Nursing Theory as Framework for Research Coursework

Nursing Theory as Framework for Research - Coursework Example An example of such studies that lack a theoretical framework is that of Bond et al. (2010) that involves a descriptive analysis of articles published a decade ago. Though the study itself seeks to identify the use of theoretical frameworks among articles published in the past five years from 2010, it lacks a theoretical framework to guide its research. A theoretical framework impacts numerous aspects of the study. Simply because a theoretical framework guides a research by offering a reference basis for the observations, definition of ideas, research design, interpretations, a lack of it implies that the study lacks organization. Therefore, this study lacks organization. According to McEwen and Wills (2014), a theoretical framework guides the researcher in interpreting the study results. In this case, Bond et al. (2010) are not guided by any theory in their collection and interpretation of the data results. Additionally, this also implies that the researchers lack a connection with the existing knowledge. This study also lacks an explanation of existing theoretical assumptions as it does not respond to questions on â€Å"how† and â€Å"why† (McEwen & Wills, 2014).

Discussion Board 10 - Chapter 13 Essay Example | Topics and Well Written Essays - 250 words

Discussion Board 10 - Chapter 13 - Essay Example I am able to resolve these conflicts because I use my leadership abilities in order to make them listen to each other and meet halfway whenever possible. I let them know that I respect everyones opinion and that I am empathic to their reasons. However, as I listen to their arguments, I make sure to take note relating to what I think will work for us and what will not. At the end of the bickering, I let them know that they actually have some common ground to work on that is sure to benefit the group and result in the outcome that we all expect to have for our project. Normally, after I ask them to reconcile their expectations based upon their common ground, the group members manage to see each others point of view quite differently from when they were talking at each other rather talking to each other. This results in a more cohesive group that can work together towards the completion of a common

