Barriers to Evidence Based Nursing Practice Assignment

Barriers to Evidence Based Nursing Practice - Assignment Example (1998). Interviews were used to conduct this research on a nurse leader and a bedside nurse with a major view of inquiring their perspective on the barriers to the application of evidence-based nursing practices within their clinical settings. Based on quantitative study analysis and design, the barriers identified were inadequate resources, minimal time allocation for the study, inconsistencies, restricted authorities in some situations, limited support in conducting the research, a future two tier nursing practice, lack of work motivation, adaptation culture, institutional resistance to change, and poor responsibility in adopting the evidence-based nursing. These findings were found to be consistent when compared to other related research works (Hannes K. et al, (2007). With a critical look on these barriers, it stood out that one major action of developing clear objective and targeted strategies needed to be taken to solve them all. At our clinical level, we would recommend the development of a problem tree based on the purposeful sampling of nurses in different sections of the clinic to explore the identified barriers, and to orientate possible changes in the management processes of the clinic. This would ensure that both managerial and individual limitations/ barriers are eliminated (Gerrish K., 2007). Hannes K., Vandersmissen J., De Blaeser L., Peeters G., Goedhuys J., Aertgeerts B. (2007). Barriers to evidence-based nursing: a focus group study. J Adv Nurse. 2007 Oct; 60(2):162-71. Pub Med PMID: 17877563. Gerrish K., Ashworth P., Lacey A., Bailey J., Cooke J., Kendall S., McNeilly E. (2007). Factors influencing the development of evidence-based practice: a research tool. J Adv Nurse. 2007 Feb; 57(3):328-38. Pub Med PMID:

Educational programs Essay Example for Free

Educational programs Essay There are of course limits to the parallel between the regulation of firms and the regulation of churches. A basic difference is that a church draws its support on the basis of religious commitmentpresumably a quite different source of commitment than consumer preference for many people. In the fundamental relationship between the church and its members, there is no clear unit of exchange that lends itself to quantification. Perhaps much more so than firms, however, churches have the capacity to mobilize their memberships on behalf of their objectives in negotiating with the state. Another difference is that states seeking to regulate churches often lack doctrinal competence. They may be ill-equipped to understand the churchs mission and lack information as to church resources and the best uses of those resources. Finally, another principal difference is that the relationship between a nation and the religious commitments of its citizens is the consequence of many forces acting over long periods of time. These forces may have created in a population religious commitments of singular intensity or, on the other hand, apparent disinterest that has little to do with the direction of contemporary state regulation of religion. Despite these differences, however, the case can still be made that regulatory theory is relevant to the understanding of church-state relationships. This essay argues that the direction of contemporary state regulation may help shape the direction of a churchs priorities and activities independently of the condition of the populations religious commitment. Churches as organizations will respond to regulatory incentives and costs, just as they respond to the political environment. Why do states seek to regulate churches? Historically, as will be shown below, rulers may have sought to impose on their subjects their own respective judgments about the correct institutional expression of their faith. States have seen regulation as a means to weed out corruption or to redress the distribution of resources in their society. Quite often, states have appeared to fear churches as challenges to the political order that need to be contained. Historically, regulation of churches by the US and European states has embraced some or all of a number of areas. States have played significant roles in regulating or ultimately selecting senior church readerships within the country. States have assumed the power to determine the numbers and types of clergy allowed to practice their religious responsibilities within the nation. The states approval has been sought in determining the boundaries of church administrative territories. The states acquiescence has played a role in church reform of doctrine or liturgy. States have from time to time set limits on the nature of church participation in education, public communication, social welfare, and health care. Finally, states have limited- or enhanced- churches ability to own property or businesses. At this time, virtually every church, at least in Western Europe, has achieved a remarkable measure of autonomy in the determination of its leadership, its size, and the direction of its clergy. By contrast, historically in Roman Catholic countries, the state or the aristocracy controlled higher-level clerical appointments or shared in appointment decisions with the Vatican. In many Protestant states, the state exercised the power of appointment with relatively little formal consultation with church hierarchies. At the same time, the capacity of the church to establish a central role in a societys institutions has diminished and a review of church attendance in Western Europe suggests remarkable declines in membership. Churches may find that regulation benefits their own positions in society. In many cases these churches confront receding memberships. Catholic churches in nearly all Western European states enjoy sustained and significant declines in the conflicts with state authorities that were recurring crises during the nineteenth and a good deal of the twentieth century. This decline in conflict undoubtedly is related to the effective dechurching of many of the US and European populations. Regulation in these cases appears to be actively sought by churches as a means of sustaining resource flows. This relationship of negotiating support in exchange for some measure of regulation appears to be the emerging norm of convergence in state-church policy throughout Europe. But it raises the perplexing question of how new churches will respond to a structure of church-state relations that does not reflect the neutral tradition of liberalism but rather expresses clear although measured support for some churches over others in practice and often in theory as well. A church may seek several objectives in regulation. These objectives may undergo change as the regulatory context shifts. A church may conclude that regulation provides a competitive advantage in dealing with competition with other churches. Established, long-existing churches that now enjoy some measure of recognition from the state may wish to stabilize the situation by delimiting the boundaries of state recognition from newer or missionary churches that threaten the membership base of the established churches. The established churches may simply be concerned with maintaining their existing obligations to staffs, buildings, and educational programs. The longer established the church, presumably the greater the obligations it has to sustain existing organizations. The theory of regulatory capture would predict these observations. There is always the risk, however, that the capture model of regulation is not predictive of future state-church relationships, given the possibilities for new directions coming from within the state or from groups found neither in established church(es) nor in the state. New churches are the most likely sources of pressure for changes in the direction of regulation.

