highly dynamic and changing situations. Excellent problem solving and communication skills, with a focus on customer service Familiarity with Point of Sale terminals Bilingual (Spanish/English) Candidate uses a Combination resume format to define St. Clair, emphasize achievements and skills, beginning with a Professional Profile introduction to present critical and relevant information Candidate bolds key waitressing skill keywords in jobs University (UCL) the Professional Profile section, and critically College, lists her achievements after them Candidate emphasizes her ability to “upsell” customers on what is the writes School alcoholic beverages. Three Key Server Waitress Skills: 1. Salesmanship: Ability to convince customers to make extra purchases by define evaluate, persuasively presenting entree wine pairings, selling desserts, and convincing patrons to return to the establishment.

2. Communication: Ability to that writes Sidcot School, host, entertain, small talk, and speak fluidly in define critically St. Clair front of essay writing American School in Switzerland), strangers at length. Ability to work together with other food service workers as a team, often working in pairs for bigger tables. Ability to keep a cool head when dealing with irate customers. 3. Management: Ability to define, teach new hosts and a-g requirements, waiters how to present menu items, how to use Point of Sale (POS) Terminals, and test trainees for memorization of St. Clair College, food ingredients. Project Execution: Implemented new menu introduction strategies, increasing customer purchases of wine by 10% on average Management: Assisted in the training of writing forum (The American School, 6 new waiters, ensuring attention to detail and comprehensive understanding of restaurant methodology and define critically evaluate St. Clair, practices Awards and Recognition: Frequently praised for excellent service on restaurant online rating system Salesmanship: Deep and broad knowledge of wines and appropriate entree pairings Communication: Fluent in English and Spanish – Excellent verbal and written skills. Familiarity with Point of website writes essays for you, Sale (POS) and common restaurant machinery Able to St. Clair, memorize entire menu within a day, including ingredient combinations Proven ability to “upsell” alcohol, dessert, and appetizers to customers Bilingual Spanish and English. Waitress | Los Angeles, CA | 2012 – Present. Memorized restaurant’s wine stock and appropriate entree pairings, leading to daily wine sales averaging $180, fully 15% higher than company average Wrote patron’s food orders on slips, memorized orders, and managed food resources in a 120+ seat restaurant Operated POS terminals to input customer orders, swipe credit cards, and enter cash amounts received Received in-depth training for proper food handing techniques, including proper freezer placement, appropriate soup temperatures, and article companies (Navitas), equipment cleaning processes. Hostess Waitress | Los Angeles, CA | 2010 – 2012.

Awarded “Employee of the define critically St. Clair Month” two months consecutively Bussed tables, presented menus, seated customers, and that writes Sidcot School, assisted waiters with drink orders Trained 3 new hosts in providing excellent customer service and conflict resolution techniques. Florida State University, Orlando, FL. Bachelor of critically St. Clair, Arts in English, May 2008. Three Transferable Skills for Food Service: 1. Customer Interactivity: If you have ever had any experience dealing with customers (whether you were scooping ice cream, greeting people at a front desk, operating a ticket booth, etc.), this type of experience is transferable into any other customer service job. 2. Technical: Have you ever swiped a credit card, operated a Point of Sale (POS) Terminal, or re-stocked receipt paper? All of these skills are transferable into food service.

3. Is The Website That Writes For You School. Communication: Bilingual ability, especially Spanish, will help your food service career chances significantly. If you’ve ever had a job where you’ve had to speak in front of other people, that kind of communication ability is considered transferable. 534 Shelby Avenue, Los Angeles, CA 24542 * (433) 623-6234 * [emailprotected] Superior salesmanship skills, consistently outperforming company peers Friendly, outgoing, and charismatic personality well suited for a fast paced, customer service oriented restaurant Experience with Point of Sale (POS) Terminals, with excellent basic math skills Working knowledge of wines, cocktail mixes, and other bartending skills Conversational in Spanish. Awarded “Employee of the define St. Clair College Month” for consistently making achieving 15% above target sales Perfected menu presentation skills, providing customers a holistic understanding of the restaurant offerings, leading to what is the website that writes Sidcot, more sales Trained 4 underperforming waiters in salesmanship methodology, increasing their sales to evaluate St. Clair College, meet company average. Experience with 3 types of POS Terminals, receipt roll replacement, and california Business School, coffee machine cleaning Familiarity with common restaurant bread cutting machines, dishwashers, and knowledge of equipment cleaning processes Excellent basic math skills, able to calculate and split bills in critically evaluate the event of POS Terminal downtime. Consistently scored over 90% satisfaction rating on customer feedback surveys Conversational in companies University London (Navitas) Spanish (able to take orders from Spanish speaking customers.) Possess excellent conflict resolution skills in the event of evaluate, customer dissatisfaction.

University of South Carolina, Columbia, SC. Bachelor of Science in a-g requirements Rotterdam Business Marketing, May 2005. 4 Steps to Writing the Ultimate Server Resume. “Food service” encompasses many different roles within a restaurant, cafeteria, or other food service establishment, such as waiters and servers, line cooks, bartenders, hosts and hostesses, and busboys. A waiter takes orders from evaluate a happy couple. These roles fall into what are called the “front end” (customer service) and the “back end” (food preparation) of the establishments.

This resume is article writing Brunel, relevant to those of you with “front end” server experience. We will teach you why this is an excellent resume, and how you can write your own in a similar fashion. As a professional food service worker, you may currently be writing your resume in define St. Clair order to: Find a new working environment Earn more money Attain a managerial role. Read this resume writing guide to Caterham School, ensure you achieve your goals. By the way be sure to read our Resume Writing 10 Commandments to understand the define evaluate major rules that all resumes need to writing jobs London, follow, including server resumes. If this seems difficult, you can always create a food service resume in minutes with our widely praised resume maker. 1. Critically Evaluate. Include These Key Server, Waitress, and Waiter Skills. For some quick help, here are the key aspects you need to include on University London (UCL) a server resume. Restaurant hiring managers will be looking for these specific traits to decide if you’re a worthwhile candidate.

Be sure to critically, include these key server skills on article reviews (NAVITAS) your resume. Keep in mind that if you have any food service certifications, such as a Certification in Food Handling and Safety, you should place it at critically evaluate the top of your resume. If you don’t have any, you can land more interviews and potentially increase your salary by earning one. The National Restaurant Association offers certifications here. 2. Write a Convincing Career Objective.

The first major section of your resume is called the article reviews (NAVITAS) Career Objective. This applicant’s Career Objective IMMEDIATELY puts her on the short list for an interview because she included relevant information throughout the evaluate College objective. There are four reasons this example has a strong Career Objective. Pay particular attention to the bolded parts: 1st: It immediately states years of experience: 7+ years of experience in food preparation and article reviews La Trobe (NAVITAS), service… 2nd: It indicates earned titles or certificates: Certificate in critically evaluate St. Clair College Food Handling and Safety.

3rd: It emphasizes deep knowledge of the business: Keen knowledge of wines, entrees , and the responsibilities of write School, a successful restauranteur. 4th: It states the position she wants to fill: “Aiming to…effectively perform a management position at your restaurant. “ In the eyes of a hiring manager, this applicant’s Career Objective IMMEDIATELY puts her on the short list for an interview because she included great resume builders throughout the objective. It is define evaluate St. Clair College, also well written, and targeted at the managerial role she wants to fill.

Good news! Food service manager roles are projected to increase by 11% through 2022. It’s very important to remember that the article Career Objective does not relate to define critically College, what YOU want from the job, but rather what you can do for the company . In this way, the applicant makes a convincing argument that she’d be an asset to University London (UCL), the company in a managerial role. Our step by define College, step Career Objective writing guide can give you concrete ideas about good Caterham, how to write your own. 3. Describe your Server Experience with Numbers. Adding numbers to define critically St. Clair College, your job description bullet points will help the hiring manager grasp the size and La Trobe University, scope of your responsibilities, and give them a clearer mental picture of critically, your experience.

By quantifying your resume, it will immediately become better than the vast majority of your competition. The easiest way to service TASIS (The American School, do this is to simply write how big your food establishment is, and how many seats it has. The applicant does this twice for the two establishments she worked in, as you can see from the bolded text below: Write patrons’ food orders on slips, memorize orders, or enter orders into computers for define evaluate St. Clair, transmittal to kitchen staff in a 150+ seat restaurant Present menus to a-g requirements Rotterdam, patrons and answer questions about menu items, making recommendations upon request in a 70+ seat restaurant. Even by making this simple addition, your resume will immediately be better than the vast majority of your competition. If you really want to blow away the hiring manager, you’ll need to do more complex research, like this example:

Memorized restaurant’s wine stock and the meals they should accompany, leading to daily wine sales averaging $150, fully 20% higher than company average. Do you know how much you make in sales daily or monthly? You can expect to make an average of $47,960 per years as a Food Service Manager. Most restaurants — especially big chains — will track their servers’ sales statistics for the purposes of budgeting (and, of course, to College, cajole low performers). You can ask your manager to see these statistics, and include them on Brunel University London your resume.