Reading Fluency and Its Effect on Reading Comprehension Essay Example for Free

Reading Fluency and Its Effect on Reading Comprehension Essay As an elementary teacher, I have often thought reading fluency plays a large role in a child’s reading development. Few reading programs give fluency the recognition it deserves. Reading fluency has been a prominent and reliable benchmark for me, even when students have comprehension difficulties. Once fluency is assessed, the results were used to place students in their reading ability group. Often times, the fluent readers were placed in the high ability reading groups. In the past, our district used a reading program that gave very little focus to reading fluency and few strategies for improvement. It assessed fluency based on rate and accuracy—not prosody. The previous reading series also failed to assess the students’ comprehension after they read independently. The non-fluent readers spent so much effort on word identification; it is difficult for them to enjoy reading the selection. I believe this is one reason they enjoy being read to. Students can comprehend a story when it is read aloud to them, but it is their lack of fluency that inhibits comprehension when it is their turn to read. A current goal in our school improvement plan is to improve reading fluency; therefore, in this review of literature, I will examine reading fluency by focusing on how it affects comprehension. Literature Review The attention given to reading fluency has fluctuated throughout the years in education. It is currently gaining recognition and once again becoming an advertised component in most reading programs. According to Avanchan (2010), fluency is a critical element of reading and should be taught in every school. This Literature Review will focus on the following research questions: 1. What is reading fluency? 2. What strategies can be used to improve reading fluency? 3. How does reading fluency affect reading comprehension? What is reading fluency? Reading fluency is defined as the ability to recognize words rapidly and accurately. Under the reading fluency umbrella, there are three main components of fluency: accuracy, rate, and prosody (Nathan Stanovich, 2001). Reading accuracy is the ability to decode and recognize words correctly. Without reading accuracy, a young reader cannot interpret the author’s intent (Evanchan, 2010). To be considered an accurate reader a student has a strong knowledge of the alphabetic principle, ability to blend letters, and a significant bank of high frequency words (Hudson, Lane, Pullen, 2005). Reading rate refers to the speed one can read at with fluidity (Evanchan, 2010). This component of reading fluency is often described as a reader’s automaticity. With automaticity, a reader can effortlessly identify words in text (Evanchan, 2010; Hudson et al. , 2005); however, accurate word recognition alone is not a strong indicator of fluency. Speed also needs to be heavily considered. (Evanchan, 2005). Hudson et al. (2005) describe prosody as â€Å"the music of oral language† (p. 704). Prosody is what makes a reader enjoyable to listen to, because it includes appropriate phrasing, intonation, stress patterns, and duration (Hudson et al. , 2005). Prosodic reading suggests the reader has connected to the literature and understands what is being read (Hudson et al. , 2005). What strategies can be used to improve reading fluency? Numerous strategies can be used to improve reading fluency (Evanchan, 2010). One strategy that continues to hold valor is repeated reading, which is when students continuously read the same passage until they have reached a level of fluency (Mastropieri, Leinart, Scruggs, 1999). Once they have reached the predetermined level of fluency, they move to a more difficult passage. Hudson et al. (2005) suggested repeated reading is highly recommended for improving of fluency because it concentrates on all components of fluency: accuracy, rate, and prosody. Reader’s theater is another strategy where children practice repeated reading (Evanchan, 2010). Reader’s theater brings a new, more exciting approach to repeated practice. Like repeated reading, reader’s theater focuses on all three elements of reading fluency. Reader’s theater requires students to reread, memorize, and perform the text, which are key components to improving fluency. Adding dramatic performance to a student’s reading experience will positively affect the student’s expression, or prosody, a key component to reading fluency (Nathan Stanovich, 2001). Modeling fluency is essential so students can better understand what reading fluency sounds like. Proper modeling focuses on accuracy, rate, phrasing, and prosody (Worthly Broaddus, 2001). Evanchan (2010) suggested proper modeling gives students exposure to vocabulary above their independent reading level. Modeling allows students to be engaged with text they may wrestle with independently, and comprehension is also enhanced (Worthly Broaddus, 2001). The student’s engagement and evidence of comprehension suggests students’ listening comprehension level is at a higher level than their independent reading levels (Evanchan, 2010). How does reading fluency affect reading comprehension? There are five essential components to reading. They are phonemic awareness, phonics, fluency, vocabulary, and comprehension. Evanchan (2010), referred to the components as links in a chain, and comprehension is the link that secures the chain; however, if one of the four other components are missing, the ultimate goal of comprehension cannot be obtained. Before a higher level of reading can be obtained, a student must be able to decode the words in text (Nathan Stanovich, 2001). Without word recognition, a reader is likely to misinterpret the author’s intent. Misinterpreting the text can develop a barrier for comprehension (Hudson et al. , 2005). When looking at fluency on a larger scale, developing automaticity forms the bridge between reading fluency and comprehension. (Pikulski Chard, 2005). Although reading comprehension is not solely achieved through reading fluency, it certainly reflects upon it (2005). Automaticity and comprehension are intertwined and should not be separated during instructional modeling (2005). Doing so may affect the ultimate goal of developing meaningful responses to the text (Applegate, Applegate, Modla, 2009). Nathan and Stanovich (2001) and Hudson et al. (2005) agreed non-fluent readers have a difficult time focusing on comprehension because their cognitive capacity is limited, and they use all of their energy to decode words. Students who have efficient word identification and have achieved automaticity free up processing space so their cognitive resources can be used for comprehension and higher order thinking (Hudson et al. , 2005). Conclusion. There is a significant amount of information that acknowledges reading fluency’s effect on reading comprehension. Through automaticity and prosody, a bridge can be built between reading fluency and comprehension. Reading fluency needs to become an instructional focus in the classroom. While rate seems to get most of the focus, all three components of reading fluency need and deserve to be addressed equally. The earlier reading fluency strategies are administered, the greater chance the student has to becoming a reader who can respond to literature thoughtfully and with meaning, which is the ultimate goal. References Applegate, M. , Applegate, A. J. , Modla, V. B. (2009). Shes my best reader; She just cant comprehend: Studying the relationship between fluency and comprehension. Reading Teacher, 62(6), 512-521. doi:10. 1598/RT. 62. 6. 5 Evanchan, G. (2010). Fluency is a vital link in the comprehension chain. Ohio Reading Teacher, 40(1), 11-18. Retrieved from http://search. proquest. com/docview/577071584? accountid=28680 Hudson, R. F. , Lane, H. B. , Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. Reading Teacher, 58(8), 702-714. doi:10. 1598/RT. 58. 8. 1 Nathan, R. G. , Stanovich, K. E. (1991). The causes and consequences of differences in reading fluency. Theory Into Practice, 30(3), 176. Pikulski, J. J. , Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. Reading Teacher, 58(6), 510-519. Worthy, J. , Broaddus, K. (2001). Fluency beyond the primary grades: From group performance to silent, independent reading. Reading Teacher, 55(4), 334.