Wilderness: History and Value Essay -- Nature Philosophy Papers

Wilderness: History and Value History From the very beginning of this nation's history, wilderness has been a fundamental ingredient. The first European settlers found and battled against it upon their arrival. The western explorers and wagon trains sought to wrestle farmland from the wilderness's grip to build cities, farms and homes. It was not until the reality of its finite availability, that it was viewed as anything other than an opponent and menace. These changing attitudes began a new battle for preservation and protection of the wilderness that remained. The nation's attitude transformation was testimony to a new focus and value for wilderness. This new disposition declared that the preservation and maintenance of wilderness is instrumental to our own emotional, spiritual and biological survival. The first European settlers began an extensive nation wide war on wilderness upon their arrival on the eastern shore. The war continued for many years and set the tone for America's relationship with its wilderness lands. Many of the nation's first European arrivals brought with them very Puritanical views regarding the appropriateness of order and disorder as well as fundamental Christian views (Kropf, 1997). In their minds, the unsettled and unestablished lands of the New World symbolized lack of order and therefore the absence of God. Along with disorderly lands there existed native inhabitants who, because they had not subdued the land-putting it to strict agricultural use-were innately inferior. All these attributes assigned to the Indians and the wilderness led the early settlers to firmly believe that the wilderness was the dwelling place of Satan. As God fearing Christians, their greatest calling was the elim... ...nd humanity will suffer. Furthermore, the contents of this continent which have shaped and influenced this nation will be forever lost. Bibliography Brower, David. (1996). Let the Mountains Talk, Let the Rivers Run. San Fransisco: Harper Collins Publishers. Drabelle, Dennis. (1984, Summer). Feral Explorations. Wilderness, pp.24-26. Hendee, John C., Stankey, George H., & Lucas, Robert C. (1990). Wilderness Management. Golden: North American Press. Kropf, Jesse A., "Images of the Overland Trail and Manifest Destiny: A Distortion of Reality". History 369: Dan Flores, University of Montana. Spring 1997. Nash, Roderick. (1967). Wilderness and the American Mind. New Haven: Yale UP. Nash, Roderick. (1984, Summer). Path to Preservation. Wilderness, 5-11. Oelschlager, Max. (1991). The Idea of Wilderness. New Haven: Yale University Press.