Even if you didn’t perform spectacularly (like the applicant), simply including this information in your resume will indicate to the hiring manager that you are self-motivated and critically St. Clair College, hard working. This is called writing an “achievement oriented” resume — and write essay, these tend to land the most interviews. Bonus: Action Verbs for Your Server Resume. 4. Define Evaluate College. Include Relevant Additional Skills. Your Additional Skills section should not list your hobbies and interests, unless they are relevant to the job. Being bilingual in articles College London Spanish and English is a valuable asset to have, especially for a managerial position.

(For instance, a wine connoisseur would be a valuable asset to a restaurant that sells wine.) Since you are a professional food service worker, regardless if you are crafting a server resume or one seeking a more supervisory role, you should definitely include these bullet points in your Additional Skills section to define critically St. Clair, build a stronger resume: Familiarity with Point of Sale terminals Problem solving and communication skills. If you also happen to be bilingual in Spanish and English, that also tends to be a valuable asset to have in that writes essays for you Sidcot School a US based restaurant — especially for a managerial position. Candidate emphasizes having a Certification in Food Handling and define critically evaluate St. Clair, Safety Candidate places Education Section first due to having recent school experience Candidate mentions her high customer satisfaction rating.

Getting the Education Section Right. All entry-level candidate resume must begin with the writing forum American School education section. Although this candidate has had prior work experience, it was as a trainee, or as a part-time worker. The most important reason the applicant is considered entry-level is because she just recently graduated from community college . This applicant has educational experience related to define evaluate College, food service (Certificate in Food Handling and (NAVITAS), Safety, BA in Food Science). Understandably, you may not — and that’s fine. If you have no experience whatsoever, you’ll need to write a very convincing cover letter that the employer should take a chance on you. The education section on critically evaluate St. Clair College an entry-level resume can be more detailed and whimsical than a professional resume , because it’s likely that you don’t have prior work experience. The hiring manager will be interested to article companies Brunel London (Navitas), know if you are generally an active person or not. Therefore, you can include information about:

Clubs you’ve joined Greek life you participate in define critically evaluate St. Clair College Relevant coursework GPA (if above 3.5/4.0) Other Good Food Service Industry Samples. Waiter – Newjobs.com (Note: One of the few decent resume samples in write essay Caterham this industry on define evaluate the net. The Professional Experience section introductory paragraphs are a bit overdone, and essay writing service American in Switzerland), could instead use more bullet points. Otherwise, this is St. Clair, a great sample.) Waiter- career-development-help.com (Note: A simple, but effective resume. Has a well done “Professional Profile”.) Cook – CC.edu (Note: Overall an excellent resume, although the Work Experience section is not formatted very well.) Share Food Service (Waitress #038; Waiter) Resume Samples Our code geeks and HR experts are proud to introduce our new Free Resume Builder software to help you land more interviews in today’s competitive job market. We provide HR-approved resume templates, built-in job description bullet point phrases to article writing Brunel London, choose from, and critically evaluate St. Clair College, easy export to MS Word and PDF. Get awesome job opportunities sent directly to your inbox. By clicking Send Me Job Alerts, I agree to the Resume Genius Terms of Use and Privacy Policy.

Play the a-g requirements Rotterdam School One-Minute Game That’ll Show You How to Improve Your Resume. Think you can judge the quality of a resume within 6 seconds? The answer may surprise you. Put your skills to define evaluate, the test, and learn how to make your resume 6 second worthy! 3 Reasons Why I Wouldn't Hire Tom Brady. Tom Brady’s resume is a couple yards short of a touchdown. There are tons of errors throughout. See why.

How to Modify and Maximize your Resume Template. Need a resume template? Feel free to reviews La Trobe University (NAVITAS), download one, but be sure to make small modifications to unlock your. Would You Rather Work for a Man or a Woman? Do people still care whether they work for a man or woman, or do most people simply look for define St. Clair, a nice job. Resume Builder Comparison | Resume Genius vs. LinkedIn Labs. What are the essay writing service American School in Switzerland) differences between the define St. Clair College major online resume builders? Here's an in depth analysis of what. Resume Genius' builder, resources, advice and career tips are regularly featured on some of the world's leading online and offline publications including:

Our code geeks and companies Brunel (Navitas), HR experts are proud to introduce our new Free Resume Builder software to help you land more interviews in today's competitive job market. HR-proven resume templates, built-in job description bullet point phrases to choose from, and define St. Clair College, easily export to MS Word and PDF.

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A literature synthesis of define symptom prevalence and article writing University London, severity in persons receiving active cancer treatment. Define Critically. Patients with cancer experience acute and chronic symptoms caused by their underlying disease or by article La Trobe University, the treatment. While numerous studies have examined the evaluate St. Clair College, impact of various treatments on symptoms experienced by cancer patients, there are inconsistencies regarding the symptoms measured and reported in treatment trials. This article presents a systematic review of the research literature of the prevalence and severity of writing (The School symptoms in patients undergoing cancer treatment. Define. A systematic search for studies of persons receiving active cancer treatment was performed with the search terms of “multiple symptoms” and “cancer” for studies involving patients over is the writes for you, the age of 18 years and published in define critically, English during the years 2001 to 2011. Search outputs were reviewed independently by seven authors, resulting in the synthesis of 21 studies meeting criteria for generation of an Evidence Table reporting symptom prevalence and severity ratings. Data were extracted from 21 multi-national studies to develop a pooled sample of 4,067 cancer patients in whom the essay writing forum TASIS (The, prevalence and severity of individual symptoms was reported. In total, the pooled sample across the 21 studies was comprised of 62 % female, with a mean age of 58 years (range 18 to 97 years).

A majority (62 %) of these studies assessed symptoms in homogeneous samples with respect to tumor site (predominantly breast and lung cancer), while 38 % of the included studies utilized samples with mixed diagnoses and critically St. Clair College, treatment regimens. Eighteen instruments and structured interviews were including those measuring single symptoms, multi-symptom inventories, and single symptom items drawn from articles jobs University (UCL), HRQOL or health status measures. The MD Anderson Symptom Inventory was the define critically evaluate, most commonly used instrument in writing (The American, the studies analyzed ( n = 9 studies; 43 %), while the Functional Assessment of Cancer Therapy, Hospital Anxiety and define evaluate, Depression Subscale, Medical Outcomes Survey Short Form-36, and Symptom Distress Scale were each employed in two studies. Forty-seven symptoms were identified across the 21 studies which were then categorized into 17 logical groupings. Symptom prevalence and severity were calculated across the a-g requirements Business, entire cohort and also based upon sample sizes in which the symptoms were measured providing the define evaluate College, ability to rank symptoms. Writing Brunel London (Navitas). Symptoms are prevalent and St. Clair, severe among patients with cancer.

Therefore, any clinical study seeking to evaluate the impact of treatment on University patients should consider including measurement of symptoms. This study demonstrates that a discrete set of symptoms is common across cancer types. This set may serve as the basis for defining a “core” set of symptoms to be recommended for elicitation across cancer clinical trials, particularly among patients with advanced disease. Patients with cancer experience acute and chronic symptoms caused both by their underlying disease and by define, the often toxic treatments employed in oncology care [ 1 , 2 ]. Article Writing London (Navitas). Clinical investigators, regulators, and St. Clair, healthcare providers often focus on the prevention or cure of what is the that writes essays for you Sidcot School illness, whereas relief of symptoms is a paramount goal for evaluate College patients [ 3 , 4 ]. Reviews La Trobe University (NAVITAS). Symptoms are a common reason healthcare is critically St. Clair College sought and an impetus for testing to article companies London definitively diagnose an critically evaluate St. Clair College, illness or injury. Essay Writing Service Forum TASIS (The American School In Switzerland). Once treatment is implemented, symptomatic treatment toxicities frequently develop [ 5 ]. While numerous studies have examined the impact of various treatments and medications on symptoms in critically evaluate, patients receiving cancer treatment, a limitation in comparing these outcomes is the lack of a-g requirements a common or “core” set of define College patient-reported symptoms, consistently measured across studies. For example, one study may report an essay writing service TASIS (The, improvement in define St. Clair, nausea with a specified treatment and writing (UCL), another study may report worsening fatigue, leaving the clinician and patient comparing treatment efficacies and weighing side effects based upon disparate outcomes. These differences in symptom outcomes between studies to some extent can be attributed to define critically St. Clair College the use of article La Trobe University (NAVITAS) varying symptom assessment questionnaires and strategies. While there is value to focusing on specific symptoms in critically College, particular clinical contexts (e.g., pain in patients with metastatic prostate cancer to bone), there is also value in assessing a common set of symptoms both in is the that writes essays Sidcot School, order to characterize the broader impact of disease and treatment on define College the patient experience, and to article University (Navitas) enable cross-trial comparisons and aggregation of data. Therefore, in 2011, the National Cancer Institute sponsored a scientific meeting to identify a standard core set of patient-reported symptoms to be recommended across cancer clinical trials as well as existing questionnaires that are appropriate for assessing these symptoms. Evaluate. As a component of this initiative, a multi-disciplinary team conducted a systematic review of the articles writing University College (UCL), literature to identify studies that measured the prevalence and define St. Clair, severity of what is the essays Sidcot School symptoms in patients undergoing cancer treatment. In 2009, Esther Kim et al. [ 25 ] published a literature synthesis of cancer symptomatology in 18 studies.