Hobbes: Credited through Religion :: social issues

Hobbes: Credited through Religion Although the Catholic faith states that Baptism removes the penalty for past sins including the original sin, it doesn't remove the effects of original sin. It doesn't keep you from sinning. If one is a human being, they sin and thus they are considered â€Å"bad†. This is a fact and it is supported by Biblical texts. Three instances of such will be listed here along with the location of more. The first is Ecclesiastes 7:20 (NKJV) reading â€Å"For there is not a just man on earth who does good and does not sin.† The second is similar and is spoken by Jesus himself (Mark 10:18 NKJV) â€Å"†¦Ã¢â‚¬ËœWhy do you call Me good? No one is good but One, that is, God.’ This statement is made in response to a man calling Jesus â€Å"good† or blameless or pure. The third is from I John 1:8 (NKJV). It states â€Å"If we say that we have no sin, we deceive ourselves, and the truth is not in us.† This means that it is untruthful to say that we, humans, may are without sin. More instances of this assertion may be found in I King 8:46, II Chronicles 6:36, Psalms 14:3, Psalms 53:3, Romans 3:12, Romans 3:10, and I John 1:10. By a Merriam-Webster dictionary, one antonym of the adjective, good, is evil. Through this, we may determine that all humans are evil because of their sinful nature. â€Å"†¦God is greater than our heart, and knows all things.† (1 John 3:20, NKJV) God is omniscient; He knows all that has been, is, and will be. One example of this is as such: Before God created Adam and Eve, He knew, in His infinite knowledge, of all that has been and will be, that Satan would tempt Eve and cause her to eat the forbidden fruit. Since He does not change free will, He did not change the out come. He made His divine plan around this happening. Whether you happen to believe this, the Mormon and a â€Å"heretical† view on Adam and Eve, this is a Biblical example of determination—a belief that everything that happens was predestined or that everything that happens was meant to happen. Another Biblical example of determination would be predestination—the belief that since God knew everything that would happen before it happened, He knew who was going to heaven before they lived. These are just two beliefs held by