5.05 Works Cited

I do think that the lawsuit against Brianna LaHara was fair; she technically stole over a thousand songs. I do feel that it is a bit unfair that there was a law suit against a 12 year old, but also she needed it to be done now before she got herself into some real trouble when she was older. If it was me in this situation, I would just give myself over to them and confess what I did. I do not think it is a reasonable program at all.I am not one for having that fear constantly eating at the back of my brain, so I would rather just face the consequences. If I knew I was at such risk for arrest and lawsuits, I would turn myself in voluntarily. There are too many risks, and cases already made against this subject. According to CBS News, a woman in 2009 illegally downloaded TOO much music! She shared copyrighted music online and levied $222,000 in damages against her.She even had to pay the six record companies that sued her $9,250 for each of 24 songs they focused on in the case. WORKS C ITED: â€Å"Woman Faces The Music, Loses Download Case. † CBSNews. CBS Interactive, n. d. Web. 20 Mar. 2013. . â€Å"12-year-old Settles Music Swap Lawsuit. † CNN. N. p. , 18 Feb. 2004. Web. 20 Mar. 2013. .

My Last Duchess and Othello, IV, iii

In the dramatic form, be it monologue, dialogue or full theatrical scene, the author cannot step into the action to comment or interpret for us, as he can in a novel.   We must draw our own conclusions from what we see and hear, and this makes for powerful effects, as a character reveals him- or herself to us by what he or she says or does.   In the monologue My Last Duchess Browning misleads us with great skill before we realize that we are listening to a criminal lunatic. The dramatic force lies in the surprise we feel as the truth finally emerges.   In Act IV, scene iii of Othello there is again an agonizing irony for the viewer, who knows more than Desdemona and is of course impotent to help her.   Shakespeare works like a dentist without an anaesthetic, and the pain for the audience derives from the unbearable innocence of the doomed Desdemona, who is surely something like the Duchess in Browning’s poem, helpless and bewildered in the face of a murderous insanity in her husband. Browning’s Duke sounds so sane!   He is wonderfully gracious and articulate – â€Å"Will’t please you sit and look at her?† (5).   As he tells his story he seems to weigh his words with great caution, as if he is quite free of the distorting power of anger or any other passion, and is keen to avoid any unfairness in his judgment: â€Å"She had / A heart – how shall I say? – too soon made glad† (21-2), â€Å"†¦but thanked / Somehow – I know not how – as if she ranked†¦Ã¢â‚¬  (31-2). He never raises his voice, and speaks with a measured confidence that quite takes us in. At first we might be tempted to believe that his attitudes are reasonable: â€Å"Sir, ‘twas not / her husband’s presence only, called that spot / Of joy into the Duchess’ cheek† (13-15).   His manner is restrained even as he hints at her infidelity.   The painter flattered her about her appearance, as of course he would, being a Renaissance artist totally dependent on patronage, but she was charmed by it – foolishly, the Duke suggests. â€Å"She liked whate’er / She looked on† (23-24).   She was delighted by the beauty of the sunset, and the little tribute from the man who gave her the cherries, just as much as â€Å"My favour at her breast† (25).   What he seems to be objecting to is her failure to be properly selective and aristocratic in her tastes.   This is a rather extreme sort of snobbery, but perhaps not unprecedented; we may not find it attractive, but we may accept it as a feature of a proud man with a â€Å"nine-hundred-years-old name† (33). All the time, Browning is luring us up the garden path.   We begin to detect the problem.   The Duke is immensely proud, a man of great heritage, while she is free of snobbery, charmed by the delights of the world and human kindness, and genuinely innocent. (Infidelity does not now seem to be the Duke’s concern.)   