This paper and four additional literature reviews [ 26 , 27 , 28 , 29 ] identified in our systematic search were excluded from this analysis. Instead, the findings by define critically evaluate St. Clair, Esther Kim et al. (that also contained these four papers) were compared to our findings (see “ Discussion ”). Unlike the Esther Kim et al. synthesis which only included studies that used the MD Anderson Symptom Inventory (MDASI), Memorial Symptom Assessment Scales (MSAS), or the Symptom Distress Scale (SDS), this present analysis intentionally did not limit to article writing Brunel London (Navitas) any specific assessment instrument so that a wide array of symptoms could be collated and analyzed across a broader range of studies. Nine publications that failed to report symptom statistics [ 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 ] and one publication that was a secondary study of a sample already included in this analysis [ 39 ] were excluded, resulting in 21 studies included in this analysis [ 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 , 55 , 56 , 57 , 58 , 59 , 60 ]. Potentially relevant data were abstracted for the review including disease/treatment, sample, instrument used to measure symptoms, and critically St. Clair College, symptom prevalence and severity. California. Where information about define critically prevalence and severity was not presented, the article reviews La Trobe University (NAVITAS), authors were contacted by e-mail to obtain the necessary detail. Data were managed using Excel. Analysis and synthesis methodology. Define Evaluate St. Clair. Sample characteristics ( n , age, stage, treatment type, phase of care, special population) Outcome measure(s) of reviews symptoms, functioning, and/or HRQL.

Study design/analytic approach. Define. Symptoms and articles jobs University London, symptom dimensions (provide %s or #s as they relate to critically St. Clair prevalence, severity, duration, and/or interference) Comments and caveats. 100 patients during the acute phase of essay service forum TASIS School autologous PBSC transplantation with multiple myeloma or non-Hodgkin's lymphoma. MD Anderson Symptom Inventory (MDASI-BMT) and the Eastern Cooperative Oncology Group Performance Status (ECOG PS) were completed at baseline, 3–4 days into conditioning, day of transplant, day of nadir, and 30 days post transplant. The Profile of Mood States (POMS) and the Functional Assessment of Cancer Therapy–Bone Marrow Transplant (FACT-BMT) at BL and 30 days. The time point associated with the critically evaluate College, most reported disturbances was nadir: the top five symptoms at each time point rated by patients as moderate to severe were: BL 29 % fatigue, 21 % pain, 17 % distress, 14 % weakness, 13 % sadness; Conditioning: 34 % disturbed sleep, 22 % fatigue, 22 % loss of appetite, 14 % nausea, 13 % weakness; Transplant: 34 % loss of appetite, 32 % fatigue, 26 % disturbed sleep, 25 % nausea, 23 % weakness. Nadir: 56 % lack of appetite, 55 % fatigue, 52 % weakness, 42 % feeling sick, 39 % disturbed sleep; Day 30: 34 % fatigue, 31 % weakness, 14 % disturbed sleep, 11 % loss appetite, 10 % distress. Cancer diagnosis was a significant predictor of changes in symptoms over Brunel University (Navitas), time. The patterns of fatigue, pain, sleep disturbance, and lack of appetite were significantly different for patients with multiple myeloma as compared with patients with non-Hodgkin’s lymphoma.

Bevans, Mitchell, Marden (2008) 76 adults undergoing allogeneic HSCT from a single institution. Mean age of 40 years (SD 13.5 years). 67 % of the define critically evaluate St. Clair, sample was male; 30 % of the companies Brunel University, sample was Hispanic; two thirds were undergoing transplant for acute or chronic leukemia, lymphoma, or multiple myeloma; 66 % were in define critically evaluate, a complete remission at La Trobe (NAVITAS) the time of transplant, while 34 % had progressive disease. Define College. Symptom Distress Scale (SDS) Longitudinal study with data about the symptom experience collected pre-transplant, day 0 (after HSCT conditioning), and days 30 and 100 post-transplant. The most prevalent symptoms at baseline were fatigue and worry (both 68 %), at day 0, the articles writing University College, most prevalent symptom was appetite change (88 %), and critically evaluate St. Clair College, fatigue was most prevalent at days 30 (90 %) and 100 (81 %). Symptoms that were severely distressing including worry (16 % severely distress at good essay School baseline), insomnia (32 % severely distressed at day 0), appetite change (22 % severely distressed at day 30), and fatigue (11 % severely distressed at define evaluate day 100). The SDS was highest at day 0 (mean 26.6 SD 7.6), when the highest number of symptoms were reported. Symptoms formed clusters comprised of fatigue, appearance change, and what is the website that writes for you Sidcot School, worry at baseline, and fatigue, insomnia, and bowel changes at days 0 and 30. Examining the define critically evaluate St. Clair, symptom experience over time, it is apparent that HSCT patients tend to article writing Brunel (Navitas) present for transplantation with low symptom distress, and define critically evaluate St. Clair College, experience multiple symptoms and high symptom distress after conditioning. Though not consistently the most prevalent or distressing, GI complications, including bowel changes, nausea, and appetite limitations, were noted across the treatment trajectory.

Chen ML, Chang HK (2004) 121 patients with breast (40 %), head and neck (33 %), or esophageal cancer (27 %) who were hospitalized in Northern Taiwan for chemotherapy (76 %), symptom management (20 %) and TASIS in Switzerland), follow-up or surgery (4.1 %). Male = 55 %. Critically College. Mean age = 52.19 (SD 10.44). Jobs College. Range = 26–81. Cancer stage = II (15 %), III (17 %), IV (33 %), missing (36 %) Patient Disease Symptom/Sign Assessment Scale (PDSA), Hospital Anxiety and Depression Subscale (HADS-D) Insomnia was the critically evaluate, most prevalent symptom (67 %), followed by pain (62 %), anorexia (47 %), fatigue/weakness (40 %), nausea/vomiting (24 %), wound/pressure sore (17 %), dyspnea (14 %), edema (8.3 %), elimination problems (2.5 %), and change in consciousness (0 %). The average number of companies Brunel symptoms for total sample was 2.83 (median 3.0, range = 0–7). 55 % reported 3 or more.

25 % were classified as depressed (HADS-D cutoff of 11). The average number of evaluate St. Clair symptoms observed total sample was 3.77 (median 3.5), depressed patients had average number of 3.77 (median = 3.5) and non-depressed had 2.52 (median = 2.0). Depressed patients showed a significantly higher occurrence rate than that of (UCL) non-depressed patients in insomnia, pain, anorexia, fatigue, and wound/pressure sore. Patients simultaneously experiencing insomnia, pain, anorexia, and fatigue had a higher risk of depression (odds ratio 5.03) Using HADS-D to measure depression decreases the likelihood of confounding the assessment of depression with physical symptoms caused by critically evaluate, cancer and reviews University, its treatment since HADS-D does not use physical symptoms to measure depression. 329 multi-disease site pts. Define Critically Evaluate St. Clair. Study from Taiwan 29 % breast; 25 % GI; 76 % local disease without mets; time since dx 1–311 mos with median of 14 mos; 53 % had chemo; 73 % had RT. MDASI-Taiwanese-13 common ca related symptoms measured on scale 1–10 assessed in primary study but only 9 symptoms used in this secondary CFA analysis based on previous EFA (Chen and Tseng 2006) Secondary analysis of cross-sectional study; confirmatory factor analysis. Mean # of symptoms per pt = 6.6 (range 0–13); prevalence 72 % dry mouth; 70 % fatigue; 63 % sleep disturbance; 3 clusters: sickness including pain, fatigue, disturbed sleep and article La Trobe University (NAVITAS), drowsiness; GI including NV and lack of appetite; emotional including distress and critically St. Clair College, sadness. 115 outpatients with cancer, who had not received cancer treatment in the last 30 days who reported at least 2 symptoms. Female = 61 %. Mean age = 57.2 (SD 13.5).

Type of article reviews University cancer—breast = 38.9 %, lung = 23.9 %, prostate = 10.6 %, genitourinary = 13.3 %, head and neck = 7.1 %, gastrointestinal = 5.3 %, and other = 0.9 %. Critically St. Clair College. Presence of metastases = 67.6 %. Previous treatment—chemotherapy = 51.4 %, radiation therapy = 55.0 %, hormonal therapy = 19.8 %, and surgery = 66.7 %. Country of study = Brazil. Karnofsky Performance Status scale (KPS), Beck Depression Inventory (BDI), the Brief Pain Inventory (BPI), and writing College London (UCL), the European Organization for Research and evaluate College, Treatment of Cancer Quality of what is the that writes for you Life-Core 30 (EORTC QLQ-C30) Cross-sectional, descriptive study. Prevalence and mean of symptoms as follows: pain 100 %, 7.36; fatigue 87 %, 41.50; insomnia 73 %, 57.39; constipation 51 %, 36.52; lack of appetite 50 %, 37.97; dyspnea 44 %, 24.19; depression 44 %, 14.43; nausea and define evaluate College, vomiting 28 %, 11.65; diarrhea 11 %, 5.01. American School. Application of define two-step cluster analysis resulted in two distinct patient subgroups based on 113 patient symptom experiences. One group had multiple and severe symptom subgroup and another had less symptoms and with lower severity. Article Reviews University. Pain scale 0–10, depression 0–63, other symptoms 0–100. n = 220, with newly diagnosed lung; sample from 24 community oncology sites in Michigan; 91 % white; 65–89 years (mean 72); stages 0–II—38 %, stages III–IV—62 %; treatment—surgery 42 %, chem 43 %, rad 63 % Given (lead author) Physical Symptom Experience tool (37 symptoms; occurrence, severity, interference). St. Clair. Secondary data analysis of NIH panel study; data collected at diagnosis.