Reflective Essay on Communication

I am a health care assistant (HCA) on an elderly care surgical ward and we nurse many different patients who have had elective surgery and corrective surgery after a trauma. I have a lot of contact with patients who suffer with dementia, ongoing confusion due to urinary tract infections and can often display challenging and aggressive behavior.I have found on a daily basis that patients become can frustrated when they cannot communicate what they want, and I was sure that with my strong accent I would come across as harsh. This left me feeling worried and sometimes inadequate because it is in my job and personal nature to want to help those in my care. As part of my Personal Assessment Document (PAD) my mentor and I decided that I would I would push myself to speak with patients more and see how they reacted to me. I would read the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s purple à ¢Ã¢â€š ¬Ã…“This is meà ¢Ã¢â€š ¬Ã‚  folder to try and engage them on a more personal level.With this reflective ac count I will be discussing an experience that I had on my ward and how through reflection I have managed to gain more confidence in my ability to talk to my patients and convey my compassion in the way I communicate with the patients in my care.I will use the reflective framework devised by Atkin and Murphy (1994) to construct this account. It is the right model of reflection for me to look back and learn from my experiences.Personally, being a good student and health carer does not just come with reflection in the mind but also reflective practice which, according to the nursing standard à ¢Ã¢â€š ¬Ã…“enables a student to develop their skills, increase their knowledge and deal with emotionally challenging situationsà ¢Ã¢â€š ¬Ã‚  (RCN 2012). Reflection is something that should be engaged with on an everyday basis and from very early on in your health care career. It enables you to carry on caring about the patients you treat and how to improve yourself personally and professiona lly.I enjoy both the personal rewards and the challenges that go hand in hand with working with patients with dementia. I find that on the drive home I tend re-evaluate everything in my life and be grateful for the now. A patient whom will go by the pseudonym of à ¢Ã¢â€š ¬Ã…“Pollyà ¢Ã¢â€š ¬Ã‚  to maintain her confidentiality (The NMC Code of professional Conduct, 2004) was admitted to the ward with a fracture to the neck of her femur.I was advised that the patient was very confused, and would spit at staff and be both physically and verbally aggressive when approached but would constantly cry out that she needed help. She was in the early to middle stages of Alzheimerà ¢Ã¢â€š ¬Ã¢â€ž ¢s disease and had come from a care home for those suffering with dementia. Alzheimerà ¢Ã¢â€š ¬Ã¢â€ž ¢s disease is characterised à ¢Ã¢â€š ¬Ã…“by the loss of short term memory, deterioration in both behaviour and intellectual performance and slowness of thoughtà ¢Ã¢â€š ¬Ã‚  (Dictionary of Nurs ing 1998).In handover that morning I found that I would be working with her that day, and as she was post operative I would need to wash her and try to mobilise her to sit out in her chair so that the physiotherapists could help her to walk again and get her on the pathway to being discharged back to her care home. I found that I was nervous in approaching this patient as I did not want to upset her or get hurt. Personally I would always wake patients like Polly who require the attention of more than one member of staff last as it is better to leave the patient to sleep so that they are well rested. That, and from handover I had learned that Polly had experienced a rather active night.Before waking Polly I had read her personal à ¢Ã¢â€š ¬Ã…“This is meà ¢Ã¢â€š ¬Ã‚  purple file to find out if she had any preferred names, and how she liked to be spoken too. This is me was devised by the Alzheimerà ¢Ã¢â€š ¬Ã¢â€ž ¢s society and à ¢Ã¢â€š ¬Ã…“is intended to provide professionals w ith information about the person with dementia as an individual. This will enhance the care and support given while the person is in an unfamiliar environmentà ¢Ã¢â€š ¬Ã…“(Alzheimerà ¢Ã¢â€š ¬Ã‹Å"s society 2011). With this information I could help maintain a similar routine for Polly and I would not confuse her by overloading her with too many questions and instructions.I woke Polly up gently, and sat myself down in the chair by her bed so that I was not standing over her. I spent almost thirty minutes with Polly getting her up and ready, the patient did not get upset or frustrated with me, and  she was able to do most of the washing and dressing herself with help from me. Once this was completed I handed over to physiotherapists that they too should take this approach with Polly.I spent twelve days in total with Polly. In this time she was aggressive with me, and she would spit at me when I approached her. Yet, once I used her preferred name and tailored my approach to what sh e needed from me, I found that Polly was a pleasant and wonderful lady, who could be the complete opposite to the patient that was first handed over to me that first morning.Morris and Morris state that the symptoms of dementia are experienced by each person in à ¢Ã¢â€š ¬Ã…“their own unique wayà ¢Ã¢â€š ¬Ã‚  (2010) and this is reinforced by the publication of the à ¢Ã¢â€š ¬Ã…“this is meà ¢Ã¢â€š ¬Ã‚  leaflet. It enables staff to really look at each individual patient and assess what their needs are. In reflection, if I had not read this leaflet and just gone ahead and woke Polly up as I do each patient, the events of the day could have taken a very different path. I found that by talking to Polly as requested in her leaflet that she reacted in a calmer manner and did not get as anxious or frustrated as quickly as my colleagues had prepared me to think.Reflecting over my first day with Polly, I do not remember struggling to say my words more clearly than what I normally would have done. Polly was not deaf, nor was she a child and I kept it in my mind that this patient was still a scared lady who had broken a big part of her body and was in a large amount of pain. Furthermore, she might not be able to communicate this fact as clearly as someone without dementia.Hobson states that, the HCA will need to à ¢Ã¢â€š ¬Ã…“learn to adapt how they attempt to understand what the person is saying to themà ¢Ã¢â€š ¬Ã‚  and that this can only be achieved by à ¢Ã¢â€š ¬Ã…“entering the same world as the person with dementiaà ¢Ã¢â€š ¬Ã‚  (2012, P337). At times Polly would pretend to cry like a child and repeat the words à ¢Ã¢â€š ¬Ã…“Oh Mummy, mum, mum. Oh Mummyà ¢Ã¢â€š ¬Ã‚  but not be able to give an answer when questioned what was wrong and how could we help her. Taking this into consideration, Polly might not be actually asking for her Mum but actually trying to communicate a much deeper need.My understanding of how patients with dementia communicate lead me to point to Pollyà ¢Ã¢â€š ¬Ã¢â€ž ¢s hip and ask her if she felt pain there when she moved, to which she replied yes she did. In reflection I found this was a much better approach rather than just asking if Polly wanted any pain relief. Elkins has stated that asking the patient with dementia a direct question is almost a waste of time, as the patient does not have the information to give you. Instead it is more beneficial for the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s sense of self worth to ask them a question with an optional answer of à ¢Ã¢â€š ¬Ã…“yesà ¢Ã¢â€š ¬Ã‚  or à ¢Ã¢â€š ¬Ã…“noà ¢Ã¢â€š ¬Ã‚ . It could also be said that a statement rather than a question is better because it leaves the patient feeling more in control (2011).From this experience, I suggested to the nurses that when doing their drug round that they should lower themselves down to Pollyà ¢Ã¢â€š ¬Ã¢â€ž ¢s eye level and ask her if her hip hurt her, rather than standing at the end of her bed or beside her asking if she wanted any pain relief. This suggestion meant that Polly had more regular pain relief, and as a team we knew when she was in pain.Furthermore, this information could be added to her file and become part of Pollyà ¢Ã¢â€š ¬Ã¢â€ž ¢s future care pathway. Elkins raised the very same argument that à ¢Ã¢â€š ¬Ã…“once an effective communication bridge had been achieved, the individual is much more like to remain calm and anxiety freeà ¢Ã¢â€š ¬Ã‚  This would show that dialogue between patient and healthcare professional had been greatly improved and would continue to do so in the future (2011).In reflection, I have found that I was so focused on the need to be understood through my use of English that at times I under-estimated the importance of non-verbal communication. Now, having taken a step back I see that I am almost in the same boat as the patient suffering with dementia, we are both just à ¢Ã¢â€š ¬Ã…“an individual attempting to communicateà ¢Ã¢â€š ¬Ã‚  (Hobson, 2012) a nd as a HCA the method of employing à ¢Ã¢â€š ¬Ã…“feelings and emotionsà ¢Ã¢â€š ¬Ã‚  should become more à ¢Ã¢â€š ¬Ã…“significant than the spoken wordà ¢Ã¢â€š ¬Ã‚  (Hobson, 2012).Although my confidence in speaking to patients is always growing, I am more appreciative of how much more effective my body language, and the tone of my voice can be when communicating with a patient with dementia. Yes, looking after these patients can be a challenge but getting past the dementia and working in ways that compliment the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s mindset will be of more  benefit to the patient. By spending some time reading each patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s information leaflet I am able to help maintain a patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s well being and create a more anxiety free environment for our patients.