Then we begin to see how his pride is really pathological arrogance. â€Å"Even had you skill / In speech – (which I have not)† (35-36), (he lies, of course) to explain your objection to her behavior – which is clearly quite â€Å"normal† – it would involve â€Å"stooping, and I choose / Never to stoop† (42-3).   So, rather than speak to her about his dissatisfaction, which would involve impossible condescension by him, he chose to solve the problem rather more radically: â€Å"This grew; I gave commands; / Then all smiles stopped together† (45-6). It takes a moment for us to register what he did, so unbelievable is it and so evasively phrased.   Then, having confessed to murder, or, rather, boasted of it, he continues his negotiations for his next Duchess, celebrating, incidentally, one of his favorite art works, â€Å"Neptune†¦ Taming a sea-horse† (54-5), the very image of the brutal control that he has himself exerted over his innocent last Duchess. The willow scene from Othello works differently, of course, because it is a dialogue, though it is the inner workings of Desdemona’s mind that the dramatic form reveals here, just as much as is the case in Browning’s poem There is an almost intolerable pathos about this scene because Desdemona is so helpless.   She has a good idea of what is going to happen – â€Å"If I do die before thee, prithee shroud me /   In one of those same sheets† (24-5) and is impotent in the face of her fate. There seems to be no defence against the ruthless execution of Othello’s enraged will. She is in a sort of trance, a hypnosis of shock.   All she can do is wait for the end, and the pathetic simplicity of her reflections here is the sign of a wounded spirit in retreat from reality.   The tragic atmosphere is given additional poignancy by the occasional interruption of the everyday details of â€Å"undressing for bed†, the habitual continuing because there is nothing else to do in the face of the worst – â€Å"Prithee unpin me† (21). She continues at moments to pretend that this is just an ordinary night: â€Å"This Lodovico is a proper man† (35), not a comparison of Othello with her country forms, but a pathetic attempt at gossip. But her real thoughts emerge in the obsession with the willow song, which she cannot resist. It is the perfect mirror of her own fortune: â€Å"And she died singing it; that song tonight / Will not go from my mind† (30-1). Like a detail from a psychoanalyst’s casebook comes the unprompted line in the song that gives away the deepest thoughts of the willing victim. –Let nobody blame him, his scorn I approve, — Nay, that’s not next.   Hark!   Who’s that knocks? –It is the wind.† (51-3) She corrects herself, but the absolute terror of realisation goes through her. The heroic innocence of Desdemona is highlighted by her conversation with Emilia. While Desdemona genuinely believes that no woman could in fact commit adultery â€Å"for all the world† (63), and swears that she herself would not do it â€Å"by this heavenly light† (64), Emilia responds, â€Å"Nor I neither, by this heavenly light, / I might do it as well in the dark† (65-6), and goes on to consider just what â€Å"all the world† might mean as a reward for the sin. Emilia is not immoral. It is just that Desdemona is on a superhuman and heroic level of behavior, and Emilia is on the normal level.   Compared with Desdemona’s helplessness in the face of the corruption of Othello, Emilia’s jokes have an immensely remedial health.   It is not a criticism of Desdemona, but it is a firm placing of trust in the human by Shakespeare. We can imagine that what Desdemona feels and says is very close to the response of Browning’s Duchess.   Both of them are innocent and benevolent women faced by deranged men.   The creation of character and the realization of human dilemma in the dramatic form are forceful and, in these two cases, immensely painful for the audience or reader.   The form makes the reader peculiarly impotent in the face of disaster. We would like to stand up in the theatre and shout at the stage, like the lady in the famous story, â€Å"You great black fool, can’t you see she’s innocent?†      