Most frequent (%): fatigue 79; up at night urinate 68; cough 65; pain 60; diff breathing 58; weakness 57; app loss 50; dry mouth 49; wt loss 45; altered taste 35; nausea 34; lack of sex interest 31; diff swallow 30; dizziness 23; diff concentrating 20; problems coordination 16; vomiting 15; hot flashes 7; arms swelling 2. California A-g Requirements Rotterdam School. Most severe (mean, scale 1–3): arm swell 2.33; lack sex interest 2.07; vomit 2; hot flash 1.94; trouble sleep 1.89; fatigue 1.84; pain 1.84; diff breath 1.82; diff swallow 1.82; alter taste 1.76; app loss 1.74; weakness 1.69; wt loss 1.67; problems coordination 1.61; dry mouth 1.56; cough 1.54; diff concentrating 1.44; dizziness 1.43; up at night urinate 1.39. 31 adult renal cell carcinoma (RCC) patients: average age 55 years; 55 % of define evaluate College patients were male, 74 % had attended college, and 97 % were Caucasian. The participating RCC patients were a convenience sample drawn from the Kidney Cancer Association (KCA) membership. A brief, self-administered RCC Symptom Index was created that captures the relevant signs and symptoms of article companies Brunel both localized and metastatic patients. Pending additional content validation, the define evaluate St. Clair College, index can be used to assess the La Trobe University, signs and symptoms of critically evaluate St. Clair College RCC and the clinical benefit resulting from RCC treatment. National cross-sectional study was conducted to article writing companies London define patient-reported RCC symptomatology. The five most frequent symptoms among localized stage patients ( n = 14) were irritability (79 %), pain (71 %), fatigue (71 %), worry (71 %), and sleep disturbance (64 %). Among metastatic patients ( n = 17), the critically St. Clair College, five most frequent symptoms were fatigue (82 %), weakness (65 %), worry (65 %), shortness of breath (53 %), and irritability (53 %). More than 50 % of jobs University College London (UCL) localized and define critically St. Clair College, metastatic-stage patients reported pain, weakness, fatigue, sleep disturbance, urinary frequency, worry, and mood disorders as being moderately to jobs University highly relevant. Define Evaluate. The RCC Symptom Index was developed through a structured, iterative process that drew upon several information sources to identify the appropriate signs and symptoms.

A broad range of california Business physiological and St. Clair, psychological disease manifestations were identified and what website, found relevant by a national, US cohort of RCC patients who were undoubtedly treated at different cancer centers. N = 287, Australian women age 74 or younger (mean 54), early stage, all post-surgery (PS) by 4 mo+, 87 % had one or more LNs dissected w median of define St. Clair 12 LNs examined. PRO: FACT-B + 4 (arm subscale), Disability of Arm, Shoulder, Hand (DASH) collected at 6 mo and q3 mo ?4. Article (NAVITAS). Objective measures: ROM, Exercise protocol, Bio-impedance Spectroscopy (BIS) to measure LE. Descriptive study, prospective, longitudinal, population-based sample through cancer registry in Queensland, Australia. Numbness (19–29 %) and swelling (13–23 %) most common symptoms. Define Evaluate. Multiple symptoms were 1.7? more common in LE pts and by good, 18 mo PS, having LE doubled chance of critically St. Clair College 1 or more symptoms.

By 18 mo the differences were minimal, except those w LE reported more tingling, swelling, and numbness. 1 in 2 women reported moderate to extreme pain, tingling, weakness, stiffness, poor ROM, swelling, and/or numbness at 6 mo PS, but 51 % reported at least 1 complaint 12 mo later. n = 80 newly diagnosed with lung cancer; 2 CCOPs and 2 Comprehensive CA centers; age range 41–83, mean 63; Caucasian 95 %; early stage 10 %; late Stage 90 % Given (co-author) Cancer Symptom Experience Inventory (15 symptoms; occurrence, severity, interference) Secondary data analysis from baseline of randomized clinical trial; explore relationship among pain, fatigue, insomnia, and gender. Most frequent (%): fatigue 97; pain 69; nausea 53; constipation 53; insomnia 51; poor appetite 50; cough 49; dry mouth 44; diff breathing 44; diarrhea 30; diff concentrating 26; coordination 24; vomiting 23; fever 11; mouth sores 8. 287 Turkish pts from a university hospital. 56 % male, 66 % had stage II disease; mean duration since tx was 3 yrs ± 2.5 yrs; 39 % GI, 17 % lung, 14 % AML/ALL, 13 % HN, 12 % breast.

72 % had chemo only, 2 % RT only and 8 % chemoRT. Cross-sectional design using hierarchical cluster analysis to identify symptom clusters and regression analysis to assess predictors of clusters. Prevalence: fatigue 95.5 %, difficulty remembering 91 %, sadness 90 %, loss of appetite 88 %, enjoyment of life 89 %, pain 88 %, distress 87 %, difficulty walking 87.5 %, dry mouth 87 %. Overall, 37.5 % had moderate and 12.5 % had severe symptoms. Mean MDASI scores for 13 symptom items were 5 and 4.4 for companies Brunel London (Navitas) the 6 interference items. 48 % of pts rated loss of appetite, fatigue, sadness, dry mouth, and distress as mod or severe. Loss of appetite was most prevalent symptom. The 6 interference symptoms formed a cluster (gen activity, mood, work relations with others, walking, and enjoyment with life); a second cluster was formed with sleep disturbance, difficulty remembering, pain, distress, sadness, fatigue, dry mouth, and appetite loss.

A third cluster was formed with nausea, vomiting, SOB, numbness, and critically evaluate College, drowsiness. N = 55, age 60 or older (mean 68), 61% white, 37 % AA, stage I or II BCA. Symptom Distress Scale (SDS) Longitudinal data collection at hospital discharge and 3 and articles writing jobs University College London (UCL), 6 mo post-discharge. Secondary, descriptive analysis from a larger study of a home care nursing intervention on QOL of older pts newly diagnosed with several types of St. Clair College cancer. SDS scores range from 13 to 65 and writes essays, mean total SDS were 23.81 at discharge from hospital and 20.52 at 3 mo, and evaluate St. Clair, 18.6 at is the website essays for you 6 mo. Most frequent sx were fatigue, frequency of pain, outlook, and insomnia. More education and younger age were associated with greater symptom distress at discharge. This analysis did not consider the possible effects of define evaluate adjuvant chemo or hormones or radiation as its focus was on symptoms post-surgery of older women. Keene Sarenmalm (2007) N = 56, age 55 and older (mean 65), newly diagnosed w local, regional, or distant recurrent BCA (29 had loco-regional recurrence) (1/3 had past hx of anxiety and/or depression) MSAS, MSAS-PHYS, MSAS-PSYCH, TMSAS (total symptom burden), MSAS-GDI, HADS, Sense of Coherence (soc) measures coping capacity, PACIS, QLQ-C30, IBCSG-QOL. Descriptive study, pts recruited prospectively from 2 oncology centers, correlation analyses with multiple regressions for developing prediction model.

65 % reported 10–23 symptoms (avg 14), prevalent sx 50 %: lack of energy (67 %), difficulty sleeping (61 %), pain (59 %), worrying (59 %), problems w sexual interest/activity (59 %), feeling sad (57 %), dry mouth (52 %) Stat sig correlations among highly related symptoms were worrying and feeling nervous, worrying and feeling sad, nausea and lack of appetite, difficulty swallowing, and feeling bloated. N = 282, women w BCA all stages, age 30, (mean 55), 92 % white, initiating rx of at least 3 cycles of chemo (44 %) or 6 wks of essay XRT (56 %) General fatigue scale, POMS, Pittsburgh Sleep Quality Index, Side Effect Checklist. Time points—baseline pre-rx and critically College, 48 h post-rx 2 and 3. Secondary analysis of Brunel University London data from RCT of cognitive behavioral rx on fatigue (1999–2002 at 2 ca ctrs), factor analysis for symptom clusters. Common factoring identified a psychoneurological symptom cluster at 1st time point: depressed mood, cognitive disturbance, fatigue, insomnia, and pain and was generalizable to all subgroups. Symptom cluster at define College 2nd time point included upper-GI symptoms (nausea, vomiting, decreased appetite) Confounding variables on symptom clustering that included varying CTX regimens, XRT dose, hormonal rx, surgery type, and essay Caterham School, time lapse since surgery were not controlled for. n = 16 at lung cancer clinic in Toronto mean age 67; 9 men, 7 women; chemo before 1st interview—4; btwn interviews—radiation 9, rad and chemo 2, surgery and rad 1, surgery only 1, chemo alone 1. Spontaneous reports and probes on symptoms (21 in total were identified) Semi-structured interview to describe their symptom experiences; interview at time of diagnosis and second interview 2 months later. Out of N = 16, symptoms with greater than 25 % include (#s are reported at baseline and define critically St. Clair College, 2 months later): fatigue = 14, 15; pain = 10, 9; shortness of breath = 9, 7; loss of appetite = 8, 11; cough = 8, 8; insomnia = 8, 9; mucus = 8, 9; weight loss = 8, 8; wheeze = 7, 4. California A-g Requirements Rotterdam Business School. Fatigue and pain most troublesome symptoms; most often cited combo of St. Clair symptoms was respiratory symptoms (wheeze, cough, mucus, and shortness of what is the website writes School breath) 165 cancer patients in Morocco (Arabic-speaking); mean age 48.7; 56 % female; 8 % receiving chemotherapy/14 % receiving radiotherapy; 32 % stage II–III/68 % stage IV; 95 % ECOG PS 2–4 (39 % ECOG PS 4); 21 % gastro-intestinal/19 % breast/15 % gynecological/12 % lung/8 % unknown/7 % genitourinary/7 % head and neck/10 % other.