Allowance Essay

â€Å"Please Dad, Can I? † â€Å"No, you can’t. † That is the answer of most parents, when asked by their child if he can have an allowance. Parents believe that allowance makes a child unappreciated money. The truth however, is the opposite. Allowance helps the child turn into a financially secure adult by teaching him money management. Also, because it is their own money, children will feel independent and important. Finally, allowances teach kids that to earn money and succeed as an adult, one has to work hard and be responsible. Parents should give children allowances to help the child prepare for the future. Every parent wants their child to grow up, and become more successful than they were. To do this, the child has to learn to manage money properly, especially nowadays since swiping a card is all it takes to bankrupt oneself. Starting an allowance system will help a young person manage money better. If a child uses up their money for immediate gratification instead of saving it, they might regret it later because they cannot afford something. By learning to save up money the child will be learning to prepare for the future. Allowance help kids learn that spending your own money is different than spending someone else’s. For the same reason, children with allowances can grow up to be independent adults. Because it is their own money they are spending, children will not have to rely on their parents all the time. Instead of asking their parents – which is annoying and even degrading for the child, and irritating for the parents – they are able to use their own money. This makes the child feel important and helps increase their self esteem. When an adult, the child will not borrow too much money from banks or people and obtain a large debt. Instead, the person will learn responsibility and use the money he himself owns. Which leads us to our third reason: allowances teach responsibility and hard work. By earning ones allowance by doing chores and work around the house, a child understands that money does not grow on trees; instead one has to work for it. As an adult this person would work hard at his job to get money. Additionally, the money will not be wasted on unnecessary items because the child knows that there is a limited source. So as one can see, contrary to popular belief, allowances actually make kids appreciate money. For that reason, allowances help children become responsible, independent, and financially secure adults. Essay Topic: Allowances By: Tarim Shahab September 17, 2008 Mrs. de Mestral 7/8-3