Impact of digital technology essays

Impact of digital technology essays Digital technology has a lot of impact on our national security. Such technology innovations as the Integrated Automated Fingerprint Identification System, US-VISIT program, and Automated Biometric Identification System use biometrics as a key element in protecting our country from terrorists. Other innovations of digital technology, such as inventions of software to help conduct counterterrorism training drills, will help us to prepare for disasters and will lead to intelligent cities that can better protect ports of entry and its citizens. Each year the Bureau of Citizenship and Immigration Services receives approximately seven million applications for immigration benefits. BCIS has now developed the technology to accept electronic filing of certain applications for immigration benefits. This technology improves both customer service and BCIS ability to verify the identity of individuals in the future. E-filing, combined with the collection and storage of an applicants digital photograph, signature, and fingerprint, allow the BCIS to produce a high quality immigration document with special security features. One great innovation in digital technology that will allow the United States to improve the nations security and the integrity is US-VISIT system. US-VISIT represents the greatest single advance in border technology in three decades. The Homeland Security Department has established US-VISIT to: Enhance the safety of our citizens and visitors; Facilitate legitimate travel and trade; Ensure the integrity of our immigration system; and Protect the privacy of travelers to the United States. US-VISIT uses biometrics, such as digital, inkless finger scans and digital photographs, which enable the Homeland Security Department to determine whether the person applying for entry to the United States is the same person who was issued the visa by State .With the help of the US-VISIT system...