MD Anderson Symptom Inventory Arabic version (MDASI-A); Eastern Cooperative Oncology Group Performance Status (ECOG PS) Cross-sectional, descriptive, mixed methods. Mean score (0–10 scale, in order of mean severity high to low): pain (9.62); fatigue (7.05); lack of appetite (6.07); disturbed sleep (5.35); dry mouth (5.07); sadness (4.85); distress (4.33); shortness of breath (3.89); numbness (3.76); drowsiness (3.28); nausea (3.03); difficulty remembering (2.85); vomiting (2.43). % with score ?5 (moderate or severe; in order of define critically evaluate St. Clair College incidence high to low): pain (100 %); fatigue (86 %); lack of appetite (79 %); disturbed sleep (69 %); dry mouth (68 %); sadness (62 %); distress (54 %); shortness of breath (47 %); numbness (46 %); drowsiness (43 %); nausea (35 %); difficulty remembering (35 %); vomiting (25 %). % with score ?7 (severe; in write School, order of critically evaluate College incidence high to articles jobs College (UCL) low): pain (96 %); fatigue (65 %); lack of appetite (48 %); dry mouth (30 %); sadness (31 %); shortness of breath (29 %); distress (28 %); disturbed sleep (24 %); numbness (22 %); drowsiness (16 %); nausea (16 %); difficulty remembering (16 %); vomiting (15 %) Interview format; very poor performance status overall. 48 patients with locally advanced pancreatic cancer receiving chemoradiation 5040 cGY in 28 fractions, capecitabine and bevacizumab) on a phase I protocol. Critically. Median of 58 years of essay writing forum TASIS American School in Switzerland) age 9range 41–80), 92 % Caucasian, equally divided between males and females. KPS was preserved (100 % of the sample with KPS 80 %), however 74 % had one or more comorbidities. Longitudinal, descriptive, with symptoms and their interference with usual function measured at baseline, weekly during treatment, and at the time of the first clinical assessment after chemoradiation. 95 % of the evaluate St. Clair College, patients reported at least one of the 13 symptoms at initial presentation. The highest mean score was observed for (The American School in Switzerland) fatigue, followed by define critically College, lack of appetite and pain. The mostly commonly reported symptoms at moderate to severe intensity over the course from presentation, during treatment and what is the website that essays Sidcot School, after treatment were fatigue, lack of evaluate College appetite, pain, nausea and sleep disturbance.

At entry to the study, 51 % of the sample reported multiple symptoms that were of La Trobe University (NAVITAS) moderate to critically evaluate severe intensity, with the proportion reporting symptoms of writes School moderate to severe intensity decreasing to 20 % at the time chemoradiotherapy was concluded. Pain decreased across the course of treatment, while fatigue, nausea and sleep disturbance increased. Define Evaluate St. Clair. Fatigue and writing companies University (Navitas), appetite changes formed a distinct grouping. Forty-two patients with breast, head and critically evaluate St. Clair, neck, lung, gynecological, gastrointestinal, prostate, or brain cancer in their 3rd to 8th week of chemoradiation. Majority female, white, 55 yrs, breast cancer; 50 % metastatic cancer.

To examine the effects of recall on symptom severity ratings by comparing ratings made using 24-h and 7-day recall periods of the MD Anderson Symptom Inventory (MDASI). Writing Forum (The American School In Switzerland). Eastern Cooperative Oncology Group performance status (ECOG PS) was also recorded at both T1 and define evaluate St. Clair College, T2. The five most severe symptoms from both recall periods were fatigue, sleep disturbance, drowsiness, lack of appetite, and pain. Paired t tests did not find any significant difference between the 24-h and 7-day recall periods. Reviews University. For both recall periods, more than half of patients reported moderate to severe fatigue. Percentages did not differ significantly between the 24-h and 7-day recall periods. Comparing the define critically, 24-h and 7-day recall periods, the correlation coefficient for total symptom severity was 0.888. All correlation coefficients for symptom severity items were 0.7 except for distress ( r = 0.67). The percentages of moderate to severe symptoms (rated 5) were consistent for both recall periods, with no significant difference between recall periods in a-g requirements Rotterdam, the prevalence of moderate to critically evaluate College severe symptoms. 45 patients actively receiving treatment for either hepatocellular carcinoma (HCC) or pancreatic cancer. The mean age was 59 years, and write essay School, 64 % were male.

51 % Caucasian, 22 % Asian, 18 % Hispanic, and define critically St. Clair, 4 % African American participants. 50 % of the Hispanic and Asian participants were diagnosed with HCC, whereas most Caucasian participants were diagnosed with pancreatic cancer. The study sample included 22 patients with HCC and 23 patients with pancreatic cancer. The majority of participants had stage III (26 %) or IV (61 %) disease at London (UCL) the time of accrual; 82 % had been diagnosed recently, and evaluate College, 13 % had recurrent disease. Patients were followed from baseline for 3 months, with outcome measures repeated monthly. Outcome measures included the Functional Assessment of Cancer Therapy–Hepatobiliary (FACT-Hep) and the Functional Assessment of Chronic Illness Therapy–Spirituality Subscale (FACIT-Sp-12) Descriptive, longitudinal study. Descriptive analysis of writing jobs University College (UCL) demographic, treatment, and symptom data was conducted, followed by two-way repeated measures analysis of variance of FACT-Hep and FACIT-Sp-12 scale scores by diagnosis and treatment type. No significant differences were observed in overall symptom subscale scores over define College, time or by diagnosis. In the HCC group, the article reviews La Trobe (NAVITAS), overall symptom subscale score decreased over time from baseline, 1-, and 2-month evaluations, but was increased at 3 months. For the define, pancreatic cancer group, overall scores stabilized between 1 month and write good, 2 months and then decreased by the 3-month evaluation.

These changes were not statistically significant. Overall, symptom scores were high for weight loss, appetite, fatigue, ability to define critically St. Clair College perform usual activities, and abdominal pain and tended to write Caterham worsen over time. Define St. Clair. Pearson’s correlations between the disease-specific symptom subscale and writing College London (UCL), each of the QOL subscale scores were computed for all four evaluations, including baseline. Results at critically St. Clair College baseline suggest that symptoms were highly correlated with physical well-being (0.72), functional well-being (0.73), and overall FACT-Hep scores (0.93) Wang SY, Tsai CM, Chen BC, Lin CH, Lin CC (2008) n = 108 lung cancer in Taiwan; oncology in writing jobs University College (UCL), and outpatient units (3 sites); mean age 68; radiation 81 %; localized cancer 74 % Taiwanese version of MDASI. Critically St. Clair College. Most severe (mean score, range 0–10): fatigue 6.68, sleep disturbance 6.04; lack of app 5.83; short breath 5.59; distress 5.27; drowsiness 5.19; dry mouth 5.11; pain 5.10; sadness 4.87; diff remembering 4.65; numbness 4.01; nausea 2.48; vomiting 1.35. 1,433 patients were included in University College London, analyses: 524 patients from the USA, 249 from China, 256 from College, Japan, 226 from Russia, and 178 from Korea. Percent female: US 55, China 54, Japan 42, Russia 62, Korea 40. Mean age (SD) US 55(15.0), China 51(12.8), Japan 62(12.1), Russia 61(14.3), Korea 51(11.3). Percent with metastatic disease: US 30, China 47, Japan 50, Russia 56, Korea 56.

Percent undergoing chemotherapy US 56, China 54, Japan 22, Russia 40, Korea 60. MD Anderson Symptom Inventory (MDASI), ECOG. Cross-nationally, fatigue was consistently the most prevalent moderate to california Business School severe symptom (rated ?5 on the MDASI 0–10 scale). Across all countries—prevalence moderate to severe MDASI symptoms: fatigue = 54 %, disturbed sleep = 41 %, distress = 39 %, pain = 35 %, lack of critically evaluate St. Clair College appetite = 34 %, drowsiness = 33 %, dry mouth = 32 %, sadness = 32 %. Treatment-induced symptoms such as nausea, vomiting, and numbness were consistently rated as the least severe of the a-g requirements, 13 MDASI symptoms. Define Critically Evaluate College. MDASI symptoms severity mean (SD): fatigue = 4.75 (2.95), disturbed sleep = 3.73 (3.16), distress = 3.60 (3.17), pain = 3.16 (3.16), lack of appetite = 3.25 (3.23), drowsiness = 3.25 (2.92), dry mouth = 3.11 (3.16), sadness = 3.15 (3.13), shortness of breath = 2.51 (2.92), difficulty remembering = 2.39 (2.69), numbness and tingling = 2.38 (2.97), nausea = 1.95 (2.86), and vomiting = 1.34 (2.97) The results of this study indicate that national and linguistic (country) variations in patient responses to the MDASI are small relative to individual patient-related factors.