Vibratory Rock Tumbler Instructions

Vibratory Rock Tumbler Instructions Vibrating or vibratory rock tumblers, such as those made by Raytech and Tagit, can polish rocks in a fraction of the time required by rotary tumblers. They also result in polished stones that retain the shape of the rough material, as opposed to the rounded shapes obtained by rotary tumbling. On the other hand, vibratory tumblers tend to be a bit more expensive than their rotary counterparts. However, if time is money and you want to retain more of the shape and size of the original material, then a vibratory tumbler may be just what you need. Vibratory Rock Tumbling Materials List A vibratory tumbler.Rocks. You will get better results with a mixed load that includes both small and large rocks.Filler. Plastic pellets are great, but you can use small rocks having the same or lesser hardness as your load.Silicon carbide grit, pre-polish and polish (e.g., tin oxide, cerium oxide, diamond).Soap flakes (not detergent). Ivory soap flakes are recommended. How To Use a Vibratory Rock Tumbler Fill the bowl of the tumbler about 3/4 full with your rock.If you do not have sufficient rock to fill the bowl to the 3/4 level, then add plastic pellets or other filler.Add the required amount of SiC (silicon carbide) grit and water. See the table below to get a sense of how much is needed. If you have the instruction manual that came with the tumbler, start out with those quantities. Keep records, so if you make changes you will know the effect the changes had on the polishing.Place the lid on the tumbler and run the vibrator. Let it run for a day or so and make certain that a slurry is forming. Evaporation will occur, especially if the external temperature is hot, so you may need to add water from time to time to maintain the slurry consistency.When the rock has achieved the desired smoothness and roundness, remove the load and rinse the bowl and the rocks thoroughly with water.Return the rock to the bowl, add a tablespoon of soap flakes, and fill the bowl with water to the top of the rocks. Vibrate the mixture for about half an hour. Rinse the rocks and the bowl. Repeat this step two more times. Return the rocks to the bowl and proceed to the next polishing step with the next grit (see the Table).After the final polish step, perform the washing/rinsing process and allow the stones to dry. Here are some conditions, intended for a 2.5 lb tumbler. You can adjust the quantities for your specific needs. The duration for each step is approximate - check your load and keep records to find the conditions that work best for you. Experiment with different polishing compounds to find the type that works best for your stones. Grit Type SiC SiC SiC SiC SnO2 CeO2 Diamond Diamond Mesh 220 400 600 1,000 - - 14,000 50,000 Grit Amount 8 tbls 4 tbls 4 tbls 3 tbls 4 tbls 4 tbls 1 cc 1 cc Water Cups 3/4 3/4 3/4 1/2 1/2 1/2 1/2 1/2 Soap Tbls 0 0 0 0 1/3 1/3 1 1 Speed fast fast fast fast slow slow slow slow Stones Hardness Days Days Days Days Days Days Days Days Sapphire 9 28 7 7 7 5 - - - EmeraldAquamarineMorganite 8 3 2-3 2-4 2 2-4 - - - TopazZircon 7.5 3-8 2-3 2 2 2 - - - AgateAmethystCitrineRock CrystalChrysoprase 7 0-7 3-4 2-3 2-3 0-3 3 - - Peridot 6.5 - 2 2 2 - - 2 2 Opal 6 - - 1 2 2 - - - Lapis Lazuli 5.5 - 4 3 3 2 - - - Apache TearsApatite 5 - 2-3 1-2 1 1 - -1 1 *Use a slow speed for all steps when polishing stones with Mohs hardness of 6.5 or lower (peridot, opal, lapis, obsidian, apatite, etc.). Helpful Tips for a Perfect Polish Make a balanced load that includes for large and small rocks. For a 2.5 lb bowl, sizes from 1/8 to 1 work well.A proper slurry is needed to get the best polish in the least time. If there is too little water, then the thickness of the mixture will prevent proper movement, thus slowing the polishing action. Too much water results in too thin of a slurry, which will result in a much longer time to achieve a polish. The grit may settle out of the mixture altogether.Never wash grit down the drain! While it doesnt typically present an environmental hazard, theres a good chance it will cause a clog that cant be removed using chemicals.Plastic pellets may be rinsed and reused, but you cannot reuse grit. Are you looking for information on using your tumbler to polish jewelry or metal components? Heres what you need to do.