How to Ask For a Letter of Recommendation Complete Guide

How to Ask For a Letter of Recommendation Complete Guide SAT / ACT Prep Online Guides and Tips No groveling necessary. Asking someone to write you a letter of recommendation can feel almost as daunting as asking that special someone out to a movie. You're putting yourself out there, just hoping they like you back enough to say yes! Luckily, most of your teachers are well accustomed to writing letters of recommendation for students and are glad to support you in your academic goals. Plus, who wouldn't want to recommend you for college? You're great. To ensure your request goes as smoothly as possible, you should be thoughtful about who and how you ask. This guide will go over the steps on how to request a recommendation letter for your college applications successfully (though this guide works equally well for applications for graduate school and jobs). First, let's briefly go over what you need to know before making your request. What You Should Know Before Requesting a Recommendation Letter Before you pop the question, make sure you thoroughly understand the purpose of recommendation letters in your college applications. Along with your college essay, they should help personalize your application and tell a story about who you are as a student and person. While other parts of your application display your grades, activities, and other accomplishments, letters of recommendation can go beyond the resume and help you come to life in the eyes of admissions officers. Recommendation letters can speak to your academic potential, character traits, and personality, as well as about how you've connected with others in the school community over the past few years. Because reference letters have this important function of revealing aspects of your personality and giving insight into your character, you should choose someone who knows you well and can give specific anecdotes about you. You might also have learned through word of mouth which teachers write the strongest letters. Sometimes seasoned faculty members have written a lot of letters over the years, and may have established solid reputations with admissions officers at certain colleges. Some colleges require one teacher recommendation, while others ask for two. Most schools also require a letter of rec from your counselor.This guide will discuss how you can request strong recommendations from both your teachers and your school counselor. First and foremost, make sure to ask well in advance of your deadlines. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Don't make your teacher feel like a hamster racing on the wheel of time. When Should You Ask for a Letter of Recommendation? The first step in requesting a letter of recommendation involves timing. Even for seasoned teachers and counselors, each individual letter takes time and thought to do well. I recommend asking your recommenders at least a month before your application deadlines. In some cases, even earlier is better. Some teachers put a cap on how many requests they take. If they have a first come, first served policy, then you should ask even earlier than a month before your deadlines so you don't miss out. A lot of teachers get inundated by the end of the semester, when they might be already busy getting exams scored and grades completed, not to mention spending time with friends and family over winter vacation. Because of this, it's a good idea to ask your recommenders early in the semester, like in September. Junior year teachers are often a good choice, because they had you recently and for a full year (whereas your senior year teachers might not know you that well yet). It can also be a good idea to ask your junior year teachers at the end of junior year, when you're fresh in their mind from being a student in their class all year (also a good idea if you have early decision deadlines). It gives them an entire summer to work on your letter. Just make sure to politely remind them a few weeks before your deadlines, if they haven't submitted your rec letter by then. Once you've figured out who you're asking and when, how can you frame your request in a positive way? First, I'll talk about how to ask a teacher and then how to ask your counselor, as the process and your relationships with these people is probably a little different. Make your request in person, so you don't end up with a letter like this. How to Ask for a Letter of Recommendation from a Teacher How are you going to approach your request? What should you say? What information do you need to give your teacher? As long as you've prepared yourself in these three aspects, you're all set to make your request. Let's break each down one at a time. How to Make Your Request In person. I highly recommend asking for your recommendation face to face. Depending on your teacher's schedule and school culture, it may be appropriate to email your teacher to set up an appointment or meeting. Asking for a letter of recommendation solely over email could be interpreted as impersonal, distant, and less mature, an impression you don't want to make in the mind of a recommender. I also wouldn't recommend asking during class time, but instead find time during a free period, after school, or whenever the teacher has free time to meet. The request may be short, but you still want to create space in case your teacher wants to further discuss your plans. What to Say While it can feel scary and vulnerable to ask a teacher for this favor, remember that teachers, especially ones that have juniors and seniors, expect this. In fact, it's part of their job description. Likely all of these teachers write letters of recommendation for students every year and want to help you succeed and continue on in your education. It may also help you to remember that a lot of teachers know what it's like to be on the other side of this process, as they usually undergo observations and evaluations every year. The best way to calm your nerves and ensure the conversation goes smoothly is to prepare what you'll say. I recommend phrasing your request simply and directly, without a lot of "ums," "likes," or "I forgot what I was about to say, so let's take a raincheck- how about next Thursday?" Something like this could work: "I really enjoyed your class. I've learned a lot from you and feel like you've gotten to know me well. I'm apply to College X for next year and would be really flattered if you could write me a strong letter of recommendation for my application(s)." Note the phrasing of astrongrecommendation. You want to make sure your teacher can write you a strong and compelling letter, not a generic one. If, worst case scenario, your teacher declines or seems hesitant, simply thank them and ask somebody else. You wouldn't want a weak letter that wouldn't help, or could even hurt, your application. You want to find a recommender who will agree to write a letter for you without reservation. If you've asked someone who knows you well and agrees to provide you with a letter of rec, then it's a good idea to share some further information with him/her. In a lot of schools, they call this a "brag sheet." The "brag sheet" isn't really about bragging, not even backdoor brags. Information to Give Your Teacher(s) First off, your teachers need to know the logistics. When are your college deadlines? How do they submit the letter of rec? In most cases, your early decision deadlines will be in October and your regular decision deadlines will be in early January. Typically, writersupload their recommendations through the Common Application or, if your school uses it, through Naviance. Beyond the requirements, I strongly advise providing your teacher with your brag sheet, or your reflections on who you are and