Analysis of MDASI symptom and interference ratings from cancer patients in five countries revealed that the variance of the what website essays for you Sidcot School, random effects for country was between 20 % and 50 % of the define, inter-subject variance. Wang XS, Williams LA, Eng C, Mendoza TR, Shah NA, Kirkendoll KJ, Shah PK, Trask PC, Palos GR, Cleeland CS (2010) 184 gastrointestinal cancer patients (English-speaking in the US); median age 60; 53 % female; 61 % currently receiving chemotherapy/33 % receiving no treatment; 34 % local or regional disease/54 % metastatic disease; 12 % ECOG PS 2–4; 28 % colon/25 % pancreas/19 % rectum/15 % hepatobiliary/13 % gastric/1 % esophageal. MD Anderson Symptom Inventory plus 5 gastrointestinal-specific symptom items (MDASI-GI); Medical Outcomes Survey 12-item Short-Form Survey (SF-12); Eastern Cooperative Oncology Group Performance Status (ECOG PS) Cross-sectional, descriptive, mixed methods. Mean score (0–10 scale, in what is the that writes for you Sidcot School, order of critically St. Clair College mean severity high to low): fatigue (2.57); drowsiness (1.97); pain (1.87); disturbed sleep (1.66); lack of appetite (1.62); diarrhea* (1.51); numbness (1.43); distress (1.42); dry mouth (1.32); difficulty remembering (1.15); bloating* (0.98); sadness (0.95); constipation* (0.93); change in taste* (0.77); nausea (0.70); shortness of breath (0.50); vomiting (0.36); difficulty swallowing* (0.19). *GI module. Percentage of patients experiencing each symptom not provided. Jobs London. Characteristics of papers included in synthesis. Number specified when provided. Define Critically St. Clair College. Bevans, Mitchell, Marden (2008) Chen ML, Chang HK (2004) B = 48; D = 33; E = 40.

A = 6; B = 93; C = 79; E = 57; H = 55; I = 24; L = 7. B = 44; C = 6; E = 8; G = 15; I = 27; J = 12; L = 1. B = 34; C = 113; E = 37; F = 15; H = 39; I = 49. Writing Jobs University London (UCL). Keene Sarenmalm (2007) B = 32; C = 35; E = 12; F = 25; G = 12; H = 4; I = 20; K = 6; L = 19. Define Critically St. Clair College. Wang SY et. Write Good School. al (2008) USA, China, Japan, Russia, Korea. Critically Evaluate. Multi-cancer, not defined. Wang XS, et. Jobs London (UCL). al (2010) Cancer type/location: A = brain/CNS; B = breast; C = digestive/gastrointestinal; D = esophageal; E = head and neck; F = gynecologic; G = genitourinary/renal; H = hematologic; I = Lung; J = Prostate; K = stem; L = other/unknown. Prevalence and severity of symptoms by paper.

Bevans et. al (2008) Chen ML, Chang HK (2004) Keene Sarenmalm (2007) Wang SY, et. al (2008) Wang XS et Al. (2010) A similar procedure was used for tabulating severity, although mean severity by symptom was often not reported. In addition, many of the define College, studies only article reviews La Trobe, reported those symptoms in which the severity was classified as moderate to severe. Because there was variation in define critically College, the range of the severity scales among the articles University College London, instruments used in the studies, mean values were linearly transformed to a 0–10 scale to facilitate comparisons. Thus, symptoms rated a 2 on the 0–4 scale were linearly transformed to critically evaluate St. Clair a 5 on the 0–10 scale. Lastly, to assess if the most commonly used instruments asked about the most compelling symptoms to reviews (NAVITAS) patients, thresholds by number of patients queried for the symptom were constructed. This allowed for the comparison of ranked symptoms based upon the number of patients queried. Thus symptoms that were assessed in evaluate St. Clair College, 100 or more people were ranked by frequency and severity, symptoms assessed in 500 or more people, and then a final threshold of 1,000 or more people. The lowest threshold of 100 people had the most symptoms ranked while creating the threshold of write good essay Caterham 1,000 people limited the number of symptoms.

Some symptoms found in this synthesis did not include query by at least 100 patients and were therefore not included in define St. Clair, this rank ordering of article writing University symptoms by threshold level. Data were extracted from the reported studies to develop a pooled sample of 4,067 cancer patients in whom the prevalence and critically evaluate St. Clair, severity of individual symptoms was reported. Individual studies contributed from 16 to 1,433 participants; nine (43 %) studies included a sample size less than 100. All of the investigations employed convenience samples. Eleven (52 %) of the studies were conducted in the USA while the remainder were multinational as listed in essay Caterham School, Table 2 . In the US studies where race and ethnic demographics were reported, 1,154 participants were studied of whom 18.5 % of the samples were non-white. Studies from other nations failed to distinguish race/ethnicity. In total, the pooled sample across the define St. Clair College, 21 studies was comprised of Business 38 % male and 62 % female, with a mean age of 58 years (range 18 to 97 years).

A majority (62 %) of these studies assessed symptoms in homogeneous samples with respect to critically St. Clair College tumor site (predominantly breast and lung cancer), while 38 % of the included studies utilized samples with mixed diagnoses and a-g requirements, treatment regimens. Evaluate St. Clair. Table 2 summarizes the Rotterdam Business School, characteristics of participants in the included studies by cancer disease site, stage, and treatment type. Persons with breast cancer were the single largest group by cancer site (approximately 25 % of evaluate St. Clair College patients) followed by lung (approximately 20 %). In the pooled sample, 51 % of patients were classified as stage I–II with 46 % metastatic disease. The largest majority of study participants were treated with chemotherapy, radiation, and/or surgery. California A-g Requirements Rotterdam Business School. Approximately 5 % of the participants additionally received HSCT, with symptom assessment before and after this treatment. For these two longitudinal studies, the evaluate St. Clair College, frequency and forum TASIS (The School in Switzerland), severity of define evaluate St. Clair symptoms was averaged across the various assessment times for this synthesis. Forty-seven symptoms were identified across the writing jobs University College London, 21 studies which were then categorized into 17 logical groupings.

While many studies only reported the College, most prevalent or severe symptoms, some reported every symptom acknowledged by (Navitas), patients. In an attempt to be as inclusive as possible, all symptoms reported were included in this synthesis. Define College. Summary of pooled prevalence and a-g requirements Rotterdam School, pooled mean severity rates (when available) Number of patients reporting symptom. Critically College. Total sample of patients queried. Fatigue and weakness (100 % of studies) Pain (100 % of studies) Sleep issues (91 % of studies) Anorexia and weight loss (91 % of studies) GI issues (81 % of studies) Affect (76 % of studies) Respiratory issues (76 % of essay writing School in Switzerland) studies) Impaired cognition (67 % of studies) Oral and swallowing issues (62 % of studies)

Neurologic issues (57 % of studies) Edema (29 % of studies) Urinary elimination issues (19 % of studies) Skin and wound issues (19 % of studies) Hot flashes/sweating (14 % of studies) Fever (14 % of define critically St. Clair College studies) Sexual dysfunction (10 % of studies) Hair loss/appearance (5 % of La Trobe (NAVITAS) studies) The pooled prevalence and evaluate St. Clair, mean severities reported in Table 4 were calculated by california Rotterdam School, aggregating all queries for that specific symptom across studies to provide a pooled prevalence per symptom. Where possible, symptoms of the same nature but labeled differently such as anorexia and decreased appetite were combined into one symptom. This was possible when only one term was used in define St. Clair College, a study providing one statistic; however, some symptom terms which could be synonymous for each other were often reported as separate items in essay writing service (The in Switzerland), the same study. Define Critically Evaluate St. Clair. Examples include the terms “fatigue”, “lack of energy”, and “weakness”. Each is listed separately in writing companies Brunel University London (Navitas), this synthesis to assure the capture of constructs that may be related but distinct. Of note, while all of studies measured and critically evaluate College, thus reported the symptom of fatigue, 59.63 % of the pooled patients reported some degree of this symptom when queried. Further, the severity of the fatigue when assessed with such large pooled data was rated a 4.62 on a 0–10 scale. Given the large spread of writing service TASIS (The American in Switzerland) sample sizes, the variety of instruments utilized and the identification of 47 separate symptoms presented in Table 3 , it was determined that the most appropriate method to define evaluate College rank symptoms in a systematic, unbiased, and interpretable fashion was to compare the symptom prevalence by aggregated sample size thresholds. Three thresholds were constructed for combined samples of greater than 100 patients, greater than 500 patients, and greater than 1,000 patients who were queried for the symptom. Thus the article reviews La Trobe (NAVITAS), most inclusive threshold was 100 taking into account all symptoms in define evaluate St. Clair, which at least 100 patients across studies were queried.

Not included in this analysis then were symptoms such as irritability which was only assessed in a total of write School 85 patients in two studies or headache included in only one study of 31 patients. Rank ordering of symptom prevalence by St. Clair College, sample threshold. Number of patients reporting symptom. Total sample of article companies (Navitas) patients queried. Prevalence ordering of symptoms in sample 1,000.

Prevalence ordering of symptoms in sample 500. Prevalence ordering of symptoms in sample 100. Rank ordering of critically evaluate symptom severity by sample threshold. Number of patients reporting symptom. Total sample of patients queried. Prevalence ordering of symptoms in sample 1,000. Prevalence ordering of symptoms in sample 500. Prevalence ordering of symptoms in sample ?100.

Forty-seven distinct symptoms were reported in the 21 studies of this literature synthesis across different cancers. Most studies employed instruments that assessed for symptoms of fatigue and weakness (100 % of essay service forum (The American School studies), pain (100 % of studies), sleep issues (91 % of studies), anorexia and weight loss (91 % of studies), GI issues such as nausea and define critically evaluate St. Clair College, vomiting (81 % of article (NAVITAS) studies), affect issues such as depression and irritability (76 % of studies), and respiratory issues such as cough and dyspnea (76 % of studies). Fewer studies assessed symptoms related to urinary elimination issues (19 % of studies), skin and wound issues (19 % of define College studies), hot flashes/sweating (14 % of studies), sexual dysfunction (10 % of studies), fever (14 % of studies), and write, hair loss/appearance (5 % of define St. Clair College studies), yet the prevalence and writing companies (Navitas), severity of some of these symptoms was greater than the more commonly assessed symptoms. This disparity is most obvious when evaluating the prevalence and define critically, severity by threshold levels. Writing Companies Brunel. Nocturia is an example of an evaluate St. Clair College, infrequently measured symptom that patients report is highly prevalent (74.8 %) and moderately severe (4.07 on scaled of 0–10). Writing Service Forum TASIS (The American School In Switzerland). Further analysis of the two studies that assessed for define evaluate St. Clair College nocturia reveals that one study was completed in the USA and the other in Turkey, that adequate sample sizes of 220 and write good, 287 were included, and that various cancer sites were involved with lung being the predominant cancer [ 45 , 49 ]. Evaluate St. Clair. Given the heterogeneous nature of the studies, this finding suggests that nocturia is california Rotterdam Business School a symptom that has been infrequently assessed, but which necessitates further systematic evaluation and consideration as a symptom to assess in evaluate St. Clair, a broad range of cancers.

Similar arguments can be made for sexual dysfunction [ 45 , 51 ] and cough [ 45 , 46 , 48 , 51 , 53 ] which each were reported by patients in disparate studies (nation, cancer site, and sample sizes) as highly prevalent and of moderate to high severity. Essay Writing Service Forum (The School In Switzerland). Findings from this literature synthesis are most useful when compared with the define critically evaluate St. Clair, research synthesis by Esther Kim et al. Writing Brunel University (Navitas). [ 25 ] Many similarities between the two syntheses exist including the similar mean age of 58 and critically evaluate St. Clair College, 59 years, a predominance of University London heterogeneous cancer diagnoses (62 % and 50 %), and when reported for US studies, an St. Clair College, approximate 18 % non-Caucasian sample. Differences include a greater range of essay sample sizes in critically College, this present analysis (16–1,433 compared to 26–527) and what is the website writes essays School, a greater proportion of females in this analysis (62 % vs. 48 %). Whereas Esther Kim et al. limited their review to only studies that employed the MDASI, MSAS, or the SDS, this present analysis included studies employing any symptom assessment tools. Comparison of prevalence statistics between this literature synthesis and Esther Kim et al. Esther Kim et al. prevalence.

Key for evaluate St. Clair symptom assessment in the Esther Kim et al. synthesis: MDASI MD Anderson Symptom Inventory, MSAS Memorial Symptom Assessment Scales, SDS Symptom Distress Scale. Is The Essays For You School. Limitations and define critically evaluate, future directions. As with any literature synthesis, findings must be tempered by acknowledging publication bias as only write Caterham, published manuscripts were included in this literature synthesis. Further, because most studies used questionnaires with preselected lists of symptoms (without collection of unsolicited symptoms), any symptoms not included in the lists were not measured. Therefore, systematic under-reporting of symptoms which could be prevalent and severe in a population is possible in the included studies.

An example of this is nocturia, which when elicited was prevalent and severe, but was infrequently systematically assessed in studies. Future studies should included a two-step methodology, starting with qualitative work in define critically evaluate St. Clair, which patients in a given population are interviewed in groups or individually to articles University London (UCL) determine likely prevalent and severe symptoms, followed by questionnaire administration in a larger sample. Over-representation of studies in breast, colorectal, and lung cancer may have yielded a disproportionate influence on the results, and work parallel to critically College this paper supported by write Caterham, the NCI is evaluating prevalence and evaluate, severity of symptoms by cancer type and Business, stage. Critically College. It is unclear if symptoms reported in this analysis are attributable to the morbidity of companies Brunel cancer, to side effects of critically evaluate St. Clair treatment, to accumulated toxicities of prior treatment, or to comorbidities. As previously noted, this is a synthesis of essay writing (The American School in Switzerland) cross-sectional studies and longitudinal studies whereby symptoms in the longitudinal studies were average across the measurement times, and no control was made for critically evaluate St. Clair cross-sectional sampling related to the time of symptom measurement (i.e., at diagnosis, following treatment, or at another arbitrary point in time). In addition, attribution is beyond the california Rotterdam Business School, scope of this paper, but is define critically a salient consideration because the articles College (UCL), impetus for measuring symptoms in a given clinical trial may be contingent on the cause of the symptom. For example, a trial seeking to evaluate whether a cancer-related symptom improves with active treatment may yield a negative result if the principal driver of define critically evaluate College measured symptoms is toxicity or comorbidity. Therefore, any given clinical trial aiming to measure symptoms should provide a rationale specific to the population and interventions regarding why particular symptoms were selected, and what website writes essays School, their suspected cause and hypothesized direction of critically St. Clair College change. This synthesis is focused on the prevalence and severity of symptoms and did not assess measures of health-related quality of essay writing forum life domains such as enjoyment of life or physical functioning.

Future work will evaluate these areas. Define Critically College. Symptoms are prevalent and severe among patients with cancer. Therefore, any clinical study seeking to School evaluate the impact of treatment on patients should consider including measurement of evaluate St. Clair symptoms. Without such an assessment, the picture of the University London (UCL), patient experience is incomplete [ 61 ]. Symptoms may be due to various etiologies, and understanding their trajectories in a given context is essential to critically evaluate St. Clair College profiling both the benefits and harms of what website writes essays for you treatment. This study demonstrates that a discrete set of symptoms is common across cancer types. This set may serve as the basis for define evaluate defining a “core” set of good essay School symptoms to define evaluate St. Clair be recommended for elicitation across cancer clinical trials, particularly among patients with advanced disease. Indeed, the NCI is currently engaged in such an activity, which serves as the impetus for this review.

It is notable that a number of existing multi-symptom questionnaires already include a set of pre-specified symptoms. Companies Brunel London. It is the authors’ hope that the data included in this review will assist in the design of future studies and questionnaires, and in improved methods for assessing the prevalence and define critically, severity of symptoms in cancer populations. The analyses reported in this paper were conducted in conjunction with preparations for an NCI Clinical Trials Planning Meeting Building Bridges: The Identification of Core Symptom and Health-Related Quality of Life Domains for Use in write Caterham School, Cancer Research, convened by College, the National Cancer Institute’s Symptom Management and Health-Related Quality of Life Steering Committee. Support from the National Cancer Institute is gratefully acknowledged. The authors have no conflicts to declare, had full control of all primary data, and agree to essay service (The School allow the critically, journal to a-g requirements Rotterdam School review the data if requested.

Carolyn Miller Reilly 1 Email author Deborah Watkins Bruner 1 Sandra A. Define Critically Evaluate St. Clair. Mitchell 2 Lori M. Article La Trobe University. Minasian 2 Ethan Basch 3 Amylou C. Dueck 4 David Cella 5 Bryce B. Reeve 3 1. Define Critically Evaluate St. Clair. Nell Hodgson Woodruff School of Nursing Emory University Atlanta USA 2. National Cancer Institute Bethesda USA 3. University of North Carolina Chapel Hill USA 4. Mayo Clinic Scottsdale USA 5. Is The That For You. Feinberg School of Medicine Northwestern University Chicago USA. Published in cooperation with. Published in cooperation with. Critically. .RIS Papers Reference Manager RefWorks Zotero. .BIB BibTeX JabRef Mendeley. .RIS Papers Reference Manager RefWorks Zotero. .BIB BibTeX JabRef Mendeley. Over 10 million scientific documents at your fingertips. 2017 Springer International Publishing AG.

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Hereby by accessing or using this Website, you provide us with your consent to post your first name/initials along with your testimonial on our Website. What Is The That For You Sidcot School! We ensure our posting these testimonials does not interfere with your confidentiality. If you wish to request the removal of your testimonial, you may contact us at [emailprotected] NOTIFICATION OF CHANGES. englishessays.net reserves the define St. Clair, right to essay writing service forum TASIS School, change these Terms and Conditions at any time and your continued use of the Website will signify your acceptance of any adjustment, improvements and/or alterations to these Terms and Conditions. You are, therefore, advised to define St. Clair College, re-read these Terms and Conditions on a regular basis. This web site is owned and operated by Viatta Business Ltd. HEXO+ Self-Flying Camera Drone, with a suggested retail price of $1,249.00 USD («Main prize»). FreePage (single use) SMS inform (single use) Plagiarism Report (single use) 50$ to (NAVITAS), your bonus balance which you can use in 365 days 100$ to your bonus balance which you can use in 365 days. 2. Promotional Period. The promotion begins on 7.18.2017, at define critically College, 9:00 am and ends on 7.28.2017 at article reviews La Trobe (NAVITAS), 10:00 pm.

This Privacy Policy (“Policy”) describes how information about You is collected, used and disclosed and provides other important privacy information, describes when and how we may change this Policy, and tells You how to contact us with any questions or comments. We collect information about You and evaluate computer(s) You use when You use our Services or otherwise interact with us. “Personal Information” means information that we directly associate with a specific person or entity (for example: name; addresses; telephone numbers; email address; payment information; device location etc.). “Client”, “User”, “You” and “Your” refers to you, the person accessing this Website and a-g requirements Rotterdam accepting these Privacy Policy. Critically! Any use of the London, above terminology or other words in the singular, plural, capitalization and/or he/she or they, are taken as interchangeable and St. Clair College therefore as referring to essay Caterham, same. HOW INFORMATION ABOUT YOU IS COLLECTED. We collect information about You in three primary ways: Information You Provide. We collect information that You provide to us when You apply for and use and/or purchase our Services or otherwise communicate with us.

For example, some of the ways You may provide information to us include: When You purchase our Services, the define evaluate St. Clair College, payment system will require your personal, contact, billing and credit information. When You establish or modify Your user account online, We may collect user identification information, passwords, and/or security question responses that You will use for future sign-on. When You interact with our Customer Service representatives, enter information on essay writing service (The American in Switzerland) our Website, submit survey responses, or pay for Services, we may also collect Personal Information and other information. We may monitor and define critically record phone calls, e-mails, live chats, or other communications between You and our Customer Service representatives or other employees or representatives. Information We Collect Automatically. We automatically collect a variety of information associated with Your use of our Services.

Each time You visit the Website, Personal Information is automatically gathered. In general, this information does not identify You personally. Examples of automatically collected personal information include, but are not limited to: IP address, Collection Date, Publisher Name, Connection Speed, Day of Week Time of Day (hour), Language settings, Country, City (relating to IP address, if available). For example, some of the ways we may automatically collect information include: Cookies and similar technologies. A “cookie” is a small text file that a web site can place on Your computer's hard drive in order, for example, to collect information about Your activities on the Website. The cookie transmits this information back to the Website's computer, which, generally speaking, is the only computer that can read it. We need to use cookies on the Website to enhance the user experience and avoid multiple logins or password authentication requests. We may use, or we may engage third-parties to use on our behalf, cookies or similar web tags (small data text files placed on your computer or device) or similar technologies to article La Trobe, identify Your computer or device and St. Clair record Your preferences and other data so that our Website can personalize Your visit(s), see which areas and writing American School features of our Website are popular, and improve our Website and Your experience.

Depending upon Your computer, You may be able to critically, set Your browser(s) to write good Caterham, reject cookies or delete cookies, but that may result in the loss of some functionality on the Website. We may also use web beacons (small graphic images on a web page or an define critically College HTML e-mail) to write essay School, monitor interaction with our websites or e-mails. College! Web beacons are generally invisible because they are very small (only 1-by-1 pixel) and the same color as the essay (The American, background of the web page or e-mail message. Web Browsing Activity. When accessing our Website, We automatically collect certain information about Your computer and Your visit, such as your IP address, browser type, date and College time, the web page You visited before visiting our Website, Your activities and purchases on Business our Website, and critically St. Clair College other analytical information associated with the Website. Information From Other Sources. We may also obtain information about You from other sources. For example, We may receive credit information from third-party sources before initiating Your service. We may also purchase or obtain Personal Information (for example, e-mail lists, postal mail lists, demographic and marketing data) from others. HOW WE USE INFORMATION WE COLLECT ABOUT YOU.

We use the information We collect for a variety of business purposes, such as: To provide and write School bill for Services You purchase; To deliver and confirm Services You obtain from us; To verify Your identity and maintain a record of College, Your transactions and interactions with us; To provide customer services to You; To create, modify, improve, enhance, remove or fix our Services and their performance; To identify and articles University London (UCL) suggest products or services that might interest You; To make internal business decisions about current and future Service offerings; To provide You customized user experiences, including personalized Services offerings; To protect our rights, interests, safety and property and that of our customers, service providers and other third parties; and. To comply with law or as required for legal purposes.

We may use Personal Information for investigations or prevention of define critically evaluate St. Clair, fraud or network abuse. We may use information we collect to contact You about our and/or third-party products, services, and offers that We believe You may find of interest. We may contact You by telephone, postal mail, e-mail, or other methods. You may see advertisements when You visit our Website. We may help advertisers better reach our customers by providing certain customer information, including geographic information, language preferences or demographic information obtained from california a-g requirements Rotterdam School other companies. This information is used by advertisers to determine which ads may be more relevant to You. However, we do not share Personal Information outside of our corporate family for advertising purposes without Your consent. WHEN WE SHARE INFORMATION COLLECTED ABOUT YOU. We do not sell, license, rent, or otherwise provide Your Personal Information to unaffiliated third-parties (parties outside our corporate family) without Your consent. We may, however, disclose Your information to unaffiliated third-parties as follows: With Your Consent.

We may disclose Personal Information about define critically, You to third-parties with Your consent. We may obtain Your consent in writing; online, through “click-through” agreements; when You accept the terms of disclosures for certain Services; orally, when You interact with our customer service representatives. We encourage You not to share Your password. If You provide Your user account password and/or security question responses to third parties they will have access to Your Personal Information when they access Your user account with Your account password. To Our Service Providers. We may disclose information to third-party vendors and article writing companies University (Navitas) partners who complete transactions or perform services on our behalf (for example, credit/debit card processing, billing, customer service, auditing, and define critically St. Clair marketing). In a Business Transfer. We may sell, disclose, or transfer information about You as part of a corporate business transaction, such as a merger or acquisition, joint venture, corporate reorganization, financing, or sale of company assets, or in the unlikely event of insolvency, bankruptcy, or receivership, in writing jobs University College London, which such information could be transferred to third-parties as a business asset in define critically evaluate, the transaction. For Legal Process Protection. We may disclose Personal Information, and article companies University other information about St. Clair, You, or Your communications, where we have a good faith belief that access, use, preservation or disclosure of articles jobs (UCL), such information is reasonably necessary: to satisfy any applicable law, regulation, legal process or enforceable governmental request; to enforce or apply agreements, or initiate, render, bill, and collect for define College, services and products (including to collection agencies in order to article reviews (NAVITAS), obtain payment for our products and services); to protect our rights or interests, or property or safety or that of others; in connection with claims, disputes, or litigation – in court or elsewhere; to facilitate or verify the appropriate calculation of taxes, fees, or other obligations; or. in an define evaluate College emergency situation.

We may provide information that does not identify You personally to third-parties for marketing, advertising or other purposes. HOW WE STORE AND PROTECT THE INFORMATION COLLECTED ABOUT YOU. Protecting Your Information. We use a variety of physical, electronic, and procedural safeguards to University, protect Personal Information from unauthorized access, use, or disclosure while it is under our control. Unfortunately, no data transmission over the internet can be guaranteed to evaluate St. Clair College, be completely secure. As a result, although we will utilize such measures, we do not guarantee You against the loss, misuse, or alteration of Personal Information under our control, and You provide Personal Information to us at Your own risk. You should always take care with how You handle and disclose your Personal Information and should avoid sending Personal Information through insecure e-mail, social networks or other internet channels. Retention and Disposal. We retain information only for as long as we have a business or tax need or as applicable laws, regulations and/or government orders allow. When we dispose of Personal Information, we use reasonable procedures designed to erase or render it unreadable (for example, shredding documents and wiping electronic media). PRIVACY POLICY UPDATES.

How We Communicate Changes to This Policy. We may update this Policy at any time to write essay, provide updates to or clarification of evaluate College, our practices. If we make changes we may provide You with additional notice (such as adding a statement to the homepage of our Website or sending You a notification). You should refer to this Policy often for the latest information and articles writing London (UCL) the effective date of any changes. This web site is owned and operated by Viatta Business Ltd . A Partner is an individual who refers customers. A Referral is an individual who requests a service via the define critically, referral link given by a Partner. With the first order, a Referral acquires a 15% discount on writes School the order, while a Partner receives $50 to define critically, the Referral Balance.

With further purchases, a Partner earns 5% of the Referral’s total order price. All money earned with the Referral Program is stored on your Referral Balance. A Partner can transfer the money to the Bonus Balance and use it to purchase a service. It is write good School, possible to transfer the sum to the Partner’s PayPal account (no less than $20).