what you value. Usually the guidance office distributes these to juniors and seniors, inviting students and parents to comment on it. The more detailed and thoughtful you are about your values, goals, and accomplishments, the more useful your brag sheet will be to the writer. While you might not be used to or all that comfortable writing about yourself, you should take the time to reflect deeply about what you care about and what experiences have been especially meaningful in your life. This will help your teacher add further dimension to your recommendation, as well as help differentiate you from other students they're writing about. In a perfect world your recommenders are bursting with fun and poignant anecdotes to share about you in their class, but in reality most teachers could use your help to complement what they plan to say. I would recommend going into your request ready with your completed brag sheet. If the teacher agrees, then you can pass it over. Be ready to have a discussion on it if the teacher wants to hear your thoughts. In addition to giving revealing insights about your character and interaction with other students, your teachers are the best authorities on your academic performance and potential. Your counselor, on the other hand, can speak more to your role in the school community and growth over your years in high school. Because your relationship with your counselor is different from that with your teachers, you may approach your recommendation request differently. How to Ask for a Letter of Recommendation from your School Counselor Almost all colleges that require recommendations want one from your school counselor. This recommendation is usually called the "secondary school report." While you can choose which teachers to ask for reference letters, you probably don't have a decision to make when it comes to the counselor letter of rec. Lots of students have the same counselor throughout their four years of high school. You also probably don't have to ask the same way you do with your teachers, as your counselor expects to write recommendation letters for all students on his or her caseload who are applying to college. With this recommendation, it's less about the request and more about how you can help your counselor write the strongest reference letter possible. In some high schools, especially big ones, students don't always get to know their counselors very well. If that's the case for you, then your brag sheet, as well as face to face meetings, is especially important for sharing who you are and what your goals are. If you have a passion for environmental biology, tell your counselor all about it. If you can't wait to join your college's newspaper and report on important events around the community, share that. The more your counselor knows about you and what sparks your interest, the more life they can breathe into your recommendation letter. Most counselors will schedule at least two college meetings with the students on their caseload, one in the spring of junior year to discuss college planning and one in the fall to talk about how your applications are going. If you're applying early action or early decision, you should let your counselor know in the spring of junior year, or at least at the very beginning of senior year. The best recommendation letters don't just use vague descriptions that could apply to anyone. They prove their assertions by relating specific stories. If you haven't had a ton of interactions with your counselor, it's especially important to include significant experiences and challenges on your brag sheet, as well as to get to know your counselor in meetings. For most schools, you can schedule a meeting with your counselor, so don't feel like you have to wait for him or her to call you down to the office. Reference letters for college are a big part of a counselor's job, and they can get especially busy with them around deadlines. Ask your counselor early and meet with him or her so you can make a strong impression, show how important your applications are to you, and jumpstart their letter writing. The more specific you are and the more you share with your counselor, the stronger and more colorful his/her recommendation letter will be. Just like with your teachers, it's up to you to tell your counselor when your deadlines are and any special requirements they need to complete. After you've spoken to your recommendations and obtained their support, what are the next steps? Next Steps After Your Recommendation Request It's always a good idea to follow up with your recommenders a week or two before your deadlines with a polite reminder. In this reminder, you could thank them again for providing you with a letter of rec, express your excitement about your future plans, and invite them to contact you if they need any more information from you. If you word it this way, then it won't feel like you're asking why they haven't uploaded their letter yet (unless they have, in which case, thank them again!). Some teachers will let you see your letter before submitting it and invite your revisions or feedback. This is totally up to the recommender, and not actually common in admissions procedures (usually letters are expected to be confidential). If your teacher doesn't offer to show it to you, I wouldn't advise pressuring her to. This could indicate that you don't trust her to write a strong letter- and if that's the case, you should ask someone else, anyway! Most letters will be submitted online, but in the rare case that your teacher wants to mail it, you should provide her with a pre-addressed, pre-stamped envelope. After all's written and submitted, write your teachers and counselor a thank you note. Once the decisions start rolling in, let them know where you got in! If you take just a few points from this article, these are the most important ones to remember. Want to build the best possible college application, with the strongest recommendations? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Key Takeaways for Recommendation Requests Ask a teacher (or two) who knows you well and in whose class you excelled. The better relationship you have with your recommender, the more insightful your recommendation letter will be. It helps if the teacher is known to be a strong writer, too! Request your reference letters in person. This adds a personal touch and shows respect. In addition to telling your recommenders your deadlines and important logistics, give them thoughtful reflections on your values, goals, and accomplishments on your brag sheet. Take time with this, as it could be a huge aid as your recommenders write your letter. Thank them for helping you apply to college, and let them know where you end up! Perhaps the most important takeaway is that letters of recommendation are important, as are the connections you have with your teachers and counselor in high school. Approach this part of your application with a plan, and express your appreciation of your recommenders' role in helping you get into college. All this commitment and goal-setting is definitely the kind of thing you could put on a brag sheet. What's Next? In order to add recommenders to the Common Application, first you have to respond to the FERPA waiver. Read all about what it means and how it affects your right to access your letters of recommendation. College admissions get more and more competitive every year, so you want to present yourself with the best application you can. Read about how to build a versatile college application here. Did you know that a couple schools ask for recommendations from peers, and some students send them along as supplements? Read the complete guide to peer recommendations here. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: